The Impact of High Heat Index on the Academic Performance of

SHS Students at VRDHS

Practical Research 2

Group Members:

Rubylyn Odiaman

Analyn Dominguez

Rhean Osidta

Nica Jhean Paliza

Princess Ashley Ruiz

Precious Nicole Ruiz

Joshua Bañares

Kenneth Tumazar

Jose Rey Obre

 Background of the study

heat index, is a period characterized by abnormally uncomfortably hot and humid weather

(Todd,2000). It is a combination of temperature and humidity, significantly impacts human comfort and

well-being. However, academic performance is the extent to which the students has achieved their short-

or long-term educational goals. Prolonged exposure to high heat index can lead to heat exhaustion, heat

stroke, and reduced cognitive function. These effects are particularly relevant for students, whose

academic performance depend heavily on their ability to concentrate and learn effectively.

Senior high school students, facing increased academic pressure and demanding curricula, are

especially vulnerable to the negative consequences of high heat index on the academic performance of

senior high school students at Viga Rural Development High School (VRDHS) during the school yar

2024-2025. VRDHS, situated in a tropical region with high humidity, is likely to experienced periods of

high heat index, making it an ideal location to investigate this issue. Understanding this impact is crucial

for developing strategies to mitigate the negative effects of high heat index on students learning.

High heat index has been a burden to all the senior high school students and even for the school

staffs and staffs and teachers. The number of the students who were affected by this problem is

continuously increasing, specially in the past few months because of the different effects of the high heat

index to the student’s well-being and their academic performance. The researchers decided to take an

action to suggest a coping strategy that can help to lessen its effects to the students and the school staffs

who were highly affected by the high heat index during school hours.
 The study was purposely conducted to understand and determine the factors that causes the high

heat index and its effects to the academic performance of Senior High School students at Viga Rural

Development High School. This was also conducted in order to address and bridge the primary problems

of the students. Students need to focus on their classes. The good news of this report is that being able to

focus on their classes leads to succeeding in life shortly. With this, the result would be an awaking point

to both teachers, and students in general.

1.1 Statement of the Problem

This study aims to determine the impacts of high heat index on the academic performance of

SHS students at ,Viga Rural Development High School S.Y. 2024-2025.

Specifically, this study seeks to answer the following questions:

1) What are the factors that causes high heat index at SHS in VRDHS?

2) Is there a significant relationship between temperature and the academic performance of the

students?

3) What are the effects of high heat to the academic performance of SHS students at VRDHS?

4) What strategies could be suggested to cope up with the high heat index?

1.2 Significance of the Study

This study will be conducted to determine the impact of high heat index to the academic

performance of Senior High School students in Viga Rural Development High School S.Y. 2024-

2025. The results of this study is beneficial to the students, parents, teachers, school administrators,

DepEd, future researchers and other individuals who are interested in this study.

This study is significant to:

A. Student. This study will benefit the students as this study will suggest different coping

strategies to lessen its effects to the students, so they can focus and participate clearly on

their classes.
 B. Parents. This study will also be beneficial for parents in order for them to know and

understand the different factors which is high heat index that affect their childrens

academic performance.

C. Teachers and School Administrators. They could help each other in suggesting plans to

cope up or to lessen the effects of high heat index to the students.

1.3 Scope and Delimitations

This study will focus solely on the population of senior high school students at VRDHS

during the school year 2024-2025. This study will include the causes and effects of the high heat

index during the school hours at SHS VRDHS. The study will consider daily heat index data obtained

from a local weather station or PAG-ASA and the possible strategies to cope up with the high heat

index. The study will not include other factors that might influence academic performance, such as

socioeconomic status, student health conditions, or teaching methodologies. The respondents are

limited to 100 Senior High School students from the population of 493 Senior High School students:

226 grade 11 students and 267 grade 12 students.

1.4 Hypothesis

1. There is a significant negative correlation between the daily average heat index and the daily

average academic performance of senior high school students at VRDHS during the school year

2024-2025. (Higher heat index is associated with lower academic performance).

2. Senior high school students at VRDHS exposed to high heat index (above a specified threshold)

will demonstrate significantly lower average academic performance compared to students

exposed to moderate heat index levels during the school year 2024-2025.

The negative impact of high heat index on academic performance will be more pronounced in

subjects requiring higher levels of cognitive function and concentration (e.g., hydration strategies,
 breaks, etc.) will demonstrate significantly higher average academic performance compared to

students who do not employ such strategies during the school year 2024_2025.

1.5 Definition of Terms

Academic Performance. A student’s performance or participation during school hours while

experiencing high heat index.

High Heat Index. The abnormal rise of temperature that was experienced by SHS students at

VRDHS.

Senior High School students: One who is experiencing the high heat conditions.

Viga Rural Development High School. A school located at Sta. Rosa Viga, Catanduanes that

experiences a hot and humid weather.

 Chapter 2: Review of Related Literature and Studies

Heat index is characterized as midsummer temperatures that are significantly hotter and/or

more humid than normal (CDC, 2022) because some locations are hotter than others, this is

determined by what is deemed average for that location at that time of the year. Heat index has

always posed a concern to public health in the United States. During heat waves, many cities,

including St. Luis Philadelphia, Chicago and Cincinnati, have seen huge rise and death ate, as stead

by (CDC,2022).

Heat index is a harmful weather condition that is growing more regular and severe as the

earth warms due to climate change. Heat index is the leading weather-related cause of death in the

United States. In addition, to its health consequences, it can damage roads, electrical wires, and other

infrastructures; stress energy systems as air conditioners draw more electricity; damage or kill crops

and livestock; and contribute to natural disasters such as droughts and wildfires (Climate Portal,

2022).

Classrooms without proper ventilation or air conditioning can becomes stifling, reducing

students’ ability to concentrate. Studies such as those by Schell et at. (2017) emphasize the

importance of creating comfortable learning environments, suggesting that schools with better

temperature control systems ted to see fewer disruptions in student performance. Furthermore,

vulnerable population, such as student in lower-income areas who may lack access to climate-

controlled environments, face even greater challenges. These disparities exacerbate existing

inequalities in education, making heat-related disruptions an issue of social equity.

 Human body is essentially a constant-temperature device. Heat is continuously produced by

bodily metabolism and dissipated in an automatically regulated manner to maintain the body temperature

at its correct level despite variation in ambient conditions. Heat stress is a physiological condition of a

living body, which occurs when one’s body gains heat faster than it’s loses. When this condition persists

without relief, there is the danger that worker can experience heat discomfort. Thus, human health is

complicated by heat stress simply by forcing the body to continue functioning as it tries to maintain core

temperatures. (Epstein & Moran, 2006) reported that, heat strains can occur in arid climates, indoor office

environments or in factories. In humid calm condition, it can occur above 260C to individual under

physical work.

Extreme heat in the Philippines has forced hundreds of schools to shut as the southeast Asian

nation’s government warns temperature could soar further this week in more than half of the country’s

regions. The dangerous heatwave is putting children’s health and well-being at risk, with an urgent need

for global leaders to act to combat the climate crisis to protect the education ( Save the Children).

According to the data from the Philippine Atmospheric Geophysical Astronomical Services

Administration (PAGASA), the heat index hit 46 degrees Celsius in Daet, Camarines Norte on Sunday,

February 7. The day before, the highest level was recorded in Puerto Princesa City, Palawan with the heat

index reaching 44 degrees Celsius. This prompted the Department of Education to reiterate its department

order no. 037, which was released in 2022, saying that in light of severe heat, school officials have the

discretion to suspend in person classes and shift to alternative modes.

 Academic performance is the assessment of student achievement in various academic courses, as

defined by (Ballotpedia, 2021) Teachers and school officials often measure achievement by classroom

performance, graduation rates, and standardized test outcomes. Furtheremore, a variety of benchmarks

can be used to assess student point average (GPA) high school graduation rate, annual standardized

examinations, and college admission exams.

2.2 Review Related Literature

A lot of problems seem to bedevil the students thereby affecting the student’s academic

performance. Student’s academic performance needs to be high in order to meet the country’s

goal for political, economic, and social sustainable development. Heat can lead to increased stress

levels, which in turn can affect memory, attention and problem solving abilities. This can result in

decreased performance in exams, quizzes, and other academic tasks. By conducting this study, we

can estimate the Earth average temperature over a period of time. Although, there are many signs

or effects of global climate change temperature remains the easily parameter to measure and

estimate than rainfall amongst others (IPCC, 2001b).

Effective learning cannot take place without considering the school climate,

environmental factors or the living conditions around and about the learner. School climate is the

entire conditions ( physical and psychological ) in a school system necessary for effective

learning to take place. This conditions could be changed if they do not support teaching and

learning (Beady & Brook O., 2003). Education is multidimensional ( that is, physical, social, and

academic) in construct (Comer, 1993).

 Extreme heat causes poses a threat to children and their educational outcomes. Around

30% of the world’s population is exposed to extreme heat conditions and future populations

exposure is projected to increase by 48% to 74% under differing climate change scenarios (Mora

et al. 2017). Over 1/3 of the children globally are currently exposed to heat waves (UNICEF

2021a). The increasing exposure to extreme heat poses a notable challenge for the educational

sector.

A growing body of evidence suggests that high temperatures and adversely impact both

short term and long term academic performance. Elevated temperature in classroom environments

has acute effects on the physiology of students, increasing heart rates, and affecting perception

and spatial orientation (Brink et al. 2021). These physiological responses have been linked to

reduced accuracy and speed in cognitive tests, translating into diminished learning outcomes

(PorrasSalazar et al. 2018; Barbic et al. 2019; Tian et al. 2021; Barbic et al. 2022; Vu 2022).

Cumulative exposure to higher temperatures or “hot” days in the months/ years prior to an exam

can also impact learning. Rather than evaluating the acute effects of heat, this studies consider the

medium or long-term negative effects of exposure to extreme heat on school days (Cho 2017;

Garg et al. 2020; Park et al. 2020). In the medium or long-term, heat not only affects learning, but

can also trigger lower attendance and higher dropouts.

The impact of high heat index on academic performance is an emerging concern in the

context of global climate change, which is causing increasing frequency and intensity of extreme

weather events. The heat index, which combines air temperature and humidity to reflect how hot

it feels to the human body, has been found to significantly affect cognitive functioning. High heat

conditions impair attention, memory, and problem-solving skills, all of which are critical for

effective learning. Standardized tests, tends to decline when temperatures rise beyond certain
 thresholds. This is partly because heat stress cause physical discomfort, dehydration, and fatigue,

making it difficult for students to focus or retain information. Research also highlights the role of

the school environment in amplifying the negative effects of extreme heat. Classrooms without

proper ventilation or air conditioning can become stifling, reducing students ability to

concentrate (Schell et al. 2017).

2.3 Synthesis of the Review of Related Literature and Studies

The relationship between heat index and academic performance has become a pressing

concern due to the increasing frequency and intensity of extreme heat events linked to climate

change. The heat index, which combines air temperature and humidity to illustrate how hot it

feels to the human body, has been identified as a significant factor affecting public health and

educational outcomes. As reported by the CDC (2022), heat index levels that are significantly

above average pose health risks, leading to increased mortality rates during heat waves in urban

areas such as St. Louis, Chicago, and Philadelphia. This climate-related stressor not only

endangers physical health but also disrupts educational environments, particularly in regions like

the Philippines, where extreme temperatures have led to school closures.

Research indicates that high temperatures negatively impact cognitive functions essential

for learning, such as attention, memory, and problem-solving skills. Studies by Brink et al. (2021)

and Schell et al. (2017) emphasize that elevated temperatures in classrooms can lead to

physiological changes—like increased heart rates—that hinder students' ability to concentrate and

perform academically. Additionally, extended exposure to high heat conditions can result in

persistent academic challenges, including lower attendance rates and higher dropout rates, as

highlighted by Cho (2017) and Garg et al. (2020).

 The physiological effects of heat stress are particularly pronounced in environments lacking

adequate ventilation or air conditioning. The discomfort caused by high heat can impede students' overall

well-being, directly impacting their academic performance. Epstein & Moran (2006) describe heat stress

as a condition where the body accumulates heat faster than it can dissipate, leading to discomfort and

decreased productivity. The implications of this are especially concerning for vulnerable populations,

such as students in lower-income areas, who may not have access to climate-controlled learning

environments, further exacerbating educational inequalities.

Moreover, the interplay between heat index and academic performance is underscored by the

findings of various studies that link elevated temperatures to declines in standardized test performance

(Porras-Salazar et al. 2018; Barbic et al. 2019; Vu 2022). These studies suggest that the academic

challenges associated with extreme heat are not merely short-term but can lead to significant long-term

consequences for students' educational trajectories.

In conclusion, the synthesis of literature indicates that the heat index poses a multifaceted

challenge that affects both public health and educational outcomes. It is essential for educators,

policymakers, and community leaders to recognize the urgent need for interventions that address these

challenges, particularly in light of the ongoing climate crisis. By improving school environments and

ensuring equitable access to resources, it is possible to mitigate the adverse effects of extreme heat on

students' academic performance and overall well-being.

2.4 Gaps Bridged by the Study

 The review of related literature and studies revealed the gaps in research. It is clear that no study

yet been conducted which focused closely on The Impact of High Heat Index in the Academic

Performance of Senior High School students at Viga Rural Development High School S.Y. 2024-2025.

No studies have been reviewed that dealt on the factors that causes the raise in the heat index in its

specific location, its effects on the students learning, and possible strategies to lessen its effects to the

students has not been explored yet. The above areas of investigation were deemed to be the gaps by the

present study.

2.5 Conceptual Framework

The image shows a simple, direct relationship between the independent and dependent variables.

Therefore, the conceptual framework is:

INDEPENDENT VARIABLE DEPENDENT VARIABLE

This framework depicts a direct causal link where the high heat index is presumed to directly influence

the academic performance of senior high school students at Viga Rural Development High School

(VRDHS).

Chapter 3:
Academic
High heat performance
indexResearch
during Design and Methodology
of SHS
school hours students at
VRDHS
 This chapter explains how we conducted our study on the impact of high heat index on

senior high school students' academic performance. We'll outline our research design and

methodology to ensure transparency and credibility.

Our research design follows Creswell's (2004) approach, where "the research design is the

blueprint for the research study, outlining the overall plan and strategy for conducting the

research." We used a quantitative approach to investigate the relationship between heat index and

academic performance, ensuring a clear plan and strategy for data collection and analysis.

We collected data from senior high school students at Viga Rural Development High School

using surveys and academic records. We'll analyze the data statistically to identify correlations and

relationships. Our goal is to provide a clear understanding of the issue and offer reliable findings.

3.1 DESIGN OF THE STUDY

This study employs a quantitative, correlational research design using a cross-sectional survey

approach to investigate the impact of high heat index on academic performances of Senior High

School students at Viga Rural Development High School (SY 2024-2025). A stratified random

sample of 100 students (Grades 11-12) will participate. Data collection instruments include heat

index data from PAGASA/local weather stations, students' academic records, and a survey

questionnaire on heat-related symptoms and academic challenges. The study aims to determine the

relationship, identify moderating demographic factors, and provide recommendations for

mitigating heat index effects. Limitations include sample size, correlational design, and potential

influencing factors. Ethical considerations ensure informed consent, confidentiality, and

compliance with research guidelines.

3.2 SOURCE OF DATA

The study's data sources include primary sources such as survey questionnaires administered to

Senior High School students (Grades 11-12) at Viga Rural Development High School, academic

records from the school's registrar office, and heat index data from PAGASA/local weather

stations. Secondary sources comprise literature reviews, school records, government reports from

DepEd, DOH, and PSA, and online databases like ScienceDirect, JSTOR, Google Scholar, and

ResearchGate. Specific data sources include PAGASA for heat index and climate information, the

school's registrar office for academic records, and school clinic for health records. Data collection

tools consist of survey questionnaires, data extraction forms, and literature review protocols.

Ensuring data quality, reliability, and confidentiality, necessary permissions and approvals will be

obtained.

3.3 SAMPLING PROCEDURE

The study employed stratified random sampling to select 100 Senior High School students (Grade

11: 46 students will participate and Grade 12: 54 students will participate) from Viga Rural

Development High School. The sampling frame consisted of the school's master list of students.

Stratification was based on grade level (11 and 12). Proportionate sampling was used to allocate

participants from each stratum. First, the total number of students in each grade level was

determined. Then, a random start was selected, and every nth student was chosen until the desired

sample size was reached. This ensured representation from all sections and grade levels.

Participants were included if they were enrolled in the current school year (SY 2024-2025), had

complete academic records, and provided informed consent. Excluded were students with

incomplete records or those not enrolled for the entire school year.
3.4 INSTRUMENTATION AND VALIDATION

This study employed a quantitative method. The quantitative instrument, a survey questionnaire,

consisted of three sections: the significance of heat index to the academic performance of the

students, factors that causes the high heat index, the possible strategies that can lessen its effects ,

and its effects on th academic performance of the students.

 LETTER TO EVALUATE THE QUESTIONNAIRE

November 11, 2024

KAREN T. TUBORO

Teacher II Major in Financial Management

Viga Rural Development High School

Dear ma'am

The under designed is currently conducting a study entitled "The Impact of High Heat Index to the

Academic Performance of Senior High School students at Viga Rural Development High School

S.Y. 2024-2025" to partially fulfill the requirements of our research project in Practical Research 2.

We would appreciate your assistance in reviewing the attached survey questionnaire, which will be

used to gather the necessary data. Any recommendation or changes to improve the research

instrument will be implemented before the final validation and distribution to the respondents.
 Your help and cooperation will be highly appreciated.

Thank you so much for your time and effort.

Very truly yours,

Rubylyn Odiaman Princess Ashley Ruiz Annabel Calderon

Rhean Osida Jose Rey Obre Precious Nicole Ruiz

Annabel Calderon Joshua Bañares Researchers

Jerielyn Razon Kenneth Tumazar

The Impact of High Heat Index to the Academic Performance of Senior High School students

in Viga Rural Development High School S.Y. 2024-2025

Name(optional):____________________

Grade & Strand:_______________

Date:____________

Sex:_____________

Direction: This questionnaire aims to understand the impact of high heat index on the academic
performance of senior high school students at VRDHS during the school year 2024-2025. Please

answer all questions honestly and to the best of your ability by putting checks on your preferred

answer. Your responses will be kept confidential and used solely for research purposes.

1. How often do you experience extreme high heat index (above 35°C) school hours?

○Always

○Frequently

○Occasionally

○Rarely

○Never

2. What do you think are the factors that causes the high temperature in SHS VRDHS?

○Lack of shade

○Urban Heat Island Effect

○Proximity to heat sources

○Overcrowding

○Climate Change

○Limited access to water

○Other (please specify):__________

3. Do you believe high heat index affects your academic performance?

○ Yes

○ No

○Unsure

4. If yes, how does high heat index affect your academic performance? (Select all that apply)
○Difficulty focusing in class

○Decreased motivation to study

○Lower grades

○Increased stress and anxiety

○ Increased absenteeism

○Other (Please specify):

5. How do you feel when you experience high heat index during school hours? (Select all that

apply)

○Tired

○Dizzy

○ Irritable

○ Difficulty concentrating

○Headaches

○Excessive Sweating

○Nausea

○ Other (Please specify):

6. What strategies do you use to cope with high heat index during school hours? (Select all that

apply)

○Drink plenty of water

○Wear light clothing

○Take breaks in air-conditioned areas

○Use fans or air conditioning

○Other (Please specify):

7. How does extreme heat affect your ability to focus in class?

○It greatly impacts my ability to focus

○It doesn't affect me at all

○I don't know

8. Do you think the school provides adequate measures to mitigate the effects of high heat index?

○ Yes

○No

○ Unsure

9. What suggestions do you have for the school to improve its response to high heat index?

○Use air conditioning

○Limit strenuous outdoor activities

○Heat related illness training

○Early warning system

○Hydration breaks

○Other (please specify):__________

10. : Do you feel that the school provides enough information and resources about heat-related

illnesses and how to prevent them?

○Yes

○No

○Maybe

○I don't know