Factors that Affect a Student’s Performance|1

1The Factors that Affect a Grade 11 GAS Student’s Productivity in Terms of Academic Performance
2
3
4 Batnag, Oscar
5 oscarbatnag@yahoo.com
6
7 Caampued, Margarette
8 meg.caampued19@gmail.com
9
10 Doligas, Leni
11 lenidoligas0501@gmail.com
12
13 Ilagan, Nicole
14 sofianicoleilagan@yahoo.com
15
16 Mayapit, Janna Mae
17 jannamae.najeam@gmail.com
18
19 Narciza, Karl
20 narcizakarl14@gmail.com
21
22 Ordonio, Rochelle
23 2kingmij8@gmail.com
24
25 Orduña, Kaye
26 kayeorduna47@gmail.com
27
28 Sally, Kiel
29 kiel_sally@yahoo.com
30
31
32ABSTRACT
33
34 This paper talks about “The Factors that Affects the Productivity of a Grade 11 GAS Student’s
35Productivity in Terms of Academic Performance.” To be able to gain the data needed for the study, the
36researchers used purposive sampling wherein they selected five GAS 11 students as their respondents
37from the University of the Cordilleras. This study aims to find out what are the possible factors for lack or
38increase of productivity in a student’s academic performance. The significance of this study is to help
39students in their studies, to aid teachers to rethink their own methods, and for the school to know how
40they can affect their students in their studies. Some of the reasons discovered by the researchers from the
41respondents are outside influences, emotions, teaching style, and the environment. The researchers have
42also provided recommendations for the main problem.
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51KEYWORDS: factors, productivity, Grade 11 GAS, affect, influence
 Factors that Affect a Student’s Performance|2

52INTRODUCTION
53
54 There are a lot of possible factors that affects a student’s productivity and output. A school
55schedule can be one of them, as school often starts in a time that is too early for the body to be fully alert
56and focused. (Shapiro & Evans, 2014) However, this paper would like to find out what are the other
57possible factors for loss or increase of productivity in students before coming to a conclusion.
58
59 The first term to be defined is productivity which is a ratio between the output volume and the
60volume of inputs. It measures how efficiently production inputs are being used, such as labor and capital.
61(Krugman, 1994) In here, the performance of individual students are rated in terms of how great they do
62in studying.
63
64 The next concept is GAS 11 students. The General Academic Strand or GAS, is great for students
65who are still undecided on which track to take, as they can take electives from different academic strands
66under the track. These subjects include Humanities, Social Sciences, Applied Economics, Organization
67and Management, and Disaster Preparedness. This strand are also for students who would want to proceed
68to college; this is considered to be the most flexible strand. (Edukasyon.ph, 2017; University of San Jose
69Recoletos, 2017; Banal-Formoso, 2015)
70
71 The word “factors” is the next term, and it can only be defined as a set of observed variables that
72have similar response patterns. It is also used for investigating variable relationships for complex
73concepts that are not easily measured directly by collapsing a large number of variables into a few
74interpretable underlying factors. (Maike Rhan, 2016)
75
76 The last term to define is “affects” which according to Victoria Lynn (2016), is used as a verb
77most of the time to mean “to influence” or affect as a noun is referring more to emotions or things that
78can be influenced or changed.
79
80 Therefore, a set of observed variables with similarities will be used to tell if these influence a
81GAS student’s versatility in their subjects and the volume of their outputs in academics. (Krugman, 1994;
82Edukasyon.ph, 2017; University of San Jose Recoletos, 2017; Banal-Formoso, 2015; Maike Rhan, 2016;
83Lynn, 2016)
84
85 The study that arguably inspired this paper was entitled “How the Time of the Day Affects
86Productivity: Evidence from School Schedules” by Nolan G. Pope and can be considered an existing
87study about the same problem, albeit the aforementioned research tackled a much larger sample than this
88paper. It can be said that this is what is missing from the current body of research, as it only tackles the
89GAS 11 students and none other than them.
90
91 Another similar study worth noting is “Psychological Factors Affecting Student’s Academic
92Performance in Higher Education among Students” by Riya Bhattacharya and Dr. Bani Bhattacharya,
93published on 2015. This particular paper aimed to find out if the Grade Point Average (GPA) of students
94in higher education is affected by their current state of mind. While it was conducted in another country,
95it still tackles the general idea of this research’s topic.
96
97 Herbert J. Walberg’s “A Theory of Education” is another study worth mentioning. It talks about
98how in order to increase educational productivity, educational process goals and achievement goals need
99to be taken into consideration. It champions a perspective wherein the creative processes of a student
100must be taken into consideration because a traditional way of learning will decrease motivation and
101therefore, a student’s productivity.
102
 Factors that Affect a Student’s Performance|3

103 With all the related studies listed above, it can be safely concluded that there are already
104extensive efforts in the international scene to cover the subject of student’s productivity in terms of their
105studies. Also, while none of the studies mentioned are from the local scene, there are several papers that
106have surfaced pertaining to a similar topic as this research.
107
108 The main subject of this research is finding out what factors affects the performance of GAS 11
109students in their academics. Since the K12 is a newly implemented curriculum and therefore
110experimental, there are bound to be things that can influence a student in their studies, especially in a new
111and unfamiliar environment. These influences, which can be up or down, may affect emotions or things
112that can be changed, such as the pupil’s performance.
113
114 This study has finds its significance in the following:
115
116 1. The students and what influences their studies and performance in order to propose an effective
117 solution to improve their academics.
118
119 2. The researchers also believe that this research has the potential to aid teachers to rethink their
120 own methods and to help their students improve academically, thus making it significant in the
121 experimental stages of the K12 curriculum.
122
123 3. For the school as a whole, it is probable that this study may also affect things such as the schedule
124 of classes, even the time when classes start or any factor that the school administration has direct
125 control over, especially when the data gatherings are finalized and presented.
126
127
128METHODOLOGY
129
130 The researchers used qualitative methods as their research design in addressing the main
131question. Qualitative research methods are especially useful in discovering the meaning that people give
132to events that they have experienced. (Bogdan & Biklen, 2003; Denzin& Lincoln, 2000) Also it is useful
133when the subject is too complex to be answered by a simple yes or no. The researchers used qualitative
134for this study for it often begins with how or what, so that the researches can gain understanding of what
135is going on. (Patton, 2002; Seidman, 1998) Qualitative research was also chosen for the reason that the
136answers gathered are not limited and the questions that the researchers used were able to gather answers
137pertaining to the perceptions and experiences of the participants.
138
139 The researchers are also studying about the phenomenology of an individual because in
140phenomenology, it can be seen how the participants have understood their experiences and what their
141reactions are towards these events. Phenomenology turns directly to the evidence of lived experience—of
142first-person subjective life—in order to provide descriptions of experiencing and of objects as
143experienced, rather than causal explanations. (Husserl, 1997; as cited by Behnke, n.d.)
144
145 Selection and Study Site (Population and locale for Qualitative)
146
147 The researchers are using purposive sampling for they are identifying people that are sharing a
148common characteristic. Purposive sampling is a non-probability sample that is selected based on
149characteristics of a population and the objective of the study. This type of sampling method is also known
150as judgmental, selective or subjective sampling. (Crossman, 2017)
151
152 The researchers are going to purposively sample five selections to obtain the minimum number of
153answers in order to provide a suitable conclusion. The researchers were to select a suitable site to conduct
 Factors that Affect a Student’s Performance|4

154the study and among all the schools that offer the General Academic Strand or GAS, only one was
155chosen.
156 The nature of the study was to determine what influences the productivity of students by
157examining how the different factors affects them and be able to use this study to help students in their
158studies.
159
160 The site which the researchers have chosen to conduct this study was at the University of the
161Cordilleras for it offers the aforementioned GAS for Grade 11 students who are the participants of this
162study. The selection was based on the accessibility of the school and the researchers selected GAS for it is
163the most flexible one among the different strands.
164
165 The researchers also chose the Grade 11 students for they are new to how Senior High School is
166being conducted and also new to the strand they enrolled in.
167
168 In this research, the selected three people who experienced the phenomenon being studied who
169could confirm or validate the statements of the main selection are the Grade 12 students also enrolled in
170the General Academic Strand.
171
172Data Gathering Tool
173
174 In this study, researchers have provided an aide memoire. An aide memoire consists of questions
175and prompts to assist both course or subject teams in their preparation or subject documentation (Ulster
176University, n.d.). It also consists of the researcher’s preamble that allows them to introduce themselves
177and the research instrument that helps them gather necessary data. The study of the working definition
178helps the researchers to be able to construct the questions for the interview, it also narrows the question
179what was made or asked. The a priori codes that were used were from the meaning the researchers have
180gathered to define the words from the working definition.
181
182 The type of question that was employed in this research isan open-ended question wherein there
183are no options or categories included; the participants should apply their own answers. In these types of
184questions, the participants can respond to the questions as they like and researchers can investigate the
185meaning of the responses.
186
187 The data gathering tools that the researchers have used for the interview to be able to gain
188answers were through qualitative questionnaires that were prepared beforehand for the respondents. The
189researchers used cameras and voice recorders as equipment in conducting the interview. The researchers
190have also used notes when there were data that were necessary to write down; the interviews lasted for
191about an hour.
192
193Data Gathering Procedure
194
195 Before gathering the data some respondents did not want to be interviewed because they are timid
196but fortunately the researchers were able to convince the participants, even if they were feeling
197uncomfortable at first. They did agree to the interview after the researchers explained the purpose of the
198study. The researchers have also asked the participant and the teachers for permission to conduct the
199interview with the questionnaire.
200
201 An interview guide was verbally executed for the researchers thought that it would be for the best
202that the questions would be explained orally. The equipment that the researchers have used such as
203cameras and voice recorders did not have any problems at all and it was chosen that the interview was to
204be held inside their classroom to avoid difficulties for both sides.
 Factors that Affect a Student’s Performance|5

205
206 During the actual interview, some respondents did not have a hard time answering the questions
207while some stuttered. There were selections that would prefer to be in a group rather than to be alone.
208
209 Fortunately, the researchers did not encounter any demand from the respondents. There were
210some interviews that were not fully conducted or in other words, the interviews failed because of lack of
211time.
212
213 After the interviews ended, some respondents and interviewers somewhat learned from each
214other. The researchers were able to complete the one hour minimum threshold and the gathering of the
215data was a success for them because they were able to gather suitable answers for their study. They also
216thanked the respondents who were able to give their time to answer the questions and also the teachers
217who gave them the permission to conduct the study.
218
219Treatment of Data
220
221 The audio recorded interviews were then transcribed by the researchers manually through the use
222of a laptop and in another researcher’s case, an android phone. From that, based on the answers given by
223the respondents, the researchers narrowed down the appropriate codes related to the main topic which
224were then clustered based on their similarities.
225
226 A code in qualitative inquiry is most often a word or short phrase that symbolically assigns a
227summative, salient, essence-catching, and/or evocative attribute for a portion of language-based or visual
228data. (Saldaña, 2008)
229
230FINDINGS AND DISCUSSION
231
232 This section of the paper investigates the factors that affect Grade 11 GAS students by using data
233the researchers have gathered. The major themes that have emerged are the factors themselves, the effects
234of these factors, and the environment the students find themselves working in.
235
236 I.
237
238OUTSIDE INFLUENCE
239
240 The first factor the researchers have found is that outside influence, such as parents and friends,
241have impacts on whether or not the student does well in their studies or not. For the most part, parents are
242often the ones who give their children incentives to study whether they be good or bad, while friends may
243influence the students to strive harder or not.
244
245 The following statements are significant to the theme:
246
247 “My family members, it’s like… They make me work harder. They’re giving me a reason to do
248what I need to do in order to pass. …It’s like they’re challenging me that if I fail, I’ll stop studying [in
249that school] and I’ll be transferred but if I pass, I’ll stay here and they’ll increase my allowance.” (Yung
250mga family members ko ngay, parang pinu-push nila ako. Nagbibigay sila ng dahilan para gawin ko
251yung… para pumasa ako. …parang hinahamon nila ako na pag ako bumagsak, mag-iistop ako, ililipat
252ako. Pero kapag ako, pumasa, magii-stay ako dito at tataasan din ang allowance ko.)
253
 Factors that Affect a Student’s Performance|6

254 “The reason that I can perform well is because my family motivates me to reach my goals.” This
255same respondent also said the subsequent statement in response to a question asking what motivates them
256to do well in their studies. “My mom, she affects me a lot because I’d like to make her proud and do well
257in my studies.”
258
259 “What influenced me to do good in my studies were my friends because they’re not a bad
260influence.” (So yung naging influence sa akin na para to do good, is yung mga friends ko kasi hindi
261naman sila bad influence.)
262
263 The statement below provides validation:
264
265 “Of course, it can’t be helped that your friends will be a bad influence to you and then for
266example, you’ll skip class with them or instead, you go out to drink with them.” (Syempre hindi
267maiiwasan na ma-BI [bad influence] ka ng mga friends mo tapos kunware hindi kayo papasok or kaya
268iinom kayo.)
269
270MOOD/EMOTIONS
271
272 Another factor the researchers would like to discuss is the mood or emotions of a student. More
273often than not, negative emotions affects a student badly, as what they feel can discourage them from
274doing their requirements, even more so if the student is suffering from depression. Out of the selection the
275researchers have interviewed, only 2 out 5 students have said that their emotions do not affect their
276studies while none of the validators have confirmed it with their statements.
277
278 The above are supported by the following statements:
279
280 (In response to a question if their emotions affect them) “Yes…because when I am depressed, I
281don’t use my brain well.”
282
283 “Because of overthinking, I already feel lazy in doing what I really need to do.” (…yung parang
284tinamad na akong gawin yung lahat sa kakaisip kung ano ba talaga ang gagawin.)
285
286 “It stresses me out because it’s hard to cope with the load of requirements given and you often
287stay up just for it.” (Nakakastress, ang hirap mag-cope up lalo na pagsabay-sabayang requirements at
288magpupuyat ka para dun.)
289
290 The following are the validator’s statements about the matter:
291
292 “Emotions are a big factor in affecting studies because there are times when you’re in a bad mood
293that you can’t focus at all.” (Napakalaking factor din ng emotions para makaapekto sa studies kasi may
294mga times napagnasa bad mood ka hindi ka makapag-focus.)
295
296 “If I am not in the mood, I don’t pay attention so much in the discussions.”
297
298 “[Emotions] greatly affects my studies because it can lead to distraction that can cause my grades
299to be low.”
300
301TEACHING STYLE
302
303 The last factor to be discussed is how a teacher teaches, their style. The researchers have found
304that students are far more receptive to teachers who use visual or audio aids in teaching rather than
 Factors that Affect a Student’s Performance|7

305resorting to pure lecture, since most of the respondents recall a PowerPoint presentation or an activity in
306helping them understand a lecture. It can also be said that students are more accepting of teachers who are
307open with their students, as that makes them better to listen to in class. As one validator pointed out, there
308has to be other ways to teach other than the teachers just standing in front and talking non-stop.
309
310 The thought is supported by the statements below, all in answer to the question, “What are the
311methods your teacher uses to help you improve your studies?”
312
313 “They use PowerPoint presentations and they share stories about the topic so that we can
314understand what they’re talking about.” (Gumagamit sila ng PowerPoint presentations and nagsha-share
315sila ng stories about the topic para maintindihan namin.)
316
317 “Some teachers really open up to their students so that we can have a better time listening to
318them.”
319
320 “With us, we’re more on groupings and PowerPoint presentations. Also in written outputs, we
321seldom do it individually.” (Sa amin po kasi, more on groupings at sa PowerPoint Presentation. Pati
322narin po sa written outputs, iilan lang po ang individual sa amin.)
323
324 These significant statements were validated by the second selection by the following statements:
325
326 “The methods that my teachers uses to help us is to keep our classroom quiet as much as possible
327but this phenomena can’t be avoided therefore our teachers repeats or refreshes some of our lessons or
328topics.”
329
330 “Sometimes the teachers use visual or audio aids. These are a huge for me and my classmates in
331order to understand the lessons because it’s hard when all the teacher does is explain.” (Sometimes
332gumagamit sila ng mga visual or audio aids. Nagiging malaking help yun para saamin, sa akin, para
333maintindihan pa yung lessons naming kasi mahirap naman na puro dada lang ang teacher.)
334
335 “Sometimes, having activities in form of games and also having group works because there,
336collaboration between me and my groupmates is possible by sharing our ideas.”
337
338 Therefore, the codes find that outside influence, mood/emotions, and teaching style are common
339factors in a student’s productivity in their academic performance. They are backed by the studies listed
340below:
341
342 For outside influence, one research says that parent involvement is often considered a pathway
343through which schools enhance the achievement of underperforming children, which is why Parent-
344Teacher Meetings or PTAs are highly encouraged. (Berger, 1991; Duch, 2005; Sheldon & Epstein, 2005;
345as cited by El Nokali, Bachman, &Votruba-Drzal, 2010)
346
347 As for emotions, a study validates that they are omnipresent in academic settings, and they
348profoundly affect students’ academic engagement and performance. (Pekrun & Linnenbrink-Garcia,
3492012) This confirms that emotions, do in fact, heavily affect a student’s performance.
350
351 Lastly, teaching style can be confirmed by the following study: effective teaching is concerned
352with the student as a person and with his general development. The teacher must recognize individual
353differences among his/her students and adjust instructions that best suit to the learners. (Barberos et al.,
3542017)
355
 Factors that Affect a Student’s Performance|8

356 II. Environment

357
358 The environment can be considered another factor but the researchers have considered it separate
359for it has its own divisions to be discussed. These factors are divided into three groups which are noise,
360cooperative classmates and culture shock in terms of academics.
361
362NOISE
363
364 The biggest environmental factor detrimental to a student’s productivity is the noise generated by
365their peers. Almost all the respondents answered that the noise inside the classroom distracted them from
366whatever activity they were doing.
367
368 The above can be supported by the following statements:
369
370 “When it’s noisy, I get distracted but when it’s better when it’s quiet.” (Pagmaingay, parang
371nadi-distract talaga ako pero pag tahimik, yun. Mas okay.)
372
373 “The environment affects me a lot because if our classroom is really noisy, of course you cannot
374study well.”
375
376 “I think that my classmates are okay because sometimes they help me in my studies but when
377they’re noisy it’s hard to work [on their requirements].” (Ok lang naman sila [classmates] kasi sometimes
378tinutulungan nila ako sa studies… pero sometimes maingay sila kaya mahirap mag-work.)
379
380 The statements above are validated by the following:
381
382 “Having a noisy environment… of course it will make me get low marks because I can’t focus
383like that.”
384
385 “It [the noise] does affect my performance because of the different noises, like the one from my
386classmates or the ones from outside the classroom thatI and my fellow classmates experience.”
387
388 “When your environment is super messy and loud, you really won’t be able to focus because
389your attention is divided and you can’t give it your all.” (Kapagang environment mo sobrang gulo,
390sobrang ingay, yun, hindi ka talaga makakapagfocus kasi hati yung atensyon mo, hindi mo maibibigay
391lahat.)
392
393COOPERATIVE CLASSMATES
394
395 The students that did not agree with the factor of noise actually responded in a positive way as the
396researchers found out that some did not mind the noise made by their peers because their classmates
397exhibit cooperation in group outputs. This shows that there are two sides of the coin; students who are
398distracted by noise and those who adapted to the noise in their classroom.
399
400 This theme is represented by the following statements:
401
402 “It’s quite noisy in our classroom but I can still concentrate because there’s teamwork [between
403them and their classmates].” (Kasi, sa classroom naming medyo maingay pero nakakapagconcentrate din
404naman ako kasi meron ding teamwork.)
405
 Factors that Affect a Student’s Performance|9

406 “It [the noise] does not affect my performance because I can go well with the environment in our
407classroom.”
408
409 Unfortunately, none of the statements can be validated with the data the researchers have but it is
410believed that this theme is still relevant to the main theme of this paper, therefore justifying its inclusion.
411
412CULTURE SHOCK
413
414 Not all students come from the same educational background, or have experienced the same
415curriculum the majority of the population goes through. This can be assumed for a respondent who
416expressed their struggles in keeping up with their studies not because of the noise, but because of their
417struggle to adapt to the new environment of having to juggle several requirements at the same time.
418
419 This theme is supported by the statement below:
420
421 “It’s my first time experiencing so many projects and outputs that you have to pass immediately.
422I haven’t even encountered the other subjects I have so it’s really a shock.” (First time kong na-
423experience yung sunod-sunod na outputs naipapasa at mga projects. Yung ibang subjects ngayon ko lang
424din nae-encounter so parang nakakapanibago.)
425
426 These codes find that the second theme, the environment of the students, carries a common
427experience among the respondents and is still relevant to addressing the main problem. The researchers
428believe it is relevant for one cannot form a proper recommendation without knowing of the environment
429the students face almost every day at school.
430
431 III. Effects
432
433 This section now focuses on the effects of the aforementioned factors such as emotions or the
434environment. One effect the researchers have observed that applies for all the factors is that students
435subsequently feel pressured to keep up to the expectations people put upon them and in the case of one
436respondent, develop the fear of being perceived as a disappointment by their parents. Another respondent
437experiences lack of sleep due to finishing requirements which can be once again attributed to feeling
438pressured to keep up in their academics.
439
440 This theme is represented by the following statements:
441
442 “I don’t want to fail because they’ll think that I’m a disappointment because they [parents]
443already gave their all in me and then I’ll just fail? Other people, even more so with my parents, will think
444that I’m a shame. (Ayoko bumagsak tapos iisipin nilana disappointment ako kasi binigay na ng parents
445mo ang lahat, tapos babagsak ka lang. Parang magiging kahihiyan ka sa mga ibang tao, lalo na sa
446parents mo.)
447
448 “This is for my future so I also need to do my best but it’s hard because I need to stay up late.”
449(Para din naman to sa future so kailagan din magsipag pero nahihirapan din ako kasi kailangan
450magpuyat.)
451
452 “At first, it was just fine but now, in the second quarter, I feel like the requirements are piling up
453and I think that I can’t take this in the following quarters.” (Nung first okay lang po, pero ngayong second
454quarter parang natatambakan ako and naiisip ko na parang di ko kaya sa mga susunod na quarters.)
455
456 The above are validated by the following statement:
 F a c t o r s t h a t A f f e c t a S t u d e n t ’ s P e r f o r m a n c e | 10

457
458 “There’s pressure in having high grades and when they [parents] want this mark for you and you
459get something lower than their standards, they’ll get mad.” (Nakakapressure na magkaroon ka ng mas
460mataas na grade tapos kung gusto nila ng ganito, tapos iba yung makukuha mo; papagalitan ka.)
461
462 The researchers were able to learn that the last theme is also a common experience. They came
463into a supposition that if they were not able to arrive with this result, they will not be able to contribute
464ideas on how to response or give suggestions on how to deal with the main problem.
465
466CONCLUSION
467
468 The different factors that affect a student’s productivity in terms of their academic performance
469are; their parents, emotions, teaching style, and the environment in their classroom. The factors can be
470seen in either a positive or negative perspective, as some of these factors can actually influence a student
471to do better in their studies or demotivate them, such as the teaching style of their teachers, the
472encouragement given by their parents and how other people relate with them. The researchers believe that
473these emergent themes provide answers to the main problem, this information gathered can help in
474understanding the things that prompts students to do better or worse in their studies.
475
476
477RECOMMENDATIONS
478
479 From the results of the research, the researchers have compiled the following recommendations for
480the students, the teachers, and the school:
481
482 1. Students
483
484 Students are recommended to stay motivated positively by their parents and peers. Emotions are
485hard to control, especially negative, but if the student finds themselves motivated solely through means
486such as fear, it is recommended that the student take the time to reflect on themselves and the reason why
487they are even studying in the first place.
488
489 In the event that one finds themselves stressed, the researchers suggest taking even a short break
490from their work and de-stress themselves by doing what they like, such as listening to music for example.
491
492 Concerning the teaching style of their teachers, it is best if the students learn to approach their
493subject teacher whenever they cannot understand something immediately. If the teacher is not available,
494the student can always ask their fellow classmates, as it already shows in the data that there are those who
495cooperate with them.
496
497 For the environment, it does not hurt to try and ask their classmates or the people outside the
498classroom to keep quiet. If it does not work, then there is the option of actually adapting to the noise
499around them, as some respondents have exhibited the same ability.
500
501 2. Teachers
502
503 It is best if the majority keeps on using visual and audio aids in teaching but like one respondent
504expressed, it is recommended that at the very least, teachers use more ‘interesting’ methods in order to
505make a student remember their lessons. For example, relating a story to their students that is in direct
506relation to the topic being discussed.
507
 F a c t o r s t h a t A f f e c t a S t u d e n t ’ s P e r f o r m a n c e | 11

508 As much as possible, the researchers also suggest that the teachers use their authority in keeping
509the halls and the classrooms quiet, as too much noise has been proven to be a distraction to the students.
510
511 3. School
512
513 For the school, it is for the best that the administration exerts effort in keeping the hallways and
514the classmates quiet, as it has proven to be a heavy contributor to the concentration of students. For
515example, assigning hall monitors to remind students to be quiet and to keep out of places they should not
516be around during class hours, especially when that specific area is near a classroom.
517
518
519
520
521References
522
523Aide-Memoire for Evaluation and Revalidation. (2017). ulster.ac.uk. Retrieved 2 December 2017, from
524https://www.ulster.ac.uk/academicoffice/download/AIDE%20MEMOIRE.pdf
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