Group #4 ABM L Mannea

Research Title: The Impact of Learning Environment on Academic Performance of ABM

Students

Background of the Study

Academic achievement is influenced by a variety of factors, including the learning environment,

which includes classrooms, libraries, academic classes, laboratories, teacher qualifications,
school administration, teaching strategies, and peers. (Daramola et al., 2017). Therefore, the
learning environment remains an important area that should be studied and well managed to
enhance ABM students’ academic performance.

The issue of poor academic performance of ABM students in the Philippines has been of much
concern to the parents, teachers, and even the students themselves. According to the results of the
PISA 2018 assessment, around 71.8% of students in the Philippines were low-performing
students in the three areas considered, while only 1.1% of the students were low-performing
students in Beijing, Shanghai, Jiangsu, and Zhejiang (Organization for Economic Co-operation
and Development [OECD], 2019b). Among other things, the different socio-cultural realities
may be hidden by these unequal results. The effects of being at one level or another therefore
depend on the location. The location of a student within the school's grounds, the design of their
classroom, and the accessibility of educational resources all affect how much their learning could
be improved. A well-designed school is thought to set up educational outcomes that promote
good social, political, and economic freedom, an effective teaching and learning process, and
excellent student academic performance.

Relating this study to another study by Richard Kwabena (2020), which said that it assessed how
indicators of the school learning environment influenced SHS students’ academic performance,
The indicators that predicted ABM students’ academic performance included student-teacher
relationships, academic support, the school's physical environment, and the school's teaching
environment.

Many factors, including the school's physical and digital features, have an impact on teachers,
students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in
classrooms, bad internet connection at home, bad internet connection in school for teachers, and
inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective
ventilation systems lead to poor health among students as well as teachers, which leads to poor
performance and higher absentee rates (Emmanuel, 2017; Duruji, 2014; Caroline, 2014). These
factors may have a negative impact on ABM students' behavior, increase teacher annoyance
levels, and affect ABM students' motivation to learn. In addition to the direct effects that poor
facilities have on students' ability to learn, the combination of poor facilities, which make the
classroom uninviting and uncomfortable for teachers, and annoying student behavior, such as
lack of focus and inattention, lack of energy, or boredom, creates a stressful work environment
for teachers. It is possible that the aforementioned aspects of school facilities have an impact on
ABM students' academic performance because stress and job dissatisfaction are common causes
of decreased teacher energy.

Previous studies have investigated the relationship of poor learning environment including
problems with student-teacher ratio, school location, school population, classroom ventilation,
poor lighting in classrooms, and inconsistent temperatures in the classroom with student health
problems, student behavior, and student achievement (Kwabena, 2020;Moore, 2013;Reyes, et al.,
2013).To complement these studies, the present research is to examine the aforementioned areas
of learning environment as it affect ABM students performance in Philippines schools.