Research

CEBU TECHNOLOGICAL UNIVERSITY
SAN FRANCISCO CAMPUS
NORTHERN POBLACION, SAN FRANCISCO, CEBU
A RESEARCH PAPER PRESENTED TO
MRS.CHEMBELYN G. BAYON
ACTION RESEARCH IN MATHEMATICS INSTRUCTOR
CEBU TECHNOLOGICAL UNIVERSITY
SAN FRANCISO CAMPUS
NORTHERN POB., SAN FRANCISCO, CEBU
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN
ED 322O (ACTION RESEARCH IN MATHEMATICS)
BY:
MARLO C. PLEÑOS
LEDYL W. DAGUDE
ARIANNE T. MONTALBAN
MARIA CHRISTINE M. SUNGAHID
APRIL ,2015
APPROVAL SHEET
This research paper is entitled “THE LEARNING ENVIRONMENT FACTORS
AFFECTING THE LEARNING OF THE STUDENTS IN MATHEMATICS CLASS IN
PUBLIC AND PRIVATE SECONDARY SCHOOLS IN CAMOTES ISLAND, CEBU,
PHILIPPINES”, prepared and submitted by Marlo C. Pleños, Ledyl W. Dagude, Arianne T.
Montalban , and Maria Christine M. Sungahid with the degree of Bachelor in Secondary
Education major in Mathematics have been recommended for acceptance and approval.
CHEMBELYN G. BAYON MAXIMINO R. ABEJO III

Ed 3220 (Action Research in Mathematics) Ed 3215 (Curriculum Development)
CHEMBELYN G. BAYON LOURDES M. GARCIANO

Chairman, Department of Secondary Director College of Education
Education Major in Mathematics
DR.SERAPION N. TANDUYAN
Campus Director
TABLE OF CONTENTS
Part I
Title Page …....................................................................................................................................i
Approval Sheet……………………………………………………………………………………ii
Acknowledgment…………………………………………………………………………………iii
Part II
Chapter I (The Problem and its Background)………………………………………………………..
A. Introduction……………………………………………………………………….............
B. Statement of the problem………………………………………………………………….
C. Hypothesis…………………………………………………………………………............
D. Definition of terms…………………………………………………………………………
E. Significance of the study…………………………………………………………………..
F. Scope and limitation of the study…………………………………………………………..

Chapter II (Review of Related Literature)……………………………………………………………….
Chapter III (Methodology)………………………………………………………………………………

A. Materials…………………………………………………………………………………………….
B. Procedures………………………………………………………………………………………….
Chapter IV (Results and Discussion)……………………………………………………………………
Chapter V (Summary, Conclusion and Recommendation)……………………………………….
Bibliography………………………………………………………………………………………
Appendices………………………………………………………………………………………..
Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, statement of the problem, hypothesis, scope and
limitation of the study, significance of the study and the definition of the terms used.
I. Introduction
Research beginning in the mid-1990s had focused on one or more of the learning
environment aspects and has associated classroom environment variables with numerous positive
and negative students’ outcomes. With the arrival of the 1990s of statistical methodologies
capable of handling data collected from both levels, studies have been better able to include
variables collected at both levels .Over the years, this research has evolved from examining
purely the physical elements of the learning environment to a more complex models of
psychosocial relationships between students in the classrooms as well as between the teachers
and the students through surveys observation and interviews. (retrieved information from
http://www.Education.com/measuring-aq_arp.html last March 29,2016)
(Miller and Cunningham, 2011) in their article “The Classroom Environment” states that
the learning environment is as crucial as the teacher and the learner itself. They should
collaborate with each other to make the teaching-learning process possible. If the learning
environment is not conducive enough, the teaching-learning process is not productive and is not
fulfilling. Hence, it’s a necessity to ensure that the learning environment is in good condition and
may not hamper the teaching-learning process. By determining the factors of the learning
environment which affect the learning of the students and the teaching as well, we can make permanent or
temporal remedy to lessen or eventually eradicate problems encountered by the students that are relevant
to the teaching and learning. (retrieved information from: www.apta.org/AM.findarticles.
cfm?Section=&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID =28699 last March 29,2016).
(Corpuz et. Al, 2007) once cited that the learning environment is the place where the
teaching and the learning can take place in the most effective and efficient manner. It is
composed of the physical environment, the instructional features and the psychological climate
in the classroom. The physical environment includes the arrangement of furniture, storage and
maintainability of materials and equipment inside the classroom. The psychological climate in
the classroom is how the students feel about their learning and the people around them. The
instructional environment is the setting for all types of teaching. Both are needed in
implementing and planning on all the teaching and the learning activities.
Prior to the learning environment, it is such a significant place for the growth of the child.
They will learn there the various skills deemed necessary and proper for them to achieve success
in the global society. They will gain there an understanding of their place in the world and the
gifts they have to offer it. Lastly, it is where the learners develop what their future might be look
alike, as well as knowledge of the skills needed to reach that goal (Hannah,2013). Regarding
this matter, it is of great help to identify the learning environment factors bringing adverse
effects to the learning of the students.
Also, there are intangible elements such as the energy of the classroom, the rules, or the
sounds within the classroom. Each of these can have impact in the concentration of the students’
focus and achievement in class. On the other hand, the teacher’s attitude and expertise and the
student’s personal aspect will also contribute to the learning of the student. The way in which the
teacher organizes their class, or how he/she controls it, how he/she motivates the class will yield
positive and negative consequences for their students (Lee, 2007).

Breen, L. et. al. (2001) The learning environment is the educational setting and how it looks
like and feels like when the students are there learning. The teacher can have an impact in the
learning environment in several ways including but not limited to the physical, psychological and
instructional setting. In such cases, the students are greatly impacted by the learning environment
and one of the important task of the teacher is to provide a positive learning experience through
setting up a positive learning environment. (www.lsn.curtain.edu.au/tlf/tlf2001/breen.html)
II. Statement of the Problem
This research stresses on the learning environment factors affecting the learning of the
students in mathematics classrooms in private and public high schools of Camotes Island, Cebu,
Philippines. Sixteen (16) students per school are taken as respondents asking their perceptions
on how certain conditions of a learning environment proposed affect their academic performance
and how to be able to cope up with those problems. Specifically, it aims to answer the following
questions:
1. What are the learning environment factor affecting the teaching-learning of mathematics
classrooms?
2. How do these factors affect students’ academic performance inside the classroom?
3. Are the problems encountered by the public secondary students different from the private
secondary students?
III. Hypothesis
The hypothesis will be raised in the study and will be tested at .05 level of significance.
Ho: There is no significant effect of the learning environment and the learning of the students in
mathematics class.
IV. Definition of terms
acquisition-an act or process of gaining something (www.merriam-webster dictionary .com)
adverse- not favorable; disapproving (www.wekipedia.com)
conducive-favorable ; in good condition (www.wekipedia.com)
crucial-being essential or decisive for determining the outcome or future of something
(www.merriam-webster dictionary .com)
instructional features-one of the three dimensions of the learning environment which refers to
the setting for all types of teaching and instructional methodologies
(www.education.com/definition9/jfdj.?m/)
intangible-it is a term which refers to incapable of being perceived by the senses
(www.merriam-webster dictionary .com)
learning environment-the venue where the teaching and the learning can take place in the most
effective and efficient manner (Principles of teaching 1, Glenda T. Corpuz)
physical environment-one of the dimensions of the learning environment which refers to the
seating and furniture arrangement, lighting, ventilation, storage and maintainability of
equipment inside the classroom. (www.education.com/definition9/jfdj.?m/)
psychological climate-one of the three dimensions of the learning environment which refers to
how the students feel about their learning and the people around them.
(www.education.com/ATdefinition9/jfdj.?m/)
psychosocial relationship-it is a kind of relationship which pertains to both psychological and
social aspects of an individual (www.education.com/ATdefinition9/jfdj.?m/)

teaching-learning process-is a two way process of acquiring and imparting knowledge to
students (Principles of teaching 1, Glenda T. Corpuz)
V. Significance of the study
The study focused on the learning environment factors affecting the learning of the students
of the students in mathematics class. It will help in analyzing how do these factors affect their
academic performance in the classroom. It will also help to determine if the problems
encountered by the students in public schools different from the problems encountered by the
students in private high schools. Moreover, the results of the study will be beneficiary to the
following:
Respondents. The respondents will have awareness on the specific learning environment and
how to cope up with such factors affecting their performances in the classroom
Teachers/ Mentors. The result of the study will help the teachers/mentors reflect themselves
on how effective they are in imparting knowledge to students and how their behavioral manners
affect the learners. They will further understand the cause and effect of their attitude.
Parents. The result of the study will help the parents of the respondents to assess the
performance in school and how to take immediate actions to such problems encountered by their
children.
The result of our study will help assess the students accordingly and develop teaching
strategies. This will also give awareness to the learners on how they should respond
appropriately with the challenges towards the acquisition of knowledge.Also this study aims to
assess how effective is the classroom and the teacher in maintaining the conduciveness of the
classroom. It’s our responsibility to ensure that the learning environment is favorable enough to
cater the needs and interest of the learners without prejudice to ethnicity, creed, religion, political
affiliation, age and gender preferences. Our main goal is to make our school physically,
emotionally, socially, psychologically, spiritually, intellectually and culturally secured to make
the learning possible.
IV. Scope and limitation of the study

This study is focused on the learning environment factors affecting the learning of the students in
secondary schools particularly in mathematics classroom during the school year 2015-2016. The
respondents of the study were composed of sixteen (16) randomly selected students per school
which reached to the total of number343 students in the entire public and private secondary
schools in Camotes Islands, Cebu, Philippines. The results of this study are applicable only to the
respondents of this study and should not be used as a measure on the effect of the classroom
environment of the students who do not belong to the population of this study. The researchers
caught and interest to consider working on this study to find out if the students really affected to
the problems occurring in the learning environment after answering the set of questionnaires
given to them.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes some related literature and studies of foreign and local which are
presented in the following paragraphs.
Foreign Literature
Learning environment factors have significant effects on students and teacher’s well-
being. Poor quality lighting, ventilation, acoustics and furniture all have negative effects on the
students’ performance and health as well. In recent years, there have been a number of research
studies published on the impacts of the learning environment of the students. Unfortunately,
school furniture is an environmental factor that is too often overlooked, especially in the fact that
students spend more than 15000 hours sitting down during their school years. Too often, ’one
size fits all’ has been our slogan being repeated frequently- the same furniture selected for all
classrooms and learning spaces across multiple campuses (Hanrahan, 2014).
Fraser (2001) suggested in his article that school furniture and equipment should
safeguard the physical well-being of the students through appropriate ergonomics and the ability
to adjust the individual’s physical needs. It should be flexible both within the subject area and
within the individual lesson and promote creative teaching and learning experiences. It should be
designed to minimized time spent on setting up and arranging spaces, freeing teaching staff for
curriculum delivery. It should also encourage excellence by facilitating the widest possible range
of teaching and learning. It would also reflect the move from teacher-focused to learner-focused
education. Lastly, it would also help contribute to the institutional message about the value
placed on the faculty, staff, students and the process of teaching and learning.
(http://web.xs.edu.ph/issues/2004Sept03/Directors%20Take/Whatsinstore. php).
The positive psychological environment perhaps is what the teacher and the students
interact with one another. As a teacher, he/she should have a specific rules and consequences
posted inside the classroom comprehensive and visible enough to be seen by the students. He/she
should be calm, patient demeanor and is focused on helping the students learn both socially and
intellectually. He/she should maintain positive control of his/her classroom by being a role model
for kind words and actions. He/ she knew that students react negatively when they feel things
unfair, unclear or worried about getting in trouble. Because he/she is clear and consistent, offers
praises and gratitude, and sets a good example, his/her students are confident inside the
classroom. (http://www.peaklearning.com/measuring-aq_arp.html)
Students have different learning styles and strategies in acquiring information. According
to Graetz (2013), students do not touch, see or hear passively; they feel, look and listen actively.
Students cannot attend to all environmental information bombarding them at any given time;
their ability to gather and understand information is limited and varied. Though automatic and
controlled processes, students select information for consideration. They try to understand what
they are sensing by piecing bits of information together from the bottom up and by applying
existing thoughts and preconceptions from top to down. (http://www.firstasia.edu.ph/
campussdp.asp).
Local Studies
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodologies used in the study. This includes the
research design, sources of data, data gathering procedure and the statistical treatment of data.
A. Research Design
The researchers conducted a short-term survey research through written questionnaires in
all public and private secondary schools in the four municipalities of Camotes Islands.The
researchers used this design to gather information about the perception of the respondents in the
certain factors affecting their learning in mathematics class. The variable in this study is the
range of grades in mathematics subject and the dependent variable is the factor affecting their
learning. By using this design, the researchers were able to determine what are the learning
environment factors affecting the learning of the students and be able to analyze how these factor
affect the academic performance of the students in mathematics class. The statistical tool used by
the researcher
Sources of Data
The respondents of the study are composed of 343secondary students coming from the
different public secondary schools in Camotes Island which comprises nineteen (19) schools,
namely; San Jose National high School, Luciano B. Rama Señor, Memorial National High
School, Zosimo E. Fabroa Memorial National High School, Camotes Visayan Institute, Camotes
Hillside Academy, Camotes National High School, Campillo Progressive School Institute,
Santiago National High School, Consuelo National High School, Cabongaan National High
School, Lorenzo C. Tanza Memorial National High School, TulangDiot Comprehensive School,
Imaculate Concepcion Institute, Puertobello National High School, Tudela National High
School, Dapdap National High School , Pilar National High School ,Don Felomino Memorial
National High School and Lanao National High School. The respondents will be selected
through random sampling method. Four students will be selected per grade level and a total of
sixteen (16) respondents per school.
Data Gathering Procedure
The researchers gathered the total number of students selected randomly. The researchers
scheduled the test prior to the availability of the respondents. The respondents were oriented on
the nature of the test and the nature of the research upon which the results of the test was used.
The respondents were tasked to answer few questions in accordance with their own honest
perception with an interval of at least 10-15 minutes. The test was personally administered by the
researchers in a conducive venue free from any unwanted disturbances.
Those written questionnaires were made through the best of knowledge of the researchers
who contribute much in suiting the appropriate questions relevant to the problem with respect to
some reliable sources. The questionnaires must be returned right away after the respondents
completely answered the test given to them. The results of the test were analyzed to determine
the factors affecting the learning of the students in mathematics classrooms and to analyze how
these affect their academic performance inside the classroom. The results were then given the
appropriate statistical treatment.
Statistical Treatment
The data gathered was treated by using statistical tools dealing with the learning
environment factors affecting the learning of the respondents in mathematics class. Mean, also
known as the arithmetic mean, of a list of numbers is the sum of the entire list divided by the
number of items in the list (http://en.wikipedia.org/wiki/Arithmetic_mean).

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data in tabular presentation, analysis and interpretation
of findings based on the results of the statistical treatment applied. The data are organized in
sequential order based on the statement of the problem in Chapter I and in the set of
questionnaires.
Data Presentation and Analysis

Table1: Student’s Class Standing in Mathematics
RANGE OF GRADES PUBLIC PRIVATE TOTAL

IN MATHEMATICS SCHOOL SCHOOL
A. 90 and above 122 23 145
B. 85 to 89 53 35 88
C. 80 to 84 41 0 41
D. 80 and below 24 0 24
Total : 240 58 298
Table 1 presents the number of randomly selected respondents according to their grades
in mathematics. Among the 304 students who have given questionnaires, only 298 of them
responded. Of the 298 respondents, 145 of them belongs to the outstanding students in which
their current grades in mathematics reached 90 and beyond. 122 of them are students came from
the public schools while there are only 23 of them are in private schools. 88 of the 298 who
responded claimed that they belong to the above average students which have had a grade
ranging from 85 to 89. 41 of the 298 who responded says that they belong to the average student
grade which is from 80-84. Only 24 of the 298 who responded says that their grades is lesser
than 80 and they belong to the below average students.
Table 2.1: The learning environment factors affecting the learning of the students in
mathematics class.
PERCENTAGE
FACTORS
1 2 3 4
1. poor classroom lighting 37.7 36.07 14.75 11.48
2. improper arrangement Of Furniture 31.97 42.62 14.75 10.66
3. unfavorable seating arrangement 38.52 39.34 18.03 4.1
4. dirty and topsy-turvy classroom 20.49 34.43 25.41 19.67
5. unpleasant smell inside the classroom 22.13 32.79 18.03 27.05
6. damage walls, ceiling, floor and/or chairs 17.21 32.79 31.15 18.85
7. lack of educational facilities (e.g books, computers 31.97 30.33 18.03 19.67
8. distractive classroom decorations 52.46 26.23 15.57 5.74
9. ineffective visual aids 35.25 32.79 22.95 9.02
10. live wires and dangerous voltages in the 28.69 15.57 22.95 32.79
classroom
11. poor social relationship 31.97 31.97 26.23 9.84
12. ineffective rules and regulations 18.03 36.89 31.15 13.93
13. bullying and unfriendly classmates 13.93 29.51 24.59 31.97
14. lack of motivation of the teacher 31.15 37.7 14.75 16.39
15. poor study habits 22.95 36.89 14.75 25.41
MEAN: 28.96 33.06 20.87 17.10

LEGEND:
1- not affected at all
2- affected a little
3- affected but not seriously
4- Very much affected
Table 2.1 shows the percentage of the students who belong to the above average students
reaching 85-89 grade in mathematics subject from public schools about their perception on how
do the following factors will affect them accordingly. The biggest percentage of the respondents
believed that their learning is intensely affected with the following factors; (10.) live wires and
dangerous voltages (32.79 %) and (13.) bullying and unfriendly classmates (31.97 %). The
biggest percentage of the respondents reaching 90 and beyond grade in mathematics subject
believed that their learning is less affected with the following factors; (2.) improper arrangement
of furniture (42.62%) (3.) unfavorable seating arrangement (39.34%), (4.) dirty and topsy-turvy
classroom (34.43%), (5.) unpleasant smell inside the classroom (32.79%), (6.) damage walls,
ceiling, floor and/or chairs (32.79%), (11.) poor social relationship (31.97%), (12.) ineffective
rules and regulations (31.97%), (14.) lack of motivation of the teacher (37.7%), and (15.) poor
study habits (36.89%). The biggest percentage of the respondents reaching 90 and beyond grade
in mathematics subject believed that their learning is NOT affected with the following factors;
(1.) Poor classroom lighting (37.7%), (7.) lack of educational facilities (e.g books, computers
etc.) (31.97%), (8.) distractive classroom decorations (52.46%), (9.) ineffective visual aids
(35.25%), and (11.) poor social relationship (31.97%).

Table 2.2: Factors that affect the learning of the students in mathematics class in public
secondary schools.
PERCENTAGE
Physical condition of the classroom YES NO
1.) Is your classroom always provide enough light that makes vision
possible? 80.33 19.67
2.) Are the furniture in your classroom arranged properly that it

doesn’t block your way? 71.31 28.69
3.) Is your seating arrangement nice and comfortable? 81.97 18.03

4) Is your classroom clean and tidy? 65.57 34.43
5.) Does your classroom provide fresh air? 83.61 16.39
6.) Is the ceiling inside your classroom ruins your concentration? 52.46 47.54
7.) Are the bulletin board displays and classroom decoration
distractive? 47.54 52.46
8.) Are the educational facilities in your classroom available and

functional? 80.33 19.67
9.) Are the visual aids used by your teacher effective? 93.44 6.56
10.) Are the chairs and tables inside the classroom convenient? 75.41 24.59
Table 2.2 reveals the interpretation of 122 respondents under outstanding students (90
and beyond grade) in mathematics subject. Majority of the respondents answered yes to the
questions above.
Table 2.3
Factors affecting the acadeperformance of the public secondary students
Outstanding grades in mathematics (90 and above)
PERCENTAGE
PSYCHOLOGICAL CLIMATE FACTORS YES NO
1.) Is the classroom environment encourages good social relationship? 91.8 8.2
2.) Is the infrastructure of your classroom safe and desirable? 85.25 14.75
3.) Is your teacher imposes effective rules and regulations inside your 92.62 7.38
class room?
4.) Are you always get in trouble with your classmates and teacher? 45.9 54.1
5.) Have you ever experienced being bullied whether inside or outside of 59.02 40.98
the school premises?
6.) Did your classmates accept who you are? 92.62 7.38
7.) Are your teachers, classmates and friends inspire you to go to school 90.98 9.02
every day?
8.) Have you ever tried to embarrass or to worry with someone or 85.25 14.75
something inside the classroom but then your classmates or teacher
cheers you up?
9.) Do you maintain good relationship with the faculty members and 94.26 5.74
your schoolmates?
10.) Is your classroom promotes learning and good behavior? 59.84 40.16
Table 2.4
Factors affecting the academic performance of the public secondary students
PERCENTAGE
TEACHER FACTOR YES NO
1.) Does your teacher motivate you to participate in his/her 93.44 6.56
discussion?
2.) Does your teacher help you in times of difficulties? 91.8 8.20
3.) Does your teacher encourage you to study hard? 95.90 4.10
4.) Does your teacher praise your correct answers? 43.44 56.56
5.) Does your teacher recognize your ideas even if it is wrong? 76.23 23.77
6.) Is the attitude of your teacher favorable? 55.74 44.26
7.) Is the physical appearance of your teacher desirable? 82.79 17.21
8.) Does your teacher make you understand his/her discussion? 95.90 4.10
9.) Does your teacher provide opportunities to solve math 96.72 3.28
problems?
10.) Is the teaching strategy of your teacher nice? 95.90 4.10
Table 2.5
PERCENTAGE
STUDENT’S PERSONAL ASPECTS YES NO
1.) Can you study in an informal setting? 39.34 60.66
2.) Can you study even when you are in company? 31.97 68.03
3.) Can you concentrate even with a music or background noise? 28.69 71.31
4.) Is it necessary to check the things you need before studying? 90.98 9.02
5.) Can you study even in humid places? 27.05 72.95
6.) Can you understand the discussion of your teacher even by just 52.46 47.54
listening with or without looking at your teacher?
7.) Can you understand the discussion of your teacher even while 77.87 22.13
taking down notes?
8.) Can you understand the discussion of your teacher when someone 69.67 30.33
will let you explain it to you?
9.) Is it a need for you to observe the teacher and listening at your 84.43 15.57
teacher at a time?
10.) Can you understand the discussion of your teacher neither 71.31 28.69
listening nor watching the teacher?
Table 3.1
Factors that affect the performance of performance of the public secondary students
Above average grades in mathematics (85-89)
PERCENTAGE
FACTORS
1 2 3 4
10. live wires and dangerous voltages in the
32.08 5.66 24.53 37.74
classroom
Table 3.2
PERCENTAGE
PHYSICAL CONDITION OF THE CLASSROOM YES NO
79.25 20.75
possible?
64.15 35.85
doesn’t block your way?
22.64 77.36
distractive?
75.47 24.53
functional?
Table 3.3
PERCENTAGE
class room?
4.) Are you always get in trouble with your classmates and teacher? 0 100
every day?
cheers you up?
your schoolmates?
Table 3.4
PERCENTAGE
1.) Does your teacher motivate you to participate in his/her discussion? 96.23 3.77
9.) Does your teacher provide opportunities to solve math problems? 96.23 3.77
Table 3.5
PERCENTAGE
STUDENT PERSONAL ASPECTS YES NO
7.) Can you understand the discussion of your teacher even while taking 77.36 22.64
down notes?
teacher at a time?
10.)Can you understand the discussion of your teacher neither listening 71.7 32.08
nor watching the teacher?
Table 4.1
Average grades in mathematics (80-84)
PERCENTAGE
FACTORS 1 2 3 4
2. improper arrangement of furniture 26.83 24.39 26.83 21.95
10. live wires and dangerous voltages in the classroom 29.27 26.83 19.51 24.39
Table 4.2
Factors that affect the academic performance of the public secondary students
PERCENTAGE
1.) Is your classroom always provide enough light that makes vision 85.37 14.63
possible?
2.) Are the furniture in your classroom arranged properly that it 82.93 17.07
7.) Are the bulletin board displays and classroom decoration 26.83 73.17
distractive?
8.) Are the educational facilities in your classroom available and 78.05 21.95
functional?
Table 4.3
PERCENTAGE
3.) Is your teacher imposes effective rules and regulations inside your
97.56 2.44
class room?
5.) Have you ever experienced being bullied whether inside or outside of
73.17 26.83
7.) Are your teachers, classmates and friends inspire you to go to school
68.29 31.71
every day?
8.) Have you ever tried to embarrass or to worry with someone or
something inside the classroom but then your classmates or teacher 95.12 4.88
cheers you up?
9.) Do you maintain good relationship with the faculty members and
95.12 4.88
your schoolmates?
Table 4.4
PERCENTAGE
1.) Does your teacher motivate you to participate in his/her discussion? 100 0
2.) Does your teacher help you in times of difficulties? 100 0
8.) Does your teacher make you understand his/her discussion? 100 0
9.) Does your teacher provide opportunities to solve math problems? 100 0
10.) Is the teaching strategy of your teacher nice? 100 0
Table 4.5
PERCENTAGE
7.) Can you understand the discussion of your teacher even while taking 75.61 24.39
down notes?
teacher at a time?
10.) Can you understand the discussion of your teacher neither listening 65.85 34.15
Table 4.1
Below average grades in mathematics (80 below)
PERCENTAGE
FACTORS
1 2 3 4
1. poor classroom lighting
41.67 25.00 20.83 12.50
2. improper arrangement Of Furniture
25.00 45.83 16.67 12.50
3. unfavorable seating arrangement
50.00 20.83 20.83 8.33
4. dirty and topsy-turvy classroom
37.50 45.83 4.17 12.50
5. unpleasant smell inside the classroom
29.17 33.33 12.50 25.00
6. damage walls, ceiling, floor and/or chairs
29.17 41.67 20.83 8.33
7. lack of educational facilities (e.g books, computers
29.17 37.50 29.17 4.17
8. distractive classroom decorations
66.67 12.50 8.33 12.50
9. ineffective visual aids
41.67 29.17 29.17 0
10. live wires and dangerous voltages in the classroom
58.33 8.33 20.83 12.50
11. poor social relationship
50.00 29.17 16.67 4.17
12. ineffective rules and regulations
37.50 41.67 8.33 12.50
13. bullying and unfriendly classmates
33.33 12.50 33.33 20.83
14. lack of motivation of the teacher
33.33 41.67 12.50 12.50
15. poor study habits
25.00 29.17 8.33 37.50
Table 4.2
PERCENTAGE
possible?
3.) Is your seating arrangement nice and comfortable? 75 25
distractive?
functional?
Table 4.3
PERCENTAGE
class room?
every day?
cheers you up?
your schoolmates?
Table 4.4
PERCENTAGE
1.) Does your teacher motivate you to participate in his/her discussion? 95.83 4.17
2.) Does your teacher help you in times of difficulties? 100 0
Table 4.5
Factors affecting the performance of the public schools secondary students
PERCENTAGE
6.) Can you understand the discussion of your teacher even by just listening
50 50
with or without looking at your teacher?
7.) Can you understand the discussion of your teacher even while taking down
75 25
notes?
8.) Can you understand the discussion of your teacher when someone will let
79.17 20.83
you explain it to you?
9.) Is it a need for you to observe the teacher and listening at your teacher at a
91.67 8.33
time?
10.) Can you understand the discussion of your teacher neither listening nor
70.83 29.17
watching the teacher?
Table 5.1
Factors affecting the learning of the private school secondary students
PERCENTAGE
FACTORS
1 2 3 4
34.78 43.48 17.39 4.35
26.09 65.22 4.35 4.35
30.43 43.48 26.09 0.00
34.78 17.39 30.43 17.39
26.09 47.83 0.00 26.09
26.09 39.13 26.09 8.70
43.48 26.09 17.39 13.04
56.52 26.09 8.70 8.70
39.13 30.43 17.39 13.04
34.78 13.04 21.74 30.43
34.78 39.13 17.39 8.70
17.39 52.17 17.39 13.04
21.74 34.78 21.74 21.74
52.17 26.09 13.04 8.70
47.83 26.09 13.04 13.04
Table 5.2
PERCENTAGE
possible?
distractive?
functional?
9.) Are the visual aids used by your teacher effective? 100 0
Table 5.3 Factors affecting the learning of the students in private school secondary students

PERCENTAGE
1.) Is the classroom environment encourages good social relationship? 100 0
100 0
class room?
78.26 21.74
95.65 4.35
every day?
cheers you up?
100 0
your schoolmates?
10.) Is your classroom promotes learning and good behavior? 100 0
Table 5.4
Factors affecting the learning of the students in private school secondary students
PERCENTAGE
1.) Does your teacher motivate you to participate in his/her
100 0
discussion?
3.) Does your teacher encourage you to study hard? 100 0
4.) Does your teacher praise your correct answers? 100 0
8.) Does your teacher make you understand his/her discussion? 100 0
9.) Does your teacher provide opportunities to solve math problems? 100 0
Table 5.5
PERCENTAGE
6.) Can you understand the discussion of your teacher even by just
26.09 73.91
7.) Can you understand the discussion of your teacher even while taking
82.61 17.39
down notes?
8.) Can you understand the discussion of your teacher when someone
86.96 13.04
9.) Is it a need for you to observe the teacher and listening at your
100 0
teacher at a time?
10.) Can you understand the discussion of your teacher neither listening
82.61 17.39
TABLE 6.1
PERCENTAGE
FACTORS
1 2 3 4
22.86 28.57 42.86 5.71
17.14 42.86 17.14 22.86
20.00 28.57 17.14 34.29
22.86 11.43 54.29 11.43
14.29 42.86 11.43 31.43
17.14 25.71 34.29 22.86
48.57 25.71 11.43 14.29
42.86 20.00 17.14 20.00
40.00 20.00 11.43 28.57
classroom
28.57 34.29 14.29 22.86
25.71 40.00 25.71 8.57
17.14 28.57 37.14 17.14
20.00 22.86 28.57 28.57
34.29 17.14 11.43 37.14
31.43 17.14 37.14 14.29
Table 6.2
PERCENTAGE
possible? 85.71 14.29
doesn’t block your way? 71.43 28.57
distractive? 5.71 94.29
functional? 60.00 40.00
Table 6.3
Above average students (85-89)
PERCENTAGE
PSYCHOLOGICAL CLIMATE FACTORS
YES NO
1.) Is the classroom environment encourages good social
65.71 34.29
relationship?
3.) Is your teacher imposes effective rules and regulations inside
65.71 34.29
your class room?
5.) Have you ever experienced being bullied whether inside or
51.43 48.57
outside of the school premises?
6.) Did your classmates accept who you are? 60 40
7.) Are your teachers, classmates and friends inspire you to go to
62.86 37.14
school every day?
cheers you up?
65.71 34.29
your schoolmates?
Table 6.4
PERCENTAGE
TEACHER FACTOR
YES NO
1.) Does your teacher motivate you to participate in his/her
65.71 34.29
discussion?
5.) Does your teacher recognize your ideas even if it is wrong? 60 40
9.) Does your teacher provide opportunities to solve math
65.71 34.29
problems?
Table 6.5
Factors affecting the learning of the students in private secondary students
PERCENTAGE
STUDENT PERSONAL ASPECTS
YES NO
6.) Can you understand the discussion of your teacher even by
17.14 82.86
just listening with or without looking at your teacher?
7.) Can you understand the discussion of your teacher even while
54.29 45.71
taking down notes?
8.) Can you understand the discussion of your teacher when
57.14 42.86
someone will let you explain it to you?
65.71 34.29
teacher at a time?
10.) Can you understand the discussion of your teacher neither
54.29 45.71
Table 7.1
Factors affecting the learning of the students in public and private secondary students
PERCENTAGE
FACTORS
1 2 3 4
1.poor classroom lighting
37.24 37.24 15.17 10.34
31.03 46.21 13.10 9.66
37.24 40.00 19.31 3.45
22.76 31.72 26.21 19.31
22.76 35.17 15.17 26.90
18.62 33.79 30.34 17.24
7. lack of educational facilities (e.g books, computers etc.)
33.79 29.66 17.93 18.62
53.10 26.21 14.48 6.21
35.86 32.41 22.07 9.66
29.66 15.17 22.76 32.41
32.41 33.10 24.83 9.66
17.93 39.31 28.97 13.79
15.17 30.34 24.14 30.34
34.48 35.86 14.48 15.17
26.90 35.17 14.48 23.45
Table 7.2
PERCENTAGE
85.82 14.19
possible?
79.14 20.87
28.12 71.88
distractive?
85.82 14.19
functional?
Table 7.3
PERCENTAGE
96.31 3.69
class room?
68.64 31.36
93.32 6.69
every day?
cheers you up?
97.13 2.87
your schoolmates?
Table 7.4
Outstanding students (90 and above)
PERCENTAGE
1. Does your teacher motivate you to participate in his/her
96.72 3.28
discussion?
9.) Does your teacher provide opportunities to solve math
98.36 1.64
problems?
Table 7.5
PERCENTAGE
6.) Can you understand the discussion of your teacher even by just
39.28 60.73
80.24 19.76
down notes?
8.) Can you understand the discussion of your teacher when someone
78.32 21.69
92.22 7.79
teacher at a time?
10.) Can you understand the discussion of your teacher neither listening
76.96 23.04
Table 8.1
PERCENTAGE
FACTORS
1 2 3 4
25.58 36.93 29.92 7.57
18.95 47.85 16.12 17.09
25.10 33.16 19.89 21.86
20.87 19.87 38.47 20.81
19.41 30.87 18.93 30.81
21.78 21.35 34.13 22.75
33.72 27.95 16.09 22.24
40.30 23.21 16.12 20.38
34.15 32.64 14.21 19.00
30.33 19.98 19.41 30.30
26.07 41.70 23.23 9.00
26.50 25.61 28.95 18.95
17.55 23.70 27.50 31.27
29.41 32.16 11.38 27.06
27.04 25.55 28.95 18.47
Table 8.2
PERCENTAGE
76.14 23.86
possible?
72.73 27.27
6.) Is the ceiling inside your classroom ruins your concentration? 75 25
81.82 18.18
distractive?
61.36 38.64
functional?
Table 8.3
PERCENTAGE
80.68 19.32
class room?
60.23 39.77
6.) Did your classmates accept who you are? 75 25
81.82 18.18
every day?
cheers you up?
80.68 19.32
your schoolmates?
Table 8.4
PERCENTAGE
1.Does your teacher motivate you to participate in his/her discussion? 84.09 15.91
Table 8.5
PERCENTAGE
3.) Can you concentrate even with a music or background noise? 25 75
6.) Can you understand the discussion of your teacher even by just listening
27.27 72.73
with or without looking at your teacher?
68.18 31.82
down notes?
8.) Can you understand the discussion of your teacher when someone will let
68.18 31.82
you explain it to you?
9.) Is it a need for you to observe the teacher and listening at your teacher at
78.41 21.59
a time?
10.) Can you understand the discussion of your teacher neither listening nor
62.5 37.5
watching the teacher?
Table 9.1
Factors affecting the learning of the students in public secondary students

(general percentage )
PERCENTAGE
FACTORS
1 2 3 4
2. improper arrangement of furniture 26.14 41.42 18.34 14.11
7. lack of educational facilities (e.g books,
30.37 28.16 22.48 19.00
computers
37.09 14.10 21.96 26.86
classroom
Table 9.2 Factors affecting the learning of the students in public secondary students
PERCENTAGE
74.78 25.22
possible?
74.39 25.61
27.38 72.62
distractive?
78.26 21.75
functional?
PERCENTAGE
PSYCHOLOGICAL CLIMATE
YES NO
3.) Is your teacher imposes effective rules and regulations inside your class 94.15 5.86
room?
every day?
something inside the classroom but then your classmates or teacher cheers 79.98 20.02
you up?
9.) Do you maintain good relationship with the faculty members and your 93.95 6.06
schoolmates?
PERCENTAGE
TEACHER FACTOR
YES NO
1.) Does your teacher motivate you to participate in his/her 17.15
82.86
discussion?

Tabl
PERCENTAGE
3.) Can you concentrate even with a music or background
26.15 73.86
noise?
4.) Is it necessary to check the things you need before
92.04 7.96
studying?
6.) Can you understand the discussion of your teacher
even by just listening with or without looking at your 45.69 54.31
teacher?
76.46 23.54
even while taking down notes?
72.54 27.46
when someone will let you explain it to you?
9.) Is it a need for you to observe the teacher and listening
86.46 13.55
at your teacher at a time?
69.92 31.02
neither listening nor watching the teacher?
Table 10.1
(general percentage)
PERCENTAGE
FACTORS
1 2 3 4
7. lack of educational facilities (e.g books, 46.03 12.95 7.21 6.83

computers
10. live wires and dangerous voltages in the 31.68 11.83 9.01 13.32
classroom

Table 10.2
PERCENTAGE
PHYSICAL CONDITION OF THE CLASSROOM
YES NO
88.51 11.50
possible?
79.20 20.81
7.21 92.80
distractive?
75.65 24.35
functional?
Table 10.3
PERCENTAGE
PSYCHOLOGICAL CLIMATE
YES NO
3.) Is your teacher imposes effective rules and regulations inside your class 82.86 17.15
room?
every day?
something inside the classroom but then your classmates or teacher cheers 79.26 20.75
you up?
9.) Do you maintain good relationship with the faculty members and your 82.86 17.15
schoolmates?
Table 10.4
PERCENTAGE
TEACHER FACTOR
YES NO
1.) Does your teacher motivate you to participate in his/her 17.15
82.86
discussion?

Table 10.5
PERCENTAGE
STUDENT PERSONAL ASPECTS
YES NO
6.) Can you understand the discussion of your teacher even by 21.62 78.39
just listening with or without looking at your teacher?
7.) Can you understand the discussion of your teacher even while 68.45 31.55
taking down notes?
8.) Can you understand the discussion of your teacher when 72.05 27.95
someone will let you explain it to you?
teacher at a time?
10.) Can you understand the discussion of your teacher neither 68.45 31.55
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter offers the summary of findings, the conclusion and recommendations in
accordance with the findings.
Summary of Findings
The data gathered were tallied, tabulated, analyzed and interpreted by using frequency,
percentage and t-test for correlated groups as statistical tools.
The analysis of data revealed the following results:
Research Question 1:
Conclusions
Based on the data analyzed and findings of the study, the researchers
deduced the following conclusions:
Recommendations
Based on the findings and conclusion, the researchers hereby present the
following recommendations:
BIBLIOGRAPHY
Books
Corey, Gerald (2004). Theory and Practice of Group Counseling. Brooks/Cole
Thomson Learning, Inc., 10 Davis Drive Belmont, CA 94002 USA
Davis, S. F. &Palladino, J. J. (2004).Psychology 4th Edition. Adolescent Peer
Groups. Pearson Education Inc., New Jersey.pg. 391
De Vito, J. A. (2001). The Interpersonal Communication Book, 9th Edition.
Mentoring Relationships. NYC, Addison Wesley Longman, Inc.,pg.383
Dunn, D. S. (2004).Statistics and Data Analysis for Behavioral Sciences.T-test.
McGrawHill Companies. pg.365-378
Langhout, Regina Day, et. al. (2004). An Exploratory Study of Youth Mentoring in
an Urban Context: Adolescents’ Perception of Relationship Styles. Journal of
Youth of Adolescence, vol. 33, no. 4, 293-306.
Mendoza, E. O. (2005). Guidance and Counseling Today.Group Guidance. Rex
Bookstore Inc. Manila.pg.28
50
Santrock, J. W. (2003). Psychology: Essentials. Second Edition. Erikson’s
Theory and Identity Development.McGraw-Hill Companies Inc., USA.
Stoltz, P. G. (1999). Adversity Quotient turning Obstacles Into opportunities. John
Wiley & Sons Inc., Canada.
Wood, Julia T. (2002). Interpersonal Communication: Everyday Encounters, 3rd
Edition. Wadsworth Group, California
Zachary, Lois J. (2000). The Mentors Guide: Facilitating Effective Learning
Relationships.Jossey-Bass Inc., 350 Sonsome St., San Francisco, California
9414,USA
Unpublished Theses
Araño, M. L., &Panganiban, J. (2006). The Effects of Mentoring Program on the
Emotional Adjustment of Freshmen as measured by Emotions Profile Index.
Lanto, E. H., &Andal, L. M. (2007). Correlation Between Adversity Quotient and
Academic Performance of Fourth Year CALABARZON College Scholars of
FAITH, A.Y. 2006-2007.
51
WEBLIOGRAPHY
http://www.peaklearning.com/
http://www.peaklearning.com/measuring-aq_arp.html
http://peaklearning.com/documents/grp_capones.pdf
https://www.aqskillsites.com/themes/profileResults
http://en.wikipedia.org/wiki/Standard_deviation
http://www.merriam-webster.com/dictionary/adversity
http://findarticles.com/p/articles/mi_qa3833/is_199807/ai_n8804044
http://www.apta.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/HTMLD
isplay.cfm&CONTENTID=28699
http://www.firstasia.edu.ph/campussdp.asp
http://stitchestm.blogspot.com/2007/09/adversity-quotient-aq-emerging.html
http://www.glphils.org/glp2007/mentoring.html
http://web.xs.edu.ph/issues/2004-Sept03/Directors%20Take/Whatsinstore.php
http://www.gifted.uconn.edu/siegle/research/t-test/t-test.html
http://www.lsn.curtain.edu.au/tlf/tlf2001/breen.html
On-line Theses
Breen, L. et. al. (2001). Evaluation of the school of Psychology Peer Mentoring
Program – Semester 2000. [Abstract]. School of Psychology, Edith Cowan
University.Abstract from www.lsn.curtain.edu.au/tlf/tlf2001/breen.html.
Calitz, M. L. (2005). Quasi-Experimental. University of Pretoricaetd.
http://upetd.up.ac.za/thesis/available.01
Capones, A. R. (2004). Adversity Quotient and the performance level of the
selected middle managers of the different dep0artments of the City of Manila as
revealed by the 360-degree feedback system. [On-line Abstract].Abstract from
http://peaklearning.com/documents/grp_capones. pdf
53
On-line Articles
Cocolas, George H. (1998).Mentors and Mentoring. American Journal of
Pharmaceutical Education. Retrieved 2005 from the
http://www.findarticles.com/p/articles/mi_qa3833/is_199807/ai_n8804044.
Sharkin, B. S., et. al. (2003). College Students’ Response to Peer in Distress: An
Exploratory Study.Journal of College Student Development. Retrieved 2006
from http://www.findarticles.com/p/articles/mi_qa3752//is_200309.
Appendix A
“LEARNING ENVIRONMENT FACTORS AFFECTING THE LEARNING OF THE
STUDENTS IN MATHEMATICS CLASS IN PUBLIC AND PRIVATE SCHOOLS IN
CAMOTES ISLANDS, CEBU , PHILIPPINES : STUDENTS’ PERCEPTION”
QUESTIONNAIRES FOR STUDENTS
(Optional)Name:_______________________School:________________________Grade:_____
_
To Our dearest respondents,
Greetings!!!!
We are humbly asking you to spare a little time and energy in answering this questionnaire. This
will help much not only to our research purposes about “the certain factors affecting your
performance inside the classroom”, but also for the benefit of everyone. We can assure you that
we will appreciate every respond in this questionnaire and I hope you will answer it honestly and
carefully.
Sincerely Yours,
The Researchers
1.1 STUDENT’S CLASS STANDING IN MATHEMATICS
Directions: Which of the following range does your grade in mathematics belong? Please
choose and encircle only 1 below.
a. 90 and above (outstanding student)
b. 85 to 89 (above average student)
c. 80 to 84 (average student)
d. below 80 (below average student)
1.2HOW DO THESE FACTORS AFFECT YOU?

Directions: Please check (/) the degree in which the following factors affects your academic
performance as well as your learning if these certain conditions are present inside the classroom
using this scale:
1- not affected at all
2- affected a little
3- affected but not seriously
4- Very much affected
FACTORS 1 2 3 4
1. POOR CLASSROOM LIGHTING
2. IMPROPER ARRANGEMENT OF
FURNITURE
3. UNFAVORABLE SEATING
ARRANGEMENT
4. DIRTY AND TOPSY-TURVY CLASSROOM
5. UNPLEASANT SMELL INSIDE THE
CLASSROOM
6. DAMAGE WALLS, CEILING, FLOOR
AND/OR CHAIRS
7. LACK OF EDUCATIONAL FACILITIES (e.g
books, computers
8. DISTRUCTIVE CLASSROOM
DECORATIONS
9. INEFFECTIVE VISUAL AIDS
10. LIVE WIRES AND DANGEROUS
VOLTAGES IN THE CLASSROOM
11. POOR SOCIAL RELATIONSHIP
12. INEFFECTIVE RULES AND
REGULATIONS
13. BULLYING AND UNFRIENDLY
CLASSMATES
14. LACK OF MOTIVATION OF THE
TEACHER
15. POOR STUDY HABITS
1.3 THE LEARNING ENVIRONMENT

Directions: On the space provided, please write either YES or NO depending on how each
question appeals to you. If there are some questions that are need to be specified, please answer
patiently and legibly.
A. Physical Environment
________1.) Is your classroom always provide enough light that makes vision possible?
________2.) Are the furniture in your classroom arranged properly that it doesn’t block your
way?
________3.) Is your seating arrangement nice and comfortable?
________4) Is your classroom clean and tidy?
________5.) Does your classroom provide fresh air?
________6.) Is the ceiling inside your classroom ruins your concentration?
________7.) Are the bulletin board displays and classroom decoration distractive?
________8.) Are the educational facilities in your classroom available and functional?
________9.) Are the visual aids used by your teacher effective?
________10.) Are the chairs and tables inside the classroom convenient?
B.) Psychological Climate
________1.) Is the classroom environment encourages good social relationship?
________2.) Is the infrastructure of your classroom safe and desirable?
________3.) Is your teacher imposes effective rules and regulations inside your class room?
________4.) Are you always get in trouble with your classmates and teacher?
________5.) Have you ever experienced being bullied whether inside or outside of the school
premises?
________6.) Did your classmates accept who you are?
________7.) Are your teachers, classmates and friends inspire you to go to school every day?
________8.) Have you ever tried to embarrass or to worry with someone or something inside the
classroom but then your classmates or teacher cheers you up?
________9.) Do you maintain good relationship with the faculty members and your
schoolmates?
________10.) Is your classroom promotes learning and good behavior?
C. Teacher Factor
________1.) Does your teacher motivate you to participate in his/her discussion?
________2.) Does your teacher help you in times of difficulties?
________3.) Does your teacher encourage you to study hard?
________4.) Does your teacher praise your correct answers?
________5.) Does your teacher recognize your ideas even if it is wrong?
________6.) Is the attitude of your teacher favorable?
________7.) Is the physical appearance of your teacher desirable?
________8.) Does your teacher make you understand his/her discussion?
________9.) Does your teacher provide opportunities to solve math problems?
________10.) Is the teaching strategy of your teacher nice?
D. Your study habits and learning styles
_______1.) Can you study in an informal setting?
_______2.) Can you study even when you are in company?
_______3.) Can you concentrate even with a music or background noise?
_______4.) Is it necessary to check the things you need before studying?
_______5.) Can you study even in humid places?
_______6.) Can you understand the discussion of your teacher even by just listening with or
without looking at your teacher?
_______7.) Can you understand the discussion of your teacher even while taking down notes?
_______8.) Can you understand the discussion of your teacher when someone will let you
explain it to you?
______9.) Is it a need for you to observe the teacher and listening at your teacher at a time?
______10.)Can you understand the discussion of your teacher neither listening nor watching the
teacher?
*MAPS
*DOCUMENTATION
*APPROVED LETTER AND QUESTIONNAIRES

Research

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Research

Diunggah oleh

Hak Cipta:

Format Tersedia

CEBU TECHNOLOGICAL UNIVERSITY

SAN FRANCISCO CAMPUS

NORTHERN POBLACION, SAN FRANCISCO, CEBU

A RESEARCH PAPER PRESENTED TO

ACTION RESEARCH IN MATHEMATICS INSTRUCTOR

CEBU TECHNOLOGICAL UNIVERSITY

SAN FRANCISO CAMPUS

NORTHERN POB., SAN FRANCISCO, CEBU

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

ED 322O (ACTION RESEARCH IN MATHEMATICS)

MARIA CHRISTINE M. SUNGAHID

CHEMBELYN G. BAYON MAXIMINO R. ABEJO III

CHEMBELYN G. BAYON LOURDES M. GARCIANO

B. Statement of the problem………………………………………………………………….

E. Significance of the study…………………………………………………………………..

F. Scope and limitation of the study…………………………………………………………..

Chapter III (Methodology)………………………………………………………………………………

Chapter IV (Results and Discussion)……………………………………………………………………

Chapter V (Summary, Conclusion and Recommendation)……………………………………….

http://www.Education.com/measuring-aq_arp.html last March 29,2016)

cfm?Section=&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID =28699 last March 29,2016).

effects to the learning of the students.

positive and negative consequences for their students (Lee, 2007).

setting up a positive learning environment. (www.lsn.curtain.edu.au/tlf/tlf2001/breen.html)

II. Statement of the Problem

IV. Definition of terms

acquisition-an act or process of gaining something (www.merriam-webster dictionary .com)

adverse- not favorable; disapproving (www.wekipedia.com)

conducive-favorable ; in good condition (www.wekipedia.com)

crucial-being essential or decisive for determining the outcome or future of something

(www.merriam-webster dictionary .com)

the setting for all types of teaching and instructional methodologies

intangible-it is a term which refers to incapable of being perceived by the senses

(www.merriam-webster dictionary .com)

effective and efficient manner (Principles of teaching 1, Glenda T. Corpuz)

seating and furniture arrangement, lighting, ventilation, storage and maintainability of

equipment inside the classroom. (www.education.com/definition9/jfdj.?m/)

psychosocial relationship-it is a kind of relationship which pertains to both psychological and

social aspects of an individual (www.education.com/ATdefinition9/jfdj.?m/)

students (Principles of teaching 1, Glenda T. Corpuz)

V. Significance of the study

emotionally, socially, psychologically, spiritually, intellectually and culturally secured to make

the learning possible.

IV. Scope and limitation of the study

presented in the following paragraphs.

classrooms and learning spaces across multiple campuses (Hanrahan, 2014).

existing thoughts and preconceptions from top to down. (http://www.firstasia.edu.ph/

The researchers conducted a short-term survey research through written questionnaires in

sixteen (16) respondents per school.

Data Gathering Procedure

researchers in a conducive venue free from any unwanted disturbances.

appropriate statistical treatment.

number of items in the list (http://en.wikipedia.org/wiki/Arithmetic_mean).

Data Presentation and Analysis

RANGE OF GRADES PUBLIC PRIVATE TOTAL

than 80 and they belong to the below average students.

2. improper arrangement Of Furniture 31.97 42.62 14.75 10.66

3. unfavorable seating arrangement 38.52 39.34 18.03 4.1

4. dirty and topsy-turvy classroom 20.49 34.43 25.41 19.67

5. unpleasant smell inside the classroom 22.13 32.79 18.03 27.05

8. distractive classroom decorations 52.46 26.23 15.57 5.74

9. ineffective visual aids 35.25 32.79 22.95 9.02

12. ineffective rules and regulations 18.03 36.89 31.15 13.93

13. bullying and unfriendly classmates 13.93 29.51 24.59 31.97