THE EFFECTS OF LEARNING ENVIRONMENT ON THE ACADEMIC

PERFORMANCE OF GRADE 11 STUDENTS AT COLEGIO DE

MONTESSORI

A Senior High School Research manuscript submitted to the faculty of Colegio De

Montessori Inc. A. Soriano Highway, Timalan, Naic, Cavite, in partial on the
requirements for Senior High School

AGUILAR, PRINCESS D.
ANDRA, KHYLLE
ARCENA, BEA R.
GAYETA, MA. PAULINE MAE R.
GONZAGA, JILLIAN F.
MARGATE, BILLIE ROSE
NAGAGOR, DENNICE MARIE
TORRES, RYZZA T.

MAY 2023

1
 APPROVAL LETTER

In partial fulfillment of the requirements in Practical Research 1, this study has

been presented and submitted by BEA R. ARCENA, BILLIE ROSE MARGATE,

DENNICE MARIE NAGAGOR, JILLIAN F. GONZAGA, KHYLLE ANDRA,

PRINCESS D. AGUILAR, MA. PAULINE MAE R. GAYETA, and RYZZA T.

TORRES.

______May 19, 2023_____ Ms. Nicky Gene Bordarays

Date Research Adviser

Accepted and approved as partial fulfillment of the requirements in

Practical Research 1.

Marichernelle D. Dela Peña, LPT

Research Teacher

Jonathan Son P. Aceron Jeofrey D. Capili, PhD.

Academic Head Principal

2
 ACKNOWLEDGEMENT

This research study was made successful through the encouragement of

significant people who guided the researchers throughout the accomplishment of this

study. The researchers would like to express their wholehearted gratitude to those

significant individuals who contributed to accomplishing every part of this work.

First and foremost, the researchers would like to thank almighty God for

giving them strength, wisdom, knowledge, ability, and opportunity that made this

study complete and possible.

To the research adviser, Ms. Nicky Gene Bordarays, for her continuous

support to the study, for her patience, pieces of advice, and inspiration that she

constantly gave the researchers during the research journey. Her guidance truly helped

the researchers accomplish this study.

To the school principal, Sir Jeofrey D. Capili, for allowing the researchers to

administer the research survey questionnaires.

To respondents, for without the respondents' support and cooperation, every

part of this research would not be possible.

Lastly, to the researchers’ parents for their continuous support, appreciation,

and encouragement. The researchers’ parents have patiently supported them

financially, spiritually, and morally since they started to conduct the study until they

accomplished it.

The accomplishment of this study would not be possible without their support.

The researchers want to thank them for their never-ending motivation and patience.

3
 TABLE OF CONTENTS

Page

4
TITLE PAGE………………………………………………………………....1

APPROVAL LETTER………………………………….….…………………2

ACKNOWLEDGEMENT……………………………………………………3

INTRODUCTION………………………………………………….…………7

Background of the Study……………………………………….………9

Objectives………………………………………………………………10

Statement of the Problem………………………………………………11

Conceptual Framework…………….………….………….……………12

Significance of the Study………………………………………………15

Hypothesis………………………….……….……………….…………16

Scope, Limitations, and Delimitations of the Study….….…….………16

Definition of Terms……………………………………………………17

REVIEW OF RELATED LITERATURE

Foreign Literature…………………………………………….…….…19

Local Literature………………………………………………….……21

5
 Foreign Studies……………………………………………….…….…23

Local Studies…………………………………………………….……25

METHODOLOGY

Research Method………………………………….……….……….…27

Subject of the Study……………………….………….……….………28

Instrumentation………………………………………….……….……28

Procedure of Data Gathering…………………………………….……29

Statistical Treatment…………………………………….……….……29

LIST OF FIGURES

Figure 1…………………………………….…………………….……12

LIST OF TABLES

Table 1…………………………………….….………….……….……29

CHAPTER I

PROBLEM AND ITS BACKGROUND

INTRODUCTION

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 A student's academic performance can be influenced by various factors, some

of which can have a positive effect while others may have a negative effect. Learning

environment refers to the diverse physical locations, contexts, and cultures in which

students learn. For a student to perform well in class, it's important for them to

understand the things that could negatively affect their studying. By being aware of

these things, students can identify what they need to focus on and take action to stay

motivated and engaged in their classes. Through this research, it would be possible to

determine the positive and negative effects of the learning environment on the

students, and if it really has an effect on the student’s academic performance.

A positive school learning environment has a significant effect on a child's

academic performance. A positive learning environment is often one where learners

feel they are making progress and learning. Students in a calm, peaceful setting are

more productive than those in a loud or chaotic environment. A conducive learning

environment fosters critical thinking skills in students by encouraging them to

question everything around them, enabling them to engage in stimulating

conversations and discussions about the concepts they have learned in class. The

confidence students gain in this environment makes it easier for them to understand

formulas and ideas, leading to better academic performance.

A negative learning environment can lead to: low confidence, poor academic

achievement, stress, and reduced social skills. The learning environment dramatically

affects the learning outcomes of students. Schools' open space and noise,

inappropriate temperature, insufficient light, overcrowded classes, misplaced boards

and inappropriate classroom layout all make up factors that could be confounding

7
variables distracting students in class. Furthermore, schools that have a shortage of

teaching equipment, seating space, cramped classrooms, and outdated technology, can

also affect the child’s will to learn and their ability to understand the subjects, thus

affecting their academic performances. In a negative learning environment, students

may feel uncomfortable, confused, unsupported, and afraid to make mistakes. Such an

environment does not motivate students to persevere or put in more effort. Instead,

they are likely to judge the class or themselves negatively, become unmotivated, or

even quit.

The results of this study will be utilized to inform the school that all students

are affected by the learning environment, both positively and negatively. In

conclusion, school officials must prioritize the monitoring and fulfillment of their

students' needs in order to ensure a positive learning environment. A positive solution

to learning environment helps improve attention, reduce anxiety, and supports

emotional and behavioral regulation of students. When educators foster a positive

learning culture, learners are more likely to acquire higher motivation that leads to

wonderful learning outcomes. An ideal learning environment should allow students to

feel comfortable and confident in the information that they are being taught. A good

solution is to ensure that the learning environment provides resources to help students

who are struggling with certain topics or assignments. This can create a sense of

safety and encourage students to express themselves and their ideas freely, without

fear of judgement.

BACKGROUND OF THE STUDY

According to Bada (2015), the process of learning is an active agent of

change such that students are empowered to generate knowledge, form attitudes and

8
develop requisite skills for life. Learning environment always has a huge effect on

every student’s academic performance. While a positive learning environment can

have a beneficial effect on students and their academic performance, a negative one

can also impede their progress. Therefore, it should be a top priority for students to

investigate whether the school or university they are planning to enroll in provides a

positive learning environment that can help them excel in their chosen fields and

remain motivated. Moreover, the school facilities, and equipment are necessary for

both school and students to be complete. As indicated by B Adewale (2021), the

classroom facilities should be improved to encourage students to make use of their

classrooms. The classroom is one of the most important factors that students need to

consider to make learning easier. This is because they spend around 8-9 hours

studying in this environment. If they are not comfortable with it, they will struggle to

focus on their studies and encounter difficulties in their learning process. Additionally,

a lack of classrooms can lead to a lack of knowledge. Therefore, it is essential for

schools to provide a comfortable and adequate learning environment for their

students.

Due to the shortages of classrooms here in Colegio De Montessori, the senior

high school students only have two days of classes per week compared to the other

schools. Students are having a hard time studying because having only two days of

classes per week is not enough for teachers to cover all the necessary lessons. As a

result, they are under pressure to pass all the requirements within a limited time

frame, which can be challenging.

This study aims to know how the learning environment affects the student’s

academic performance of Grade 11 students at Colegio De Montessori. The findings

9
of this study will be used to inform the school that the learning environment has a

negative and positive effect on all the students. In conclusion, it is important for the

school administration to monitor and fulfill the needs of all students to promote an

environment of academic success.

OBJECTIVES

The research objectives for this study are:

1. To determine the demographic profile of the respondents in terms of:

1.1 Strand

2. To determine the effects of learning environment on students' academic

performance in terms of:

2.1 Classroom design and layout

2.2 Availability of study materials and resources

2.3 School culture and climate

2.4 School faculties

3. To determine the specific effects of the learning environment on Grade 11

students’ academic performance at Colegio De Montessori.

4. To determine the relationship between learning environment and the academic

performance of the respondents.

STATEMENT OF THE PROBLEM

This study aims to identify the effects of learning environment on the Grade

11 student’s academic performance in Colegio De Montessori.

Specifically, it seeks to answer the following questions.

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 1. What is the demographic profile of the respondents in terms of:

1.1 Strand

2. What are the effects of learning environment on students' academic

performance in terms of:

2.1 Classroom design and layout

2.2 Availability of study materials and resources

2.3 School culture and climate

2.4 School facilities

3. What are the specific effects of the learning environment on Grade 11

students' academic performance at Colegio De Montessori?

4. Is there a significant relationship between learning environment and the

respondents’ academic performance?

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 5. CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Demographic

profile of the

respondents in 3. What are the

 Formulation of
terms of: specific effects of
survey
1.1. Strand learning
questionnaires.  This research will
2. What are the environment on
be able to
effects of learning Grade 11 students'
determine the
environment on academic
 Collection of effects of learning
students' academic performance at
data from environment on the
performance in Colegio De
surveys. academic
terms of: Montessori?
performance of
2.1 Classroom 4. Is there a

 significant
Analysis of Grade 11 students
design and layout
results from the at Colegio De
2.2 Availability of relationship

respondents. Montessori.
study materials between learning

and resources environment and

2.3 School culture the respondents’

and climate academic

2.4 School performance?

facilities

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 Figure 1. Conceptual Framework

Figure 1 Uses an input-process-output model to demonstrate the study's

conceptual framework. The graph shown above displays the connections between the

research's elements. The respondents’ demographic information, including name

(optional) and strand are included in input. Additionally, it discusses whether the

respondents' academic performance is positively or negatively affected by their

learning environment. The entire process of formulation of questionnaires, together

with their collection and analysis of data, is a part of conducting research. This

involves creating questionnaires, conducting surveys with grade 11 senior high school

students, gathering respondents’ data, analyzing the findings, and evaluating the

results. After the procedure is complete, the results establish the effects of the learning

environment on students' academic performance at Colegio De Montessori.

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SIGNIFICANCE OF THE STUDY

This study aims to be beneficial for the following:

Students. The findings of the study will provide students insights into how

their academic performance can be affected by the learning environment. By gaining

an understanding of how the learning environment affects their academic

performance, students can have greater control over their academic outcomes and

achieve their goals more effectively.

Teachers. The findings of the study can help teachers identify and address

factors that may hinder academic performance, leading to a more positive learning

environment. By integrating the study's findings, teachers can improve their students'

learning experience and increase academic success.

School. The findings of the study will provide valuable insights to the school

administration on how the learning environment can be further improved to enhance

students' academic performance, thus contributing to the overall development of the

school.

Future Researchers. This study can help future researchers in

comprehensively investigating the relationship between the learning environment and

academic performance. The findings of the study can provide important insights

14
required to conduct similar studies, thereby increasing knowledge and improving

researchers’ understanding of the field.

HYPOTHESIS

Ho: The learning environment has no significant effect on the academic

performance of Grade 11 students at Colegio de Montessori.

Ha: The learning environment has a significant effect on the academic

performance of grade 11 students at Colegio de Montessori.

SCOPE, LIMITATIONS AND DELIMITATIONS

This study will analyze the effects of learning environment on the academic

performance of Grade 11 students at Colegio De Montessori. A sample of one fifty-

one (51) Grade 11 students will be randomly selected for the study. The findings of

the study may not be representative of all senior high school students, given the

limited sample size. Therefore, the generalizability of the results to other schools or

students of different academic levels may be affected. Furthermore, as the study is

only focused on Colegio De Montessori, the applicability of the findings to other

institutions with different learning environments, student populations, or academic

standards may be limited. Nevertheless, the findings of the study will not be affected

by the students' academic strand, as it will not be a factor in the analysis.

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DEFINITION OF TERMS

Academic performance- the assessment of student achievement in a variety of

academic subjects. Teachers and school officials often assess achievement by

classroom performance, graduation rates, and test scores.

Adequate- satisfactory or acceptable in quality or quantity.

Circumstances- a fact or condition connected with or relevant to an event or action.

Conducive learning- a setting that provides characteristics that make it easier for

respondents to work.

Connotations- an idea or feeling that a word invokes in addition to its literal or

primary meaning.

Confounding variable- a variable that can affect the outcome of an experiment or

study but is not the variable of primary interest.

Cope- (of a person) deal effectively with something difficult

Demographic- relating to the structure of populations.

Diverse- contrasting one another: not the same.

Efficient- (especially of a system or machine) achieving maximum productivity with

minimum wasted effort or expense.

Generalizability- refers to how much the results of a study can apply to a bigger

group or real-life situation that is being studied.

Immediate- occurring or done at once; instant.

16
Initiative- the ability to assess and initiate things independently.

Insight- refers to a deep and clear understanding of a particular situation, and it often

comes from a new or different way of looking at things.

Integrating- combining different things together to make a complete and better

solution.

Learning environment- more than just a classroom; it is a place where students can

feel safe and supported in their quest for knowledge, as well as inspired by their

surroundings.

Requisite skill- refers to having the necessary level of knowledge or ability in a

particular area or field, to be able to successfully complete a task or project.

Sample size- refers to the number of respondents that are included in a study.

Sampling- selecting the group that you will actually collect data from in your

research.

Strand- refers to a specific field of study or area of focus within a larger academic

program or course.

Student- a person who is formally engaged in studying, particularly one who is

enrolled in a school or college.

Suitable- right or appropriate for a particular person, purpose, or situation

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents different numbers of bodies of related literature and

studies related to the topic at hand. In this paper, the researcher provides review of

literature of current knowledge concerning the study, such review is needed to further

bring this issue to consciousness of the educational community.

FOREIGN LITERATURE

It's important for every student to know about their surroundings and

understand the type of environment they are in. According to Malik & Rizvi (2018),

all the physical objects that aid to teaching and learning are termed as physical

environment while students and teachers in the classroom are considered as human

environment. A study by Suleman & Hussain (2014) states that students can perform

well in their studies if there is a good atmosphere and condition in the classroom.

Students become more interested in their learning process and teachers can easily

manage their students with good manners and instructions when there is effective

classroom management. For students to succeed in their chosen paths, it is important

that they monitor the environment of their school or university. Monitoring the

environment of a school or university can provide students with important

information and insights that can help them excel in their studies and achieve their

goals. Gilavand (2016) states that students in the process of socialization require a

healthy environment and models so as to increase their performance. Hence, a clean,

quiet and comfortable environments are important components of learning

environment. For the sake of students' education, enforcing cognitive activating

18
instruction must be successful, and achieving that requires all classrooms to be well-

managed and helpful to teachers in achieving their teaching goals. As indicated by

Schiepe-Tiska (2019), when looking at classroom management, higher school tracks

have higher levels of classroom discipline in comparison to lower school tracks,

making it easier for teachers to establish a clearly structured and low-noise learning

environment which can be a precondition for the successful implementation of

cognitively activating instruction. In order for all students to perform outstandingly in

school, it's important to evaluate and improve classroom facilities.

It's common for students to become distracted by their surroundings, but one

way to maintain excellent academic performance is to take the initiative to study and

analyze the lessons independently. As per Acton (2018); Cleveland & Fisher (2014),

in relation to learning environments, most existing research focuses predominantly on

their physical characteristics rather than on the alignment of spaces and practices,

desired educational activities, behaviours, and student opinions. As reported by

Murugan & Rajoo (2013), creating an ideal learning environment ought to be a

priority of every concerned educationalist because being comfortable should be a

combination of several factors which include temperature, lighting, and noise control

etc. Improving the school environment is a top priority because it can motivate

students to complete their tasks and participate actively in class. When the school

provides a positive and stimulating atmosphere, students are more likely to feel

excited about learning and engaging with the curriculum. As claimed by Duruji

(2014), the extent to which students’ learning could be enhanced depends on their

location within the school compound, the structure of their classroom, availability of

instructional facilities and accessories. Schools with adequate learning environment

19
contributes to stir up expected outcomes of learning that facilitate good academic

performance, by encouraging effective teaching and learning.

According to Alzubaidi (2016), there are strong correlations between students’

learning environment and their motivation and self-regulation related gains. Studies

have shown that many students become distracted or lose focus because of their

learning environment. Moreover, the study of Cheryan (2014) states that a plethora of

scientific evidence suggests that student learning and achievement is deeply affected

by the environment in which this learning occurs. Improving student learning,

achievement, and motivation requires attending to both the structural and symbolic

features in the classroom.

LOCAL LITERATURE

Students’ immediate environment is the classroom. A classroom is a place

where an interpersonal relationship among its occupants is marked by a unique face-

to-face encounter. These interpersonal relationships essentially include teacher-

student relationships and peer relationships. The general atmosphere within the

academic activities that take place influences social relationships. Two types of social

interactions occur in the classroom - teacher vs. students and students vs. students.

The first one is the most referred in the educational context. However, the interaction

going on amongst students is equally significant from a psychosocial standpoint. The

success or the failure of the students also depends on the quality of the classroom’s

social climate. The classroom environment aids the development and effective

achievement of a student (Salazar, 2021). The learning environment is the diverse

physical locations; contexts, and culture in which the student's generated learnings. It

20
has contributed to the students' academic performance (Cruz, 2021). School, like

home, workplace, are essential microenvironments in our country. The proper

physical learning environment of schools helps children's cognitive, creative, social,

physical, and intellectual development. Due to its adverse impact on learning at a

crucial developmental stage and lesser ability to predict, understand, and cope with

stress than adults, children are heavily affected by noise (Camarillo, 2021). As stated

by Zonio (2019), the academic performance of the students most of the time depends

on the school environmental settings thus, schools should endeavor to put in place

relevant, adequate, effective, and efficient school facilities in order to help the

students achieve a high academic performance.

According to the research of Orongan (2019), the design of tables and chairs

make students feel uncomfortable to be used for an extended period of time. The

learning space seems not suitable for the class size where the students cannot freely

interact with others for discussion and sharing of insights about the activity. This will

create an effect on the learning outcomes of the students. As the quality of the

physical environment increases as perceived by the students, their academic

achievement also increases. This indicates that the students should be provided

adequate space, a good lighting, acoustic and thermal condition, a good quality of

furniture, a seating arrangement that allows easy interaction and a clean environment

for learning (Matoy, 2016). The physical structure of the school building and the

interactions between teachers and students also influence students' performance.

School climate can be a positive influence on the health of the learning environment

or a significant barrier to learning. The school environment can affect many areas and

people within schools. For example, a positive school climate has been associated

21
with fewer behavioral and emotional problems for students (Pajarillo-Aquino, 2019).

In line with Diaco (2013), significantly elevated levels of noise pollution in the

common learning environments primarily caused by the students themselves and

statistical evidence that the student-participants' cognitive performances are

negatively influenced by noise pollution. To improve academic performance, schools

should put in place relevant, adequate, effective, and efficient facilities that foster a

positive learning environment for students.

FOREIGN STUDIES

Learning environment is believed to be a determinant factor that contributes to

stimulate the outcomes of learning that facilitate academic performance by

encouraging effective teaching and learning (Duruji, 2015). The environment in

which students study and teachers instruct may have an impact on both the level of

motivation teachers have to teach and the desire of children to learn. As indicated by

Javed & Asghar (2017), on Association of Classroom Environment with Academic

Achievement of Secondary School Girls in Pakistan, it was found that there was a

positive association between the classroom environment and academic achievement

of girls at secondary school level. The study demonstrates that there is, in truly, a

connection between secondary school students' academic performance and the

environment in the classroom. Creating a conducive environment for learning

promotes the teaching and learning processes by giving pupils the ideal physical

environment. Academic success for girls in secondary school would be more effective

if there was a suitable physical environment in which teaching and learning could take

place. Classroom environment has a positive impact on students’ academic

22
achievement, as by provision of physical facilities like furniture, electric supply,

painted walls, drinking water, models, charts, overhead projector and other ICT

related instructional material, students take much interest in classroom activities

which help them to get high marks in examinations (Kausar, 2017). Students are more

engaged in classroom activities when the classroom setting offers a variety of physical

amenities, which helps them achieve excellent performance in school. Gilavand

(2016) in a study whose aim is to investigate the impact of environmental factors such

as schools' open space, noise, lighting and paintings in educational institutions on

learning and academic achievement of elementary students, found that environmental

factors such as appropriate colouring, lighting of educational environment and

schools' open space has impact on learning and academic achievement of elementary

school students. This study, which discusses the environmental factors and their

effects on academic performance, reveals that these elements do have an impact on

elementary school learners ability to learn and succeed in school. Student academic

performance is significantly influenced by the environment. Orlu (2013) conducted

research among six hundred teachers and students with the aim of finding out the

environmental influence on the academic performance of secondary school students in

the Port Harcourt local government area of River State. The result of this research

indicated that the school environment has a significant influence on academic

performance when a school is located in a lively area, such as a runway, where events

distract from the students' teaching and learning. These students in this lively area are

unlikely to perform effectively academically because any kind of noise interrupts the

entire process of teaching and gaining knowledge.

23
 Class environment refers to the utilization of available physical and

instructional facilities and the maintenance of discipline in the classroom for effective

teaching and better student learning (Williams, 2016). Hence, for more effective

teaching and improved student learning, it is crucial to make use of the physical,

educational, and discipline-maintaining abilities that are accessible. The proper

environment for learning plays an essential role because it allows the students to learn

as effectively as possible. Umar (2017) has stressed the necessity of safeguarding the

learning environment with adequate resources in learning contexts. The efficacy of

the teacher and the students' intelligence alone do not guarantee the quality of second

language learning. It also depends on whether the classroom's learning environment

has been organized with sufficient and appropriate factors and resources that are

crucial for academic performance.

LOCAL STUDIES

A learning environment refers to the place, circumstances or cultures in which

students learn. It refers to a wide range of settings, including out-of-school locations

and outdoor environments. The term is frequently used as a more accurate or

preferred alternative to classroom, which has more limited and traditional

connotations--a room with rows of desks and a chalkboard, as indicated by (Eimar,

2019). A classroom is a place that can provide a wholesome venue for learning

activities that can only be achieved in an environment that is suitable to both the

teaching and learning processes (Pajarillo-Aquino, 2019). Classrooms should be

designed such that different technologies can be used efficiently. This is where they

will study the numerous capabilities regarded as required and appropriate for success

24
in today's globally competitive society. It is here that the student develops an idea of

what they want their future to look like, as well as understanding of the abilities

required to achieve that objective. With the classroom being such an important site in

a child's development, it is critical to understand how to influence this environment in

order to achieve optimal effectiveness in instruction (Davalos, 2018). Schools are

very important in teaching the next generation how to be successful in the competitive

society and expand their knowledge. Then, every effort should be made to ensure that

the learning environment is conducive to student success. The two components of the

learning environment that influence students' academic achievement are teaching

methods and classroom management (Monilla, 2015). To some extent, the classroom

atmosphere influences students' academic achievement. Classroom climate is

described as the type of environment established for pupils by teachers. The type of

environment established for learners by the school, teachers, and peers is referred to

as classroom climate. Teachers are constantly striving to create a "positive" classroom

climate in order to optimize student learning. It is providing a safe, nurturing, and

academically stimulating atmosphere for students. Teachers could use maximal

student participation, either individually or collaboratively (Falsario, 2014).

According to Cabildo’s (2020) study, there is a strong connection between the

institutional climate and student behavior. This finding suggests that a learner's

conduct is influenced by the educational environment. The proposed enhancement

program's specific goal is to increase awareness that a learner's behavior can be

influenced by their environment at school. Teachers could aim to create a welcoming

classroom environment to assist students in achieving academic achievement. Schools

without facilities, either private or public, may not be able to achieve the stated goals

25
and objectives of the system. When facilities are available and skillfully utilized, they

influence learning and making it more meaningful. Facilities in education are vital

because they aid teaching and learning (Adriano, 2017).

CHAPTER III

METHODOLOGY

This chapter outlines the methodology used in the study, covering the research

method, subject of the study, instrumentation, procedure of data gathering, and

statistical treatment. The chapter aims to provide an understanding of how the data

were collected and analyzed, which forms the basis for presenting and discussing the

study's findings.

RESEARCH METHOD

The researchers used the survey research design to find out what kind of

learning environment students experience at Colegio De Montessori and whether it

really has an effect on the students' learning; the positive learning environment or

negative learning environment. The design used quantitative methods to evaluate the

feedbacks of the respondents. The method cited will serve as evidence to provide

information to the students' perception about their learning environment, which may

affect their academic performance. In order to identify what learning environment the

Colegio De Montessori has, the researchers will tally, compute, and analyze the

gathered data.

26
SUBJECT OF THE STUDY

The data and information of this study were obtained from Colegio de

Montessori (S.Y. 2022-2023). The researchers used random sampling to determine the

numbers of respondents. The researchers randomly selected learners from each of the

seventeen (17) sections of Grade 11 students, resulting in a total of fifty-one (51)

respondents.

INSTRUMENTATION

The researchers created a survey questionnaire to collect information about the

effects of the learning environment on the academic performance of Grade 11 students

at Colegio de Montessori. The first part of the questionnaire includes demographic

questions that respondents will answer before evaluating the remaining questions

using a five-point Likert scale, where 1 stands for "strongly disagree," 2 for

"disagree," 3 for "neither agree nor disagree," 4 for "agree," and 5 for "strongly

agree." The researchers prepared the questionnaires, and the data and information

obtained will be used in connection with the research topic.

27
PROCEDURE OF DATA GATHERING

During the Month of April, the researchers constructed a questionnaire

checklist approved by their research adviser. The researchers created the survey, and

on the last week of April, the planning on the context and procedure of the study was

done. After a few days, the questionnaire checklists are distributed to all Grade 11

students at Colegio de Montessori. Three days later, the survey has been completed.

The researchers conducted this research through survey because of the advantages of

survey method. The relevance of the respondents' responses to the study is explained

to them by the researcher. All responses provided by respondents will be treated as

confidential to protect their privacy.

STATISTICAL TREATMENT

The responses of randomly selected Grade 11 students were subjected to

statistical analysis to examine the effects of the learning environment on academic

performance, in line with the data requirements of the study. Using the Likert Scale,

the students were asked to indicate their level of agreement regarding the effects of

the learning environment on their academic performance. The respondents' answers

were indicated using a 5-point scale as follows:

Scale Range Scale Corresponding Remarks

5 4.20-5.00 Strongly Agree
4 3.40-4.19 Agree
3 2.60-3.39 Neutral
2 1.80-2.59 Disagree
28
 1 1.00-1.79 Strongly Disagree

Table 1.

Table 1 illustrates the process of the Likert Scale analysis. The collected data

were then analyzed to determine the overall agreement among the respondents. This

analysis provides insights into the respondents’ perspectives on the effects of the

learning environment on academic performance.

In conclusion, the study findings demonstrate a general agreement among the

respondents, indicating that the learning environment has a significant effect on the

academic performance of Grade 11 students at Colegio de Montessori. These results

emphasize the importance of creating a supportive learning environment that fosters

positive academic outcomes. This highlights the importance for educators and school

administration to prioritize the creation of such an environment, as it can significantly

affect students' educational experience and overall achievements.

29
 APPENDICES

Appendix A. Reference List……………………………….….…….32

Appendix B. Validation Letter………………….…………………..38
Appendix C. Questionnaire………………………………………….39
Appendix D. Curriculum Vitae.….………….………………………41

30
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secondary students of Academia De San Vicente Ferrer Lumampong Halayhay,

Indang, Cavite, http://library.cvsu.edu.ph/cgi-bin/koha/opac-detail.pl?

biblionumber=203

Alzubaidi et al., (2016). Learning English as a second language at the university level

in Jordan: motivation, self-regulation and learning environment perceptions,

https://doi.org/10.1007/s10984-014-9169-7

Pajarillo-Aquino, (2019). THE CLASSROOM ENVIRONMENT AND ITS

EFFECTS ON THE STUDENTS ACADEMIC PERFORMANCE OF THE

COLLEGE OF TEACHER EDUCATION,

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Cabildo et al., (2020). INSTITUTIONAL CLIMATE AND LEARNERS’

BEHAVIOR TOWARDS A CHILD-FRIENDLY SCHOOL,

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Camarillo et al., (2021, April 12). Assessment of Noise Pollution Exposure to

Elementary Students: A Case in Argao, Cebu, Philippines,

31
https://www.researchgate.net/profile/Goldelyn-Sangalang/publication/

356834640_Assessment_of_Noise_Pollution_Exposure_to_Elementary_Students_A_

Case_in_Argao_Cebu_Philippines/links/61af5358c11c10383697b4c8/Assessment-of-

Noise-Pollution-Exposure-to-Elementary-Students-A-Case-in-Argao-Cebu-

Philippines.pdf

Cheryan, et al., (2014) Designing Classrooms to Maximize Student Achievement,

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%20Classrooms.pdf

Cleveland and Fisher, (2014). The evaluation of physical learning environments: a

critical review of the literature, https://link.springer.com/article/10.1007/s10984-013-

9149-3

Cruz et al., (2021, April 23). Relationship of Learning Environment and Academic

Performance of Grade Eight Students in Public Secondary Schools,

http://dx.doi.org/10.2139/ssrn.3832562

Diaco, (2013). Effects of Noise Pollution in the Learning Environment on Cognitive

Performances, link.gale.com/apps/doc/A512868753/AONE?

u=anon~a8308258&sid=googleScholar&xid=3145db22

Duruji et. al., (2015, March 4). LEARNING ENVIRONMENT, ACADEMIC

PERFORMANCE AND SCHOOL MANAGEMENT IN PUBLIC SECONDARY

SCHOOLS IN OTA, https://library.iated.org/view/DURUJI2015LEA

32
Davalos, (2017). Classroom Environment and Academic Performance,

https://www.studocu.com/ph/document/cagayan-state-university/bachelor-of-science-

in-accountancy/classroom-environment-and-academic-perfo/7963681

Eimar et al., (2019). The Effects of the Learning Environment on the Academic

Performance of Grade 12 Students: An Emerging Guide. Research, 1.,

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1166

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fbclid=IwAR2fAdU4YIjxI8d6WDhJ-

y4ihrqa3Dv6qujKt9YghwOx0l8gS5Z2yHFOQeQ

Gilavand, (2016, August). Investigating the Impact of Environmental Factors on

Learning and Academic Achievement of Elementary Students: Review,

https://www.researchgate.net/publication/306960243_Investigating_the_Impact_of_E

nvironmental_Factors_on_Learning_and_Academic_Achievement_of_Elementary_St

udents_Review

Javed et al., (2017). Association of Classroom Environment with Academic

Achievement of Secondary School Girls in Pakistan,

https://www.mcser.org/journal/index.php/mjss/article/view/9868

33
Kausar et. al., (2017). Effect of Classroom Environment on the Academic

Achievement of Secondary School Students in the Subject of Pakistan Studies at

Secondary Level in Rawalpindi District, Pakistan,

https://www.iiste.org/Journals/index.php/JEP/article/view/38345

Matoy, (2021, July 10). Classroom Environment and Academic Achievement,

https://www.noveltyjournals.com/upload/paper/CLASSROOM%20ENVIRONMENT

%20AND%20ACADEMIC%20ACHIEVEMENT.pdf

Malik & Rizvi, (2018). Effect of Classroom Learning Environment on Students'

Academic Achievement in Mathematics at Secondary Level,

https://files.eric.ed.gov/fulltext/EJ1209817.pdf

Monilla, (2015). The Learning Environment and Its Effect on the Academic

Performance of College Students, https://ejournals.ph/article.php?id=11319

Murugan & Rajoo, (2013). STUDENTS' PERCEPTIONS OF MATHEMATICS

CLASSROOM ENVIRONMENT AND MATHEMATICS ACHIEVEMENT: A

STUDY IN SIPITANG, SABAH, MALAYSIA,

https://www.semanticscholar.org/paper/STUDENTS%27-PERCEPTIONS-OF-

MATHEMATICS-CLASSROOM-AND-Murugan-Rajoo/

e37289fdce81a5166d4e751d4100f6d98f6c43de

Orlu, (2013). Environmental Influence on Academic Performance of Secondary

34
School Students in Port Harcourt Local Government Area of

Rivers State, https://core.ac.uk/download/pdf/234646029.pdf

Orongan, et al., (2020, June 18). Cognitive attributes, physical and psychosocial

aspects of learning environment: Its relationship to learners’ chemistry achievement,

https://iopscience.iop.org/article/10.1088/1742-6596/1340/1/012068/pdf

Salazar et al., (2021, April 8). Classroom Learning Environment and Self-Efficacy in

Mathematics of Freshmen Engineering Students of the University of Eastern

Philippines, http://eprints.stmone.org/id/eprint/164/1/310-Article%20Text-569-1-10-

20220916.pdf

Schiepe-Tiska, (2019). School Tracks as Differential Learning Environments

Moderate the Relationship Between Teaching Quality and Multidimensional Learning

Goals in Mathematics,

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Suleman & Hussain, (2014). Effects of Classroom Physical Environment on the

Academic Achievement Scores of Secondary School Students in Kohat Division,

Pakistan,

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_Environment_on_the_Academic_Achievement_Scores_of_Secondary_School_Stude

nts_in_Kohat_Division_Pakistan#:~:text=After%20analysis%2C%20it%20was

%20concluded,the%20students%20of%20control%20group.

35
Umar, (2017, December). The Effect of Classroom Environment on Achievement in

English as a Foreign Language (EFL): A Case Study of Secondary School Students in

Gezira State: Sudan,

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of Students’ Academic Performance in Grace Christian Mission Technical School,

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%20of%20Improved%20School%20Facilities%20on%20the%20Development%20of

%20Students%92%20Academic%20Performance%20in%20Grace%20Christian

%20Mission%20Technical%20School%20(1).pdf

36
 VALIDATION LETTER

April 25, 2023

Dear Ma’am/Sir,

Greetings!

We, the G11 students, are recently taking up Practical Research 1. Our group is
conducting a study entitled “The Effects of Learning Environment on the
Academic Performance of Grade 11 Students at Colegio de Montessori”.

In view, thereof, we are requesting for you to validate our questionnaire.

We hope to have your response at your earliest time of convenience. Thank you.

Respectfully yours,
Andra, Khylle
Aguilar, Princess D.
Arcena, Bea R.
Gayeta, Ma. Pauline Mae R.
Gonzaga, Jillian F.
Margate, Billie Rose
Nagagor, Dennice Marie
Torres, Ryzza

Noted by:

Ms. Nicky Gene Bordarays

Research Adviser

Ms. MARICHERNELLE D. DELA PEÑA, LPT.

Research Teacher
37
 QUESTIONNAIRE

Dear respondents,
We invite you to participate in our research study entitled, “The Effects of
Learning Environment on the Academic Performance of Grade 11 Students at
Colegio De Montessori”. The enclosed questionnaire has been designed to collect
information on the above-mentioned research topic.
Your participation in this endeavor is voluntary, and there are no known risks to
participate. Your details and responses will be treated with utmost confidentiality and
will remain anonymous. Only the researchers will have access to your answers in this
questionnaire. Thank you for your time and participation in this important research
survey.
To indicate your level of agreement or disagreement to the following
statements, please use the provided scale. The scale ranges from 1, which represents a
strong disagreement, to 5, which represents a strong agreement. Once you have
selected your response on the scale, please check the box that corresponds to your
selection.
1 - Strongly disagree
2 - Disagree
3 - Neither agree nor disagree
4 - Agree
5 - Strongly agree

Name (optional): ___________________________

Strand: ________________________

I. Classroom design and layout 1 2 3 4 5

1. I find that Colegio De Montessori's classroom
design and layout make it easy for me to
concentrate and focus on my work.
2. I feel positively influenced in my learning by the
use of classroom mottos (e.g., Honesty is the Best
Policy).
3. I feel that the seating arrangement has a positive
effect on my studies.
4. I find that the noise level in the classroom during
instruction is distracting to me.
5. I find that the cleanliness and organization of the
classroom has a positive effect on my ability to
learn.

38
 II. Availability of study materials and resources 1 2 3 4 5
1. I find that the selection of books available in the
library at Colegio de Montessori is sufficient for my
academic needs.
2. I feel that the visual aids provided by my teacher (e.g.,
PowerPoint presentation, Graphic Organizer, etc.) help
me understand the subject matter better.
3. I think that the learning materials provided by my
school (e.g., activity sheets, test papers, worksheets,
etc.) are helpful for my academic progress.
4. I find that the equipment available in the laboratory
room is enough for conducting experiments and
practical activities.
5. I find that using the computer at Colegio De
Montessori enhances my learning experience.

III. School culture and climate 1 2 3 4 5

1. I feel comfortable expressing my ideas and opinions in
class discussions.
2. I am concerned about being judged for expressing my
opinions in class discussions.
3. I find that my teachers respond to my questions and
concerns in a timely manner.
4. I feel that having too many events at school affects my
ability to focus on academics.
5. I find that the classroom temperature at Colegio De
Montessori is comfortable for learning.

IV. School facilities 1 2 3 4 5

1. The school ensures that all facilities meet safety and
security standards.
2. The school provides inclusive facilities that cater to the
diverse needs of all students, including those with
disabilities.
3. The school has designated spaces or facilities for
collaborative group work and projects.
4. The school's sports facilities accommodate a variety of
athletic activities, allowing students to participate in
different sports and engage in physical fitness and
recreation.
39
 5. The school's library offers a quiet and conducive
environment for studying.

CURRICULUM
VITAE

40
KHYLLE ANDRA
Sapang, Ternate, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: June 25, 2006
Place of Birth: San Lorenzo Ruiz Naic Cavite
Sex: Female
Civil Status: 16
Age: Single
Nationality: Filipino
Religion: Iglesia Ni Cristo

EDUCATIONAL BACKGROUND
Primary: Petronilo L. Torres Memorial Elementary School
Secondary: Colegio de Montessori

SKILLS
Multi-tasker
Fast-learner
Active Listening

41
PRINCESS D. AGUILAR
Pasinaya West, Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: December 13, 2005
Place of Birth: Las Piñas General Hospital
Sex: Female
Civil Status: 17
Age: Single
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary: Villamor Air Base Elementary School
Secondary: Colegio de Montessori

SKILLS
Time-Management
Communication
Creativity
Positivity
Self-motivation
Active Listening

42
OrganizationBEA R. ARCENA
Timalan Balsahan, Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: September 7, 2006
Place of Birth: Cavite Naval Hospital
Sex: Female
Age: 16
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary: Capipisa Elementary School
Secondary: Colegio de Montessori

SKILLS
Adaptability/Flexibility
Organization Skills
Communication Skills

43
MA. PAULINE MAE R. GAYETA
Pasinaya West, Timalan Balsahan, Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: June 21, 2006
Place of Birth: Brgy. Manato Station, Tagkawayan, Quezon
Sex: Female
Civil Status: Single
Age: 16
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary: Amaya Elementary School
Secondary: Colegio de Montessori

SKILLS
Creativity
Multi-tasking

44
JILLIAN F. GONZAGA
Ciudad Nuevo, Sabang, Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: July 28, 2006
Place of Birth: Dr. Jose Fabella Memorial Hospital
Sex: Female
Civil Status: Single
Age: 16
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary: Petronilo L. Torres Memorial Elementary School
Secondary: Colegio de Montessori

SKILLS
Time Management
Active Listening
Flexibility

45
BILLIE ROSE MARGATE
Ciudad Nuevo, Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: June 06, 2006
Place of Birth: Pasay City
Sex: Female
Civil Status: 16
Age: Single
Nationality: Filipino
Religion: Aglipayan

EDUCATIONAL BACKGROUND
Primary: Petronilo L. Torres Memorial Elementary School
Secondary: Colegio de Montessori

SKILLS
Teamwork
Trustworthiness
Adaptability
Emotional intelligence

46
DENNICE MARIE NAGAGOR
South Morning View, Timalan Balsahan, Naic Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: October 10, 2006
Place of Birth: Philippine General Hospital
Sex: Female
Civil Status: 16
Age: Single
Nationality: Filipino
Religion: Catholic

EDUCATIONAL BACKGROUND
Primary: Talon Elementary School
Secondary: Colegio de Montessori

SKILLS
Good Communication Skills
Observation
Multitasker

47
RYZZA T. TORRES
Ciudad Nuevo Sabang Naic, Cavite
[email protected]

PERSONAL INFORMATION
Date of Birth: March 04 2006
Place of Birth: Pasay City
Sex: Female
Civil Status: Single
Age: Seventeen
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary: Petronilo L. Torres Memorial Elementary School
Secondary: Colegio de Montessori

SKILLS
Adaptability
Intrapersonal Skills
Emotional Intelligence

48