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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The classroom environment plays a vital role in shaping students' attitude and

perceptions towards learning. At the senior high school level in Argao National High School,

students' perceptions are closely tied to the classroom environment in which they learn. The

learning experiences of senior high school students are shaped by the classroom environment.

The perception and experience of these students are influenced by various factors such as noise

level, temperature, lighting, classroom layout, teacher behavior, technology, and student

factors. Positive elements in the classroom environment can promote active learning, increase

motivation, and enhance academic achievement. Conversely, a negative classroom

environment can lead to disengagement, distraction, and poor academic performance

(Sweigart, 2022). This study aims to explore how the classroom environment affects the

attentiveness of senior high school students at ANHS, providing insight into the factors that

contribute to their learning perceptions. By understanding the impact of these elements, ANHS

can create a positive learning environment that fosters academic success and supports the

students' growth and development.

Research has shown that students' perception of the classroom environment can

significantly affect their attentiveness and academic performance. According to a study

conducted by Delfino (2019), classroom environment is a significant predictor of students'

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academic engagement, which includes behavioral, emotional, and cognitive engagement. The

study found that students who perceived their classroom environment as positive showed

higher levels of engagement and academic achievement.

Furthermore, the physical environment of the classroom, such as lighting, noise level,

temperature, and seating arrangement, can also affect students' attentiveness. A study found

that classroom lighting significantly impacted on students' ability to focus and their level of

alertness. The study revealed that students in well-lit classrooms showed higher levels of

cognitive performance than those in poorly lit classrooms (Baafi, 2020) .

Studies have shown that the classroom environment significantly affects student

engagement and academic performance. For instance, a study conducted by Suh et al. (2019)

found that the physical environment, including lighting and temperature, significantly

influenced SHS students' learning experiences. Moreover, teacher behavior, such as providing

clear instructions and feedback, also impacted student attentiveness and motivation.

The temperature of the classroom is one element that influences the students'

performance and attention. In a classroom that's excessively hot or cold, pupils become

disoriented and lose focus. Students would feel uncomfortable since they would find it difficult

to gather information or assimilate it. The students' concentration is diminished when their

brains turn to controlling their body temperature in a setting that is either too chilly or too hot

(SitelogiQ, 2021).

Noise level is one of the most critical factors in a classroom environment. Too much

noise in the classroom bothers both teachers and students. It may also cause learners to

struggle with learning. Unnecessary noise from students, pen clicking or tapping, noise from the
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ceiling fan, and loud background noises are examples of classroom noises. Noise in the

classroom can also cause teachers to become stressed and raise their voices at their students.

Decibels are used to measure noise levels (dB). The higher the decibels, the louder the noise.

Thus, according to ANSI, the acceptable level of noise in the classroom is 35 decibels. A high

level of noise can distract students, reduce their attention span, and negatively affect their

academic performance. In contrast, a low noise level can promote concentration and

attentiveness. Similarly, temperature and lighting can significantly impact students' comfort and

focus on the classroom. Adequate lighting and comfortable temperature can increase students'

engagement and attentiveness (Novanta et al., 2020).

A study found that the classroom environment significantly influences SHS students'

motivation and engagement. A conducive classroom environment can improve students' focus,

interest, and participation in the learning process (Suleman et al., 2014). A cluttered or

disorganized classroom can cause distractions and reduce students' concentration. On the

other hand, a well-organized and structured classroom can promote a positive learning

environment (Hannah, 2013).

Teacher behavior is another significant factor in a classroom environment. A teacher's

attitude, teaching style, and interpersonal skills can impact students' engagement and

attentiveness. A supportive and encouraging teacher can motivate students and enhance their

academic performance (Johnson, 2017).

There is a need to investigate how specific elements of the classroom environment at

ANHS (such as noise level, classroom temperature, lighting, classroom layout and teacher

behavior) affect students' perceptions of their learning and their capacity to concentrate and
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participate in class. Studies have looked at the effects of classroom environment on student

motivation, engagement, and academic performance. By addressing this gap, the study can

shed light on what makes a good learning environment and suggest ways to make classroom

settings better for SHS students at ANHS. The researchers hope to advance our understanding

of the role that a supportive learning environment plays in fostering student engagement,

motivation, and academic success. To develop effective teaching and learning strategies, it is

important to understand the specific elements that influence SHS students' attention and

perception of their educational experiences at ANHS. Furthermore, the goal of this study is to

identify specific areas where improvements can be made in the classroom environment at

ANHS, with the aim of enhancing both the academic performance and overall well-being of

senior high school students. By doing so, this research seeks to make a positive contribution to

the ANHS educational system and promote the success of SHS students.

Theoretical Background

This study is anchored on the Social Cognitive Theory (SCT), which highlights that

learning occurs in social settings, and that individuals play an active role in shaping and being

influenced by their environment. Albert Bandura originally developed the Social Learning

Theory (SLT) in the 1960s, which later evolved into the Social Cognitive Theory (SCT) in 1986.

According to SCT, learning happens in a social setting where individuals interact with their

environment and behavior in a dynamic and reciprocal manner. In other words, people are not

passive recipients of information, but rather they are actively engaged in the process of

learning and can both impact and be impacted by their social context.
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According to Dale Schunk and Maria Dibenedetto's research in 2022, the classroom

environment can have an impact on various aspects of students' performance such as their

attentiveness, self-confidence, level of motivation, and overall learning outcomes. Dale Schunk

and Maria Dibenedetto (2022) employed the concept of Social cognitive theory, which is a

modern learning theory that highlights the significance of learning from the social surroundings.

In other words, this theory posits that individuals learn not only through their own experiences

but also by observing and interacting with others in their social environment. The classroom

environment can influence students' attention, self-efficacy, motivation, and ultimately, their

learning outcomes. For example, students who perceived their classroom environment as

supportive, challenging, and interesting reported higher levels of motivation and engagement in

learning, which in turn led to better academic performance (Christensen & Knezek, 2014). In

contrast, a negative or stressful classroom environment may decrease students' self-efficacy

and motivation, which can lead to decreased attention and poorer learning outcomes.

In the context of classroom environment and attentiveness, SCT proposes that the

physical and social aspects of the classroom environment can affect students' attention,

motivation, and learning outcomes. This theory will help the researchers assess the perceptions

of the students in relation to their classroom environment and how it shapes their

attentiveness. This understanding can help in developing interventions and policies that

improve the quality of education in Argao National High School.

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The Social Cognitive Theory

Bandura, A…,1986, as cited by Schunk and
Dibenedetto, 2022.

CLASSROOM
PERCEPTION ATTENTIVENESS
ENVIRONMENT

SENIOR HIGH SCHOOL

STUDENTS OF ARGAO
NATIONAL HIGH SCHOOL

RECOMMENDATIONS
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FIGURE 1. THEORETICAL FRAMEWORK

Statement of the Problem

This study aims to identify the Senior High School Students' Perception at Argao

National High School in relation to their classroom environment and how it shapes their

attentiveness. Specifically, this study aims to answer the following questions:

1. What are the perceptions of senior high school students at ANHS regarding their

classroom environment?

2. What are the implications of these perceptions for the teaching and learning process in

ANHS?

3. How do the different factors of classroom environment at ANHS shape the attentiveness

of senior high students?

3.1. Noise level;

3.2. Temperature;

3.3. Lighting;

3.4. Classroom layout; and

3.5. Teacher behavior

4. In what ways can the classroom environment at ANHS be improved to better promote

students' attentiveness and academic success?

Scope and Delimitation

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This study is primarily focused to investigate the perceptions of Senior High School (SHS)

students at ANHS (Argao National High School) regarding how the classroom environment

shapes their attentiveness. This research will focus solely on the perceptions of senior high

school students, not teachers or other stakeholders in the classroom environment. This study

will also examine the factors that contribute to a conducive learning environment, such as

classroom layout, lighting, noise level, temperature, teacher behavior, and technology.

Furthermore, this study will not consider external factors that may affect students'

attentiveness, such as personal issues, extracurricular activities, or family background.

This study will focus on ANHS’ Senior High School students from Grade 11 and Grade 12

levels, and their perceptions in their classroom environment. The researchers will focus only on

SHS students at ANHS, aged 16-18 years old, delimiting the generalizability of the findings to

other grade levels and schools. As senior high school students are transitioning into higher

education and are at a critical stage in their academic development, it is important to

understand how the classroom environment can shape their attentiveness and impact their

learning outcomes. The participants will be selected using purposive sampling based on their

age, grade level, and willingness to participate in the study. By using purposive sampling, the

researcher can obtain insightful data from participants who have the required knowledge and

experience for the study. The total number of participants will be 30 students. This research will

be undertaken at Argao National High School, where senior high school students will be

selected to participate in this study. This will be conducted over a period of six months during

the academic year, starting in February 2023 and ending in July 2023, which coincides with the

second semester of the school year. More importantly, understanding how the classroom
 9

environment shapes students' attentiveness and engagement can help teachers and school

administrators develop effective teaching strategies that support student learning. It can help

everyone identify areas for improvement in the school's educational environment.

Significance of the Study

This study provides valuable insights into the factors that influence student attentiveness

in the classroom. By examining how the classroom environment affects students' perceptions in

school, the study can help educators and school administrators create more conducive learning

environments that promote student engagement and learning. Furthermore, the study has

benefits for the following:

Students. The findings of this study can benefit the students directly by helping them

understand the importance of the classroom environment in shaping their attentiveness. The

study may also help students become more aware of their surroundings and develop strategies

to improve their focus and concentration during class time. Moreover, this study can help

identify ways to create an effective classroom environment that enhances student learning and

attentiveness.

Teachers. The study can be beneficial to teachers in designing an effective classroom

environment that promotes attentiveness among students. It can provide insight into the

factors that affect students' concentration levels, allowing teachers to make informed decisions

about classroom design and management. Educators can make changes to create a more

engaging and stimulating learning environment. The study can help teachers identify specific
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aspects of the classroom environment that can be improved to enhance student attentiveness.

For example, if students report being distracted by noise or poor lighting, teachers can take

steps to address these issues to create a more conducive learning environment.

Parents. This study can provide parents with a better understanding of the factors that

can influence their child's attentiveness in school. It can also help parents recognize the

importance of a conducive learning environment and encourage them to support their child's

school by providing feedback to the school administration.

Schools. The study's findings can be valuable to schools in developing policies and

procedures to improve the classroom environment to enhance students' attentiveness. It can

also help school administrators identify areas of improvement and develop strategies to create

a more conducive learning environment for students.

Administrators. By understanding how the classroom environment impact the

attentiveness of students, administrators can make informed decisions about how to create a

supportive and engaging learning environment. This study can help administrators identify

areas for improvement in their schools and develop interventions to enhance students' learning

experiences.

Future Researchers. The study can serve as a basis for future research on the topic.

Researchers can build on the study's findings to investigate further the classroom

environment's impact on student learning and academic performance.

Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.
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ANHS (Argao National High School). The name of a specific high school or secondary education

institution, which is the focus of the research. This is the location or setting where the research

will take place.

Attentiveness. Ability of individuals to focus their attention on the task at hand and to sustain

that attention over time.

Classroom. A four-cornered room where the students learn and study and a physical space

where teaching and learning take place, typically a room within a school or educational

institution.

Classroom Environment. The physical and social setting in which learning takes place. Including

factors such as the layout of the room, the noise level, temperature, lighting, and the behavior

of the teacher and students.

Classroom layout. Arrangement or organization of classroom furniture, equipment, and spaces

that may influence the students' level of interaction and collaboration.

Experiences. Firsthand encounters or events that individuals go through which can shape their

attitudes, beliefs, and behaviors.

Lighting. Quality, quantity, and type of illumination in the classroom, which may affect the

students' visual comfort, mood, and alertness.

Noise level. Extent or intensity of sounds, including ambient noise or chatter, that may interfere

with students' learning and attention.

Perception. How individuals interpret and make sense of the world around them based on their

experiences, beliefs, and attitudes.

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Senior High School Students. The learners who are enrolled in the 11th and 12th grades in a

high school or secondary education institution. These students are the primary focus of this

study.

Student behavior. Actions, attitudes, and responses of students, that may contribute to or

hinder the creation of a positive and conducive classroom environment.

Teacher behavior. The manner and style of the teacher’s communication, instruction, and

responsiveness that may shape or affect the students' perceptions and experiences.

Temperature. The actual temperature in the classroom can cause an impact on the students'

level of comfort and engagement.

Technology. The use, accessibility, and applicability of digital devices or tools that can enhance,

augment, or disrupt the classroom environment.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section of the study contains the combined information and facts that serve as the

study’s primary foundation for providing and establishing a core framework based on relevant

research, literature reviews, and studies.

Classroom Environment

Classroom environment refers to the physical, social, and psychological setting in which

teaching and learning occur. It includes the physical space, classroom layout, lighting,

temperature, noise levels, furniture, equipment, social interactions, and psychological factors

that affect students' learning experiences. The classroom environment shapes students'

academic and social outcomes (Siega et al., 2020).

Many aspects of the classroom environment can affect students’ motivation and

academic performance. A positive classroom environment helps students enhance their

attention, reduce anxiety, and support their emotional and behavioral management. Learners
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are more likely to gain more motivation when educators establish a positive learning culture,

which leads to excellent learning results (Verma, 2019). On the other hand, a hostile

environment can hinder students' learning, promote disengagement and apathy, and lead to

adverse outcomes such as low academic achievement, high dropout rates, and poor mental

health.

This study focuses on senior high school students at ANHS. It aims to provide insights

into how teachers and school officials can improve the classroom environment to enhance

students' attentiveness and learning outcomes. By examining students' perceptions of the

classroom environment and their attentiveness in class, the study can shed light on the

importance of the classroom environment in facilitating student engagement and achievement.

Factors that Influence a Classroom Environment

The classroom environment is influenced by various factors that shape students'

learning perceptions.

A classroom layout refers to the physical arrangement of furniture, equipment, and

other resources within a classroom. It includes the placement of desks, chairs, tables,

whiteboards, and other teaching aids. A study conducted by Barrett et al. (2015) indicated that

a classroom layout might have a 25% impact on learning, either positive or negative, depending

on how the class is designed. Proper classroom layouts can enhance concentration, foster

better behavior, and help teachers facilitate effective learning outcomes. They recommended
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designing classrooms focusing on natural lighting, acoustics, and air quality to create a

comfortable and stimulating learning environment.

Regarding classroom lighting, lighting in the classroom environment refers to the

illumination of the space where teaching and learning activities occur. Adequate lighting

creates a comfortable, safe, and stimulating learning environment. According to Clochet (2022),

natural light positively contributes to higher academic performance in reading and science. It

also supports attention, the stability of the circadian cycle, and overall health, mental health,

and comfort, which leads to better academic performance.

Classroom temperature can also affect students' academic performance and attention

span (McGuire, 2016). The author suggested maintaining a comfortable temperature range can

improve students' learning outcomes. Lastly, in terms of the physical factors, research findings

that examined the effect of noise on cognitive function concluded that while moderate levels of

noise could improve performance on tasks requiring creativity and divergent thinking, high

levels of noise could affect children's cognitive function in tasks requiring attention and

memory. According to Jafari et al. (2019), noise can affect performance by impairing

information processing or causing changes in strategic responses. Excessive noise reduces the

ability to hear lessons clearly and harms a child's learning ability. Studies examined by the

World Health Organization (WHO) in (2019) found that children exposed to continuous

disruptive noise can experience poorer reading ability, memory, and academic performance.

Similarly, discussions and being open to learning, can contribute to a positive classroom

environment and promote learning outcomes. However, negative student behavior, such as
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being disruptive, disengaged, or disrespectful, can create a hostile atmosphere and hinder

learning. It was found that a lack of a conducive classroom environment, non-supportive

teachers’ attitudes, lack of pedagogical skills, and students’ disruptive behavior create

hindrances to effective teaching and better student learning (Ahmed & Akbar, 2020).

Students’ Attentiveness

Attentiveness is an essential aspect of learning that refers to the ability to concentrate

on a task or activity. Being attentive means maintaining attention and focusing on an activity or

stimulus for a long time. It is an essential component of cognitive functioning that significantly

affects learning and academic achievement. According to Kounios and Beeman (2014),

attentiveness involves focusing one's cognitive resources on a particular task or stimulus while

ignoring irrelevant distractions. They also suggest that several internal and external factors can

affect attentiveness. Therefore, improving attentiveness can be beneficial for academic success.

There are different types of attentiveness that individuals can exhibit. Selective,

sustained, and divided attention are the most common types of attentiveness. Selective

attention is focusing on a specific task or stimulus while ignoring distractions. On the other

hand, sustained attention refers to maintaining focus over an extended period. Divided

attention is the ability to attend to multiple tasks simultaneously (Kirschner, 2017).

Factors that Influence a Student’s Attentiveness

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Numerous studies have investigated the various factors impacting an individual's

attentiveness. These factors affecting students' attentiveness include motivation, interest, and

attention span.

Motivation is not a fixed or static state but rather a dynamic and ongoing process that

evolves. It involves a complex interplay between internal and external factors, including

personal values and beliefs, environmental influences, and individual differences. Motivation

can take many forms, ranging from intrinsic motivation within an individual, such as a passion

for a particular activity, to extrinsic motivation driven by external factors, such as rewards or

recognition. Several studies have shown that motivation is a critical factor influencing students'

attentiveness and academic achievement (Aldosari, 2014).

According to Cerasoli et al. (2014), intrinsic motivation and extrinsic incentives can

jointly predict performance. Intrinsic motivation is an individual's natural inclination towards an

activity or task, driven by inherent interests, enjoyment, and a desire to master the task. On the

other hand, extrinsic incentives are external factors that drive individuals to engage in an

activity, such as rewards or recognition. They argue that intrinsic motivation can lead to higher

engagement and persistence in an activity, while extrinsic incentives can provide additional

support and reinforcement. In the context of students, this means that both intrinsic motivation

and extrinsic incentives can play a role in promoting attentiveness and learning outcomes.

Interest is also a crucial factor that influences attentiveness and learning outcomes.

According to Renninger, Hidi, and Krapp (2015), interest is a psychological state that involves

cognitive, affective, and behavioral components. The cognitive component involves allocating
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attention and cognitive resources to a particular topic or activity. The affective component

involves positive emotions associated with the activity, such as enjoyment and satisfaction. The

behavioral component involves engagement and persistence in the activity. When individuals

are interested in a topic, they are more likely to engage in elaboration, which involves

connecting new information and existing knowledge.

Moreover, attention span, or maintaining attention over time, is crucial to attentiveness.

Attention span is when an individual can focus on a particular task or activity without getting

distracted. Research has shown that attention span can be enhanced through various strategies

such as mindfulness, exercise, and cognitive training (Mrazek et al., 2013). Additionally, there

are a variety of stimulants used in the classroom that are both important and unnecessary for

learning, and these distracting stimulants can easily cause students to change their attention.

Despite this, students are expected to maintain their focus in class admirably (Szpunar, Moulton

& Schacter, 2013).

Senior High School Students

In recent years, implementing the K to 12 Curriculum has added two additional levels to

the Basic Education of the Philippines. These additional two levels, which will help them

prepare for their careers later in life, are now known as Senior High School. Senior High School

students can choose tracks aligning with their prospective college degree programs or jobs.

Senior High School students each have unique individual and group characteristics.

According to Gronroos (2007, as referenced in Madzik & Hrnciar, 2015), the importance of a

student's perception is confirmed in their research. It revealed a direct correlation between a

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student's personality development and quality of education. This means that uniqueness in

personality is a factor in any student’s perception and education. The Senior High School

students' classroom environment is a factor in their personality as a group and as individuals.

Moreover, as studied by Septiana, Kusmayati, and Fitriana (2018), students grouped

according to their personalities garner different results. This study, however, focuses on

personalities common among all Senior High School students, not on the personalities within

their group. The personalities that are focused on in this research include their developmental

stage, cognitive abilities, and learning styles.

Every human being goes through several developmental stages at different points.

These stages predict and describe the milestones and Senior High School students coincide with

the adolescent stage of development. According to Meibaohong (2023), adolescent

development has different levels, including moral reasoning levels that rise with age, relate to

social contacts, and to some extent, are influenced by a person’s capacity to internalize the

moral principles of their environment and moral authorities. This implies that there are

different reasons for a person's capabilities to do such things through influence. There is a

behavior associated with age and maturity among these individuals. On the contrary, according

to Zyga et al. (2022), a complex relationship between tasks, behavior, and ability calls for

further study.

Cognitive development refers to human thought, exploration, and problem-solving

capacity. Senior High School students utilize this ability to help them comprehend the world

and the current events in their school environment. It is intended to cultivate in students’ skills
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such as personal virtues such as cooperation and brotherhood, friendship, hard work, and

curiosity, where independent thinking and initiative are combined (Renatovna & Renatovna,

2021). The environment plays a role in shaping how Senior High School students perceive the

extent of their cognitive function with their cognitive abilities or capabilities. According to

Growney & English (2023), students’ behavior and emotions are related to their demeanor. It

may also raise their interest in other activities depending on the range of emotions they

experience. Furthermore, their study investigates how age and cognitive ability predict the use

of various emotion control strategies. In this sense, the student's cognitive abilities can be

controlled and predicted but limited only to the activities they are exposed to.

Learning style is a variety of ways students learn according to what suits them the best.

Senior High School students can learn or understand new information and how they interpret,

understand, share, and recall it. Benitez (2023) stated that there are different learning styles,

including unimodal, bimodal, tri-modal, and quad-modal. Whereas unimodal learners prefer

traditional methods, kinesthetic learners prefer interactive teaching strategies. This means that

every unique individual has different learning styles that we use. A learning style is not an

ability but rather a preferred way of using one’s abilities (Sternberg 1994 as cited by Hatami S.

2013). This indicates that every learner has a unique and favored manner of perceiving,

organizing, and remembering information. Senior High School students are, in themselves, a

group of individuals with different capabilities. They have unique characteristics as individuals

and as a group.

Perception
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One of the essential aspects of learning and learners is Perception. It focuses on how

sensory data is converted into perceptual experiences. Sometimes sensory data processed

outside of awareness is used to direct actions. According to Erin and Maharani (2018),

perception is a psychological process facilitated by acquired experience. Individuals can

interpret reactions from the five senses as a poor impression. Responses are produced through

the selection, analysis, and response stages. Another explanation of perception, according to

Nugroho (in Saifuddin, 2020), is a process that begins with the use of the five senses to receive

a stimulus. It is then structured and interpreted to understand what is perceived. Perception

plays a significant role in a classroom. Therefore, improving perception can be beneficial in

improving one’s academic performance.

The learning environment includes the educational, physical, social, and psychological

environment that students are immersed in and is believed to be crucial to their moral and

professional growth (Ahmed et al., 2018). Students perceive their classroom environment in

several ways, including their subjective experiences, attitudes, and beliefs about learning.

A human encounter's psychological and mental effects are called subjective experiences.

This is where the individual mind creates subjective experiences. According to Kusurkar et al.

(2013), who examined the subjective experiences of medical students in India, how they saw

their learning environment greatly impacted their motivation and success in school. These

studies offer perceptions of students' subjective experiences and stress the significance of

fostering nurturing and favorable learning settings.

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A person's behavior frequently reflects their attitude, a consistent way of thinking or

feeling about someone or something. Academically speaking, attitude may rule the classroom,

whether it is due to the setting or just the learning process. Students' different learning styles

might impact their performance and academic success. Positive perspectives on education and

the subject matter can increase students' motivation and engagement, improving their

academic achievement (Jalalzai et al., 2023). Negative attitudes, on the other hand, might

impede learning and reduce motivation, which lowers accomplishment. By fostering a pleasant

and encouraging learning atmosphere, providing engaging and pertinent teaching activities, and

providing constructive criticism and encouragement, teachers can significantly influence

students' attitudes. Teachers can assist students in realizing their full potential and cultivate a

lifetime love of learning by encouraging positive attitudes about learning. (Mishra et al., 2021).

According to Villaseñor (2017), the article argues that teachers' behavior and

interactions with students play a significant role in developing students' socio-emotional skills.

For instance, teachers who create a safe and supportive classroom environment, provide

opportunities for students to develop their social skills, and model positive behaviors tend to

cultivate students' socio-emotional skills. On the other hand, teachers who use negative or

punitive approaches, criticize, or shame students, or fail to provide opportunities for students

to develop their socio-emotional skills can hinder their development. In summary, the article

shows how teachers' behavior and interactions with students can either foster or hinder the

development of students' socio-emotional skills. This is relevant to how teacher behavior

affects students' attentiveness or willingness to learn because students who feel safe,
 23

supported, and valued by their teachers are likelier to be engaged, motivated, and attentive in

the classroom.

In conclusion, a conducive classroom environment is essential to promote students'

attentiveness and achieve learning outcomes. Teachers must consider the various factors that

can impact the classroom environment and adopt teaching strategies that promote positive

student engagement.

CHAPTER 3

RESEARCH METHODOLOGiES

This chapter outlines the methodology for a qualitative study that explores the

perceptions of Senior High School students at Argao National High School regarding how the

classroom environment shapes their attentiveness. The study employs purposive sampling and

a five-part survey questionnaire to gather data from 30 Senior Highschool students. The

chapter includes the research environment, respondents, instruments, and data-gathering

procedures. The study's findings are intended to provide valuable insights and
 24

recommendations for creating an effective learning environment for senior high school

students.

Research Design

This study uses a qualitative research methodology and adopts the descriptive approach. A

descriptive study aims to describe the current state of a specified variable. According to

McCombes (2019), descriptive research seeks to precisely and methodically describe a

population, circumstance, or phenomenon. It can respond to inquiries about what, where,

when, and how, but not why. Moreover, purposive sampling is the type of research sampling

employed in this study. This was chosen because the variables – the SHS students of ANHS and

their classroom environment, shared desired characteristics with the researchers on the factors

affecting the classroom environment, such as the noise level, temperature, lighting, classroom

layout, teacher behavior, and student factor. As a result, the samples the researchers selected

had common qualities with the respondents in the study. Nikolopoulou (2022) stated that in

scientific investigations, a specified set of people or units are chosen for analysis using

purposive sampling. In purposive sampling, your goal is to find people in the population who

are likely to have certain traits or experiences (and who are also expected to be open to sharing

them with you). This way, you can pick the people or situations relevant to your research,

concentrating on a small sample.

Research Environment

This study explores the perceptions of Senior High School students at Argao National

High School (ANHS), with an estimated population of 4,000 students, regarding how the

classroom environment shapes their attentiveness. Argao National High School is a school in
 25

Cebu Province located in the barangay of Canbanua on San Miguel Street in the municipality of

Argao (see Figure 1), a distance of 12.4 kilometers away from Natalio B. Bacalso S National Hwy.

The research will involve distributing survey questionnaires to the selected SHS students with

the help of the purposive sampling technique. By examining how the classroom environment at

ANHS influences attentiveness, this research intends to provide valuable insights and

recommendations for creating an effective learning environment for senior high school

students. Moreover, understanding and prioritizing the perceptions of SHS students is crucial in

guiding and evaluating

their progress as they graduate from ANHS.

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FIGURE 2. LOCATION MAP OF THE RESEARCH ENVIRONMENT

Research Respondents

The research respondents would be Senior High School students who are currently

enrolled in Argao National High School, Grade 11 and Grade 12 STEM students at Argao

National High School were selected as the participants in this study because they are in a crucial

stage of their academic journey, where it is essential to have a positive learning environment
 27

that promotes engagement and attentiveness. The criteria for selecting participants were based

on their academic performance, class attendance, and willingness to participate in the study.

The purposive sampling method was used to select 30 SHS students who met these criteria and

were deemed to be representative of the broader student population at the school. The five-

part survey questionnaire was chosen as the instrument for data gathering as it provides a

structured approach to collect data on how the classroom environment shapes students'

attentiveness. The chapter also includes details on the research environment, respondents,

instruments, and data-gathering procedures to ensure that the study is conducted accurately

and effectively. The findings of the study are intended to provide valuable insights and

recommendations for creating an effective learning environment for senior high school

students, which can ultimately improve their academic performance and well-being.

TABLE 1. RESEARCH RESPONDENTS

STRAND GRADE LEVEL NO. OF RESPONDENTS

ABM 11 1
HUMSS 11 1
ICT-TVL 11 1
COOKERY-TVL 11 1
STEM 11 1
ABM 12 1
 28

HUMSS 12 1
ICT-TVL 12 1
COOKERY-TVL 12 1
STEM 12 1

Research Instrument

The research instrument for the study aims to examine how the classroom environment

shapes the attentiveness of Senior Highschool students from Argao National High School. The

survey questionnaire includes questions that will assess the students' perceptions of the

classroom environment, such as the cleanliness and organization of the classroom, the comfort

of the temperature, the level of noise, the quality of lighting, and the comfort of the furniture.

The researchers will include demographic questions to gather information about the

respondents' age, gender, and academic performance. Data-gathering procedures will involve

distributing the survey questionnaire to the Grade 11 and Grade 12 students during their class

period and providing them with clear instructions on how to answer the questions. The findings

of the study are intended to provide valuable insights and recommendations for creating an

effective learning environment for senior high school students, which can inform educational

policies and practices. The survey questionnaire is a useful research instrument for gathering

data on students' perceptions of the classroom environment and its impact on their

attentiveness, and the study is expected to contribute to the development of a more effective

learning environment for senior high school students.

Research Procedure
 29

To ensure the accuracy and validity of the data, the study will use a purposive sampling

method, where the researchers will select 30 Senior High School students who meet specific

criteria relevant to the research topic. These criteria may include being enrolled in either Grade

11 or Grade 12, belonging to any of the five strands (ABM, HUMSS, ICT, TVL, and STEM), and

having a good academic standing. Additionally, respondents may need to have a minimum level

of participation in class activities or demonstrate a certain level of engagement in the classroom

environment to ensure valuable insights into their perceptions of the classroom environment

and how it affects their attentiveness.

To administer the survey questionnaire, the researcher will first obtain permission from

the school principal and then distribute a five-part survey questionnaire to the selected

respondents during class hours to ensure maximum participation. The questionnaire will ask

specific questions related to the students' perceptions of their classroom environment and how

it affects their attentiveness. For instance, the questions may inquire about the lighting,

temperature, noise level, seating arrangement, and teaching style of the classroom. The

researcher will ensure that the questions are relevant to the research topic and will generate

valuable insights from the respondents.

The study will adhere to ethical principles to ensure the safety, well-being, and privacy

of the participants. Before administering the survey, the researcher will explain the purpose of

the study and seek informed consent from the participants. The researcher will also obtain

permission from the school principal and the Department of Education to conduct the study. All
 30

data collected will be kept confidential, and the identities of the participants will not be

disclosed in the findings. The researcher will take appropriate measures to protect the privacy

and confidentiality of the participants.

The data analysis process for this qualitative study involves several steps. The first step

is to review and transcribe the survey responses from the 30 Grade 11 and Grade 12 students in

each strand (ABM, HUMSS, ICT, TVL, and STEM) at Argao National High School. The researchers

will read through the responses and identify key phrases and concepts related to the students'

perceptions of their classroom environment and how it affects their attentiveness. They will use

these key phrases and concepts to develop themes that capture the students' experiences and

perspectives. Once the themes have been identified, the researchers will analyze and interpret

the data using a qualitative data analysis software such as NVivo or MAXQDA to generate

insights and recommendations for creating an effective learning environment for senior high

school students. The themes will be organized into a coherent narrative supported by quotes

from the survey responses of the respondents, and this narrative will be presented in the

findings section of the study.

Data Analysis

To ensure that the data collected is reliable and accurate, the researchers will use

thematic analysis to identify patterns and themes from the survey responses. Thematic analysis
 31

is a widely used method for analyzing qualitative data that involves identifying, analyzing, and

reporting patterns within the data. The researchers will use this method to identify common

themes and patterns that emerge from the survey responses of the Grade 11 and Grade 12

students in each strand (ABM, HUMSS, ICT, TVL, and STEM).

The findings from the thematic analysis will be presented in a narrative form supported

by quotes from the survey responses of the respondents. In addition, tables will be used to

present the findings in a more concise and easy-to-understand format. The tables will help to

summarize the key themes and patterns that emerge from the survey responses, making it

easier for the reader to understand the findings.

Furthermore, the researchers will use peer debriefing to ensure the reliability and

validity of the data analysis process. Peer debriefing is a process in which the researchers

discuss the findings with other experts in the field to ensure that the analysis is accurate and

unbiased. The researchers will seek feedback from other researchers and experts to ensure that

their interpretations of the data are valid and reliable.

In summary, the data analysis for this qualitative study involves identifying patterns and

themes from the survey responses of 30 Grade 11 and Grade 12 students in each strand (ABM,

HUMSS, ICT, TVL, and STEM) at Argao National High School. The study uses a purposive

sampling method to select the respondents, and the survey questionnaire will be administered

during class hours to ensure maximum participation. The chapter provides details on the

research environment, respondents, instruments, and data-gathering procedures to ensure the

accuracy and effectiveness of the data collection process. The study's objective is to provide

valuable insights and recommendations for creating an effective learning environment for
 32

senior high school students, ultimately improving their engagement and learning. The findings

can be used to develop strategies that positively impact the academic performance and well-

being of students.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 33

This chapter presents the analysis and interpretation of the data collected from

the survey questionnaire administered to Senior High School students at Argao National

High School. The data gathered aims to provide insights into the students' perception of

their classroom environment and how it shapes their attentiveness. The survey

questionnaire consisted of two sections: Demographic Information and Students'

Perception of their Classroom Environment.

Specifically, the discussion presents findings on the following: 1) The Grade

Level, Strand, and Seat Location of the participants; 2) The Students' Perception of their

Classroom Environment. The respondents are SHS students in the S.Y. 2022-2023.

Table 2. The Grade Level, Strand, and Seat Location of the Participants
Respondent Grade Level Strand Seat Location

1 11 STEM Front Left

2 12 STEM Back Right

3 11 HUMSS Front Right

4 12 HUMSS Front Right

5 11 ABM Back Right

6 12 ABM Front Right

7 11 ICT-TVL Front Right

8 12 ICT-TVL Front Right

9 11 Cookery-TVL Front Right

10 12 Cookery-TVL Middle

Table 2 evaluated the demographic information of the students, including their

seat locations, as this is considered one of the factors that can influence their

attentiveness in a classroom environment.

 34

Table 3. Summary of Participants’ Responses

Responde Observatio Impact on Factors Changes to Importance
nt ns of Attentivene Affecting Improve of
Classroom ss Attentivene Attentivene Classroom
Environme ss ss Environment
nt

1 Classrooms Limited Limited Improve air Classroom

can be space can space and ventilation. environment
chaotic, feel frequent is important
noisy, and suffocating. disturbances to maintain
cramped.
caused by attentiveness
people during class.
passing by
affect
comfort.

2 Classroom Observing The Maintain Classroom

not well the students’ cleanliness environment
managed environment behavior, and good leads to a
but bonding makes classroom manners better school
exists. students set-up,and within the and brings
more open. cleanliness. classroom. about
positive
change.

3 The Classroom Teacher None Helps some

classroom engagement factors students be
environments depends on more
here in teacher engaged,liste
ANHS are
performance n, and
good.
. participate.

4 Classroom Classroom Classroom Let students Classroom

is ok but environment environment choose environment
sitting in affects can cause seats. is important
front feels academics attention to for comfort
awkward. and fade. and focus.
learning.

5 Classrooms Distraction Problems Provide a Classroom

are chaotic can affect causing closed environment
and attentivenes destruction. environment helps focus
crowded s. with proper on learning
with temperature and provides
temperature control. comfort.
issues.
 35

6 Some Noisy Noisy Students Classroom

students environment environment should lower environment
use can distract and chaos their voices ensures
cellphones the whole from other and respect better
and the class sections. others' learning
classroom learning comprehensi
can be space. on.
noisy.

7 Classrooms Lack of Dust and Renovate Clean and

are untidy focus due to high and well
and not broken temperature maintain ventilated
clean. chairs and affect cleanliness classrooms
lack of fans. participation. in enhance
classrooms. focus and
class
discussions.

8 Some Organized Lack of Improve Classroom

classrooms classrooms organization organization environment
are messy help focus effects of in aids in
and toxic more in focus. classrooms. examining
class. health
conditions
affecting
attentiveness
.

9 Lack of Classroom Positive Provide Clean and

classrooms environment influence of clean, noise-free
and affects classmates comfortable classrooms
insufficient behavior. affects and improve
electric attentivenes distraction- attentiveness
fans. s. free and learning
classrooms. outcomes.

10 Some Lack of Bullying by Implement Facilitates

students are cooperation classmates strict learning and
not affects affects the protocols for listening to
responsible attentivenes ability to student achieve
for cleaning. s. focus. discipline. academic
goals.
 36

Table 3 presents the students' perception of their classroom environment. The

data provides valuable insights into students' observations, opinions, and suggestions

related to the classroom environment.

Result shows that students' perceptions of the classroom environment at ANHS

vary. While some students, like respondent 2 and respondent 3, view the classrooms as

good or acceptable, others, such as respondent 1, respondent 5, respondent 6,

respondent 7, respondent 8, respondent 9, and respondent 10 express concerns about

untidiness, noise, overcrowding, and insufficient facilities. These differing perceptions

highlight the need for a comprehensive evaluation of the classroom conditions at ANHS

and the implementation of improvements where necessary.

According to the survey results, one respondent stated that "The classroom

environments here in ANHS are good," while another stated that "Sometimes I feel that

our classroom is not well-managed and united. Nonetheless, despite the competition

happening throughout the school year, the bonding is still there." These responses

suggest that some students still perceive their classroom environment as conducive to

learning. However, despite the positive outlook of some students, the majority of

participants believe that the classroom environment in ANHS is an important factor that

needs to be addressed, as it can significantly impact their level of attentiveness.

Various factors within the classroom environment affect students' attentiveness.

Factors highlighted by the participants include noise levels, temperature, lighting,

classroom layout, and teacher behavior. For example, respondent 6 mentions that a

noisy environment can distract the entire class, “There are days where I/we get

distracted because it is kind of noisy, which distracts the whole class.” This supports the
 37

study of Jafari et al. (2019), which states that noise can affect performance by impairing

information processing or causing changes in strategic responses. Excessive noise

reduces the ability to hear lessons clearly and harms a child's learning ability. While

respondent 7 points out that high temperature and dust affect their participation, “It

highly affects my participation during the discussion due to the dust in the room and

high temperature” which is also likely similar to the response of respondent 9 saying

“Room ventilation can affect students’ attentiveness.” These results support the study

of (McGuire, 2016), classroom temperature can affect students' academic performance

and attention span. One of the survey respondents also stated that the performance of

teachers is a critical factor that significantly impacts students' learning outcomes.

According to respondent 3, “My classroom engagement solely depends on the

performance of my teachers.” This finding highlights the importance of effective

teaching practices in promoting positive learning outcomes among students.

Additionally respondent 2 states that “We need to maintain cleanliness and have good

manners as we interact within the classroom.” It is said by respondent 8 that “Some

classrooms are messy and toxic” which means that negative student behavior, such as

being disruptive, disengaged, or disrespectful, can create a hostile atmosphere and

hinder learning. Lack of a conducive classroom environment, non-supportive teachers’

attitudes, lack of pedagogical skills, and students’ disruptive behavior create hindrances

to effective teaching and better student learning (Ahmed & Akbar, 2020).

Survey respondents also expressed their concerns regarding the physical factors

inside the classroom. According to respondent 7 and respondent 9, broken chairs and a

lack of electric fans can significantly hinder their ability to focus during class
 38

discussions. On the other hand, respondent 2 emphasized the importance of

cleanliness in maintaining a conducive learning environment and improving their level of

attentiveness. These findings suggest that physical factors such as classroom

infrastructure, furniture, and cleanliness can significantly impact students' learning

experiences.

The survey responses indicate that the factors mentioned by the respondents are

crucial for creating a learning environment that promotes optimal attentiveness among

students. Therefore, it is essential to address these concerns to ensure that the

classroom environment at ANHS is conducive to learning.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY OF FINDINGS
 39

 Students' perceptions of the classroom environment at ANHS vary, with some

considering it good or acceptable while others express concerns about

untidiness, noise, overcrowding, and insufficient facilities.

 The classroom environment has a significant impact on students' attentiveness,

with positive environments promoting focus and engagement, while distractions

hinder attentiveness.

 Factors such as noise levels, temperature, lighting, classroom layout, and

teacher behavior affect students' attentiveness.

 Students suggest changes including seat selection, maintaining cleanliness and

good ventilation, organizing classrooms, and implementing strict protocols for

student behavior.

CONCLUSION

The findings of this research highlights the importance of the classroom

environment in shaping the attentiveness of senior high school students at ANHS. A

conducive environment positively influences students' learning, engagement, and

academic success, while distractions and inadequate conditions hinder attentiveness.

Factors such as noise, temperature, lighting, classroom layout, and teacher behavior

significantly impact students' level of attentiveness. The school’s sanity is also one

factor that can affect the students’ attentiveness as it can lead the students feel

uncomfortable while learning. It is crucial for ANHS to address concerns related to the

classroom environment and implement necessary changes to create an environment

that promotes attentiveness and enhances students' overall learning experiences.

 40

RECOMMENDATIONS

 Improve classroom facilities, addressing concerns related to untidiness,

overcrowding, and insufficient facilities.

 Enhance classroom management techniques to create a positive and engaging

learning atmosphere.

 Provide options for seat selection to enhance students' comfort and

attentiveness.

 Promote cleanliness and ventilation in classrooms to create a conducive learning

environment.

 Provide teachers with training and professional development on classroom

management and creating an engaging environment.

 Conduct regular evaluations of the classroom environment based on student

feedback and make necessary adjustments.

 Collaborate with stakeholders, including students, teachers, parents, and

administrators, in decision-making processes regarding the improvement of the

classroom environment.

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 48

CURRICULUM VITAE

CURRICULUM VITAE
 49

A. Personal Data
Name: Kent Kevin M. Albiso
Address: Canbantug, Argao, Cebu
Sex: Male
Age: 18
Date of Birth: March 3,2005
Place of Birth: Canbantug, Argao, Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: albisokent5@gmail.com
Contact Number: 09077949879

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022-present
Elementary Education: Canbantug Elementary School
Canbantug, Argao, Cebu
2013-2018

CURRICULUM VITAE
 50

A. Personal Data
Name: Kesha Crystel P. Asenjo
Address: Talaytay, Argao, Cebu
Sex: Female
Age: 16
Date of Birth: August 14, 2006
Place of Birth: St. Vincent Hospital, Cebu City
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: keshacrystelasenjo@gmail.com
Contact Number: 09150112956

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Talaytay Elementary School
Talaytay, Argao, Cebu
2013 - 2018
 51

CURRICULUM VITAE

A. Personal Data
Name: Mary Bernadeth C. Basilisco
Address: Capio-an, Argao, Cebu
Sex: Female
Age: 16
Date of Birth: May 7, 2006
Place of Birth: Capio-an, Argao, Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: marybernadethbasilisco@gmail.com
Contact Number: 09933953023

B. Educational Background
Secondary Education:
Senior High School: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Junior High School: Mandilikit National High School
Mandilikit, Argao, Cebu
2018 – 2022
Elementary Education: Mandilikit Elementary School
2013 – 2018
 52

CURRICULUM VITAE

A. Personal Data
Name: Jiah G. Escalante
Address: Binlod, Argao, Cebu
Sex: Female
Age: 17
Date of Birth: November 15, 2005
Place of Birth: Binlod, Argao, Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: escalantejiah15@gmail.com
Contact Number: 09611333796

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Argao Central Elementary School
Poblacion, Argao Cebu
2013 - 2018
 53

CURRICULUM VITAE

A. Personal Data
Name: Mier, Candice Gayle B.
Address: Cancainap, Argao, Cebu
Sex: Female
Age: 17
Date of Birth: December 17, 2005
Place of Birth: Cancainap, Argao, Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: candicemier@gmail.com
Contact Number: 09777721610
B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Tulic Elementary School
Tulic, Argao, Cebu
2013 – 2018
 54

CURRICULUM VITAE

A. Personal Data
Name: Neri, Chrissy Mae
Address: Lowac, Canbanua, Argao Cebu
Sex: Female
Age: 16
Date of Birth: May 23, 2006
Place of Birth: Argao Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: chrissyneri23@gmail.com
Contact Number: 09456657248

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Argao Central Elementary School
Poblacion, Argao Cebu
2013 - 2018
 55

CURRICULUM VITAE

A. Personal Data
Name: Fiona R. Oyangoren
Address: Talaytay, Argao, Cebu
Sex: Female
Age: 17
Date of Birth: December 15, 2005
Place of Birth: Poblacion, Argao, Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: fionaoyangoren@gmail.com
Contact Number: 09762283546

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Argao Central Elementary School
Poblacion, Argao Cebu
2013 – 2018
 56

CURRICULUM VITAE

A. Personal Data
Name: Princess May M. Basilisco
Address: Candabong, Argao Cebu
Sex: Female
Age: 17
Date of Birth: October 18, 2005
Place of Birth: Argao Cebu
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Email Address: printit11805@gmail.com
Contact Number: 094302660646

B. Educational Background
Secondary Education: Argao National High School
San Miguel Street, Argao, Cebu
2022 – Present
Elementary Education: Langtad , Elementary School
Langtad, Argao Cebu
2013 - 2018
57