CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter encompasses the review of related literature and studies, the

synthesis of the state of the art, the gap bridged by the study, the theoretical and

conceptual frameworks, and the operational definition of terms. The researchers have

conducted an extensive review of relevant materials and resources, both online and

offline, to gain a comprehensive understanding of the study's context and its contributions

to the field.

Related Literature

Recent research has increasingly focused on the impact of extreme weather

conditions, specifically extreme heat and rain, on student outcomes. Agapie (2024)

analyzed how climatic disasters like rain, floods, heatwaves, and storms disrupt school

attendance, instructional time, and cognitive performance, especially in developing

nations, leading to long-term educational inequality.

In the local context of the Philippines, Carleton et al. (2024) found that heatwaves

impair attention and cognitive function, a critical issue for Grade 12 students at Pawa

High School during exam periods. Hyndman and Vanos (2022) similarly noted that high

temperatures and poor air quality increase absenteeism and reduce cognitive performance,

stressing the need for stable learning environments in weather-prone regions like Pawa

High School. Finally, Philippine Institue for Development Studies (2023) highlighted that
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severe weather in the Philippines leads to the loss of 32 teaching days annually due to

typhoons and floods, disrupting learning time and increasing stress, which underscores

the need for adaptive strategies to maintain educational continuity.

On a regional scale, UNESCO (2023) reported that intense heat and rain, leads to

school closures, overcrowded classrooms, and resource shortages, disproportionately

affecting underprivileged communities and exacerbating educational inequalities. CNN

(2022) echoed these concerns, noting that storms, floods, and heatwaves impair school

infrastructure, causing closures, power outages, and heightened student stress, particularly

in low-income areas.

Globally, Graff Zivin et al. (2023) further explored this by demonstrating that

rising temperatures are linked to declines in cognitive performance, particularly in tasks

requiring sustained attention. These negative effects are more pronounced in schools with

inadequate cooling and ventilation systems.

Similarly, Goulas and Megalokonomou (2022) found that extreme weather, such

as excessive heat or cold, lowers test scores and reduces attendance, with significant

impacts in regions like Southeast Asia, where tropical climates are prevalent. Abdulqadir

and Jamil (2020) also highlighted the adverse effects of seasonal weather variations,

particularly heavy rainfall, on academic performance, showing that such conditions

decrease student attendance and engagement. In Nigeria, Ogunlade (2021) observed that

fluctuations in temperature, humidity, and rainfall negatively affect students'

concentration and motivation, emphasizing the need for strategies to mitigate these

impacts on learning outcome

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Related Studies

Recent international studies consistently show that high temperatures and

torrential rain negatively impact student learning. Goodman, Hurwitz, and Smith (2020)

found that heat significantly reduces test scores and engagement, especially in schools

without proper cooling systems. In the context of the Philippines, where public schools

like Pawa High School face similar challenges, Grade 12 students are particularly

vulnerable during class hours and critical exams.

Similarly, Gubbels et al. (2019) identified that extreme weather, such as heavy

rain, increases absenteeism, adversely affecting academic performance. This is a critical

issue for Grade 12 students at Pawa High School, where being absent during key lessons

can hinder their exam preparation. Graff Zivin et al. (2020) further highlighted that poor

air quality and high temperatures impair focus, a concern in Pawa High’s poorly

ventilated and humid classrooms. Park and Lombardi (2020) emphasized that schools

with better climate control experience fewer academic disruptions, suggesting that

improved ventilation and cooling at Pawa High could benefit students during exams.

Regionally, Royer and Lee (2021) found that high humidity leads to lethargy and

reduced engagement, while Hsiang and Kopp (2019) linked it to poor concentration,

directly affecting academic performance in tropical climates like Pawa High School’s.

Typhoons and extreme weather events pose additional challenges. Lee and Park (2020)

reported that school closures due to weather interruptions cause long-term learning loss,

particularly for final-year students.

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At Pawa High School, such disruptions could impact Grade 12 students’ exam

readiness and overall academic success. Chang and Wang (2022) stressed the importance

of maintaining comfortable classroom environments to improve academic outcomes,

which is vital for the school.

Locally, Torres and Reyes (2021) found that students in weather-prone areas

experience heightened stress levels, negatively affecting their academic focus. This is

relevant for Pawa High, where frequent weather disruptions may increase student anxiety.

Huang and Tan (2023) suggested that schools with flexible learning plans, such as online

classes, are better equipped to handle weather disruptions.

Implementing such strategies at Pawa High School could mitigate the adverse

effects of school closures and help Grade 12 students stay on track. Basu and Zhang

(2019) also emphasized that frequent disruptions from extreme weather can lead to long-

term learning loss. Addressing these challenges is crucial for the academic success and

future opportunities of Grade 12 students at Pawa High School.

Synthesis of the State of the Art

The reviewed literature and studies provide key insights into how extreme weather

conditions impact academic outcomes. Studies by Agapie (2024) and Graff Zivin et al.

(2023) emphasize that weather-related disruptions negatively affect cognitive

performance, particularly in schools with poor infrastructure. This is highly relevant to

Grade 12 students at Pawa High School, where high temperatures, humidity within the

classroom setting, and frequent rain may significantly hinder learning.

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These also point to the importance of improved school infrastructure, such as

ventilation and climate control systems, as noted by Park and Lombardi (2020). Carleton

et al. (2024) and Hyndman and Vanos (2022) further explore the impact of severe

weather on student focus and well-being, suggesting that targeted interventions are

necessary to mitigate these effects.

Overall, while aforementioned studies have analyzed the effects of extreme

weather on education, there is a lack of focus on schools in the Philippines, particularly

those in areas like Legazpi City, which are prone to frequent storms and high humidity.

This research aims to address this gap by examining the specific experiences of Grade 12

students at Pawa High School.

Gap Bridged by the Study

Previous studies have explored how extreme weather affects academic

performance and outcomes, there is a gap in literature on the specific experiences of

Grade 12 students in the Philippines, particularly in public schools such as Pawa High

School. Research by Goodman et al. (2020) and Gubbels et al. (2019) highlights the

effects of extreme weather on student outcomes but fails to address the distinct challenges

faced by students in tropical climates during their final year of high school, when

academic pressure is at its peak.

This research aims to fill that gap by analyzing how extreme weather affects the

academic performance, attendance, and well-being of Grade 12 students at Pawa High

School. By focusing on this specific population, the research will provide localized
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insights into the challenges faced and offer practical recommendations for improving

educational outcomes in the face of adverse weather conditions.

Theoretical Paradigm

This study utilizes the Environmental Determinism Theory to explore how

extreme weather impacts Grade 12 students at Pawa High School.

Environmental Determinism theorizes that physical environment, such as climate,

directly influence behavior and performance. For example, extreme heat reduces focus

and academic performance due to discomfort and impaired cognitive function. Studies

like Barreca et al. (2016) confirm that heat negatively affects cognitive abilities.

Similarly, rainfall and flooding disrupt school attendance and cause long-term academic

Environmental Academic
Mediating Factors
Factors Performance

 Temperature  Power Outages/  Lower Test

(extreme heat Brownouts Scores
or cold) (especially during  Poor
 Humidity (high storms) Attendance
levels cause  Attendance Issues  Reduced
discomfort) (students may Participation
 Storms (result miss school due to in Class
storms)
in power  Low overall
outages,  Classroom academic
absenteeism, Conditions outcomes
etc.) (related to heat,
lack of
ventilation)

setbacks.

Figure 1. Environmental Determinism Theory

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Conceptual Framework

This study aims to examine the comparison between intense dry and wet weather

conditions and the academic outcomes of Grade 12 students at Pawa High School. It

explores how environmental factors—such as temperature, humidity, and storms—affect

student performance, attendance, and overall academic success. Previous research,

including studies by Agapie (2024) and Graff Zivin et al. (2023), indicates that extreme

weather can negatively influence student learning, making this particularly relevant for

Pawa High, where disruptions like heat and humidity frequently impact school

operations.

In this framework, the independent variables are environmental factors,

specifically weather conditions. High temperatures negatively affect cognitive

performance, while humidity impacts comfort and focus. Storms can lead to school

closures and increased absenteeism, disrupting the learning process. The dependent

variables include academic performance, measured through grades and test scores, and

attendance patterns that track student presence.

Intervening variables include school infrastructure and support systems, which can

either mitigate or exacerbate the impact of weather conditions. Factors such as the quality

of cooling systems and ventilation, along with access to online learning resources, play a

crucial role in maintaining educational continuity during disruptions.

The interaction of these variables underscores the complexity of weather-related

challenges. High temperatures and humidity can lead to discomfort, reducing

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concentration and cognitive engagement, which ultimately affects academic performance.

Storms may cause school closures, further reducing attendance and hindering learning

Extreme heat, heavy

rainfall, and flooding

Classroom School Support

Conditions Grade 12 Students’ Systems and
and Health Academic Outcomes Community
Issues Response

School policies,
and community
attitudes

outcomes. However, effective school infrastructure and online resources can alleviate

these negative effects by providing alternative learning methods and creating a more

conducive classroom environment.

Figure 2. Conceptual Framework

Overall, the framework suggests that extreme weather conditions or independent

variables cause disruptions in the learning environment, which subsequently affect the

dependent variables which is the academic outcomes. The role of intervening factors,

such as school facilities and preparedness, is crucial in either alleviating or aggravating

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these effects. By mapping out these relationships, the conceptual framework helps

structure an understanding of how weather conditions influence the academic

performance and attendance of Grade 12 students at Pawa High School. The study also

emphasizes the need for schools to develop adaptive strategies to mitigate these

challenges, enabling students to succeed academically, even in adverse weather

conditions.

Operational Definition of Terms

The following terms are fundamental concepts rendered into measurable variables

for clear data collection and analysis:

Academic Performance. Refers to students' educational achievement, measured through

their grades and standardized test scores collected from school records.

Attendance Patterns. Represents the frequency of student presence, quantified by the

absenteeism rate, calculated as the percentage of school days missed.

Cognitive Performance. Indicates students' ability to focus and perform academic tasks,

assessed through variations in test scores and class participation under different weather

conditions.

Environmental Stressors. Describes weather-related factors that cause stress and disrupt

learning, measured by the number of extreme weather incidents and student-reported

stress levels.

Learning Disruption. Refers to interruptions in the learning process due to weather

events, measured by unscheduled school closures and lost instructional hours.

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School Infrastructure. Involves the quality of school facilities, such as ventilation and

cooling systems, assessed through inspections and rated on a scale of 1 to 5.

Weather Conditions. Encompasses temperature, humidity, and storms, which is

measured through local meteorological data and the number of days school operations are

affected.