The Influence of Classroom Environment on Students Learning Outcomes

Rachelle Pryle A. Angus

Neya Danielle R. Mantos
Danicel B. Dela Cruz
Angelyn Ybanez
Ryna S. Arong
Regenmae Halasan
Jerich Trasona
Kennith Tarucan

A Practical Research Proposal

Presented to
Senior High School Department
Molave Vocational Technical School
Molave, Zamboanga del Sur, Philippines

In Partial Fulfillment of the Requirements for

Practical Research 2

IOAN CALLENO
May, 2024
 TABLE OF CONTENTS

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

TABLE OF CONTENTS………………………………………………………………………………………………………………ii

CHAPTER 1:INTRODUCTION……………………………………………………………………………………………………1

Background of the Study……………………………………………………………………………………………1

Statement of the Problem………………………………………………………………………………………….2
Hypothesis…………………………………………………………………………………………………………………2
Conceptual Framework………………………………………………………………………………………………3
Significance of the Study…………………………………………………………………………………………….4
Scope and Limitation………………………………………………………………………………………………….5
Definition of Terms…………………………………………………………………………………………………….6

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES………………………………………………….7

CHAPTER 3: RESEARCH METHODOLOGY………………………………………………………………………………11

Research Method and Design……………………………………………………………………………………11

Locale of the Study…………………………………………………………………………………………………..12
Research Respondents………………………………………………………………………………………………13
Research Instruments……………………………………………………………………………………………….14
Sampling Technique………………………………………………………………………………………………….15
Data Gathering Procedure…………………………………………………………………………………………16
Statistical Treatment of Data…………………………………………………………………………………….17

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATON OF

DATA……………………………….18

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS…………………25

REFERENCES………………………………………………………………………………………………………………………….28
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

The term "class environment" refers to the use of existing physical and instructional

resources, as well as the maintenance of discipline in the classroom, in order to facilitate

successful teaching and student learning.

Students' learning is a systematic process of acquiring information or skills that occurs

in or outside of educational institutions via formal or non-formal education systems (Lawal,

2014). The use of diverse pedagogical abilities in classrooms produces productive outcomes

for increasing teaching quality and promoting student learning, which is a crucial component

in raising students' academic achievement (Ramli et al. 2014). It focused on the social and

physical contexts of educational institutions. The social environment refers to teacher-student

interaction and active participation in classroom teaching and learning activities, whereas the

physical environment includes classroom design, classroom decoration, lighting, color,

ventilation, seating arrangements, and ICT-related instructional equipment (Earthman, 2002;

Tanner &

Lockney, 2006).
Another essential factor to examine is the socio-emotional climate in the classroom.

Researchers such as Roeser et al. (2016) and Wentzel (2017) have investigated how teacher

student connections, peer interactions, and the overall classroom atmosphere affect students'

motivation, self-esteem, and, ultimately, academic performance. Understanding these

complicated linkages is crucial for educators and policymakers who want to create conditions

that encourage not only academic achievement but also overall growth.

The classroom environment has a positive impact on students' academic achievement

because it provides physical facilities such as furniture, electricity, painted walls, drinking

water, models, charts, overhead projectors, and other ICT-related instructional material,
 which encourages students to participate in classroom activities and helps them achieve high

exam scores (Kausar, Kiyani, & Suleman. 2017). The provision of physical amenities to

schools, such as a well-equipped library, clean drinking water, well-furnished classrooms, and

laboratories with relevant equipment, is one of the most important aspects in improving

teaching and student learning (Omae et al. 2017).

Statement of the Problem

The main problem of this study is to determine the influence of classroom environment

on students learning outcomes.

Specifically, this study seeks to answer the following questions:

1. What is the state/level of the classroom environment of the respondents in terms of the following

1.1 Physical environment

1.2 Noise in the Classroom, and

1.3 Classroom Seating Arrangements

2. Is there a significant relationship between the classroom environment and the level of the

learning outcome of the respondents?

Hypothesis

1. Is there a significant relationship between the classroom environment and the level of

the learning outcome of the respondents?

H0: there is no significant relationship between classroom environment and students

learning outcomes.

H1: there is a significant relationship between classroom environment and students

learning outcomes.
Conceptual Framework

The influence of classroom environment on students' learning outcomes encompasses

various factors. These include physical elements like seating arrangement, lighting, and

resources, as well as social aspects such as teacher-student interactions and peer relationships.

Additionally, psychological factors like motivation, engagement, and a positive emotional

climate play crucial roles. The interplay of these elements contributes to the overall learning

experience and ultimately affects students' academic performance and cognitive development.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Influence of Classroom
Environment Student Learning
Outcomes
 Seating
arrangement
 Lighting
 Resources

Figure 1. Conceptual Framework of the study showing the relationship between the variable

Significance of the Study

Studying the influence of the classroom environment on student learning outcomes is

crucial as it can provide insights into how various factors impact academic performance. This

research can inform educators about effective teaching strategies, optimal classroom designs,

and supportive atmospheres, ultimately enhancing the overall learning experience for

students. Understanding this influence contributes to educational improvements and helps

create environments that foster better student engagement, motivation, and achievement.

For the community, the study on the influence of the classroom environment on

student learning outcomes is significant as it sheds light on the local education system's

effectiveness. This knowledge empowers community members, parents, and stakeholders to

advocate for positive changes in schools, ensuring that classrooms are conducive to learning.

Improved student outcomes can positively impact the community by fostering a more

educated and skilled workforce, contributing to economic development, and enhancing

overall community well-being. Understanding the link between the classroom environment

and learning outcomes allows communities to actively participate in shaping a better

educational landscape for their children.

For researchers and future researchers, a study on the influence of the classroom

environment on student learning outcomes is significant as it contributes to the existing body

of knowledge in education. It provides a foundation for further inquiry and the development

of evidence-based practices. Researchers can build upon these findings, exploring nuanced

aspects of classroom dynamics, instructional methods, and environmental factors that impact

learning.

For students, the study on the influence of the classroom environment on learning

outcomes holds significant implications. It can provide valuable insights into how their

immediate learning surroundings impact their academic performance and overall educational

experience. Understanding this influence empowers students to actively engage with their

learning environment, advocating for improvements that enhance their focus, motivation, and

comprehension. The findings can also guide students in adopting effective study habits and

strategies tailored to the specific characteristics of their classrooms. Ultimately, awareness of

the relationship between the classroom environment and learning outcomes empowers

students to take an active role in optimizing their own educational journey.

Scope and Limitation

Each study has its own limitations and short comings. We chose to conduct this

research only in Molave Vocational Technical School Campus 2, GAS 1 & 2 GRADE 11

Burgos St., Molave, Zamboanga del Sur. The result of the study is generalized. Only 40

students were selected as the sample of the study.

This study confined to the classroom setting and does not consider external factors

like socio-economic background; it may overlook individual learning preferences, be

influenced by cultural variations, have limited long-term insights, and may not extensively

explore the impact of evolving technologies within the classroom.

The other factors external to the classroom environment, such as home environment,

teacher quality, and students' socio-economic backgrounds, can also impact student learning

outcomes. These should be considered and controlled for within your study.

Definition of Terms

For easy understanding in some terms used in this research the words are theoretically

and operationally defined in this study.

Academic Achievement. Nature of intelligence and its application to academic pursuits,

shedding light on factors that contribute to achievement in various educational context

Classroom Atmosphere. Refers to the various elements that contribute to an effective learning

environment, including teacher-student interactions, physical space, and classroom culture

( Paul Burden,2017)

Classroom Environment. It is a social dynamic and relationship within the classroom,

shedding light on impact of peer interactions on the learning environment ( Peter

Blatchford,2016)
Learning Outcome. Refers to specific statements that articulate what learners should know or

be able to do after engaging in an educational experience ( Anita Woolfolk, 2020 ).

Social Learning. Involves acquiring through observing, imitating, and interacting with

other in social context ( Albert Bandura, 2017 ).

 CHAPTER II

REVIEW OF RELATED LITERATURE

This Chapter provides several studies coming from different researchers, which are

closely related to this research study.

Classroom Environment

The term "class environment" refers to the use of existing physical and instructional

resources, as well as the maintenance of discipline in the classroom, for successful teaching

and greater student learning (Williams, 2016). It is a conglomeration of internal and external

elements such as curriculum, teaching techniques, instructors' conduct and contact with

students, learning atmosphere, academic and social environment, and support services utilized

in the classroom for teaching and learning (Jawaid & Aly 2014). It is a wide range of tactics

and abilities used in classrooms that allow teachers to keep pupils focused, organized, and

actively engaged in classroom activities in order to achieve fruitful outcomes (Arshad et al.

2018).

The classroom according to Adesua (2014) environment is an important, most

powerful sand effective instrument of socialization where learners from different socio-

economic backgrounds come together to learn.

In the school environment, factors such as acoustics, light, colour, temperature, and

seat arrangement may improve or hinder students' academic performance in classrooms

( Apter, 2014). The most significant factors affecting the learning process are noise,

temperature and seat arrangement.

Physical environment

The physical learning environment in the classroom consists of the spatial

arrangement of furniture, walls, ceiling, blackboard, lighting, fittings, decorative elements,

and any physical facilitators of teaching and learning in the classroom. A stimulating physical

environment is an agent of intellectual stimulation and an important aspect in the child's

educational development.

An adequate learning environment, according to Asiyai (2011), is crucial for safety,

active learning, and development. She claimed that such an environment is beneficial and

effective for functional training of the mind, heart, and hand. All kids and youth need a

learning environment that is safe, courteous, caring, and pleasant. The learning environment

should create a sense of belonging, delight in learning, diversity, and respectful, responsible,

and caring connections.

The Classroom Architecture and Its Impact on Academic Performance of students

Acoustics, light, color, temperature, and seat arrangement in the school environment

may promote or impair children' academic performance in classes (Apter, 2014). Noise,

temperature, and seat arrangement are the most important elements influencing learning.

Noise in the Classroom as Part of the School Learning Environment

Noise can be static, variable, or semantic in nature. Noise in the classroom might be

caused by external stimuli either background noise or directly from students as activity

sounds. Background noise can come from outside (traffic noise, noises in hallways, noises

from the playground) or from within (passive noise from equipment such as heating,

ventilation, air conditioning, and technological gadgets).(2017) (Bluyssen). Regardless of the

activities in the classroom, these factors contribute to an increase in noise. Background noise

has a direct influence on pupils (Persson-Waye, Fredriksson, Hussain-Alkhateeb, Gustafsson,

& van Kamp, 2019) and teachers (Karjalainen, Brännström, 2019). Christensson et al., 2020;

Sahlén et al., 2020; Lyberg-hlander et al., 2020).

The activity noises, on the other hand, are generated by the students themselves and

include the handling of various objects, the movement of seats and tables, moving about, and

conversing (Sala & Rantala, 2016). The degree of activity noise varies according to the

subject being taught, the number and age of pupils, and the educational philosophy (Sala &

Rantala, 2016). As a guideline for community noise, the World Health Organization (2015)

proposes a recommended background noise level of 35 dBA during lesson instruction. A

value of 40 dB is considered noise pollution for proper speech transmission in the classroom

(Hadzi-Nikolova et al., 2013; Yassin et al., 2016).

Although some research show that noise causes general health problems (Hadzi-

Nikolova et al., 2013; Seetha, Karmegam, Ismail, Sapuan, Ismail, and Moli, 2008;

Kristiansen, Persson, and Lund, Shibuya & Nielsen, 2013; Cutiva & Burdorf, 2015) and

emotional problems such as stress, lack of energy, lack of interest in work, and low

motivation (Kristiansen et al., 2013; Kristiansen, Lund, Persson, Shibuya, Nielsen, & Scholz,

2014), the majority of them suggest that voice and vocal behavior is an important factor.

Due to the constraints of regulating the noise in the evaluation, it is difficult to

evaluate how acoustic settings impact cognitive ability (Klatte, Bergström, & Lachmann,

2013).

Nonetheless, pertinent data should be included in this evaluation. According to Klatte et al.

(2013), there is evidence of the impacts of noise on children's learning, particularly in

nonauditory domains including short-term memory, reading, and writing.

Color in the Classroom as an Aspect of School Learning Environment

"The way color affects our mental and emotional constitution dates to the ancient

Egyptians who studied the effects of color on mood and used them to accomplish holistic
benefits" (Pomroy,2019, p. 5). However, the impact of color on a person's mood is sometimes

disregarded in schoolroom design. Color is still an important component to consider since it

affects emotion, efficiency, and learning.

"The way color affects our mental and emotional constitution dates to the ancient

Egyptians who studied the effects of color on mood and used them to accomplish holistic

benefits" (Pomroy,2019, p. 5). However, the impact of color on a person's mood is sometimes

disregarded in schoolroom design. Color is still an important component to consider since it

affects emotion, efficiency, and learning.

Although white is frequently referred to be a natural hue and is widely regarded for its

professional quality, many people are unaware of its hidden influence (Kwallek & Lewis,

1990; Stone, 2001, in Jalil, Yunus,Said, 2012). Indeed, Jalil, Yunus, and Said (2012)

presented a series of research that demonstrated a reduction in performance owing to the

influence of white color.

Furthermore, a survey conducted by Kurt, an associate professor in the Department of

Architecture at Cyprus International University, Nicosia, and Osueke (2014), from the

Zedrock and Herman Architecture, Nigeria, revealed that the majority of college students

thought white walls were boring and uninteresting. White walls, in essence, may have a

negative impact on pupils' morale and productivity.

Duyan and Unver (2016) published "A Study on the Effect of Classroom Wall

Colors." In this study, they looked at the association between classroom wall colors and

student attentiveness using five different hues: red, yellow, green, blue, and purple. As a

consequence, the hues were red, yellow, green, blue, and purple, counting from the lowest

attention test results. Because there are only three classes in this experiment, the researcher

chose the bottom, middle, and top colors from a palette of five, which ended up being red,

green, and purple.

How Classroom Seating Arrangements Affect the School Learning Environment

"Classroom seating arrangements are not only important for students' academic

development, but also for their social functioning in the classroom" , (Ghana, 2017, p. 1).

According to his research, the most successful seating arrangements are the U-shape, square,

and stadium seating because they establish and foster team building and, most importantly,

cooperation in the classroom.

Furthermore, Marx and Hartig (2000) discovered that students seated in a semi-circle asked

more questions than students seated in rows. They saw this as a favorable result since

Children's questioning behavior allowed them to get clarification and knowledge. Ridling

(1994) investigated the effects of three various seating configurations (rows, clusters, and u-

shaped) on students' interactive verbal conduct in a similar study. He discovered that students

who sat in clusters or u-shaped rows participated in more interactive verbal activities than

those who sat in regular row sitting. He also discovered that alternate sitting was beneficial

setups enabled teachers to make their sessions more interactive and collaborative among

themselves students.

Student Learning Outcome

Anderson, J., Thompson, M., & Ramirez, E. (2021). Developmental Psychology, 56(4),

712-725, "Cognitive Development and Student Learning: A Longitudinal Perspective."

Longitudinal research like this one shed light on the course of cognitive development and its

implications for student learning outcomes. Understanding how the cognitive processes

impacted by the classroom environment, as investigated by Smith et al., fit with wider

cognitive development theories expands our understanding of the complexities involved in

determining student outcomes.

According to Asiyai (2014), the classroom atmosphere influences students' motivation and

learning. Maxwell (2016) discovered that students' performance is linked to the building
condition through social environment and student attendance. Suleman and Hussain (2014)

concluded that a well-managed and energetic classroom atmosphere improves students'

learning outcomes . Suleman and Hussain (2014) investigated the influence of the classroom

physical environment on the performance of control and experimental groups. The data

demonstrated that the pupils in the experimental group performed better than the control

group. Umar (2017) discovered that classroom environment has a tremendous impact on

pupils' academic achievement.

 CHAPTER III

METHODOLOGY

This section presents the research design, research respondents, research setting,

research instrument, validation of instrument, data gathering procedure, statistical technique

used.

Research Design

To achieve the main objectives of the study, it will only focuse on case study.

However, the objectives of the research required quantitative data collection. Therefore, this

study will utilized questionnaires for a survey. The purpose of this design in the study is to

constellate more information from the respondents.

Research Respondents

The respondents of this study are the GAS 1 & 2 Senior High School students of

Molave Vocational Technical School, Campus 2. Only 40 respondents will be picked up as a

sample size. The students for the study are chosen randomly.

Research locale

The study will be conducted at Molave Vocational TechnicalSchool Campus

2, where the respondents presently studied.

Research Instrument

A survey questionnaire will be utilized in this study, it contains questions that will

answer the specific problem of the study.

The date gathering instrument was structured as a Likert scale ranging from 1-4.

Where in the (1) Strongly Disagree, (2) Disagree, (3) Agree, (4) Strongly Agree. This scale

helped the researchers to analyze the results of conducting data-gathering.

Data Gathering Procedure

The researcher will ask permission from the teachers of the department to conduct the

study, this permission letter will be shown to the students after it is granted the researchers

will distribute the questionnaire to the respondents. Then, the gathered data was retrieved,

tabulated, analyzed, and interpreted. Somehow, the collection of data is gathered through a

survey questionnaire, and the process of the survey the researcher is conducted by using

unstructured questions.

Statistical Treatment of the Data

Data will be analyzed through the use of descriptive statistics, such as the mean, and

percentages, to provide an overview of the influence of classroom environment on students

learning outcomes. T-tests and ANOVA will be used to compare the differences between the

impact of productivity and socialization among each track.

Percentage

It shows the percentage of students' response in GAS 1 & 2 Grade 11 about factors

that influence their learning outcomes (physical environment, classroom seating arrangement,

and classroom noise level).

Sample Mean

Where:

Ex= is the sum of all data values

n = number of sample items

 The data that will be gathered by the researcher from the scales answered by the

respondents will be calculated using sample mean formula to find the average of a sample of

data that represents a larger set.

T-test

It is used to determine if there is a statistically significant influence of classroom

environment on students learning outcomes

Where:

x = observed mean of the sample

μ= assumed mean

s= standard deviation

n= sample size
 Chapter IV

Presentation Analysis, and Interpretation of Data

This section presents the result of the study on the influence of classroom

environment on students' learning outcomes. Throughout the data-gathering procedure, the

researcher obtained responses from a total of 20 students from General Academic Strand 1

(GAS 1) and 20 students from General Academic Strand 2 (GAS 2) Grade 11. Its findings

were based on the data gathered through survey questionnaires. Among the respondents

gathered, the number of participants was equal to the GAS 1 Grade 11; 50% (20) were GAS

1 students, and 50% (20) were GAS 2 Grade 11 students. The results of the study were

presented using a table and were interpreted by the researchers.

Profile of the Respondents

The graph presents the distribution of respondents according to age.

40 Senior High School respondents answered the questionnaires. The majority

of them are 16 years old garnering 47.5% of the total number of respondents.

Distribution of Age
10% 5%

38% 48%

15 16 17 18
Distribution of Gender

The table presents the distribution of respondents according to their gender.

This table only indicates that most of the respondents are female with 50% and there

is only 50% of male respondents.

50% 50%

Female Male

Scale

Point Scale Range Explanation

1 1.00 – 1.74 Strongly Disagree

2 1.75 – 2.49 Disagree

3 2.50 – 3.24 Agree

4 3.25 – 4.00 Strongly Agree

Presentation of Data
 Research Question 1: What is the state/level of the classroom environment of the

respondents in terms of the following:

Physical Environment

Indicators Mean Interpretation

1.The lighting in the 3.53 Strongly Agree

classroom important
during lectures.

2.Students tend to 3.40 Strongly Agree

be more attentive
and perform better
academically in
classroom that are
visually appealing
and well-decorated.

3.The students often 3.28 Strongly Agree

distracted by other
visual items in the
classroom.

4.The lightning in 3.18 Agree

the classroom
appropriate during
audio/visual
presentation

Table 1.1 demonstrates the mean of GAS 1& 2 Grade 11 at Molave Vocational

Technical School perception on how Physical Environment influence the Learning Outcome

of students. The data reveals a larger mean of 3.53 students strongly agreed, this indicates

that physical environment have a negative impact on the learning outcome of student. On the

other hand, a small portion 3.18 agreed with the given question

Seating Arrangement
 Indicators Mean Interpretation

5. Students are 3.48 Strongly Agree

bothered by a
crowded classroom
environment.

6. The seating 3.35 Strongly Agree

arrangement in the
classroom is
appropriate?
7. The seats in the 2.98 Agree
classroom are
comfortable
8. The classroom 3.50 Strongly Agree
seating arrangement
impact student
engagement and
learning outcome.

Table 1.2 shows the mean of students in GAS 1 & 2 Grade 11 at Molave Vocational

Technical School interpretation on how seating arrangements influence the students learning

outcomes. The data shows a 3.50 mean of students who strongly agrees, while 2.98 agreed,

this highlights that seating arrangement adversely impact their learning outcomes.

Classroom noise level

 Indicators Mean Interpretation

9. The noise 3.45 Strongly agree

from outside
often a problem
in the classroom.
10. the noise in 3.47 Strongly agree
the classroom
affect how well
students do on
tests.
11. The 3.45 Strongly agree
classroom noise
level affect
student
concentration
and academic
performance
12. the current 3.38 Strongly agree
classroom noise
level conducive
to effective
teaching and
learning

Table 1.3 shows the mean of students in the GAS 1&2 Grade 11 at Molave

Vocational Technical School regarding the classroom noise level on how it influence the

students learning outcome . The data shows 3.47 majority of students strongly agreed,

considering that noise negatively

Indicator Mean Interpretation
influence their learning
13. Student 3.53 Strongly Agree
outcomes. productivity is
affected by their
classroom
Research environment. Question 2. Is
14. There is 3.55 Strongly Agree
there a significant significant
relationship
relationship between the between the
classroom
classroom environment environment and
and the level of
the level of the learning learning
outcome.
outcome of the 15. The quality 3.32 Strongly Agree respondents?
of the classroom
environment
directly impacts
the level of the
learning
outcomes.
 Table 2 shows the mean of students in GAS 1 & 2 Grade 11 at Molave Vocational

Technical School perspective if there is a significant relationship between the classroom

environment and students learning outcomes. The data shows that 3.55 mean of students

strongly agreed this proved that there is a significant relationship between the classroom

environment and students learning outcome.

 CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSIONS,

RECOMMENDATIONS

This chapter is organized into three sections. The first section provides an overall

summary of the study, followed by a summary of the findings and their conclusions, and

concludes with recommendations for future researchers.

SUMMARY OF FINDINGS

The main purpose of the study "The Influence of Classroom Environment on

Student Learning Outcomes" is to examine how various aspects of the classroom

environment impact students' academic performance, engagement, and overall well-being. By

investigating the physical, social, and emotional dimensions of the classroom environment,

the study aims to identify factors that contribute to or hinder student learning outcomes.

Ultimately, the study seeks to provide insights and practical recommendations for educators

to create conducive learning environments that optimize student success.

Employing a cross-sectional descriptive design, this study concentrates on GAS 1 & 2

(General Academic Strand) Senior High School students enrolled at Molave Vocational

Technical School, Campus 2. From this population, 40 respondents will be randomly selected

to participate. The criteria for inclusion are straightforward: participants must be currently

enrolled in either GAS 1 or GAS 2 at the specified campus and express willingness to take

part in the study. The utilization of random sampling methodology ensures fairness and

impartiality in participant selection, thereby reducing potential biases and bolstering the

credibility of the study's findings.

 In essence, this study aims to address gaps in understanding regarding the dynamics

of the classroom environment and student learning outcomes. By methodically studying

diverse environmental characteristics and their impacts on students, the study seeks to

provide educators with practical recommendations for designing learning environments that

enhance the achievement of students.

CONCLUSION

The results from the findings of this study showed that the current classroom

environment at Molave Vocational Technical School is not adequately conducive to

supporting students' learning outcomes. Across various dimensions including lighting, seating

arrangements, and noise levels, students expressed dissatisfaction and indicated that these

factors negatively impact their academic performance. This suggests a need for targeted

interventions and improvements to create a more supportive and effective learning

environment. By addressing these concerns, educators and administrators can work towards

enhancing student engagement, focus, and ultimately, academic success within the school.

The findings of this study, in conjunction with earlier ones, consistently indicate

that the classroom environment significantly influences students' learning outcomes. Whether

it's the physical environment, seating arrangements, or noise levels, the data consistently

show that these factors play a crucial role in shaping students' academic performance.

Previous research has also highlighted similar trends, emphasizing the importance of creating

a conducive learning environment to support student engagement and success. Therefore,

these findings underscore the need for ongoing efforts to improve and optimize the classroom

environment, ensuring that it fosters a positive and enriching educational experience for all

students.
RECOMMENDATIONS

 In connection with the ongoing study, the researchers humbly suggest to the concerned

individual Recommendations. Having patience, cooperation and unity shows a good

outcome.

 This study will exclusively target senior high school students enrolled in the General

Academic Strand at MVTS. Therefore, the findings may not be applicable to students in

other programs or schools with differing characteristics.

 The research will utilize a limited sample size of senior high school students from

MVTS, which could potentially hinder the representativeness of the results. Additionally,

the small sample size might impact the statistical power of the analysis and the ability to

identify significant relationships.

 Data collection will rely on self-reported measures, which may introduce biases such as

social desirability or recall errors. Participants might either overestimate or underestimate

their social media usage or academic performance, leading to potential inaccuracies in

the data.

 Prioritize improvements in lighting and visual environment to ensure optimal

illumination and minimize distractions during lectures and presentations.

 Revise seating arrangements to enhance student comfort and engagement, considering

flexible seating options and regular assessments of seating configurations.

 Develop effective noise management strategies to mitigate disruptions both within and

outside the classroom, such as installing sound-absorbing materials and establishing clear

guidelines for noise reduction.

 Conduct regular environmental assessments to identify areas for improvement and

implement targeted interventions based on feedback from students and teachers.

 Provide teacher training and professional development opportunities focused on

classroom management and environmental design to equip educators with effective

strategies.

 Foster collaborative efforts among administrators, teachers, students, and parents to

actively involve all stakeholders in the process of improving the classroom environment.
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fbclid=IwZXh0bgNhZW0CMTAAAR0gjOZmJVwjz5z7aWvVSvsN_Temk6Cgt5wJtSO16qI
-ktpOAX1-JkJIzKk_aem_AT1VEEK_3z56kE1bIqBxxUbi7H2ZYdAaS8cSWXNQMtHfF-
_SKo76Bzn02QPS4H7hTyuI-siuECpSiftEGC2RfQZD
https://psppjournals.org/index.php/jerp/article/view/42?
fbclid=IwZXh0bgNhZW0CMTAAAR0gjOZmJVwjz5z7aWvVSvsN_Temk6Cgt5wJtSO16qI
-ktpOAX1-JkJIzKk_aem_AT1VEEK_3z56kE1bIqBxxUbi7H2ZYdAaS8cSWXNQMtHfF-
_SKo76Bzn02QPS4H7hTyuI-siuECpSiftEGC2RfQZD
https://scienceacademique.com/archives/338
https://www.scribd.com/document/692359536/Effects-of-Classroom-Environment-for-
Improving-Students-Learning

RACHELLE PRYLE A. ANGUS

Purok, 7, Lower Lodiong, Tambulig, Zamboanga del Sur

Call number: 09709533438

Email Address: rachelleangus579@gmail.com

PERSONAL DATA

Nickname: Pryle

Birthday: April 9, 2006

Birthplace: Lower Lodiong, Tambulig ZDS

Age: 18

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Romel M. Angus

Mother's Name: Fe A. Angus

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: San Isidro High School

Elementary School: Riverside Elementary School

NEYA DANIELLE R. MANTOS

Daniel C. Mantos, Mahayag Zamboanga del Sur

Call number: 09650374256

Email Address: mantosneyadanielle@gmail.com

PERSONAL DATA

Nickname: Neya

Birthday: April 13, 2006

Birthplace: MAHAYAG ZDS

Age: 18

Nationality: Filipino

Religion: Seventh-Day Adventist

Civil Status: Single

Father's Name: Osias Jr. G. Mantos

Mother's Name: Evangeline R. Mantos

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: Daniel C. Mantos National High School Technical School

Elementary School: Daniel C. Mantos Elementary School

DANECIL B. DELA CRUZ

Purok, 5, Lower Lodiong, Tambulig, Zamboanga del Sur

Call number: 09077485731

Email Address: dcel75173@gmail.com

PERSONAL DATA

Nickname: Dani

Birthday: May 2006

Birthplace: Lower Lodiong, Tambulig, Zamboanga del Sur

Age: 18

Nationality: Filipino

Religion: Bible Baptist

Civil Status: Single

Father's Name: Danny C. Dela Cruz

Mother's Name: Danecil L. Bongcayao

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: Tambulig National High School

Elementary School: Tambulig Central Elementary School

RYNA JANE N. ARONG

Bogo Capalaran,Molave Zamboanga del Sur

Call number: 09077485731

Email Address: rynajanenucosarong@gmail.com

PERSONAL DATA

Nickname: Ryna

Birthday: August 22, 2005

Birthplace: Molave ZDS

Age: 18

Nationality: Filipino

Religion: Church Of God

Civil Status: Single

Father's Name: Edwin M. Arong Sr.

Mother's Name: Mercydita N. Arong

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: Molave Vocational Technical School

Elementary School: Lo. Dimalinao Elementary School

ANGELYN A. YBAÑEZ

Diwan Mahayag Zamboanga del Sur

Call number: 09127641889

PERSONAL DATA

Nickname: Anne

Birthday: October 12,2005

Birthplace: Diwan Mahayag ZDS

Age: 17

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Jungie H. Ybañez

Mother's Name: Alma A. Ybañez

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: Molave Vocational Technical School

Elementary School: Diwan Elementary School

CHRYSLER JERICH B. TRASONA

Parasan, Molave, Zamboanga del Sur

Call number: 09386772653

Email Address: chryslerjerich@gmail.com

PERSONAL DATA

Nickname: CJ

Birthday: September 30, 2006

Birthplace: Parasan, Molave, Zambonga del Sur

Age: 17

Nationality: Filipino

Religion: Catholic

Civil Status: Single

Father's Name: Efren Lambojon Trasona jr.

Mother's Name: Charlene Barrera Trasona

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School: Molave Voacational Technical School

Elementary School: Parasan Elementary School

HALASAN

Zamboanga del Sur

Call number: 09

Email Address:

PERSONAL DATA

Nickname:

Birthday:

Birthplace:

Age:

Nationality:

Religion:

Civil Status:

Father's Name:

Mother's Name:

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School:

Elementary School:
Kennith Tarucan

Zamboanga del Sur

Call number: 09

Email Address:

PERSONAL DATA

Nickname:

Birthday:

Birthplace:

Age:

Nationality:

Religion:

Civil Status:

Father's Name:

Mother's Name:

EDUCATION BACKGROUND

Senior High School: Molave Vocational Technical School

Junior High School:

Elementary School:
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
MOLAVE VOCATIONAL TECHNICAL SCHOOL
Molave, Zamboanga del Sur

Dear Respondents,

Greetings!

We, the Grade 12 – GAS student are conducting a Survey on “The Influence of
Classroom Environment on Students Learning Outcomes.” As part of the subject
requirements in 3is.

We would like to request you to be one of our respondents in our study. We hope you
can help us by answering the survey sincerely and truthfully.

Thank you for your time & participation.

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
MOLAVE VOCATIONAL TECHNICAL SCHOOL
Molave, Zamboanga del Sur

April 4, 2024

Grace M. Forniz
Assistant School Principal
Molave Vocational Technical School
Burgos St. Brgy. Makuguihon Molave, Zamboanga del Sur

Greetings!

We Grade 12-GAS students of Molave Vocational Technical School (MVTS) under

the General Academic Track will conduct a research study in the fulfillment of the
requirement in our 3is.

In connection with this, we would like to ask permission from your good office to
conduct an interview under the research entitled “The Influence of Classroom
Environment on Students Learning Outcomes” where 40 GAS Grade 11 Senior High
School students of Campus 2 are the participants.

Rest assured that the data gathered shall be used for the purpose of research and will
be treated with utmost confidentiality.

Thank you for your kind consideration and God bless.

Respectfully yours,
Rachelle Pryle A. Angus Angelyn Ybanez Ryna Jane N. Arong
Chrysler Jerich Trasona Neya Danielle R. Mantos Danicel B. Dela Cruz
Regenmae Halasan Kenith Tarucan

Noted by: Approved by:

CLAIRE KATE T. ALVAREZ Grace M. Forniz

Research Adviser HT-V, OIC / Assistant School Principal
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
MOLAVE VOCATIONAL TECHNCAL SCHOOL
Molave, Zamboanga del Sur

SURVEY QUESTIONNAIRE

Name (optional): Date:

Grade & Section: Sex:

Dear Respondents,
Greetings!
We the Grade-12 Gas students are conducting a survey on “ Influence of
Classroom Environment on Learning Outcome” as part of the subject requirement in
Inquiries Investigation and Immersion (3i’s).
We request your honest and truthful answer to this survey. Trust that your
responses will be treated with utmost care & confidentiality
Thank you for your time and participation
DIRECTION: Read the questions and statements below thoroughly. Check the
box which indicates your answer.

Indicators Strongly Disagree Agree Strongly

Disagree Agree

(1) (2) (3) (4)

1.The lighting in the classroom

important during lectures.
2.Students tend to be more attentive and
perform better academically in classroom
that are visually appealing and well-
decorated.
3.The students often distracted by other
visual items in the classroom.
4.the lightning in the classroom
appropriate during audio/visual
presentation
5. Students are bothered by a crowded
classroom environment.
6. the seating arrangement in the
classroom is appropriate?
7. the seats in the classroom are
comfortable
8. The noise from outside often a
problem in the classroom.
9. the noise in the classroom affect how
well students do on tests.
10.Student productivity is affected by
their classroom environment.

DOCUMENTATION