Chapter I

INTRODUCTION

Background of the Study

Environment is one variable which affects how a person reacts or performs

activities. Since the human brain requires an optimal place for processing, the best

surroundings should be free of compromise. Nowadays, students do not have the luxury to

choose their environment; hence, they make the best out of the situation. According to a

survey, teens reported their stress levels during the school year far exceeded what they

believed to be healthy (Bethune, 2014).

Meanwhile, Filipinos remain to be as one of the most popularly-known English

users in the world; therefore, it is just normal to assume that they are adept when it comes

to the language. This is true as Philippines scored above global and Asia averages in the

2019 English Proficiency Index, which measures the average level of English language

skills among economies based on the results of the Standard English Test. Although it is

higher than average, the 2019 iteration of the index showed 60.14 out of 100 which is lower

than its 2018 score of 61.84, suggesting a deterioration in proficiency.

As students, the researchers want to confirm the relationship between the

environmental status and the performance of the students to help uplift the on-going

deterioration in the proficiency in English. In order to set the scope for the variable

environmental status, the researchers has broken it down to several factors, mainly into two

dimensions: physical and psychological.

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 School environment’s physical structure is a critical variable in affecting student

morale and learning (Phillips, 2014). The physical environment of the school is important

as it fosters an atmosphere conducive to learning. Availability of technology and

instructional materials helps in a more efficient absorption of knowledge, and even lighting

and ventilation greatly affects the comfortability of students.

Home environment is also a vital factor of a student’s environment. Unstable, noisy,

chaotic home environments have negative effects on children’s health and development

(Schmeer and Yoon, 2016) The home’s physical environment is important as some school

works are carried out at home; thus, having reliable technological devices as well as a

sufficient study place is significant in learning.

Family, on the other hand, are the ones who provide most of the physical needs of

a student. Also, they can also affect other dimensions of wellbeing of a student such as the

mental and emotional aspect. Studies have shown that social relationships, particularly

family relationships, can have both long- and short-term effects on one’s mental health

(Mental Health Center, 2016). The family’s support evidently influences their motivation

in learning.

Friends also play an important role in the educational process. They provide support

and resources and can both encourage and discourage academic achievement (Flashman,

2015). They can influence a person psychologically as behaviors may possibly be adapted

and in turn influence a person’s thinking. Friends comprise a significant share of a person’s

social life; therefore, it is a vital aspect of the psychological wellbeing of students.

Peer relationships is another significant factor to be considered in a student’s

environment. Students socialize with other people even without having as deep as the bond

2
of friends. Students, for one, are acquainted with most of their classmates but does not

necessarily shares friendship with each other, yet still participates with social activities as

a group. Peer influence can dictate students’ decision-making, the risky behavior they

engage in, and their academic achievement (Preez, 2021).

Hence, collection of data regarding these indicators to show its relationship with

students’ academic performance is seemingly important. However, these five factors have

been evidently inconsistent as it may show drastic changes in a short period of time, making

it hard to collect accurate data especially for the researchers of the present study. Also,

other variables such as internal factors may also affect how these external factors influence

a person which may also impact the reliability of the collected data.

This research reports how environment, regarding its physical and psychological

dimensions, affects students’ performance in the subject English.

Globally, researches regarding the effects of the environmental status are growing.

However, given the fact that the problem remains unsolved suggests that there is still a

deficiency of knowledge regarding this subject, especially in the researchers’ locality

wherein various issues regarding the environment still constantly arises. Thus, this study

shall help supply the lack of data and aid in future decisions regarding educational changes

in the local area.

Problems regarding the aforementioned factors still prove to be prominent

especially in the researchers’ locality. Although school facilities have been evidently

improving year-by-year, the ability to provide a perfect school environment still seems to

be out-of-reach due to the insufficient financing especially on the researchers’ local private

schools, same as the physical home environment in some areas in the locality which are

3
clearly substandard. On the other hand, friends and peers continue to influence students

both positively and negatively. Friends receive the major share of a student’s social life

and in turn, greatly affect one’s life, while peers can indirectly influence students as a part

of their social group. Lastly, emotional support from some families also shows to be

lacking, affecting students’ motivation.

Choosing the target respondents for this study required the researchers to take into

account the year level, population, grades in the English subject, and lastly, personal

experiences taking the most considerations. Junior High School students were seen as the

potential department to be examined since each level provides a more controlled scenario

due to their subjects being identical. Out of the four year levels, Grade 10 students were

chosen as the respondents because of their adequate population and their grades in the

English subject having a wide range. Also, the researchers believe that Grade 10 students

would prove to be the most reliable source of data as it has the highest difficulty among all

the levels in Junior High School, making external factors to be more impactful.

With the recent continuous decline in English proficiency among Filipinos, it is

crucial to investigate the instigators behind it. As English-Major Education students, the

researchers view the issue as concerning and relevant. Cultivating the said language is a

part of the researchers’ mission, which shall assist in strengthening the foundation of

English in the country. Hence, the researchers are motivated to study the possible effects

of the environmental status on the English performance of students.

4
Statement of the Problem

This study was geared towards determining whether or not the students’

environment plays a role in learning English. Thus, this research discussed the influence

of students’ environment on the academic performance of Grade 10 students in English

during the School Year 2020-2021.

To guide this study, the following questions were formulated.

1. What is the perceived status of students’ environment in terms of:

1.1 Physical

1.1.1 School Environment;

1.1.1 Home Environment;

1.2 Psychological

1.2.1 Family;

1.2.2 Friends; and

1.2.3 Peers?

2. What is the level of English performance of Grade 10 students?

3. Is there a significant relationship between students’ environment and the English

performance?

Statement of the Hypothesis

There is no significant relationship between enivironmental status and English

performance of Grade 10 students for the S.Y. 2020-2021.

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Significance of the Study

The result of the study would be significant to the following:

Administration. This study shall provide significant data within the locale, which

shall assist in future decisions of the administration regarding educational changes and

improvements.

Teachers. This research shall serve as a guiding tool on what problems students

are facing today. It shall help teachers provide assistance to students in various

compromises in the environment, most especially in the school. This research may also

help in improving the critical pedagogy as they familiarize factors needed for better

learning of their students.

Parents. This research shall help parents in proper guidance of their children

towards academic excellence as it may offer insights of the factors influencing students’

performance, especially problems arising in the home environment.

Students. This study will provide information on how the environment of a student

affects his/her productivity in the subject English. This will in turn help to mitigate

problems regarding the factors stated by this research; thus, it shall assist in getting better

grades and, more importantly, better mental health.

Future Researchers. This study shall provide an essential significance to other

similar studies as well as serve as a stepping-stone for future researchers who shall study a

similar subject as this research.

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Scope and Limitation of the Study

This research focused only on environmental status and the English perfromance

of 136 Grade 10 students for the S.Y. 2020-2021.

Environmental status only covered school environment, home environment, family,

friends, and peers while English performance only covered the grade of Grade 10 students

in the subject English for S.Y. 2019-2020.

This study did not cover social media and the school administration as these factors

are already given significant attention. This study aimed to expose other possible and less

considered factors which may affect students’ performance.

Definition of Terms

To maintain a consistent understanding of terms, the following definitions were

used throughout the study. The words used in this study are defined conceptually and

operationally.

English Performance. It refers to students’ ability to use English to make and

communicate meaning verbally and in writing during their program of study (University

of Southern Queensland, 2020). It is referred in this study as the average rating of the Grade

10 students in the subject English for S.Y. 2020-2021.

Environmental Status. It is defined as the physical, psychological and social

circumstances that affect a person’s wellbeing as a student and how one experiences their

studies (University of Gothenburg, 2020). In this study, it is referred as the physical and

psychological factors that can radiate influence of students’ performance such as school

environment, home environment, family, friends, and peers.

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 Family. It is defined as two or more people who share goals and values, have long-

term commitments to one another and reside usually in the same dwelling (Blessing, 2019).

In this study, it refers to the mental and emotional support between students and their family

members.

Friends. It refers to someone other than one’s family or partner that they share

close affection with (Marie Miguel, 2021). In this study, it is referred to as the social

interaction between students and people they share a deep bond with that affects their

psychological wellbeing.

Home Environment. It is defined as the presence of emotional warmth and support

displayed by parents while interacting with their children and among siblings, provision of

stimulating and learning experiences in the home; and physical surroundings (Bradley and

Kao, 2011). In this study, it refers to the physical environment where students are brought

up.

Peers. It is a social group whose members have interests, social positions, and age

in common (Social Science LibreTexts, 2020). It is referred in this study as a social

interaction between students and other people they are acquainted with that can bring

influence with one another.

School Environment. It refers to the set of relationships that occur among

members of a school community that are determined by structural, personal, and functional

factors of the institution (Frontiers, 2020). In this study, it is referred to as the diverse

physical locations, cultures that may have direct or indirect influence on student learning.

8
Theoretical Framework

According to Herbert J. Walberg’s Theory of Educational Productivity (1981),

students who became more confident regarding their learning abilities, who were more

motivated, and who were organized in their approach to work performed better in school.

Students’ performances vary depending on what environment he/she is in, as the theory

suggests that it affects them psychologically, and therefore affecting mental processing.

Significant influential domains include classroom management, parental support, student-

teacher interactions, social-behavioral attributes, motivational-effective attributes, the peer

group, school culture, and classroom climate, all of which are environmental factors

contributing to productivity of students.

In parallel to the previous theory, Watson’s Behaviorism Theory (1924) explains

that all behavior is no more than a response to external stimuli. This suggests that mental

processing and productivity may also vary depending on what environment a student is in.

It also states that any task can be taught with the right conditioning, or in other words, an

optimal environment for learning.

Walberg’s Theory of Educational Productivity provides the foundation of this study

as it serves as the basis of the subject of this research. The present study focuses on how

the environment affects performance and Walberg’s Theory strengthens this research’s

idea, as the theory states that influential domains in the environment are significant in

productivity of students. Factors used by the researchers in this study which are

hypothesized as influential to students’ academic performance are greatly aligned with the

influential domains mentioned by Walberg. Also, these domains served as a guide of what

specific data are required to be collected, reflected on the researchers’ set of questionnaires.

9
On the other hand, Watson’s Behaviorism Theory serves as a support on this study’s

hypothesis that people’s minds react differently based on what environment humans are

exposed to. School environment, peer relationships, and the home environment instigates

different behaviors on students. Depending on its conditions, it may be proven positively

or negatively influencing students’ academic performance. Thus, Watson’s theory shall

help backup the idea that the performance of students is based on their environment.

As indicated by Locke’s Tabula Rasa Theory (1690), all people are born a blank

slate and all knowledge comes from outside through sensory experience. Locke believes

that there is no innate knowledge. Through input, people are able to gather data and one’s

output solely depends on what knowledge passed through the brain. Hence, a person’s

overall makeup is the product of what environment he/she was exposed to, since there is

said to be no “internal” knowledge.

Locke’s Theory assisted the researchers to better understand the influence of one’s

environment on a person as it emphasizes its effects on the utmost level. Tabula Rasa

Theory explains that a person can be compared to a blank slate and that all knowledge or

experience comes from the environment. Locke’s Theory further supports the present

study’s idea regarding the significance of the learning environment and its essentiality on

students’ academic performance. The Tabula Rasa Theory helped the researchers formulate

the hypothesis that the environment affects how students think, and therefore affects their

performance.

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Conceptual Framework

IV DV

Environmental Status in terms of:

1. Physical
1.1 School Environment
English Performance of Grade 10
1.2 Home Environment
Students for the S.Y. 2020-2021
2. Psychological
2.1 Family
2.2 Friends
2.3 Peers

Figure 1. Hypothesized relationship between variables

The independent variable “Environmental Status” consists of two indicators which

are physical and psychological wherein “physical” consists of school environment and

home environment while “psychological” consists of family, friends, and peers; whereas

the dependent variable is “English Performance of Grade 10 Students for the S.Y. 2020-

2021, measured through their grades. The single-headed arrow represents the hypothetical

relationship between the two variables.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies from both local and foreign

references to further explain and point out essential ideas in the study being conducted.

Related Literature

Foreign

Learning environment remains an important area that should be studied and well

managed to enhance students’ academic performance for it provides the foundation for

learning and is an element of the student life that can affect grades. Environment can also

be considered as a complex set of physical and psychological conditions that surrounds an

individual and determines his performance.

Lippman (2010) stated that the environment shapes the learner, and that learners

influence their environment in the education attainment. Such school, peer, and home

environment play a large role in molding the children to be successful member of the

society starting on his/her academic achievement. Still, an individual is the one who holds

control on how to be affected by his/her environment.

Within schools, it is vital to make provision of resources that can be utilized to

enhance the academic performance of students. The textbooks, notes, learning materials,

hand-outs, technology, and library facilities in any subject should include the essential

materials. When students will be provided the necessary tools and equipment, they will be

able to acquire a better understanding regarding the academic subject. In some cases,

especially the students belonging to deprived, marginalized and socio-economically

12
backward sections of the society cannot afford books and materials require for learning.

Hence, they are dependent upon the library facilities and fellow students to obtain the books

and other materials (Mania, 2010).

Abebe and Davidson (2012) also make this point that students are eager to learn

vocabulary with the assistance of visual materials and the use of visual materials enhances

the students’ ability and opportunity to express idea and feelings. The use of audio-visual

aids helps students to understand lessons more and improves their English language skills

such as pronunciation or conversational skills through listening to native speakers (Mathew

and Alidmat, 2014).

On the other hand, Souriyavongsa, et. al (2013) is of the view that uninteresting

teaching style, insufficient for communicative activities, unclear instructions, large class

size, teachers’ limited ability and lack of teaching aids or technology were the causes of

problems of learner’s learning competence. Meaning to say, learning environment that

gives student freedom to make choices will encourage them to be physically, emotionally

and mentally involved in the learning process so that it could bring up a creative and

productive activities. Teachers’ teaching style and strategies are being used to encourage a

conducive learning climate.

Relevant to the present study, the ideas presented above support the claim that

school environment can greatly affect the academic performance of students. School

promotes an environment in which students are more likely to excel in academics,

specifically in the subject English. As the school neglects the needs of students’ in having

a healthy learning environment, then it can possibly fall on their academic achievement.

13
 Meanwhile, according to Kudari (2016), home is referred to as the place from where

the foundation of learning and education take place. In order to produce good academic

outcomes, it is vital for the parents, children and other family members to encourage a

learning atmosphere within homes. For instance, when students experience problems in

certain subject, then parents are responsible for providing help. This help may be in the

form of private tuitions or they themselves may teach their children. Parents play an

important role in leading to operative growth and development of their children. In schools,

whatever problems that the children go through regarding academics and other areas they

normally communicate with their parents.

Supportive to the statement above, Kapur (2018) asserted that home environment

should be amiable and pleasant in order to generate appropriate academic outcomes in

certain subject. Within home, among the family members, it is vital to initiate measures to

form effective terms and relationships. They should communicate with each other in an

appropriate manner and minimize the occurrence of conflicts so that children would be

able to open up on them about his/her concern in certain subject. It would probably be of

great help that parents know what the child needed; hence, it is vital for parents to ensure

that all children are provided with necessary materials to enhance their learning. The

availability of materials and amiable environment conditions with the home are essential

for the students to focus upon studies and generate the desired academic outcomes.

The above assertions hold a support on the role of home environment in the holistic

development of children such as making them achieve the desirable goals. It creates a role

on how the student come up with their academic performance. A child grows motivated,

active, inclined to be successful and outspoken when trained at home. It calls for strict

14
parental involvement or awareness on the obligations towards children’s academic,

linguistic and non-academic development.

The amount of motivation and encouragement a person has for himself and he

receives from others are enough for him/her to aim high. No matter how difficult for an

individual to acquire and master a specific task or subject, English for example, if he/she

feels that someone, may it be from the family, friends and mentors, believes in him, a

magnetic and positive response will automatically come out its way to make things

amazingly beautiful.

According to Olalekan (2016), it is generally observed that peer group has a lot of

influence on students. This is seen from the role played by the peer group in the life and

learning of a child; it is believed that students feel more comfortable and relaxed among

fellow students. A child who is brilliant and surrounded by dull friends would lose interest

in learning. On the other hand, a peer group which inclined to study would have positive

effect on a dull member towards learning and stimulate his/ her interest in learning.

Peers can have negative influence; they can encourage each other to skip classes,

steal, cheat, use drugs or alcohol, or become involved in other risky behavior. It may also

lead to decision to have boyfriend or girlfriend or indulge an individual into loitering about

in the streets, watching films and attending parties during school hours (Aries, 2011). In

addition, peers may take on a particularly heightened significance for adolescence. It is

developmentally on their peer group (and to be attuned to their peer group) as opposed to

their family of origin as they progress through middle and high school (Rodkin and

Tipsord, 2011).

15
 Peer influence appears to be a powerful force affecting educational choices and

whether students undertake important investments that could improve academic

performance or outcomes. There is every tendency that the kinds of friends adolescents

keep in school shaped their appreciation for their academic and academic achievement.

The above assertions deliberately explain that an individual may at and be develop

according to his/her peer group in which it can be linked to the present study on how peer

environment takes a great part towards a child’s academic performance.

Local

Learning is not an easy task for students. It is essential for them to have a healthy

learning environment. In the other hand, factors such as school, home and peer

environment prove to have a vivid connection within the course of their academic

achievement.

Evidence from around the world has shown that improving school infrastructure

leads to better learning outcomes. For example, a 2011 review of the economic literature

over the last 20 years showed that the availability of basic school infrastructure (such as

classroom, desk, and chairs) and facilities (such as electricity, libraries and blackboards) is

frequently associated with better student learning achievement (World Bank, 2016).

In addition, Muyong, et. al. (2014) asserted that the classroom climate influences

the students’ achievement, self-esteem and their participation in class. In some parts, the

most important aspect of classroom climate is the relationship between teacher and student.

An effective classroom climate can be characterized from the effective utilization of

teacher’s authority to manage and organize the class.

16
 Having the conviction that schools can make the difference in the life of learners,

school must determine different factors that support student to attain human flourishing.

The school must have an internal environment consisting of its physical set-up,

management, quality of teachers, effective teaching methods, positive and social learning

conditions, and strong home-school link which constitute everything about the school as

an idea learning environment. (Asia Pacific Journal of Multidisciplinary Research, 2017).

School environment cannot be ignored. The statement above creates an impact

towards school environment as it can be a source of students’ performance like for example

in the subject English. School should provide a favorable learning environment for it can

create a dramatic effect to academic success and wellbeing.

According to Nuqui, et. al (2017), home environment which affects the academic

performance of students is another factor. Parents do their responsibility to provide such

environment that suits best for the academic success of their children. It is also important

that parents can better communicate with their children regarding school works, activities

and other information being taught in school.

This solidifies the idea that home environment and the English performance of

students is associated with one another. When children have concerns in academics, parents

do their part as motivator, sources of security and encouragement. In home environment,

parents should be aware of their role in the education of their children and they should not

unnecessarily pressurize their children for good performance. Rather, they have to set

achievable target within their children’s capability.

According to Ibanez, et. al (2017), peers have direct influence to every adolescent,

which makes them a model for each member. Students are being encouraged to follow

17
them and be accepted by them. This desire to be accepted will be a source of motivation

for students to imitate and to choose to do something that would not do otherwise. It may

be a good or bad, acceptable or not which may affect not only on their personal life but

also on their academic performances.

Similarly, Gonzales, et. al (2013) points to the idea that peer influence has been

more commonly conceptualized an encouragement from friends to engage in delinquent

behaviors, pressure to hold undesirable values and attitudes, or discouragement from

participating in class activities.

Indeed, peer influence is present in having strong connection in education. It has

been observed that a group which the child belongs to could influence his/her learning. It

is therefore necessary to let students realize the reason why they have to be careful in

choosing their friends so that their attitude towards learning would be improved as the peers

they have can affect their learning negatively and positively.

The review of related literatures presented justifies the relevance of the present

study. Through the context of the different existing literature, the present study is deeply

analyzed and somehow makes a case for why further study is needed. It also helps the

authors for better understanding about the context and be familiarized on it. Moreover, the

review of related literature creates a foundation of knowledge and strengthens the claim of

the present study.

18
Related Studies

Foreign

Education is an integral part of society’s success, which prompts educational

sectors from various countries to study ways of improving its quality such as identifying

variables that may influence it positively and negatively. Environmental status, being one

of those variables, has a continuously-growing body of knowledge. The following foreign

studies shall support the claim of this study that the environmental status has a significant

relationship with students’ academic achievement.

In the study “Learning Environment and Academic Performance of Secondary

School Students in External Examinations: A Study of Selected Schools in Ota” by

Duruji, et. al. (2010), Nigeria suffers on poor academic performance of students as it shows

that very little attention has been given to problems regarding the learning environment.

Findings concluded that the learning environment and performance showed a significant

relationship. It states that school infrastructures such as classrooms, furniture, and the

building itself contribute to a positive learning environment for the students. Furthermore,

a positive effect can be seen on the quality of teaching and activities due to the quality of

facilities within the institution which results to students’ good performance, whereas

inadequate learning and teaching facilities bear a negative effect on students’ performance.

In relation to the previous study, Blair, et. al. (2018), in their study “Poverty,

Stress, and Brain Development: New Directions for Prevention and Intervention”,

indicate that effects of poverty on physiologic and neurobiologic development are likely

central to poverty-related gaps in academic achievement. Poverty is characterized by an

overabundance of types of stimulation that negatively affect development. Key

19
mechanisms include presence of chronic stressors such as noise and household chaos.

These variables contributed in the slow development of the brain within infants, as well as

school-age children.

Duruji and Blair’s studies indicate the effects of the physical environment on

children’s learning. Duruji mentions the significance of the school environment while

Blair’s study shares insight on the effects of poor physical home environment. As the

school and home are places for learning, its environment is required to be optimal for

learning. The present study investigates how the school and home environment affects

academic performance as the indicators of the physical environmental status. Same as

Duruji’s research, this study also examines secondary students, whereas in this study,

particularly Grade 10 students in one specific school. However, the researchers specifically

investigated the effects of the environment on the performance of students in the subject

English.

On the other hand, psychological factors within the environment shows positive

correlation with academic performance. Kamuti (2015), in his study “Influence of Home

Environment on Academic Performance of Students in Public Secondary Schools in

Kitui County, Kenya”, sought to determine the influence of parent’s economic status,

parent/family involvement, and the parenting style on student’s academic performance.

Home serves as the primary agent of education in the child. Therefore, the type of family

system the child is exposed to could impact his/her academic achievement. Kamuti’s

(2015) research reveals that the parents’ economic status significantly influences students’

academic performance as they are able to pay school fees in time and provide learning

materials. Secondly, it also concludes that parent/family involvement affects students’

20
academic achievement as it motivates the student. Lastly, parenting style shows significant

relationship with students’ academic performance, suggesting authoritative parenting was

positively associated with academic performance.

Similar to Kamuti’s research, the researchers of this present study investigated

home environment as one of the indicators of students’ environment. It tackled similar

factors within a home as Kamuti’s study such as financial support, and moral and emotional

support. It also discussed the space at home, availability of study materials and

technological devices, and lighting; which are linked to the family’s economic status.

However, this study did not tackle how parenting style affects students’ performance. Also,

Kamuti’s study examines randomly mixed public secondary student while the present study

focuses on Grade 10 students only.

Meanwhile, studies suggested friends and peers affect the psychological wellbeing

of students. Schmidt (2020) on “The importance of friendships for academic success”

states that friends are more likely to be study partners or study groups than any other

people, which augment and strengthen the learning process. Its findings show that friends

are a great forum for them to discuss, ask questions, and provide feedback about the

material. Also, friends contributed in cutting down procrastination and provide motivation.

On the other hand, Filade, et. al. (2019), in the study “Peer group influence on academic

performance of undergraduate students in Babcock University, Ogun State”, states

that peer groups play a predominant role in the social, emotional, and academic

development, which is why understanding the prospects and challenges of this variable is

essential for the productivity and organizational design of school systems in order to

improve students’ performance. The results of the research show that peer group has a

21
significant influence on the academic performance of students and can affect both

positively and negatively due to the nature of peer relationships.

Friends and peers constitute a significant portion of a person’s social life, which

also cause internal changes in students. Therefore, the present study investigated how

friends and peers affect the academic achievement of students. While Filade’s study

provided insights on the effects of peer groups in its role in social, emotional, and academic

development of students, this study, on the other hand, measures factors such as their

relationship and camaraderie, emotional and moral support, as well as competency in

English and their grades. Also, instead of random undergraduate students, this study used

Grade 10 students as its target population specifically.

Local

Problems regarding the environmental status in relation to the academic

achievement of students also continuously arises within the locality. The following local

studies support the claim of this study that the environmental status does have a relationship

with students’ academic achievement.

The physical environment indicates its effects on the locality through the school

and home environment. According to Defe, et. al. (2017), in the study “Classroom

Environment and Academic Performance”, the classroom is the best venue for students

to attain their full potential in academic performance, as providing a positive classroom

climate is when student’s learning is maximized. Defe’s indicates factors in the school

environment such as acoustics, light, color, temperature, and seating arrangement.

In alignment, M. A. Alajid’s (2014) study “Socio-economic status of parents and

home environment in relation to pupils’ academic performance” states children from

22
low economic households develop academic skills more slowly compared with the children

from higher economic groups. Low literacy environments and chronic stress adversely

affects their wellbeing, which in turn influences the child’s academic skills.

The researchers of the present study also believed the physical environment plays

an important role on students’ achievement of their optimal performance as an indicator of

environmental status. Similar to Defe’s study, it investigates similar factors within the

classroom such as classroom atmosphere, lighting and ventilation, and seating

arrangement. Aside from the aforementioned, the present study also took into account the

classroom atmosphere. Also, the present study examined the significance of the economic

status of the household, similar to Alajid’s study. Furthermore, instead of the overall

academic performance of Senior High School Humanities students, this study focused on

Grade 10 students and their academic performance in English.

Regarding the psychological aspect of the environment, the study “Influence of

Family and Peers on the Academic Performance of Bachelor of Secondary Education

Students in Cavite State University SY 2013-2014” by Bayot, et. al. states that family

plays a pivotal role in forming a child’s style of life and behavior. It added that most of the

successful and well-adjusted children came from homes where a wholesome relationship

existed, whereas children who were discouraged and rejected at home lacked concentration

in school work. The study shows significant relationship between parental attachment and

students’ academic performance, suggesting students whose parents are actively involved

with their children performs well in school.

Similar to the study of Bayot, et. al., the present study also investigated family as a

factor of home environment, as family comprises a significant chunk of the meaning of

23
home. On the other hand, unlike Bayot’s study, this research examined junior high school

students, particularly Grade 10 students, rather than college students.

In relation with Bayot’s study, friends encourage students towards reaching

academic success. In the study “Pag-aaral sa Epekto ng Impluwensiya ng mga Kaibigan

sa Baitang 11 ng University of Saint Anthony, 1st Semestre”, Evangelista (2018) states

that friends provide positive opportunities even on negative circumstances. It concluded

that friends help motivate students to study and lessens tardiness. 70.08% of its respondents

agreed that having friends reinforce better attitudes in school compared to 27.78% who did

not agree.

Similar to Bayot’s study, “Students, Peer Pressure and their Academic

Performance in School” by Moldes, et. al. (2019), states that peer group is crucial in the

social context that plays a vital role in society and to determine the academic achievement

that affect during development relatively with each other. It explained that peer pressure is

clustered in four categories such as social belongingness, curiosity, cultural-parenting

orientation, and education. According to its findings, students are likely to seek attention

from peers and agree that they should belong to a particular group in school in whom they

could associate and share their thoughts and opinions regarding school. Nevertheless, it

suggests that its effects are based on their approach towards their peers.

Similar to Bayot and Moldes’ studies, this research also investigates the effects of

friends and peer relationships on the academic achievement of students. Factors similar to

their study was covered such as relationship among friends and peers, emotional and moral

support, as well as their grades. However, this study focuses on the academic performance

24
in the English subject and did not tackle students’ curiosity as an indicator. Thus, it only

study external factors.

Overall, these related studies serve as support for the present study in its

identification of problems on students’ performance as similar factors from these various

researches are tackled within this study. However, this study focuses only on the effects of

physical and psychological factors within the environment solely on the English

performance of Grade 10 students. Also, contrary to the results of the aforementioned

studies, the present research concluded that there is only negligible to slight relationship

between the environmental status and the English performance of students in the locality.

Still, the researchers recommend that the environmental status be considered as an essential

factor in students’ performance.

25
 Chapter III

RESEARCH METHODOLOGY

This chapter includes the research methods, respondents of the study, sampling

technique used, instruments that were used in concluding the study, reliability of the

research, data gathering procedure and statistical treatment of data.

Research Design

The researchers utilized the descriptive survey and correlation of research.

According to Calmorin (2002), the aforementioned method is valuable in proving facts in

which scientific judgement may be used. It provides essential knowledge about the nature

of objects and persons. The descriptive survey design aims to accurately and systematically

describe a population while correlation survey design measures the linear relationship

between two variables. These designs were utilized as they fit to describe the Grade 10

students’ population regarding their English performances and its linear relationship with

their environmental status.

Data on environmental status were obtained through a survey questionnaire while

the English performance was based on the average rating of Grade 10 students in the

English subject for the S.Y. 2020-2021.

Research Locale

Considered as a veteran institution which aims to produce highly skilled and

competitive students, EMA EMITS College Philippines continuously moves forward

regarding the improvement of the performance level of the school, students and personnel.

26
 With its more than seven decades of existence as a private school that provides

quality and relevant educational training for Elementary, High School, College and to all

persons, regardless of social status, religious affiliations and political creed from any place

who shall qualify to enroll in this institution in Pinamalayan, EMA EMITS College

Philippines has proven that free quality education is its primary concern.

To bring about its mission of producing highly skilled, exceptionally and morally

upright learners, the school has been constantly providing a positive learning atmosphere

to further enhance the students’ performance; hence, to meet the realization of the vision

and mission for the betterment of the school in the succeeding years ahead.

The researchers, as students of EMA EMITS College Philippines, also desire for

the achievement of its vision and mission. To contribute to its realization, the researchers

wish to address suspected problems in the environment.

EMA EMITS College Philippines was seen fit as the locale to select the target

respondents for the present study. It was chosen based on the following criteria: population;

socio-economic status of the students; school facilities; and range of grades in English.

Respondents of the Study

The respondents of the study were the 136 Grade 10 students at EMA EMITS

College Philippines, School Year 2020-2021, out of 207 students from the four sections.

The distribution of the student-respondents was shown in table A.

Table A. Distribution of Students-Respondents

Section Population Sample
SC 49 32
A 54 36
B 52 34
C 52 34
TOTAL 207 136

27
Sampling Technique Used

The researchers used Stratified Random Sampling (SRS) technique used to

determine the number of student-respondents from Grade 10 to be included in the study.

To determine the sample size, they used the Slovin’s Formula, wherein the

computation is presented below.

N
n=
1+Ne2

Where:

n = sample size

N = total population

e = margin of error at 5%

1 = constant

207
n= = 136
1+(207)(0.05)2

After determining the sample size, the sample per section was determined through

the formula shown below.

Group Population
Section = x sample size
Total Population

49
Section SC = x 136 = 32
207

54
Section A = x 136 = 36
207

52
Section B = x 136 = 34
207

52
Section C = x 136 = 34
207

28
Instrumentation

The researchers used an adapted questionnaire checklist as an instrument in

gathering data; however, modifications were made to fit the context. They constructed the

rate scale to determine the perception of the student-respondents on the environmental

status.

The questionnaire consisted of two parts: the first part contained items about the

physical environmental status and the second part focused on items about the psychological

environmental status.

Scaling and Quantification

The influence of the students’ environment on their English performance was

measured using a 5-point scale presented as follows.

Table B. Numerical Scale, Statistical Limit and Verbal Interpretation of Students’

Environment
Numerical Scale Statistical Limit Verbal Interpretation
5 4.50 – 5.00 Very Satisfactory
4 3.50 – 4.49 Satisfactory
3 2.50 – 3.49 Moderately Satisfactory
2 1.50 – 2.49 Less Satisfactory
1 1.00 – 1.49 Not Satisfactory

The English performance of the students was interpreted using the standard

descriptors of the school.

Table C. Grade Limits and Verbal Description of Academic Performance

Grade Limits Verbal Description
90 - 100 Outstanding
85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
74 & below Did Not Meet Expectations

29
Validity of the Research Instrument

The primary tool that was used in this study was validated in the following manner:

a) It was presented to the thesis adviser and other experts for corrections and suggestions;

b) The questionnaire was presented to the panelists for final evaluation; c) This instrument

was rewritten based on the corrections and suggestions provided by the thesis adviser and

panelists; and d) The questionnaire was finalized confirming the adviser and panelists’

corrections and suggestions. The instrument was considered valid in its content as well as

in its format.

Reliability of the Research Instrument

The reliability of the data in the research was determined using the Test-Retest

method. Ten students of Grade 10 who were not included in the study were asked to answer

the questionnaire over a week interval. Pearson Moment of Correlation was used in the

computation for the reliability coefficient.

Table D. Reliability Result of the Instrument

Variables Correlation Description Interpretation
1. Environmental Status Coefficient
1.1 Physical
1.1.1 School Environment 0.518 Moderate correlation Reliable
1.1.2 Home Environment 0.813 Very High correlation Reliable
1.2 Psychological
1.2.1 Family 0.776 High relationship Reliable
1.2.2 Friends 0.642 High relationship Reliable
1.2.3 Peers 0.740 High relationship Reliable

Data Gathering Procedure

Permit to conduct the study and to gather the necessary data from the students in

EMA EMITS College Philippines was requested from the principal of the said institution.

After the approval for the conduct of the study, the request was then presented to teachers

30
involved in each class. Then, the questionnaire was distributed to the respondents. A letter

was attached at the beginning of the questionnaire to guide the respondents in answering.

Then, the retrieval of the questionnaire was made. Finally, the data gathered were collected,

analyzed and interpreted.

Statistical Treatment of Data

The collected data were treated very carefully, classified and statistically organized

according to the criteria established in the instrument.

The following statistical tools were utilized.

Frequency and Percentage Distribution was used to determine the distribution

of the Grade 10 students’ average rating in each category on the scale of measurement, as

well as its equivalent percentage.

Arithmetic Mean was used to provide the average weighted opinion of the students

in EMA EMITS College Philippines on the status of students’ environment and their level

of English performance.

The following formula was applied:

Σx
x̅=
n
Where:

x̅ = arithmetic mean

x = score per item

Σx = sum of all scores

n = number of sumple

31
 Pearson Product-Moment Correlation Coefficient was used to determine the

relationship between the environmental status and the English performance of Grade 10

students at EMA EMITS College Philippines, School Year 2020-2021.

𝑛 (𝛴𝑥𝑦)−(𝛴𝑥)(𝛴𝑦)
𝑟𝑥𝑦 =
√[𝑛𝛴𝑥 2 −(𝛴𝑥)2 ][𝑛𝛴𝑦 2 −(𝛴𝑦)2

Where:

n = number of sample

xy = product of x and y

Σxy = the sum of the product of x and y

x = the scores of the first group

y = the scores of the second group

Σx = the sum of the scores of the first group

Σy = the sum of the scores of the second group

Interpretation of correlation value

0.00 to ±0.20 Negligible correlation

±0.21 to ±0.40 Low or slight relationship

±0.41 to ±0.60 Moderate correlation

±0.61 to ±0.80 High relationship

±0.81 to ±0.99 Very high correlation

±1.00 Perfect correlation

32
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered.

1. Mean perception of the Respondents on the Status of their Environment

1.1 Physical Aspect – School Environment

Table 1.1 Mean perception of students-respondents on the status of their physical

environment in terms of their school environment
Items Mean Description
1. The classroom atmosphere is conducive to learning. 4.10 Satisfactory
2. There are technological devices (T.V., laptop, etc.) 3.80 Satisfactory
available in the classroom.
3. There are bulletins and educational posters displayed 4.10 Satisfactory
in the classroom.
4. There are available and accessible instructional 3.68 Satisfactory
materials.
5. There is adequate space inside the classroom. 3.95 Satisfactory
6. There is sufficient lighting and ventilation in the 3.87 Satisfactory
classroom.
7. There are sufficient and readily available study 3.57 Satisfactory
materials.
8. The seating arrangement is effective and well- 3.95 Satisfactory
implemented.
Overall Mean/Description 3.88 Satisfactory

Table 1.1 presents the mean perception of students-respondents on the physical

environmental status in terms of their school. As shown by the table, it can be gleaned that

the physical environmental status of the respondents in school environment is satisfactory

as reflected on their mean scores obtained.

The findings indicate that the student-respondents believe that classroom

atmosphere is conducive to learning and there are bulletins and educational posters

displayed in the classroom as evidenced by its highest mean score of 4.10, described as

satisfactory. This means that students may be able to freely express ideas to their

33
classmates and teachers, while at the same time feel comfortable in exploring different

aspects of different subjects. Students also perceived that the bulletins and posters

displayed in the classroom may enhance the learning environment and may hold their

attention that maintain their interest in the subject. The result thus implies that the school

make sure that students are comfortable while learning by providing facilities possibly like

ceiling fans or air conditioners for hot weather, or there is enough number of students in

each room to avoid being crowded. Furthermore, it also implies that teachers have exerted

dedication, time, willingness, and creativity in providing materials for their students and

for a result of having pleasing classroom environment.

Moreover, the finding shows that there is sufficient and readily available study

materials as reflected to the obtained lowest mean score of 3.57, also described as

satisfactory. This means that the students still perceived that the sufficient and readily

available materials is something essential to them, for instance, in the sense of providing

opportunity to explore their knowledge independently. As an implication, the result shows

how the school looks after the needs of the students by providing resources or curriculum

materials. Making these materials readily available is a strong support for the students and

teachers to have easier access of information regarding the lessons.

The overall mean score of 3.88, which is described as satisfactory, proved that the

physical environmental status in terms of school environment is appreciable for students.

This means that school environment is a special social space where education and

development of children who are community’s assets are founded. Moreover, since the

result is satisfactory, this will lead to greater opportunities for students’ success, allowing

them to continuously feel the physical comfort and safety.

34
 The finding implies that the school where the students belong, laid a strong support

through a well-maintained physical environment allowing the children to be more

motivated, engaged, and to be free of health and safety hazards for security and comfort.

The result will also appear as an implication, that those who made up the school like

leaders, members, or staff, have done a great work in creating better learning environment.

Supportive to this is the view of Laub (2015) which states that the physical

environment of the school speaks to the contribution that safe, clean, and comfortable

surroundings make to a positive school climate in which students can grow and have a

better self-development.

1.2 Physical Aspect – Home Environment

Table 1.2 Mean perception of students-respondents on the status of their physical

environment in terms of their home environment
Items Mean Description
1. There is sufficient lighting at home. 4.20 Satisfactory
2. There are available appliances for cooling or 4.04 Satisfactory
ventilation (electric fan, air conditioner).
3. There is adequate space to study at home. 3.85 Satisfactory
4. There are available study materials at home. 3.54 Satisfactory
5. There are technological devices (computer, internet, 3.51 Satisfactory
etc.) available at home.
6. The house is clean and organized. 3.93 Satisfactory
7. There is limited noise at home. 3.51 Satisfactory
8. There is sufficient and readily-available food and 3.98 Satisfactory
water.
Overall Mean/Description 3.82 Satisfactory

Table 1.2 presents the mean perception of students-respondents on the status of

their physical environment in terms of their home environment. As shown, the physical

environment of the respondents in terms of home is satisfactory as evidenced in the

obtained mean scores which ranged from 3.51-4.20, consistently described as satisfactory.

35
 Looking further at the mean scores obtained, item number 1 which states that “there

is sufficient lighting at home”, obtained the highest mean score of 4.20, described as

satisfactory. This means that students have sufficient light in their homes making them

comfortable to move around or do activities that can be school related or not. This result

of having sufficient lighting at home is also an indication that maybe most of the students

have access to electricity. They may have enough number of lights in each of their rooms

and other house areas. This implies the amount of support each parent had given. It can

also be that the parents or any of the house member can cover their electric bill continually.

Parents always want the best for their children and they might consider having enough

lighting at home as a necessity for the whole family which may support their children's

career and also for each one's personal use.

On the other hand, item number 5 and number 7 which states that “there are

technological devices available at home and there is limited noise at home”, obtained the

lowest mean score of 3.51, also described as satisfactory. Although it marks the lowest,

this still means that students are present in today's technological advancement that are part

of modernization. Having this technology available at home also means that students

perceived it as an important tool not only for academics but also for easier access of

information and for other uses as well. The limited noise, on the other hand, means that

they have a good environment less of noise and controllable amount of sounds or voices

within the surrounding.

The result about having technological devices is an implication that the children

may belong to a family that can afford such devices or in some point, the parents have seen

this as a need that might help their children to be in progress. However, the result also

36
implies that within homes, the family members can manage to control their voices and the

noise that may come from the other devices. It further implies that they communicate

peacefully and tend to avoid chaotic conversation that may disturb some family members.

The overall mean score of 3.82, described as satisfactory, is an indicative that

students can view their homes as a place that provide comfort where they can feel safe and

be in a good condition while doing the things they want. This means that the home where

the students belong can be looked up as an important factor that provides a good foundation

for their future.

The finding implies that the physical aspect of home environment is important for

students as it provides to their needs and helps in having development. This involved the

participation of each family member to have a well-organized home environment,

especially for parents who become responsible in providing the needs of the family.

Moreover, the finding insinuates that physical environment of home may provide

opportunities for students to have a positive physical and mental atmosphere preparing

them to be ready for future careers.

Addibanjo (2015) supports the finding of this study as he asserted that home

environment means that family background of the child, which includes all the human and

material resources present in the home that affects child’s living such as the parent’s level

of education, occupation, social-economic status and the socializing facilities available in

the house contribute to the quality of learning.

37
 1.3 Psychological Aspect – Family

Table 1.3 Mean perception of students-respondents on the status of their

psychological environment in terms of their family
Items Mean Description
1. My relationship with my family members is good. 4.15 Satisfactory
2. My family and I spend time together. 3.67 Satisfactory
3. My family provides my financial needs. 3.85 Satisfactory
4. My family supports me emotionally. 3.51 Satisfactory
5. My family provides me with moral support. 3.82 Satisfactory
6. My family helps me with school activities. 3.27 Moderately
Satisfactory
7. My parents/guardians attend parent-teacher meetings 3.70 Satisfactory
regularly.
8. My parents reward me in my school achievements. 3.64 Satisfactory
Overall Mean/Description 3.82 Satisfactory

In Table 1.3, the mean perception of students-respondents on the status of their

psychological environment in terms of their family is reflected. As shown from the table,

the psychological environmental status of the respondents in their family ranges from

moderately satisfactory to satisfactory as reflected on their mean scores obtained which

ranges from 3.27-4.15.

Item number 1 which indicates that the student-respondents have a good

relationship with their family members, obtained the highest mean score of 4.15, described

as satisfactory. This means that students develop a good connection towards their family

members in which they tend to build a better relationship with each other. They have

stronger and deeper family ties that allows them to feel loved and secured. This implies

that the student-respondent are supported by their family members. They may resolve

conflict together or work as a team which lead them to have a positive relationship. It also

implies that maybe they have good communication and show respect within each other as

well.

38
 However, the respondents believe that their psychological environmental status in

terms of home might be affected by the help of their family in school activities as reflected

to the obtained lowest mean of 2.65, described as moderately satisfactory. It means that

students consider asking for help with the family members but not always. They can be

done with their activities without much assistance from their family members. This result

implies that maybe students are fond of completing their own activities that they do not ask

much help from their family members. It can also be that they are knowledgeable enough

or they just wanted to work independently. However, this also implies that maybe most of

the family members are busy at times like their parents who might be at work which is why

it is hard for the students to ask help regarding such matter.

The overall mean score of 3.82, described as satisfactory, means that members of

the family still have awareness on the influence they build towards each other when it

comes to psychological aspect. The result also means that students are in the state of having

emotional and cognitive recognition to the homes where they belong. They have a healthy

home environment that allows them to be flexible upon achieving their goals or even with

their small achievements. This implies that the students receive enough amount of

attention, support, and love from the family. Furthermore, it implies that students can

properly protect their mental and emotional health and they are not experiencing too much

difficulties because of the great motivation they feel from their family within homes.

Supportive to the findings above, Abubakar (2014) states that

the education which a child receives from his or her parents is most likely to have a highly

significant and dominant effect on his behavior in his later life invariably. What the child

39
learns at home and how his family motivates him toward education contributes to the

child’s success or failure at school.

1.4 Psychological Aspect – Friends

Table 1.4 Mean perception of students-respondents on the status of their

psychological environment in terms of their friends
Items Mean Description
1. My friends support me emotionally. 3.73 Satisfactory
2. My friends provide me with moral support. 3.69 Satisfactory
3. My friends and I talk regularly physically or through 3.76 Satisfactory
online chatrooms.
4. My friends motivate me to study well. 3.56 Satisfactory
5. My friends and I spend time outside school. 3.35 Moderately
Satisfactory
6. My friends and I form study groups before exams. 3.32 Moderately
Satisfactory
7. My friends influence me to attend school regularly 3.71 Satisfactory
and punctually.
8. My friends and I assist each other in school activities. 3.74 Satisfactory
Overall Mean/Description 3.61 Satisfactory

Table 1.4 presents the mean perception of students-respondents on their

psychological environmental status in terms of their friends. As shown from the table, it

can be noted that the student-respondents perceived that their psychological environmental

status in terms of their friends ranges from moderately satisfactory to satisfactory as

reflected on their mean scores obtained of 3.32-3.76.

Looking further on the table, it can be gleaned that item number 3 which indicates

that the student-respondents regularly talk with friends physically or through online

chatrooms obtained the highest mean score of 3.76, described as satisfactory. This means

that the students may want to stay connected towards their friends and to deeply develop

their relationship through a good and consistent communication. The amount of time they

40
spend together physically or through chatrooms also means that they are willing to always

listen or hear out for their friends.

The findings imply that the student-respondent trust their friends and that they

might see them as someone who’s ready to listen on whatever they have to say. Aside from

it is the feeling of validation they might have felt whenever they open with each other about

certain things or issues.

On the other hand, item number 6 which indicates that students form study groups

before exams obtained the lowest mean of 3.32, described as moderately satisfactory.

Though it marked the lowest, the students still perceived that the study group they form

before exams might be a good strategy to remember the important details easily. This also

means that the amount of time they spend during group studies might not just for their good

grades but also to deepen the bond they have. On the other hand, the finding implies that

the students become more productive when they conduct group studies before exams. It

will also adhere that they consider each one's locations and availability of time to attend

the group study as well as their opinions to agree on when or where to do it before coming

up with a final plan.

The overall mean of 3.61, described as satisfactory, indicates that student-

respondents belong to a circle who pushes them to become a responsible student and a

better person. This also means that the actions students perform and also their decisions

are most likely be based upon the influence given by their friends. Perhaps, student-

respondents considered their friends as someone they can rely on and someone they can

trust on in any situation they are into either it could be school related or not.

41
 The finding implies that the students appreciate the importance of having friends

who support their academic pursuits and are motivated themselves to attend school. It also

appears that the student-respondents value friendship in which they felt belongingness and

comfort when dealing with their everyday life. Basically, students allow themselves to

made a point of connecting with friends in order to achieve goals and have self-

development together.

The finding corroborates Mehta’s (2013) view that students reach their full

potential and commit to their studies when they have friends who has the same motivation

as them.

1.5 Psychological Aspect – Peer Relationships

Table 1.5 Mean Perception of students-respondents on the status of their

psychological environment in terms of their peer relationships
Items Mean Description
1. I have good relationship with my peers. 3.88 Satisfactory
2. My peers support me emotionally. 3.54 Satisfactory
3. My peers provide me with moral support. 3.51 Satisfactory
4. My peers and I spend time outside school. 3.27 Moderately
Satisfactory
5. My peers influence me to attend school regularly and 3.52 Satisfactory
punctually.
6. My peers influence me to gather achievements in 3.63 Satisfactory
school.
7. My peers and I assist each other in school activities. 3.51 Satisfactory
8. My peers and I show unity inside and outside the 3.54 Satisfactory
class.
Overall Mean/Description 3.55 Satisfactory

Table 1.5 shows the mean perception of students-respondents on the psychological

environmental status in terms of their peer relationship. As shown from the table, the

psychological environmental status of the respondents in terms of their peer relationship

42
ranges from moderately satisfactory to satisfactory as reflected on their mean scores

obtained.

The findings indicate that the student respondents have a good relationship with

their peers as evidenced by its highest mean score of 3.88, described as satisfactory. As

reflected on the mean perception, it means that student avoid arguments with peers and

have developed deeper understanding specially in some cases of having different views.

The good relationship they have also means that they are happy and enjoying things well.

On the other hand, the highest mean implies that they have positive attitudes and behavior

towards their peers. It is possible that they are treating each other very well, helping one

another at times of need and most likely to show respect for some point of having

differences in certain aspects.

However, the respondents believe that the psychological environmental status in

terms of peer relationship is influenced by the amount of time they spend together outside

the school as reflected to the obtained lowest mean 3.27, described as moderately

satisfactory. It means that the students share times with their peers outside school although

it was not that often. For some reason, it could be that they have different agendas or may

have other circle of friends that they used to go out with. However, they can still manage

to have quality time with their peers, be in good terms, and to stay connected.

The finding implies that the student-respondents belong to a group of peers who

are still willing to go out and spend time together as a group although the relationship they

have is not as deep compared to their friends. Furthermore, it is possible that their peers

are also their classmates in which the amount of time they spend outside the school helps

them to promote camaraderie and at the same time improve their bond as colleagues.

43
 The overall mean score of 3.55, described as satisfactory, shows that the interaction

among peers can be an essential part of students' life that may provide a potential effect

towards well-being. Upon looking at the highest and lowest mean, the result implies that

peer relationship helps develop students’ social skills and can give motivation in learning.

Furthermore, peer relationships may provide a strong foundation for having healthy social

emotional development. The findings also highlight the means of having healthy cultures

whereas students tend to develop camaraderie upon having good relationship towards their

peers.

Supportive to the findings, Grulund (2010) states that peer relationship improved

social relation. These have beneficial effects on individual learning insecurity that arises

from satisfying emotional tension enables him to concentrate more on his assigned learning

tasks.

1.6 Summary Mean Perception of the Respondents on the Environmental Status

Table 1.6 Summary Mean Perception of the Respondents on the Environmental

Status
IV: Environmental Status DV: English Performance
Overall Mean Description
1. Physical
1.1 School Environment 3.88 Satisfactory
1.2 Home Environment 3.82 Satisfactory
2. Psychological
2.1 Family 3.82 Satisfactory
2.2 Friends 3.61 Satisfactory
2.3 Peer Relationships 3.55 Satisfactory
Overall Mean/Description 3.74 Satisfactory

Table 1.6 presents the summary mean perception of the respondents on the level of

their environmental status. The table shows the overall summary mean perception of the

level of the environmental status indicators is 3.74, which was interpreted as satisfactory.

44
As shown from the table, the overall mean of all the indicators are consistently described

as satisfactory, ranging from 3.61-3.88.

The summary mean of the indicators shows that students are satisfied with the status

of their environment. This shows that the students’ surroundings are viewed satisfactorily,

indicative of the competence of the people involved in managing the students’ physical

environment as well as the people within the students’ social circle which affects the

students’ psychological well-being. Students who study in a positive learning environment

have been shown to be more motivated, engaged, and have a higher overall learning ability

(Hendrix 2019).

The school environment’s perceived status shows to be the highest with its overall

mean of 3.88, suggesting that students are satisfied with the physical environment of the

school. It indicates that the teachers are properly maintaining the cleanliness and ambiance

of the classrooms, as well as the administration’s efforts in providing the necessary

equipment and resources to assist students in learning. This also shows to be true with the

respondents’ perceived status of their home environment as it registered an overall mean

of 3.82, which is quite close with the school’s environment’s overall mean. It shows that

the family provides time and effort to maintain order and comfort in the house. It also

shows the parents’ willingness to provide a conducive learning environment for their

children by providing study materials, technological devices and sufficient study area for

them.

The students’ satisfaction on the physical environment can be attributed to the

school and home facilities’ orderliness and availability of educational resources. A study

by Gilavand (2016) has established several factors in the learning environment that

45
significantly affect students’ learning outcomes, such as open space and noise, inadequate

light, unsatisfactory temperature, etc. This shows the significance of the physical

environment of the two indicators to the students as they offer comfortability since the

school and home are the primary environment for their learning. The school environment

serves as the primary place for learning which is why it is crucial for it to be able to provide

an area wherein students are able to learn easily. On the other hand, the home serves as a

haven for students wherein they are able to learn comfortably by themselves.

Comfortability at home is essential for students’ relaxation since one is free on how he/she

shall manage his/her time, evident from the researchers’ experiences.

On the other hand, the perceived status of the psychological environment also

earned a satisfactory rating, indicating that the students’ social influences are providing a

warm and nurturing environment for them. Family shows to have the highest mean in terms

of the psychological environment with 3.82 suggesting that the family of the students

provides decent financial, moral, and emotional support for their children. It is followed by

friends with a mean of 3.61 which implies that the students’ friends serve as a positive

influence towards better academic achievement. Their friends are able to motivate and

assist them in their studies, and at the same time reduce their stress through emotional

support. Lastly, peer relationships achieved a mean of 3.55 which indicates that peers are

still able to provide a positive effect on students’ academic achievement even with them

having the least social relationship with the student. They are able to influence students’

punctuality and efficiency through providing emotional and moral support, as well as

maintaining a mutual relationship when it comes to classroom activities. The overall mean

46
of these three aspects shows that the students’ psychological environment is conducive for

learning.

The finding implies that the student-respondents are exposed to a pleasing social or

psychological environment. Katherine et al. (2012) was of the opinion that numerous

factors affect students academically, including the personal factors of the students, their

interactions with others such as their parents, teachers, and friends. It is believed that the

socialization process of students assists in improving students’ non-cognitive skills which

helps in in their overall performance. Moreover, students are much more motivated in

achieving academic success if they are being rewarded or encouraged to learn from each

other as it requires less pressure to perform (Lexia 2021).

2. Level of Academic Performance

Table 2 Frequency and percentage distribution on the Academic Performance of

the Student-respondents in English
Grade Range Frequency Percentage Description
90 - 100 38 27.94% Outstanding
85 - 89 50 36.76% Very Satisfactory
80 - 84 42 30.88% Satisfactory
75 - 79 6 4.44% Fairly Satisfactory
74 & below 0 0% Did Not Meet
Expectations
Total 136 100%
Mean Grade 86.51% Very Satisfactory

Table 2 presents the frequency and percentage distribution of the Academic

Performance of Grade-10 students at EMA EMITS College Philippines.

As shown on the table, there were 38 students (27.94%) out of 136 students who

obtained an outstanding average rating of 90-100 in English subject. 50 students (36.76%)

obtained a very satisfactory grade which ranged from 85-89. There were 42 students

47
(30.88%) who obtained a satisfactory grade of 80-84. On the other hand, 6 students or the

4.44% of the population are fairly satisfactory which grade ranges from 75-79. Out of 136

students, no student obtained grades within the range of 74 and below.

The obtained mean grade of 86.51%, described as very satisfactory, proved that the

Grade 10 students of EMA EMITS College Philippines excel well in English. Learning a

new language involves exposure in various language skills such as listening, speaking,

reading, and writing. If one focuses on only a specific skill or activity, other crucial skills

may fall behind (University of Carolina 2021). It demonstrates that students are able to

apply and execute these skills in their learning environment evident of their mean grade.

Moreover, no student received failing remarks (74 & below) and only 4.44%

managed to obtain a fairly satisfactory rating.

The finding also implies that the majority of the student-respondents are able to learn

efficiently in their current setting and acquire significant knowledge on the said language.

Moreover, it insinuates that the Grade 10 students are motivated students, thus making

them successful learners. Students have to believe that they are able and that they can and

will do well in order to have motivation in terms of effort, persistence and behavior

(Bandura, 2017). As per experience, the researchers receive motivation mostly from their

family and friends. A reward system and a competitive environment has proven for them

to be effective sources of motivation.

48
3. Relationship between the Environmental Status and the English Performance of
Grade 10 Students at EMA EMITS College Philippines

Table 3 Correlation Result between the Environmental Status and the English
Performance of Students
IV: Environmental Status DV: English Performance

Rxy Interpretation

1. Physical

1.1 School Environment 0.20 Negligible correlation

1.2 Home Environment 0.27 Slight relationship

2. Psychological

2.1 Family 0.29 Slight relationship

2.2 Friends 0.21 Slight relationship

2.3 Peer Relationships 0.16 Negligible correlation

Table 3 presents the correlation between the environmental status and the English

performance of grade 10 students.

As shown, the computed rxy values of 0.27, 0.21 and 0.29 for home, friends and

family environment indicates slight relationship to students' academic performance in

English. On the other hand, findings show that there is negligible correlation between

students’ environmental status in terms of school and peers and English performance as

reflected on the obtained rxy values of 0.20 and 0.16. Thus, the null hypothesis which states

that there is no significant relationship between the environmental status and English

performance of students was slightly accepted.

Walberg’s Theory of Educational Productivity (1981) states that students’

performances vary depending on the environment he/she is in. Influential domains such as

49
classroom management, parental support, student-teacher interactions, social-behavioral

attributes, motivational-effective attributes, the peer group, school culture, and classroom

climate are some environmental factors viewed to contribute in students’ productivity. In

parallel, Watson’s Behaviorism Theory (1924) explains that all behavior is no more than a

response to external stimuli. Behavior is acquired from sensory experience from

interactions from one’s environment. Similarly, Locke’s Tabula Rasa Theory (1690) states

that all people are born a blank slate, suggesting that knowledge that people gain are all

from the outside environment and that there is no innate knowledge from birth. Through

input, people are able to gather data and one’s output solely depends on what knowledge

passed through the brain. The aforementioned theories, which also serves as the framework

of the present study, all indicate that a person’s environment is a vital factor on a person’s

learning.

However, the present study’s findings imply that students' environmental status

may not have a direct impact on students' performance in English. The results show that

there is only a negligible-slight relationship between the environmental status and the

students’ English performance. It suggests that extrinsic factors may have limited

influences towards students’ academic abilities.

Walberg’s Theory of Educational Productivity states that students who became

more confident regarding their learning abilities, who were more motivated and who were

organized in their approach performed better academically. These indications revolve

around intrinsic factors students have already manifested which are influenced by extrinsic

factors from a person’s environment. Self-confidence, self-motivation, and self-efficacy

plays a significant role in the learning process. A person cannot carry out a task if he/she

50
does not have the initiative. Even if someone is exposed to positive environmental

influences, he/she cannot accomplish anything without being inherently motivated.

Deci and Ryan’s Self-Determination Theory (1985) suggests that people are

motivated to grow and change by three innate and universal psychological needs which

are: competence (the need to gain mastery of skills) connection (the need to experience a

sense of belongingness), and autonomy (the need to feel in control of one’s own behaviors.

Contrary to Watson and Locke’s theory, this theory implies that behaviors manifest as a

result of internal sources of motivation rather than as a response to external stimuli. While

people are often motivated by favorable environmental settings, the self-determination

theory suggests that people are motivated by intrinsic factors. As an example, people are

often motivated by external rewards such as prizes or affirmation. However, some people

are motivated by their need to gain knowledge or self-fulfillment. This further implies that

the environmental aspects included in this study may not have a strong bearing on students'

English performance on the specific set of respondents.

Still, people often draw on multiple sources of motivation in the pursuit of a goal.

People are rarely driven to act by a single source of motivation (Cherry 2021). For example,

if a student is studying for an exam, he/she may be extrinsically motivated by an incentive

reward as well as intrinsically motivated by self-achievement from gaining knowledge

from studying.

Overall, the findings of the study imply that the environmental status does not

significantly influence the English performance of the Grade 10 students in EMA EMITS

College Philippines. However, extrinsic factors should still be viewed as a vital source of

motivation for students.

51
 Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, the conclusions drawn from the

findings, and the researchers’ recommendations.

Summary of the Findings

Based on the data gathered, the following data were revealed:

1. The perceived status of the students’ environment in terms of physical and

psychological is satisfactory, as reflected on the overall mean perception which is

3.75.

1.1 School environment obtained an overall mean of 3.88, described as

satisfactory.

1.2 Home environment obtained an overall mean of 3.82, described as

satisfactory.

1.3 Family obtained an overall mean of 3.82, described as satisfactory.

1.4 Friends obtained an overall mean of 3.61, described as satisfactory.

1.5 Peer relationships obtained an overall mean of 3.55, described as

satisfactory.

2. The level of academic performance of Grade 10 students in English is very

satisfactory, as reflected on the mean grade which is 86.51%.

3. The relationship that exists between the students’ environmental status in terms of

physical and psychological, and the English performance is negligible to slight. The

following are the physical environment indicators and their respective rxy values:

52
 school environment – 0.20; and home environment – 0.27. The following are the

psychological environment indicators and their respective rxy values: family –

0.20; friends – 0.21; and peer relationships – 0.16.

Conclusions

Based on the aforementioned findings, the following conclusions were hereby

drawn.

1. The Grade 10 students views their physical and psychological environment as

satisfactory.

2. The English performance of Grade 10 students is very satisfactory.

3. The environmental status of Grade 10 students does not significantly impact

their English performance.

4. The null hypothesis, which states that there is no significant relationship

between the environmental status and English performance, is therefore slightly

accepted.

Recommendations

On the basis of the conclusions, the researchers hereby recommend the following:

1. The school administration may continue providing a conducive learning

environment by maintaining classrooms to be comfortable to study in as well as

providing sufficient and accessible instructional and study materials. Parents should

also properly manage the home’s organization to ensure cleanliness for their

children’s comfortability.

53
2. Parents may address problems within the family in order to maintain a mutual

relationship with each other. They may also continue to guide their children in

choosing their friends and peers without restricting them from socializing with

others. Teachers may also guide students on building camaraderie with their

classmates through the use of various group activities in order for them to positively

influence each other.

3. Students may observe their innate learning behaviors and sources of motivation to

better manage their performance. They may also consider the influence their social

circle may bring upon their learning.

4. Though there is no significant impact between environmental status and English

performance, the researchers still recommend that the psychological and physical

environmental status of student still be considered to be an influencing factor in

student's learning process.

5. For other researchers, it is recommended to research other environmental factors

such as Psycho-Social, Gender-Based and Socio-Cultural status which may

influence student performances.

54
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 APPENDIX A

Letter of Permission to Conduct Study

March 16, 2021

MR. EDGAR V. SALENDREZ

Junior High School Principal
EMA EMITS College Philippines
M. H. Del Pilar St., Pinamalayan,
Oriental Mindoro

Dear Sir:

We, Abren Pierre B. Manalo and Shaina F. Ferrera, students of Bachelor of Secondary
Education, Major in English, would like to conduct a survey entitled “Environmental Status
and English Performance of Grade 10 Students in English SY 2020-2021”.

In connection to this, we humbly request permission from your office to allow us to administer our
data gathering instrument to the students. Rest assured that the data gathered will be treated with
strict confidentiality as it is required in the research.

Thank you very much and God bless!

Sincerely yours,

ABREN PIERRE B. MANALO

SHAINA F. FERRERA
Researchers

Noted by:

MRS. MARY DAY P. BAYETA, LPT, MAED

Adviser

Approved by:

DR. JUNREY P. PETERE, LPT, FRIEdr

Dean of Academic Affairs

59
 APPENDIX B

Questionnaire

Environmental Status and English Performance of Grade 10 Students in English SY

2020-2021
Dear student,
Our present circumstance has disabled us in different ways and forced us to adjust
in a “new normal” as a means of slowing down the worsening of the pandemic. Most
definitely, students have also made significant changes in their respective lives and
prompted them to adapt in an environment different from what they were used to. Students
in the locality’s present school year have shifted to modular learning which has greatly
altered the environment they are exposed to. However, this questionnaire shall not be
answered with experiences from the present school year, but will require data from your
past experiences, specifically your experiences as a Grade 9 student. We request to please
answer the following items accordingly. The information that will be gathered by the
researchers shall be held with utmost confidentiality. Thank you and we hope you are doing
well.
Sincerely,
The researchers

Name:
________________________________________________________
Directions: Put a check on the number corresponding to your answer.

5 – Very Satisfactory 2 – Less Satisfactory

4 – Satisfactory 1 – Not Satisfactory
3 – Moderately Satisfactory

1. Physical
1.1 School Environment 5 4 3 2 1
1. The classroom atmosphere is conducive to
learning.
2. There are technological devices (T.V.,
laptop, etc.) available in the classroom.
3. There are bulletins and educational posters
displayed in the classroom.

60
4. There are available and accessible
instructional materials.
5. There is adequate space inside the
classroom.
6. There is sufficient lighting and ventilation
in the classroom.
7. There are sufficient and readily available
study materials.
8. The seating arrangement is effective and
well-implemented.
1.2 Home Environment 5 4 3 2 1
1. There is sufficient lighting at home.
2. There are available appliances for cooling
or ventilation (electric fan, air conditioner).
3. There is adequate space to study at home.
4. There are available study materials at
home.
5. There are technological devices (computer,
internet, etc.) available at home.
6. The house is clean and organized.
7. There is limited noise at home.
8. There is sufficient and readily-available
food and water.
2. Psychological
2.1 Family 5 4 3 2 1
1. My relationship with my family members is
good.
2. My family and I spend time together.
3. My family provides my financial needs.
4. My family supports me emotionally.
5. My family provides me with moral support.
6. My family helps me with school activities.
7. My parents/guardians attend parent-teacher
meetings regularly.
8. My parents reward me in my school
achievements.
2.2 Friends 5 4 3 2 1
1. My friends support me emotionally.
2. My friends provide me with moral support.
3. My friends and I talk regularly physically
or through online chatrooms.
4. My friends motivate me to study well.
5. My friends and I spend time outside school.
6. My friends and I form study groups before
exams.

61
7. My friends influence me to attend school
regularly and punctually.
8. My friends and I assist each other in school
activities.
2.3 Peer Relationships 5 4 3 2 1
1. I have good relationship with my peers.
2. My peers support me emotionally.
3. My peers provide me with moral support.
4. My peers and I spend time outside school.
5. My peers influence me to attend school
regularly and punctually.
6. My peers influence me to gather
achievements in school.
7. My peers and I assist each other in school
activities.
8. My peers and I show unity inside and
outside the class.

62
MANALO, ABREN PIERRE BURGOS
Paraiso, Zone I, Pinamalayan, Oriental Mindoro
abrenm18@gmail.com
+639396387091

PERSONAL INFORMATION:

Age: 21
Gender: Male
Date of Birth: December 18, 1999
Civil Status: Single

EDUCATIONAL BACKGROUND:

TERTIARY:
College EMA EMITS College Philippines
M.H. del Pilar St., Pinamalayan, Oriental Mindoro
2021 – 2022

SECONDARY:
Senior High School EMA EMITS College Philippines
M.H. del Pilar St., Pinamalayan, Oriental Mindoro
2016 – 2018

Junior High School EMA EMITS College Philippines

M.H. del Pilar St., Pinamalayan, Oriental Mindoro
2012 –2016

HONORS & AWARDS:

Senior High School With High Honors
Junior High School 4th Honors
Elementary Salutatorian

63
FERRERA, SHAINA FAIGMANI
Zone IV, Pinamalayan, Oriental Mindoro
Ferrerashaina@gmail.com
+639285849924

PERSONAL INFORMATION:

Age: 21
Gender: Female
Date of Birth: September 21, 1999
Civil Status: Single

EDUCATIONAL BACKGROUND:

TERTIARY:
College EMA EMITS College Philippines
M.H. del Pilar St., Pinamalayan, Oriental Mindoro
2021 – 2022

SECONDARY:
Senior High School EMA EMITS College Philippines
M.H. del Pilar St., Pinamalayan, Oriental Mindoro
2016 – 2018

Junior High School Concepcion National High School

Poblacion, Concepcion, Romblon
2012 –2016

HONORS & AWARDS:

Senior High School With Honors
Junior High School 6th Honors
Elementary 4th Honors

64
65