CHAPTER 4

PRESENTATION OF RESULTS
This chapter aims to present the result and discuss the data that the researchers
gathered it from the respondents through a focus group discussion. After which all of the
themes will be discussed and interpreted. Also, pertinent literature and participant
responses will be used to support the drawn theme.
This study involved selecting a sample of three individuals per class, having two
sections per class type, that is situated in different classroom structures in Finster and
Dotterweich Buildings of Ateneo de Davao University. Upon meeting the respondents,
they seem excited but also nervous to discuss with three other learners from the same
class type. The focus group discussions were full of fun and laughter as the questions
became more in-depth. The respondents provided useful information which added to our
pre-existent knowledge in our study. The information gathered, however, grew saturated
over the group discussion.
Description of the Classroom Structures
The first question is “How would learners describe their classrooms?” This
question revealed what classroom they are situated in, providing a detailed description of
their classrooms regarding size, lighting, noise, temperature, air quality, and noise.
After thorough analysis, significant themes were retrieved, which include:
various classroom sizes, noisy environment, and inconsistent room temperature.
Table 1 Description of the Classroom Structures
Themes Core Ideas

• Big; enough room for the tables, and chairs, still there
is enough space at the back.
Various Classroom
Sizes • Medium; accommodates all students in the class

• Small; area is compressed, and things can easily be

disarranged

• Distracting, because the only thing that separates the

two classrooms is a thin wall.
Noisy Environment
 • Internal Noise is one factor, noisy students are
equivalent to the noisy classroom.

• It was cold before, but as time passes, it gets

warmer.
Inconsistent Room
Temperature • Defective aircon contributes to the inconsistency.

• Only cold to areas which are close to the aircon, but

warm to those who are far from it.

Various Classroom Sizes

Each classroom sizes differ from each other with regards to their structure. For
example, classrooms that are aquarium type in Finster building are spacious, and some
were just normal while classrooms in Dotterweich building are small due to narrow spaces
and low-ceiling structure. Some respondents from the Finster building have the same
response, such as respondent C.1:
“Big; there are tables, chairs and it has big spaces, so it is good.”
This statement is supported by respondent A.4, who said: “Huge. Ano
siya, yang maraming gud space na hindi talaga ma occupy.”
“Huge. It has a lot of space which isn’t occupied.”
There are also responses said that describes their classrooms are medium, where
respondent C.3 stated:
“Medium because as I compared all the classrooms and ours is
apparently medium.”
Respondent C.5 had a similar answer, where it was emphasized that:
“It is actually not too big and not too small.”
Respondents from the Dotterweich building narrate that their classrooms are
small, respondent B.2 answered:
“Small, kay parang ginacompress kami.”
“Small, because we are being compressed.”
Another respondent agreed with the statement, where respondent B.5 replied:
 “… Para sa akin is smaller size siya, because just like sa
Grade 11, tapos yung rooms sa Finster, big and wider siya…”
“For me, our room is smaller, because, in Grade 11, the rooms in
Finster are big and wide.”
Noisy Environment
The noise in their classroom consists of both internal and external noise, which
affects their learning experience. Internal noise is brought up by the learners in the
classroom, while external noise is most likely brought up by the factors, such as the thin
wall that separates the classroom. With this, respondent B.1 cited: “Maingay, kasi dati
dormitory man ang [Dottterweich], tapos ang wall niya kay kahoy so mag-ano siya, echo
echo.”
“Noisy, because Dotterweich used to be a dormitory, and its
walls are wood, so the rooms echo.”
In the same discussion, respondent B.2 added to this by saying:
“Hindi soundproof ang doors and walls kaya yung ingay galing
sa ibang classrooms marinig sa kabila.”
“The doors and walls are not soundproof, that is why the noise
from other rooms can be heard from the other side.”
Moreover, the Finster respondents like respondent C.4 also indicated that:
“… Ang naka separate kay parang thin wall lang siya
masyado ba, like saaming ETs kay kahit mga lesson proper
namin kay evident masyado ang noise sa kabilang section
and maingay.”
“What separates [our sections] is just a thin wall, and during
ETs and lessons, the neighboring section’s noise is evident
and noisy.”
Respondent C.5 provided a different perspective on noise, stating:
“Since the classroom is enclosed, ang voices namin at yung noise
namin within the classroom is sobrang malakas… especially during
vacant time nila tapos naka pa music sila marinig talaga namin and
 there are times din na naga reklamo din ang other section sa noise
namin.”
“Since the classroom is enclosed, our voices and the noise
within our class is very loud… especially during the
neighboring section’s vacant time when they play music, it
can be heard in our classroom. There are times also when the
other section complains about our noise.”
Inconsistent Room Temperature
Classroom temperature dramatically contributes to the conducive learning
experience of the learners. The inconsistent room temperature dramatically affects the
learners. Our respondents have observed these incidents, and respondent C.4 explained:
“May iba kasing part yun sa baba ng aircon doon malamig, sa
kabila na kasi ma init na sa front usually kasi mainit, sa likod
and left side kay malamig.”
“There is a part of the room, like below the aircon, which is
very cold. The front, however, is hot, but the back and left side
are still cold.”
Respondent C.3 expressed their feelings upon the air conditioning, where they
stated:
“… For me, it is freezing, but it is a bit warmer because I do not
think they maintain the air conditioning.”
They have also complained about how temperature affects their learning
experience. During the discussion, respondent B.5
emphasized this:
“… Makadistract yung temperature ng room kasi grabe ka
ginaw, so yung iba kay magcause sa kanila na magsleep na
lang…”
“The temperature of the room is distracting because it is cold, so it
causes others just to sleep.”
Learning Experiences within the Classroom Structures
 The second question is “What are the experiences of the learners with different
classroom structures?” This question revealed the shared experiences among learners
as they are situated in their assigned classrooms.
After thorough analysis, significant themes were retrieved, which include:
distraction from external noise, relief from classroom color, and inattention due to
classroom temperature.
Table 2 Learning Experiences within the Classroom Structures
Themes Core Ideas

Distraction from • Affects the concentration of the students

External Noise • Makes them unfocused

Relief from Classroom • Classroom colors does not give distractions to

Color students

• Students get a small relief despite their school

works

Inattention due to • It makes the students uncomfortable, and it

Classroom affects their learning and capability to focus on a
particular matter
Temperature

Distraction from External Noise

The noise affects the students’ learning and capability to think and focus. This theme
was supported by respondent B.5, who stated that:
“Yung sa noises kay, um, distraction siya sa learners kasi may iba
naga try siya focus pero lalo na yung mga auditory na mga learners
so if may mga noises, if may noises na naga surround sa kanila so
madistract sila so maka, hindi na sila maka focus sa lessons and
activities.”
““The noises can serve as a distraction to the learners because
others try to focus, especially the auditory learners, so if there are
 noises which surround them, it will distract them, leading them not to
be able to focus on the discussion proper.”
Relief from Classroom Color
The Color of every classroom does not affect the learnings of the student’s.
This theme is supported by Mia who stated that:
“Personally, I like the colors of the classroom like yung surrounding
colors namin kasi white. Para saakin kasi calming kasi siya. If ma
compare ko din sa iba na classroom ba, sa snapchat nila ba, weird
kung ako ng doon sa kanilang room hindi ako maka study ng
maayos. Okay na ako dito kay parang classroom ano siya
surrounding siya tingnan appropriate pang learning.”
“Personally, I like the colors of the classroom, like the surrounding
colors of our classroom which are white. For me, it is because it is
calming. If I were to compare our classroom to other classrooms on
their snapchats, it is weird because if I were there, I cannot study
properly. I am fine here because the surrounding color is appropriate
for learning.”
Inattention due to Classroom Temperature
The temperature of every classroom gives a distraction to the student’s concentration.
This theme was supported by Joshua who stated that: “… Makadistract yung temperature
ng room kasi grabe ka ginaw, so yung iba kay magcause sa kanila na magsleep na lang
or magfreeze na hindi maka, parang, parang brain din nila magfreeze dahil di na
makaconcentrate dahil sa temperature ng room.”
“The temperature of the room is distracting because it is freezing. It
causes some people to sleep or freeze, and their brains freeze as well
because they cannot concentrate.” Furthermore, Mike supported this as he
said:
“I have observed in the Dotterweich building where we, ano, our
classroom, it ano yung parang, ano, abnormal ang aming
temperature. Pag brownout, mainit kaayo ang sun, ang sun, ang ray
 man ng sun kay naka ano sa amin, nakaharap, then yung parang,
malamig rin siya, malamig masyado.”
“I have observed in the Dotterweich building, where our classroom has an
abnormal temperature. During a brownout, the sun is so hot, and the rays
of the sun are right in front of us, but also, it is cold, freezing.”
Role of Classroom Structure to a Learner’s Learning Experience
The third question is “What is the role of the classroom structure to the learner’s
learning experience?” This question revealed the advantages and disadvantages of
having a classroom structure which is different from the rest of the classes.
After thorough analysis, significant themes were retrieved, which include:
distraction, and comfort.
Table 3 Role of Classroom Structure to a Learner’s Learning Experience
Themes Core Ideas

• The wide window of some classrooms can grab a

learner’s eyes as people pass by the classroom

Distraction
• External noise can hinder a learner from paying
attention

• Larger classroom makes it easier for learners to

move around the room
Comfort
• The ambiance of the room is conducive to
learning

Distraction
The structure of a classroom is a distraction due to two main room aspects:
the wide window and the room divider or thin walls. These can serve as a distraction to
the learners. Most respondents from the wide window type of classrooms have a similar
answer to respondent A.3, who stated:
“Distracting siya pag exams kasi may makita ka sa labas.”
“It is distracting during exams because you can see outside.”
 Moreover, external noise can overpower the teacher during lecture and can affect
the learner’s attention. All respondents have responded about this issue, wherein
respondent B.5 said:
“The disadvantage is … hindi talaga siya wall, yang kahoy
lang siya so marinig yung noise ng kaibilang section and
because na maraming students sa loob, especially sa section
namin na maraming boys, mahirap icontrol ng teacher …
regarding noise.”
“The disadvantage is that the wall is only wood, so the noise
from the neighboring section can be heard, and because
there are many students in a room, especially in our section
because there are many boys, it is hard for the teacher to
control regarding noise.”
Respondent C.1 supported the response above by answering: “…
The divider there is really a nuisance because time and time
again the teachers tell us that we are noisy.”
Comfort
The comfort of a learner has two parts: the size and the ambiance.
The size of the room contributes to the comfort of the learner, and this is
supported by respondent A.4’s response: “… Since malaki ang space kay
pwede ka makagawa ng projects or maka practice sa PE.”
“Because space is wide, you can make projects or practice in PE.”
Some classes have complained that because their classroom is
small, they cannot move around well, like what respondent B.3
emphasized:
“… Ang disadvantage ay dili kalihok nang maayo ang students kay
guot.”
“The disadvantage [of having a small room] is that the students cannot
move because it is cramped.”
The ambiance the classroom has on a learner urges them to feel at home, as
respondent C.4 explained:
 “I think one of the advantages is it makes the students more
like feel at home … it makes the student learn more, and one
of the disadvantages is parang maka mindset kami na
“parang oh my God ang sarap ma tulog” “tara lets sleep muna
before doing our assignment or whatever” parang sa sobrang
comfortable niya parang it feels like home.”
“I think one of the advantages is that it makes the students
learn more by making it feel like home. However, one of the
disadvantages is that it provides the mindset that it is ‘sweet to sleep’
before doing school works. Because it is so comfortable, it feels like
home.” Respondent C.6 added to the answer by saying:
“… Comfortable enough naman na pang study proper parang
sobra niya ka comforting tingnan ang surrounding magka
mindset kami ng na mag sleep nlng then parang wala kmi sa
ano bah sa sobrang ka calming ng air, surrounding lalo ng
walang ingay.”
“It is comfortable enough for studying, but because of how
comfortable the surroundings are alongside the calming air,
our mindset is to sleep, especially when there’s no noise.”