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CHAPTER I

INTRODUCTION

Education plays a pivotal role in shaping individuals' knowledge, skills, and

overall development. Central to the educational experience are the facilities

and resources available to students, which significantly impact their learning

outcomes and academic performance. The influence of educational facilities

on students' learning has been a subject of extensive research and scholarly

interest, as educators and policymakers seek to create conducive

environments that foster effective learning experiences.

According to Hattie (2009), educational facilities encompass a wide range

of physical and environmental factors within educational institutions, including

classrooms, libraries, laboratories, technology resources, and recreational

spaces. These facilities serve as the foundation for educational activities,

providing students with the necessary tools and infrastructure to engage in

meaningful learning experiences. The quality, design, and accessibility of

educational facilities can influence students' motivation, engagement, and

academic achievement, ultimately shaping their educational journey.

Research studies have highlighted the significant impact of educational

facilities on students' cognitive development and academic success. For

instance, a study by Earthman (2002) demonstrated that well-designed

classrooms with adequate lighting, ventilation, and seating arrangements can

enhance students' concentration, focus, and information retention. Similarly,

findings from the work of Barrett, Zhang, Davies, and Barrett (2015)

emphasized the importance of technology-equipped learning spaces in

promoting interactive and collaborative learning among students.

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Moreover, the availability of educational resources such as libraries,

laboratories, and multimedia tools has been shown to enrich students'

learning experiences and facilitate hands-on exploration of concepts and

ideas (Hanushek & Woessmann, 2011). Access to well-equipped facilities not

only supports traditional teaching methods but also enables innovative

pedagogical approaches that cater to diverse learning styles and preferences.

In light of the growing emphasis on 21st-century skills and competencies,

the role of educational facilities in nurturing critical thinking, creativity, and

problem-solving skills among students has become increasingly significant

(OECD, 2018). By creating dynamic and interactive learning environments,

educational institutions can cultivate a culture of curiosity, exploration, and

lifelong learning, preparing students for success in a rapidly evolving global

landscape.

As the research landscape continues to evolve, understanding the

nuanced relationship between educational facilities and students' learning

outcomes remains a critical area of inquiry. This thesis aims to delve into the

multifaceted influence of educational facilities on students' learning, exploring

how physical spaces, resources, and technological tools shape the

educational experiences and academic achievements of learners. Through an

in-depth examination of this topic, valuable insights can be gained to inform

educational practices, policies, and investments that optimize students'

learning potentials and foster holistic development.

Furthermore, the influence of educational facilities on students' learning

extends beyond the physical environment to encompass social and emotional

dimensions. Research by Lee, Dedrick, and Smith (2017) highlighted the

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impact of school climate, peer interactions, and teacher support on students'

engagement and academic performance. Positive school environments that

foster a sense of belonging, inclusivity, and safety contribute to students'

overall well-being and motivation to learn.

In a rapidly evolving educational landscape driven by technological

advancements and innovative pedagogies, the role of educational facilities in

facilitating personalized and adaptive learning experiences cannot be

understated. As emphasized by Fullan (2013), educational facilities should be

designed to support collaborative learning, project-based activities, and

interdisciplinary approaches that prepare students for the complexities of the

modern workforce.

Moreover, the equitable distribution and accessibility of educational

facilities play a crucial role in addressing educational disparities and

promoting social justice in education. Research by Darling-Hammond (2010)

underscored the importance of ensuring that all students have access to high-

quality educational resources and facilities, regardless of their socio-economic

background or geographic location. By investing in inclusive and equitable

educational infrastructure, policymakers and educators can create a more

level playing field for all learners to thrive and succeed.

Against this backdrop, this thesis seeks to explore the multifaceted

influence of educational facilities on students' learning outcomes,

encompassing the physical, social, emotional, and technological dimensions

of the educational environment. By examining the perceptions, experiences,

and academic achievements of students within the context of educational

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facilities, this research aims to provide valuable insights that inform evidence-

based practices, policies, and investments in educational infrastructure.

Through a comprehensive analysis of the influence of educational facilities

on students' learning, this study aspires to contribute to the ongoing dialogue

on enhancing educational experiences, promoting student engagement, and

fostering holistic development in educational settings. By critically examining

the interplay between educational environments and student outcomes, this

research endeavors to shed light on strategies and interventions that optimize

the learning potential and well-being of students in diverse educational

contexts.

The selection of the topic "Influence of Educational Facilities on Students'

Learning" was driven by a recognition of the pivotal role that educational

environments play in shaping students' educational experiences and

outcomes. The physical, social, and technological aspects of educational

facilities have a profound impact on students' engagement, motivation, and

academic performance. By exploring the intricate relationship between

educational facilities and student learning, this research seeks to address a

gap in understanding and contribute to the enhancement of educational

practices and policies.

One of the primary motivations for choosing this topic stems from the

increasing emphasis on creating conducive and enriching learning

environments that cater to the diverse needs and preferences of students.

Educational facilities serve as the backdrop for teaching and learning

activities, providing the infrastructure and resources necessary to support

effective instruction and student development. Understanding how various

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elements of educational facilities influence students' learning processes is

essential for optimizing educational outcomes and fostering a culture of

continuous improvement in educational settings.

Moreover, the topic was chosen to respond to the evolving landscape of

education, characterized by rapid technological advancements, changing

pedagogical approaches, and a growing recognition of the importance of

holistic student development. As educational institutions strive to adapt to new

challenges and opportunities in education, the role of educational facilities in

promoting innovation, collaboration, and personalized learning experiences

has come to the forefront of discussions on educational reform and

improvement.

By delving into the influence of educational facilities on students' learning,

this research seeks to generate insights that can inform evidence-based

decision-making in educational planning, facility design, and resource

allocation. Identifying the factors that contribute to effective learning

environments and student engagement can guide educators, administrators,

and policymakers in creating inclusive, supportive, and dynamic educational

settings that empower all students to reach their full potential.

Furthermore, the choice of this topic was influenced by a commitment to

promoting educational equity and access for all students, regardless of their

background or circumstances. Investigating how educational facilities impact

student learning outcomes is crucial for addressing disparities in educational

opportunities and ensuring that every student has the resources and support

needed to succeed academically and beyond.

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In summary, the selection of the topic "Influence of Educational Facilities

on Students' Learning" was driven by a desire to explore the complex

interplay between educational environments and student learning, with the

ultimate goal of contributing to the enhancement of educational practices,

policies, and outcomes. By examining this critical aspect of education, this

research aims to advance our understanding of how educational facilities

shape students' learning experiences and academic achievements, paving the

way for informed decision-making and transformative change in educational

settings.

THEORETICAL BACKGROUND

The theoretical framework for the study on the "Influence of

Educational Facilities on Students' Learning" integrates Bronfenbrenner's

Ecological Systems Theory, Bandura's Social Learning Theory, and

principles of environmental psychology to elucidate how educational

environments impact student learning outcomes. Drawing on

Bronfenbrenner's model, the study examines the microsystem, mesosystem,

ecosystem, and macrosystem influences within educational facilities to

understand the interconnected layers shaping students' educational

experiences. Bandura's theory underscores the role of observation and

reinforcement in learning, highlighting how interactions within educational

environments influence student behavior and academic performance.

Additionally, insights from environmental psychology illuminate how the

design, ambiance, and spatial elements of educational facilities affect

students' cognitive processes and well-being, providing a holistic perspective

on how physical and social aspects of the environment shape learning

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outcomes. By synthesizing these theoretical perspectives, the study aims to

uncover the nuanced ways in which educational facilities influence student

learning and inform strategies for optimizing educational environments to

enhance student engagement and academic achievement.

SCOPE AND DELIMITATION OF THE STUDY

The study covered the Hardam Furigay College, Isabela City,

Zamboanga Peninsula. The subject of the study will be the students of

Furigay College in Isabela City, with different courses. A stratified random

sampling procedure employed in the selection of the respondents of the

study.

SIGNIFICANCE OF THE STUDY

The study on the "Influence of Educational Facilities on Students'

Learning" holds specific significance to various stakeholders within the

educational context:

Students:

The study directly impacts students by potentially enhancing their

learning experiences, academic performance, and overall well-being.

Understanding how educational facilities influence student learning can lead

to improved educational environments that cater to students' needs and

promote their academic success.

Educators:
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Educators stand to benefit from the study by gaining insights into how

to optimize educational facilities to support student learning. By understanding

the impact of physical environments, technological resources, and social

interactions on student outcomes, educators can tailor their teaching practices

to create more engaging and effective learning environments.

Administrators:

School administrators and policymakers can use the study's findings to

inform decision-making related to facility design, resource allocation, and

educational policies. The study can help administrators identify areas for

improvement in educational facilities and guide strategic investments to

enhance student learning outcomes.

Parents:

Parents can benefit from the study by gaining a better understanding of

how educational facilities influence their children's learning experiences. The

findings can empower parents to advocate for improved educational

environments and support initiatives that promote student success.

Community Members:

The study's insights can have a broader impact on the community by

fostering a better understanding of the importance of educational facilities in

shaping student learning. Community members can support initiatives to

improve educational environments and contribute to creating a positive and

conducive learning atmosphere for students.

Future Researchers:
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The study can serve as a foundation for future research in the field of

education, providing a basis for further exploration of the relationship between

educational facilities and student outcomes. Future researchers can build

upon the study's findings to delve deeper into specific aspects of educational

environments and their impact on student learning.

Overall, the significance of the study extends to students, educators,

administrators, parents, community members, and future researchers, offering

valuable insights that can lead to improvements in educational practices,

student support systems, and overall learning environments tailored to

enhance student success and well-being.

Operational Definitions of Terms

For the better comprehension of this study, the following terms were defined:

Educational Facilities: Physical spaces within educational institutions,

including classrooms, libraries, laboratories, technology centers, recreational

areas, and other facilities designed to support teaching, learning, and student

activities.

Student Learning Outcomes: The knowledge, skills, attitudes, and

behaviors that students acquire as a result of educational experiences.

Learning outcomes reflect what students know and can do at the end of a

learning process.

Physical Environment: The physical surroundings within educational

facilities, encompassing factors such as classroom layout, lighting, ventilation,

seating arrangements, acoustics, and overall design that impact student

engagement, comfort, and learning experiences.

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Technological Resources: Tools, equipment, and digital resources available

within educational facilities to support teaching and learning, including

computers, tablets, educational software, multimedia tools, and internet

access that enhance students' learning experiences.

Social Interaction: Interactions, collaborations, and relationships among

students, teachers, peers, and other members of the educational community

within the learning environment. Social interaction plays a crucial role in

fostering a sense of community, support, and engagement among students.

Academic Performance: The level of achievement, success, and proficiency

demonstrated by students in academic tasks, assessments, examinations,

and overall learning outcomes within educational programs and courses.

Learning Engagement: The extent to which students are actively involved,

motivated, and invested in their learning experiences. Learning engagement

reflects students' interest, participation, and effort in the educational process.

Information Accessibility: The ease of access to information, resources,

and educational materials within educational facilities. Information

accessibility ensures that students can readily obtain and utilize the necessary

resources to support their learning needs.

Peer Support: The assistance, collaboration, and encouragement provided

by peers within the educational environment to help students navigate

challenges, share knowledge, and foster a sense of community and

belonging.
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Self-Efficacy: The belief in one's ability to succeed in specific tasks, achieve

goals, and overcome challenges. Self-efficacy influences students' motivation,

perseverance, and performance in educational settings.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter presents the related literature and studies taken from

various sources, such as: books, journals, unpublished materials and

electronic sources. These are used to provide insights and direction to the

researcher. The chapter also shows the gaps to be bridged of the conceptual

frameworks and the last section of this chapter presents the operational

definitions of terms of key terms used in the study.

Related Literature

The quality of educational facilities plays a crucial role in shaping

students' learning experiences and academic outcomes. Earthman (2002)

emphasizes the importance of school facility conditions in influencing student

academic achievement. Well-designed classrooms with adequate lighting,

ventilation, and seating arrangements have been associated with improved

student concentration and information retention.

Technological resources within educational facilities also significantly

impact student learning. According to Barrett et al. (2015), the availability of

technology-equipped learning spaces promotes interactive and collaborative

learning among students. Access to computers, educational software, and

multimedia tools enhances information accessibility and student engagement

within the educational environment.

Social interaction is another key factor that influences student learning

outcomes. Lee, Dedrick, and Smith (2017) highlight the positive effects of

school social capital on student achievement. Peer support, teacher

collaboration, and a sense of community within educational facilities

contribute to student engagement, motivation, and overall academic

performance.
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Academic performance is intricately linked to the physical environment,

technological resources, and social interactions within educational facilities.

Hattie (2009) underscores the significance of visible learning and the

synthesis of various factors in student achievement. The interplay between

the quality of educational facilities and student outcomes underscores the

importance of creating conducive learning environments that support holistic

student development.

Educational facilities are integral to creating conducive learning

environments that foster student engagement and academic success.

Hanushek and Woessmann (2011) highlight the economic significance of

international differences in educational achievement. Access to well-equipped

facilities, including libraries, laboratories, and technology resources, has been

shown to positively impact student learning outcomes and cognitive

development.

Environmental psychology offers valuable insights into the relationship

between physical environments and student behavior. The work of Kaplan

and Kaplan (1989) emphasizes the role of environmental design in influencing

cognitive processes and emotional states. Factors such as natural lighting,

color schemes, and spatial layout within educational facilities have been found

to enhance student focus, creativity, and overall well-being.

Within the context of social interaction, Wenger's (1998) Community of

Practice theory sheds light on how collaborative learning environments

promote knowledge sharing and skill development. The presence of peer

support networks, teacher-student interactions, and community engagement

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within educational facilities cultivates a culture of learning and collaboration

that enhances student outcomes.

Self-efficacy, as proposed by Bandura (1977), plays a significant role in

student motivation and academic achievement. Students' belief in their ability

to succeed in educational tasks influences their persistence, goal-setting, and

overall performance. The presence of supportive educational facilities that

nurture students' self-efficacy can lead to increased academic success and

positive learning experiences.

CHAPTER III

METHODOLOGY
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This chapter discusses the research design, population and sample,

research instrument, data collection and data analysis. Subject and

Respondents of the study. Research instrument, Data Gathering Procedure

and Statistical Treatment of the Data.

This will provide information on the research method of the research

paper. The chapter includes how the researcher made this research possible,

how they gathered information. There are four parts in this chapter; the

research method, the subject of the study, locale of the study, procedure of

the study and lastly the research instrument.

Research Design

For this study on the "Influence of Educational Facilities on Students'

Learning," a mixed-methods research design will be employed to

comprehensively investigate the relationship between educational facilities

and student outcomes. The research design will consist of a quantitative

phase involving structured survey questionnaires to collect data on student

perceptions of the physical environment, technological resources, social

interactions, and academic performance within educational facilities.

Statistical analysis, including regression analysis, will be used to examine the

relationships between independent variables and student learning outcomes.

In the qualitative phase, interviews and focus groups with students, educators,

and administrators will provide qualitative insights into the impact of

educational facilities on student learning experiences. Thematic analysis will

be utilized to identify recurring themes and narratives. The integration of

quantitative and qualitative data through triangulation and data integration will

offer a comprehensive understanding of the research topic. Purposive

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sampling, ethical considerations, and diverse data collection tools will be

employed to ensure the validity and reliability of the study findings. Through

this mixed-methods approach, the study aims to provide valuable insights for

enhancing educational environments and supporting student success.

Locale of the Study

The study focusing on the Influence of Educational Facilities on

Students' Learning will be conducted at Furigay College, a higher education

institution located in the heart of the city. Furigay College is known for its

diverse student population, innovative academic programs, and modern

educational facilities. The study will focus on examining the impact of Furigay

College's educational facilities, including classrooms, laboratories, libraries,

and communal spaces, on students' learning outcomes and academic

performance. By conducting the research within the familiar and dynamic

environment of Furigay College, the study aims to provide insights that are

relevant and applicable to the institution's educational practices and policies.

Research Instrument

The following instrument will be used in the conduct of the research:

The research instrument will consist of a structured survey questionnaire and

semi-structured interview guides to gather both quantitative and qualitative

data from students, educators, and administrators.

1. Survey Questionnaire:

 The survey questionnaire will include Likert-scale questions and

open-ended prompts to assess students' perceptions of the

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physical environment, technological resources, social

interactions, and academic performance within educational

facilities.

 Questions will be designed to capture students' experiences,

preferences, and satisfaction levels with various aspects of the

educational facilities at Furigay College.

 Likert-scale items will allow for quantitative analysis of

responses, while open-ended questions will provide qualitative

insights into students' perspectives and suggestions for

improvement.

2. Semi-Structured Interview Guides:

 Semi-structured interview guides will be developed for

interviews with educators and administrators to delve deeper

into their insights on the influence of educational facilities on

student learning outcomes.

 The interview guides will cover topics such as the role of

technology in teaching, the importance of social interactions in

student engagement, and strategies for optimizing the physical

environment for learning.

 Open-ended questions will encourage participants to share their

experiences, challenges, and innovative practices related to

educational facilities at Furigay College.

By utilizing a combination of survey questionnaires and semi-structured

interviews, the research instrument will allow for a comprehensive exploration

of how educational facilities impact student learning at Furigay College. The

data collected through these instruments will provide valuable insights into the
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effectiveness of educational facilities in supporting student success and

inform recommendations for enhancing the learning environment at the

institution.

The data gathering procedure for the study will involve the following

steps:

1. Questionnaire Preparation: Develop and finalize the

questionnaire based on input from experts and relevant literature.

2. Pilot Testing: Conduct a pilot test with a small group of students to

identify any ambiguities, inconsistencies, or issues with the

questionnaire.

3. Questionnaire Distribution: Administer the finalized questionnaire

to a randomly selected sample of students at the Furigay College,

Isabela.

4. Data Collection: Collect the completed questionnaires from the

respondents, ensuring confidentiality and anonymity of responses.

5. Data Analysis: Analyze the collected data using statistical software

to identify patterns, trends, and insights related to the influence of

educational facilities on student learning.

6. Interpretation and Reporting: Interpret the data findings, draw

conclusions based on the analysis, and report the results in a

comprehensive research report or paper.

By following these steps and procedures, researchers can

ensure the validity and reliability of the questionnaire, gather high-

quality data from respondents, and analyze the findings to generate

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meaningful insights into the influence of educational facilities on

student learning.

Population and Sampling

This study covered 50 of the total number of the respondents.

Respondents were selected randomly that includes students, educators, and

administrators within the institution. The student population comprises

individuals enrolled in different academic programs and grade levels at

Furigay College, while educators encompass teaching staff and faculty

members involved in delivering educational content. Administrators consist of

academic leaders and administrative staff overseeing educational operations.

Stratified random sampling will be used to select students, ensuring

representation from diverse academic programs and grade levels, while

purposive sampling will be employed for educators to capture insights from

various departments. Convenience sampling will be utilized for administrators

to engage those available and willing to participate. This sampling approach

aims to gather a comprehensive view of the population at Furigay College and

collect diverse perspectives on the impact of educational facilities on student

learning outcomes.

Respondents of the Study

For the study on the "Influence of Educational Facilities on Students'

Learning" at Furigay College, the respondents will consist of 50 individuals

selected from the student, educator, and administrator populations within the

institution. The 30 student respondents will include 10 undergraduates, 10

graduate students, and 10 students from various grade levels to represent the

student body. Among the 15 educator respondents, there will be 5 teaching

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staff from humanities, 5 faculty members from STEM disciplines, and 5

instructors from social sciences. Additionally, the 5 administrator respondents

will comprise 2 academic leaders, 2 administrative staff members, and 1

department head. By including this diverse group of respondents, the study

aims to gather a comprehensive range of perspectives on how educational

facilities influence student learning outcomes at Furigay College.

Data Analysis Procedure

This study specifies the statistical treatment the researcher will use for

interpreting the data and why they are necessary. Also include the scale of

verbal interpretation for the statistical processing of the data.

To interpret the gathered data, the researcher will use the following:

Percentage frequency percentage distribution to describe the profile of the

respondent and percentage average calculated using the formula below:

n
Frequency =
f

Where n is equal to the average total answer’s occurrence and f is equal to

the total number of respondents.

Total Number of Respondents

% average =
Total Number of Answers per Question