MARGARITO A.

DUAVIT INTEGRATED SCHOOL

Nagsulo Road, Pilapila Binangonan, Rizal

“Effects of Conducive Classroom Environment to the

Academic Performance of Senior High School Students in

Margarito A. Duavit Integrated School”

In Partial Fulfillment of the Requirements for Academic Track

ACADEMICS – HUMANITIES AND SOCIAL SCIENCES

By:

Brabante, John David M.

Cruz, Jerome Lee R.

David, Jakylyn P.

Hamto, Kevin L.

Quisquino, Bernalyn C.

Quisquino, Dianna Cassandra O.

Taule, Stephanie S.

2022 - 2023
 CHAPTER I

This chapter contains the introduction, background of the study, statement of the

problem, significance of the study, and scope and delimitation

Introduction

A student's outcome and academic success are influenced mainly by the type of

school they attend. School factors include school structure, composition, and school

climate; as schools overlook more public accountability for student academic

performance, school-level characteristics are to discover methods of improving

achievement for all students. (Korir & Kipkemboi, 2014). A good learning environment is

not a decisive factor that impacts student achievement. Some students can overcome

all the physical discomforts and still perfom excellently in poor learning environments.

However, when a poor learning environment is a known factor to hinder their learning,

educators have no reason not to create an inductive environment to help students learn

(Chan, T.C.)

Students in the socialization process require a healthy environment and models

to increase their performance. Since schools are the first model affecting students'

personality, thus physical space of the school as one of the essential elements for

learning and education, even in social perspective or spatial quality and its impact on

student's development, play a significant role (Gilavand, 2016). School environment

cites the set of relationships among members of a school community discovered by

structural, personal, and functional elements of the educational institution which provide

differences to schools. The school environment is an essential factor when evaluating

student well-being (Fonllem et al., 2020). The learning of the physical, social, and

academic (curricular) condition of the environment and the administrative organization

of schools have related school environments and the comfort of students (Corral-

Verdugo et al., 2015). Nowadays, it has become more usual to find empirical studies

that identify the impact of school environments on student well-being. For example, safe

school environments and student well-being have been significantly and strongly

interrelated variables in researching various kinds of students' needs (Kutsyuruba et al.,

2015).

Deped guidelines on classroom structuring educational Facilities Manual 2010

(Revised Edition of the 2007 Handbook, on Educational Facilities- Integrating Disaster

Risk Reduction in School Construction) Chapter 4, G. Regular Classroom Facilities, # 3

provided for the basis for Classroom Structuring. To reiterate:

Every classroom shall be suitably structured and decorated to make the

surroundings of pupils/students conducive to learning. The materials for structuring and

decorating shall be selected on the basis of their educational value providing

opportunities for class discussions. Likewise, its cleanliness and orderliness must be

maintained, the fact that this is vital aspect contributing to the educational growth of the

pupils/students.
Background Study

Utilizing physical, instructional resources and upholding discipline in the

classroom for more effective teaching and greater learning for students is referred to as

the "class environment" (Williams, 2016). It combines internal and external elements,

such as the curriculum, teaching techniques, instructors' interactions and conduct with

students, the learning environment, the academic and social setting, and the support

services utilized in the classroom for the teaching and learning process (Jawaid&Aly

2014). Teachers can maintain students' attention, organization, and active participation

in class activities using a number of tactics and abilities in order to achieve beneficial

results (Arshadet al. 2018). It entails organizing, communicating, planning, and

coaching. Additionally, it calls for the professionalism, initiative, commitment, and desire

of teachers to adapt to the sociocultural and intellectual needs of their students.

Learning is the systematic acquisition of knowledge or skills by students, whether

inside or outside of educational institutions, via formal or informal educational systems

(Lawal, 2014). Utilizing a variety of pedagogical techniques in the classroom has a

positive impact on teaching effectiveness and student learning, which is a key element

in raising students' academic achievement (Ramli, et al. 2014). It included the social

and physical settings of academic institutions. While physical environment refers to

physical facilities like classroom design, classroom decoration, lighting, color,

ventilation, seating arrangements, and ICT related instructional equipment, social

environment refers to interactions between teachers and students as well as their active

participation in classroom teaching and learning activities (Earthman,2002, Tanner

&Lackney, 2006).
 To make the teaching and learning process more efficient and successful,

teachers use a variety of teaching techniques in the classroom, such as lectures and

discussions. The process of having a discussion with other students on a certain subject

encourages them to express their opinions honestly, which boosts their self-confidence

and enhances their learning (Ten Have, 2017). It aids in creating a better learning

environment that enhances students' academic performance (Malik & Rizvi, 2018).

Another teaching strategy that has helped teachers engage students is the activity-

based method is the students' active and physical participation in learning activities.

With this approach, pupils' practical experience increased their learning rate (Mishra &

Koehler, 2016). Students actively participate in activity-based learning, which increases

their motivation for academic pursuits (Finn, 2010; Noreen, 2018). Additionally, it was

discovered that the deductive technique of instruction was superior for crowded

classrooms in public schools (Shahzadi, 2019). Due to their intense interest in their

studies and their high level of expertise to handle problems pertaining to the cognitive

learning domain from knowledge level to evaluation level, students taught using the

accelerated learning approach showed positive results (Shams, Arshad & Ahmed,

2019).

Classroom environment has a positive impact on students’ academic

achievement, as by provision of physical facilities like furniture, electric supply, painted

walls, drinking water, models, charts, overhead projector and other ICT related

instructional material, students take much interest in classroom activities which help

them to get high marks in examinations (Kausar,Kiyani& Suleman.2017). Provision of

physical facilities to schools like well-equipped library, clean drinking water, well-
furnished classroom, laboratory with related appliances are the main factors play vital

role for better teaching and uplifting students’ learning (Omae, et al. 2017). School

support facilities like I.T Lab, tablet, first aid box, classrooms having ventilation, store

room, cooling and heating systems, staff room, well equipped library with adequate

books plays vital role for provision of quality teaching and learning (Arshad, Ahmed

&Tayyab, 2019). It was found that lack of conducive classroom environment; non-

supportive teachers’ attitude, lack of pedagogical skills and students’ disruptive behavior

create hindrances for effective teaching and better students’ learning (Ahmed, Faizi&

Akbar, 2020).

Provision of conducive classroom environment to both teachers for effective

teaching and for students to have qualitative and productive learning is the primarily

responsibility of the state government. There are many factors accountable for down

gradation of students’ learning outcomes in the region, so it was decided to conduct a

research study on “Effects of classroom environment for improving students’ learning at

secondary level in Margarito A. Duavit Integrated School.

Statement of the Problem

The purpose of this study is to determine the effects of conducive learning environment

to the academic performance of senior high school students in Margarito A. Duavit

Integrated School.

1. Profile of the respondents in terms of :

1.1 Name

1.2 Sex

1.3 Age

2. Factors of Conducive Classroom

2.1. Physical Space

2.2 Learning Ambiance

2.3 Sense of community and belongingness

3. Factors of Academic Performance

3.1 Students Learning Skills

3.2 Teachers Quality

3.3 Learning Infrastracture

3.4 Peer Influence

4. Is there any significant relationship between academic performance and conducive

classroom?
Significance of the study

The result of this study will benefit the following:

Students.

This study will help the students to raise their concerns and allow them to give

suggestions to be able to improve their academic purposes since this will provide

information about their learning environment.

Teachers.

They could help each other in implementing plans in helping the students to improve

learning environment and will be equipped with the use of this research thus they can

treat this problem objectively.

Principal/School Head

The result of this research could help the Principal or School Head to be aware in

current situation on conduciveness of the classrooms in Margarito A. Duavit Integrated

School, with that they could implement plans that would develop the learning

environment.

Parents and Guardians.

Parents and Guardians could encourage, the children to develop their learning skills, it

is also to know how their children affected by learning environment, this would give

them the opportunity to help, guide their children inleading with problems that may

affect performance especially with regards to their academics.

Future Researcher.

The conducted studies will further open doors for future researchers to refine and

expand studies in relation to learning environment. This may serve as a source of

information about how conducive classroom affects the academic performance of the

students.

Scope and Delimitation

The study will focus on determining the impact of environmental factors on the

academic performance of each student of senior high school and how these factors can

affect their academic performance. The research study focuses on senior high school

students. The researchers have a total of 50 respondents in random sections of grade

11 and grade 12. This was conducted at one of the public public school in Pila – pila

Binangonan, Rizal for School Year 2022-2023

 CHAPTER II

Review of the Literature and Conceptual Framework

This chapter discusses the literatures and studies reviewed by the researcher

pertaining to the variables under study. Specifically, it is the literatures and the studies

reviewed and written by authors.

Conducive Classroom. Conducive learning environment is crucial to the success of

learning of the adult learners. Conducive environment of the adult learners can be

viewed from two perspectives, the learning environment and the learning interaction.

The learning environment refers to the environment the adult learners undergo in their

learning. While the learning interaction refers to the relationship that exists between the

adult learner and the adult educator (facilitator). Learning interaction is one of the

cardinal factors that dictate the outcome of learning among adult learners.(Jegede)

opined that the facilitator needs to be conscious of the characteristics of the adults and

let that dictate what takes place in the classroom or in the process of learning

interaction. The author further stated that adult learners come into a learning situation

with experiences, many of which may be directly or indirectly related to the issues being

discussed. The facilitator should create room for friendliness in the classroom for

effective learning to take place during interaction in the class.(Khalid) rightly observed

that the issue of conducive learning environment among adult learners cannot be

addressed without referring to the andragogical assumptions on which Adult education

is based. These assumptions include self -concept, experience, readiness to learn and

orientation to learning. The concept of andragogy according to Ugwoegbu (2003) refers

to the art and science of helping adults to learn. The central focus of this theory is on

why attention should be paid to the adult learners in a learning situation. The concept of

andragogical learning according to Rogers and Knowles as cited by Khalid (2008), is a

concept of self-directed learning in which the learners are involved in diagnosing their

educational needs, choosing their priorities, planning their goals and executing the

programme to their mutual benefits. However, no adult learner will ever learn under

conditions incongruent with his self-concept. The self-concept of an adult is pivotal in

any learning situation. The second assumption of Malcolm Knowles is the role of

experience. This assumption entails that as an individual matures, he accumulates a

reservoir of experience that provides him with a broadening base to which to relate his

new learning. Malcolm Knowles holds that the varied experiences make the adult. The

adult educator should recognize the experience of the adult as a source of learning

situation. The third assumption is readiness to learn. This implies that as adult learner

matures, his readiness to learn shifts from learning for learning sake to learning in order

to accomplish social roles. An adult is therefore ready to learn only those things that

have meaning and relevance to him. The last assumption is orientation to learning. An

adult learner tends to have a problem-centre orientation to learning. An adult learner

therefore engages in any learning activity because he or she is experiencing

inadequacy in coping with life situation. The adult learner therefore wants to learn

something for immediate use (Aderinoye, 2004). As a person learns new knowledge, he

or she wants to apply it immediately in problem solving. The above assumptions by

Malcolm Knowles point to the fact that for conducive learning environment to be

enhanced in an adult learning, the educator should take these assumptions with all
amount of seriousness. It has also been observed that the learning environment of the

adult learners is not appropriate for effective learning to be enhanced among adult

learners. The researchers visited some adult education centres in Awka South Local

Government Area of Anambra state and found out that many adult learners’ study in

dilapidated buildings without adequate seats and ventilated classrooms. Some adult

learning centres make use of seats and benches meant for children which are not

comfortable for learning. For example, in St. Mary's adult learning centre in Awka, the

learners were learning in the dark at about 7pm in the evening. No electricity was

provided. Teaching materials were grossly inadequate. On the part of the government,

the adult population has been neglected in the scheme of formal education in many

developing countries like Nigeria. Adults are not remembered when formal education

scheme is planned (Ani,2003). For instance, in Nigeria, there is no serious provisions

made for education of the adults formally, there are also no schools built for adults

anywhere for educating them formally as is provided for children. It is on the basis of

this that the study identifies conducive learning environment as the bedrock for effective

learning among adult learners.

Learning Environment. 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. Think back to some of the classroom environments

you’ve encountered on your educational path. In your childhood, the learning

environment you engaged in was probably vibrant and colorful, with a desk layout that

allowed for flexibility if a lesson required more room for movement and physical
expression. In high school, you’re learning environment was likely more focused at the

head of the classroom to direct your attention, with rows of desks pointed forward.

But there’s more than just aesthetics at play in an effective learning environment.

Instructors can also influence a learning environment by the way they teach and the

atmosphere they create in the classroom. They can help influence student learning by

encouraging student engagement, providing positive and constructive feedback that

supports exploration, community among peers, and diversity. Studies have shown that

thriving learning environments help increase student focus and retention of information.

As students continue to grow and evolve as learners, so, too, do the environments in

which they learn. Learning environments have changed over time and can continue to

expand to meet student needs, allowing teachers to continually optimize their learning

environment to help students meet their educational goals.

Types of Learning Environment. There are different types of landscapes or categories

that impact our learning, including our physical environment, psychological environment,

and emotional environment. Here’s how these three categories can influence a learning

environment:

Physical

Those vibrant, colorful classrooms of your youth or the rows of desks that characterized

high school both fall into the category of the physical learning environment. This

category is all about the design of a classroom, including how it’s laid out to influence

learning, and which spaces are designated for learning activities. This can include the
furniture that’s used to fill the space and even the equipment a teacher relies on to

enhance the learning experience.

In recent years, at-home and distance learning have also become a part of the physical

environment discussion. Parents have had to make adjustments at home to ensure their

kids have a comfortable space to attend class via video chat and do their classwork off-

site. For many, this has meant creating a designated space that helps students feel

separate from the rest of the standard home space so home students are encouraged

to focus—and to leave school behind at the end of the day once class is done.

Psychological

A positive psychological environment can encourage students to engage with the

curriculum—and their fellow students—in ways that can enhance their personal and

professional development. By building trust with students and creating a safe space that

feels welcoming for all, teachers create a positive learning environment and make sure

students have more opportunities to participate, ask questions, take risks, and receive

feedback.

Emotional

School can be stressful at any age, which is why students need a positive emotional

environment that supports their educational path. Part of creating the psychological

environment’s safe space means addressing the emotional environment’s need for self-

expression and the freedom to express emotions. By supporting student’s emotional

needs and feelings, teachers help enhance their students’ emotional intelligence—

which, in turn, gives them confidence. Teachers can also create a supportive emotional
learning environment by creating routines students can rely on, encouraging diversity

and choices, and celebrating their achievements.

Factors of Conducive Classroom. Learning takes place not just in the classroom but

also in different spaces and areas in life. However, the majority of the things that one

learns in life happen in those four walls. This is especially true when building learning

foundations in children. Thus, having a conducive learning environment that encourages

little people to enjoy the whole process of knowing new things is important. Schools are

considered to be a student’s second home as they spend a huge chunk of their daily life

in it. A conducive learning environment goes beyond having the right school furniture

supplies and is actually composed of several important factors. These factors, when

taken as a single entity should be a space where students can freely express their ideas

to their classmates and teachers, while at the same time feel comfortable in exploring

different aspects of different subjects and themselves.

Physical space As an adult, having a workspace that is too hot or too cold with non-

ergonomic chairs and tables will affect your productivity in a lot of ways. Same is true

with children who are learning their ABCs and 123’s. Having a comfortable physical

space where children are able to sit comfortably, see and understand what their teacher

is saying, as well as socialise with their fellow classmates is one of the major

components of a conducive learning environment.

Learning ambiance students reviewing together Every child is different. Student A

might easily grasp the lesson just by looking at the board and listening to what the

teacher says. Student B, on the other hand, would prefer having visual aids to
understand the content of the lesson properly. Then, Student C is the type who gets the

lessons when an actual experience is involved. The point is, the pace and manner of

learning of each child are different. As a teacher, it is your responsibility to craft an

environment that encourages students to learn at their own pace, style, and despite

differences. Establishing rules and regulations inside the classroom can help guide

them into being a part of a group.

Sense of community and belongingness In support of the second point, making

students feel like they belong to a community, regardless of how different they are from

each other is crucial in creating a conducive learning environment. At a young age,

children are able to understand the reality of coming from various families, having

different values, beliefs, and religion, as well as the fact that every individual is unique.

This uniqueness is something that has to be accepted, respected, and even celebrated.

A student who feels confident in himself despite being different from others is one who

belongs to an effective learning community. All these three components (and more!) can

help foster a conducive learning environment that celebrates the uniqueness of every

student. As a teacher, it is your responsibility to create a space that encourages every

student not only to learn, but have fun while respecting everyone around him. Learning

might go beyond the classroom, but the things learned inside also matter as much.

Academic Performance. Academic performance of students is the centre around which

the whole education system revolves. The success and failure of any educational

institution is measured in terms of academic performance of students. Not only the

schools, but parents also have very high expectations from students with respect to their
academic performance, as they believe that better academic results may lead to better

career options and future security. Academic performance refers to the knowledge

attained and designated by marks, assigned by teacher. In educational context, academic

performance is the educational goal to be achieved by a student, teacher or institution

over a certain period and is measured either by examinations or continuous assessments

and the goal may differ from one individual or institution to another. Academic

performance is the outcome of education, the extent to which a student, teacher or

institution has achieved their educational goals. Academic anxiety and academic

achievement were inversely and significantly related to each other (Murthy and

Kulshreshta,1999). Academic performance of an individual is influenced by various

factors such as personality, intellectual ability, environment, etc. Academic performance is

the outcome of students’ effort in examinations. Students’ academic performance is

determined by a number of factors (Eze et al. 2016). Academic performance is measured

by the average marks of the previous semesters and the total average marks. The

determining factors of student performance have attracted the attention of academic

researchers from many areas. They have tried to determine which variables impact

student performance in positive and negative direction. Research studies about this

subject have been conducted by various academicians in various countries and areas

(Garkaza et al. 2011; Tailab 2013; Sugahara and Boland 2014; Steenkamp and Baard

2009 Cheung and Kan, 2002; Kruck and Lending, 2003). The academic performance of

students reflects on their ability to demonstrate the knowledge they have learnt in tests,

quizzes, presentations and final examination (Barkley, 2004). The importance of students’

performance is not only evident to the students but also to the universities as it is a
measure the success of their education process. Studies in the education literature have

examined the factors that may influence students’ performance that include physical

facilities and qualified educators, students’ attitudes, aspirations and self-awareness

(Hijazi and Naqvi 2006; Garkaza et al. 2011; Cosmas et al. 2013; Al-Hadrami and Morris

2014).

Factors of Academic Performance. Students' academic performance is affected by

several factors:

Students' Learning Skills. Study skills or study strategies are approaches applied to

learning. Study skills are an array of skills which tackle the process of organizing and

taking in new information, retaining information, or dealing with assessments. They are

discrete techniques that can be learned, usually in a short time, and applied to all or

most fields of study. More broadly, any skill which boosts a person's ability to study,

retain and recall information which assists in and passing exams can be termed a study

skill, and this could include time management and motivational techniques.

Parental Background. Parental background refers to the social, economic, cultural,

and welfare characteristics of a family, as well as the birth, childhood, residences,

economic conditions and jobs of parents. It can have a direct impact on children's

quality of school attendance and education, as well as influence which secondary track

school they attend and their subsequent educational outcomes. Parental background

also includes the communication between parents and children during childhood, which

can help shape children's values and beliefs.

Teachers’ Quality. The quality of teachers shows a stronger relationship [than school

facilities and curricula] to pupil achievement. Furthermore, it is progressively greater at

higher grades, indicating a cumulative impact of the qualities of teachers in a school on

the pupil's achievements.

Learning Infrastructure. Classrooms, colleges and universities today are known to

have classes with over 100 students - not simply because a class is very popular or

required by many students, but because there is an inadequate amount of classroom

space on campus.

When an extremely high number of students are forced into a classroom, the impact on

learning is almost always negative. Perhaps the most important negative consequence

of large class sizes is a lack of individualized attention for students, especially those

who might be struggling. In this case, a lack of personalized attention can result in

falling grades, followed by a lack of motivation to continue, ultimately resulting in them

dropping out of the class and perhaps school altogether.

Overcrowded classrooms also have a negative impact on teachers. Knowing that they

cannot reach students at an optimal level, many teaching professionals just aim for an

average mean of impact, hoping that most of their students will succeed with what

manages to get through.

Peer Influence. Peer Influence can be either positive or negative. If a student is

influenced negatively by peer, it affects his or her academic performance. Nevertheless,

stronger student does have an impact on their peers and actually help improve their

overall academic performance

 Conceptual Framework

PROCESS OUTPUT
INPUT

1. Profile of the respondents in terms

of :

1.1 Name;

Collection of data
1.2 Sex; and Proposed a plan that
Formulation, Distribution will enhance the
1.3 Age? and retrieval of
Questionnaire classroom environment
for the improvement of
2. factors of conducive classroom Personal interview
Academic Performance
2.1 Physical Space Analysis and of the Senior High
interpretation of data
using statistical School students in
2.2 Learning Ambiance
treatments Margarito A. Duavit
Integrated School
2.3 Sense of community and

belongingness

3. Factors of Academic Performance

3.1 Students Learning Skills

3.2 Teachers Quality

3.3 Learning Infrastructure

3.4 Peer Influence

4. Significant relationship between

academic performance and conducive
classroom
 Conceptual Framework

The framework shows the flow of the activities in conducting the study. The first

frame is the Input. It refers to the Conducive Classroom/Learning Environment such as

the types and characteristics of it.

The second frame is the Process. It shows the procedure that the researcher

used in conducting the study, it deals with constructing and administering

questionnaires, data collection, analysis and evaluation and interpretation of the data

gathered.

The third frame is the Output. It shows the result of the study and

Proposed a plan that will enhance the classroom environment for the improvement of

Academic Performance of the Senior High School students in Margarito A. Duavit

Integrated School.
Research Hypothesis

There is no significant relationship between conducive classroom and the academic

performance of senior high school students.

Definition of Terms

To avoid ambiguity and misconception, certain terms that are used in the study are
explained below.

School facilities. Operationally-this refers to all provision which include physical

materials or equipment within the environment of the school which help to facilitate
effective

Teaching. Operationally - learning process and educational goals Achievement -this

refers to the extent to which a student, teacher for institution have attained their
educational goals.

Influence. Operationally - this is the power to have important effect on someone or

something.

Conducive classroom. Operationally - A setting which allows for a free exchange of

ideas, thoughts and skills among the teachers and learners to achieve the expected
educational goals by considering the physical, psychological, social, and cultural needs
of all the learners.

Academic performance. Operationally - Academic achievement or academic

performance is the extent to which a student, teacher or institution has attained their
short or long-term educational goals. Completion of educational benchmarks such as
secondary school diplomas and bachelor's degrees represent academic achievement.
Learning

Environment. Operationally - 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. Think back to some of the classroom
environments you've encountered on your educational path.
 CHAPTER III

Methodology

This section of the study delivers the techniques of research used the location

where the analysis is conducted, the tools used, and the research on how the study was

done. The study utilized the descriptive survey theory together with the interview.

Research Design

The researcher will use the descriptive survey method of research for

determining the Effects of the Conducive Classroom to the Academic Performance of

Senior High School students in Margarito A. Duavit Integrated School, which is located

in Province of Rizal. According to Foronda (2012), this method involves determining

information about variables rather than about individuals. Survey studies employed to

measure the existing phenomenon without inquiring into why it exists. In such studies,

you do not take into account the relationship between variables. Your main intention is

to use your data problem solving rather than hypothesis.

In this study, the researcher used The Quantitative Descriptive Survey Research

Method. The Quantitative Method is explored to determine the best plan that will

enhance the classroom environment for the improvement of Academic Performance of

the Senior High School students in Margarito A. Duavit Integrated School.

According to Pritha Bhandari (June, 2020) Quantitative research is the process of

collecting and analyzing numerical data. It can be used to find patterns and averages,

make predictions, test causal relationships, and generalize results to wider populations.
 The researchers chose Quantitative research to quantify behaviors, opinions,

attitudes, and other variables and make generalizations from a larger population.

The Samples

The respondents of the study are the Senior High School students in Margarito

A. Duavit Integrated School, enrolled this Academic Year 2022-2023. Slovin's Formula

will used as shown below:

n = N/(1+Ne²)

n = Total sample

N = Population

e = Margin of error

The Research Instrument

The researcher employed a self- made questionnaire to gather data of the

present study Part I is all about Conducive Classroom and Learning Environment

including the types and the factors of these two. The second part of the questionnaire

deals with the factors of Academic Performance. Part III includes question on significant

difference in the Academic Performance of High School Students in terms of their

Classroom Environment and problems.

Data Collection

The researcher asked permission from the principal of Margarito A. Duavit

Integrated School to conduct a study. This will be by sending a letter of request to the

school principal. Part of the requisition is to administer a survey questionnaire to raise

the concerns of the students regarding the classroom in the said school.