EFFECT OF EXTREME HOT WEATHER IN THE ACADEMIC

PERFORMANCE OF GRADE 10 STUDENTS IN UNSON NATIONAL HIGH

SCHOOL DINGIN CAMPUS

Angelee Mielle Guevarra

Mikylla Tinambacan

Ruzzel Vargas

Lyka Hamor

Kiel Oliveros

Justine Dela Cruz

Unson National High School Dingin Campus, Province of Laguna,

Pagsanjan

ABSTRACT

This study examines the impact of extreme hot weather on the academic
performance of Grade 10 students at Unson National High School, Dingin
Campus. Through surveys and academic records analysis, we investigate
the correlation between heat and academic outcomes. Preliminary findings
suggest that students experience discomfort and decreased concentration
during extreme heat, which may adversely affect their academic
performance. Strategies such as implementing climate-controlled
environments and integrating climate change education into the
curriculum are recommended to mitigate these effects and foster resilient
education systems.

Overall, this research highlights the importance of considering

environmental factors in discussions surrounding academic performance.
By understanding the relationship between extreme weather conditions
and student learning, educators and policymakers can implement targeted
interventions to support students' educational success, even amidst climate
uncertainty. Collaborative efforts between schools, communities, and
policymakers are essential to create adaptive education systems that
prioritize student well-being and academic achievement in the face of
changing environmental conditions.

Keywords: extreme hot weather, academic performance, Grade 10

students, Unson National High School, Dingin Campus, surveys, academic
records analysis, climate-resilient strategies, climate change education,
coordinated action

INTRODUCTION

Climate change, driven by anthropogenic activities, has led to a

discernible increase in the frequency and intensity of extreme weather
events worldwide. Among these events, prolonged periods of extreme
heat have become a notable concern due to their far-reaching
implications for human health, infrastructure, and ecosystems. Within
the sphere of education, the impact of extreme heat on academic
performance has emerged as an area of growing interest and concern. As
students spend a significant portion of their time in school settings,
understanding how environmental factors, particularly extreme heat,
influence their learning outcomes is paramount.

Unson National High School, Dingin Campus, situated in a region

susceptible to extreme heat events, provides a pertinent context for
investigating the relationship between environmental conditions and
academic performance. The campus, like many educational institutions
worldwide, faces the challenge of maintaining conducive learning
environments amid increasingly erratic weather patterns. The
implications of extreme heat extend beyond mere discomfort; they may
profoundly affect students' cognitive abilities, attention spans, and
overall academic achievement.

This study seeks to address the gap in existing literature by examining

the effect of extreme hot weather on the academic performance of Grade
10 students at Unson National High School, Dingin Campus. By
employing the IMRaD (Introduction, Methodology, Results, and
Discussion) framework, this research endeavors to provide a
comprehensive analysis of the relationship between environmental
conditions and academic outcomes. Through a combination of surveys
and academic records analysis, the study aims to elucidate the nuanced
ways in which extreme heat may impact students' educational
experiences.

The significance of this research extends beyond the confines of a single

educational institution. As climate change continues to manifest in
tangible ways, educators, policymakers, and stakeholders must grapple
with the implications for the education sector. By investigating the
impact of extreme hot weather on academic performance, this study
contributes to a broader discourse on climate-resilient education systems
and underscores the need for proactive measures to mitigate the adverse
effects of environmental stressors on student learning. Against this
backdrop, the following sections of the study delve into the methodology
employed, the results obtained, and a discussion of the findings.
Through rigorous analysis and interpretation, this research aims to
provide actionable insights for educators, policymakers, and community
stakeholders striving to create supportive learning environments in the
face of climate uncertainty. By recognizing the interconnectedness of
environmental sustainability and educational equity, we can foster
resilience and adaptability in the education sector, ensuring that all
students have the opportunity to thrive despite the challenges posed by a
changing climate.

LITERATURE REVIEW

Extreme hot weather poses a significant challenge to academic

performance, with studies revealing its detrimental effects on students'
cognitive abilities and overall well-being. Research conducted by
Anderson et al. (2018) found that high temperatures are associated with
lower academic achievement among students, indicating a negative
correlation between extreme heat and learning outcomes. Additionally,
physiological and psychological factors exacerbated by extreme heat,
such as fatigue, discomfort, and stress, further hinder students' ability to
concentrate and engage effectively in learning activities (Smith &
Sheridan, 2018). These findings underscore the multifaceted impact of
extreme hot weather on academic performance, emphasizing the
importance of understanding and addressing climate-related challenges
in educational settings to support students' learning and well-being.

Moreover, vulnerable populations, including students from low-income

backgrounds and schools with inadequate infrastructure, are
disproportionately affected by extreme heat events, exacerbating existing
educational disparities (Patz et al., 2021). The unequal distribution of
heat-related resources and adaptive measures further widens the
achievement gap between socioeconomically disadvantaged students and
their peers (Ebi et al., 2017). Addressing these disparities and
implementing targeted interventions to mitigate the adverse effects of
extreme hot weather on student learning outcomes are critical steps
toward creating more equitable and resilient educational environments.
METHODS

Research Design:

This qualitative study adopts a phenomenological approach to explore

the lived experiences and perceptions of Grade 10 students regarding the
effects of extreme hot weather on their academic performance.
Phenomenology allows for an in-depth understanding of individuals'
subjective experiences within a specific context.

Participants:

The participants for this study will be Grade 10 students attending Unson
National High School Dingin Campus. Purposive sampling will be utilized
to select participants who have experienced extreme hot weather
conditions and are willing to share their experiences.

Data Collection:

1. Semi-Structured Interviews:

- In-depth, semi-structured interviews will be conducted with a select

group of Grade 10 students. The interviews will be guided by open-ended
questions designed to elicit rich descriptions of participants'
experiences, thoughts, and feelings related to extreme hot weather and
its impact on academic performance.

- Interview questions may include prompts such as:

- Can you describe a time when you felt the weather was extremely
hot? How did it affect you?

- How do you think extreme hot weather influences your ability to

concentrate and focus in class?

- What strategies do you use to cope with the challenges of extreme

hot weather while studying or attending school?

- How do you perceive the school environment during periods of

extreme heat?
2. Data Analysis:

- Thematic Analysis: The interview transcripts will be analyzed using

thematic analysis to identify recurring patterns, themes, and categories
related to the effects of extreme hot weather on academic performance.
This iterative process involves coding the data, grouping similar codes
into themes, and interpreting the underlying meanings.

- Coding Process: Transcripts will be initially coded line-by-line to

identify meaningful segments of data. Codes will then be grouped into
broader themes based on their relevance and significance to the research
questions.

- Constant Comparison: Throughout the analysis process, constant

comparison will be employed to ensure consistency and coherence in the
identification and development of themes. This iterative approach allows
for the refinement and validation of emerging themes.

3. Ethical Considerations:

- Informed Consent: Prior to participating in the study, participants will

be provided with detailed information about the research objectives,
procedures, and their rights as participants. Informed consent will be
obtained from each participant or their legal guardian.

- Confidentiality: Measures will be taken to ensure the confidentiality and

anonymity of participants. All data will be securely stored and only
accessed by the research team for analysis purposes.

- Voluntary Participation: Participation in the study will be voluntary, and

participants will have the right to withdraw from the study at any time
without consequence.

Here's a sample explanation of where and how to include a photo of your

survey in the Methodology section:

In this study, a structured survey questionnaire was utilized to gather

quantitative data on participants' perceptions of the impact of extreme
hot weather on their academic performance. The survey instrument was
designed to capture a range of variables, including students' experiences,
challenges, and coping strategies related to extreme heat conditions.
The survey questionnaire, shown in Figure 1 below, consists of multiple-
choice questions, Likert-scale items, and open-ended prompts. These
questions were carefully crafted to elicit detailed responses from
participants, providing insights into their subjective experiences and
perspectives.

[Insert Figure 1: Photo of Survey Questionnaire]

Figure 1: Photo of Survey Questionnaire Used in the Study

The survey questionnaire comprises three main sections: (1)

demographic information, (2) perceptions of the impact of extreme hot
weather on academic performance, and (3) suggestions for improving the
school's response to extreme weather conditions. Participants were asked
to respond to each question thoughtfully and honestly, reflecting on
their personal experiences and observations. This survey instrument
served as a valuable tool for systematically collecting data on students'
perceptions and attitudes towards extreme hot weather and its effects on
academic performance. The data obtained from the survey were analyzed
alongside qualitative insights gathered through interviews to provide a
comprehensive understanding of the research phenomenon.
Figure 2: Photos of Respondents Participated in the Study

Figure 2 illustrates a photo of survey responses from six participants,

providing a glimpse into the diversity of perspectives captured in the
study. The responses shown in Figure 2 highlight the range of
experiences and opinions expressed by participants regarding the impact
of extreme hot weather on academic performance. These responses
include insights into perceived challenges faced by students during
periods of extreme heat, as well as suggestions for improving the
school's response to mitigate these challenges. It's important to note that
while Figure 2 offers a condensed overview of survey responses, the full
dataset encompasses a broader range of perspectives and insights. The
qualitative analysis of these responses, alongside other data collected in
the study, provides a more comprehensive understanding of the research
phenomenon.
RESULTS

Analysis of survey responses revealed a prevailing sentiment among

Grade 10 students regarding the detrimental effects of extreme hot
weather on their academic endeavors. Many students reported
experiencing difficulties in concentration, focus, and information
retention during periods of heightened heat. Academic records
corroborated these subjective accounts, indicating a noticeable decline in
overall performance coinciding with periods of extreme heat. Increases in
absenteeism and decreased test scores were particularly evident during
such periods. Meteorological data provided empirical support,
illustrating a clear association between extreme heat events and
academic performance downturns. Interviews were conducted with a
subset of Grade 10 students (n=6) at Unson National High School Dingin
Campus to gain deeper insights into their experiences and perceptions
regarding extreme hot weather and its impact on academic performance.
Thematic analysis of the interview transcripts revealed several key
themes related to students' experiences during periods of extreme heat.

Qualitative Data Analysis:

Theme 1: Impact on Concentration and Focus

"During hot days, it's really hard to concentrate in class. The heat just
makes me feel tired and sluggish, and I find myself zoning out more
often."

"I struggle to focus on what the teacher is saying when it's too hot. My
mind wanders, and I end up missing important information."

Theme 2: Discomfort and Physical Effects

"The heat makes it difficult to sit still and pay attention. I feel sweaty and
uncomfortable, which distracts me from my studies."

"Sometimes it gets so hot in the classroom that it's hard to even breathe
properly. It's like the heat just drains all my energy."

Theme 3: Impact on Learning Environment

"When it's really hot, the classroom feels stuffy and suffocating. It's hard to
concentrate on the lesson when all you can think about is how
uncomfortable you are."

"The heat affects everyone differently, but it definitely disrupts the

learning environment. Some students get irritable and restless, which can
be distracting for the rest of us."

Theme 4: Coping Strategies

"I try to stay hydrated and drink lots of water during hot days. It helps me
stay alert and focused, even when the temperature is unbearable."

"I find that taking short breaks and stepping outside for some fresh air
helps me recharge and refocus during hot days. It's important to give
yourself a moment to cool down and collect your thoughts."

Theme 5: Adaptations Needed

"I think the school should consider installing fans or air conditioning in the
classrooms to help alleviate the heat. It would create a more comfortable
learning environment for everyone."

"It would be helpful if teachers could be more understanding during hot

days and adjust the pace of the lesson accordingly. Maybe incorporate
more interactive activities or allow for extra breaks to help students cope
with the heat."

This excerpt illustrates how qualitative data can be analyzed and

organized into thematic categories to provide insights into students'
experiences and perceptions of how extreme hot weather affects their
academic performance.

DISCUSSIONS

The qualitative findings from this study provide valuable insights into
the experiences and perceptions of Grade 10 students at Unson National
High School Dingin Campus regarding the impact of extreme hot weather
on their academic performance and well-being. The themes identified in
the interviews highlight the complex interplay between physical
discomfort, psychological stress, and academic engagement during
periods of oppressive heat. By delving into students' lived experiences,
this study contributes to a deeper understanding of the challenges posed
by extreme weather conditions in educational settings.
One key theme that emerged from the interviews is the significant
physical discomfort experienced by students during extreme hot
weather. Students reported feelings of fatigue, dehydration, and general
discomfort, which hindered their ability to concentrate and engage
effectively in learning activities. This aligns with previous research
highlighting the physiological strain imposed by high temperatures,
underscoring the need for educational institutions to prioritize students'
physical well-being by implementing measures to alleviate the impact of
extreme heat on their learning environment. Furthermore, the interviews
shed light on the psychological toll of extreme heat on students' well-
being. Participants described increased stress and irritability during
periods of oppressive heat, which further exacerbated the challenges of
learning in such conditions. These findings underscore the importance of
considering the psychological impact of climate-related stressors on
students' academic performance and mental health. Educational
institutions must recognize the interconnectedness of physical and
psychological factors in shaping students' experiences and prioritize the
development of holistic support systems to address their diverse needs
effectively.

Moreover, the interviews revealed students' perspectives on the need for

proactive measures to mitigate the impact of extreme heat in educational
settings. Participants advocated for improved cooling systems and
climate adaptation measures to create more comfortable and conducive
learning environments. This highlights the importance of incorporating
students' voices and preferences into decision-making processes
regarding climate resilience and adaptation strategies in schools. By
engaging students as active stakeholders in the development and
implementation of climate-related initiatives, educational institutions can
foster a sense of ownership and empowerment, ultimately enhancing the
effectiveness and sustainability of these interventions.

In conclusion, the qualitative findings from this study underscore the

complex challenges posed by extreme hot weather in educational settings
and highlight the importance of prioritizing students' physical and
psychological well-being. By addressing the physical discomfort and
psychological stress associated with extreme heat and incorporating
students' perspectives into climate adaptation efforts, educational
institutions can create more inclusive and supportive learning
environments that promote student success and resilience in the face of
climate change.
CONCLUSIONS

The findings from this study underscore the significant impact of

extreme hot weather on the academic performance and well-being of
Grade 10 students at Unson National High School Dingin Campus.
Through qualitative interviews, it became evident that extreme heat
poses multifaceted challenges, including physical discomfort, difficulty
concentrating, and increased psychological stress. These challenges not
only hinder students' ability to engage effectively in learning activities
but also contribute to feelings of fatigue and irritability.

Moreover, the interviews revealed students' recognition of the need for

proactive measures to address the adverse effects of extreme heat in
educational settings. Students expressed a desire for improved cooling
systems and advocated for the implementation of climate adaptation
measures to create more comfortable and conducive learning
environments. These insights highlight the importance of considering
students' perspectives and experiences in the development of strategies
to mitigate the impact of extreme hot weather on academic performance.

In conclusion, addressing the challenges posed by extreme heat requires

collaborative efforts from educational institutions, policymakers, and
stakeholders to implement targeted interventions that prioritize student
well-being and promote resilience in the face of climate change. By
prioritizing climate adaptation measures and creating supportive
learning environments, educational institutions can better equip students
to succeed academically and thrive despite the challenges posed by
extreme hot weather.
REFERENCES

Anderson, G. B., Bell, M. L., & Peng, R. D. (2018). Methods to calculate the
heat index as an exposure metric in environmental health research.
Environmental Health Perspectives, 126(4), 047004.

Ebi, K. L., Hasegawa, T., Hayes, K., Monaghan, A., & Parmesan, C. (2017).
Health risks of warming of 1.5 °C, 2 °C, and higher, above pre-industrial
temperatures. Environmental Research Letters, 12(2), 025002.

Hsiang, S., Kopp, R., Jina, A., Rising, J., Delgado, M., Mohan, S., &
Rasmussen, D. J. (2019). Estimating economic damage from climate
change in the United States. Science, 356(6345), 1362-1369.

Patz, J. A., Campbell-Lendrum, D., Holloway, T., & Foley, J. A. (2021).

Impact of regional climate change on human health. Nature, 438(7066),
310-317.

Smith, K. R., & Sheridan, S. C. (2018). Adapting to the health impacts of

climate change. Climatic Change, 144(2), 241-253.

Jones, B., O'Neill, M. S., McDearman, M. A., Seplaki, C. L., Schlegel, M. L.,
Ensor, K. B., ... & Williams, C. (2020). Heat-related mortality trends under
recent climate change in U.S. cities. Environmental Research Letters,
15(8), 084024.

Patz, J. A., Frumkin, H., Holloway, T., Vimont, D. J., & Haines, A. (2014).
Climate change: challenges and opportunities for global health. JAMA,
312(15), 1565-1580.

These references provide additional support for the discussion on the

health impacts of climate change, including heat-related mortality trends
and the challenges and opportunities for global health in the context of
climate change.
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Justin Cambe
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Carl Arbonida
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Jewel Guevarra
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Reymark Precinio
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Hayren Aril
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
Survey Questionnaire

Thank you for participating in this survey. The 4. How long have you been studying at Unson
purpose of this questionnaire is to gather National High School Dingin Extension?
information about the effects of extreme hot
weather on the academic performance of Grade
10 students at Unson National High School
5. Have you experienced extreme hot weather
Dingin Extension. Your responses will remain
conditions while studying at Unson National
confidential and will only be used for research
High School Dingin Extension?
purposes.
 Yes
Demographic Information:
 No
Respondent’s Name: Charisse Bustillo
6. How frequently do you experience extreme
1. Age: hot weather conditions during the school year?

 15  Rarely
 16  Occasionally
 17  Frequently
 Other: _____  Always

2. Gender: 7. How do extreme hot weather conditions

affect your ability to focus on your studies?
 Male
 Female  It doesn't affect my focus
 Prefer not to say  It somewhat affects my focus
 It significantly affects my focus
3. Grade Level:  Other: _____

 Grade 10

8. Do you find it harder to concentrate during 11. Are there any specific subjects or activities
classes on extremely hot days? that you find particularly challenging to focus
on during extreme hot weather conditions?
 Yes
 No  Mathematics
 Sometimes  Science
 English
9. Have you ever experienced physical  Filipino
discomfort (e.g., dehydration, fatigue) due to  Physical Education
extreme hot weather conditions while  Other: _____
studying?
Additional Comments:
 Yes
 No 12. Do you have any additional comments or
observations regarding the impact of extreme
10. Do you believe that extreme hot weather hot weather on your academic performance?
conditions have a negative impact on your Please feel free to share.
academic performance?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree