1

LEVEL OF STUDENTS’ SATISFACTION ON SCHOOL FACILITIES

IN ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL
YEAR 2022-2023

A Research Presented to the Faculty of

Zamboanga del Sur National High School
Senior High School
Sta. Maria District, Pagadian City
Zamboanga del Sur, Philippines

In Partial Fulfillment of
The Requirements of the Subject
Inquiry Investigation and Immersion

By:
Arañez, Jabril P.
Caballero, Dale Dave C.
Carpio, Arman Grey C.
Cometa, Sean B.
Cordilla, Vincent H.
Diestro, Justine P.
Gaspar, Sheikah Miles L.
Jabello, Danylene S.
Landiao, Leia Kristine B.
Malicay, Kim Harold R.

July 2023
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Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF PAGADIAN CITY
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL

APPROVAL SHEET

This research entitled “LEVEL OF STUDENTS’ SATISFACTION ON SCHOOL FACILITIES

IN ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL YEAR

2022-2023” prepared and submitted by Arañez, Jabril P. Caballero, Dale Dave C.

Carpio, Arman Grey C. Cometa, Sean B. Cordilla, Vincent H. Diestro, Justine P.

Gaspar, Sheikah Miles L. Jabello, Danylene S. Landiao, Leia Kristine B.

Malicay, Kim Harold R. in partial fulfillment of the requirements for Inquiries,

Investigations, and Immersion, has been examined and recommended for acceptance and

approval for Final Oral Defense.

JESSIE P. DOLIA, MAEd ROSETTE D. MORANDARTE MAEd

Practical Research II Inquiry Investigation and Immersion

RESEARCH ADVISORY COMMITTEE

Accepted and approved by the Committee on Oral Defense with the Grade of
_____________.

EUGENE L. IMFIEL RHEY ERICKSON B. DUMANDAN

Member Member

RHEA CHRISTY MAE A. DURAN, MAEd

Research Coordinator

Accepted and approved in partial fulfillment of the requirements for the Inquiries,
Investigation, and Immersion (3I’s) under the Humanities and Social Sciences Strand.

NONA J. ONG PENELOPE V. ROMANILLOS

Assistant Principal Assistant Principal
(Operations) (Academics)
JERYL M. CASILAO, EdD
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School Principal III

Acknowledgement

We would like to express our heartfelt gratitude to all those who contributed to

the successful completion of this research study on students' satisfaction with school

facilities. Without their support, guidance, and encouragement, this endeavour would

not have been possible.

First and foremost, we extend our deepest appreciation to the participants of

this study, the students themselves. Their willingness to share their opinions,

experiences, and perspectives has been instrumental in shaping our understanding

of the topic. Their invaluable insights have shed light on the strengths and areas for

improvement in school facilities, which will undoubtedly contribute to enhancing the

learning environment.

We are indebted to our research supervisor for their unwavering guidance,

expertise, and continuous support throughout this research journey. Their insightful

feedback, valuable suggestions, and patient guidance were invaluable in shaping our

research study.

Furthermore, we are grateful to our friends and colleagues who provided

assistance during the data collection process and offered valuable insights during

discussions and brainstorming sessions. Their contributions and encouragement

have been greatly appreciated. Once again, we extend our deepest appreciation to

all those who have directly or indirectly contributed to this research study. We are

truly grateful for your involvement.

The Researchers
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Dedication

This research study is dedicated to the students whose voices have been the

driving force behind our quest for better school facilities. Your perspectives, needs,

and aspirations have inspired us to uncover insights that will pave the way for a more

conducive learning environment. We dedicate this research study to the educators

and administrators who work tirelessly to create nurturing educational settings. Your

dedication and efforts in enhancing school facilities for the betterment of student

experiences are truly commendable. Lastly, we dedicate this study to our families

and loved ones who have provided unwavering support and encouragement. Your

belief in our research and unwavering encouragement have been the foundation

upon which this study stands. May this dedication serve as a tribute to the students,

educators, and supporters who strive for exceptional educational environments.

Together, let us create a future where every student's satisfaction with school

facilities is a guarantee.

The Researchers
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ABSTRACT

This research study focuses on examining students' satisfaction with school

facilities. The study employs a quantitative approach and utilizes a descriptive
research design to gather information and data. A questionnaire-based survey
instrument is utilized to capture the respondents' opinions regarding their satisfaction
with school facilities. The research methodology includes details on data collection,
statistical analysis, and measures taken to ensure the validity and reliability of the
instrument. The respondents of the study are Grade 12 Humanities and Social
Sciences (HUMSS) students from Zamboanga del Sur National High School-Senior
High School. A total of 207 participants, selected through cluster sampling, stratified
sampling, and random sampling techniques, form the sample for the study. The
primary data collection instrument used in this study is a questionnaire consisting of
25 questions. The questionnaire aims to assess the impact of school facilities on
students' lives, encompassing both positive and negative aspects. Participants are
asked to rank each facility on a scale of 1 to 5, indicating their level of satisfaction,
with 1 representing the highest satisfaction and 5 representing the lowest. By
analysing the gathered data, the study aims to gain insights into students' satisfaction
with school facilities and identify areas for improvement. The findings of this research
will contribute to enhancing the learning environment and addressing the specific
needs and preferences of students. Ultimately, the study seeks to promote a better
educational experience by ensuring students' satisfaction with school facilities. The
findings of this study will contribute to the existing body of knowledge regarding
students' satisfaction with school facilities. Future researchers can utilize the results
as a reference point for further investigations and to expand understanding in this
area. Additionally, the study will assist schools in identifying areas of improvement
and adapting their facilities to better meet the students' needs and expectations.
Ultimately, this research study strives to foster a better understanding of students'
satisfaction with school facilities and provide actionable insights for educational
institutions, policymakers, and stakeholders to enhance the learning environment and
promote student well-being.

Keywords: students' satisfaction, school facilities, quantitative approach, descriptive

research design, questionnaire, data collection, statistical analysis.
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TABLE OF CONTENTS

Page

TITLE PAGE i
CERTIFICATE OF PANEL APPROVE ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND

Rationale 1
Conceptual Framework 12
Theoretical framework 14
Statement of the Problem 21
Statement of the Hypothesis 22
Purpose statement/Objectives of the Study 22
Significance of the Study 23
Scope and limitation of the Study 24
Definition of terms 25

II. REVIEW OF RELATED LITERATURE 28

III. METHODOLOGY
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Research Methodology 29
Flow of the Study 29
Research Design 30
Research Environment 30
Research Respondent 31
Data Gathering Procedures 32
Statistical Treatment of Data 33
Scoring Procedure 34
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation 35
Analysis 36
Interpretation 37

V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

Overview of the Study 45

Summary of Findings 46
Conclusions 47
Recommendations 48
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

School is the second home of many students as well as the teacher standing

as our second parent. This is where we can learn many things and propose such

various innovative ideas that could help us with our improvement. But the question is,

are we satisfied with the school and its facilities?

School has the prominence on the satisfactory of the students because

schools are highly impeccable, secured, and that everything is well-kept. Our

classrooms must be kept clean as well as the other rooms in the school. While

learning facilities are meant to serve as a link for students to acquire information.

Ideal and optimum learning environments can influence learning results, resulting in

student excitement and enjoyment.

For centuries, the subject of school facilities had received considerable

attention from public as well as educators. Educators were faced today with a

growing challenge of maintaining the nation’s education facilities, as America’s

school buildings age. At the same time, educators were held accountable for student

achievement (School Facilities Maintenance Task Force, 2003). The No Child Left

Behind Act of 2001 (NCLB), a legislative Act, required educators in public schools to

be accountable for improving and closing the achievement gaps in student academic

performance. It is said in this statement that in the past, no one has even supported

the facilities of schools that require more assistance, particularly those who would

benefit the most, therefore it has become a major difficulty for teachers and

instructors to satisfy their needs inside the facility.

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Despite having a young age structure, with 41% of the population under 24

years old, Vietnam is the third most populous country in the ASEAN area. To the best

of my knowledge, no research has been done to determine the variables affecting

students' satisfaction in Vietnam's public high schools (Maheshwari G., 2023).

According to E. Mulyasa, the learning office is a tool and equipment that is

directly used and supports instructive interaction, particularly in terms of education

and learning, such as structures, study rooms, books, libraries, research centers,

desks, seats, and props, as well as other media (Usman O. & Syifa F. D., 2021).

Institutions of higher learning are becoming more and more aware that

education is a service industry. Higher education institutions are faced with a similar

predicament as service organizations, which places a larger premium on satisfying

the expectations and wants of its clients. However, in a university setting, the notion

of a consumer is not apparent. (Navarro et al. 2005). Customers of a university may

be divided into a few categories, including students, staff, families, and the general

public. Despite this variety, due to the commercialization of scholarship, U.K.’s higher

education has viewed students as a university's "main clients." In a poll of student

happiness, acknowledging students' experiences at a particular institution is thought

to be crucial. (Crawford 1991).

For Filipino graduates to accept the global education standards, the K–12

curriculum was put in place. Through the 2013 Enhanced Basic Education Act, it was

put into effect. With the introduction of the Senior High School (Grades 11 and 12),

which covers two years of specialized upper secondary education where students

may choose a specialization based on their aptitude and interests, the new

curriculum lengthens our basic schooling by two years from the 10-year basic
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education. The topics a student will take in Grades 11 and 12 will depend on the

professional route they choose. However, some small and serious issues surfaced

after it had been in service for two years. First, the technological-vocational route will

not be aided by the lack of teachers, classrooms, facilities, labs, and other

instructional and teaching resources. (Rivera A. 2018).

Student happiness is closely related to student expectations for the level of

services provided by institutions. In David Wijaya's book (2012: 74), Wilkins and

Balakrishnan (2010) argue that "student satisfaction is determined not solely by

student teaching and learning experiences, but also by their overall experience as

customers of the school." The quality of instructors, the quality of the school, the

availability of resources, and the successful use of technology are the most critical

elements in influencing student happiness with their schools (Usman O. & Syifa F. D.,

2021).

According to certain research, student satisfaction has a favourable effect on

students' motivation, retention, recruitment efforts, and fundraising. They made it

clear that recognizing and satisfying students' needs and expectations is the greatest

way for institutions to draw in and keep students. Universities must thus determine

what is essential to students and provide it to them. Because they are a component

of the service sector, higher education institutions (HEIs) should realize that they

need to give students' expectations and needs more attention.

Student evaluation of the quality of educational services leads to student

satisfaction with the quality of educational services being discussed here. Student

satisfaction is described by Kotler and Armstrong (2003) as "the level of individual

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feelings after comparing the work (or results) that he feels compared to his

assumptions." (Usman O. & Syifa F. D., 2021).

Manaf, Ahmad, and Ahmed (2013) classified the elements that impact student

satisfaction into seven categories: administrative services, physical evidence,

academic programs, academic staff, teacher teaching techniques, assurance, and

administrative staff empathy.

Administrative services, physical evidence, instructor teaching techniques, and

assurances were found to have a favorable and substantial influence on student

satisfaction (Usman O. & Syifa F. D., 2021). Students were pleased with the services

provided by offices that directly addressed their academic and emotional needs

(Patalinghug, Hortilano & Repaso, 2021).

Researchers have determined that institutional elements including the

institution's effectiveness in providing feedback, its clear expectations, the

development and growth of Students, services that are focused on students, relations

on campus, and feedback Quality, instructional resources, and library amenities

influence students' perceptions fulfillment with educational services. Because of the

importance and consequences of service quality in educational institutions, many

academics investigate it. The recent increases in service quality among HEIs do not

exempt Philippine higher education (Patalinghug, Hortilano & Repaso, 2021).

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HEIs must also ensure that a suitable number of student service personnel are

available to serve the student population. As a result, colleges and universities are

expected to continue conducting regular assessments of students' expectations and

impressions as part of their quality improvement initiatives (Awang & Ismail, 2010). In

the meantime, JHCSC is one of the He Is in the Philippines that give services to

students and provide high-quality education. It is a government-funded institution that

provides students with free education. It offers CHED-recognized programs and is

State College and University (SUC) Level II approved. The current survey provides

convincing data on the types of services that students were extremely satisfied with.

Students were pleased with the services provided by offices that directly addressed

their academic and emotional needs. School services that are often used by students

receive more attention and are more likely to result in a positive experience. Areas

with insufficient service delivery facilities received lower scores (Patalinghug,

Hortilano & Repaso, 2021). Therefore, JHCSC must improve those schools’ services

that received less attention in order to improve the overall satisfaction of the

students.
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CONCEPTUAL FRAMEWORK

Input

• Satisfaction Output

• School Facilities To be able to identify which

facilities are they the most satisfied
of and rank each one.

Process

Survey Questionnaire

Figure 1

Figure 1 shows the Conceptual Framework of the Study. This framework includes

measures of student satisfaction with the school’s facilities. This study demonstrates

satisfaction to students and determining the degree with the quality of the facilities at

the facility.
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Theoretical Framework

Oliver’s Theory

The model of expectancy-disconfirmation is now largely used to explain why

citizens are satisfied with public services. It suggests that people evaluate a service's

performance in light of their expectations of it. If the actual performance meets or

exceeds your expectations, you will feel satisfied.

The literature on citizen satisfaction has demonstrated that the effectiveness

of a public service does not directly translate into how satisfied citizens are with it

(Stipak 1979; Mok, James, and Van Ryzin 2017). The use of the expectancy-

disconfirmation model (EDM) to analyze citizen satisfaction has been a significant

development. By concentrating on people' thinking rather than just comprehending

pleasure in connection to external criteria like service characteristics and

demographic variables, the EDM advances earlier attempts to explain contentment.

The use of the expectancy-disconfirmation model (EDM) to analyze citizen

satisfaction has been a significant development. By concentrating on people' thinking

rather than just comprehending pleasure in connection to external criteria like service

characteristics and demographic variables, the EDM advances earlier attempts to

explain contentment.

Customer Satisfaction Theory

Client service as a whole is based on the idea of the Customer Satisfaction

Theory. It gauges how a consumer feels about the value and caliber of an item or

service. Offering a service or product, or having a connection with a business, brand,

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or people, may all be used to gauge customer happiness. In his 2003 book The

Ultimate Question: Driving Good Profits and True Growth, Fred Reichheld developed

the concept of customer satisfaction. Based on a study of more than 25,000

consumers conducted between 1998 and 2003.

Expectations are beliefs (likelihood or probability) that, given certain

anticipated levels of performance based on prior affective, cognitive, and behavioral

experiences, a product and/or service (containing certain attributes, features or

characteristics) will produce certain outcomes (benefits or values).

Customer satisfaction (CSAT) is a frequently used KPI that measures how

happy consumers are with the goods and/or services provided by your business. It is

a psychological condition that is determined by the expectations of the client. You

may significantly boost your customers' brand loyalty by being aware of what they

anticipate from your business.

Expectations may be measured as follows and are frequently linked to

satisfaction: Expected Benefits of Use. The amount of use determines satisfaction a

lot of the time. A product or service may not provide the desired outcome if it is not

used as frequently as planned.

Satisfaction of Expectations. the gap between desired expectations and

expected performance levels. This "predictive fulfilment" index measures the

performance level required to please respondents specifically. If you don't know what

your consumers think or feel about your goods or services, you can't develop a

devoted client base. In order to satisfy your customers' expectations, it's critical to

accurately gauge customer satisfaction. The perceived quality of your goods or

services is the single best indicator of satisfaction. Just like for the students, it is
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critical to accurately gauge their satisfaction in terms of the school’s facilities with its

qualities.

Statement of the Problem

This study aims to determine satisfaction among Grade-12 HUMSS students on

school facilities and relation to their motivation in learning at Zamboanga del Sur

Year 2022-2023.

Specially, it seeks answers to the following sub-problems:

1. What is the level of students’ satisfaction in terms of the following school facilities:

2.1 Canteen

2.2 Comfort room

2.3 Classroom

2.4 Clinic

2.5 Library

2. Which of the aforementioned facilities students are most and least satisfied with?

3. What are the factors affecting the students’ satisfaction in terms of the school

facilities?

Statement of Hypothesis

HO: There is no significant relationship between the students’ satisfaction in the

school’s facilities and their motivation in learning.

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Purpose Statement/Objective of the Study

The purpose of this study is to identify the students’ level of satisfaction in

terms of the school’s facilities by conducting a survey with students of Zamboanga

del Sur National High School – Senior High School. This study will aid future

researchers in learning more about how satisfied students are with the amenities at

their schools, and help schools gain insights of the students’ satisfaction with school

facilities.

Significance of the Study

The researchers of this study are convinced that this study on the student’s

satisfaction in school’s facilities greatly benefitted the following individuals or group.

Students. This study will grant them knowledge about the level of the students’

satisfaction with each of the school’s facilities: classroom, clinic, canteen, library, and

comfort room.

Parents. This study will confer them with the knowledge of how their children are

satisfied with inside the school’s premises.

School. This will help the school know how satisfied are the students with their

facilities and how it would affect them.

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Future Researchers. This will grant them the help of a few knowledge regarding the

students’ satisfaction on the school’s facilities and use it for their future research

study.

Scope and Limitation of the Study

This research aims to relate the students’ satisfaction in school facilities and

their issues and matters with the students’ motivation in learning.

Subject Matter. This study will focus on the level of the students’ satisfaction in

school facilities.

Research Environment and Timeline. This study will be conducted in Zamboanga del

Sur National High School located in Sta. Maria District, Pagadian City in the S.Y

2022-2023.

Research Participants. The participants will be coming from Humanities and Social

Sciences (HUMSS) Grade-12 students of Zamboanga del Sur National High School-

Senior High School. There will be 23 willing participants in each of the 9 sections, in

total of 207 respondents as the sample, and will be used in the conduct of the study.

Definition of Terms
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In order to at least provide the readers of this study with a knowledge or

comprehension of the terminologies that will be utilized in authoring the contents, the

following research variables should be operationally defined:

Student Satisfaction. Student satisfaction is characterized as the favorability of a

student's subjective assessment of the different educational outcomes and

experiences. It relates to how satisfied, content, and happy students are with their

educational experience. The relative degree of experiences and perceived

performance for educational services during the research period determines student

satisfaction.

School Facilities. The physical resources utilized for teaching and learning are

referred to as school facilities. These consist of real estate, construction, furnishings,

classrooms, libraries, media centers, labs, cafeterias, gyms, and other associated

interior and external amenities. Facilities also include the network and computer

systems' infrastructure. They play a crucial role in the learning environments that

students, teachers, and community members encounter.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

According to Paul Jenkins, one of the most significant and vital institutions in

our society is education. We acquire the knowledge and skills necessary to thrive in

life there while also learning about the world around us. A young person learns about

the world around them, explores their hobbies and passions, cultivates social skills,

and gains knowledge about topics that will be helpful in their future jobs in school.

School refers to a location where formal education or learning is conducted or

a building where education or educational activities are conducted. A school is a

section of the school system made up of students belonging to one or more grade

levels or other distinguishable groupings, arranged as a single entity with one or

more teachers to deliver teaching of a specific sort, and housed in one or more

buildings. As in the situation when elementary and secondary schools are housed in

the same building or compound, more than one school may be located there. A

school is any establishment created with the primary goal of giving instruction to

students, in this case from the foundation phase to the senior phase (Grade R –

Grade 12). Schools are incredibly valuable and vital, but they also have a lot of

issues (Tutlance, 2021).

There are lots of things in school to be aware of such as a blackboard, desk,

chair, duster, eraser, computer, clock, binder, bookshelves, books, and the facilities.

School facilities only refer to those facilities required for teaching and other

educational activities, such as classrooms, libraries, media centers, labs, cafeterias,

physical education spaces, related interior and exterior facilities, and the conduit,
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wiring, and powering of hardware installations for student computers or local area

networks.

There are some reasons as to why school is important and in accordance to

Emmaline Soken-Huberty (2020), Social skills are taught in school as for the majority

of children, school is where they first develop their social skills. They gain skills in

making friends, paying attention in class, and resolving issues. Early social skill

development provides children with a crucial basis for their interactions in society.

Teachers and other adults are in charge of promoting good socialization.

School encourages a mindset of teamwork with others through group projects,

classroom engagement, or even just the sense of camaraderie that comes with

having peers. After all, everyone in the same class is drawing knowledge from the

same source. To understand how to remember and apply the material, they

frequently need to work together or take part in class activities. This ability is helpful

for better information retention, but it also has value in the workplace where

teamwork is essential to a company's success (C. Drew, 2022).

School aids in boosting students' self-confidence as healthy self-esteem

depends on one's ability to be self-assured and secure in oneself. People who lack

confidence are more vulnerable to being exploited and are more prone to experience

anxiety. Children have the chance to develop their confidence at an early age in a

school environment. Their self-assurance grows as they learn to read, write,

complete math problems, and other skills. An instructor is crucial to this process. As

many students struggle with particular areas, it is their responsibility to recognize a

student's development as well as their triumphs (E. Soken-Huberty, 2020).

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Critical thinking is cultivated in schools as every subject in school requires

students to engage in critical thinking. Students learn how to use critical thinking

skills whether they are studying history, science, or literature. They make use of

these to take in the information, create their own thoughts, and communicate verbally

and in writing. These abilities apply to all facets of life, including relationships, the

workplace, and academic settings (E. Soken-Huberty, 2020).

With support of Chris Drew’s article posted on late 2022, according to him, we

can see, for instance, that many schools were keen to introduce computers and the

internet into their classrooms in the early 2000s in order to ensure that students

developed the essential digital literacy skills. They would be well suited for jobs in the

twenty-first century as a result. The majority of employment in the 21st century is also

collaborative. As a result, schools frequently stress the value of collaboration,

cooperation abilities, and group projects. There are numerous ways that education

prepares students for occupational employment, from the fundamental skills taught in

high school to an industry-specific degree at a university. Of course, imparting the

knowledge required for pupils to execute their jobs well is the most significant

accomplishment. Many careers require prior knowledge, which can best be acquired

in a classroom setting before being applied to a job.

Students have many opportunities in school. There are more than just

classrooms in schools. The majority also provide extracurricular sports, clubs, and

activities. Some of these may result in scholarships, opening doors for youngsters to

wonderful future prospects. Even if a student struggles in the classroom, they can still

profit from something else at their school. The value of the learning process is

emphasized in schools. It's common for students to ponder the significance of any
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given subject in the classroom. How soon will I use this? ", they may inquire. Even

while you might not utilize a certain arithmetic formula every day, it is the learning

process that counts. The intellect is trained via memorization of formulas, literary

analysis, and civil discourse. That training comes in handy when you need to learn

something new in the future (Soken-Huberty, 2020).

Education lowers poverty. The globe needs more education if we want to end

poverty there. Children who acquire an education have access to higher-paying

occupations. It also helps break the patterns of poverty that keep communities

underdeveloped, which benefits the entire family. A nation must fund its educational

system (which includes facilities of schools) if it wishes to reduce poverty. Although

there are other elements that affect the type of employment a person can obtain, it is

generally true that when a person completes more education, their income potential

increases (E. Soken-Huberty, 2020).

Moving on, this part asserts what do students need in school both in general

and to fulfil their satisfaction according to some articles. Major findings of the global

student satisfaction report 2019 as reported by Cara Skikne was that with an average

reported student satisfaction score of 4.21 on a scale from 1 to 5, students around

the world generally express great pleasure with their educational experience. In

comparison to students in bachelor's or short courses, master's and PhD students

expressed higher levels of satisfaction. It should come as no surprise that older

students expressed greater levels of pleasure than younger ones.

Lauri Desautels (2021) states that the adults in the building are where the

connection begins. When teachers take the time to look out for one another, our

pupils gain from the secure environment. We are biologically programmed to connect
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with others from the moment we are born. To control our states and make us feel

safe, our nervous systems need reciprocity. Being a part of a social network affects

our own feeling of happiness since belonging offers satisfaction. Last year, we lost

this sense of community, and the lingering impacts of our perceived seclusion and

ongoing unpredictability will be felt for years to come. To lessen those feelings of

loneliness, loss, and isolation, we should work to foster a familial culture in our

classrooms and educational institutions. Another one is that students of all ages,

from elementary school all the way through high school, will benefit from morning

meetings. These gatherings enable everyone to check in with one another and prime

the nervous system for learning.

Of course, teachers are crucial in getting pupils interested in learning.

According to a new study, pupils are more likely to attend class and graduate from

high school when their teachers are more engaging. This is incredibly essential

information to know because the authors discovered that "engaging teachers are

about as impactful on high school completion as teachers who are particularly

effective at enhancing students' test performance."

It is crucial that students are happy with the school cafeteria. Schools are in

charge of encouraging healthy eating habits and ensuring that kids receive enough

nutrients because pupils deserve to eat food of high quality from the canteen.

Students have occasionally observed issues with the school canteen's present

conditions, staff attitudes, food preparation, prices, availability of supplies, physical

condition and sanitation, cleanliness, and orderliness. School principals and canteen

managers should focus on the services provided by the school canteen that are
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sufficient to meet students' needs and take steps to lessen the elements that interfere

with such services (A. J. Macaraig, 2019).

One of the school's auxiliary services is the operation of the canteen. For the

Department of Education authorities, school administration, and canteen

management to improve the operation of such service, it is critical to comprehend

student contentment with food offered in canteens. There are many elements that

affect how satisfied students are with the school canteen services. Staff members

need to interact with kids in a warm and welcoming way for school canteens to better

serve pupils. Customer service training needs to be provided by management. It's

important to take into account how food is perceived. Therefore, administration and

staff should serve nutritious cuisine that is affordable and suited to students' tastes.

They should continue to provide canteen facilities of a high standard (C. A. Castillo,

2019).

The qualities of tangibility, certainty, dependability, responsiveness, and

empathy served as canteen service quality indicators. The atmosphere, orderliness,

amenities, features, and costs of the canteen were considered in determining student

happiness. The findings of Galabo et al. (2019) were that both student happiness and

perceptions of canteen service quality are only moderately satisfactory. Additionally,

the quality of the cafeteria service is linked to students' pleasure, with tangibility,

dependability, responsiveness, and empathy showing a substantial positive

correlation. In addition, the canteen service quality areas of tangibility,

responsiveness, and empathy had a substantial contribution to student satisfaction.

Therefore, based on the three predictors of student happiness, school canteen

managers are encouraged to improve the service quality they offer to students.
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Lijster (2016) states that toilets and everything associated to them, collectively

referred to as sanitation, are crucial for everyone's sustainable, inclusive

development as well as for our daily lives as we take time to relieve ourselves. Toilets

are essential for everyone's healthy growth, especially for youngsters. It also includes

preserving hygiene through services like waste disposal and garbage collection.

Sanitation facilities and services include safe disposal of human urine and feces. A

healthy living environment for everyone, the preservation of natural resources

including soil, groundwater, and surface water, as well as the safety, security, and

dignity of those who urinate, or take a dump are the main goals of proper sanitation.

There are some studies which focuses on students’ satisfaction with the

school’s restroom and had taken results such as the outcome of Dagoc et al. study

indicates that the aroma, followed by the overall design and cleanliness, are the main

variables that have the most impact on restroom amenities.

The state of public libraries today is critical. As the new millennium drew near,

there was a lot of worry about whether public libraries would become outdated, and

there were a lot of inquiries about how libraries could continue to be useful in the era

of online knowledge. In the nearly 20 years since they were primarily about materials,

libraries have effectively evolved into community anchors for formal and informal

learning, technological access, career development, and community participation (M.

Smith, 2019).

Through numerous techniques and activities, a school librarian teaches pupils

the value of reading and aids in their improvement of reading comprehension. School

librarians collaborate more closely with instructors and students who require
 20

educational resources than other types of librarians do (Indeed Editorial Team,

2021).

Many studies have demonstrated that school librarians do have a favourable

impact on academic attainment, as argued by Harper (2017). A lesser-known

function of a school librarian is how they assist children feel cared for and how

carefully planned instruction, the placement of a collection, and the physical space of

the school library all benefit students who are struggling. However, when questioned,

many school librarians provide numerous anecdotal accounts of how they have had a

profound impact on a child's life and how they have helped to create a safe and

enriching environment based on understanding the needs of the whole child, not just

those that serve to support the curriculum.

Respondents discuss their difficulties and concerns with their actual library

area in this section. Position, accessibility, and uninviting décor limit the range of

services that school libraries may offer, while size, obsolete fixtures and furnishings

and rigid layouts limit their capacity to engage pupils.

For all that have been mentioned above, we as a group agrees with all of the

researches that have been conducted and the researchers’ findings have been linked

to student’s satisfaction on school’s facilities.

According to Medlin's summary of the most recent Student Voice survey,

which 2,000 college freshmen were asked about their perceptions and experiences

both indoors and outside of school facilities, "They get frustrated and annoyed when

things are not as they should be. Place has the potential to either attract new

employees or repel them. Inconsistent classroom temperatures from building to

 21

building, classrooms that are too hot or cold, and inconsistency within particular

buildings are three of the top four facilities issues identified (Ezarik M., 2022).

Three of the top four facility concerns highlighted include inconsistent

classroom temperatures from one building to another, classrooms that are

excessively hot or cold, and inconsistent conditions inside certain buildings. At least

50% of students state that the student center, sporting fields, leisure centers,

academic buildings, and lawns are all typically in excellent condition. Just over half of

individuals believe that research laboratories are great, compared to only a third who

believe that arts and performing venues are outstanding. According to 42% of survey

participants, all facility types are in poor condition, with classrooms and lecture halls

obtaining the worst ratings (Ezarik M., 2022).

94 percent of students say they are extremely (44%) or fairly (50%) satisfied

with the overall cleanliness of the campus facilities. However, among the 19 potential

facility issues that students may have noticed, filthy restrooms came in second,

according to 39% of respondents. Three out of ten students think that unsatisfactory

building upkeep, cleanliness, or general building conditions have at least partially

hindered their ability to concentrate and learn. When filtered by students who name

particular facilities issues on campus, such as leaky roofs, repair requests that are

postponed or disregarded, or furniture or fixtures that appear broken, that figure rises

to more than 50% (Ezarik M., 2022).

The Student Satisfaction Survey is a useful and effective instrument that tries

to focus resources on areas where there is low satisfaction but high importance.

Educational institutions around the world are now requesting students' feedback on
 22

all aspects of academic life in the form of a satisfaction feedback questionnaire

(Kanwar A. & Sanjeeva M., 2022)

The most essential stakeholders in every educational institution are the

students. Along with student progression and placements, one of the most important

markers of a college's progress is student satisfaction. The strong, efficient, and

value-based educational system is the backbone of any nation. To go forward in the

proper manner, a thorough understanding of student diversity, socioeconomic

position, expectations, and academic preferences is essential (Kanwar A. &

Sanjeeva M., 2022).

The strong, efficient, and value-based educational system is the backbone of

any nation. To go forward in the proper manner, a thorough understanding of student

diversity, socioeconomic position, expectations, and academic preferences is

essential. The satisfied individual will be more efficient and will contribute to the

advancement of the institution and the nation as a whole. Students enrolled in a

higher educational institution seek more quality education and system perfection in

terms of approachability of the location, good infrastructure, quality education

system, services provided by the institution, additional inputs in the form of value

addition and employability enhancement courses, and so on (Kanwar A. & Sanjeeva

M., 2022).
 23

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes our study's research methodology, as well as the

processes we used to collect information and data for the study's aims, which can

help us learn more about the problem at hand. The research methods utilized in this

study, as well as the study's design, demographics, and sample size, are explained,

or the instrument used to collect data is described, as well as the processes used to

maintain the instrument's validity and reliability.

Research Design

A quantitative approach is used in the research design and a descriptive

research design is conducted in this study. The survey instrument, which takes the

form of a questionnaire, seeks to ascertain respondents' opinions regarding how

satisfied pupils are with the facilities at their schools. This chapter also covers the

process of acquiring data and applying statistics to it.

 24

The Respondents of the Study

The grade 12 HUMSS students of ZSNHS will be the respondents to this

survey. They will respond to the questionnaire the researchers will give them, which

will provide the data required for the study to be successful. All of these individuals

were chosen using cluster sampling to choose which strand we would use for the

study, stratified sampling to determine the number of participants in each stratum

(section), and random sample to determine the participants within a stratum

(section).

Humanities and Social Sciences (HUMSS) Grade-12 students from

Zamboanga del Sur National High School-Senior High School will participate. There

will be 23 willing participants in each of the nine parts, for a total of 207 responses as

the sample, to be employed in the study's execution.

Research Instrument

The questionnaire was employed as the primary data collection instrument,

and the instrument to be produced centred on answering the issue statement. There

are twenty-five (25) questions in the questionnaire. The surveys will be given to the

participants. To ascertain how a student's life is impacted by both the good and bad

aspects of school facilities, the survey study method has been adopted. And to rank

each facility ranging from 1 to 5. 1 being the facility that most students are most

satisfied, and 5 being the facility that most students are dissatisfied.
 25

SURVEY QUESTIONNAIRE

Research Title: LEVEL OF STUDENTS’ SATISFACTION ON SCHOOL FACILITIES IN ZAMBOANGA DEL SUR NATIONAL HIGH
SCHOOL-SENIOR HIGH SCHOOL YEAR 2022-2023

DIRECTION: Please read the questions below and check the boxes below whether you Satisfied, Fully Satisfied, Neutral, Not Satisfied,
Not Fully Satisfied.

INDICATORS SATISFIED FULLY NEUTRAL NOT NOT FULLY

SATISFIED SATISFIED
SATISFIED

1. I am satisfied with the classroom in terms

of the following problems:

1.1 Chairs

1.2 Chalk Boards

1.3 Electric Fans

1.4 Windows

1.5 TV

2. I am satisfied with the school’s canteen in

terms of the follow problems:

1.1 Quality

1.2 Price

1.3 Trashcans

1.4 Storekeeper’s

1.5 Cleanliness

3. I am satisfied with the comfort room in

terms of the following problems:

1.1 Water

1.2 Toilet

1.3 Trashcans

1.4 Faucet

1.5 Mirror

4. I am satisfied with the school’s clinic in

terms of the following problems:

1.1 Medicines

1.2 First Aids

1.3 Air condition/Electric Fans

1.4 Clinic Bed/ Clinic Chairs

1.5 Trashcans

5. I am satisfied with the school’s library in

term of the following problems:

1.1 Books

1.2 Lights

1.3 Table and Chairs

1.4 Electric Fans

1.5 Bookshelves

Name of Validator and Signature Date of Validation

 26

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Introduction

This chapter covers the analysis and interpretation of the information acquired to

explain the students' satisfaction with the school’s facilities and their motivation to

learn: basis for motivation learning plan for Zamboanga del Sur National High

School-Senior High School Grade 12 HUMSS students. To better comprehend the

implications of the results, this analysis and interpretation were given using tables

and described in the same sequence as they are presented in the problem

description.

Table 1. The level of students’ satisfaction on school facilities in terms of

classroom
Indicators Mean SD Adjectival
Equivalent
1. Chairs 3.29 1.130 Neutral
2. Chalk Boards 3.42 1.102 Satisfied
3. Electric Fans 3.36 1.078 Satisfied
4. Windows 3.47 1.139 Satisfied
5. TV 3.35 1.197 Neutral
Grand mean 3.38
Legend:

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied

The table 1 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the school’s facilities regarding the

 27

classroom. The survey used likert scale with a range of 1 to 5 where 1

correspondence to "(not fully satisfied)", 2 correspondences to "(not satisfied)", 3

correspondences to "(neutral)" 4 correspondence to "(satisfied)" 5 correspondence to

"(fully satisfied)". The table also shows the mean scores for each of the 5 indicators

or questions in the survey, as well as their standard deviation (SD) Based on the

likert scale, The grand mean score, which is the average of all the mean scores, is

also provided. Based on the results, it appears that the Grade 12 HUMSS students

are satisfied with the facility which is the "classroom". They are "Neutral" of the chairs

in the classroom (Indicator 1) "Satisfied" with the chalk boards (Indicator 2) "

Satisfied" with the electric fans (indicator 3) "Satisfied" with the windows (indicator 4)

"Neutral" with the tv (indicator 5).

The classroom's ambient circumstances, as well as its spatial layout and

functionality, dramatically improved the effects of cognitive and emotive evaluation on

student satisfaction with the course (Han et al., 2017).

Table 2. The level of students’ satisfaction on school facilities in terms of

canteen

Indicators Mean SD Adjectival

Equivalent
1. Quality 3.65 1.041 Satisfied
2. Price 3.58 .990 Satisfied
3. Trashcans 3.60 1.069 Satisfied
4. Storekeeper’s 3.65 1.068 Satisfied
5. Cleanliness 3.68 1.086 Satisfied
Grand mean 3.63
Legend:

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied
 28

The table 2 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the school’s facilities regarding the

"Canteen". The survey used likert scale with a range of 1 to 5 where 1

correspondence to "(not fully satisfied)", 2 correspondences to "(Not satisfied)", 3

correspondences to "(Neutral)" 4 correspondence to "(Satisfied)", 5 correspondences

to " (Fully satisfied)". The table also shows the mean scores for each of the 5

indicators or questions in the survey, as well as their standard deviation (SD) Based

on the likert scale, The grand mean score, which is the average of all the mean

scores, is also provided. Based on the results, it appears that the Grade 12 HUMSS

studends are "satisfied" with the facility which is the "Canteen". They are "Satisfied"

of the quality of the products (Indicator 1) "Satisfied" with the price of the products

(Indicator 2) "Satisfied" with the trash cans (Indicator 3) "Satisfied" with the store

keepers (Indicator 4) and "Satisfied" with the cleanliness (indicator 5).

Customer happiness has long been acknowledged as the foundation of all

corporate operations. Satisfaction can be used to predict future performance as well

as the past and present success of the firm. Maintaining competition in the higher

education sector requires providing students with high-quality services. The

relationship that develops between students’ expectations and their contentment with

the level of service provided by educational institutions is crucial in determining how

well-known academic institutions will become. Academic institutions are starting to

realize how important student happiness is since it has a beneficial impact on both

the decision of current students to continue their studies at the institution as well as

the positive word-of-mouth that will draw in new students (Mihanovic et al., 2016).
 29

Table 3. The level of students’ satisfaction on school facilities in terms of

comfort room

Indicators Mean SD Adjectival

Equivalent
1. Water 3.41 1.333 Satisfied
2. Toilet 3.36 1.296 Neutral
3. Trashcans 3.43 1.224 Satisfied
4. Faucet 3.36 1.218 Neutral
5. Mirror 3.47 1.123 Satisfied
Grand mean 3.41
Legend:

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied

The table 3 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the schools’ facilities regarding the comfort

room. The survey used likert scale with a range of 1 to 5 where 1 correspondence to

"(not fully satisfied)", 2 correspondences to “(Not satisfied)", 3 correspondences to

"(Neutral)" 4 correspondence to "(Satisfied)", 5 correspondences to " (Fully

satisfied)". The table also shows the mean scores for each of the 5 indicators or

questions in the survey, as well as their standard deviation (SD) Based on the likert

scale, The grand mean score, which is the average of all the mean scores, is also

provided

Based on the results, it appears that the Grade 12 HUMSS students are satisfied

with the facility which is the comfort room

They are "Satisfied" of the water in the comfort room (Indicator 1) "Neutral" with the

toilet (Indicator 2) "Satisfied" with the trashcans (Indicator 3)

 30

"Neutral” with the faucet (Indicator 4) and "Satisfied" with the mirrors of the school’s

comfort room (Indicator 5).

The appearance of the restroom had the largest impact on cleanliness,

followed by personal hygiene items. Furthermore, RRC had an impact on customer

satisfaction and did not differ dependent on customer segmentation (Kim H. &

Bachman J., 2019).

Table 4. The level of students’ satisfaction on school facilities in terms of clinic

Indicators Mean SD Adjectival

Equivalent
1. Medicines 3.48 1.10527 Satisfied
2. First Aids 3.48 1.11836 Satisfied
3. Air condition/Electric Fans 3.50 1.15277 Satisfied
4. Clinic Bed/ Clinic Chairs 3.49 1.15691 Satisfied
5. Trashcans 3.45 1.17667 Satisfied
Grand mean 3.48
Legend:

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied

The table 4 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the school’s facilities regarding the "Clinic”.

The survey used likert scale with a range of 1 to 5 where 1 correspondence to "(not

fully satisfied)", 2 correspondences to “(Not satisfied)", 3 correspondences to

"(Neutral)" 4 correspondence to "(Satisfied)", 5 correspondences to " (Fully

satisfied)". The table also shows the mean scores for each of the 5 indicators or

questions in the survey, as well as their standard deviation (SD) Based on the likert
 31

scale, The grand mean score, which is the average of all the mean scores, is also

provided. Based on the results, it appears that the Grade 12 HUMSS studends are

"satisfied" with the facility which is the "Clinic". They are "Satisfied" of the medicines

(Indicator 1) "Satisfied" with the first aids (Indicator 2) "Satisfied" with the air

condition/electric fans (Indicator 3)

"Satisfied” with the clinic bed/clinic chairs (Indicator 4) and "Satisfied" with the

trashcans (indicator 5).

The university understood that it would take constant quality improvement,

including the standard of the current service facilities, to win the competition. It is

thought that providing high-quality amenities will help the learning activities succeed

and increase customer pleasure (Napitupulu D. et al., 2019).

Table 5. The level of students’ satisfaction on school facilities in terms of

library
Indicators Mean SD Adjectival
Equivalent
1. Books 3.45 1.197 Satisfied
2. Lights 3.52 1.174 Satisfied
3. Table and Chairs 3.48 1.144 Satisfied
4. Electric Fans 3.51 1.218 Satisfied
5. Bookshelves 3.50 1.254 Satisfied
Grand mean 3.49
Legend:

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied

The table 5 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the school’s facilities regarding the

 32

"Library”. The survey used likert scale with a range of 1 to 5 where 1 correspondence

to "(not fully satisfied)", 2 correspondences to "(Not satisfied)", 3 correspondences to

"(Neutral)" 4 correspondence to "(Satisfied)", 5 correspondences to " (Fully

satisfied)". The table also shows the mean scores for each of the 5 indicators or

questions in the survey, as well as their standard deviation (SD) Based on the likert

scale, The grand mean score, which is the average of all the mean scores, is also

provided. Based on the results, it appears that the Grade 12 HUMSS students are

"satisfied" with the facility which is the "library". They are "Satisfied" of the books

(Indicator 1) "Satisfied" with the lights (Indicator 2) "Satisfied" with the table and

chairs (Indicator 3) "Satisfied" with the electric fans (Indicator 4) and "Satisfied" with

the book shelves (indicator 5).

Philosophy in the library is the principle of emphasizing satisfaction. One of the

numerous factors evaluated is the provision of quality services, such as those that

can match the needs and expectations of students (Lubis H., 2020).

Table 6. Rank of students’ satisfaction on school facilities

Categories Mean SD Adjectival Rank

Equivalent
1. Classroom 3.38 Neutral 5
2. Canteen 3.63 Satisfied 1
3. Comfort Room 3.41 Neutral 4
4. Clinic 3.48 Satisfied 3
5. Library 3.49 Satisfied 2
Grand mean 2.82 1.013 Almost Always
Legend

Scale Mean Range Adjectival Equivalent

5 4.21-5.00 Fully Satisfied
4 3.41-4.20 Satisfied
3 2.61-3.40 Neutral
2 1.81-2.60 Not satisfied
1 1.00-1.80 Not fully satisfied
 33

The table 6 represents the results of a survey, conducted among grade 12

HUMSS students on their satisfaction on the "Schools Facilities”. The survey used

likert scale with a range of 1 to 5 where 1 correspondence to "(not fully satisfied)", 2

correspondences to “(Not satisfied)", 3 correspondences to "(Neutral)" 4

correspondence to "(Satisfied)", 5 correspondences to " (Fully satisfied)". The table

also shows the ranking of each facility ranging from 1 to 5 where 1 being the facility

where most students are satisfied the most and 5 where most students are not

satisfied with the facility, the table also include their standard deviation (SD) Based

on the likert scale, The grand mean score, which is the average of all the mean

scores, is also provided. Based on the results, it appears that the Grade 12 HUMSS

studends are "Neutral" with the school’s facilities. They are "Neutral" of the classroom

(Indicator 1) "Satisfied" with the canteen (Indicator 2) "Neutral" with the comfort room

(Indicator 3) "Satisfied” with the clinic (Indicator 4) and "Satisfied" with the library

(indicator 5).
 34

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Introduction

This chapter contains a summary of the researchers' results, a recorded

conclusion, and recommendations to help improve the school's facilities so that

students are satisfied.

Summary of Findings

The major goal of this research was to determine the level of student

satisfaction with the school's facilities. Schools have a significant impact on students'

satisfaction since everything is well-kept, extremely immaculate, and secure. Studies

have shown that student satisfaction has a positive impact on students' performance.

They made it quite obvious that the best way for schools to attract and retain

students is by identifying and meeting their needs and expectations.

The researchers identify how satisfied are the students in terms of the school's

facilities in a form of a survey questionnaire as the research instrument used to

 35

gather data and are conducted with two hundred and seven (207) respondents which

are the students.

After the Data Analysis, results have shown that students are very least

satisfied with the “Classrooms”, placing 5th and last on the ranking of the facilities,

followed by the “Comfort Room” as placed 4 th, “Clinic” as 3rd, then the “Library”

ranking 2nd, and finally the “Canteen” placed 1 st as where they are most satisfied with

than among the rest of the aforementioned facilities.

Conclusion

Based on the data and information acquired, the researchers obtained their

findings. They have concluded that students are neutral with their classroom and the

comfort room, and that facilities inside the classroom and the comfort room must be

taken care of to improve these facilities and get the students to be satisfied.

Recommendations

As the researchers obtained their results from the data gathered, the comfort

room was expected to have a lot of students dissatisfied with this particular facility.

However, based from the results, the classroom was last in ranking and is

considered as where the students are more not satisfied with than the comfort room.

And as observable inside the classrooms of Zamboanga del Sur National High

School – Senior High School, one of the problems was the lack of chairs. This

problem must be a barrier for a student to be able to sit comfortably in class.

The type of school chairs used in classrooms has an impact on students.

School chairs that are comfy offer enjoyable study sessions. A pupil does not sit in a

single posture. In their chairs, they slump, tilt, twist, and straddle. They will move
 36

about, bounce, stretch their legs, and make rough use of the chair. A decent

classroom chair should accommodate all of this in order to be comfortable to use

(InSpace, 2023).