1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Background of the Study

The physical environment of school plays a crucial role in shaping the behavior of

students. Studies have shown students who are well- designed and maintained school

environment are more likely to engaged in positive behaviors, such as being attentive in

class, showing respect towards teachers and peers, and being more motivated to learn. It

has been asserted that the environment at the school level can influence the behavior of

the teachers and students and their consequent success in teaching and learning

(Hughes,2022). Several studies have reported simple correlation between skills of

students and the school environment, but no studies explicitly investigate and explain the

impact of physical school environment to students behavior (Baafi, 2020).

The physical environment of school buildings and school grounds is a key factor

in the overall health and safety of students, staff, and visitors. School buildings and

grounds must be designed and maintained to be free of healthy and safety hazard and

promote learning. Studies have shown that student achievement can be affected either

positively or negativity by the school environment. Policies and protocols must be in

place to ensure food protection, sanitation, safe water supply, healthy air quality, good

lighting, violence prevention, and emergency responses, among other issues that relate to

the physical environment of schools (Maxwell et al, 2017). Stockyard and Mayberry

(1992) found that the quality of a physical plant or environment is related to non-
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cognitive outcomes, such as better attitudes toward school. These outcomes may

eventually relate to higher academic achievement. Christopher (1998) concluded that the

human makes people feel better about them when their surroundings are pleasant.

Students who have better attitudes usually learn more and work harder.

In some regions or countries, schools may have limited resources, such as

inadequate facilities or overcrowded classrooms, which can lead to negative behavior

outcomes, such as increased disciplinary issues. In contrast regions or countries with

better resources and facilities may see fewer behavior problems and a more positive

culture. In locals areas like Bohol, schools may struggle with limited resources, while in

more developed regions or international settings, schools may have more resources to

provide a positive learning environment.

In our school, Camaya-an National High School, there are several issues

pertaining to the physical school environment and students behavior. The school faces

challenges such as inadequate classrooms facilities, and insufficient maintenance of the

school premises. Additionally, there is a concerning trends of students displaying

disruptive behavior, including tardiness, and lack of discipline. With the problem given

above, the researchers aim to work this study on how physical environment impacts

students’ behavior.

Review of Related Literature

The physical environment of a school includes buildings, classrooms, laboratory,

and library (Ene-Obong et al., 2012) It implies the physical location, building,

infrastructural facilities, space and equipment for effective teaching and learning. The
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factors that determine the success of the educational process include the nature of the

school, teacher’s attitude and students characteristics (Ukeje, Akabogu, and Ndu, 1992).

Ambient environmental conditions, as defined by O’Neill (2000), are the physical

surroundings that can influence behavior. These conditions include factors such as

temperature, ventilation, lighting, color, and noise levels, which can create comfort or

irritation and affect the behavior of individuals within a building. Students’ behavior is

often influenced by their perception of their perception of their surroundings, including

the physical environment (Maiden & Foreman, 1998). When students are annoyed or

uncomfortable, it can lead to disciplinary problems. For instance, Earthman and

Lemasters (1996) discovered that the thermal environment of a classrooms can

significantly impact the well-being of children, and temperature levels have been linked

to attention spans of students (McGuffey, 1982).

Interior factors like lighting and aesthetic features can also affect student behavior

and discipline referral rates. Research suggests that fluorescent lighting may increase

stress levels and hyperactivity more than full spectrum or incandescent lighting (King &

Marans, 1979). Lackney (1994) found that students in windowless rooms had more

negative attitudes compared to those exposed to natural light.

Studies have demonstrated that interior color can influence student attitudes and

behavior. Early research in industrial settings revealed certain color that improve worker

performance in factories and offices (Earthman & Lemasters, 1996). This research on

color has extended to the educational context an has shown a connection to teaching,

learning, student attitude, behavior, and increased attendance (Sinofsky & Knirk, 1981;

Papadatos, 1973).
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While efforts are made by designers and educators to enhance the physical

environment of classrooms, the reality of potential violence within and outside school

campuses must also be considered. Creating a warm and welcoming learning

environment while ensuring security against threats is a challenge (Kosar & Ahmed,

2000; Kromkowski, 2003). Designers must strike a balance between maintaining a

flexible learning environment and implementing security measures to protect students

and staff.

Establishing a safe learning environment goes beyond securing entrances and

implementing surveillance systems. It involves considering the immediate surroundings

of the school and assessing potential risks (DePatta, 2003). Vandalism is a significant

issue impacting school facilities, and designers need to select materials that can withstand

vandalism while also designing spaces that discourage such behavior (Kromkowski,

2003). Well-lit and visible areas help deter vandals, both indoors and outdoors

(Kromkowski, 2003; Pappalardo, 2002).

School size also plays a role in student behavior. It is theorized that disconnected

students are more likely to engage in acts of vandalism, and larger schools that do not

promptly address vandalism can inadvertently convey tolerance for such behavior (Black,

2002). Moreover, feelings of disconnection and unwelcome can contribute to acts of

violence, emphasizing the importance of detecting and addressing students’ emotional

well-being (Kennedy, 2003).

In response to school violence, advancements in school security design and

technology have been made, including the use of digital video surveillance systems and

identification requirements for students, staff, and visitors (Kennedy, 2003; Lupinacci,
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2002). Schools are also implementing electronic access systems to control and monitory

entry to both exterior and interior areas of the facility (Koziol, 2003).

According to Bronfenbrenner (1970), an individual’s development is influenced

by a series of interconnected systems that surround them, ranging from immediate

influences to broader societal factors. In the context of physical school environment,

Bronfenbrenner’s theory suggest that multiple levels of influence interact to shape

students’ behavior.

At the microsystem level, the physical school environment directly affects

students’ behavior. This includes factors such as classroom design, furniture

arrangement, lighting, and overall cleanliness. For example, a well-organized and

stimulating classroom environment with adequate resources can promote engagement and

positive behavior among students. On the other hand, a cluttered or poorly maintained

environment may create distractions or discomfort, leading to decreased attention and

disruptive behavior. The physical layout of the school, such as the presence of open

spaces, recreational areas, or sports facilities, can also influence students’ behavior by

providing opportunities for physical activity, social interaction, and self-expression.

At the mesosystem level, the interactions between the physical school

environment and other systems come into play. For instance, the relationship between

teachers and students, the curriculum, and the school’s policies can shape the utilization

and impact of the physical environment. A supportive and nurturing teacher-student

relationship, combined with an appropriately designed environment, can foster a sense of

safety, belonging, and motivation among students. Conversely, if there is a lack of

alignment between the physical environment and the educational practices or if there is
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inconsistency in discipline policies, it may lead to confusion or frustration, potentially

impacting students’ behavior.

The 1987 Constitution of the Republic of the Philippines – Arcticle XIV

promotes Education, Science and Technology, Arts, Culture, and Sports. Section 1 state

shall protect and promote the right of all citizens to quality education at all levels and

shall take appropriate steps to make such education accessible to all. Section 2 also state

shall are first, establish, maintain, and support a complete, adequate, and integrated

system of education relevant to the needs of the people and society. and establish and

maintain a system of free public education in the elementary and high school levels.

Without limiting the natural right of parents to rear their children, elementary education is

compulsory for all children of school age.

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Conceptual Framework

Theory Legal Basis

Ecological Systems Theory The 1987 Constitution of the
Republic of the Philippines –
Arcticle XIV

Behavior to Physical

School Environments

Student’s Level of

Agreement

Action Plan

Figure 1. Theoretical and Conceptual Framework

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THE PROBLEM

Statement of the Problem

The purpose of this study is to determine and to find out how the school

environment affects the Grade 11 learners behavior of Camaya-an High School

It seeks to answer the following questions,

1. What is the profile of the respondents in terms of;

a. Sex

b. Section

2. What is the level of agreement of the learners toward physical learning

environment?

3. What action plan could be proposed based on the findings of the study?
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Significance of the Study

This study is conducted to benefit the following:

Students. Students can benefit greatly from the impact of the physical school

environment on their behavior. By providing well-designed learning spaces, outdoor

areas for physical activity and social interaction, and a safe and secure environment,

schools can help students develop positive attitudes and behaviors that will benefit them

throughout their lives.

Teachers. Teachers and other school staff can benefit from understanding how

different classrooms designs, lighting, acoustics, and other physical factors can affect

student behavior, attention, and engagement. This knowledge can help them create more

effective learning environments and adjust their teaching strategies accordingly.

School Administrators. School administrators, such as principals and

superintendents, can use research on the impact of physical environments on student

behavior to inform decisions about school design and maintenance. They can also use this

information to support improvements in school environments.

Parents. Parents can benefit from understanding how physical school

environments can affect their child’s behavior learning. This knowledge can help them

advocate for improvements in their child’s school or make informed decisions about

where to enroll their child.

Future Researchers. This study will serve as reference if they conduct similar

study of physical school environment to students’ behavior.

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Scope and Limitation

This study focuses on the impact of physical school environment to Grade 11

students’ behavior in Camaya-an National High School. The data collection will be

conducted to 40 randomly selected students in Grade 11 of Camaya-an National High

School.

This study will not cover other problems that are consider as one of the impacts of

physical school environment to Grade 11 students. Each of the respondents will be given

the same questionnaire to answer. The result of this study will be applicable only to

respondents of the study and will not use a measure to the impact of physical

environment to Grade 11 students who do not belong of the study. The main source of

this data will be the questionnaire by the researchers.

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RESEARCH METHODOLOGY

Research Design

The study will use a descriptive survey method that includes gathering, analyzing,

and interpreting the collected data. In addition, the researchers will use a questionnaire to

get the needed data to determine the physical school environment to grade 11 learners

Research Environment

This study will be conducted at Camaya-an National High School Senior High

building in Loboc, Bohol. Four (4) sections were approached to participate in the study:

Kamarang, Kangkagow, Lingkaru, and Makawa. The study will be conducted in this

institution since the researchers and the participants are studying here. Thus, it will be not

time consuming and will be less expensive.

Research Respondents

The respondents of the study will be the grade 11 students in Camaya-an National

High School in Loboc, Bohol, Philippines for the S. Y 2022-2023. There will be forty

(40) respondents to be chosen to provide an information regarding the study.

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Table 1

Distribution of Respondents

N=40

Name of Section Number of Respondents

Kamarang 11

Kangkagow 11

Lingkaru 10

Makawa 8

Sampling Design

The researchers will use a systematic random sampling in choosing participants to

provide the necessary data regarding the study. The participants are chosen randomly for

each section.

Research Instrument

The produced questionnaires were made by the researchers that is used to gather

data and checked by the teacher-coach and critique for corrections and revisions. The

questionnaires are made clear and simple so that the respondents can easily understand

the items. It will be referred to the teacher-coach and expert panelists before reproduced

and distributed.

To achieve the study objectives, the questionnaires were answered by checking

the scale with the corresponding options; (5) – strongly agree, (4) – agree , (3) – neither

agree nor disagree, (2) – disagree, (1) – strongly disagree.

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Research Procedures

In gathering sufficient data relevant to the study, the researchers followed this

procedure:

Phase I. Asking Permission

The researchers asked permission and sent a letter from the Camaya-an National

High School and the Principal of the school to conduct the study in the campus. Then,

sought a letter consent from the subject teacher and thesis coach to conduct the study on

their premises and to utilize the behavior of the Grade 11 students. After that, we asked

permission to the teachers of each section of Grade 11 students of Camaya-an National

High School outlining the purpose of the study, the distribution of the questionnaires, and

the intervention to the repondents.

Phase II. Admission of the questionnaires.

Set of questionnaires was given personally by the researchers to the respondents.

Phase III. Data Analysis.

The data was statistically processed to answer the question asked in the statement

of the problem. The researchers analyzed the data based on the statistical findings of the

study was made.

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Statistical Treatment

The data was statistically processed to answer the question asked in the statement

of the problem. The researchers analyzed the data based on the statistical findings of the

study was made.

∑ FW
WM=
N

WM = Weighted mean

∑ = Summation symbol

F = Frequency for each option

W = Assigned weight

N = Total number of frequencies

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OPERATIONAL DEFINITION OF TERMS

The significant terms are hereby operationally defined to give the readers better

and clearer understanding of its concepts.

Behavior. It refers to how physical school environment may impact

factors such as student engagement, attention, motivation, and overall wellbeing. For

example, a classroom that is too hot or too cold may take it difficult for students to

concentrate, while cluttered classroom may be distracting and cause disruptions to

learning.

Impact. It refers to the effect or influence that the physical school environment

has on student behavior.

Physical School Environment. It refers to student behavior would typically refer

to the physical school setting in which students of Grade 11 attend school, including

school building, classrooms, school ground and other areas of the school. This may

include factors such as lighting, temperature, classroom layout, cleanliness, and overall

maintenance.

Students. It refers to the grade 11 students during the academic year 2022-2023.
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Chapter II

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA AND PROPOSED

OUTPUT

This chapter provides the presentation of statistical data relative to the problems

posited. The corresponding analysis and interpretation of the data are incorporated in this

portion of the study.

Table 1. Profile of the Respondents

N=40
Profile Frequency Percentage Rank

Sex Male 23 58% 1

Female 17 42% 2

Total 40 100%

Section Kamarang 11 27.5% 1

Kangkagow 11 27.5% 1

Lingkaru 10 25% 2

Makawa 8 20% 3

Total 40 100%

Sex – It is represented that the highest frequency belongs to those males with a

percentage of 58% composed of 23 respondents. The female has got the lowest

percentage.
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Section – It is represented that the highest frequency belongs to section Kamarang and

Kangkagow with the same percentage of 27.5% composed of 11 respondents. Then the

section of Makawa got the lowest percentage of 20% composed of 8 respondents.

Table 2. Impact of Physical School Environment to Grade 11 Students

Item Weighted Mean Description

1. Good appearance of 4.08 Agree

school calms me.

2. Most of the students in our 3.3 Neither Agree nor Disagree

school follow the school
rules.

3. Restrooms, hallways, and 3.13 Neither Agree nor Disagree

public areas are clean and
well maintained.

4. Good appearance of 3.78 Agree

classrooms calms me.

5. Better air quality service 3.88 Agree

of classrooms

6. Clean and quality service 3.58 Agree

of classrooms.

7. Indoor air quality seems 3.43 Neither Agree nor Disagree

healthy and ventilation
adequate.

8. The indoor environment is 3.28 Neither Agree nor Disagree

maintained at power
temperatures.
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9. Keeping the toilets clean 3.68 Agree

by using them properly.

10. The garbage are 3.53 Agree

segregated in trash bins.

Average 3.57 Agree

Legend:

Scale Weighted Mean Corresponding Remarks

5 4.40 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Neither Agree nor Disagree

2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly Disagree

The table 2 represents the results of the survey questionnaire where in the

respondents answered (5) – strongly agree, (4) – agree, (3) – neither agree disagree, (2) –

disagree, (1) – strongly disagree in every statement.

The table 2 shows that the highest weighted mean is question number one with a

mean of 4.08 that is Agree and lowest weighted mean is question number three with a

mean of 3.13 that is neither agree nor disagree. Most of the students answered neither

agree nor disagree to question number three because they may be neither agree nor agree

on cleaning the areas and not well-maintained.

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CHAPTER III

SUMMARY, FINDINGS, AND RECOMMENDATION

This chapter deals with the summary of finding, and conclusions based on the analysis

and interpretation of the data. Recommendations were also made concerning beneficial

ties that may be gleaned from the study.

SUMMARY OF FINDINGS

The main purpose of this study was to determine the impact of physical school

environment to Grade-11 students’ behavior of Camaya-an National High School. The

descriptive method was used to gather essential data and information for the study. There

were 40 respondents in this study. This study was conducted on March at Camaya-an

National High School.

Specifically, this study sought to answer the following questions: what is the profile of

the respondents in terms of sex and section is; how does the physical school environment

affect students behavior. Which is connected to the researchers’ entitled “Impact of

physical school environment to Grade-11 students’ behavior”.

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The study was conducted to Grade-11 students Camaya-an National High School.

The descriptive survey method was used with the aid of researchers-made questionnaires

as the main tool in gathering the data. Eleven (11) respondents of sections Kamarang,

Eleven (11) respondents of section Kangkagow, Ten (10) respondents of section

Lingkaru, Eight (8) respondents of section Makawa.

The researchers used a number of statistical techniques, like percentage, formula

to solve the weighted mean in determining the impact of physical environment in grade

11 students behavior at Camaya-an National High School because the researchers used

questionnaires that are answerable by strongly agree, agree, neither agree nor disagree,

disagree, strongly disagree.

Following a comprehensive analysis of collected data, the researchers come up

with the following findings.

Most of the respondents answered agree when it comes in good appearance of

school/classrooms, good ventilation, clean & quality service of classrooms and proper

segregation.

Some of respondents answered that the ventilation adequate and indoor

environment is not totally maintained in power temperatures affect their behaviors.

In terms of school rules, some students did not agree nor disagree that the students

follow the rules that school should maintain cleanliness.

CONCLUSIONS
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Based on foregoing findings, it was revealed that the school environment affects

the behavior to respondents. However, these findings are restricted only to Forty (40)

respondents of the study. This might be attributable to other aspects that have a

significant impact in students’ behavior of school environment at Camaya-an National

High School.

RECOMMENDATIONS

1. Provide a safe and secure environment. Make sure the school is well-lit,

has secure entrances and exits, and has emergency procedures in place.

When students feel safe, they are more likely to feel more comfortable and

behave positively.

2. Create a positive culture. Establish a school-wide culture of respect,

inclusivity, and positive behavior. Encourage students to treat one another

with kindness and respect and provide opportunities for students to

develop positive relationships with peers and teachers.

3. Provide clear expectations. Clearly communicate expectations for

behavior in the school environment. Make sure that all students know the

rules and consequences.

4. Design functional and engaging learning environment. Create well-

designed learning environment that is both functional and engaging. This

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can include comfortable furniture, colorful and interesting decorations,

and ample space for students to move around and work collaboratively.

5. Incorporate nature and natural elements. Studies show that

incorporating natural elements into the physical environment can have

positive impact on behavior. This can include indoor plants, natural

lighting, and outdoor green spaces.

PROPOSED ACTION PLAN FOR THE IMPACT OF PHYSICAL SCHOOL

ENVIRONMENT TO GRADE 11 STUDENTS BEHAVIOR

Rationale

The physical environment of school buildings and school grounds is a key factor

in the overall health and safety of students, staff, and visitors. School buildings and

grounds must be designed and maintained to be free of healthy and safety hazard and

promote learning.

Physical school environment are the major component of a school. A well-

designed and maintained learning environment increases the likelihood that students will

engage in positive behaviors including paying attention in class, respecting teachers and

peers, and being more eager to learn.

In some regions or countries, schools may have limited resources, such as

inadequate facilities or overcrowded classrooms, which can lead to negative behavior

outcomes, such as increased disciplinary issues. In contrast regions or countries with

 23

better resources and facilities may see fewer behavior problems and a more positive

culture. In locals areas like Bohol, schools may struggle with limited resources, while in

more developed regions or international settings, schools may have more resources to

provide a positive learning environment.

In our school, Camaya-an National High School, there are several issues

pertaining to the physical school environment and students behavior. The school faces

challenges such as inadequate classrooms facilities, and insufficient maintenance of the

school premises.

In answer to the problem that the researchers observe, there will be implementation or

recommendation that researchers made. By this study it can help to know the impact of physical

school environment to students behavior.

This will also serve as a passage to their future. In answer to the problem that the

researchers observe, there will be implementation or recommendation that researchers

made. By this study it can help to know the impact of physical school environment to

students behavior.

Objectives

The objectives of the proposed action plan are:

1. To encourage the students to conserve the physical school environment.

2. To improve the physical school environment through school buildings and grounds

must be designed and maintained to be free of healthy and safety hazard and promote

learning.
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3. To guide the administration in the needs of each classroom in order to support the

students in their academic performance.

Mechanics of Implementation

With these proposed action plan will be presented to the School Principal,

Administrators, and teachers for further analysis regarding the study for better

implementation of the program, suggestion and comments are appreciated from these

authorities.

Schedule of Implementation

The proposed action plan will be implemented at the beginning of SY 2023-2024

and to be continued in the succeeding years.The researchers shall discuss the program

thoroughly.

Evaluative Measures

To evaluate the improvement and implementation, teachers constantly monitor the

progress of performance of the students to determine its effectiveness.

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Areas of Objective Strategies Person Time Outcome

Concern s Involved Frame

Discussion of To know Open during the Administrat Last To be able to

the physical the teacher’s or Semester check the
school different conference/meeti Teachers (2022- different area
environment physical ng. 2023) of physical
school school
environme environment.
nt
School To List down all the Parents Brigada At the end of
physical improve facilities Teachers Eskwela the Brigada
Improvement the requiring repair Administrat (SY: Eskwela,
physical and or 2023- 80% - 100%
school maintenance. 2024) of the project
environme physical
nt Open during the facilities
PTA meeting improvement
and
beautification
have been
manifested
Funds for the To raise Solicitations Administrat Last Funds is
program funds for School Funds or Semester ready and
use in the Teachers (2022- available for
different 2023) the
environme implementati
ntal on of the
activities. programs and
projects.
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