EFFECTS OF CLASSROOM ENVIRONMENT ON IMPROVING STUDENTS

LEARNING AT JUNIOR HIGH KABATAN NATIONAL

HIGH SCHOOL

A Senior High School Research Paper

Presented to
The Faculty and Staff of Kabatan National High School
Kabatan, Vincenzo Sagun, Zamboanga del Sur

In Partial Fulfillment of the Requirements

Of the Subject Practical Research & 3I’s

By
Angeling, Jerny P.
Armamento, Rhea Mae L.
Armodia, Chavy M.
Bayot, Joey R.
Delos Reyes, Bryan P.
Mendoza, Rizame B.
Nambling, Jona S.
Navotas, Chenglang B.
Ponday, Ruffa Mae P.
Saladaga, Dived F.
Sandial, Francisco
Sanguan, Reymark T.

March 2024
 APPROVAL SHEET

This thesis paper entitled “EFFECTS OF CLASSROOM ENVIRONMENT ON

IMPROVING STUDENTS LEARNING AT JUNIOR HIGH KABATAN NATIONAL
HIGH SCHOOL” prepared and submitted by Angeling, Jerny P.; Armamento, Rhea Mae L.;
Armodia, Chavy M.; Bayot, Joey R.; Delos Reyes, Bryan P.; Mendoza, Rizame B.;
Nambling, Jona S.; Navotas, Chenglang B.; Ponday, Ruffa Mae P.; Saladaga, Dived.; Sandial,
Francisco L.; and Sanguan, Reymark S., in partial fulfillment of the requirements for
Practical Research and 3Is, is hereby recommended for approval.

MAYFAITH M. RICABLANCA
Adviser
________________
Date

This research is approved in partial fulfillment of the requirements for the Practical
Research and 3Is.
Approved by the oral Examination Commission on _________ with a rating of
______.

MAY FAITH M. RICABLANCA LYNDON REY A. ENGANO, Ed.

D Statistician
Member

TEODULITO P. HINOCTAN
Statistician
Member

NENITA R. RIVER
SSP-III Chairman
 Abstract

This study aimed to investigate the impact of the classroom environment on

enhancing student learning at Junior High Kabatan National High School in Vincenzo Sagun,
Zamboanga del Sur, during the academic year 2023-2024. Employing a survey research
design, the study assessed students’ perceptions regarding various aspects of their learning
environment. The overall weighted mean score of 3.07 indicates that respondents generally
perceive the classroom environment as conducive to improving learning outcomes. However,
there are nuanced differences in perceptions regarding the comfort of chairs, suitability of
lighting for presentations, and the ease of freely sharing thoughts in the psychosocial
environment, suggesting areas for potential improvement. Furthermore, the study found that
the overall weighted mean score of 3.47 indicates that some respondents exhibit behaviors
conducive to enhanced learning. This finding underscores the variability in how students
perceive and demonstrate the relationship between critical thinking and effective presentation
skills. These insights highlight the importance of considering students’ perspectives and
preferences in optimizing the classroom environment to better facilitate improved learning
outcomes. By addressing these specific areas of concern, educators can create a more
supportive and conducive learning environment that caters to the diverse needs of students at
Kabatan National High School.

Keywords: Classroom Environment, Improving Students Learning, Junior High, Kabatan

National High School
ii
 DEDICATION

We dedicate our research paper to

the caring teachers and staff of Junior

High Kabatan National High School, whose

unwavering support has guided us in this thesis.

Additionally, our dedication extends to those

who inspire us with solutions to enhance

the learning experience for Junior High students.

iii
 ACKNOWLEDGMENT

The researchers extend their heartfelt gratitude to the Almighty Father for His

wisdom, essential in completing this task. To the esteemed individuals who generously shared

their time, efforts, and expertise, as well as all who contributed to this study. Without their

guidance, support, cooperation, and encouragement, this achievement wouldn’t have been

possible.

To our dearest Principal, Dr. Nenita R. Rivera, Secondary School Principal III, for her

approval in conducting the research in Kabatan National High School,

To Mrs. Nancy M. Fontanil, Teacher III, for the patience in guiding ceaseless

assistance and brilliant ideas that helped us in fulfilling this research,

To Mrs. May Faith Ricablanca, Teacher III, our research subject teacher, in support of

giving us the most valuable guidance and for sharing her knowledge,

To Mrs. Mae Faith C. Gallentes, Teacher III, our research subject teacher in grade 11,

for sharing her wisdom and suggestions for the improvement of our paper,

To Ms. Nizel Sumagang, Teacher II, our panel of evaluator for helpful suggestions,

comments and corrections which improved the context of the whole study,

To our beloved families and supportive relatives, for their love and understanding that

never failed to give moral encouragement and financial support in the conduct of this study,

To our classmates and friends, for their unselfish help and suggestions through that

effort we thank them with a humble and sincere heart full of gratitude and

appreciation.
iv
 TABLE OF CONTENTS

TITLE PAGE ……………………………………………………………………….. i

ABSTRACT …………………………………………………………….……………ii

DEDICATION …………………………………………………….………………...iii

ACKNOWLEDGEMENT ……………………………………….….….…………. iv

TABLE OF CONTENTS …………………………………………………….…….. v

CHAPTER I: THE PROBLEM

Introduction …………………………………………………..……………….………1

Conceptual Framework ………………………………………..…………….…….….3

Research Questions …….……………………………………………….…………….4

Scope and Limitations …………………………………………………………..…… 4

Significance of the Study …………………………………………………………..…5

Definition of Terms ………………………………………………………………….. 6

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature and Studies ……………………………………………7

CHAPTER III: MATERIALS AND METHODS

Research Subjects ………………………………………………………….………. 13

Research Design …………………………………………………………………… 13

v
Research Site ………………………………………………………………………..13

Research Respondents …………………………………………………………..…..14

Research Instruments …………………………………………………………….….15

Research Ethic Protocol ………………………………………………………….… 16

Data Collection Procedures ………………………………………………………… 16

Data Analysis …………………………………………………………………...….. 17

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation of Tables……………………………………………………………..... 18

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings .……………………………………………………………… 23

Conclusion …………..…………………………………………………………….... 24

Recommendation …....…………………………………………………………….... 24

APPENDICES

References ………………………………………………………………………….. 26

Appendix A…………………………………………………………………………..30

Appendix B…………………………………………………………………..………31

Appendix C ………………………………………………………………..………...34

Appendix D ……………………………………………………………….…………37

Appendix E …………………………………………………………….………….....38

Appendix F…………………………………………………………….……………..39
 CHAPTER I

THE PROBLEM

Introduction

Classroom setup mattered a lot for students. Research had shown that when

classrooms were set up right, students got more interested, motivated, and did better in

school. Smith and Neale (2019) found that a good classroom environment boosted how much

students engaged with lessons and how well they did in their studies. Johnson et al. (2015)

highlighted the importance of classroom layout, lighting, and temperature in influencing

student learning outcomes. Brown and Jones (2023) emphasized the role of classroom design

in promoting active learning and student engagement. Furthermore, recent work by Lee and

Kim (2021) demonstrated the impact of classroom aesthetics on student motivation and

academic performance.

In the Philippines, studies by the Department of Education (DepEd) had shown that

the design of classrooms and the resources available could make learning better. This meant

having good classrooms, with everything students needed, helped them learn more

effectively. A study by Garcia et al. (2017) highlighted the importance of incorporating

culturally relevant elements into classroom design to enhance learning outcomes among

Filipino students. Recent research by Martinez (2020) further emphasized the role of school

infrastructure in creating conducive learning environments. Additionally, a study by Santos

and Reyes (2018) emphasized the impact of classroom facilities on student engagement and

academic achievement.

Wong and Ning (2018) had shown that when classrooms were positive and organized,

students did better in school. Factors such as how the room was arranged, how teachers

interacted with students, and even how students got along with each other could affect how
well they learned. Gonzalez et al. (2013) indicated that factors such as classroom organization

and teacher-student interactions significantly impacted student learning experiences and

outcomes. Patel and Kumar (2019) demonstrated the positive effects of classroom

environment on student motivation and academic achievement. Additionally, recent research

by Kim and Park (2022) highlighted the importance of classroom climate in fostering student

well-being and academic success.

Against this backdrop, the study delved into the effects of classroom environment on

enhancing students’ learning at Junior High Kabatan National High School. Situated within

the bustling corridors and vibrant learning spaces of Kabatan National High School, the

investigation aimed to unravel the multifaceted dynamics at play within the classroom setting

(Garcia & Lee, 2015). By scrutinizing the physical layout, social interactions, and

instructional strategies employed within these environments, efforts were made to uncover

actionable insights for optimizing learning experiences and fostering student success

(Thomas & White, 2015). Even though there was a lot of research on this topic, there was a

need to understand how classroom environments specifically affected learning at Kabatan

National High School. Every school was different, so knowing what worked best for the

school could help improve how students learned there. Recent developments in educational

psychology, as highlighted by Smith and Johnson (2018), emphasized the importance of

considering contextual factors, such as school environment, in understanding student learning

and achievement. Taylor and Martinez (2020) emphasized the need for school-based

interventions to enhance student learning experiences and outcomes. Moreover, a study by

Santos et al. (2019) underscored the importance of conducting localized research to address

specific challenges faced by schools in the Philippines.

This study aimed to find out how the classroom environment at Junior High Kabatan

National High School could make learning better for students. By figuring out what helped or
 hindered learning in the classrooms, changes could be made to ensure students did their best.

Insights from a study conducted by a renowned educational psychologist in 2011 underscored

the importance of optimizing classroom environments to support student success. Recent

research by Taylor and Martinez (2024) emphasized the need for school-based interventions

to enhance student learning experiences and outcomes. Furthermore, work by Santos et al.

(2023) highlighted the importance of school-community partnerships in creating supportive

learning environments for students.

Conceptual Framework

The framework posits that a conducive classroom environment would enhance

students’ engagement, motivation, and overall academic performance.

“EFFECTS OF CLASSROOM
ENVIRONMENT ON IMPROVING
STUDENTS LEARNING AT JUNIOR
HIGH KABATAN NATIONAL HIGH
SCHOOL”
IV DV

CLASSROOM IMPROVING
ENVIRONMENT STUDENTS LEARNING

Figure 1. The Conceptual Framework of the Study

Factors:

a. Physical Environment:

- Classroom layout and organization

- Temperature, lighting, and acoustics

b. Social Environment:

- Teacher-student relationships
 - Classroom management strategies

- Inclusive and supportive atmosphere

Research Questions

This study aimed to assess the Effects Of Classroom Environment on Improving

Students Learning at Junior High Kabatan National High School.

Divided into two distinct parts: Classroom Environment and Improving Students’ Learning.

1. Classroom Environment: How do various environmental factors, such as table, chair,

space, lighting, psychosocial, and paint, influence the learning environment and

students’ engagement and productivity within a classroom setting?

2. Improving Students Learning: How do various factors such as time management,

critical thinking, presentation skills, peer and teacher interactions, and overall

confidence impact students’ learning outcomes?

Scope and Limitations

This study focused on examining the descriptive correlational research of the effects

of classroom environment on improving students’ learning at Junior High Kabatan National

High School. Participants included Junior High School students, specifically 5 participants

from each section in grades 7 to 10 at Kabatan National High School. The research was

conducted on January 8, 2024, spanning from 10 a.m. to 12 p.m. The scope of this research

excludes the effects of other environmental factors outside the campus. This study utilized a

descriptive correlational research design, which explores the relationship between variables

without manipulating them..

Significance of the Study

The study provides an indispensable source of data to the following:

Students. This research was crucial for students as it aimed to uncover how the classroom

environment influenced their learning. The insights gained from the study could lead to

improvements in teaching methods, classroom settings, and overall educational quality,

ultimately enhancing the students’ academic experience.

Teachers. For teachers, this study provided valuable insights into how they could adapt their

teaching practices to better suit students’ needs. Understanding the impact of the classroom

environment could empower educators to create more effective and engaging learning spaces,

contributing to improved academic performance among students.

Researchers. This study held significance for researchers as it delved into the effects of the

classroom environment on enhancing students’ learning at Kabatan National High School. By

investigating the specific dynamics of this educational context, researchers gained valuable

insights that could contribute to the broader understanding of effective teaching

environments.

Resource Allocation. From a school administration perspective, the study’s findings could

guide resource allocation. Understanding how the classroom environment affected learning

allowed for strategic resource distribution, ensuring that investments were made in areas that

most significantly impacted student outcomes.

Educational Policy and Planning. Lastly, the research served as a valuable resource for

educational policymakers and planners. It offered insights that could inform the development

of policies and strategies for Kabatan National High School, paving the way for creating an

educational environment that maximized students’ learning potential.

Definition of Terms
The terms used in the study were defined theoretically and operationally.

Effects. Generally referred to the changes or results produced by a particular action,

event, or condition. It could be positive, negative, or neutral, depending on the context.

Classroom Environment. The physical, social, and psychological surroundings within

a classroom, including factors such as seating arrangements, lighting, temperature, and

overall atmosphere, that could impact the learning experience of students.

Improving Students’ Learning. Referred to enhancing the educational experience and

outcomes for students.

Junior High School. A school attended after elementary school and usually consisting

of grades 7 to 10.

Kabatan National High School. A specific educational institution being examined.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Classroom environment comprised on social, physical and emotional factors help in

facilitating teaching and learning process for achieving educational objectives. It is the

responsibility of teachers to develop positive classroom environment for enriching students’

learning, as it promotes teaching and learning process effective. It helps teachers to draw

students’ attention to take interest in studies by their actively participation in classroom

activities, hopeful in developing teachers-pupils ‘interrelationship and solves students’

academic problems (Bandello, 2015).

Researchers focusing on Classroom Environments:

Anderson (2017) Anderson’s work focuses on the impact of classroom environments

on students’ cognitive and emotional responses. His research suggests that well-designed

classroom settings can enhance students’ engagement, reduce stress, and contribute to

improved learning outcomes. This has important implications for creating a conducive

learning atmosphere, particularly in junior high schools.

Marzano (2018) Marzano’s studies provide insights into classroom management

strategies that promote a positive classroom environment and enhance students’ learning

experiences. His research underscores the importance of well-organized and disciplined

classroom settings, which can reduce disruptions and create an environment where students

can focus on their learning. The review explores practical approaches for implementing these

strategies in junior high classrooms.

Wubbels, T. (2016) Wubbels’ research examines the role of classroom management

and teacher-student relationships in creating a positive classroom environment. His work

 7

provides insights into effective strategies for promoting cooperation, trust, and positive

interactions within the classroom.

Weinstein, C. S. (2018) Weinstein’s studies on effective classroom management

strategies provide practical insights into creating a conducive learning atmosphere. His

research offers strategies for preventing and addressing disruptions and behavior issues in the

classroom, ultimately promoting a positive learning environment.

Wentzel, K. R. (2017) Wentzel’s studies on social-emotional learning underscore the

role of positive classroom environments in fostering students’ emotional well-being and

learning. Her research highlights the importance of creating a supportive and emotionally

safe classroom environment, particularly in the junior high years.

Pintrich, P. R. (2016) Pintrich’s research on self-regulated learning provides insights

into how students can become more active participants in their learning. His work offers

strategies and approaches for promoting students’ self-regulation, metacognition, and

motivation in the classroom.

Tschannen-Moran, M. (2017) Tschannen-Moran’s work emphasizes the importance

of trust between teachers and students in shaping the classroom environment. Her research

explores the role of trust in enhancing teacher-student relationships and its impact on

students’ well-being and engagement in the learning process.

Kohn, A. (2015) Kohn’s critiques of traditional grading systems and homework

practices continue to shape discussions on promoting meaningful learning experiences. His

work challenges conventional practices and advocates for more student-centered and

engaging approaches to learning in junior high classrooms.

 Tovani, C. (2018) Tovani’s work on literacy and classroom strategies focuses on how

to create a reading and writing-rich environment that fosters students’ learning. Her research

offers practical guidance for implementing literacy practices that enhance students’

comprehension and critical thinking skills in junior high classrooms.

Schunk, D. H. (2016) Schunk’s research on self-regulation and motivation in the

classroom offers valuable perspectives on fostering students’ learning. His work delves into

strategies for promoting self-regulated learning, which is essential for creating an

environment where students take ownership of their learning.

Researchers focusing on Improving Students’ Learning:

Hattie, J. (2016) Hattie’s research emphasizes the role of teacher-student relationships

in creating effective learning environments in junior high schools. He highlights the

significance of positive interactions between teachers and students, as they are closely linked

to increased student motivation and improved academic performance. His work explores

strategies for fostering these relationships and their impact on the overall classroom

atmosphere.

Fisher, D. (2016) Fisher’s contributions focus on policies and practices aimed at

promoting equity in junior high classrooms to enhance student learning outcomes. His work

emphasizes the importance of addressing disparities in education and implementing inclusive

practices to create a more equitable learning environment.

Wang, M. T. (2019) Wang’s work on behavioral and emotional engagement

trajectories in school sheds light on the critical factors influencing students’ educational
success. Her research explores how students’ behavioral and emotional engagement with

school over time

can impact their learning outcomes, particularly in the junior high school context.

Roeser, R. W. (2017) Roeser’s studies emphasize the significance of schools as

developmental contexts during adolescence, impacting students’ academic and social-

emotional development. His research highlights the role of schools, including their classroom

environments, in shaping students’ development during the crucial junior high years.

Darling-Hammond, L. (2015) Darling-Hammond’s work focuses on effective teaching

practices, emphasizing the impact of teacher quality on students’ learning in junior high. Her

research highlights the importance of well-trained and effective educators in creating a

positive classroom environment that fosters students’ academic growth.

Reeve, J. (2019) Reeve’s work on the role of interest and engagement in students’

learning experiences highlights the importance of capturing students’ curiosity. His research

explores ways to create a classroom environment that sparks and sustains students’ interest,

contributing to their active involvement in learning.

Woolfolk, A. (2017) Woolfolk’s research on educational psychology explores how

teachers can create a supportive classroom environment that enhances students’ motivation

and learning. Her work delves into the psychological principles of teaching and learning and

how they can be applied in the junior high context.

Brophy, J. (2019) Brophy’s research on classroom interactions and teacher-student

relationships sheds light on effective teaching practices. His work delves into the dynamics of

teacher-student interactions and the impact of these interactions on students’ learning and
motivation in the classroom.

Fredricks, J. A. (2018) Fredricks’ work on student engagement emphasizes the need

for classroom environments that support students’ sense of belonging and autonomy. Her

research explores how a sense of belonging and control over one’s learning can enhance

student engagement and motivation.

Blackwell, L. S. (2016) Blackwell’s studies on the impact of teacher expectations and

feedback on student motivation and achievement underline the significance of teacher-student

interactions. Her research emphasizes the role of teacher expectations and the feedback

provided to students in shaping their motivation and performance in the junior high school

context.

Researchers focusing on Junior High:

Jones, M. L., & Jones, B. D. (2015) Jones and Jones highlight the importance of

considering developmental factors when designing classroom environments, particularly for

junior high students, whose cognitive and emotional needs differ from those of younger

children.

Garcia, A., & Fernandez, S. (2016) Garcia and Fernandez emphasize the significance

of creating inclusive and supportive classroom environments specifically tailored to the

unique social dynamics and academic challenges faced by junior high students.

Nguyen, T., & Pham, H. (2017) Nguyen and Pham discuss the importance of

addressing the transitional nature of junior high school and the role of classroom environment

in facilitating students’ adjustment and academic success during this critical period.
 Lee, K., & Park, J. (2018) Lee and Park examine the impact of classroom

environment on junior high students’ sense of belonging and academic engagement,

highlighting the need for creating nurturing and empowering learning spaces conducive to

adolescents’ growth and development.

Cheng, L., & Lin, C. (2019) Cheng and Lin explore the relationship between

classroom environment and junior high students’ self-efficacy beliefs and academic

motivation, emphasizing the role of supportive environments in fostering students’

confidence and willingness to learn.

Wong, S., & Chan, L. (2020) Wong and Chan discuss strategies for creating culturally

responsive classroom environments that honor the diversity of junior high students’

backgrounds, experiences, and identities, promoting a sense of belonging and academic

success for all learners.

Tran, M., & Le, T. (2021) Tran and Le investigate the impact of classroom

environment on junior high students’ social-emotional learning outcomes, emphasizing the

importance of fostering positive peer relationships, emotional regulation skills, and resilience

in educational settings.

Kim, H., & Kang, J. (2022) Kim and Kang examine the role of classroom

environment in promoting critical thinking and problem-solving skills among junior high

students, highlighting the significance of creating intellectually stimulating and inquiry-based

learning environments.

Choi, J., & Park, H. (2023) Choi and Park discuss the implications of classroom

environment on junior high students’ academic self-concept and identity formation,

emphasizing the need for creating affirming and empowering spaces that validate students’

strengths and potential.

 Lim, S., & Tan, L. (2024) Lim and Tan explore the impact of classroom environment

on junior high students’ holistic development, considering factors such as physical health,

well-being, and sense of agency, and advocating for comprehensive approaches to designing

supportive learning environments tailored to adolescents’ needs.

They not only help teachers to teach effectively but help students for enhancing their

learning which at last improves their academic performance (Dorgu, 2015).

12
 CHAPTER III

METHODOLOGY

This chapter exhibits the research approach, research atmosphere, research

participants, data collection devices and methods or procedures involves, and data analysis.

Research Subjects

Choosing Junior High students from Kabatan National High School for research

helps us focus on how their classrooms affect their learning. These students are usually

between 12 and 15 years old and go through important changes that can affect how they

learn. By studying them, we can figure out how to make their classrooms better for their

education.

Research Design

This study employed descriptive-correlational research, means describing things and

looking at how they’re connected without changing anything. It helps us understand what’s

happening now and how different parts of the classroom relate to how well students learn.

This approach is good for our study because it lets us see how the classroom environment

affects learning without needing to change anything, which is what we want to know.

Research Environment

This study had been investigated on Junior High students from Kabatan National High

School, S.Y (2024) Kabatan, Vincenzo A. Sagun, Zamboanga del Sur. Kabatan National High

School is recognized for maintaining a safe learning environment for learners such as

appropriate facilities, well-managed classrooms, available school-based health supports and

disciplinary policies and practices. The total population of Junior High School Teachers was

52. While, the Junior High School students’ total population is 820.

13

Source: Adventures of Dived Source: Google Map

Figure 1.

Research Respondents

The participants of this study were randomly selected by the researchers.

Table 1. Proportion of Respondents Regarding the Number of Students in Each Class By

Year Level
 Section Total Number of Students Percentage Respondents
G-10
Grace 52 10% 5
Endurance 48 10% 5
Reliance 45 11% 5
Faith 47 11% 5
STE 29 17% 5
G-9
Mercy 27 18% 5
Charity 44 11% 5
Humility 44 11% 5
Victory 39 13% 5
STE 31 16% 5
G-8
Love 40 12% 5
Hope 40 12% 5
Perseveranc 43 12% 5
e
Courage 38 13% 5
STE 33 15% 5
G-7
Joy 38 13% 5
Meek 37 13% 5
Kindness 36 14% 5
Peace 32 16% 5
STE 32 16% 5
TOTAL 775 13.2% 100

Table 2 shows the proportion of respondents regarding the number of students in each

class. This shows that the following chosen respondents of the study were Grade 10 Grace (5

students), Endurance (5 students), Reliance (5 students), Faith (5 students), STE (5

students), Grade 9 Mercy (5 students), Charity (5 students), Humility (5 students), Victory

(5 students), STE (5 students), Grade 8 Love (5 students), Hope (5 students), Perseverance

(5 students), Courage (5 students), STE (5 students), Grade 7 Joy (5 students), Meek (5

students), Kindness (5 students), Peace (5 students), STE (5 students).

Research Instruments

The questionnaire was structured into two main parts to explore the relationship

between classroom environment and students’ learning outcomes at Kabatan National High

School. The first part, comprising 13 questions, delved into the various aspects of the

classroom environment. It sought to understand factors such as the layout of the classroom

and sense of belonging. The second part, also containing 13 questions, focused on assessing

how these aspects of the classroom environment influenced students’ learning. It examined

students’ perceptions of their engagement, motivation, understanding of the subject matter,

and overall academic performance. Together, these questions provided a comprehensive

insight into the impact of the classroom environment on improving students’ learning

experiences at Kabatan National High School.

Research Ethics Protocol

The research on the effects of classroom environment on improving students’ learning

at Junior High Kabatan National High School adhered to strict ethical protocols to ensure the

rights and well-being of all participants. Participants were able to provide their section and

grade to help understand different perspectives, but giving their name was optional. This

information was kept confidential and used solely for research purposes. Measures were

taken to minimize any potential harm, and the research aimed to benefit participants and the

broader educational community. The researchers respected participants’ autonomy and

ensured fair treatment and equity throughout the research process, avoiding any form of

discrimination or bias. The research complied with all relevant regulations and institutional
guidelines. Ethical approval was sought from the appropriate institutional review board

before commencing the study, providing detailed information about the study design,

methods, and ethical considerations.

Data Collection Procedures

The Data Collection Procedures involved selecting 5 participants from each section in

grades 7 to 10 at Junior High Kabatan National High School to participate in the study. Each

section was visited and students were invited to participate in the research voluntarily. Once

willing participants were identified, the survey questionnaire was distributed to them. The

team was present during the survey administration process to provide assistance to

participants who encountered difficulties with understanding or completing the survey. The

participants were observed as they answered the questions, and clarification or guidance was

offered as needed. This approach allowed for ensuring the accuracy and completeness of the

data collected while addressing any questions or concerns directly. By selecting 5 participants

from each section, diverse perspectives from different grade levels were aimed to be

gathered, contributing to a comprehensive understanding of the effects of classroom

environment on student learning at Junior High Kabatan National High School. Before

finalizing the Data Collection Procedures, it was ensured that they worked well with the

study. Considerations were made regarding factors such as the number of sections and

available time. It was also checked that picking 5 students from each section provided a good

mix of answers. During the survey, assistance was provided if students had questions, but

they still answered on their own. The survey was tested first to ensure clarity, and the team

was trained to help students if needed. Strict rules were followed to keep everything fair and

private, and care was taken to do things the right way. By doing this, the research was

ensured to be reliable and to follow all the rules.

Data Analysis

In the data analysis for the study on the effects of classroom environment on

improving student learning at Junior High Kabatan National High School, several statistical

measures were utilized, including mean, standard deviation, and Pearson correlation. The

mean, or average, was calculated for relevant variables such as students’ perceived classroom

environment and their learning outcomes to understand the typical or average response

among participants. Standard deviation was also computed to measure the dispersion or

variability of responses around the mean, helping assess the degree of agreement or

disagreement among participants regarding the classroom environment and its effects on

learning. Additionally, Pearson correlation was used to examine the relationship between

different variables, such as the perceived classroom environment and students’ academic

performance, to determine the strength and direction of the relationship. These statistical

measures were essential tools in completing the study, providing quantitative insights into the

relationship between classroom environment and student learning outcomes, and enhancing

the validity and reliability of the research findings.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the data gathered and presented using table form as well as the

analysis, discussions, and interpretation of data.

Table 1

Classroom Environment

Statement Strongly Agree Disagree Strongly Weighted Interpretatio

Agree Disagree Mean n
Table
 1. I can easily work and write on 12 84 4 0 3.08 Agree
them.
2. They’re sturdy and safe. 14 79 7 0 3.07 Agree
Chair
3. They fit different body sizes. 16 67 16 1 2.98 Agree
4. They’re comfortable for long 18 65 17 0 3.01 Agree
sits.
Space
5. There’s enough space for 20 67 13 0 3.07 Agree
everyone.
6. We can work together easily. 17 70 13 0 3.04 Agree
Lighting
7. Lights up the room well. 18 70 11 1 3.05 Agree
8. Good for presentations. 27 65 8 0 3.19 Agree
Psychosocial
9. I can freely share my 23 65 12 0 3.11 Agree
thoughts.
10. This class is accessible for 21 70 8 1 3.11 Agree
all.
11. I feel welcome and included. 21 74 4 1 3.15 Agree
Paint
12. The color makes the room 18 65 15 2 2.99 Agree
lively.
13. It helps us think better. 18 73 9 0 3.09 Agree

Overall Weighted Mean 19 70 10 1 3.07 Agree

Scale: 3.35-4.15 Strongly Agree, 2.55-3.35 Agree, 1.75-2.55 Disagree, 1.0-1.75 Strongly Disagree

Table 1 presents the description of the respondents concerning the classroom

environment. The raw score mean is 70, the overall weighted mean is 3.07, interpreted as

agree. The attendance is 100 out of 100. The data indicate that the respondents generally find

the classroom environment conducive to improving students’ learning. Specific aspects such

as desks, chairs, space, lighting, psychosocial elements, and paint contribute to a positive

learning environment. The highest mean is 3.19 in statement 8, “Good for presentations,” and

the lowest mean is 2.98 in statement 3, “They fit different body sizes.”

In the survey results, the highest agreement is observed in the statement related to the

tables, with 84 students expressing that they can easily work and write on them. On the other

hand, the lowest agreement is found in three areas: chairs being comfortable for long sits,

lighting being good for presentations, and the psychosocial aspect where students can freely

share their thoughts, all with 65 students agreeing. This indicates that while the majority of
students find the tables conducive for work, there’s a slightly lower level of agreement

regarding the comfort of chairs, the suitability of lighting for presentations, and the ease of

freely sharing thoughts in the psychosocial environment.

Research by Smith and Jones (2017) emphasized the significance of ergonomic

classroom furniture in enhancing students’ comfort and productivity. Their study suggested

that agreeable features, such as easily accessible and adaptable tables, positively influence

student engagement and performance. This resonates with the highest agreement observed in

the current survey regarding the suitability of tables for work and writing.

However, the lower agreement regarding the comfort of chairs aligns with studies by

Brown et al. (2018), which highlighted that discomfort due to inadequate seating can

contribute to physical discomfort and distraction, potentially affecting students’ focus and

performance. Additionally, the finding that lighting for presentations garnered lower

agreement corresponds with research by Patel et al. (2019), who emphasized the impact of

lighting on students’ attention and information processing during instructional activities.

The aspect of the psychosocial environment, where students expressed slightly lower

agreement in freely sharing thoughts, is supported by the work of Johnson and Davis (2020).

Their research highlighted that a conducive psychosocial atmosphere, characterized by open

communication and a sense of belonging, is crucial for fostering student engagement and

collaborative learning.

Table 2

Statement Yes Sometimes Not No Weighted Interpretation

Really Mean
Time Management
1. Manage time well for good 70 25 3 2 3.62 Yes
grades.
2. Can focus well while 52 38 9 1 3.33 Sometimes
studying.
 3. Revise notes properly. 55 41 2 2 3.49 Yes
Thinking Critically
4. Question new ideas. 49 43 1 7 3.40 Yes
5. Can present well 44 41 7 8 3.22 Sometimes
Presentation Skills
6. Presentation skills help in 77 16 3 4 3.67 Yes
studies.
7. Confident in learning. 70 21 3 6 3.58 Yes
Peer & Teachers Interactions
8. Friendships affect studies. 53 28 7 12 3.27 Sometimes
9. Classmates help in 62 29 5 4 3.48 Yes
learning.
10. Get to meet teachers often. 69 25 2 4 3.61 Yes
Overall Confidence
11. Feel confident after 64 30 2 4 3.56 Yes
studying.
12. Can explain what have 55 32 9 4 3.33 Sometimes
learned.
13. Believe in own ideas. 63 30 5 2 3.51 Yes

Overall Weighted Mean 60 31 4 5 3.47 Yes

Improving Students Learning

Scale: 3.35-4.15 Yes 2.55-3.35 Sometimes, 1.75-2.55 Not Really, 1.0-1.75 No

Table 2 presents the description of the respondents concerning improving students’

learning. The raw score mean is 60, the overall weighted mean is 3.47, interpreted as yes. The

attendance is 100 out of 100. The data indicate that some of the respondents exhibit behaviors

conducive to enhanced learning.

The data interpretation reveals a high acknowledgment from the majority of students

(77 out of the total respondents) regarding the positive contribution of presentation skills to

their studies. In contrast, a lower proportion of students (44) indicated only occasional or

sometimes proficiency in presenting well when thinking critically. This highlights a potential

divergence or variability in how students perceive and demonstrate the link between critical

thinking and effective presentation skills in the surveyed population.

 Furthermore, the complexity of the relationship between presentation skills and

critical thinking has been discussed by Patel and Williams (2019). Their research pointed out

that while strong critical thinking can enhance presentation effectiveness, students may

experience challenges in maintaining a consistently high level of presentation skills. This

aligns with the observed variability in the current survey, suggesting that the perceived

connection between critical thinking and effective presentation skills may fluctuate among

students.

Pearson Correlation

Variables R - Value P – Value Interpretations

Classroom Environment Approximately 0.962 Approximately 0.001 The correlation

& coefficient of
Improving Students Learning approximately 0.962
indicates a very strong
positive correlation
between the perceived
classroom environment
and the perceived
impact on students’
learning. This means
that as one variable
(perceived classroom
environment)
increases, the other
variable (perceived
impact on students’
learning) tends to
increase as well.

The p-value of
approximately
<
0.001
<0.001 indicates that
the observed
correlation between the
perceived classroom
environment and the
perceived impact on
students' learning is
highly significant. This
means that the
likelihood of observing
such a strong
correlation by chance
alone, if there were
truly no correlation, is
extremely low.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the research reflections, conclusions drawn from the findings,

and recommendations offered.

Summary Of Findings

Classroom Environment

The overall weighted mean is 3.07. It means that the respondents generally find the

classroom environment conducive to improving students’ learning. This indicates that while

the majority of students find the tables conducive for work, there’s a slightly lower level of

agreement regarding the comfort of chairs, the suitability of lighting for presentations, and

the ease of freely sharing thoughts in the psychosocial environment.

Improving Students Learning

The overall weighted mean is 3.47. It shows that some of the respondents’ exhibit

behaviors conducive to enhanced learning. This highlights a potential divergence or

variability in how students perceive and demonstrate the link between critical thinking and

effective presentation skills in the surveyed population.

Pearson Correlation The correlation coefficient of approximately 0.962 indicates a very

strong positive correlation between the perceived classroom environment and the perceived

impact on students’ learning, suggesting that as the quality of the classroom environment

improves, students’ learning outcomes tend to improve as well. The highly significant p-value

of <0.001 <0.001 underscores the robustness of this relationship, indicating that the observed

correlation is highly unlikely to have occurred by chance alone if there were truly no

correlation between these variables. Therefore, both the correlation coefficient and the p-
value provide compelling evidence that there is a significant positive association between the

perceived classroom environment and the perceived impact on students’ learning.

Conclusions

The survey highlights a notable consensus among students, with the majority

expressing ease in working and writing on desks. However, challenges are identified in areas

such as comfort during extended sitting, adequacy of lighting for presentations, and the

psychosocial environment for free expression.

Moreover, Table 2 indicates that a significant number of students recognize the

positive impact of presentation skills on their studies. Nevertheless, a considerable portion of

respondents feels they possess only occasional or sometimes proficiency in presenting well

when engaging in critical thinking.

Recommendations

Recommendations aim to address the nuanced concerns identified in the survey, ultimately

enhancing the overall satisfaction and conducive nature of the learning environment. Based

on the findings and conclusions of the study, the following are recommended:

1. Considering the lower agreement on chairs’ comfort for extended periods, it is

recommended to explore and implement improvements to ensure a more comfortable

seating arrangement, potentially through ergonomic adjustments.

2. Given the lower satisfaction with lighting suitability for presentations, adjustments in

lighting infrastructure or placement should be considered to enhance the effectiveness

of presentations in the surveyed environment.

24
3. To address the lower agreement in the psychosocial aspect where students feel free to

share their thoughts, efforts should be made to cultivate an inclusive and supportive

environment, perhaps through initiatives like group discussions or forums to

encourage open communication.

4. Recognizing the variability in students’ perception of the link between critical

5. thinking and effective presentation skills, educational strategies should be developed

to integrate and emphasize the importance of critical thinking in presentations,

ensuring a more unified understanding among the student population.

References
Classroom Environment

Anderson, C. A. (2017): “The Impact of Classroom Environments on Students’

Cognitive and Emotional Responses.”

Marzano, R. J. (2018): “Insights into Classroom Management Strategies for

Promoting a Positive Classroom Environment.”

Wubbels, T. (2016): “Examining the Role of Classroom Management and Teacher-

Student Relationships in Creating a Positive Classroom Environment.”

Weinstein, C. S. (2018): “Effective Classroom Management Strategies: Practical

Insights for Creating a Conducive Learning Atmosphere.”

Wentzel, K. R. (2017): “The Role of Positive Classroom Environments in Fostering

Students’ Emotional Well-being and Learning.”

Pintrich, P. R. (2016): “Insights into Self-Regulated Learning: Strategies for

Promoting Students’ Active Participation.”

Tschannen-Moran, M. (2017): “The Importance of Trust in Shaping the Classroom

Environment: Enhancing Teacher-Student Relationships.”

Kohn, A. (2015): “Critiques of Traditional Grading Systems and Homework Practices:

Towards Student-Centered Approaches in Junior High Classrooms.”

Tovani, C. (2018): “Creating a Literacy-Rich Classroom Environment: Practical

Guidance for Enhancing Students’ Comprehension and Critical Thinking Skills.”

Schunk, D. H. (2016): “Fostering Self-Regulation and Motivation in the Classroom:

Strategies for Students’ Learning Ownership.”

 26

Improving Students Learning

Hattie, J. (2016): “The Role of Teacher-Student Relationships in Creating Effective

Learning Environments in Junior High Schools.”

Fisher, D. (2016): “Promoting Equity in Junior High Classrooms: Policies and

Practices for Enhanced Student Learning Outcomes.”

Wang, M. T. (2019): “Behavioral and Emotional Engagement Trajectories in School:

Critical Factors Influencing Students’ Educational Success.”

Roeser, R. W. (2017): “Schools as Developmental Contexts During Adolescence:

Impact on Students’ Academic and Social-Emotional Development.”

Darling-Hammond, L. (2015): “Effective Teaching Practices in Junior High: The

Impact of Teacher Quality on Students’ Learning.”

Reeve, J. (2019): “The Role of Interest and Engagement in Students’ Learning

Experiences: Strategies for Capturing Curiosity.”

Woolfolk, A. (2017): “Creating a Supportive Classroom Environment: Insights from

Educational Psychology.”

Brophy, J. (2019): “Classroom Interactions and Teacher-Student Relationships:

Shaping Effective Teaching Practices.”

Fredricks, J. A. (2018): “Enhancing Student Engagement in Junior High: Fostering a

Sense of Belonging and Autonomy.”

Blackwell, L. S. (2016): “Teacher Expectations and Feedback: Impact on Student

Motivation and Achievement in Junior High Schools.”

Junior High

Jones, M. L., & Jones, B. D. (2015): Developmentally appropriate classroom

environments for junior high students. Educational Psychology Review, 27(3), 385-401.

Garcia, A., & Fernandez, S. (2016): Creating inclusive classroom environments for

junior high students: Strategies and considerations. Journal of Adolescent Education, 42(2),

123-136.

Nguyen, T., & Pham, H. (2017): Transitional challenges: Understanding the role of

classroom environment in junior high students’ academic adjustment. Journal of Educational

Transition, 35(4), 567-582.

Lee, K., & Park, J. (2018): Fostering belongingness and engagement: The influence of

classroom environment on junior high students. Child Development Perspectives, 12(1), 58-

64.

Cheng, L., & Lin, C. (2019): Supportive environments, motivated learners: Exploring

the link between classroom environment and junior high students’ academic motivation.

Educational Psychology, 41(2), 198-213.

Wong, S., & Chan, L. (2020): Culturally responsive classrooms for junior high

students: Strategies for honoring diversity and promoting academic success. International

Journal of Multicultural Education, 22(3), 321-336.

Tran, M., & Le, T. (2021): Promoting social-emotional learning in junior high

classrooms: The role of supportive environments. Journal of Applied Developmental

Psychology, 42(1), 89-104.

 Kim, H., & Kang, J. (2022): Fostering critical thinking in junior high classrooms: The

impact of inquiry-based learning environments. Journal of Educational Psychology, 44(2),

267-282.

Choi, J., & Park, H. (2023): Nurturing academic identities: Creating affirming

classroom environments for junior high students. Journal of Adolescent Research, 39(4), 543-

557.

Lim, S., & Tan, L. (2024): Supporting holistic development: Designing

comprehensive classroom environments for junior high students. Journal of Educational

Psychology Review, 48(3), 401-417.

 29
APPENDICES

APPENDIX A: LETTER OF PERMISSION TO CONDUCT A STUDY

REPUBLIC OF THE PHILIPPINES

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga del Sur
Vincenzo Sagun District
Kabatan National High School

Warmest Greetings!
The names mentioned below are grade 12 students currently enrolled in the
Humanities and Social Sciences at Kabatan National High School and are presently
conducting a research entitled “Effects of Classroom Environment on Improving Students
Learning at Junior High Kabatan National High School”. This study will be conducted in
partial fulfillment of the subject Practical Research 2 and 3Is.
The researchers would like to ask permission from your good office to allow us to
recruit a total of one hundred (100) respondents from grade 7 to grade 10 in your school to
generate data needed for the research. Your approval to conduct this study will be greatly
appreciated. Thank you in advance for your interest and assistance with this research.

Respectfully yours,

Researchers
Angeling, Jerny P. Navotas, Chenglang B.
Armamento, Rhea Mae L. Ponday, Ruffa Mae P.
Armodia, Chavy M. Saladaga, Dived F.
Bayot Joey R. Sandial, Francisco
Delos Reyes, Bryan P. Sanguan, Reymark T.
.Mendoza, Rizame B.
Nambling, Jona S.
Noted by:
MAY FAITH M. RICABLANCA, MAEd-Math/T-II
 Practical Research Adviser
Certified by:
TEODULITO P. HINOCTAN, SSP-I
SHS Coordinator
APPENDIX B: QUESTIONNAIRE
A SURVEY QUESTIONNAIRE ABOUT THE EFFECTS OF CLASSROOM
ENVIRONMENT ON IMPROVING STUDENTS LEARNING AT JUNIOR HIGH
KABATAN NATIONAL HIGH SCHOOL

Dear Respondents,

Greetings!
We are the Grade 11 Humanities and Social Sciences students of Kabatan National

High School (KNHS), would like to ask a humble assistance by answering the attached

survey questionnaire regarding our research study entitled “Effects of Classroom

Environment for Improving Students Learning at Junior High”

Rest assured that all data gathered will be treated with strict confidentiality and for

academic purposes only.

Thank you in advance for your interest and assistance with this research.

Respectfully yours,

Angeling, Jerny P. Navotas, Chenglang B.

Armamento, Rhea Mae L.
Armodia, Chavy M.
Bayot Joey R.
Delos Reyes, Bryan P.
Mendoza, Rizame B.
Ponday, Ruffa Mae P.
Saladaga, Dived F.
Sandial, Francisco
Sanguan, Reymark T.
Nambling, Jona S.

31

SURVEY PROPER

Name (Optional): ________________________________

Grade & Section: _________________________

Table 1. Classroom Environment

 Table

No. Question 4 3 2 1 2.
Strongly Agree Disagree Strongly
Agree Disagree

1 I can easily work and write on

them (Table)

2 They’re sturdy and safe

(Table)

3 They fit different body sizes

(Chair)

4 They’re comfortable for long

sits (Chair)

5 There’s enough space for

everyone (Learning Space)

6 I can work together easily

(Learning Space)

7 Light up the room well

(Lighting)

8 Good for presentations

(Lighting)

9 I can freely share my thoughts

(Psychosocial)

10 This class is accessible for all

(Psychosocial)

11 I feel welcomed and included

(Psychosocial)

12 The colors make the room

lively (Paint)

13 They help us think better

(Paint)
Improving Students Learning

No. Question 4 3 2 1
Yes Sometimes Not No
Really

1 Do you manage time well for

good grades (Time
Management)

2 Can you focus well while

studying (Time Management)

3 Do you revise your notes

properly? (Time Management)

4 Do you question new ideas

(Thinking Critically)

5 Can you present well (Thinking

Critically)

6 Do presentation skills help in

studies (Presentation Skills)

7 Are you confident in learning

(Presentation Skills)

8 Do friendships affect your

studies (peer & teacher
interactions)

9 Do your classmates help in

learning (peer & teacher
interactions)

10 Do you get to meet teachers

often (peer & teacher
interactions )
 11 Do you feel confident after
studying (Overall confidence)

12 Can you explain what you

learned(Overall confidence)

13 Do you believe in your ideas

(Overall confidence)

Appendix C: Raw Data and Computations

Table 1. Proportion of Respondents Regarding the Number of Students in Each Class By

Year Level

Section Total Number of Students Percentage Respondents

G-10
Grace 52 10% 5
Endurance 48 10% 5
Reliance 45 11% 5
Faith 47 11% 5
STE 29 17% 5
G-9
Mercy 27 18% 5
Charity 44 11% 5
Humility 44 11% 5
Victory 39 13% 5
STE 31 16% 5
G-8
Love 40 12% 5
Hope 40 12% 5
Perseverance 43 12% 5
Courage 38 13% 5
 STE 33 15% 5
G-7
Joy 38 13% 5
Meek 37 13% 5
Kindness 36 14% 5
Peace 32 16% 5
STE 32 16% 5
TOTAL 775 13.2% 100

Table 2. Classroom Environment

Statement SA A D SD Weighted Mean Interpretation

Q1 12 84 4 0 2.40 Disagree

Q2 14 79 7 0 2.50 Disagree

Q3 16 67 16 1 2.80 Agree

Q4 18 65 17 0 2.58 Agree

Q5 20 67 13 0 2.38 Disagree

Q6 17 70 13 0 3.04 Agree

Q7 18 70 11 1 3.05 Agree

Q8 27 65 8 0 3.19 Agree

Q9 23 65 12 0 3.11 Agree

Q10 21 70 8 1 3.11 Agree

Q11 21 74 4 1 3.15 Agree

Q12 18 65 15 2 2.99 Agree

Q13 18 73 9 0 3.09 Agree

Overall Weighted
19 70 10 1 3.07 Agree
Mean

Table 3. Improving Students Learning

Statement Yes Sometimes Not No Weighted Interpretation

Really Mean

Q1 70 25 3 2 3.62 Yes

Q2 52 38 9 1 3.33 Sometimes

Q3 55 41 2 2 3.49 Yes

Q4 49 43 1 7 3.40 Yes

Q5 44 41 7 8 3.22 Sometimes

Q6 77 16 3 4 3.67 Yes

Q7 70 21 3 6 3.58 Yes

Q8 53 28 7 12 3.27 Sometimes

Q9 62 29 5 4 3.48 Yes

Q10 69 25 2 4 3.61 Yes

Q11 64 30 2 4 3.56 Yes

Q12 55 32 9 4 3.33 Sometimes

Q13 63 30 5 2 3.51 Yes

Overall
Weighted
Mean 60 31 4 5 3.47 Yes
36
 Appendix D: Documentation

During Survey
 Appendix E: Action Plan

Responsible Activities Schedule Venue Goal Impact

Person/

Organization

For Students Answering January 2024 Each To explore how Could lead to
Survey Classroom the classroom recommendations
Questionn Of Junior environment at for improving
aire High Kabatan classroom setups
Students at National High to enhance
Kabatan School impacts student learning
National student learning experiences.
High outcomes at the
School junior high
level.
 APPENDIX F: CURRICULUM VITAE

Jerny P. Angeling

Barangay Lunib, Vincenzo Sagun, Zamboanga Del Sur

Mobile no.: 09652012124

Email: jernypatocangeling05@gmail.com

PERSONAL INFORMATION:
Date of Birth: March 03,2003
Age: 21
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Edwin C. Angeling
Name of Mother: Levy P. Angeling

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: San Juan National High School

Completed 2019
San Juan,Gutalac Zamboanga Del Norte

Basic Education: Gutalac Central Elementary Shool

Completed 2015
Gutalac, Zamboanga Del Norte
Rhea Mae L. Armamento

Brgy. Limason, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09129977746

Email: armamento@gmail.com

PERSONAL INFORMATION:
Date of Birth: October 6, 2006
Age: 17
Gender: Female
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Tomas I. Armamento
Name of Mother: Lyia L. Armamento

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Pagadian City Pilot School (Elementary)

Completed 2018
Pajares Avenue, Pagadian City, Zamboanga del Sur
Chavy M. Armodia

Barangay Kabatan, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09381154668

Email: chavymalubay@gmail.com

PERSONAL INFORMATION:
Date of Birth: December 23 2004
Age: 19
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Joel S. Armodia
Name of Mother: Marife D. Malubay

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Vincenzo Sagun, Central Elementary School

Completed 2018
Barangay Kabatan, Vincenzo Sagun, Zamboanga del sur
Joey R. Bayot

Barangay Waling-Waling, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09055727476

Email: joeyrabacabayotmariaelaine@gmail.com

PERSONAL INFORMATION:
Date of Birth: July 04,2006
Age: 17
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Esmeraldo M. Bayot
Name of Mother: Lucia R. Bayot

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Vincenzo Sagun, Central Elementary School

Completed 2018
Kabatan, Vincenzo Sagun, Zamboanga del sur
Bryan P. Delos Reyes

Barangay Kabatan, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09631307512

Email: pdelosreyesbryan@gmail.com

PERSONAL INFORMATION:
Date of Birth: October 22 2006
Age: 17
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Marlon S. Delos Reyes
Name of Mother: Irish C. Pagaran

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Vincenzo Sagun, Central Elementary School

Completed 2018
Barangay Kabatan, Vincenzo Sagun, Zamboanga del sur
Rizame B. Mendoza

Barangay lumbal, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09193875538

Email: mendozarizame@gmail.com

PERSONAL INFORMATION:
Date of Birth: December 23 2005
Age: 18
Gender: Female
Citizenship: Filipino
Marital Status: Single
Religion: Alliance Church
Occupation: Student
Name of Father: Danny Mendoza
Name of Mother: Judith Mendoza

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Lumbal Elementary Shool

Completed 2018
Lumbal Vincenzo Sagun Zamboanga del Sur
Jona S. Nambling

Barangay Ambulon, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09564988283

Email: junanambling@gmail.com

PERSONAL INFORMATION:
Date of Birth: August 10,1999
Age: 24
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Alliance
Occupation: Student
Name of Father: Jona O. Nambling Sr.
Name of Mother: Rosita S. Nambling

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2015
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Talaptap Elementary Shool

Completed 2010
Ambulon Vincenzo Sagun Zamboanga del Sur
Chenglang Baby B. Navotas

Barangay Ambulon, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09616668042

Email: chengnavotas@gmail.com

PERSONAL INFORMATION:
Date of Birth: October, 30, 2004
Age: 18
Gender: Female
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Rober A. Navotas
Name of Mother: Gemma B. Navotas

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Talaptap Elementary Shool

Completed 2018
Ambulon Vincenzo Sagun Zamboanga del Sur
Ruffa Mae P. Ponday

Barangay Limason Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09813458115

Email: pondayruffamae@gmail.com

PERSONAL INFORMATION:
Date of Birth: October 10,2004
Age: 19
Gender: Female
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Rolando D. Ponday Sr.
Name of Mother: Glenna P. Ponday

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Vincenzo Sagun Limason Elementary School

Completed 2018
Kabatan Vincenzo Sagun Zamboanga del Sur
Dived F. Saladaga

Barangay Waling-Waling, Vincenzo sagun Zamboanga del Sur

Mobile no.: 09656389787

Email: divedsaladaga@gmail.com

PERSONAL INFORMATION:
Date of Birth: December 23,2003
Age: 20
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Rolan F. Saladaga
Name of Mother: Emelyn F. Saladaga

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Mabuhay Central Elementary School

Completed 2018
Ambulon Vincenzo Sagun Zamboanga del Sur
Francisco S. Sandial

Barangay lumbal, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09464674952

Email: keshakylle394@gmail.com

PERSONAL INFORMATION:
Date of Birth: February 02 2004
Age: 20
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Roman Catholic
Occupation: Student
Name of Father: Ernesto L. Sandial
Name of Mother: Leticia S. Sandial

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2020
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Lumbal Elementary Shool

Completed 2016
Lumbal Vincenzo Sagun Zamboanga del Sur
Reymark Sanguan
Barangay Limason, Vincenzo Sagun, Zamboanga del Sur

Mobile no.: 09123456789

Email: reymarksanguan@gmail.com

PERSONAL INFORMATION:
Date of Birth: April 3, 2006
Age: 17
Gender: Male
Citizenship: Filipino
Marital Status: Single
Religion: Church Of Christ
Occupation: Student
Name of Father: Romy T. Sanguan
Name of Mother: Emily P. Sanguan

EDUCATIONAL BACKGROUND:
Senior High School: Kabatan National High School
Completed 2024
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Junior High School: Kabatan National High School

Completed 2022
Kabatan, Vincenzo Sagun, Zamboanga del Sur

Basic Education: Limason Elementary Shool

Completed 2018
Limason Vincenzo Sagun Zamboanga del Sur