1

CHAPTER I
PROBLEM AND IT’S BACKGROUND

In this chapter the researcher will presented the introduction of the study, the

statement of the problem, the hypotheses where it states the predictions about what this

research found out, the scope and delimitation and also the significances of this study.

Introduction

According to Yeoman (2012) demonstrates that design characteristics such as

poor acoustics, poor ventilation, insufficient lighting, and chronic noise exposure

undermine learning. Today, school planners should create learning environments that

motivate students and support learning and teaching. In fact, physical environments

should not be only functional, they should provide tranquilizing spaces such as sound

architecture and unique design.

According to Patrick, Kaplan, Ryan, & Skinner (2011) Classroom Structures that

Foster Motivation and Achievement. This study emphasized the importance of

autonomy, competence, and relatedness in fostering motivation. When students have

control over their learning, feel competent in their abilities, and have positive

relationships with both teachers and peers, their motivation and academic performance

improve.

According to Barrett, Zhang, Davies, & Barrett (2015) Impact of Classroom

Design on Student Learning. This study highlighted the significance of physical

classroom design in influencing students' motivation and engagement. Factors such as

natural lighting, comfortable seating, and incorporating technology were found to

positively impact students' sense of motivation and ultimately, their academic

performance.
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According to Blatchford (2017) Teacher's Role in Creating a Motivating

Classroom Environment. This research emphasized the crucial role of teachers in creating

a motivating classroom environment. Building positive relationships, providing clear and

challenging goals, offering timely feedback, and fostering a sense of belonging were

found to enhance students' motivation and academic performance.

According to Johnson, Johnson, & Holubec (2013) Effects of Cooperative

Learning on Motivation and Academic Performance. This study investigated the impact

of cooperative learning on motivation levels and academic performance. Results showed

a positive correlation between cooperative learning experiences, motivation, and

improved academic achievement.

According to Arshadet al. (2018) It is a wide variety of techniques and skills used

in classrooms enables teachers to keep students attentive, organized and actively

participating in classroom activities to produce productive results. It includes planning,

organizing, communicating and mentoring. It also demands teachers’ professionalism,

taken of initiatives, dedication, devotion, job commitment, and willingness to adjust

themselves at students’ socio-cultural and intellectual caliber (Abel, 2011).

According to Martin et al. (2013) Conducted a study focusing on the relationship

between classroom climate, motivation, and academic achievement in a high school

setting. They discovered that a positive and inclusive classroom climate enhanced

students' motivation and ultimately resulted in improved academic performance across

various subjects.

Studying the correlation between level of motivation derived from the classroom

environment and academic performance is crucial for understanding how the learning
 3

environment impacts students. It can provide insights into effective teaching methods,

help identify areas for improvement, and contribute to create more conducive learning

environments. Research aims to enhance educational practices and support students in

achieving better academic outcomes. Understanding this relationship helps

teachers,school principal and administrator make informed decisions to enhance teaching

methods, curriculum design, and overall educational experience, also aiming to improve

student outcomes and well-being.

Statement of the Problem

This study aimed to determine the correlation between level of motivation derived from

classroom environment and academic performance of Grade 11 students in Matutum

View Baptist Academy, Inc.

What is the level of students motivation derived from classroom environment? In terms

of:

a. Physical Environment

b. Psychological Environment

2. What is their 1st midterm average grade in oral communication?

3. Is there any significant relationship between Classroom Environment and

Academic Performance of Grade 11 students in Matutum View Baptist Academy, Inc.

Hypotheses

H0. There is no any significant correlation between classroom environment and

academic performance of grade 11 students in Matutum View Baptist Academy, Inc.

H1. There is any significant correlation between classroom environment and

academic performance of grade 11 students in Matutum View Baptist Academy, Inc.

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Scope and Delimitation

This study focused on the Correlation between level of Motivation derived from

Classroom Environments and Academic Performance of Grade 11 students in Matutum

View Baptist Academy, Inc. It is limited to Grade 11 students who are enrolled in the

school year 2022-2023 with the total number of 34 students.

Significance of the Study

The result of the study will merit the following:

To the teachers. This prior research helps the teachers in Matutum View Baptist

Academy, Inc. To know if the classroom environment they had was have a positive or

negative effects on student’s especially on their learning and levels of motivation.

To the students. This study will allow the student’s of Grade 11 in Matutum View

Baptist Academy, Inc. to express their thoughts and sensations about what kind of

environment they have, or is there classroom environment keep them motivated or

maybe it keep them in discouragement and destruction.

To the other researchers. You can use this study to be your guide on your study ,

just put a proper credits to us who created and conduct this research study.
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CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter reviews related literature and studies to support this research and the

theoretical and conceptual framework to show relationships among these ideas and how

they relate to research study, in these chapter also presented you the definition of terms in

this study.

Related Literature

According to the Raccoon Gang (2018) Students and teachers work well in a

school culture where academic success and the motivation to learn, is expected, respected

and rewarded. Such an atmosphere where students learn to love learning for learning's

sake, results in better academic achievement. The school is a special social space where

education, training and personality development of children who are a community's

future assets are founded and run by proper training methods, appropriate physical space

and favorable psychological environment.

In a school environment where academic achievement and the desire to learn are

valued, respected, and rewarded, students and instructors collaborate effectively. Students

perform better academically in an environment where learning is valued for its own sake.

The school is a unique social setting where children's education, training, and personality

development—which are crucial for a community's future assets—are built and managed

by effective teaching strategies, suitable physical environments, and supportive

psychological environments.
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According to Study com (2018) learning environment encompasses learning

resources and technology, means of teaching, modes of learning, and connections to

societal and global contexts. The term also includes human behavioral and cultural

dimensions, including the vital role of emotion in learning

The study states that learning environment also refers to aspects of human behavior

and culture, such as the crucial part that emotion plays in learning. The learning

environment is a synthesis of human behaviors and material systems, much like an

ecology is a combination of living creatures and the natural world. The learning

environments is a composite of human practices and materials systems.

According to Orlu (2013) contemporary learners deserve learning spaces that meet

their individual and collective needs. To meet this challenge, educational leaders must

provide physical and cultural environments that are empowering and engaging. Research

indicated that the school environment has a significant influence on academic

performance. The location of the school affects students’ performance. For

example, when a school is sited in a noisy area like an airport or in the heart of a city

where activities disrupt the teaching/learning of the student. One will not expect such

students in this area to be doing well academically. Noise in anything interferes with

teaching/learning process.

This study by Orlu he stated that students today ought to learn in environments that

respond to both their individual and group requirements. To meet the challenges teachers

must promote activities that will engage and empower every students. This study states

that one of the most destructive in learning environments is noise.

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According to Mondal (2012) Environmental factors like classrooms, textbooks,

equipment, school supplies, and other instructional materials etc. are the physical

conditions needed for learning. Mondal identified some important factors that may affect

learning process to include Intellectual factor which refers to the individual mental level.

Learning factors are factors owing to faulty methods of work or study, and narrowness of

experimental background which may affect the learning process. Physical factors include

health, physical development, nutrition, visual and physical defects, and glandular

abnormality. Mental factors are attitudes like interest, cheerfulness, and open mindedness

etc. that are important in the development of personality. Personal factors, such as

instincts and emotions, and social factors, such as cooperation and rivalry, are directly

related to a complex psychology of motivation.

According to Mondal it study states that classroom environment to make students

motivated include physical and mental learnings, the physical conditions required for

learning include things like classrooms, textbooks, equipment, school supplies, and other

educational materials. While mental is to help students to become open mindedness that

are literary belong to the important in developing personality.

According to Candler (2014), all such signals must sound and seem quiet and

favorite as well as perceived to be right for their use. They should sound pleasant but

should easily be audible for all students. Another equally effective strategy to be used in

Classroom environment is to create sound classroom rules that rationally govern the

behavior of the students and teachers. For instance, Candler has stressed the need for

creating classroom rules to effectively and actively involve the entire class in establishing
 8

such rules for confirming a greater extent of students’ ownership and shared commitment

while implementing such rules in action.

In this study, it states that the signals, must sound and be quiet and favorite but it

also needs the proper use of it. Some of it would be pleasant but, it also need the proper

us of it. Some of it would be pleasant in hearing a noise, but it should be also audible and

not that okay for other students to be listen. Candler stated that, a one classroom have a

classroom rules that will govern the behavior of the students, and also the teachers. For

them of students to be effectively involve with this rules is to implement their rules in

action.

According to Falsario (2014) stated in his study Classroom Climate and

Academic Performance of Education Students that the Classroom Environment is very an

important tool for students. Academic achievement a classroom that has a positive

outlook are the best for students to be more productive in their school performances.

Schools who have positive out looking classrooms can help students to be more

comfortable, stable, feel safe, and can meet their basic needs of physical and mental

health rather than a negative out looking classrooms that can make them feel

uncomfortable feeling,can't focus in their activities and feel triggered.

This study states that, the classroom environment is important especially in

students learning, the classroom should have a positive outlook so students can't feel

uncomfortable where they stay to learn, and they can focus on their studies, student must

focus on listening not on other things that it will trigger them so the classroom

environment should be stable and safe.

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According to Hannah Anderson (2013) stated in his study The Effect of

Classroom Environment on Student Learning that the classroom is a place where the

students gain more knowledge and it is the place they discover what they wanted to

become in the future. Classroom is also an important place where students/children grow

and learn many things in their life. He also stated that in order for classroom to be

effective precaution should be taken to make sure that the learning environment is the one

helps the students thrive and if not approached correctly, the students will be the one

who's really affected.

In this study it states that how the classroom impacts student learning, highlighted

that classrooms play a key role in developing students knowledge and shaping their

aspirations for the future. They emphasize that the classroom is an important place where

students grow, learn and discover their interests. He also mentioned that to make a

classroom work well, it's important to be careful and make sure the learning surroundings

support students. If it is not done right, students will be the ones who feel the impact.

According to Chiang and Lai (2008) Noise is well known to have an impact on

human performance. Chiang and Lai investigated and identified some of the negative

effects of working in a noisy room, with a focus on young children. They claim that noise

influences not only learning outcomes, but also the health of the occupants. They

reviewed previous findings on noise's harmful effect on mental and physical well being

as part of their study.

In this study it states that noise is the well known to have an impact on someone's

performance. Chiang and Lai, they investigated and they identify that a noisy room have

a negative effects. A noise can influence not only on learning outcomes and also to the
 10

health of occupants. A noise has a really big negative impacts on students academic

performances, like for example they can’t focus and think properly during performances

in a classroom.

According to Lizzio et. al. (2002). Some experts in education distinguish learning

environment as positive or negative. Positive learning environment includes conducive

physical and social settings that facilitate effective learning. Learning environment that

has filled with sunlight, facilities of seating arrangements, conducive light, podium and

the white and black boards in addition to digital and electronic equipment in the

classroom such as multimedia and sound systems belong to positive learning

environment while classroom environments with bare minimal facilities of accessibility

with congested student numbers can be termed as negative.

In this study it states that, the classroom environment can be positive and

negative, the positive learning environment requires conducive physical and social

settings which is safety of students and a rule that we should follow to promote positive

classroom environment. If the classroom are too small and the student are congery it is

negative and can affect to their learning

According to Woolfolk (2007), the classroom is a specific environment which is

multi-dimensional, time-sensitive and filled with a variety of students and tasks. In such

environment, there are students with different goals, needs and abilities but have to share

the same sources, complete the same tasks, use the same materials and move about in the

same space. During schooling, most of the students' time is spent in the classroom

environment. Therefore, the quality of the classroom environment is very important and
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needs proper attention. Moreover, the quality of the learning environment depends on

various aspects. One of the aspects is the physical learning environment.

In this study it states that a classroom is a place with many aspects. It’s not just

about space and time, it’s about students and their work. In this environment, students

with different goals and abilities share the same resources, perform the same tasks, use

the same materials, and move around in the same space, because students spend so much

time in the classroom, it’s important to make sure it’s a positive environment. The quality

of a learning environment is affected by a variety of factors, one of which is the physical

set up of the classroom.

Related Studies

According to Wang and Eccles (2013) Wang and Eccles conducted a meta-analysis

that encompassed various studies examining motivation and academic performance. They

found a significant positive correlation between intrinsic motivation and academic

achievement, suggesting that a classroom environment that supports students intrinsic

motivation is associated with enhanced academic performance.

In this study it states that Wang and Eccles did a study looking a lots of research

on motivation and school success. They discovered that when students are naturally

motivated to learn, it's connected to doing well in academics. So, having a classroom that

encourages students natural motivation seems linked to better academic performance.

According to Reeve (2012) Reeve focused on the impact of the classroom social

environment on students motivation and academic achievement. The study revealed that

classroom factors such as teacher support, positive peer relationships, and a safe learning
 12

environment positively influenced students motivation, which, in turn, led to better

academic performance.

In this study it states that the researchers found that things like supportive teachers,

good friendship and safe learning place can boost students motivation, resulting an

improved academic performance.

According to Alzubaidi, (2016) examined the association between students

learning environment and their level of motivation. They found that there are strong

correlations between students learning environment and their motivation.

In this study it states that the researchers studied how the environment where the

students learn, relates to how motivated they are. They discovered a clear link between

the learning environment and students motivation.

According to Ella Hendrix (December 19, 2019) Research has found that learning

environments play a crucial role in student success. Several factors can affect learning

ability, including seating, light, noise, and even colour. Students who study in a positive

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

overall learning ability. On the other hand, students learning in poor environments –

those that are uncomfortable, loud, or full of distractions – will find it far more difficult to

absorb information and stay engaged. With this in mind, let’s look at how your

surroundings affect the way you study, and consider some of the best ways to create your

ideal learning environment.

In this study also states that there are some barriers to avoid on student’s learning,

these study also states a classroom is well structuralized and arrange, including the

seating arrangements, organize lights, lessen noise and also avoid over colorful
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classroom. Classroom must be had a good impact that classroom where are students will

enjoy being

involved with any activities that will not make them feel sleepy like having over colorful

display, that would be one of the reason why students don’t have interest in learning.

According to Geeta Verma (2019) a positive nurturing environment is an

indispensable part of learning. It is in a positive environment that a student feels

comfortable; a place where healthy relationships with peers and teachers flourish. In a

positive environment, the process of learning becomes something that students easily

adapt to and look forward to. To achieve this environment, young students need to be

nurtured with love ,care and support. As we all know, today, learning in a school involves

more than just being exposed to information and set content. Research has established

that children absorb all that they observe around them and that they learn best when they

feel comfortable enough to explore their environment. In a positive and nurturing

environment, students show their authentic curious self and paint the world with their

unique and individual brush strokes.

In this study according to Ms. Geeta Verma that the classroom is where they will

gain an understanding of their place in the world and the gifts that they have to offer

it.The classroom is where the students build a memories with their classmates and

teachers, and also in the classroom there’s a lot of things that can help students to be

successful someday.

According to Stewart (2008), he identifies three facets of school climate: school

culture, school organizational structure and the school social structure. The school's

culture effects students' connectedness to their environment which research suggests

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affects academic performance. The second element is school organizational structure,

which Stewart uses to describe school and class size, both found to lead to positive

behavioral and scholastic achievement. The third element Stewart explored was the

schools social structure, which includes characteristics such as staff and student ethnicity,

gender, socio - economic status, teacher ability and preparation.

In this study it states that the researchers identifies three facets of school climate

its school culture, its school organizational structure, and the school social structure.

School culture affects how students interact with their environment, affecting their

academic performance. Organizational structure, such as school and class size, can

positively influence behavior and academic success. Lastly, Stewart looked at social

structure, considering factors such as staff and student diversity, gender, economic status

and teacher ability.

According to the study of Suleman and Hussain (2014) it stated that students can

perform well in their studies if there are a good atmosphere and condition in the

classroom. Students became more interesting in their learning process and teachers can

easily manage their students with good manners and instructions when there is effective

classroom management.

In this study it states that the researchers discovered that students do better in

school when the classroom has a positive environment, this means that have a nice

atmosphere where learning is enjoyable for students. Effective classroom management,

including clear instructions and good behavior, helps teachers guide students more easily.

According to Kausar & Kiyan (2017) Classroom environment has a positive

impact on students’ academic achievement, as by provision of physical facilities like

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furniture, electric supply, painted walls, drinking water, models, charts, overhead

projector and other ICT related instructional material, students take much interest in

classroom activities which help them to get high marks in examinations.

In this study it found that a good classroom classroom environment , including

things like furniture, electricity, painted walls, water supply, models, charts, projectors,

and technology aids, positively influences students' academic success,, they're more

interest joining in activities when students have access to these resources, they tend to be

more engaged in class, leading to better marks in school.

According to Mazumder et. al. (2020), Student engagement in the classroom plays

an important role in the overall learning process, as more engaged students appear to

have better academic performance. Engagement may depend on certain intellectual,

emotional, behavioral, physical, and social factors. Classroom Environment has been

identified as an important factor because it empowers students with the ability to acquire

and retain information during lectures and other classroom activities. Student engagement

can be measured using different methods; such as self-reporting, observations, and

recording facial expressions and gestures in the classroom.

In this study it significance the classroom environment, highlighting its role in

empowering students to effectively absorb and remember information during lectures and

other class-related activities. Various methods, including self-reporting, observations, and

analyzing facial expressions and gestures, can be employed to assess student engagement

in the classroom.
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According to Aini (2012), if the condition of learning environment is very

supportive, then students will be more enthusiastic in the learning process and academic

performance. For example, the atmosphere is safe and comfortable so that students can

absorb what their teachers teach and vice versa if environmental conditions lack support

in the learning process, then students will feel uncomfortable in this impact on motivation

of students. Therefore, the atmosphere of learning environment in school should be made

as optimal as possible to support students feel comfortable like at home to learn. The

atmosphere of students' learning environment certainly affects the attitude of students

while learning.

In this study Aini believes that when the learning environment is supportive—safe

and comfortable—students become more excited about learning. It's like a cozy

atmosphere where students can easily understand and take in what their teachers are

saying. On the other hand, if the environment lacks support, students might feel uneasy,

affecting their attitudes toward learning. So, it's important to make the school's learning

environment as good as possible, creating a comfortable setting similar to home, to help

students feel at ease and learn better. The atmosphere in which students learn definitely

shapes their attitudes during the learning process.

Theoretical Framework

School Climate Theory

The school climate theory was developed by Gregory, Cornell and Fan (2011) to explain

the various elements of how students experience their school environment. The theory

assumes that the interaction of varied factors creates a school learning environment in a
 17

school including the academic activities, safety, community and institutional environment

that impact on the cognitive, behavioral and psychological development of students.

Thus, school climate, however it is formed, has both direct and indirect effect on students'

outcomes in the school, including their academic performance (Gregory, Cornell, & Fan,

2011).

Conceptual Framework

Classroom Academic
. Cont
Environment Performance

Figure 1: Conceptual Framework

Figure 1 presents the conceptual Framework of the study. It consists of two

variables, classroom environment as an independent variables and student's learning as

the dependent variable. In Figure I classroom environment as independent variable, It's

the idea that teachers influence student growth and behavior. Student must feel safe and

comfortable, should be taught self-discipline in order to demonstrate appropriate

behavior,

make a conversation with student's, people in class to promote Friendly and engaging

classroom environment.

Another variable is academic performance is the measurement of student

achievement across various academic subjects. Teachers and education officials typically

measure achievement using classroom performance, graduation rates and results from

standardized tests. (https://ballotpedia.org/Academic_performance)

Definition of Terms
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For better understanding regarding to this study, the following terms defined

conceptual and operational.

Classroom, Conceptually, refers to a specially designed space to teach the

students without any interruption. Operationally, it is independent variable of the study it

is a room dedicated primarily to teaching or learning activities.

Teachers, Conceptually, refers to a person, who provides education for people;

one who teaches or instructs. Operationally, refers to a person who provides education for

pupils and students.

Students, Conceptually, refers to a person who is studying at a school.

Operationally, refers as, that student is looking around the room, talking with

other students, staring out the window, playing with items, and/or resting his/her head on

the desk. Desired/replacement behavior: The student will pay attention in class.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the methodology of the about The effects of classroom

environments on student’s learning of Grade 11 students in Matutum View Baptist

Academy, Inc. This chapter presents the research design selection and description of
 19

respondents, research instruments, data collection procedure and statistical treatment

used.

Research Design

This research is a quantitative research design, through survey questionnaire the

researcher evaluate the effects of classroom environment

VARIABLES RESEARCH LOCALE DATA GATHERING STATISTICAL

OF THE AND RESPONDENTS AND TECHNIQUES TREATMENT
STUDY OF THE STUDY AND ANALYSIS

Frequency
Classroom Matutum View Survey
Environments Baptist Academy, Questionnaire Percentage
Inc.

Weighted
Academic Grade-11 Students Mean
Performance

Pearson (r)

THE CORRELATION BETWEEN CLASSROOM ENVIRONMENTS

AND ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN
MATUTUM VIEW BAPTIST ACADEMY, INC.

Figure 2: Research Design

Research Locale
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This study was conducted at Matutum View Baptist Academy, Inc. Located at

Tuyac, Village, Cannery Site, Polomolok, South Cotabato.

Research Procedure

The researchers created sample out of the entire population. To support in data

collection the researchers were secured of letter requesting permission addressed to

principal by the course facilitators. After the collection of data the researchers summarize

and calculate the frequency and percentage.

Respondents of the Study

The research respondents were the Grade 11 Students at Matutum View Baptist

Academy, Inc. Who are enrolled in the school year 2022-2023.

Research Instruments

The study used questionnaires as the main research instruments. Questionnaires is

formed in which different question asked by the sample of the study to complete the goal

of the study.

Statistical Treatment

In this study, after the survey is conducted the data are gathered and prepared for

statistical analysis. The data collected are analyzed and interpreted using frequency

distribution and analysis. A five-point scale was provided with corresponding description

to identify the effect of classroom environments on students learning of grade 11 students

in Matutum View Baptist Academy, Inc.

Table 1. Weighted Mean

 21

Notation Description

x X-bar

Ʃ Sigma

X Frequency

N Respondents

Table 2. The Scoring Guide

Likert-Scale Description Likert-Scale Likert-Scale Interval

Strongly Agree 5 4.21 - 5.00

Agree 4 3.41 – 4.20

Neutral 3 2.61 – 3.40

Disagree 2 1.81 – 2.60

Strongly Disagree 1 1.00 – 1.80

To answer sub-problem number 0ne (1), the researchers calculated using

descriptive statics (means, standard deviation, and frequencies).

Table 3. Learners Progress and Achievement

Grading Scale Description

90 - 100 Outstanding

85 - 89 Very-satisfactory

80 - 84 Satisfactory

75 - 79 Fairly Satisfactory

74 below Did Not Meet Expectation

To answer sub-problem number two (2), the researchers used the Learning

Progress and Achievement to determine the description of student’s average grade.

 22

Table 4. Pearson Product-Moment Correlation Coefficient (r)

RANGE INTERPRETATION

± 1.OO Perfect positive (negative) correlation

± 0.91 - ± 0.99 Very high positive (negative) correlation

± 0.71 - ± 0.90 High positive (negative) correlation

± 0.51 - ± 0.70 Moderately positive (negative) correlation

± 0.31 - ± 0.50 Low positive (negative) correlation

± 0.01 - ± 0.30 Negligible positive (negative) correlation

± 0.00 No correlation

To answer sub-problem number three (3), the researchers used Pearson Product-

Moment Correlation Coefficient (r) to determine the relationship between classroom

environment and students learning.

To interpret the correlation value (r) that is given in the study, the following

classification was adopted from Calmorin (2005)

CHAPTER IV

Presentation, Analysis and Interpretation of Data

 23

This chapter present, analyze and interprets the data gathered in the study based

on the sub-problem that were set the start of the study. The various results are presented

in the succeeding tables with corresponding discussions and explanation.

The Correlation between level of Motivation derived from Classroom

Environment and Academic Performance of Grade 11 Students in Matutum View

Baptist Academy, Inc.

Table 4.1 Physical Environment

Physical Environment Rating Scale Overall

5 4 3 2 1 Weighted Description
Mean
1. I felt not motivated because of 3 3 18 8 2 2.82 Neutral
student’s seating preferential
2. I am always able to find a 5 16 11 1 1 3.68 Agree
desirable seat in this classroom.
3. This classroom is large 6 15 12 1 0 3.76 Agree
enough for us to study well.
4. I can’t focus in the classroom 7 5 21 1 0 3.52 Agree
because of the noise.
5. Everytime I enter in our 0 4 10 13 7 2.32 Neutral
classroom I feel nervous because
of the environment and the way
my classmates treat me.
Overall Weighted Mean 16.1 Strongly
Agree

In the table 4.1, it shows that in question number 1, the weighted mean is 2.82
which has a description of neutral and the student is not felt motivated because of their
seating preferential. In question number 2, the weighted mean is 3.68 which means agree
and the student is always able to find a desirable seat in their classroom. In question
number 3, the weighted mean is 3.76 which means agree and their classroom is large
enough for them to study well. In question number 4, the weighted mean is 3.52 which
 24

means agree that they can’t focus in the classroom because of the noise. In question
number 5, the weighted mean is 2.32 which means neutral, everytime they enter in their
classroom feel nervous because of the environment and the way their classmate treat
them.

Table 4.2 Psychological Environment

Psychological Environment
Rating Scale Overall

5 4 3 2 1 Weighted Description
Mean
1. I was having a hard time on 4 8 11 9 2 3.09 Neutral
my academic performance
because of my anxiety.
2. I was shy to ask about our 4 4 8 16 2 3.68 Agree
topic to my classmates and
teachers because I am afraid.
3. I struggled with my school 2 2 11 14 5 3.76 Agree
activities because I am afraid to
ask questions in our subject
teachers.
4. I’m afraid to share some 5 11 12 4 2 3.52 Agree
opinions in our activity because
of hesitation.
5. I am not motivated to my 0 6 12 11 5 2.32 Disagree
performance in academics
because not well structuralized
classroom and because of my
anxieties.
Overall Weighted Mean 14.26 Strongly
Agree

In table 4.2, it shows that in question number 1, the weighted mean is 3.09 a description
of neutral

CHAPTER V
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Summary of Findings, Conclusions and Recommendations

This chapter present the summary of findings, conclusions from the data obtained in the

survey and the recommendation of the researchers on the problem based on the

information obtained.

Summary

This study was conducted to determine the correlation between level of

motivation derived from classroom environment and academic performance of grade 11

students in Matutum View Baptist Academy, Inc. The study primarily used simple

random sampling. The researcher used test questionnaires. The respondents of the study

were thirty-four (34) Grade 11 Students at school year 2023-2024. The scores were

tallied and analyze for the Correlation Between Level of Motivation derived from

Classroom Environment and Academic Performance of the Grade 11 students in

Matutum View Baptist Academy, Inc.

Findings

Conclusions

Based on the findings of the study the following conclusions were made

Recommendations

BIBLIOGRAPHY
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APPENDIX A

SURVEY QUESTIONNAIRE
The Correlation Between the Level of Motivation Derived from
Classroom Environment and Academic Performance of Grade 11
Students in Matutum View Baptist Academy, Inc.

Name (optional): Grade & Section:

Sex: Male Female Age:
Directions: For each Statement in the survey, please indicate how much you agree or
disagree with the statement by putting a check in the Box on the right side of each
Statement. There are no right or wrong answers. Your answers will be kept strictly
confidential and you will not be identified.
Scale: 5-Strongly Agree (indicates that the characteristics is always manifested)
4-Agree (indicates that the characteristics is often manifested)
3-Neutral (indicates that the characteristics is sometimes manifested)
2-Disagree (indicates that the characteristics is seldom manifested)
1-Strongly Disagree (indicates that the characteristics is never manifested)
Level of students motivation.

5 4 3 2 1
Physical Environment Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I felt not motivated because of
students seating preferential.
2. I am always able to find a
desirable seat in this classroom.
3. This classroom is large
enough for us to study well.
4. I can’t focus in the classroom
because of the noise.
 29

5. Everytime I enter in our

classroom I feel nervous because
of the environment and the way
my classmates treat me.

5 4 3 2 1
Psychological Environment Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I was having a hard time on
my academic performance
because of my anxiety.
2. I was shy to ask about our
topic to my classmates and
teachers because I am afraid.
3. I struggled with my school
activities because I am afraid to
ask questions in our subject
teachers.
4. I’m afraid to share some
opinions in our activity because
of hesitation.
5. I am not motivated to my
performance in academics
because of not well
structuralized classroom and
because of my anxieties.

Questions 5 4 3 2 1

1. My grades are getting low

because I can’t focus in class
caused of noise.
2. I struggle because of
inadequate infrastructure and
learning materials .
3. I find it difficult to hear what
the teacher teaches us
4. I cant focus in my study
because my seatmates are noisy
during discussion.
 30

5. I am not comfortable in our

classroom because the chairs is
always mess.
6. Sometimes I cant understand
my teacher in discussion because
my classmates are noisy.
7. I pay attention and listen
during every discussion.
8. I enjoy doing homework and
activities because they help me
improve my skills in academic
performance.
9. I feel pressured with my study
because of my parents
expectation on my academic
performance.
10. My grades became low
because of the levels of my
motivation and because it
triggered in our classroom
environment.

Questions 5 4 3 2 1

1. I can’t focus because of the

drawings and the art put on the
classroom walls.
2. Im comfortable with the
lighting of this classroom and it
is appropriate during lectures.
3. I have enough desk space to
take notes in this classroom.
4. I often ask my teacher about
my academic performance.
5. I was struggling with my
academic performance because
of my shy personality.
6. I get disappointed with myself
because of what I get in
academic performance.
7. The vehicle near at our school
and classroom have an effect on
my academic performances.
 31

8. The classroom environnment

in our classroom including the
chair or the desk that we used
lead destruction on my academic
performance.
9. The decoration in our
classroom makes me feel
motivated and help me to have
courage on my academic
perforrmance.
10. The greenboard and
whiteboard in our classroom
interrupt our classes too because
it already destroyed and it leads
me to be failed in learning and
my aacademic performance.
 32

APPENDIX B

LETTER TO THE PRINCIPAL

MATUTUM VIEW BAPTIST ACADEMY, INC.
Tuyac Village, Cannery Site, Polomolok, South Cotabato

MS. GLENDA ALTAMERA

Principal
Matutum View Baptist Academy, Inc.

Greetings of peace Madam!

The undersigned are the Grade 12 students of Matutum View Baptist Academy, Inc.
Undertaking a research in entitled “THE CORRELATION BETWEEN LEVEL OF
MOTIVATION DERIVED FROM CLASSROOM ENVIRONMENT AND
ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN MATUTUM
VIEW BAPTIST ACADEMY, INC.” In partial fulfillment of the requirements in
Practical Research.

In line with this, we would like to ask permission from your good office to conduct the
said study to the students in your school. We are looking forward that this request will
merit your approval. Thank you, More power and God bless you more.

Very truly yours,

ALOJADO, PRESCIOUS JOY D.

ASTORGA, BILLIE PAUL KEN A.

BAYOGOS, MELLESA KHARYLLE F

CANDARI, CHARLES VENICE N.

MONTAÑO, KRIZA HAZEL G Noted by:

PINEDA, JUNENA H. Richan Vibs C. Bergado

 33

Researchers Adviser

APPENDIX C

LETTER OF THE ADVISER

MATUTUM VIEW BAPTIST ACADEMY, INC.
Tuyac Village, Cannery Site, Polomolok, South Cotabato

Adviser

Greetings of Peace Ma’am!

The undersigned are the Grade 12 students of Matutum View Baptist Academy,
Inc. Undertaking a research entitled “THE CORRELATION BETWEEN LEVEL OF
MOTIVATION DERIVED FROM CLASSROOM ENVIRONMENT AND
ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN MATUTUM
VIEW BAPTIST ACADEMY, INC. Basis for intervention program.”

In partial fulfillment of the requirements in Practical Research.

In line with this, we would like to ask permission from your good office, for the
list of names and grades of Grade 11 Students in Oral Communication S.Y 2023-2024
who are officially enrolled in this institution. Be at rest that the data be gathered will be
used for academic purposes only and will be threated confidentially.

We are hoping for your response regarding this matter Thank you and God bless.

Very Truly yours,

ALOJADO PRESCIOUS JOY D.
ASTORGA, BILLIE PAUL KEN A.
BAYOGOS, MELLESA KHARYLLE F.
CANDARI, CHARLES VVENICE N.
PINEDA, JUNENA H.
MONTAÑO, KRIZA HAZEL G.
PINEDA, JUNENA H. Noted by:
Researchers Richan Vibs C. Bergado
 34

Adviser

APPENDIX D

LETTER TO THE RESPONDENTS

 35

APPENDIX E

Data Solving and Gathering

 36

CURRICULUM VITAE

MELLESA KHARYLLE F. BAYOGOS

People’s Village, Cannery Site, Polomolok,
South Cotabato
09387046147
[email protected]

PERSONAL DATA

Birthdate: August 12, 2006

Sex: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Cancio Bayogos

Mother’s Name: Marites F. Bayogoos

EDUCATIONAL BACKGROUND

Secondary: Matutum View Baptist Academy, Inc.

Elementary: Perfecto B. Salada Elementary School

 37

CHARLES VENICE N. CANDARI

Asuncion Village, Cannery Site, Polomolok,
South Cotabato
09638383938
[email protected]

PERSONAL DATA

Birthday: December 8, 2005

Sex: Male

Civil Status: Single

Nationality: Filipino

Father’s Name: Oscar O. Candari

Mother’s Name: Mila N. Candari

EDUCATIONAL BACKGROUND

Secondary: Matutum View Baptist Academy, Inc.

Elementary: Matutuum View Baptist Academy, Inc

 38

KRIZA HAZEL G. MONTAÑO

Purok Paraiso, Polomolok, South Cotabato
09813367178
[email protected]

PERSONAL DATA

Birthdate: April 5, 2023

Sex: Female
Civil Status: Single
Nationality: Filipino
Father’s Name: Anselmo M. Montaño
Mother’s Name: Mary Ann G. Montaño

EDUCATIONAL BACKGROUND

Secondary: Matutum View Baptist Academy, Inc.

Elementary: Matutum View Baptist Academy, Inc.