University of Saint Anthony

(Dr. Santiago G. Ortega Memorial)

Senior High School Department
City of Iriga

CONDUCIVENESS OF THE UNIVERSITY OF SAINT ANTHONY SENIOR

HIGH SCHOOL BUILDING AND FACILITIES TO LEARNING

A Research Project
Presented to the Faculty of Senior High School
University of Saint Anthony

In partial fulfilment
Of the requirements in
Practical Research 1

Members:

Contreras, Iane Joy T.

Estipona, John Bryan S.
Husain, Krisnyll I.
Tuazon, Kirby Leu R.

March 2019

I
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Acknowledgement

We the researchers praise and glorify the name of Jesus Christ, Our Lord

for giving us the strength, wisdom, and good will to finish our research. Without

Him we could not have made this possible. We thank you for the guidance you

have given to us during the time of our research.

The researchers give deepest gratitude to their beloved parents; Mr. & Mrs.

Tuazon, Mr. & Mrs. Estipona, Mr. & Mrs. Husain, Mr. & Mrs. Contreras for they

have given the researchers amazing advices, encouragement, and financial

support to successfully complete their research study. We the researches are in

their deepest gratitude for helping us in our time of making this study. We thank

them for their endless love, care, and support that they give to us. We the

researchers are in their deepest gratitude for being with us through our journey in

this research.

The researches would like to give their at most gratitude, thanks and

appreciation to those who aided the making of this study. Most specially to:

University of Saint Anthony for providing the facilities and equipment aided

us during the conducting of this research.

Sir Rafael Oñate, our teacher in practical research, for teaching us the ropes

of conducting this qualitative study. Also for giving us advices and suggestion in

our research.

II
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Marilou Tino, our panel during our title defense, for giving us great

suggestions and changes to improve our over-all study.

The researcher would also like to express their gratitude to their friends,

especially Sheen O. Iglesia, Rhea Dacuya, and Erica Gueriña for friendship,

advices, suggestions, and motivation during the study. Special thanks to all Senior

High School students in the University of Saint Anthony for helping during the data

gathering done by the research

III
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Abstract

This study aims to determine the conduciveness of the University of Saint

Anthony Senior High School building to the learnings of the Senior High School

students. Using the Slovin’s Formula, we determined that 91 respondents is

sufficient to represent the population of the Senior High School students. We chose

the 91 respondents through availability sampling and were asked to answer a

questionnaire. We also conducted interviews to get a more comprehensive data.

Through this, we found that the Senior High School building are sufficient in

conduciveness for learning but are lacking in terms of facilities, specifically a

library, and a good ventilation. The respondents mainly answered about the lack

of library in the Senior High School building and good ventilation. The lack of library

hinders the students from easily getting information for their projects and

assignments and the lack of good ventilation distracts them from learning. With

this findings, we can conclude that the University of Saint Anthony Senior High

School building is conducive to learning but are lacking in facilities and good

ventilation.

IV
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Table of Contents

Page

TITLE PAGE I

ACKNOWLEDGEMENT II

ABSTRACT IV

TABLE OF CONTENTS V

CHAPTER

I. THE PROBLEM

Introduction 1

Theoretical Framework 5

Conceptual Framework 9

Statement of the Problem 11

Assumptions 12

Significance of the Study 12

Scope and Delimitations 13

Definition of Terms 13

Review of Related Literatures 14

Synthesis of the State of the Art 25

Research Gap 26

Notes 28

II. RESEARCH METHODOLOGY

Introduction 34

Research Design 34

V
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Respondents of the Study / Key Informants 36

Data Gathering Instruments 36

Validity and Reliability 37

Notes 39

III. PRESENTATION OF DATA GATHERED

1. Available Facilities of the University of Saint Anthony

Senior High School Building 41
2. Perceived needs in the University of Saint Anthony
Senior High School Building 41
3. Factors Affecting Students Learning 43

Sample Output 47

IV. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary 50

Findings 51

Conclusion 52

Recommendations 53

BIBLIOGRAPHY 54

CURRICULUM VITAE 62

VI
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Chapter 1

THE PROBLEM

Introduction

One of the most provocative and compelling questions regarding school

buildings is the influence the built environment has upon the performance of

students and teachers. Common belief held by educators and architects is that the

building does indeed have an influence upon how well students and teachers

perform. The big question, however, how would these greatly affect the students

and educators occupying the school building.

One acquires an education in order to ensure a smooth and flexible

transition to an independent, developed, and better self-sufficient life. Although

some people seek their education outside the traditional classroom (e.g., home

schooling, private tutoring), still the customary educational institution is the school.

In order for the educator to facilitate deliver a well and rich education to learners,

the school need to be conducive to learning because a high quality education might

not be as accessible in an unfavourable environment, such as a poorly maintained

building and an environment that promotes noise immurement in the area. The

context of the study assumes that the design and conduciveness of USANT senior

high school building and facilities must be taken into account as a factor that

1
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

contributes to a positive learning environment for USANT senior high school

students and working environment for the faculty and staff of USANT.

Conduciveness to learning means tending to cause or bring something;

contributes; or helpful on the capability of learners and educators to learn and

teach. School heads and leaders must assure that the school is as conducive to

learning as possible. Numerous studies published on the last decade indicates that

the school buildings in which a student attends school can positively or negatively

affect his or her educational attainment. There is an assumption that learning can

take place anywhere and that a good teacher can accomplish their task while

simply sitting, then teach. Prior research shows, however, that good teaching is

developed and enhanced by other factors, including the quality of the environment

in which learning occurs. The building where USANT senior high school students

are situated during school days is a three story building having numerous rooms

for learning centers; including facilities such as canteen, comfort rooms, and

offices. With this E-shaped structure, there are corners with tight space. Thus,

noise coming from each room on that area bounces back on the walls causing a

more disrupting sound affecting the classes in the other rooms. On the other hand,

other classrooms settled side by side to each other giving them adequate

environment in learning. A room with enough ventilation and luminance can also

promote conduciveness in learning. Not just for learners but also for educators to

effectively deliver their lessons.

2
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

According to Cash (1993), “a school is a promise of the future. School

should reflect the environment of success. It is a physical representation of a public

message about the value of education”. Winston Churchill once said, “We shape

our buildings, and afterwards they shape us”. These comments suggest that the

school environment may be just as important as the choice of methods and

curriculum to ensuring a positive outcome. A well-designed building will support its

users by addressing a broad spectrum of isssue that include occupant-related

issues, such as creating a physically comfortable environment with adequate

lighting, temperature and noise control. These features address the requirements

and behavior of the users of a particular space so that the environment of the

classrooms would work well for both teachers and students.

One of the responsibilities of a principal is creating an ensured environment

within the school that is conducive to teaching and learning (Republic Act 9155).

Prior to this awareness of the relationship between the school environment and

student learning, it was felt that the environment only affected the consciousness

when it already caused particular discomfort, stress, or uneasiness to learning.

How increasing evidence argues that an improperly designed physical

environment in a school may cause stress to the occupants of the facilities, both

directly and indirectly (Conners 1982). Edwards (1991) confirmed that student

achievement can be influenced by the school condition and environment.

3
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Over the past years, considerable research has taken place in different

countries, especially in US, to assess the possible relationship between student

performance and built environment. Researchers have mounted studies to

investigate the influence of various building components such as wall color,

building configuration, the presence or absence of windows in classrooms, air-

conditioning, and space allocation per pupil, use of carpeting on the floor, noise

levels, thermal conditions, and furniture types upon student performance in an

effort to discover a relationship. For the most part, these research efforts have

proven very valuable to the designers of new school buildings. Most new school

buildings built nowadays incorporate the best features in the above list because of

the research efforts.

From that body of research findings, considerable improvement in the type

of new school buildings has resulted. Students and teachers obviously have

benefited from this infusion of research findings in new buildings. Because of the

concern of the researchers on their fellow schoolmates as well as to evaluate their

opinions and feelings about the “Conduciveness to learning of the Senior High

School buildings and facilities”, this study contributes to the effort by investigating

if the USANT SHS Building and Facilities is conducive enough to learning of the

senior high school students. These buildings do not, for the most part, have the

essential components that have been found to be necessary for a good learning

4
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

environment, as we observed. As a result of this situation, research exploring the

relationship between building condition and student performance is important.

Theoretical Framework

This study was designed to explore the possible relationship or effect of

USANT senior high school building and facilities to the learning of its student.

Primarily, this study is grounded in the Environmentalist Learning Theory.

Theorist such John Watson, B.F. Skinner, and Albert Bandura contributed greatly

to the environmentalist perspective of development. Environmentalist Learning

Theory is the understanding that the child's environment shapes learning and

behavior. The rationale of this study is guided by what this theory indicates, since

this study targets to know the conduciveness of USANT senior high school building

and facilities to learning. Through the study, a clear understanding of the

environment effects to learning of USANT senior high school students will result

and it is because of the effort of the researchers in investigating and evaluating the

USANT senior high school building and facilities, collecting perspective from

respondents, and summarizing all the obtained data to form a conclusion.

Julian B. Rotter also finds the environment as an important factor in learning

and development of the young mind. His social learning concept focused on the

idea that personality represents an interaction of the individual with his or her

environment. Thus, this already states that environment may directly affect ones

5
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

behavior even in learning and there's no doubt that it is a great factor that shapes

ones learning.

The Behavioral Learning Theory and Information Processing Theory of

Learning support the first theory by discussing the processes happening during the

shaping of learning and behavior by a child's environment. Behavioral Learning

Theory, proposed by John B. Watson, is concerned with observable results. Relies

on stimuli, things that provoke reaction, and response, the reaction to stimuli. This

theory assumes that if students are given the right stimulus, then the students will

give you the response you want. When an environment is altered to encourage

greater learning, one’s educational opportunities increases. Having a positive

environment will lead to positive results of a person.

While the Information Processing Theory of Learning, proposed by

George A. Miller, give more emphasis to how the information is processed than,

how learning happens. Ashcraft (1994) contends that, information processing is a

cognitive process which attempts to explain why the mind functions in the learning

process. This theory encompasses three basic components which are the sensory

register, short term memory, and long term memory. The study focuses more on

sensory register where the learners receive the information through senses and

stores it in a short term memory. Storing of information can be disturbed and

senses can be block if the outside factors promotes in conducive or uneasy in

learning.

6
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

The two theories, The Behavioral Learning Theory and Information

Processing Theory of Learning, is combined to build an idea that in learning,

stimulus might affect the process of receiving and storing of information and will

result responses from learners. A combined concept of the two theory made by the

researchers originally started from the idea of the Environmentalist Learning

Theory that child's environment shapes learning and behavior.

In proposing this study, a theory was developed based on the three theory

mentioned above. This theory was named Environment Structural Stimulation

and Response to Learning Theory. This theory focused mainly to the concept of

Environmentalist Learning Theory and gathers some part of the concept from

Behavioral Learning Theory and Information Processing Theory of Learning that

eventually combined to create a process and concept for this newly created theory.

The new theory suggests that a stimulus, which is the USANT senior high school

building and facilities, can directly affect the process of learning of the USANT

senior high school students and teachers of faculty and staff and would greatly

result responses from them.

7
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

THE
BEHAVIORAL
LEARNING
THEORY ENVIRONME
N-TAL

+
ENVIRON STRUCTURE
M- STIMULATIO
N AND
ENTALIST
REACTION
LEARNING
TO
THEORY INFORMATION LEARNING
PROCESSING THEORY
THEORY OF
LEARNING

Theoretical Framework

(Figure 1)

8
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Conceptual Framework

The study aims to evaluate the USANT Senior High School building and

facilities whether to be conducive enough to learning or not. This part is divided

into INPUT, FEEDBACK, and OUTPUT.

INPUT. Available facilities of the University of St. Anthony Senior High

School building. Perceive needs in the University of St. Anthony Senior High

School building. Factors affecting the students learning in terms of ventilation,

space, lighting, indoor-air quality, thermal comfort, and external noise.

PROCESS. Analysis of the school building and facilities of USANT senior

high school. Provide questionnaire to the respondents. Conduct interviews to

selected individuals. Summarize and analyze all the data collected.

OUTPUT. After our research we will be giving conducting a seminar entitled

“Building a Better Building Structure and Facilities towards Creating Better

Students”. To inform the school of the advantages and disadvantages of the school

building, and the possible innovations to further improve the senior high school

building.

9
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

INPUT PROCESS OUTPUT

- Available Analyze the

facilities of the school building
University of St. and facilities in
Anthony Senior
University of
High School
St. Anthony
building.
Senior High
The
School.
- Perceive researchers
needs in the decided to
University of St. Provide
make a
Anthony Senior questionnaire
POSITION
High School to the
PAPER
building. respondents.
regarding the
results and
-Factors Conduct
finding of the
affecting the interviews to
research and
students selected.
learning in terms the
of ventilation, recommendati
Summarize
space, lighting, ons
and analyze all
indoor-air
the data
quality, thermal
collected.
comfort, and
external noise.
Present the
result.

FEEDBACK

Conceptual
10 Framework

(Figure 2)
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Statement of the Problem

This study is aimed to discern and determine the conduciveness of the

senior high school building and its facilities to the learning of the students.

Specifically, it seeks to answer the following questions:

1. What are the already available facilities of the University of St. Anthony

Senior High School building?

2. What are the perceive needs in the University of St. Anthony Senior

High School building?

3. What are the effect of the school building to the learning of the students

in University of St. Anthony in terms of:

A.) Ventilation

a.) Indoor-air quality

b.) Thermal Comfort

B.) Space

C.) External Noise

Assumptions

These are the following assumptions that we considered in the conduct of

the study:

1. There are already available facilities of the University of St. Anthony

Senior High School building.

11
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

2. There are perceive needs in the University of St. Anthony Senior High

School building.

3. There are factors; such as ventilation, space, lighting, indoor-air quality,

thermal comfort, and external noise, that affect the learning of the

students.

Significance of the Study

Education Significance. In this study it will be a bridge to make the

learning environment of the students exceeds its current state.

Institutional Significance. In this study the school or the institution may

benefit by paying more attention to the conduciveness of the learning environment

that may boom the school’s reputation.

Students. The result of the study will help them be more conscious on their

surrounding and possibly help them make the learning environment better.

Teacher. In this study the teachers benefit by means of keeping their

considerations in mind and making the facility better that makes it easier for them

to teach the students.

Parents. In this study the parents will be relieved to know that the institution

is taking good care of their children and that they will grow academically.

Scope and Delimitations

12
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

The scope the study refers to the parameters under operating facilities and

buildings in USANT Senior High School building and delimited to the

conduciveness to learning styles and behavior of the Senior High School students.

The respondents of this study are a portion of the officially enrolled students

in the University of Saint Anthony Senior High School Department during the

school year 2018-2019.

Definition of Terms

For a better understanding of this study the following terms is defined:

 Conduciveness – making it easy, possible, or likely for something to

happen or exist

 Self Sufficient – needing no outside help in satisfying one’s needs

 Curriculum – subjects comprising a course of study

 Adequate – satisfactory or acceptable in quality

 Institution – society or organization

 Republic Act 9155 – instituting a framework of government for basic

education

 Disrupt – interrupt by causing disturbance

 Stakeholder – a person with an interest or concern in something

 Numerous – great in number; many

 Education – the process of receiving or giving systematically.

13
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Review of Related Literature

Some of the more recent studies, including my own, studies about the effect

of the building condition on student learning. These studies and literatures are very

similar to those that used the age of the building as a variable in correlating student

achievement, but in these studies the evaluative instrument provides a more

complete assessment of the condition of the building. These correlation studies

are very focused in their approach and use measurable data for statistical analysis.

As a result, the data from these types of studies document in rather precise terms

the amount of differences in academic achievement of students in substandard

buildings and those students in functional buildings.

Foreign Studies

Bowers and Burkett (1987) examined the relationship between the school

physical environmental conditions and student achievement to determine if student

learning, performance, and achievement might be directly affected by the

conditions of the school building. From rural Tennessee county school systems,

they selected two elementary schools, one new and the other old for the study.

These two elementary schools served grades kindergarten through eight. The

modern school which had 758 students during the 1983-1984 school year,

contained fluorescent lighting, electric heat, and air conditioning. In addition, the

acoustics, color schemes, and furniture in this school blended into the physical

environment. The older school, built in 1939, with an addition added in 1950

14
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

housed 584 students. The older school building had fluorescent lighting, a coal-

fired furnace, and several air conditioning units. There were no efforts made to

control the acoustics, coordinate colors, and replace outdated furniture. Two

hundred eighty students from fourth and sixth grades in the two schools were

tested during the 1986-1987 school year. The scores from these tests were used

to determine the degrees of difference between student achievement in these

settings. In order to find out if there were differences between achievement test

scores for the two groups, Bowers and Burkett used ANOVA and the t-test.

It was found that students in the modern school building scored significantly

higher in reading, listening, language, and arithmetic than did students in the older

school building. This study indicated the positive and negative impact of the age

of the school building on student achievement. Because old school buildings lack

some quality conditions that are present in new school buildings, such as proper

lighting, the students in the old schools did not perform better than students in new

schools.

Cash’s study (1993) was the first study that dealt merely with the overall

building conditions. Cash examined the relationship between the condition of

school facilities and student achievement and behavior. Her study used the entire

population of small, rural high schools in Virginia. More specifically, the sample

was 47 schools in 36 school divisions in Virginia, which had a population of fewer

than 100 seniors in the 1991-1992 school year and were located outside urban

15
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

areas. Building condition was determined by the Commonwealth Assessment of

Physical Environment (CAPE), which was completed by personnel in the divisions

of these 47 schools. Student achievement was determined by the scale scores of

the Test of Academic Proficiency (TAP) for grade eleven during the 1991-1992

school year. These variables were investigated using analysis of covariance,

correlations, and regression analysis.

Cash divided school building conditions into two categories: structural

conditions and cosmetic conditions. Structural conditions related to physical

features of the school buildings, such as air conditioning, presence of windows,

lighting, and conditions of lockers, while the cosmetic conditions related to

aesthetic aspects, such as recent painting, presence of graffiti, and cleanliness.

Three comparisons were made with student achievement scores. First,

student achievement scores were compared to all items on the CAPE to generate

an overall building condition category. Schools were rated as being in substandard

condition, standard condition, and above standard condition. Students’ mean

scores were compared across these three conditions. It was found that students’

scores in writing were lower for sub-standard building conditions than above-

standard building conditions. In science, the average scores of students taught in

above standard building conditions were in the 55%, while the average scores of

students taught in sub-standard building conditions were in the 50%.

16
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Secondly, the two major categories, structural and cosmetic building

conditions were used to examine the relationship between different sections of the

CAPE with student achievement scores in 21 schools rated as above standard and

the condition of 20 school buildings rated as sub-standard.

For the cosmetic building condition, the results indicated that all the scores

of students in building with above standard cosmetic conditions ranged from one

to four points higher than those of students taught in building with sub-standard

cosmetic conditions. The exception was the scores in Social Sciences.

Interestingly enough, the findings indicated that students in the with

buildings with above average structural conditions scored lower than those

students in sub-standard school buildings in five cases: Reading, Basic

Composite, Social Studies, Science, and Complete Composite. However, students

who attended schools rated as above standard structural building condition scored

higher in all sub-tests than students attending schools rated as sub-standard

building condition with only one exception, which was Written Expression.

Cash found that the student achievement scores were higher in schools

with better building conditions. The number of student discipline incidents were

also higher in schools with better building conditions. Science achievement scores

were better in buildings with better science laboratory conditions. She found that

student achievement in science was 5% higher in the buildings rated as being in

above-standard condition than in buildings rated as being in substandard

17
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

condition. The increase was found in the science subtest and in the complete

composite score.

Cosmetic building conditions appear to affect student achievement and

student behavior more than structural building conditions. Finally, varying climate

control, locker condition, and graffiti conditions are factors that influence student

achievement scale scores.

It can be seen that in Cash’s study, the results were not clear, and there

were no conclusive explanations for the findings stated in this study. This was

perhaps because there were other confounding factors that played a significant

role for students in above standard structural and cosmetic building conditions who

scored lower than those in sub-standard structural building conditions. Such

factors might include the sample size, parental involvement, teachers’

experiences, teachers’ attitudes toward the school building, and students’ attitudes

toward the professionalism of their teachers. Having more samples in this study

might have changed the results to what was expected and predicted to affect

student achievement.

Hines’ (1996) study of large urban high schools in Virginia also found a

positive relationship between building condition and student achievement. This

study, however, should be reviewed with caution due to the problems apparent in

the way school buildings were classified as substandard, standard, and above

standard as it was done in the Cash’s study. This study examined the relationship

18
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

between the condition of school facilities and student achievement and behavior

in selected high schools in urban areas of Virginia. Building condition was

determined by the Commonwealth Assessment of Physical Environment, which

was completed by personnel in the divisions of the 88 schools in the population.

Student achievement was determined by the scale scores of the test of Academic

Proficiency for grade eleven during the 1992-1993 school year. Student behavior

was determined by the ratio of the number of expulsions, suspensions, and

violence or substance abuse incidents to the number of students in each school.

All achievement scores were adjusted for socioeconomic status by using the

percentage of students in the free and reduced lunch program for each school.

This study, the results of which are shown in Table 7, found that student

achievement scores were higher in schools with better building conditions. Indeed,

Hines found that student achievement was as much as 14% points lower in

buildings with substandard conditions than buildings with above-standard

conditions.

Tanner (2009) conducted a study regarding the effects of school design on

student outcomes. This study compared student achievement with three school

design classification: movement and circular, day lighting, and views. From a

sample of 71 schools, measures of these three school designs, taken with a ten-

point Likert scale, are compared to students' outcomes defined by six parts of the

Iowa Test of Basic Skills (ITBS): Reading comprehension, Ready vocabulary,

19
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

language art, mathematics, social studies, and science. Data are tested through

reduced regression analysis, where the difference between R^2 of the reduced

regression is compared to the R^2 of the full regression. This result, in each case,

is defined as the effect of the school's physical environment on student's outcomes

represented by achievement scores on the ITBS. As a result, significant effects

are found for reading vocabulary, Reading comprehension, Language arts,

Mathematics, and science proving that a better quality school design results to

better outcomes of students.

Foreign Literature

Schneider (2002) wrote on his work, "Do School Facilities Affect Academic

Outcomes?", that a clean, safe, comfortable, and healthy environment are an

important component of sucessful teaching and learning. A growing body of

research addresses this issue. Some of it is good, some less so; much of it is

inconclusive. In his word, there are six categories examined the school facilities

effect to academic outcome, these are: indoor-air quality, ventilation, and thermal

comfort; lighting; acoustics; building age and quality; school size; and class size.

According to the author of the "School Facility Condition and Student

Academic Achievement", Earthman, Glen I., school facilities has an important

impact on student performance and teacher effectiveness. In particular, research

demonstrates that comfortable classroom, temperature, and noise level are very

important to efficient student performance. The age of school building is a useful

20
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

proxy in this regard, since older facilities often have problems with thermal

environment and noise level.

There have been a lot of studies regarding the overall building condition and

its connection to student performance; these have constantly shown that students

attending school in better condition outperform save students in substandard

building by several percentage points. School building condition also influence

teacher effectiveness. Teachers report that physical environment greatly

enhances the teaching environment.

Staffs Information (2003) report for Tennessee Advisory Commission on

Intergovernmental Relations stated that almost all of the studies conducted over

the past three decades have found statistically significant relationship between the

condition of a school, or classroom, and student achievement. In general, students

attending school in newer, better facilities score five to seventeen points higher on

standardize tests than those attending in substandard buildings. School facility

factors such as building age and condition, color, and air quality can affect student

health, safety, sense of self, and psychological state. It also states that the quality

of the learning environment is known to affect teacher behavior and attitudes

toward continuing to teach.

Local Studies

21
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Limon (2016) on his study states that a considerable number of variables

that operate in the teaching-learning process invariably affect the educational

performance and achievement of students. One crucial variable that directly

impacts the quality of learning acquisition among learners is the adequacy or lack

of school facilities that aid in the reinforcement of knowledge and skills. The

purpose of this study was to establish a relationship between the quality of school

facilities and student performance and achievement, in relation to the field of

Technology and Livelihood Education (TLE).

It was revealed by the results that the educational facilities are adequate,

as also shown by the general agreement in the mean scores. In addition, the

minimum scores exhibited zero case of general disagreement, and the maximum

scores presented relatively strong agreement. Consequently, the educational

facilities were evaluated as favorable. The statistical findings further support the

researcher’s assumption that adequate to high quality of educational facilities

resulted from the new facility, and that student performance increased after the

new facility in all four school years—2009-2010, 2010-2011, 2011-2012, and 2012-

2013. Nevertheless, in relation to students’ performance and achievement,

suggested that 65% of the students passed the test with the new facility, which is

far from the initial passing rate of 48% prior to the new facility.

Leah (2016) conducted a study about spatial modeling for understanding

the correlation between school facilities and academic performance in the

22
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Philippines. Her study employed statistical spatial analysis method to understand

the relationship between education, society, and the environment. The result of

this study indicate that spatial analysomis techniques are useful not only in

identifying spatial factors that affect student facilities, but also in detecting local

variations that are unseen by other methods utilized to analyze the association

between academic performance and the built environment.

Figueroa, Lim, and Lee (2016) investigated spatial variation in the effects

of school amenities on academic achievements of a cluster of provinces in the

Philippines. In the study that they conducted, it aims to investigate whether there

is spatial variation in the relationship between school facilities and the occurrence

of top performing schools, they employed semiparametric GWLR to georeferenced

school facility data. They hypothesized that the effect of basic school facilities on

academic performance would vary depending on the social and economic

infrastructure within the locality.

Local Literature

According to the World Bank Group, evidence from around the world has

shown that improving school infrastructure leads to better learning outcomes. For

example, a 2011 review of the economics literature over the last 20 years showed

that the availability of basic school infrastructure (such as classrooms, desks, and

chairs) and facilities (such as electricity, libraries, and blackboard) is frequently

associated with better student learning achievement. These findings have been

23
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

backed up by a systematic review of recent impact evaluation, which showed that

infrastructure investment have a positive impact on school enrollment rates,

attendance rates, and learning achievement.

Also, research in the Philippines has shown that reducing the number of

students per classroom is associated with better student learning outcomes,

particular in rural schools. The purpose of this policy note is to provide a snapshot

of the state of existing school infrastructure in the Philippines and to assess the

government system tha5 build and repair school building and facilities. The

findings come from a comprehensive survey of the public education system carried

out for the Philippine Public Education Expenditure Tracking and Quantitative

Service Delivery Study (PETS-QSDS) that tracked public education expenditure

and assessed the quality of education services. In assessing government system,

it primarily focused on projects managed by the Department of Public Works and

Highway (DPWH), which is responsible for the bulk of school infrastructure

projects.

An article last March 19, 2018 discussed that the Department of Education

(DepEd) said that class size reduction is key to improve the learning environment

of students, especially in highly urbanized areas. Jesus Mateo said that the

classroom-pupil and teacher-studio ratios in most cities have changed greatly in

recent years. In line with the department's effort to provide students and teachers

with environment conducive to learning; Mateo reassured the Committee of Basic

24
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Education and Culture of the House of Representatives to achieve ideal class size

and teacher-student ratio in public schools nationwide. Aside from reducing class

size, DepEd is looking into acquisition of land for school sites, construction for

multi-story school buildings in areas with limited land space, and use of shuttle

services in cooperation with local government units to transport students to schools

with available classroom.

Synthesis of the State of the Arts

Of the different studies mentioned, Bower and Burkett, Limon, Cash, Hines,

and Tanner were most related to the present study because their studies were on

the same concern with present study, particularly on the effects of school building

condition and facilities on students' performance, achievement, and outcomes or

the learning respectively. Moreover, the study of Leah, Figueron, Lim, and Lee also

discussed of the school building and student learning, but for investigating spatial

modeling and variation about the relationship of the two variables. All of these

studies tackled the relation of school building and facilities and students' learning,

including achievements and outcomes.

Considering these studies, the research also made use of the school

building and facilities, particularly in USANT senior high school, to determine its

conduciveness to learning of its students. The rest of the studies were on the

effects on the teacher, development, and on literature.

25
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Research Gap

This study very well emphasized that the USANT building and facilities can

either be conducive or not to the learning of its students. The difference of the

research from the other research is its field of study about school building and

facilities. This research focused more on the building's design and structural effect

on leanings. Aside from this, the study differs from its type because, as the

researcher noticed, most of the aligned research conducted about relationship of

school building and facilities and learning were statistically conducted in such a

way of having a control of its study area. Thus, to have a different style of studying

this event, this research was conducted. Aside from proving it statistically, this

qualitative research aims to find out the perspective of students, teachers, and

faculty and staffs about these. The feelings and opinions will give a new view on

these aligned types of research.

26
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Notes

 Cash, Carol S. (1993). Building condition and student achievement and

behavior. Unpublished doctoral dissertation, Virginia Polytechnic Institute

and State University.

 Lemasters, L. K. (1997). A synthesis of studies pertaining to facilities,

student achievement, and student behavior (Unpublished doctoral

dissertation), Virginia Polytechnic Institute and State University,

Blacksburg, VA.

 Earthman, G. I. (2000). Prioritization of 31 criteria for school building

adequacy. Baltimore: American Civil Liberties Union Foundation of

Maryland.

 Berner, M. M. (1993, April). Building conditions, parental involvement, and

student achievement in the District of Columbia Public School System.

Urban Education, 28(1), 6-29.

 McCardle, Robert W. (1966). Thermal environment and learning.

Unpublished doctoral dissertation, University of Iowa.

 Lowe, J.M. (1990). The Interface Between Educational Facilities and

Learning Climate (Unpublished doctoral dissertation). Texas A&M

University, College Station, TX.

 New York Commission on Ventilation. (1931). School ventilation and

practices. New York: Teachers College, Columbia University

27
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Lucas, J. (1981). Effects of noise on academic achievement and classroom

behavior. Sacramento, Calif.: California Department of Health Services.

 Bowers, J. H. & Burkett, C. W. (1988, July-August). Physical environment

influences related to student achievement, health, attendance and

behavior. CEFP Journal.

 Morgan, John B. (April 1917) The effect of sound distractions upon memory.

American Journal of Psychology, 28, 191-208.

 Cohen, S., Evans, G., Krantz, D. S., & Stokes, D. (1980, March).

Psychological, motivational, and cognitive effects of aircraft noise on

children. American Psychologist, 35, 231-243.

 Lemasters, Linda K. (1997). A synthesis of studies pertaining to facilities,

student achievement, and student behavior. Blacksburg, VA: Unpublished

doctoral dissertation, Virginia Polytechnic Institute and State University.

 McConnell, W. J. and Yaglou, C. P. (1926). Work tests in atmosphere in still

and moving air. Transactions of the American Society of Heating and

Ventilating Engineers. 32, 239-48.

Corcoran, Thomas B.; Walker, Lisa J.; White, J. Lynne. (1988). Working in

urban schools. Washington, DC: Institute for Educational Leadership.

 McGuffey, Carroll W. (1982). “Facilities,” Chapter 10, Herbert Walberg (ed.)

Improving educational standards and productivity. Berkley: McCutchan

Publishing Corp.

28
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Bronzaft, Arline L. (1981). The effect of a noise abatement program on

reading ability. Journal of Environmental Psychology. Vol.1 (3) pp 215-222

 Bronzaft, A. L. & McCarthy, D. P. (1975). The effect of elevated train noise

on reading ability. Environment and Behavior, Vol. 7, pp 517-527.

 Ayres, Patti. (1999). Exploring the relationship between high school facilities

and achievement of high school students in Georgia. Athens, GA:

Unpublished doctoral dissertation, university of Georgia.

 Chan, Tak Cheung. (1979). The impact of school building age on the

achievement of eighth-grade pupils from the public schools in the State of

Georgia. Unpublished doctoral dissertation, University of Georgia.

 Lanham III, James W. (1999). Relating building and classroom conditions

to student achievement in Virginia’s elementary schools. Unpublished

doctoral dissertation, Virginia Polytechnic Institute & State University.

 Chan, T. C. (1980). Physical environment and middle grade achievement

(Report No. EA 015 130). Greenville, SC: School District of Greenville

County. (ERIC Document Reproduction Service No. 198 645).

 Cohen, S. et al. (1981). Aircraft noise and children: longitudinal and cross-

sectional evidence on adaptation to noise and the effectiveness of noise

abatement. Journal of Personality and Social Psychology. 40, 331-345.

Hyatt, C. L. (1982). The effect of jet aircraft noise on student achievement

and attitude toward classroom environment. Unpublished doctoral

dissertation, Seattle University.

29
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 McGuffey, Carroll W., and Brown, Calvin L. (1978). The impact of school

building age on school achievement in Georgia. Scottsdale, AZ: CEFP

Journal, 16, 6-9.

 Karpovich, Peter V. (1959). Physical work in relation to external

temperature. In Peter Karpovich, Physiology of muscular activity.

Philadelphia: W. B. Saunders

 Earthman, G. I. (1994). School renovation handbook: Investing in

education. Lancaster, PA.

 Laird, D. A. (1930). The effects of noise: A summary of experimental

literature. Journal of the Acoustical Society of America. 1, 256-61.

 Mackworth, N. H. (1926). Effects of heat on wireless operators. Cited in

American School & University. 1952, 24, 368

 Lowe, Jerry. (1990). The interface between educational facilities and

learning climate in three elementary schools. College Station, TX:

Unpublished doctoral dissertation, Texas A&M University.

 Mayo, George D. (August 1955). Effect of temperature upon technical

training. Journal of Applied Psychology. 39, 244-49.

 Johnson, S.M. (1990). Teachers at work: achieving Success in our schools.

Ann Arbor, MI: Basic Books.

 Keller, B. (2003). Questions of teacher turnover sparks research interest.

Education Week, 22 (33), 8.

30
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Lanham III, J. W. (1999) Relating building conditions and classroom

conditions to student achievement in Virginia’s elementary schools.

(Unpublished doctoral dissertation), Virginia Polytechnic Institute and State

University, Blacksburg, VA.

 Leung, M.Y., Chan, J.K.W., and Wang, Z.H. (2006). Impact of School

Facilities on Working Behavior of Teachers. International Journal of

Strategic Property Management, 10, 79-91.

 Earthman, G.I., Cash, C.S., and Van Berkum, D. (1995). A statewide study

of student achievement and behavior and school building condition. Council

of Educational Facility Planners, International (CEFPI) Annual Meeting,

Dallas, TX.

 United States General Accounting Office. (1995, February). Condition of

America’s schools (GAO/HEHS-95-61 Publication No. B-259307).

Washington, DC: U.S. Government Printing Office.

 Vernon, H. M.; Bedford, T.; and Warner A. G. (1927). The relation of

atmospheric conditions to the working capacity and accident rate of miners.

Cited in American School & University. 1952, 24, 368.

 Winslow, C. E. A. and Herrington, L. P. (1949). Temperature and human

life. Princeton NJ: Princeton University Press.

 Zentall, S. S. & Shaw, J. H. (1980). Effects of classroom noise on

performance and activity of second-grade hyperactive and control children.

Journal of Educational Psychology, 72(6), 830-840.

31
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 https://www.tandfonline.com/doi/abs/10.1080/19475683.2016.1231717

 https://www.tandfonline.com/doi/full/10.1080/19475683.2016.1231717?scr

oll=top&needAccess=true

 https://scholar.google.com.ph/scholar?q=school+facilities+and+academic+

performance+philippines&hl=en&as_sdt=0&as_vis=1&oi=scholart

 https://openknowledge.worldbank.org/handle/10986/24744?show=full

 https://www.researchgate.net/publication/308760536_Investigating_the_re

lationship_between_school_facilities_and_academic_achievements_throu

gh_geographically_weighted_regression

 https://www.researchgate.net/publication/308760536_Investigating_the_re

lationship_between_school_facilities_and_academic_achievements_throu

gh_geographically_weighted_regression/download

 http://bulatlat.com/main/tag/poor-conditions-of-schools-in-the-philippines/

 https://wenr.wes.org/2018/03/education-in-the-philippines

32
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Chapter 2

RESEARCH METHODOLOGY

Introduction

This chapter will explain the methods used in this research. This chapter

will mention all the components involve in conducting this research such as the

design of this research, instruments, surveys and questionnaires, and respondents

which are the students, teachers, faculty and staff of University of Saint Anthony

Senior High School Department. Finally, this chapter provides a detail explanation

of the selected kind of research, type of methodology used and data collecting

method.

Research Design

This study is descriptive in nature, investigating whether the USANT senior

high school building and facilities is conducive to learning of students and teaching

of educators. Thus, the kind of research implied in this study is qualitative research.

In addition, this study focuses on the aspect of the physical environment that have

any potential to help in learning or not.

This research performs using case study, participant-observation

qualitative research methodology. This study used this research design to describe

the USANT senior high school building and facilities and perception of students,

teachers, and faculty and staff toward these for the purpose to explain and find out

33
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

the conduciveness of its building and facilities to learning. Support for the case

study design use in this study include: first, the detailed examination of physical

features of USANT senior high school building and facilities. Second, the

researchers want to see and evaluate the conduciveness of its features through

the use of data gathering instrument used in this study.

For this research, method of interviews and questionnaires was employed.

The interview and questionnaires are the mean of gaining and collecting their

opinions, thoughts, and views about the building structure and facilities of USANT

Senior High School whether helpful for the learners. The rationale for using the

interview and questionnaires is to enable the researchers to find out what is on the

respondents’ mind, what they think and how they feel about the subject matter.

This research critically aims to gather bits of information received from

interviewing and by using questionnaires from the research respondents. In

addition, the researchers also explored the building and facilities of USANT Senior

High School, to understand further, the researchers also included the views and

opinions of the teachers to their evaluation of the learning’s of the students in

USANT Senior High School from the interview conducted. It will provide the clear

findings on “Conduciveness to learning of the USANT Senior High School Building

and Facilities”.

The research is dealing with human interaction and perspective, so it is

highly needed to use a qualitative method of research. It will be a more accurate

34
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

finding as the interviewees are dedicated in giving more honest answers and

opinion through questionnaires and personal interaction with the interviewer.

Respondents of the Study/Key Informants

The principal respondents will be the official University of Saint Anthony

Senior High School students school year 2018-2019 that are chosen using a type

of non probability sampling, the availability sampling.

Data Gathering Instruments of the Study

In gathering the data related to the study, the researchers used open-ended

questions in the questionnaires and interviews as a survey equipment to evoke the

necessary information from the principal respondents.

Questionnaires are a research instrument consisting of series of questions

and other prompts for the purpose of gathering information from the respondents.

To get the opinions of the respondents, the researchers chose open-ended

questions for the questionnaires so that they can provide a more honest answer.

This way the researchers can get more credible information and perception about

the building and facilities of USANT senior high school.

Interviews are the verbal conversation between the two people with the

objective of relevant information for the purpose of research. The researchers also

chose interview to get more detailed and reliable information. The researchers use

35
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

this to support the data collected from the first data gathering instrument of this

study, questionnaires.

Validity and Reliability

The results obtained by the primary data analysis are validated for

correctness with the support of two parameters like validity and reliability of the

research.

Validity

According to Bryman and Bell (2003), questionnaires are referred to always

lack validity for many reasons. That several individuals may lie; give responses

that are desired (bias) and so on. To prevent such event, the researcher gave a

similar questionnaire to some selected teacher, aside to students, for validation of

data collection coming from the student. Since the teachers know the purpose and

importance of such research, the high assurance it posses has great validity for

connection of these on the data collected from students in questionnaires. The

researchers aim to give the questionnaire to trusted persons that can answer all

the questions honestly. Validity is adopted in this study by ensuring that the

questionnaires would result to trusted data collected from respondents. Thus this

research picked purposive sampling in getting its respondents.

36
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Reliability

Reliability is referred as the extent to which a test, measurement procedure

or a questionnaire generates common outcomes on repeated trials. Shortly it is the

consistency or stability of scores across raters or over time (Sandelowski, 2000).

To test the reliability in this study, the researchers provide not just questionnaires,

but also interview to some selected respondents. Interview is one of this study's

method and the mechanism on how does this work collects data. The implication

of this start at giving questionnaires then, with little time gap, preside to interview.

The similarity of the answer from the questionnaires and interviews will result to

reliability of this study.

37
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Notes

 Bullock, C. (2007). The relationship between school building conditions and

student achievement at the middle school level in Commonwealth of

Virginia. Retrieved from http://scholar.lib.vt.ed/theses/available/etd-

08212007-163313

 Cash, C. (1993). Building condition and student achievement and

behaviour. Unpublished dissertation, Virginia Polytechnic and State

University, United States -- Virginia. Retrieved July 4, 2009, from

Dissertation & Theses: Full Text. (Publication No. AAT 9319761).

 Filardo, M. (2008). Good buildings, better schools: An economic stimulus

opportunity with longterm benefits. Retrieved from

http://www.sharedprosperity.org/bp216/bp216.pdf

 Hughes, S. M. (2005). The relationship between school design variables

and student achievement in a large urban Texas school district.

Unpublished dissertation, Baylor University, Retrieved June 2, 2008, from

ProQuest Digital Dissertation database. (AAT 315290).

 Lyons, J. (2001). Do schools facilities really impact a child’s education.

Retrieved from http://www.coe.uga.edu/sdpl/articlesandpapers/lyons.htm

 McGowen, R. S. (2007). The Impact of school facilities on student

achievement, attendance, behavior, completion rate, and teacher turnover

rate in selected Texas high schools. Unpublished dissertation, Texas A &

M University, United States --Texas.

38
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Philippines, Department of Education, Office of Postsecondary Education.

(1999). The Secretary’s fourth annual report on teacher quality: A highly

qualified teacher in every classroom.

 Philippines, Department of Education. (2000). The class size reduction

program: Boosting student achievement in schools across the nation.

 Schneider, M. (2002). Do school facilities affect academic outcomes?

Washington, DC: National Clearinghouse for Educational Facilities.

Retrieved from http://www.edfacilities.org/pubs/outcomes.pdf

39
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Chapter 3

PRESENTATION OF DATA GATHERED

Available Facilities of the University of St. Anthony Building

The available facilities in the senior high school building are the Canteen,

Audio Visual Room (AVR), and comfort rooms. The canteen is situated in the first

floor right just the middle of the building and it opens from seven thirty in the

morning till five of the afternoon. It provides a variety of foods and beverages that

suits the taste of the students. The Audio Visual Room (AVR) is rarely used

because of its unfinished state. The comfort rooms are provided to every floor of

the building. One room for male and one room for female. It provides basic uses

and is regularly cleaned by the janitors.

Perceived needs in the Senior High School Building

Based from the data we gathered from the interview and questionnaires,

most of the respondents emphasized the need on better ventilation specifically on

the third floor since it is where sun directly hit the building. A total of forty one from

our respondents mentioned about the lack of ventilation of the building. A

respondent from 11-Humility said that the building was poor ventilated and usually

a lot of students complain about this. Also a respondent from 11-Patience said

that, “I think well ventilated building is the key to achieve conduciveness to

learning”.

40
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

The second most mentioned from the questionnaire we had was the need

to have a library for the senior high school building. The only library available is the

college library which is significantly far from the senior high school building. The

respondents wanted a library that is accessible and near. They stated that it is too

troublesome to walk the distance just to check for a book or if they needed to go

use the library for discussion purposes. Approximately twenty from the

respondents mentioned library as a need to the senior high school building. And

aside from the urge to have a library in the building, we also notice that the

respondents concern in having computer laboratory in their building. Six of the

respondents mentioned it. A respondent from 11- Piety noted that:

I suggest that they should provide the department a library and computer

laboratory so that it would be easy for the students to do stuffs without going

to the college department.

Also, a respondent from 11-Humility said that the library should be done as

soon as possible, and also, there should also be a computer laboratory because it

would be helpful.

During the interview, the respondents stated the lack of availability of

projectors and white screens. The addition of projectors would help the students

and teachers express their knowledge by means of power point presentation,

videos, etc. Eight from the respondents made mention about these two. “ I suggest

41
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

that every room should have projectors and white screen so that every discussion

would be entertaining by using this tools”, a respondent from 11-Hope said.

Also, the lack of clinic in the main building is drastically needed. The nearest

available clinic is in the Montessori Grade School clinic, which is more hassle than

going to the library. “Incase of emergency, senior high school students will take a

long time to arrive at the clinic”, noted by a respondent from 12-Palma. Clinic is a

significant necessity for any school. Lastly, the respondents wanted some

educational equipment and things that helps in learning aside from projectors and

white screen. Here are their requested equipments: Wi-Fi, printer, and locker.

Sixteen from the respondents made mentioned about strong internet connection

in the building. While two mentioned to have printer and three mentioned to have

lockers. A respondent from 11-Grace noted that advanced material in learning like

technologies and etc. is needed.

Factors Affecting the Students Learning

A thorough analysis of the answers of the respondents was made to discuss

factors affecting the learning of the students in University of St. Anthony and was

done to deeply understand how essential are they and how would these greatly

contribute for learning of the students.

Ventilation. This has been the greatest concern in the data we collected

from our respondents. Where forty-one respondents had their concern in this

42
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

specific factor. As an observation from their answer, eleven made mentioned that

the third floor was greatly affected and experienced insufficiency concerning this

factor. A respondent from 11-Humility said that the building was poor ventilated

and usually a lot of students complain about this.

Enough and cool air should be provided in each room for a conducive

learning environment. It was stated from one of the respondents from Palma

greatly mention of having additional ceiling fans and air conditioner. Fifteen of the

respondents simply mentioned ventilation generally. Where fourteen mentioned

specifically to have additional electric or ceiling fans and nine mentioned to have

air conditioner in each rooms. A respondent from 11-Altruism noted:

I think they should add more electric fans in each rooms for proper

ventilation because heat is sometimes a hindrance to learning. They should

adapt or possess modern technologies in learning.

Also, from 11-Patience, two respondent said that having more electric fans

will result to comfortability to learning. A respondent also mentioned to at least

have four electric fan every classroom. Larierie, one of the respondent, has the

similar statement but with an addition of “one air condition equal to four electric

fans”. But two of the respondents, one from TVL the other were not mentioned,

noted that, in all caps lock, “AIRCONDITION TO ALL ROOMS”. The idea is great,

but the implication might be denied since it entails increase of tuition fees.

43
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Thermal factors may seriously degrade teacher’s ability to teach and

students’ learning. As one of our respondents said that it’s hard to focus on

listening when it’s too hot. The level of temperature causes ineffectively in learning.

They tend to focus themselves in swaying their handkerchief, fan, paper, or books

more than listening attentively to their teacher. While two respondents concerned

about lack of windows, one from 11-Love and the other one was from 11-Integrity.

Space. The size and space of rooms was not much of a problem. Each room

has enough space for the students. But, the utility of the space in rooms for

activities concern our respondents. Five respondents made mention about it. Two

generally spoke on it as “space” limit the conduciveness of the building and the

other one noted that it is the “lack of space in the classroom” that limit the

conduciveness. One of the five respondents suggested to have a larger space of

rooms for utility of these due to the reason of using the space for conducting

activities and for occasional use. The other two spoke about the hindrance of

locked chairs or chairs that were nailed on the floor of each room on having space

for activity inside the room. It was also noted that it also hinders them in cleaning

the room because it somehow block it though it was helpful in maintaining the

alignment of the chairs.

External noise. Some rooms were located in front of each other. Noise

coming from other room bounces inside the room disturbing the discussions or

reporting. Six of the respondents mentioned about this. Two generally noted about

44
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

the noise caused by the structure of the building. Four of the six respondents

concerned about the distance or closeness of rooms witch caused the noisiness.

“The rooms are very close/adjacent to each other”, a respondent from HUMSS

said. One question in the questionnaire that the researcher had was about asking

what elements limit the conduciveness of the building. Jonah, a respondent from

11-Piety, noted:

I think it is the small distance of each room, because it results to noise

barrier of learning and communicate on the noise coming from the other

sections is very destructive

Also, respondent from Purity said that the cause of noisiness in their area is

the spaces between the classrooms. Learning was greatly affected by noise to

some part of the building. The area where the section Purity, Patience,

Righteousness, and Piety is situated may evidently experience thus kind of

phenomenon. Also their similar structure of this from the remaining two upper floor

of the building.

45
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

OUTPUT (Position Paper)

Conduciveness of the School Building and its Facilities

Effective teachers look for every available opportunity to increase student learning.

The classroom environment is a teaching resource that should not be ignored. Students

and teachers spend the majority of their day in school classrooms, and it’s your

responsibility to foster an environment and atmosphere that enhance learning. Developing

a classroom environment conducive to learning is a process that entails staging the

physical space, getting the students to cooperate, creating a communal environment, and

finally maintaining a positive classroom climate and culture.

Students in most cases need a well lit, natural lighting is best, and ventilated area

that is air conditioned and heated maintaining a certain temperature for comfort. The

students will need the typical supplies needed to comply the required coursework. These

supply or tool may come in handy but the area and environment one is utilizing to study,

complete classwork and homework is just as vital. The environment should be a relaxing

and comfortable setting, but not so comfortable that would cause someone to sleep or

take a nap.

The building of the senior high school department in University of St. Anthony

provides the best quality as of now in Iriga city as the only senior high school that has its

own building for its department. Also having its three floored building which accompany

almost thousands of senior high school students. Due to K-12 program, this building was

built to foster the grade 11-12 students in their learning. The building and its facilities are

still new and effective since it was built three years before. Though the building is still new

46
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

and effective, it still lacks of basic and fundamental things that should be added and

improve upon. Still the building is in the process and state of improving for better quality

to provide for its users. Monitoring the building is one of what the admin of the school is

taking action. They believe that a conducive building and its facilities may potentially affect

the learning of the students situated in it.

Building a school needs essential facilities to properly function the essence of the

building. This include comfort rooms and canteen. The building of the senior high school

in University of St. Anthony have this already along with complete educational equipments

for its classrooms. But, it seems it still lacks of certain things that concerns the students

using the building. Most of the students complain of the ventilation of the rooms of the

building. Somehow, the rooms lack of enough indoor-air quality, some electrical or ceiling

fans for controlling the thermal comfort of the room. As one of the student said that proper

ventilation of the building is key to success for its conduciveness.

The library was still on the process in the senior high school building. How

important is library in a school building? First of all, it provides knowledge. With the

accessibility of knowledge in the internet, library was often visited now by students. But,

some teachers prefer the knowledge gain in the library because it is more to be authentic

than that knowledge from the internet. Secondly, teachers require the students to use the

library so that students may engage with the book. Lastly, it is already a part of the

mainstream of a school building. Past decades use l8brary in every school. Though the

library is on process, the admin should make it faster and provide the students of the

senior high school a library for their building.

47
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Aside from a library, it is very crucial for a school to have its own clinic. The

situation that the senior high school department is facing is that the clinic where they go

is so far from the building itself. What if the patient can’t bear to walk? Would that person

bother himself/herself to walk that long just to go to the clinic? Maybe no, instead he/she

might just endure the feeling and take a rest in their room. It is very important that the clinic

is near and accessible because we are talking about the health of the students and also

the faculty and staff.

One of the most requested of the students that the building must have, aside from

air condition, is projectors and white screens. The projectors and white screens can help

the teacher to deliver their discussion in a more effective way because it can use videos,

PowerPoint presentations, images, and etc. Wi-Fi is also their main concern to have.

It is important to have an environment which is conducive to learning. Hearing this

suggestion from the students hope to make the admin move and comply to add these

things in the building. Though some may take into long process, still it would help a lot in

the learning of the students.

48
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Chapter 4

SUMMARY, FINDING, CONCLUSION, AND RECOMMENDATIONS

Summary

The purpose of this study was to determine the conduciveness of the

University of St. Anthony building and facilities to the learning of its students. It

further examines by determining its effect in terms of ventilation, space, and

external noise. The researchers used open-ended questionnaires and interviews

to collect these data. The data were collected from the participation of ninety-one

respondents from the open-ended questionnaires and interviews.

The University of St. Anthony is a school in Iriga City where it has it’s own

building for the senior high school department. The building has three floors and

have numerous of rooms allotted for the grade eleven and twelve students. Each

room has ceiling fans, fluorescent bulbs, chairs, blackboard, podium, and windows

conducive and promotes healthy educational environment.

The main questions raised and answers in this study were: (1) What are the

already available facilities of the University of St. Anthony Senior High School

building? (2) What are the perceive needs in the University of St. Anthony Senior

High School building? (3) What effects do students encounter on the way the

building was made in terms of ventilation (indoor-air quality and thermal comfort),

space, and external noise?

49
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

The following assumptions were considered in the conduct of the study: (1)

There are already available facilities of the University of St. Anthony Senior High

School building. (2) There are perceive needs in the University of St. Anthony

Senior High School building. (3) There are factors; such as ventilation, space,

lighting, indoor-air quality, thermal comfort, and external noise, that affect the

learning of the students.

Findings

Base from the data gathered, the following are the findings of the study:

1. The senior high school department has its own building for its students.

Therefore, it should have its own facilities to support the needs of the people

using the building. The available facilities, as of now, that the University of

St. Anthony sen8or high school has are the canteen, Audio Visual Room

(AVR), and comfort rooms.

2. The perceived needs in the senior high school building are the following: (2.

a) Ventilation was the main concern of the students in the building. It is the

key to achieve conduciveness to learning. (2. b) Library is helpful for

activities regarding information sourcing and knowledge gaining. It is too

troublesome to walk the distance just to check for a book or if they needed

to go use the library for discussion purposes. (2. c) Projectors are essential

for better discussion of lessons, along with the white screen. The addition

of projectors would help the students and teachers express their knowledge

by means of power point presentation, videos, etc. (2. d) Clinic is

50
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

fundamental to a school building income for emergencies on the health of

the students and faculty and staffs. Clinic is a significant necessity for any

school. (2. e) Wi-Fi access will provide a wider level of discussion of lesson

for building bridges towards certain sites, videos, images, and documents

essential in the lesson just one click away. Also, equipments such as printer

and locker may potentially help in learning.

Conclusion

Based from the findings of the study, the following conclusions were drawn:

1. The University of St. Anthony senior high school building has already the

most important fundamental facilities that a school building must have.

These are the canteen and comfort rooms.

2. The building still needs important facilities and educational materials to

support better learning for students.

3. The factors; given that ventilation, space, and external noise, clearly affects

the leaning of the students.

Recommendation

1. The facilities should maintain its good quality and if it can be improved more

to provide better service for the persons that would use it. The Audio Visual

Room (AVR) must be done as soon as possible so that it can fully be used

by the students in the senior high school department.

2. The administration should take consider, comply and add these essential

facilities and educational material in the senior high school building for

51
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

better learning experience of its students. They might not immediately

provide all, but at least through years, some of these are already part of the

building.

3. The administration should take action for solving some issues and problems

regarding these factors affecting students learning. They should have

monthly evaluation of these factors to control its effect to students.

52
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Bibliography

 Cash, Carol S. (1993). Building condition and student achievement and

behavior. Unpublished doctoral dissertation, Virginia Polytechnic Institute

and State University.

 Lemasters, L. K. (1997). A synthesis of studies pertaining to facilities,

student achievement, and student behavior (Unpublished doctoral

dissertation), Virginia Polytechnic Institute and State University,

Blacksburg, VA.

 Earthman, G. I. (2000). Prioritization of 31 criteria for school building

adequacy. Baltimore: American Civil Liberties Union Foundation of

Maryland.

 Berner, M. M. (1993, April). Building conditions, parental involvement, and

student achievement in the District of Columbia Public School System.

Urban Education, 28(1), 6-29.

 McCardle, Robert W. (1966). Thermal environment and learning.

Unpublished doctoral dissertation, University of Iowa.

 Lowe, J.M. (1990). The Interface Between Educational Facilities and

Learning Climate (Unpublished doctoral dissertation). Texas A&M

University, College Station, TX.

 New York Commission on Ventilation. (1931). School ventilation and

practices. New York: Teachers College, Columbia University

53
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Lucas, J. (1981). Effects of noise on academic achievement and classroom

behavior. Sacramento, Calif.: California Department of Health Services.

 Bowers, J. H. & Burkett, C. W. (1988, July-August). Physical environment

influences related to student achievement, health, attendance and

behavior. CEFP Journal.

 Morgan, John B. (April 1917) The effect of sound distractions upon memory.

American Journal of Psychology, 28, 191-208.

 Cohen, S., Evans, G., Krantz, D. S., & Stokes, D. (1980, March).

Psychological, motivational, and cognitive effects of aircraft noise on

children. American Psychologist, 35, 231-243.

 Lemasters, Linda K. (1997). A synthesis of studies pertaining to facilities,

student achievement, and student behavior. Blacksburg, VA: Unpublished

doctoral dissertation, Virginia Polytechnic Institute and State University.

 McConnell, W. J. and Yaglou, C. P. (1926). Work tests in atmosphere in still

and moving air. Transactions of the American Society of Heating and

Ventilating Engineers. 32, 239-48.

Corcoran, Thomas B.; Walker, Lisa J.; White, J. Lynne. (1988). Working in

urban schools. Washington, DC: Institute for Educational Leadership.

 McGuffey, Carroll W. (1982). “Facilities,” Chapter 10, Herbert Walberg (ed.)

Improving educational standards and productivity. Berkley: McCutchan

Publishing Corp.

54
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Bronzaft, Arline L. (1981). The effect of a noise abatement program on

reading ability. Journal of Environmental Psychology. Vol.1 (3) pp 215-222

 Bronzaft, A. L. & McCarthy, D. P. (1975). The effect of elevated train noise

on reading ability. Environment and Behavior, Vol. 7, pp 517-527.

 Ayres, Patti. (1999). Exploring the relationship between high school facilities

and achievement of high school students in Georgia. Athens, GA:

Unpublished doctoral dissertation, university of Georgia.

 Chan, Tak Cheung. (1979). The impact of school building age on the

achievement of eighth-grade pupils from the public schools in the State of

Georgia. Unpublished doctoral dissertation, University of Georgia.

 Lanham III, James W. (1999). Relating building and classroom conditions

to student achievement in Virginia’s elementary schools. Unpublished

doctoral dissertation, Virginia Polytechnic Institute & State University.

 Chan, T. C. (1980). Physical environment and middle grade achievement

(Report No. EA 015 130). Greenville, SC: School District of Greenville

County. (ERIC Document Reproduction Service No. 198 645).

 Cohen, S. et al. (1981). Aircraft noise and children: longitudinal and cross-

sectional evidence on adaptation to noise and the effectiveness of noise

abatement. Journal of Personality and Social Psychology. 40, 331-345.

Hyatt, C. L. (1982). The effect of jet aircraft noise on student achievement

and attitude toward classroom environment. Unpublished doctoral

dissertation, Seattle University.

55
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 McGuffey, Carroll W., and Brown, Calvin L. (1978). The impact of school

building age on school achievement in Georgia. Scottsdale, AZ: CEFP

Journal, 16, 6-9.

 Karpovich, Peter V. (1959). Physical work in relation to external

temperature. In Peter Karpovich, Physiology of muscular activity.

Philadelphia: W. B. Saunders

 Earthman, G. I. (1994). School renovation handbook: Investing in

education. Lancaster, PA.

 Laird, D. A. (1930). The effects of noise: A summary of experimental

literature. Journal of the Acoustical Society of America. 1, 256-61.

 Mackworth, N. H. (1926). Effects of heat on wireless operators. Cited in

American School & University. 1952, 24, 368

 Lowe, Jerry. (1990). The interface between educational facilities and

learning climate in three elementary schools. College Station, TX:

Unpublished doctoral dissertation, Texas A&M University.

 Mayo, George D. (August 1955). Effect of temperature upon technical

training. Journal of Applied Psychology. 39, 244-49.

 Johnson, S.M. (1990). Teachers at work: achieving Success in our schools.

Ann Arbor, MI: Basic Books.

 Keller, B. (2003). Questions of teacher turnover sparks research interest.

Education Week, 22 (33), 8.

56
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Lanham III, J. W. (1999) Relating building conditions and classroom

conditions to student achievement in Virginia’s elementary schools.

(Unpublished doctoral dissertation), Virginia Polytechnic Institute and State

University, Blacksburg, VA.

 Leung, M.Y., Chan, J.K.W., and Wang, Z.H. (2006). Impact of School

Facilities on Working Behavior of Teachers. International Journal of

Strategic Property Management, 10, 79-91.

 Earthman, G.I., Cash, C.S., and Van Berkum, D. (1995). A statewide study

of student achievement and behavior and school building condition. Council

of Educational Facility Planners, International (CEFPI) Annual Meeting,

Dallas, TX.

 United States General Accounting Office. (1995, February). Condition of

America’s schools (GAO/HEHS-95-61 Publication No. B-259307).

Washington, DC: U.S. Government Printing Office.

 Vernon, H. M.; Bedford, T.; and Warner A. G. (1927). The relation of

atmospheric conditions to the working capacity and accident rate of miners.

Cited in American School & University. 1952, 24, 368.

 Winslow, C. E. A. and Herrington, L. P. (1949). Temperature and human

life. Princeton NJ: Princeton University Press.

 Zentall, S. S. & Shaw, J. H. (1980). Effects of classroom noise on

performance and activity of second-grade hyperactive and control children.

Journal of Educational Psychology, 72(6), 830-840.

57
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 https://www.tandfonline.com/doi/abs/10.1080/19475683.2016.1231717

 https://www.tandfonline.com/doi/full/10.1080/19475683.2016.1231717?scr

oll=top&needAccess=true

 https://scholar.google.com.ph/scholar?q=school+facilities+and+academic+

performance+philippines&hl=en&as_sdt=0&as_vis=1&oi=scholart

 https://openknowledge.worldbank.org/handle/10986/24744?show=full

 https://www.researchgate.net/publication/308760536_Investigating_the_re

lationship_between_school_facilities_and_academic_achievements_throu

gh_geographically_weighted_regression

 https://www.researchgate.net/publication/308760536_Investigating_the_re

lationship_between_school_facilities_and_academic_achievements_throu

gh_geographically_weighted_regression/download

 http://bulatlat.com/main/tag/poor-conditions-of-schools-in-the-philippines/

 https://wenr.wes.org/2018/03/education-in-the-philippines

 Bullock, C. (2007). The relationship between school building conditions and

student achievement at the middle school level in Commonwealth of

Virginia. Retrieved from http://scholar.lib.vt.ed/theses/available/etd-

08212007-163313

58
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Cash, C. (1993). Building condition and student achievement and

behaviour. Unpublished dissertation, Virginia Polytechnic and State

University, United States -- Virginia. Retrieved July 4, 2009, from

Dissertation & Theses: Full Text. (Publication No. AAT 9319761).

 Filardo, M. (2008). Good buildings, better schools: An economic stimulus

opportunity with longterm benefits. Retrieved from

http://www.sharedprosperity.org/bp216/bp216.pdf

 Hughes, S. M. (2005). The relationship between school design variables

and student achievement in a large urban Texas school district.

Unpublished dissertation, Baylor University, Retrieved June 2, 2008, from

ProQuest Digital Dissertation database. (AAT 315290).

 Lyons, J. (2001). Do schools facilities really impact a child’s education.

Retrieved from http://www.coe.uga.edu/sdpl/articlesandpapers/lyons.htm

 McGowen, R. S. (2007). The Impact of school facilities on student

achievement, attendance, behavior, completion rate, and teacher turnover

rate in selected Texas high schools. Unpublished dissertation, Texas A &

M University, United States --Texas.

 Philippines, Department of Education, Office of Postsecondary Education.

(1999). The Secretary’s fourth annual report on teacher quality: A highly

qualified teacher in every classroom.

 Philippines, Department of Education. (2000). The class size reduction

program: Boosting student achievement in schools across the nation.

59
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

 Schneider, M. (2002). Do school facilities affect academic outcomes?

Washington, DC: National Clearinghouse for Educational Facilities.
Retrieved from http://www.edfacilities.org/pubs/outcomes.pdf

60
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

CURRICULUM VITAE

PERSONAL DATA

Name : Iane Joy T. Contreras

Date of Birth : July 17, 2001

Age : 17

Grade/Strand/Section : 11/ STEM/Patience

School : University of St. Anthony, Iriga City

Secondary School : University of St. Anthony, Iriga City

Elementary School : University of St. Anthony, Iriga City

Religion : Roman Catholic

Nationality : Filipino

Address : Francia, Iriga City

Mother : Felisa Contreras

Father : Noel Contreras

61
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Name : John Bryan S. Estipona

Date of Birth : August 26, 2001

Age : 17

Grade/Strand/Section : 11/ STEM/Patience

School : University of St. Anthony, Iriga City

Secondary School : St. Bridget School, Buhi, Camarines Sur.

Elementary School : Buhi Central School

Religion : Roman Catholic

Nationality : Filipino

Address : Sta. Elena, Buhi, Camarines Sur

Mother : Helen S. Estipona

Father : Ronnie V. Estipona

62
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Name : Krisnyll I. Husain

Date of Birth : January 22, 2002

Age : 17

Grade/Strand/Section : 11/ STEM/Patience

School : University of St. Anthony, Iriga City

Secondary School : St. Bridget School, Buhi, Camarines Sur.

Elementary School : Sta. Justina East Elementary School

Religion : Roman Catholic

Nationality : Filipino

Address : Sta. Justina, Buhi, Camarines Sur

Mother : Jell I. Husain

Father : Primitivo M. Husain

63
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
Senior High School Department
City of Iriga

Name : Kirby Leu R. Tuazon

Date of Birth : March 6, 2001

Age : 18

Grade/Strand/Section : 11/ STEM/Patience

School : University of St. Anthony, Iriga City

Secondary School : St. Bridget School, Buhi, Camarines Sur.

Elementary School : Sta. Justina East Elementary School

Religion : Roman Catholic

Nationality : Filipino

Address : Sta. Justina, Buhi, Camarines Sur

Mother : Braulia R. Tuazon

Father : Leonardo B. Tuazon

64