The Effects of Classroom Setting on the Learning Process of Grade 11

STEM at Colegio De San Pedro S.Y 2023-

2024.____________________________________________________

A Research Paper Presented to the Faculty of Colegio de San Pedro, Inc.

San Pedro City, Laguna

______________________________________________________

In Partial Fulfillment of the Requirements for the Practical Research 1

____________________________________________________

by:

JERICK ROWELL G. UMALI

JOEY G. VIERNEZA

KEVIN G. BUARON

PAUL ANDERSON P. LAVADO

RAYMOND LEGASPI

SIMON RAY H. FABON

Researchers

MAY 2024
 CHAPTER 1

INTRODUCTION

Background of the Study

A classroom setting, according to law insider, can be defined as a physical or

virtual setting that is free of distractions and is conducive to learning.It is where the
student develops what they want their future to look like, as well as knowledge of the
skills needed to reach that goal (Hannah, Ryan, 2013). It encompasses a blend of both
internal and external elements, such as curriculum, teaching methodologies, educators'
conduct and engagement with students, the ambiance of learning, academic and social
surroundings, as well as support services employed within the classroom to facilitate the
teaching and learning dynamics (Jawaid & Aly, 2014). For the learning process to be
conducted properly, an environment for absolute learning must be provided to learners
so that they may optimize their ability to learn (Folami, A.B., Riaz, A.S. and Musolihu,
M.O. 2021).

Husnul, 2021). Several recent investigations have concluded that the educational
setting significantly influences students' learning endeavors (Siega, Bernie, 2020).
factors affecting the learning process, such as acoustics, light, color, temperature, and
seat arrangement may improve or hinder students' academic performance. The most
significant being noise, temperature, and seating arrangement (Apter, 2014). The
physical layout, classroom size, resources, and atmosphere can also impact the
student's engagement, motivation, and ability to focus and learn. If not approached
correctly, a classroom can be set up in a way that stifles creativity or does not promote a
positive learning environment (Hannah, Ryan, 2013). In conclusion, classroom setting
plays a vital role in the learning process of the students (Bernie, Siega, 2020).

This qualitative research aims to provide crucial information on the nuances of how
various aspects of a classroom can influence a student's ability to learn. The
researchers will deal with the effects left by the conditions of the environment and the
impact left on the learning process of the students.
Statement of the Problem
This study aims to provide in-depth description and understanding of the effects of
a classroom setting on the learning process of grade 11 STEM students studying at
Colegio De San Pedro.

· What is the demographic profile of senior high school students in terms of:

· Gender;

· Age;

· Year Level;

· Strand;

· What key factors of the classroom setting are influencing the learning process
of students?

· How the factors of a classroom setting affects students' ability to learn

effectively?

Objectives of the Study

· To determine the demographic profile of senior high school students in terms
of:

· Gender;

· Age;

· Year Level;

· Strand;

· To identify what key factors of the classroom setting are influencing the learning
process of students.
 · To determine how the factors of a classroom setting affects students' ability to
learn effectively.

Significance of the Study

· To students. This study will give students a deeper understanding on the

effects of a classroom environment on their ability to focus and learn.
Additionally it will give them solidarity on their frustrations, As well as provide
feedback for a better classroom setting.

· To future researchers. they will be able to use this qualitative study as a

reference for their own studies. In addition, it will contribute more knowledge to
this topic.

· To the teachers. Teachers will gain deeper insight on challenges faced by

students, As well as giving them ideas for a better classroom setting. In
addition to this, they will be able to advocate for policies regarding classroom
settings.

Scope and Delimitations of the Study

This study will focus on investigating the effects of classroom setting on the
learning process of Grade 11 STEM students at Colegio De San Pedro during S.Y
2023-2024. The participants of this research will consist of Grade 11 STEM students of
Colegio De San Pedro enrolled during S.Y 2023-2024.

This study is specifically focused on Grade 11 STEM students, the main purpose
of this study is to know the effects dealt by the classroom setting on their learning
process, as well as identify which key factors are influencing students' learning process.

Definition of Terms

The following terms used in this study are defined as conceptual and operational
for easy understanding:

· Classroom Setting. a setting conducive to learning and free of distractions, for

which the primary purpose is education, instruction, training, or conference.

· Learning Process. process of acquiring new understanding, knowledge,

behaviors, skills, values, attitudes, and preferences.

· Learning Environment. refers to the diverse physical locations, contexts, and

cultures in which students learn.

Theoretical Framework
 This study is anchored on the theoretical support of Flow theory, Flow theory,
proposed by Mihaly Csikszentmihalyi, suggests that individuals enter a state called
“Flow” where they are deeply engaged in an activity that aligns to their skill level. Flow is
marked by intense focus, concentration, and enjoyment.

The theory proposes that achieving a state of flow depends on finding the right
balance between an individual's skill level and the challenge level of the task. If the task
is too easy, people might lose interest and become disengaged. Conversely, if the task
is too difficult, individuals may experience anxiety and stress.

Flow theory is highly relevant to understanding the effects of the classroom setting
on the learning process of students. The theory suggests that when students are in a
state of flow, they are fully engaged and deeply focused on their learning activities.
Therefore, the design and atmosphere of the classroom can significantly impact
students' ability to achieve flow and, consequently, their learning outcomes.

Conceptual Framework

This study was conducted using the Independent Variable - Dependent Variable
Model (IV-DV).
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
 An article by Rolf G Jacob, K Daniel O'Leary, and Carl Rosenblad (2017)
compared the behavior of hyperactive children to control children in two different
classroom settings: Informal and Formal. In the Informal setting, where there was a
choice and variety of tasks, no significant differences were observed between the
hyperactive and control groups. However, in the Formal setting, where tasks were more
limited and specified by the teacher, significant differences were noticed. The
hyperactive group generally showed higher frequencies of behavior than the control
group in both settings, but the difference was significantly larger in the Formal setting.
The study suggests a modified observational code that can differentiate hyperactive
kids from controls equally in both settings.

Shaun D Wilkinson & Dawn Penny (2013) conducted a study that examines the
practice of "ability" grouping, or setting, in schools in England and Wales, where
students are classified into low, middle, and high ability sets. The practice is justified by
the belief that it enhances students' motivation, social skills, independence, and
academic success. However, the study raises concerns about the potential negative
impacts, including fixed and permanent grouping, possible misplacement of students,
and a culture of stereotyping where learners within a set are perceived as a
homogeneous unit. Despite criticism and calls for more egalitarian practices, "ability"
grouping remains common in these schools. The paper concludes by suggesting areas
for future research to encourage further critical examination of this practice across a
broader range of subjects.

Megumi Kuwabara (2023) conducted a study using undergraduate students in

the research methods course in Child Development as participants and keeping the
instructional approach consistent, this study examined two research questions. The first
research question tested the effect of two classroom settings, active learning
classrooms (ALCs) versus computer labs, on students' learning. The results found that
students in ALCs performed marginally better than computer labs for overall course
grades and papers, but not for exams. The second research question tested the
relationship between the reduction of negative feeling state and learning and
investigated whether the relationship differed based on the classroom setting (ALCs vs
computer lab). There were differential relationships between the reduction of negative
feeling state and the performance of specific assignments by classroom settings. This
study highlights the complexity of the impact classroom settings might have on students'
learning and how it might be related to students' emotional states and their learning.
 The article “Smart Classroom Environments Affect Teacher-Student
Interaction: Evidence from a Behavioural Sequence Analysis” by Zhan, Zehui, Wu,
Qianyi, Lin, Zhihua, and Cai, Jiayi (2021) investigated the effect of classroom settings
on teacher-student interaction in higher education by comparing the behavioral
sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs).
Twenty in-classroom teaching sessions were randomly selected from six universities in
South China, involving 1,043 students and 23 teachers. Half of the sessions were taken
in SCs as the experimental group, and half were in TMCs as the control group. A
teacher-student interaction behavior coding schema was developed, and a total of
17,805 observable behaviors were collected and coded sequentially via a review of
classroom videos. Then, the behavior pattern diagram was set up to visualize a lag
sequential analysis results by four themes, namely teacher-talk, teacher-action, student-
talk and student-action. Results show that compared to TMCs, the SCs triggered
significantly more self-initiated student actions and student-driven teacher talk, while
teacher-initiated talk decreased significantly, indicating that students' autonomy was
strengthened in the SC. Furthermore, teachers' workload was somewhat reduced, and
they obtained more support by trying new pedagogies with mobile terminals in the data-
rich environment. These findings provide evidence to validate the effect of SCs on
increasing teacher-student interaction and strengthening the students' dominant
position.

Related Studies

The research entitled “School Physical Environment and Student Academic

Performance” by Richard Baafi (2020) The study investigated and contrasted how the
physical setting of schools impacts the academic success of senior high school students
in Ghana. Results from the research affirmed that students attending senior high
schools with favorable physical environments tend to outperform those in less
conducive learning environments.

A study conducted by Ryan Hannah (2013) investigated the effect of the

classroom environment on student learning. The study concludes that the classroom
environment plays a crucial role in keeping students engaged and allowing them to be
successful within the classroom.
 According to a study entitled “The Classroom Environment: A Major
Motivating Factor towards High Academic Performance of Senior Secondary
School Students in South West Nigeria” by Comfort O. Akomolafe & Veronica O.
Adesua (2015) is a research paper that discusses the impact of the classroom
environment as a motivating factor in enhancing the academic performance of
secondary school students in South West Nigeria. The study concluded that the
classroom environment greatly influences the academic achievements of students in
secondary education. Research findings underscore a notable correlation between
classroom environment and the academic outcomes of students attending senior
secondary schools in the southwestern region of Nigeria.

“Effects of Classroom Learning Environment on Student’s Academic

Achievement in Mathematics at Secondary Level” by Riaz Hussain Malik & Asad
Abbas Rizvi (2018) is a case study that was conducted to Investigate how students'
perceptions of the classroom learning environment influence their academic
performance in Mathematics at the secondary level. The study affirmed that there are
major predictors that contribute to classroom environment and student achievement.

According to a research study entitled “Effects of Classroom Environment on

the Academic Achievement of Secondary High School Students” by Bernie Siega
(2020) concluded that there is a significant relationship that exists between Classroom
Environment on students’ Academic achievement in a male boarding secondary high
school in Cavite. This implies that if the students feel comfortable within the classroom
Environment then, they will have much concentration on the lesson taught to them by
the teachers and that way they will be able to get more information from the teachers.
Thus, they will obtain more academic knowledge.
 The research study entitled “The classroom environment and its effects on
the students academic performance of the college of teacher education” by Irene
Pajarillo-Aquino (2019) aimed to examine the impacts and correlation between
classroom surroundings and the academic achievements of students enrolled in the
College of Teacher Education, concluded that the classroom environment has a
significant influence on the student's academic performance.

A study conducted by Elizabeth O. Ihekoronye (2020) entitled “Conducive

school environment: a necessary factor for effective teaching and learning in
public secondary schools in Gwagwalada area council of Abuja” investigates the
classroom environment and ambient noise within schools as elements of school
environment and their impacts on the academic performance of students in public
secondary schools. The results have shown that a positive and nurturing school
atmosphere influences the attitudes children form towards their educational institution
and fosters optimal conditions for successful teaching and learning.