THE EFFECT OF HEAT IN SMAW STUDENTS TOWARDS

THEIR ACADEMIC PERFORMANCE AT CALATRAVA

SENIOR HIGH SCHOOL STAND-ALONE SY-2023-2024

BAGAHANSOL, JERICHO D.
BELLOTA, CHERYL M.
CARMELO, KC C.
ESCOLTOR, LENLEN D.
LAYAGUE, JANAH P.
MENASE, JASHMINE ROSE R.
PAKAANAS, PRINCESS MAE S.
PEÑAFOR, CHARISH JEAN V.
RAGANAS, APRIL ROSE S.
VILLACRUSIS, MARCHIEL P.
INTRODUCTION

BACKGROUND OF THE STUDY

Weather and temperature enters the human capital production function is an important yet
unresolved economic question. While emerging evidence finds that extreme temperature can have
adverse biological effects on students (schoer and shaffran,1973;Graff Livin et.al,2017), the nature and
magnitude of associated welfare impacts remain un cleared. This is an large part due to the fact that
welfare well depend not only on the biological relationship between temperature and student
outcomes, but also the interaction between educational policies and environmental shocks (Graff Zivin
and Niedell,2014.

Ambient environment conditions in schools simultaneously constitute a global externality and a

local public good problem. The increased frequency and severity of heat waves associated with climate
change are determined by global carbon emissions, and thus beyond any individual students control.
In principle, adaptations locally (e.g. school air condition) might mitigate the realized educational
impacts of hotter ambient temperature regardless of weather the underlying climate externality has
been resolved globally. However even these more local defensive investments often require collective
action, and students may be constrained in the avoidance behaviors they can take conditional on a
given level of local public good provision. Importantly, given the ubiquity of high states exams that act
as hurdles between various stages of the human capital production process, it seems possible that
even short instances of heat exposure may have lasting educational consequences to explore the This
paper is broadly related to a growing literature exploring the welfare impacts of hotter temperatures
and potential adaptions to such impacts. Hot temperature has been found to affect GDP per capital
at the macro level (Itsiang,2010; Dell et. Al, 2012 I Heal and Park ,2013) as well as health (Dechenes
and Green stone, 2011 ; Anderson et. Al,2013 ; Berreca et. Al. 2016). Labor supply (Graff Livin and
Neidell,2014), and labor productivity (Deryugina and Itsiang,2014; Behrer and Park ,2017) at the micro
level. This study builds on these findings by

Exploring the effect of hot temperature on human capital production in a setting where one might
expect such income or liquidity constraints not to be first order the fact that air conditioning levels are
so much lower than private market settings more research is needed to better understand the nature
and magnitude of such potential constraints, and the policy responses they may or may not justify,
(Garget, et al,2017).

The rest of this paper is organized as follows. Section presents relevant stylized facts and a simple
conceptual framework that guides the empirical analysis. Section describes the data and institutional
context and presents key summary statistics. Section 3 present the main results and various sensitivity
analysis (Cho, 2017).

This paper also provides empirical support for the view that a hotter climate may adversely effect
human capital accumulation, which has potential implications for the optimal social cost of carbon.
Importantly, the findings underscore the importance of the interaction between environmental stress
and educational institutions which determines exam format as well as to a large degree the built
environment experience by students – as opposed to the presence or obscene of hot temperature per
second, (Diamond and prison , 2016 and steinberg , 2017).
STATEMENT OF THE PROBLEM

Generally, the researcher will endeavor to determine the heatness of the classroom in SMAW
student here in Calatrava Senior High School – Stand Alone, how heat affect to their academic
performance.

Specifically, the study will answer to the following:

1. What are the possible way to lessen the heatness here in Calatrava Senior High School
– Stand Alone?

2. Why is it important to know the possible impact of heatness towards the academic
performance?

3. What is the effect of heatness to academic in terms of;

a. Tolerance

b. Effect
c. Focus on studies
SIGNIFICANCE OF THE STUDY

The study will help the students of Calatrava Senior High School – Stand Alone to be
informed on the possible impact of Heat towards their academic performance. This research
will specifically benefit the following:

To the Respondent: The study will help the respondent to be more aware on the possible
impact of the heatness.

To the Students: The research help the students to be more aware focus to their academic
performance and also to be more active to their school.

To the School: The study will help the school to understand the situation of every student who
is experiencing too much heat in their classrooms.

To the Teachers: The study will help the teachers to be more active in helping to improve the
school. Specially to their students who are always complaining about the heatness.

To the Researchers: The study will help the researcher to widen their knowledge about the
possible impact of heatness, especially the SMAW student.

Administrator: The research will help the administrator to be active in doing some
organization that can prevent too much heat.

Community: Community will be benefited to these study, by being aware or what is the
possible outcomes of heatness.
SCOPE

The purpose of the study is to gather data and provide insights how the SMAW students
handle the heat of their building, give knowledge and importance about this matter. And the
study considers to person’s personal information such as name, age, gender, and their
address.

LIMITATION

The study is limited only to SMAW students in Calatrava Senior High School Stand – Alone
in year (2023-2024), will be conducted inside the school campus. The study will not cover on
reach other problem that are not consider as one of the impact of the heat to SMAW students
towards their performance. The main source of data will be the questionnaire, which is
prepared by the researchers.

DELIMITATION

The researchers delimited the study to SMAW students in Calatrava Senior High School Stand
– Alone. Each of the respondents has questioned to prevent bias and get an objective
perception.
DEFINITION OF TERMS

The following terms were defined conceptually and operationally to give the reader clearer
views and understanding of the study.

ACADEMIC PERFORMANCE
Conceptually: is the measurement of student achievement across various academic
subjects. Teachers and education officials typically measure achievement using
classroom performance, graduation rates, and results from standardized tests.

Operationally: it is the end result of the efforts exerted by the students. It represents
outcomes that indicate the extent to which a person has accomplishes specific
goals.

EDUCATION
Conceptually: is a purposeful activity aimed at achieving certain goals which include
the transmission of knowledge, skills, and character traits . (Gomez , 2015)

Operationally: a behavior is explicitly or clearly defined such that it is measurable, can

be identified by two or more observers , and can be identified across time and
in different settings or contexts.

HEAT STRESS
Conceptually: is a series of conditions where the body is under stress from
overheating. Heat related illnesses include heat cramps, heat exhaustion, heat
rash , or heat stroke, each with its own symptoms and treatments.

Operationally: It is when the body’s means of controlling is internal temperature starts

to fail. It is an issue all year round but during the hot summer months then may
be an increased risk, especially students.
LEARNING ENVIRONMENT
Conceptually: A learning environment is more than just a classroom—it’s a space in
which students feel safe and supported in their pursuit of knowledge, as well
as inspired by their surroundings.

Operationally: Learning environments are places where people learn. They can include
physical spaces such as classrooms, schools, or workplaces; virtual spaces such
as digital platforms; or blended spaces that combine both physical and digital
elements.

TEMPERATURE
Conceptually: is the measure of hotness or coldness expressed in terms of any of
several scales, including Fahrenheit and Celsius ( Zang , F. et al 2017).

Operationally: is a measure of the average translational kinetic energy associated with

the disordered microscopic motion of atoms and molecules.
THEORITICAL FRAMEWORK

By the mid eighteenth century scientists had developed a theory of

heat called the caloric theory. This theory suggested that heat was invisible
fluid called caloric and was present in all matter. Temperature changes were
explain in terms of additional or removal of caloric to or from a body. The
bodies temperature depended directly on the amount of caloric it contained.
The theory was supported by experiments involving the mixing of systems at
different temperatures initially and which eventually attain the same
temperature. This final temperature is somewhere between the two initial
temperatures. The caloric theory suggested that caloric was lost by one system
and this was gained by another system.
In the late eighteenth century Benjamin Thompson (known as Count
Rumford) disputed the caloric theory and performed experiments to support
his claim that heat could not be a substance. His experiments involved the
production of heat by friction during the process of canon-boring. He observed
that heat was still produced even when the bored become dull and was no
longer cutting out metal chips from the canon. Rumford asserted that the heat
produced depended not on the removal of caloric from the metal but rather on
the amount work done by boring. He showed that the heat was produced once
work was being done. He concluded that the heat was not a material substance
but can be produced when mechanical work is done.
 CONCEPTUAL FRAMEWORK

We as a researcher observe that the Calatrava Senior High School – Stand Alone
students from SMAW are suffering from too much heat that can also affect to their
academic performance. We as a researcher decided to make a General problem that can
possibly answered through our survey questionnaire . We gather those data that can be
need in our study. And finally we build specific research title that can be support in the data
that we gathered.

CALATRAVA SENIOR HIGH

SCHOOL STAND-ALONE

SMAW STUDENTS

HEAT ACADEMIC
PERFORMANCE

• What are the effects of heat to SMAW students.

• What are the possible way to lessen the heat here in Calatrava Senior High School
Stand-Alone?
• Why it is important to know the possible impact of heat towards the academic
performance?
• What are the effects of heat to academic performance of SMAW students in terms of:
A. Tolerance
B. Effects
C. Studies
 SURVEY QUESTIONNAIRE

DATA COLLECTED:
• PERSONALLY
• KEEP THE DATA GATHERED

THE EFFECT OF HEAT IN SMAW STUDENTS TOWARDS THEIR

ACADEMIC PERFORMANCE HERE IN CALATRAVA SENIOR
HIGH SCHOOL STAND-ALONE S. Y. -2023-2024

THEREFORE, HEAT CAN NEGATIVELY AFFECT STUDENT LEARNING, AS

PREVIOUS STUDIES HAVE SHOWN THAT HIGH TEMPERATURES IN A
CLASSROOM HAVE A NEGATIVE EFFECT ON COGNITIVE ABILITIES. FOR THIS
ANALYSIS, THE TEST SCORES OF FIVE DIFFERENT COHORTS WERE
COMBINED WITH CITY-LEVEL DAILY TEMPERATURE DATA.
 THE EFFECT IF HEAT IN SMAW STUDENTS
TOWARDS THEIR ACADEMIC PERFORMANCE
HERE IN CALATRAVA SENIOR HIGH SCHOOL
STAND-ALONE S.Y. 2023-2024

PART I: PROFILING

NAME:
SEX: AGE:

PART II:BOX

1. How can rate the heatness in your room?

□ very low □low □ moderate □high □very high
2. How often you can focus on your class?
□very low □low □moderate □high □very high
3. How do you feel about the heat in your room?
□very low □low □moderate □high □very high
PART III:Y/N

1.Can you bear the heat in your room?

2.Do your classmates complain a lot about your situation?
3.Will it be difficult for you to go on class because of the heat?
4.Do you like hanging out in your classroom even when its hot?
5.Is it okay if your classroom is hot?
6.Is the air coming out from your electric fan is hot?
7.Did you fight with your classmate because hot sharing the
electric fan?
8.Does your subject teacher complain about the heat in your
classroom?
9.Can the heat affect the student, why they don’t go to school?
10.Have you complained to your adviser about the heat?
11.Can heat easily frustrate you?
12.Do you feel sleepy because of heat while studying?
13.Can you focus on class even when its hot?
14.Do you still like schooling even if the classroom is hot?
15.Does the heat affect your studies?
16.Does the heat affect you while listening the lesson?
17.Is it hard to listen in class when its hot?
18.Does the heat change your mood?
19.Did you even try to skip from class because the heatness?
20.Do you experience headache because of the heat?