CHAPTER I

THE PROBLEM AND ITS SETTING

1.1 Introduction
Ergonomics, also called human factors engineering, is the study of how

people interact with their surroundings. It focuses on designing spaces, tools, and

equipment to improve comfort, safety, and efficiency. Around the world,

ergonomics is widely recognized for its role in boosting productivity and reducing

health risks in workplaces, schools, and public areas. The International

Ergonomics Association defines it as the science of designing work environments

to suit the user's physical abilities, which helps prevent injuries like muscle strain

and other health problems (International Ergonomics Association, 2025).

In the Philippines, the value of ergonomics is becoming more recognized,

especially in workplace safety and employee health. The Human Factors and

Ergonomics Society of the Philippines (HFESP) promotes its practice through

education and training. It collaborates with schools, industries, and government

agencies to improve ergonomic standards and enhance the well-being of Filipino

workers (Human Factors and Ergonomics Society of the Philippines, 2025).

Good ergonomics in schools is important for students' health and academic

success. Since students spend long hours in classrooms, their learning

environment affects their comfort and concentration. Ergonomic school design

focuses on creating workspaces that fit students’ needs, reducing discomfort,

tiredness, and the risk of long-term physical problems (Hudson Weekly, 2024).

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 One key principle of school ergonomics is maintaining proper posture.

Students should sit with their feet flat on the floor, back supported, and screens at

eye level to avoid strain. Adjustable desks and chairs can greatly improve their

comfort, helping them stay focused throughout the day (Hudson Weekly, 2024).

In the classroom, ergonomics aims to create a comfortable and effective

learning space. Poorly designed furniture and layouts can lead to discomfort and

distraction. It is essential that desks and chairs support students' natural posture

and movements. Adjustable furniture allows students to customize their seating for

better comfort. Additionally, incorporating short breaks and physical activities can

prevent the negative effects of sitting for long periods (Accredited Rehabilitation

Consultants, 2021).

The classroom layout also plays a big role in students' ability to focus. A

well-organized classroom should have enough space for movement and ensure

that students can clearly see the teacher and instructional materials. Proper airflow

is necessary to maintain good air quality and avoid discomfort from poorly

ventilated spaces (Benny Kuriakose, 2023).

Lighting is another important factor. Natural light is best, but when artificial

lighting is needed, it should be evenly spread and glare-free. Blue light can improve

focus, while warm light can create a more relaxed atmosphere. Adjustable lighting

systems help create a comfortable learning space (OpenMind School, 2022).

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 Noise control is also essential. Too much noise can cause stress, reduce

focus, and impact learning. Using materials like cork, cellulose, or expanded clay

for sound absorption can help create a quieter environment (OpenMind School,

2022).

Classroom furniture should be designed for comfort and flexibility.

Ergonomic chairs and desks that can be adjusted in height help students maintain

a good sitting position, reducing strain on the lower back, neck, and shoulders

(Hudson Weekly, 2024).

Clear signage in classrooms helps maintain organization, safety, and

communication. Signs indicating emergency exits, fire extinguisher locations, and

first-aid kits ensure quick responses in emergencies. Additionally, well-placed

signs keep the classroom structured and help students easily find materials,

promoting a clean and orderly space (Signworks, 2025).

Educational posters and charts can enhance learning by providing useful

information. Directional signs help students and visitors navigate the school,

especially in larger buildings or for newcomers (Signworks, 2025).

This study created a classroom that enhances both physical comfort and

learning for Grade 4-del Pilar students at Sabanilla Elementary School. By

applying ergonomic principles, seek to improve students’ experiences, reduce

physical discomfort, and support better academic performance. The goal is to

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provide recommendations for designing classrooms that foster a positive and

productive learning environment.

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1.2 Statement of the Problem

In many educational institutions, classroom environments are not

adequately designed to support students' physical well-being and academic

performance. Problems such as poorly designed furniture, inadequate lighting,

improper ventilation, excessive noise, and lack of ergonomic considerations

contribute to discomfort, poor posture, and decreased focus among students.

Additionally, damaged infrastructure, such as broken ceilings, malfunctioning

comfort rooms, and faulty lighting fixtures, further worsen these issues, leading to

safety risks and an overall decline in learning conditions.

The proponents improved the classroom environment at Sabanilla Elementary

School, particularly in Grade 4, Section del Pilar, by addressing the following

questions:

1. What is the current state of Grade 4, Section del Pilar in terms of:

a. Student Workstation Ergonomics

b. Classroom Environment

c. Teacher Workstation Ergonomics

d. Training and Awareness

2. What strategies can be employed to implement the proposed ergonomic

enhancements?

3. How can the effectiveness of the implemented ergonomic solutions be

assessed?

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1.3 Research Objectives

The proponents achieved the following objectives to enhance the classroom

environment at Sabanilla Elementary School, particularly in Grade 4, Section del

Pilar:

1. Assess the current state of Grade 4, Section del Pilar in terms of:

a. Student workstation ergonomics

b. Classroom environment

c. Teacher workstation ergonomics

d. Training and awareness

2. Develop strategies for implementing the proposed ergonomic

enhancements.

3. Evaluate the effectiveness of the implemented ergonomic improvements.

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1.4 Significance of the Study

This study is significant for several key participants:

For Students. Enhancing ergonomic conditions in classrooms can improve

posture, reduce physical discomfort, and enhance focus, leading to better

academic performance.

For Educators. A well-designed and properly maintained classroom

environment allows teachers to deliver lessons effectively without distractions

caused by poor lighting, noise, or infrastructure issues.

For School Administrators. The findings provide insights into the

importance of ergonomic design and structured facility maintenance, leading to

better planning and budgeting for infrastructure improvements.

For Maintenance Staff. The study introduces systematic maintenance

practices through the 5S methodology, ensuring a cleaner, more organized, and

sustainable school environment.

For Future Researchers. The research contributes to the field of

educational ergonomics and facility management, serving as a reference for future

studies on optimizing learning environments.

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1.5 Scope and Delimitation

The study focused on ergonomic assessment and facility conditions in

classrooms in Grade 4 – Del Pilar. It examines the design and functionality of

furniture, lighting, ventilation, and noise control to determine their impact on

student comfort and learning efficiency. The research applies the 5S methodology

to classroom maintenance and organization. It includes evaluations of damaged

infrastructure, such as broken ceilings, malfunctioning comfort rooms, and faulty

lighting, and proposes improvements.

The study does not cover major renovations or structural redesign beyond

minor ergonomic adjustments and maintenance interventions. It does not analyze

curriculum or teaching methods but rather focuses on the physical learning

environment. The research is limited to the selected institution and does not

include other schools or educational facilities.

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1.6 Theoretical Framework

• Ergonomics plays a pivotal role in shaping effective and health-

conscious learning environments within public classrooms. Proper

ergonomic design significantly enhances students' physical well-

being, concentration, and overall academic performance. A study by

Soltaninejad et al. (2021) emphasizes that the physical environment,

including appropriate furniture and classroom layout, directly

influences students' creativity, cognitive development, and social

behaviors. The research underscores the necessity for educational

spaces to be designed considering anthropometric measurements to

accommodate the diverse physical needs of students, thereby

promoting comfort and reducing the risk of musculoskeletal issues.

The integration of the 5S methodology systematic approach aimed

at organizing and optimizing the workplace—with cognitive

ergonomics, which focuses on aligning work environments with

human cognitive abilities, has been explored in various studies. For

instance, research has demonstrated that implementing 5S practices

can lead to enhanced workplace organization and efficiency,

contributing to a culture of continuous improvement. Additionally,

studies have shown that applying cognitive ergonomic principles in

virtual design can reduce cognitive friction and enhance user

interaction. Furthermore, implementing 5S in manufacturing settings

has been associated with reduced tool searching time, thereby

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 decreasing cognitive strain associated with disorganization.

Furthermore, prioritizing ergonomics in public classroom design is

essential for promoting students' physical health, enhancing their

learning capabilities, and ensuring a productive educational

environment. Educational institutions must recognize the profound

impact of ergonomic considerations and proactively implement

strategies that cater to the diverse needs of their student populations.

• Facility Layout. A safer school creates a secure, safer, comfortable

and healthy feeling for students and teachers both in normal and in

disaster situations. By implementing the standard of structures and

infrastructures with resilience to disaster, and implanting the safer

culture, schools can protect the school community and surrounding

environment from disaster risk (Mubita, 2021)

According to a study of Barrett et al. (2018) entitled, “The impact of

school infrastructure on Learning: A synthesis of the evidence,” even

after taking students' socioeconomic circumstances into

consideration, investing resources on high-quality school

infrastructure is highly linked to better learning outcomes. It

highlights the necessity of a comprehensive approach to school

design that takes into consideration the demands of the community,

instructors, and students in addition to the architectural features of

the buildings. Older school facilities have sentimental value and

enhance the history of the community (Greim, 2005). By improving

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 an existing school with new building systems, overall operational

costs decrease (Greim, 2005). Renovated school facilities provide

improved learning environments through healthier and safer learning

environments (Greim, 2005).

• Human Factors Engineering. The research is grounded in

ecological systems theory and human factors engineering, both of

which emphasize the interplay between individuals and their learning

environments. Bronfenbrenner’s ecological systems theory (1979)

highlights how various environmental factors influence human

development, with the classroom functioning as a microsystem that

directly affects students’ learning experiences. Ergonomic standards

play a crucial role in optimizing this microsystem, fostering a

supportive and efficient educational environment.

Human factors engineering, which focuses on designing

environments that enhance human well-being and performance,

offers a practical framework for implementing ergonomic

improvements. Central to this approach is the principle of person-

environment fit, which posits that optimal functioning occurs when

environmental demands align with individual capabilities. By

applying ergonomic principles—such as proper furniture dimensions,

adequate lighting, and effective spatial organization, the study seeks

to minimize physical strain while enhancing student comfort and

engagement. Additionally, Gibson’s (1979) theory of affordances,

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which suggests that environments provide opportunities for action, is

incorporated. Well-designed ergonomic interventions should

facilitate active learning, collaboration, and exploration, ultimately

enriching students’ overall educational experiences. This integrated

theoretical approach provides a solid foundation for understanding

how ergonomic enhancements can contribute to an improved

learning environment in Grade 4 - Section Del Pilar.

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1.7 Conceptual Framework

INPUT PROCESS OUTPUT

• Current state of Grade • Observation • Proposed ergonomic

4, Section del Pilar in • Interview enhancements for Grade
terms of: • Audit 4, Section del Pilar
• Student Workstation • Data Analysis • Re-assessment of the
Ergonomics situation of Grade 4,
• Data Interpretation
• Classroom Section del Pilar in
• Implementation terms of:
Environment
• Evaluation • Student Workstation
• Teacher Workstation
Ergonomics Ergonomics
• Training and • Classroom
Awareness Environment
• Teacher Workstation
Ergonomics
• Training and
Awareness
• Enhanced environment
for Grade 4, Section del
Pilar.
• Conclusion
• Recommendation

Figure 1.1: Conceptual Framework

This study improved the workplace conditions in Grade 4 – del Pilar at

Sabanilla Elementary School using the Input-Process-Output (IPO) model. The

first step involves assessing the current situation by evaluating the student

workstation, classroom environment and analyzing the office layout.

The process includes observing, conducting interviews, performing audits,

analyzing data, interpreting findings, implementing changes, and evaluating

results. Through these steps, the study identifies areas for improvement, focusing

on organization and cleanliness.

The expected outcomes include reviewing the effectiveness of ergonomics

implementation, recommending layout improvements, and enhancing the overall

work environment. Additionally, the study will provide practical suggestions for

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further improvements and evaluate the results of the changes. This structured

approach aims to create a more organized, efficient, and comfortable workplace

for the students in Grade 4 – del Pilar at Sabanilla Elementary School.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Review of Related Literature

Ergonomics, or human factors engineering, is important in maximizing

physical spaces for better safety, comfort, and efficiency (International Ergonomics

Association, 2025). For the context of education, ergonomics seeks to enhance

the learning environment through making sure students are provided with

comfortable and well-designed furniture, proper light, good ventilation, and minimal

distractions resulting from loud noises (Hudson Weekly, 2024). These elements

greatly impact students' academic outcomes, physical health, and levels of

concentration (Accredited Rehabilitation Consultants, 2021).

Educational spaces significantly impact students' physical health, cognitive

function, and learning outcomes. Research has shown that poorly designed school

furniture contributes to musculoskeletal disorders among students, negatively

affecting their posture and concentration (Molenbroek et al., 2020). Adjustable

seating and workstations that promote proper posture and flexibility have been

recommended to improve student comfort and engagement (Mokhtari et al., 2017).

Lighting and ventilation are also critical factors in educational ergonomics.

Studies indicate that natural lighting enhances student alertness and mood, while

poor air quality can lead to fatigue and reduced academic performance (Choi et

al., 2019). Additionally, ergonomic classroom layouts that allow sufficient space for

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movement and interaction contribute to more effective learning experiences

(Barrett et al., 2019).

Classroom furniture design plays a major role in determining student

posture and comfort. Research highlights that ergonomically designed chairs and

adjustable desks facilitate appropriate sitting posture, minimizing physical load on

the neck, shoulders, and lower back (Hudson Weekly, 2024). Inadequately

designed furniture may lead to musculoskeletal disorders, tiredness, and reduced

concentration among students. Studies indicate that adjustable chairs and desks

enable students of varying heights and physical frames to have good posture,

avoiding long-term health problems (Accredited Rehabilitation Consultants, 2021).

Light quality has a major impact on students' visual comfort and learning

effectiveness. Research shows that natural light improves concentration and

minimizes eye fatigue, whereas inadequately distributed artificial lighting may lead

to discomfort and fatigue (Benny Kuriakose, 2023). Effective lighting design in

classrooms should harmonize natural and artificial sources so that students can

read and write without glare or inadequate lighting. In addition, studies indicate

that adjustable lighting systems provide a flexible learning environment that

supports various activities (OpenMind School, 2022).

Ventilation is another essential element of ergonomic classroom design.

Effective airflow ensures indoor air quality, avoiding discomfort due to heat and

stale air (Benny Kuriakose, 2023). Research has established that poor ventilation

can result in respiratory problems, lower cognitive performance, and lower

attentiveness among students. The combination of windows, ventilation systems,

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and air-purifying technologies can greatly enhance classroom air quality, providing

a more effective learning environment (OpenMind School, 2022).

The 5S methodology—Sort, Set in Order, Shine, Standardize, Sustain—is

widely used in organizational settings to enhance efficiency and maintain a

structured environment. This methodology has been successfully applied in

educational institutions to organize learning spaces, reduce clutter, and improve

classroom functionality (Hirano, 2016). Research suggests that a well-organized

learning environment contributes to better student focus and reduced stress levels

(Linnenluecke et al., 2017).

Despite extensive research on ergonomics in both educational and

professional settings, there is still a need for further exploration of its long-term

effects. The integration of smart technologies and ergonomic monitoring systems,

presents new opportunities for real-time adjustments and personalized ergonomic

solutions (Zallio & Clarkson, 2021). Future research should also focus on the

impact of hybrid learning and remote work environments on ergonomic standards.

The increasing global focus on ergonomics in school environments

highlights its essential role in enhancing student well-being and academic

performance. Research consistently shows that well-designed learning spaces

contribute to better concentration, reduced musculoskeletal discomfort, and

improved overall health (Bridger, 2009). Studies conducted across various

countries identify common ergonomic risks, such as improperly sized furniture and

insufficient lighting, underscoring the necessity of standardized guidelines and

targeted interventions (Castellucci et al., 2010; Knight & Noyes, 1999).

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Organizations like the International Ergonomics Association emphasize

incorporating ergonomic principles into school design to support long-term student

development (IEA, 2023).

At the national level, ergonomic implementation in schools varies

significantly due to socioeconomic conditions, educational policies, and cultural

factors. Some countries have developed national standards to raise awareness

and encourage ergonomic improvements in educational settings (Pheasant &

Haslegrave, 2006; Dul & Weerdmeester, 2008). Research in Karachi, Pakistan,

highlights the importance of teacher training in fostering ergonomic practices,

showing that educational interventions can positively impact student comfort and

development (Khan et al., 2022). Additionally, studies explore the effects of

increased computer and digital device use on student posture and musculoskeletal

health, emphasizing the need for tailored ergonomic guidelines in technology-rich

classrooms (Straker et al., 2008; Village et al., 2016).

In the Philippine context, particularly in Pampanga, adapting ergonomic

principles to local conditions is essential. Research should focus on the specific

anthropometric characteristics of Filipino students and the environmental factors

influencing school comfort. Studies on traditional Filipino school furniture design

and the effects of climate on classroom conditions are necessary (Reyes & Santos,

2019; Cruz et al., 2020). Aligning international ergonomic standards with

Pampanga’s unique educational needs requires a comprehensive approach

involving school administrators, teachers, and students. This includes providing

adjustable furniture, optimizing classroom layouts, and promoting awareness of

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posture and movement (Panero & Zelnik, 1979; Konz & Johnson, 2008). Research

on the effectiveness of interventions, such as teacher training programs and

furniture modifications, would be valuable in specific school settings (Hendrick &

Kleiner, 2001; Wilson & Corlett, 2005).

In elementary schools, where children undergo crucial physical

development stages, creating adaptable learning environments that encourage

movement and growth is particularly important. Research highlights the need for

adjustable furniture, age-appropriate workstations, and dynamic learning

strategies (Parcells et al., 1999; Dockrell et al., 2012). Early ergonomic

interventions can significantly impact long-term musculoskeletal health (Smith &

Carayon-Sainfort, 1989; Mandal, 1981). Additionally, ergonomics in practical

learning spaces, such as science laboratories, requires attention (Fraser, 2000).

Investigations into designing safe and comfortable lab workstations for young

students, as well as the effects of digital device use on children's posture and

vision, remain critical areas of study (Ranasinghe et al., 2016). Lastly, growing

research into the psychological and emotional aspects of ergonomics in

elementary schools further underscores the need for a holistic approach to school

design (Hedge, 2016).

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2.2 Synthesis

The literature highlighted how Ergonomics consistently highlights global

concerns regarding student well-being and academic performance, emphasizing

the necessity of well-designed learning environments to reduce musculoskeletal

discomfort and improve focus. While international studies underscore the

significance of ergonomic principles, national and regional research reveals

disparities in implementation shaped by socioeconomic conditions and cultural

influences. In the Philippine context, particularly in Pampanga, localized studies

are essential to address the specific anthropometric characteristics of Filipino

students and the conditions within local schools. At the institutional level, an

integrated approach involving administrators, teachers, and students is crucial,

whereas in elementary schools, the emphasis should be on creating flexible

learning spaces that support children's physical development and encourage

active engagement. Ultimately, establishing ergonomically optimized learning

environments requires a comprehensive strategy that integrates global insights,

national and regional considerations, and the distinct needs of individual

educational institutions to prioritize student health, comfort, and academic

achievement.

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 CHAPTER III

METHODOLOGY

3.1 Methods of Research

To better understand the situation of the room grade 4 del pilar in Sabanilla

Elementary School in Mexico, Pampanga, Descriptive and Action research was

implemented. According to Vickie Lambert (2012) Descriptive research is a

comprehensive summarization, in everyday terms, of specific events experienced

by individuals or groups of individuals, particularly in the form of qualitative

description. Action research is a systematic inquiry process conducted by

practitioners to improve their practices, solve problems, or enhance their

understanding of specific phenomena (Sagor, 2017). Action research emphasizes

a cyclical process of planning, acting, observing, and reflecting, allowing for

continuous improvement within a given context (Stringer, 2014). This approach is

widely used in education, healthcare, business, and social sciences to foster

participatory problem-solving and data-driven decision-making (McNiff &

Whitehead, 2020). By implementing changes, assessing their effectiveness and

adapting based on feedback, this method continually improves room efficiency and

satisfaction over time. This study approach to the improvement of the room grade

4 del pilar in Sabanilla, Elementary School in Mexico, Pampanga.

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3.2 Research Design

This study employed a combination of descriptive and action

research methodologies, providing a structured yet adaptable framework for

improving the learning environment in Grade 4 - Section Del Pilar. The

descriptive research element documents the existing ergonomic conditions

within the classroom, serving as a foundational assessment of current

practices and identifying areas where ergonomic standards are deficient.

Meanwhile, the action research component follows a cyclical process of

planning, implementation, observation, and reflection, allowing for iterative

improvements based on real-time data. This dual approach ensures that the

study not only identifies ergonomic issues but also actively engages in

addressing them, making the research dynamic and responsive to the

evolving classroom needs (Kemmis, McTaggart, & Nixon, 2014).

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 3.3 Research Locale

This study was conducted in a Grade 4 Del-Pilar at Sabanilla Elementary

School, located in Mexico, Pampanga. The research locale provides a focused

and contextually relevant setting for the study. This localized approach allows for

a deep understanding of the specific challenges and opportunities related to

ergonomic standards in a real-world educational setting. The intimate scale of the

classroom facilitates close observation and direct interaction with the students and

teachers, enhancing the validity and applicability of the findings. This focused

locale allows for the study to provide relevant data to the school itself and

potentially be scaled for other classrooms within the same school.

The classroom is a standard-sized room with seating arrangements for 30

students, with basic educational tools such as desks, chairs, and blackboard. The

Grade 4 Del-Pilar offers an opportunity to examine how the classroom can improve

efficiency and effectiveness.

The study enlisted the participation of Grade 4 Del-Pilar students. By

involving the Grade 4 Del-Pilar students, a complete understanding was obtained,

allowing for a thorough examination of the needed information for the development

of the classroom.

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 3.4 Data Gathering Procedure

The proponents conducted an observational study to evaluate the existing

classroom conditions within Grade 4 - del Pilar in Sabanilla Elementary School.

The study primarily relies on direct classroom observations and visual

documentation through photographs and video recordings. Observations, guided

by the ergonomics checklist, systematically document compliance with ergonomic

principles. Photographic and video evidence further contextualizes these

observations, capturing details of the classroom setup and student interactions.

This methodology ensures that findings are grounded in tangible, verifiable data,

reinforcing the objectivity of the study’s conclusions. In addition, the proponents

will employ a 5S checklist to systematically audit and assess the current state of

the workspace. This checklist will also be utilized to measure improvements in the

classroom following the implementation of 5S principles. Concurrently, the

proponents will monitor students and other stakeholders to identify areas for

potential enhancement within the facility, ensuring comprehensive data collection

regarding Industrial Engineering tools, with a particular focus on the 5S

Methodology.

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 3.4.1 Instrument

The proponents employed the Classroom Ergonomic Audit Checklist

as a workplace inspection tool to evaluate the efficiency and organization

of the Grade 4 – Del Pilar Classroom. A simplified ergonomics checklist,

structured in a "yes" or "no" format, serves as the primary research

instrument for assessing compliance with ergonomic standards. This binary

system, while limiting the depth of qualitative data, ensures efficiency and

consistency in evaluating key ergonomic aspects, such as furniture

dimensions, lighting conditions, and classroom layout. The straightforward

nature of this checklist minimizes subjectivity, enabling reliable and uniform

data collection. This pragmatic tool is particularly useful for classroom-

based interventions, where immediate and actionable insights are

necessary. The checklist functioned as a structured guide to assess the

department’s organization, cleanliness, and operational efficiency. Before

implementation, the checklist identified issues such as clutter,

disorganization, and safety hazards, serving as a baseline for improvement.

Post-implementation, the checklist was used again to measure the

effectiveness of the ergonomics initiative, ensuring that all aspects of the

workplace adhered to the newly established standards. The application of

ergonomics principles has been demonstrated to improve efficiency, reduce

costs, and enhance workplace safety and quality (Jasiński, 2021). By

systematically evaluating each element of the ergonomics methodology, the

checklist facilitated a structured approach to workplace improvement,

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enabling faculty members to create a more organized, efficient, and safer

working environment.

3.4.2 Data Analysis

The study employed a descriptive analytical approach, focusing on

summarizing the "yes" and "no" responses from the ergonomics checklist.

Given the binary nature of the data, the statistical component remains

minimal, instead of prioritizing trend identification within the observed

ergonomic conditions. The frequency of "no" responses will highlight

specific areas requiring intervention. Additionally, photographic and video

documentation will be analyzed to provide visual context, further

substantiating the checklist results. This analytical approach facilitates a

clear, structured presentation of findings, emphasizing areas that

necessitate improvement.

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 3.6 Sources of Data

This case study analyzed the ergonomic conditions of the classroom

environment in Grade 4 Section Del Pilar at Sabanilla Elementary School. The

study utilizes both primary and secondary data sources. Primary data includes

firsthand observations using the ergonomics checklist, along with photographic

and video documentation of classroom conditions and student behavior.

Secondary data may include pre-existing school records, classroom layouts, and

previous inspection reports, as well as literature on ergonomic standards in

educational settings. The integration of these data sources strengthens the

comprehensiveness and credibility of the study, ensuring that conclusions are

informed by both empirical observations and established knowledge.

3.7 Gantt Chart

As stated by Shweta in the year 2024. A Gantt chart visually

displays information using a horizontal bar graph, allowing project

managers and team members to quickly see task schedules,

dependencies, and progress. By planning tasks ahead of time and

presenting them in a single view, teams can stay organized and meet

deadlines efficiently.

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 3.7 Gantt Chart

Date of Activity February March April May

17 - 24 - 5 10 17 24 7 14 21 28 1-2
21 28 - - - - - - -
14 21 28 11 18 25 30
Preparation of Documents
Company Visit
Observation
Initial Assessment
Implementation
Monitoring
Evaluation

Legend:
Accomplished
To be Accomplished
Unaccomplished

Figure 3.1 Gantt Chart

Date of Activity March April May

3 10 17 24 31 3 7 14 21 28 1–2 3–9
– – – – – – – –
7 14 21 28 11 18 25 30
Conceptualization
Chapter 1
Chapter 2
Chapter 3
Initial Defense
Chapter 4
Chapter 5
Chapter 6
Final Defense

Legend:
Accomplished
To be Accomplished
Unaccomplished

Figure 3.2 Gantt Chart

CHAPTER IV
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 DEVELOPMENT PROCESS

4.1 Interpretation of Data

4.1.1 Classroom Ergonomic Audit Checklist

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 Figure 4.1 Classroom Ergonomic Audit Checklist on Student Workstation
Ergonomics

The proponents carried out an observation and employed a classroom

ergonomic audit checklist to evaluate student workstation ergonomics. The

ergonomic audit revealed multiple deficiencies in student workstation design that

fail to support healthy posture and effective cognitive engagement. A critical issue

is the inadequacy of student chairs in terms of height adjustability, lumbar support,

and structural integrity. The prevalence of wobbly and ill-fitting chairs compromises

students’ ability to maintain neutral spinal alignment, leading to discomfort and

potential musculoskeletal strain. Although desks generally meet height

standards—facilitating appropriate elbow positioning, this benefit is negated by the

lack of complementary support systems such as footrests or adjustable monitor

stands. The implications of these findings are significant; poor ergonomic

alignment can impair concentration, elevate fatigue levels, and contribute to the

onset of repetitive strain injuries. These ergonomic shortcomings necessitate

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urgent redesign and replacement strategies tailored to the anthropometrics of

school-aged children.

Overall, the audit revealed that student chairs are ergonomically

inadequate, lacking lumbar support, proper depth, and stability. Despite desks

conforming to appropriate height standards, the absence of complementary tools

such as footrests and monitors support limits their effectiveness. These

shortcomings elevate the risk of physical discomfort and negatively impact

students’ focus, learning, and long-term musculoskeletal health.

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Page | 32
Figure 4.2 Classroom Ergonomic Audit Checklist on Classroom Environment

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 The proponents carried out an observation and employed a classroom

ergonomic audit checklist to evaluate classroom environment. Environmental

ergonomics in the classroom were found to be partially adequate but in need of

targeted enhancements. Lighting was uneven due to insufficient bulb coverage,

creating areas of visual strain that hinder reading and board visibility. Ventilation,

although facilitated by electric fans, was undermined by dust accumulation—

raising concerns about indoor air quality and allergen exposure. Spatial layout

presented another critical concern; overcrowded desk arrangements restricted

mobility and constrained collaborative learning dynamics. Conversely, acoustic

conditions were favorable, with minimal echo and sufficient verbal intelligibility.

Nevertheless, without holistic adjustments to lighting, air quality, and spatial

configuration, the classroom fails to provide an ergonomically optimal learning

environment. These factors contribute to elevated cognitive load and reduced

student engagement.

While the classroom has acceptable noise control and ventilation, lighting

is insufficient and uneven, creating visual strain. Dust accumulation on fans

undermines air quality, and the overcrowded desk arrangement limits movement

and interaction. These environmental flaws contribute to elevated cognitive load

and hinder both physical comfort and academic engagement.

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 Figure 4.3 Classroom Ergonomic Audit Checklist on Teacher Workstation
Ergonomics

The proponents carried out an observation and employed a classroom

ergonomic audit checklist to evaluate teacher workstation ergonomics. Analysis of

the teacher's workstation uncovered significant ergonomic discrepancies that

undermine instructional efficiency and professional well-being. The desk provided

was undersized and non-adjustable, offering limited space for materials and

promoting awkward postures. Absence of supportive tools—such as document

holders and sit-stand desks—exacerbates strain, particularly during prolonged

teaching periods. Only the chair met ergonomic criteria, offering adjustable support

and comfort. However, this isolated feature is insufficient to offset the broader

challenges faced during instruction. The ergonomic mismatch between teacher

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task demands and workstation configuration suggests a need for comprehensive

redesign. Improving this interface is essential not only for teacher comfort and

health but also for sustaining high-quality training.

The teacher’s workstation is ergonomically deficient, featuring a small, non-

adjustable desk that promotes awkward postures and lacks adequate storage and

support tools. Although the chair meets ergonomic standards, the absence of sit-

stand options and document holders create conditions conducive to physical strain

and instructional inefficiency.

Figure 4.4 Classroom Ergonomic Audit Checklist on Training and Awareness

The proponents carried out an observation and employed a classroom

ergonomic audit checklist to evaluate training and awareness. Ergonomic training

and awareness are inadequately embedded within the educational setting. While

instructors exhibit a baseline understanding of posture and workstation setup

principles, no structured training programs or professional development sessions

are in place. Student awareness is even more limited, owing to developmental

constraints and the absence of visual cues or reinforcement mechanisms. This gap

Page | 36
contributes to inconsistent adherence to proper posture and diminishes the

potential for long-term ergonomic literacy. The findings emphasize the necessity

for institutionalized ergonomic education through curricular integration, visual aids,

and ongoing capacity-building efforts for both teachers and students.

Ergonomic knowledge among teachers is basic, and there is no structured

training in place. Students demonstrate limited posture awareness due to age-

related factors and lack of environmental cues. The deficiency of educational

materials and reinforcement mechanisms limits the cultivation of a sustainable

ergonomic culture in the classroom.

Overall, the classroom ergonomic audit checklist observations strongly

advocate for a strategic, phased ergonomic intervention program emphasizing

adaptive furniture procurement, environmental redesign, teacher and student

ergonomics training, and ongoing ergonomic audits. Such improvements are

projected to enhance not only physical well-being but also cognitive performance,

attention sustainability, and overall classroom engagement.

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4.2 Observed Problems

Figure 4.5 Learning Materials Does Not Have Proper Storage

As depicted in Figure 4.5, the proponents found the visual evidence

indicates a lack of structured storage systems for learning materials, with books

and resources haphazardly stacked on tables, chairs, and the floor. This

disorganized setup undermines ergonomic principles related to both student

workstation efficiency and overall classroom environment. From a student

workstation ergonomics perspective, the absence of accessible and organized

material placement can lead to increased reaching, twisting, and bending,

contributing to physical strain and interrupting cognitive flow during task execution.

Additionally, the clutter reduces usable workspace, forcing students to adapt to

constrained conditions that hinder proper posture maintenance.

From an environmental standpoint, the cluttered layout compromises

spatial navigation and contributes to a visually overwhelming and physically

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restricted learning space. It limits free movement, poses tripping hazards, and

detracts from a psychologically conducive classroom atmosphere. The lack of

dedicated storage also inhibits cleanliness and airflow, potentially exacerbating

allergen accumulation. Addressing these deficits by implementing ergonomic

storage solutions—such as modular shelving, labeled containers, or wall-mounted

units—would enhance functional layout, support organized material access, and

contribute to a healthier, more efficient educational environment.

Figure 4.6 Unorganized Classroom Arrangement

As seen in Figure 4.6, the proponents had visual inspection of the Grade 4

– Del Pilar classroom at Sabanilla Elementary School, it is evident that the current

classroom setup lacks systematic organization and fails to comply with basic

ergonomic and environmental standards. The images clearly display scattered

plastic chairs, disarrayed tables, and the absence of designated storage for

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learning materials. These conditions result in cluttered walkways, limited mobility,

and reduced functional space for both students and teachers.

Furthermore, the accumulation of unutilized furniture along the perimeter of

the classroom and the random placement of resources—such as cleaning

materials and personal items—highlight the absence of a structured spatial

arrangement. This disorderly environment not only compromises physical safety

by creating tripping hazards but also imposes a cognitive load on learners,

deteriorating their ability to focus and engage effectively.

The ceiling condition—marked by sagging and water damage—further

makes the deterioration of the learning atmosphere worse, posing risks to health

and safety. Such deficiencies highlight the urgent need for a comprehensive 5S-

based intervention focusing on Sorting, Setting in Order, and Standardizing the

layout to promote a more ergonomic, clean, and learning-conducive environment.

The classroom in Grade 4 – Del Pilar lacks proper storage systems and

overall organization, leading to cluttered tables, chairs, and floors filled with

scattered books and personal items. This setup violates ergonomic principles by

creating physical strain from poor material access, hindering posture and

workspace efficiency. Spatial disorganization further restricts movement, poses

safety risks, and increases visual and cognitive load on students.

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4.3 System/Process Design

The proponents have thoroughly examined the previously mentioned

observations. Ideally, the current state of Grade 4 – Del Pilar does not represent

an efficient classroom environment. Therefore, the proponents have proposed

solutions that adhere to the principles of the Classroom Ergonomic Audit Checklist,

integrated with ergonomic practices.

• Conduct ergonomic audit checklist.

• Document issues (clutter, layout, lighting, ceiling)
Assessment and
• Identify specific ergonomic gaps
Planning • Develop baseline layout plan

• Remove broken chairs, unused materials

• Install modular shelves, label storage areas, reposition desks
for circulation
Implementation • Deep clean fans, floors, shelves; clean air vents.
of Ergonomics
• Create visual guides for chair/table placement, label zones

• Replace wooden chairs with height-appropriate chairs

• Add uniform LED lights, clean ceiling fixtures
Ergonomic • Dust control, optimize fan orientation
Modification

• Basic ergonomic practices, 5S maintenance.

Training and
• Proper posture, storage habits
Awareness

Figure 4.7 Process Design for Implementation of Classroom Ergonomic Audit

Checklist

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 As depicted in Figure 4.7. The application of classroom ergonomic audit

checklist outlines a systematic and staged approach to addressing the ergonomic

and environmental deficiencies observed in the Grade 4 – Del Pilar classroom.

Structured across four progressive phases—Assessment and Planning,

Implementation of Ergonomics, Ergonomic Modification, and Training and

Awareness—this model ensures both immediate and sustained improvements in

classroom functionality, safety, and comfort.

In Assessment and Planning, the focus on audit-driven assessment and

data gathering establishes an evidence-based foundation for intervention,

ensuring all decisions are tailored to the specific ergonomic shortcomings of

space. Implementation of Ergonomics operationalizes these findings through

practical 5S-based actions that eliminate clutter, restore spatial order, and

enhance cleanliness, creating a functional baseline.

Ergonomic Modification elevates the classroom environment through

targeted ergonomic modifications such as the installation of proper seating and

lighting. These enhancements directly reduce physical strain and improve

visibility, air quality, and overall learning conditions. Finally, Training and

Awareness commits these improvements by empowering both students and

teachers with ergonomic knowledge and behavioral practices—ensuring long-

term adherence and cultural integration.

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 Overall, the classroom ergonomic audit checklist represents a holistic

framework that not only remedies physical deficiencies but also builds a

sustainable, ergonomically sound learning environment rooted in both classroom

and human behavior.

4.4 Implementation Plan

Table 4.8 below is the proponents' implementation plan for the application

of the Classroom Ergonomic Audit Checklist in Grade 4 – Del Pilar at Sabanilla

Elementary School. The assessment and planning, implementation of ergonomics,

ergonomic modification, and training and awareness were all done. 20,000 pesos

was allotted for all the expenses such as the procurement of ceilings, tables and

chairs and cleaning supplies. This structured approach will foster a safer, more

comfortable, and productive learning environment, ultimately contributing to better

academic performance and well-being for the school community. Through

consistent application and regular maintenance, these improvements are expected

to yield long-term benefits, supporting a sustainable culture of ergonomics within

the classroom.

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Table 4.8 Implementation Plan

Activity Action/s Target Person In- Budget

Date Charge (Pesos)

Ergonomic • Ensure they meet

Furniture ergonomic standards for
posture and comfort.
Classroom • Install new lighting fixtures
Lighting to ensure even, glare-free
Enhancement lighting throughout the
classroom.
• Consider both natural and
artificial lighting options
for optimal learning.
Ventilation • Clean or replace air
Improvement circulation systems (e.g.,
fans), ensure proper
airflow, and minimize dust February
accumulation that affects 17 to All 20,000
air quality. April 30, proponents
• Purchased ceiling 2025
materials for renovation
Classroom • Rearrange furniture to
Layout ensure better space
Reorganization utilization, mobility, and
student interaction.
Training and • Organize ergonomic
Awareness training for teachers and
Sessions students to raise
awareness about posture,
workstation setup, and
overall classroom
ergonomics.
Maintenance • Implement a regular
and Cleanliness maintenance schedule Teachers
Plan based on 5S methodology N/A and N/A
to ensure cleanliness, Students
order, and sustained
improvements in the
classroom.

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 CHAPTER V

PROCESS IMPROVEMENT

5.1 Implementation

As depicted in table 5.1, in the storage and handling of learning materials.

As shown in the "Before" image, educational resources were stacked haphazardly

on tables and other surfaces, leading to a cluttered environment that hindered both

student movement and efficient access to materials. This unstructured setup not

only posed physical risks such as tripping hazards but also added to the visual and

cognitive load experienced by students during class activities.

Following the implementation of our ergonomic and organizational

strategies, which included the application of 5S principles and the provision of

dedicated storage solutions, the learning materials are now systematically

arranged and easily accessible, as illustrated in the "After" image. This

transformation has resulted in a more orderly, spacious, and conducive learning

environment. The organized storage not only improves classroom aesthetics and

functionality but also supports better student focus, safety, and engagement in

learning activities.

Table 5.1 Learning Materials Does Not Have Proper Storage

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 Before After

Unorganized Learning Materials Organized Learning Materials

As depicted in Table 5.2, the proponents identified significant

disorganization in the original classroom layout. The "Before" image clearly

illustrates a cluttered environment, with randomly placed chairs and learning

materials obstructing pathways and contributing to a chaotic, inefficient learning

space. This lack of spatial order limited student mobility disrupted classroom flow

and negatively affected overall learning engagement.

Post-implementation, the "After" image demonstrates a well-organized

classroom setup following the application of the 5S methodology. Chairs and tables

are systematically arranged to maximize space utilization and enhance movement.

Learning zones are now clearly defined, promoting better functionality and

classroom management. This reorganization not only improves visual harmony but

Page | 46
also fosters a more focused, comfortable, and productive educational environment

for both students and teachers.

Table 5.2 Unorganized Classroom

Before After

Unorganized Classroom Organized Classroom

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5.2 Evaluation of the Implemented Improvements

5.2.1 Classroom Ergonomic Audit Checklist Re-Assessment Result

Figure 5.3 Classroom Ergonomic Audit Checklist on Student Workstation

Ergonomics Re-Audit

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 Following the implementation, the proponents targeted ergonomic

interventions in the Grade 4 – Del Pilar classroom at Sabanilla Elementary School,

a detailed audit conducted on April 29, 2025, reveals measurable progress in

improving student workstation ergonomics. The audit assessed critical

components such as chairs, desks/tables, and device usage, benchmarked

against standards from OSHA and CDC ergonomic guidelines. The results show

that chair height and seat depth now conform to ergonomic standards, allowing

students to rest their feet flat on the floor and maintain a healthy 2–4 finger gap

between the seat edge and the back of the knees. These adjustments are essential

in maintaining proper circulation and posture.

The audit revealed stronger performance in the desk/table category. All four

evaluated criteria—height suitability for elbow posture, space for learning

materials, stable and non-reflective surfaces, and allowance for proper posture and

reach—received positive marks. These enhancements have significantly improved

the students' ability to work in a comfortable and distraction-free manner. The

improved surface quality and layout contribute to better concentration, reduced

visual fatigue, and a more organized workspace, directly supporting both cognitive

function and academic performance.

In the section assessing computer or device use, all entries were marked

as not applicable. This suggests that digital learning tools were either not used or

not assessed during the observation period. Given the increasing integration of

technology in classrooms, this represents a critical gap. Future ergonomic

strategies should consider digital ergonomics, including proper monitor placement,

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use of anti-glare screens, and input device alignment to reduce visual and

musculoskeletal strain during screen time.

In summary, the post-intervention audit reflects significant ergonomic

improvements—particularly in desk configurations—while also identifying

persistent issues related to chair support and digital readiness. These results

validate the positive impact of the initial interventions while underscoring the

importance of continued investment in ergonomic infrastructure. For a fully

optimized learning environment, the next phase should prioritize ergonomically

designed chairs with lumbar support, teacher and student training on posture, and

the integration of digital ergonomic practices. Such comprehensive enhancements

will not only improve physical comfort and safety but also foster a healthier, more

focused, and cognitively supportive classroom environment.

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 Figure 5.4 Classroom Ergonomic Audit Checklist on Classroom Environment

Re-Audit

The proponents conducted a re-assessment for the classroom

environment, the results demonstrate meaningful improvements across multiple

environmental factors, there has been noticeable progress in classroom lighting

conditions. The audit indicates that adequate and even lighting is now present

throughout the classroom, and glare on screens and surfaces has been effectively

minimized. However, limitations remain in terms of lighting control, such as the

absence of dimmers or blinds.

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These results suggest that while artificial lighting has been addressed, natural and

adjustable lighting strategies should be considered to improve visual comfort and

energy efficiency.

Noise conditions show moderate improvement. Internal classroom noise is

kept at conducive levels for learning, enhancing auditory focus and reducing

distractions. However, the infiltration of external noise and suboptimal acoustic

properties—evidenced by the lack of minimal echo—remain unresolved. Further

steps such as installing acoustic panels or sealing gaps may be required to

enhance sound control and ensure an acoustically comfortable environment for

both teaching and learning.

Environmental comfort has seen clear enhancements, particularly in

maintaining a comfortable temperature and ensuring air circulation within the

classroom. However, the presence of dust and allergens remains an issue, likely

due to accumulated dirt in fans and unfiltered air entry points. Addressing this

concern will require a more rigorous and scheduled cleaning protocol, possibly

supported by air-purifying technologies or better-sealed ventilation systems.

The most substantial improvements are observed in space utilization. The

classroom now offers sufficient space for movement, and its layout promotes

collaboration and interaction, a critical factor in active learning environments.

Additionally, pathways are now clear and unobstructed, enhancing safety and

accessibility.

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 The classroom environment audit reflects strong progress, particularly in

lighting distribution, thermal comfort, and space planning. These improvements

align with ergonomic principles aimed at reducing cognitive load and enhancing

learning engagement. Nevertheless, targeted refinements in acoustic

management, air quality control, natural lighting optimization, and visual aid

positioning are essential for achieving a fully ergonomic and learner-centered

environment. Moving forward, these focus areas should be prioritized to

complement the gains already achieved, ensuring that both physical and cognitive

ergonomics are holistically addressed.

Figure 5.5 Classroom Ergonomic Audit Checklist on Teacher Workstation

Ergonomics Re-Audit

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 The proponents conducted a re-assessment for the teacher workstation

ergonomics. The audit reveals that the teacher's desk/workstation has been

upgraded to meet ergonomic standards, indicating a workspace designed to

support posture, workflow, and accessibility. Additionally, the teacher now has

access to a desk with adjustable height or sit-stand functionality, enabling flexibility

in posture throughout the day and reducing the risk of prolonged static sitting.

These improvements are essential for minimizing fatigue and enhancing teaching

effectiveness.

In addition, the teacher is equipped with a fully ergonomic chair, which

supports proper lumbar alignment and enhances seated comfort—essential for

prolonged instructional sessions. The availability of document holders and properly

positioned presentation tools (e.g., whiteboards, chalkboards) ensures that

instructional materials are within easy reach and at eye level, thereby minimizing

neck strain and unnecessary repetitive movements.

Overall, the teacher workstation at Grade 4 – Del Pilar has undergone

substantial ergonomic enhancement. The integration of an adjustable desk,

ergonomic chair, accessible document holders, and well-positioned instructional

tools reflects a comprehensive effort to support teacher well-being, instructional

efficiency, and physical health. These improvements are directly aligned with best

practices in occupational ergonomics and set a strong precedent for ergonomic

standards in educational environments.

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 Figure 5.6 Classroom Ergonomic Audit Checklist on Training and Awareness

Re-Audit

The proponents conducted a re-assessment for the training and awareness.

The audit confirms that teachers have received training on ergonomic principles,

equipping them with foundational knowledge to implement and model proper

ergonomic practices in the classroom. This is critical for fostering a culture of health

and safety, ensuring that educators can identify risks and make adjustments that

support both their own well-being and that of their students.

Additionally, students have been instructed on correct posture and

workstation setup, an important advancement considering the formative nature of

their physical development. Early exposure to ergonomic awareness not only

minimizes the risk of musculoskeletal issues but also instills lifelong habits that

promote physical comfort and academic focus.

The improvements shown in the Training and Awareness section highlight

a proactive and systematic approach to embedding ergonomics into the daily

practices of the classroom. By providing structured training for teachers, targeted

instruction for students, and readily accessible educational resources, the school

has laid the groundwork for a sustainable ergonomic environment. These

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interventions not only enhance health and comfort but also contribute to a more

engaged, focused, and productive learning environment.

5.3 Cost and Benefit Analysis

The cost and benefit analysis of the study is presented in Table 5.6 below.

The proponents incurred a total cost of 20,000 pesos in executing their proposed

solution.

Table 5.7 Cost and Benefit Analysis

Cost Benefits
1. Ceiling • Improved Safety: Eliminates the risk of falling debris
Materials or structural collapse, ensuring a secure
(20,000) environment for students and teachers.
• Enhanced Air Quality: Sealing cracks and replacing
damaged sections prevents dust accumulation and
mold growth, improving respiratory health.
• Better Lighting Efficiency: A repaired ceiling
enhances light reflection, contributing to a brighter
and more evenly lit classroom.
• Reduced Noise Disturbance: A stable ceiling
improves acoustic insulation, minimizing outside
noise and echo within the classroom.
• Aesthetically Pleasing Environment: Creates a more
inviting and professional atmosphere, which can
positively influence student behavior and focus.

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 CHAPTER VI

SUMMARY, CONCLUSION, AND RECOMMENDATION

6.1 Summary

The research aims to emphasize the pivotal role of ergonomics in

educational settings, where poorly designed furniture, insufficient lighting, limited

ventilation, and cluttered layouts contribute significantly to student discomfort,

reduced concentration, and diminished academic performance. Using a dual

approach of descriptive and action research, the proponents carried out a baseline

ergonomic audit that covered four key domains: student workstation ergonomics,

classroom environmental conditions, teacher workstation setup, and the level of

ergonomic awareness and training among both students and teachers.

The findings revealed that student chairs were non-adjustable and unstable,

desks lacked supportive accessories, and there was no structured storage for

learning materials. Environmental assessments showed uneven lighting, dusty

ventilation, and overcrowded layouts that restricted mobility and collaboration.

Additionally, the teacher's desk was small and non-ergonomic, and there was a

glaring lack of formal ergonomic education in the classroom setting. To address

these issues, the proponents implemented a structured process grounded in the

5S methodology (Sort, Set in order, Shine, Standardize, Sustain), reorganized the

classroom layout, introduced ergonomic furniture, and conducted training

sessions. The proponents conducted within a constrained budget of PHP 20,000,

Page | 57
carefully allocating resources toward furniture, lighting, and basic infrastructure

improvements.

Post-implementation evaluations revealed marked improvements in

physical layout, workstation comfort, lighting quality, and overall classroom

usability. The final audit confirmed that both students and teachers benefited from

enhanced comfort and functionality, contributing to better focus, safety, and

instructional delivery. The integration of ergonomic training further reinforced

behavioral changes and promoted a sustainable ergonomic culture. This case

study serves as a concrete example of how data-driven, cost-effective ergonomic

interventions can significantly elevate the quality of learning environments,

especially in public elementary schools operating under limited resources.

Page | 58
6.2 Conclusion

The findings of this study confirm that ergonomic interventions, when guided

by structured methodology and grounded in practical observation, can markedly

improve the educational experience for both students and teachers. The

implementation of ergonomically appropriate furniture and an organized classroom

layout reduced physical strain and facilitated better posture, directly influencing

students' ability to focus and participate. According to Hester, C. (2025). Research

indicates that ergonomic furniture, such as adjustable chairs and desks, supports

proper posture and reduces discomfort, thereby enhancing student concentration

and engagement. Environmental adjustments, such as improved lighting and

ventilation, contributed to a more comfortable and cognitively supportive

atmosphere. As stated by Ringgold, J. (2025). Studies have shown that well-lit and

properly ventilated classrooms positively impact student health and academic

performance. The integration of ergonomic training helped foster awareness and

behavioral change, embedding ergonomic principles into daily classroom

practices. According to Sellschop, I. V. et.al. (2018). An ergonomic intervention

program in a school environment can be effective in improving posture and

sustaining its effects over time. Overall, this study demonstrates that even in

resource-constrained public-school settings, strategic and evidence-based

ergonomic improvements can yield substantial benefits in physical health, safety,

instructional efficiency, and learning outcomes.

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6.3 Recommendation

To further improve the ergonomic practices, it is recommended that the

ergonomic framework applied in this study be scaled to other classrooms within

Sabanilla Elementary School to ensure consistent implementation of ergonomic

best practices throughout the institution.

Key Recommendation:

• Apply the ergonomic model consistently across all classrooms to

standardize health-promoting practices.

• Invest in adjustable, student-scaled furniture that aligns with the physical

dimensions of Filipino children.

• Address posture, screen time, and workstation configuration as part of a

broader initiative on safe technology use.

• Implement semi-annual evaluations of classroom setups to maintain and

improve ergonomic standards.

• Upgrade lighting, acoustics, and indoor air quality to support sustained

attention and physical comfort.

Lastly, integrating ergonomics into health or science curricula can help

students develop lifelong habits that support physical well-being and academic

performance. Through these strategic efforts, the school can build a culture of

health, safety, and continuous improvement grounded in ergonomic science.

Page | 60
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