East West Mindanao Colleges Inc.

Kamasi, AmpatuanMaguindanao

The Influence of Classroom environment to the learning outcome of primary pupils of

Kamasi Elementary School

A research project

Presented to the Faculty

Of the College department

East West Mindanao Colleges Inc.

In partial fulfillment

For the requirements in Research 1

By:

Hazel Lequip
 Chapter 1

Introduction

Background of the Study

Classroom environment is a critical part of effective instruction“. “Effective

classroom management, which begins with efficient lesson planning preparation, helps
teacher to teach and students to learn”(Brannon, 2017). “Students thrive in a positive
class climate and an environment in which they feel safe, cared for and involved”. “From
a student perspective, effective Classroom environment provides students with
opportunities to socialize while learning interesting content”. “From a teacher
perspective, effective classroom management involves preventive discipline and
interesting instruction”(Suleman& Hussain, 2015). “Similarly, Classroom environment is
important because it keeps students motivated to continue their work, provides
appropriate instruction and feedback, and managing student work and it can keep
disruptive behaviors down to a minimum”(Clunies‐Ross, Little, &Kienhuis, 2018). “The
effective teacher is an extremely good classroom manager. Effective teaching and
learning cannot take place in a poorly managed classroom”. “If students are disorderly
and disrespectful, and no apparent rules and procedures guide behavior, chaos
becomes the norm”(Brady, 2015).

A large amount of a child‘s time is spent sitting in a school classroom. This place is
where they will learn the various skills deemed necessary and proper for them to
achieve success in the global society. The classroom is where they will gain an
understanding of their place in the world and the gifts that they have to offer it. It is
where the student develops what they want their future to look like, as well as
knowledge of the skills needed to reach that goalwith the classroom being such an
important place in the growth of a child it is important to understand the ways in which to
affect this environment in order to receive maximum effectiveness in instruction. If
schools really do play a large role in teaching the next generation how to be successful
members of society then every precaution should be taken to make sure that the
learning environment is one that helps students thrive.
The world changes schools with the responsibility to respond to and reflect
current mores and trends; however a futures ‘orientation is also needed. The literature
refers to the procusses to enact this respond-and-lead dynamic as school reform
(Ainscow,2015) .schools are required to undergo reform to at least keep pace with the
phenomenal changes in society , technological and social, and in so doing make
students not so much in the acquisition and recall of static bodies of knowledge but in
problem solving , adaptability, critical thinking, and digital literacy (Lieberman& pointer
mace, 2018).Ongoing, high quality teacher professional development is the corner-
stone of school reform. The changes in classroom practices demanded by reform
visions ultimately rely on teachers‘preparation and enactment. It is unrealistic however
to assume that effective school reform, relying heavily upon teacher enactment can be
achieved without increases in teacher knowledge.

The improvement of teachers‘ content knowledge and pedagogical – content

knowledge is one of the most important investments of time and funds which system
and levels of government can make in education (Holland,2015).As (Ingvarson
2015)pointed out in his paper‘‘ there are no short cuts to educational improvement.
Policy makers and politicians can have quite naïve expectations about the ease with
which educational change can occur, not understanding that the most significant
changes are those that build teacher capacity and professional culture, not structures or
curriculum framework.

This research will determine the effect of classroom environmet to the learning
outcome of the primary pupils of Esperanza Elementary School. The researcher has
chosen this topic as a chosen field of interest because it is experienced by most the
schools with different factors on why it happens.
Statement of the Problem

The general objective of this study is to find the influence of classroom

environment to the learning outcome of grade 1 pupils. Specifically, this sought to
answer the questions:
1. What is the profile of the respondent in terms of;
1.1 Age; and
1.2 Gender.

2. What are the classroom environment factors that influence the learning outcome
of grade 1 pupils in terms of ;
2.1 Insufficient lights
2.2 Overcrowded Classroom.
3. What are the common problems encountered in classroom environment that
influence the learning in grade 1 pupils in terms of;
3.1 In appropriate classroom layout; and
3.2 Classroom sanitation
4. Is there any significant relationship between the common problems encountered
and classroom environment factors that influence the learning outcomes of grade 1
pupils?

Statement of Hypothesis

Ho: Classroom environment factors affect the learning outcome of grade 1 pupils

Ha: Classroom environment couldn‘t affect the learning outcome of grade 1 pupils
Conceptual Framework

Independent variable Dependent Variable

Factors

1. Insufficient Lights
2. Overcrowded Learning outcome of the
classes grade 1 pupils
3. Inappropriate
classroom layout

Figure 1.

This figure shows the independent variable is the Factors (Insufficient lights,
Overcrowded classes, Inappropriate classroom layout) because its stands for its own. It
does not depend on other; the independent variable is what we are studying with
respect to how it is related to or influences the dependent variable.

Figure 2.

This figure shows that the dependent variable is the learning outcome of the
grade 1 pupils is what we are studying with respect to how it is relate to or influenced by
the independent variable or how it can be explained or predict by the independent
variable. It is called at times as the response variable or the criterion variable. It is never
exploiting as a part of the study.
Significance of the study

This research was carried out in order to determine the influence of classroom
environment to the learning outcome of the grade 1 pupils.

Specifically, it gives use to the following:

To the Pupils – this study will help the pupils about the importance of classroom
environment to their learning outcome.

To the Teachers – this will provide facts concerning how to improve the classroom
environment in order to have an effective learning outcome to the pupils.

To the Researcher – they shall be benefited as well because they are aware about the
influence of classroom environment to the learning outcome of the students.

To the Future Researcher – the result of this study will serve as a basis and as a
resource for supplementary information and ideas for the researches to be conducted in
the future.
Definition of terms

Classroom environment –the physical, social, psychological, and intellectual conditions

that characterize an instructional setting

Classroom layout –refers to a layout of the physical setup of chairs, tables, materials in
a school classroom.

Inappropriate- not suitable or proper in the circumstances.

Influence- thing that influences another

Insufficient- is not large enough in amount or degree for a particular purpose.

Overcrowded –is the condition where more people are located within a given space
than is considered tolerable from a safety and health perspective.

Pupils- Pupils are those learners who are below 18 years old while students are those
learners who are above 18 years old
 CHAPTER II

REVIEW OF RELATED LITERATURE

A large amount of a child‘s time is spent sitting in a school classroom. This place
is where they will learn the various skills deemed necessary and proper for them to
achieve success in the global society. The classroom is where they will gain an
understanding of their place in the world and the gifts that they have to offer it. It is
where the student develops what they want their future to look like, as well as
knowledge of the skills needed to reach that goalwith the classroom being such an
important place in the growth of a child it is important to understand the ways in which to
affect this environment in order to receive generation effectiveness in instruction. If
schools really do play a large role in teaching the next generation how to be successful
members of society then every precaution should be taken to make sure that the
learning environment is one that helps students thrive.

According to Steve Grubaugh and Richard Houston 2016 If not approached correctly, a
classroom can be set up in a way that stifles creativity or does not promote a positive
learning environment. There are many things that can affect this environment. There are
physical elements such as wall art, arrangement of desks, or resources. Also, there are
intangible elements such as the energy of the classroom, the rules, or the sounds within
the room. Each of these can impact a student‘s focus and achievement in the class.
They can also affect a teacher‘s attitude in the class. Included in each of these elements
of the classroom is the emotional environment. The way in which a teacher organizes
their class, or how they control it, will yield positive or negative consequences for their
students. If a teacher is unmotivated or negative there will be a direct impact on the
students within the classroom. Similarly, if a teacher is motivated and positive they will
likely have a beneficial impact on their students as well. It is important for a teacher to
understand this cause and effect in order to understand how to organize their classroom
to create a better learningenvironment.

Effective Classroom environment is playing a vital role in strengthening instructional

process and makes it more productive, effective and successful“. “Without effective
Classroom environment, teaching learning process has no fruitful
results”(Kochenderfer-Ladd & Pelletier, 2019).Teachers vary in how they manage their
classrooms but little is known regarding the relationship between Classroom
environment styles and student outcomes“. “Classroom environment optimization is one
strategy towards maximizing student achievement in Private Schools and Public
Schools” (Brannon, 2018). “Classroom environment was brought into keen focus in the
1983 publication of A Nation at Risk”: “The Imperative For Educational Reform,
published by the National Commission on Excellence in Education, which blamed poor
Classroom environment to explain why some school students receive one-fifth of the
reading comprehension instructional time of other students”(Kent &Chelladurai, 2015) .

Classroom environment is a critical part of effective instruction”. “Effective classroom

management, which begins with efficient lesson planning preparation, helps teacher to
teach and students to learn”(Brannon, 2018). “Students thrive in a positive class climate
and an environment in which they feel safe, cared for and involved”. “From a student
perspective, effective Classroom environment provides students with opportunities to
socialize while learning interesting content”. “From a teacher perspective, effective
classroom management involves preventive discipline and interesting
instruction”(Suleman& Hussain, 2017). “Similarly, Classroom environment is important
because it keeps students motivated to continue their work, provides appropriate
instruction and feedback, and managing student work and it can keep disruptive
behaviors down to a minimum”(Clunies‐Ross, Little, &Kienhuis, 2018). “The effective
teacher is an extremely good classroom manager. Effective teaching and learning
cannot take place in a poorly managed classroom”. “If students are disorderly and
disrespectful, and no apparent rules and procedures guide behavior, chaos becomes
the norm”(Brady, 2016).

Well managed classrooms provide an environment in which teaching and learning can
flourish“(Ahmad, 2019). “Many research studies have suggested that a conducive
classroom environment promotes students‘academic achievement”. “Classroom
environment strategies are a crucial part of teachers’ success in creating a safe and
effective learning environment for students”. “The purpose of education is to provide a
safe and friendly environment in order for learning to take place”. “Therefore teachers
should know how to use and apply strategies that will allow and also help students to
learn”(Suleman, Hussain, & Akhtar, 2015).

As the classroom learning environment deteriorates, the demands on the teacher

increase, triggering in the teacher what has been referred to as a ―burnout
cascade‖( Jennings & Greenberg, 2019) under these conditions, teachers response to
students behavior may become hostile and punitive reactions that may derail students
motivation and contribute to a self-sustaining cycle of classroom disruption. over time
high levels of distress may lead to burnout (Tsouloupas, Carson, Grawitch & Barber,
2018) and a downloading spiral of deteriorating teacher performance and students
behavior and achievement (Osher et al., 2017).in contrast, teacher who regularly
experience more positive emotions in their work lives may be more resilient in response
to these stressors and more able to create and maintain supportive learning
environments. Construct learning environment that support student‘s cultural identities,
language and literacy development and content-area achievement. know, understand,
and use standard –base practices and strategies related to planning, implementing and
managing second language and content instruction collaborative with their colleagues
across disciplines and serve as resources to all staff to improve learning for all students
(professionalism),(TESOL,2016).
 Classroom management can potentially have a profound effect on learning
(Rogers & Freiberg 2015). Instructional classroom management and behavioral
classroom management are considered to be components of effective instructional
practices (Kraft, 2018; Martin & Sass 2010; Marzano & Marzano, 2016; Wolfgang &
Glickman, 2019). Quality teachers possess an array of personal characteristics that
impacts their instructional practices (Chambers et al., 2019). It is imperative that
classroom behavior is managed so that student achievement can occur. This study of
classroom management and its impact on student achievement will be useful in ―an
era when research tells us that teachers are probably the single most important factor
that we can do much about‖ (Marzano, et al ., 2016, p.1). This study was designed to
answer important questions many educators are asking, as classroom management
becomes an increasingly important strategy towards providing a learning environment in
which no child is left behind.

According to Rogers & Freiberg 2015 the learning environment will dictate how
well or poorly a child will learn. A major factor in the learning environment is the
teacher‘s role. Teachers must take their position as a role model seriously. Through
observing role models, children hone skills that will assits their successful assimilation
into society. A class room that lacks a teacher that exhibit quiet control will see
behavioral issues exacerbate. The outcome will be deleterious. Structuring a classroom
so positive teachers student relationships develop will have a trickle-down effect.
Positive behavior will appear in venues such as the playground, parental interaction,
and socialization with other children. My teaching style is direct. Supply the children with
a warm and trusting class room environment.

A teacher should be a guide, and fade into the background. The ultimate role
should be a coach, not a dictator. I would like to use the development of baby birds as
an analogy. The baby bird doesn‘t know it is capable of flying until the mother bird
pushes it out of the nest. The baby bird is nurtured, taught life skills, and then pushed
out of the nest. The bird‘s wings flutter. It eventually succeeds in spreading its wings in
flight. The mother bird watches from the nest. She doesn‘t physically intervene. The
mother bird is present, and available if needed. Mother bird wishes her baby to
experience the taste of independence. The baby bird is enabled if the mother bird
hovers over her offspring. Figuratively speaking, children learn through the same
methods. My classroom is proactive not reactive. Every strategy I employ, from token
reward systems, to earning special privileges are developed in the hope of developing
internalized self- control, and enhancement of individual and group development. Being
reactive merely exacerbates behavior problems. Proactive strategies assist the child in
evolving into autonomous and mature individuals. I am a facilitator. I have gradually
eased responsibility to the children. Reactive and authoritarian behavior breeds a
hostile environment. Autonomy is nonexistent if the teacher attempts to portray a
dictator. Power trips have no place in a classroom. In positive structured environment
children develop internalized behavior mechanisms. In the fall, a class begins as a
teacher lead environment. A good educator should gravitate from teacher lead, to a
classroom of students who are self-starters. Children should be involved in decision
making processes. These should include but not be limited to, student input in
classroom policies, themes for academic units, and roles students will play in
development of school projects. Involving children in the choice making process is
essential in creating an autonomous class room Environment. Prevention is a key
component in creating positive classroom environment that is void of behavior issues.
Build positive attributes, not negative self-efficacy. Developing class room riles as a
team, using inclusive social activities, and developing problem solving activities have
proven to be an asset to avoiding behavior issues in my class. My classroom is
predictable and structured. I follow a rhythm of the day. The children know what to
expect. I am open to feed back. Although structured, my curriculum has wavered by
taking a class vote occasionally. Respect for individual learning styles, and personalities
are nonnegotiable in my class. I demand respect. I model respect, and expect each
child in the room to emulate my respectful behavior. Consequences for behavioral
infractions are swiftly enforced. As an educator in a multiage classroom, a middle
ground was developed. All age groups must benefit. Behavior management must be
carried out in a form that the Kindergarten children can comprehend. Older children
must not find my management system demeaning. Management of transition times has
been learned through trial and error. Cleaning between activities is rarely an issue.
Through child and error a method was developed. I told the children I was closing my
eyes and giving them one minute to clean the room. When I opened my eyes the room
was spotless. The children were hiding. I heard sounds of quiet laughter emanating
from various areas of the room. All the children were in view. I pretended I could not see
them. I pretended to look for them in the toilet, complete with flushing. I looked for them
in the sink. I turned the water on and mentioned out loud that I did not see children
falling out of the drain. This caused a bundle of distant giggling. I continued my trek
through silly areas that would be impossibility for the children to hide in. Hiding spots I
searched were cubbies, cups, crayon boxes and more. I finally found my young charges
by sneaking up with a loud ―boo‖. This one time game turned into a ritual. When I tell
the children we must clean up in order to move on I am always asked if we can play
―the hiding game at the end‖. This enforces the idea that many behavior management
techniques do not come from a book. They come from taking our students individual
personalities into account.
 Chapter III

Methodology

Research Design

The researcher will be using quantitative approach of research in a descriptive

type of research method. The data will be gathered through the use of survey-gathering
materials in order to provide a clearer representation of problem to the respondents.
The will include survey questionnaire and other things that can record documentation in
the conduct of this study.

Sampling Design

The researcher used a probability sampling in which means that every member
of the population has a chance of being selected that will be considered in a study the
influence of Classroom environment to the learning outcome of the primary students

Respondents of the Study

The researcher will focused on the Influence of Classroom Environment to the

learning outcome of the primary students and the primary respondents of the study are
the teachers of kindergarten, grade 1, 2 and 3
Locale of the Study

Figure 1 Esperanza Central School.

This figure shows where the researcher conducted her study.

Data Gathering Instrument

The researcher will use a survey questionnaire to gather the data the finding will
be organized by the researcher by reviewing the survey transcripts multiple times,
reading through them and making initial notes. The data will be gather in the survey was
tallied and analyzed. Likert scaling will be used to determine how the Classroom
Environment Influence the learning outcome of the primary students the researcher will
be going to use five-point scale; each point corresponding likert scale.

Point Scale Verbal Interpretation

5 4. 21-5. 00 Strongly Agree
4 3. 21-4. 20 Agree
3 3. 61-3. 40 Moderately Agree
2 1.81-2. 60 Disagree
1 1.00-1.80 Strongly Disagree
Data Gathering Procedure

The first step before going to the testing paper is to make a request letter. Upon
approval, the researcher retrieves the request letter. In administering the questionnaire,
the researcher will be using the time allotted for vacant to avoid distractions of class
discussions. The primary teachers responses were given enough time to answer the
questions. After the data gathering, the researcher now collected it for tallying the
scores and to apply the statistical treatment to be used in the study.

Statistical Treatment

Researcher organized and tabulated before she validated the data gathered
though the use of survey questionnaire. For this study, the researcher used the Likert
Scale in order to statistically analyze and critically understand the meaningful
interpretation of the gathered data.

In analyzing the data gathered, the researcher used a simple percentage and frequency
method using the following formula:

F
P¿ ∗¿ 100%
n
Where:
P is the total percentage,
F is the total frequency; and
n is the total number of respondents.
Questionare;

1. Classroom environment that influence the learning outcome.

A. Insufficient lighting.

1. Insufficient number of light inside the classroom.

2. The class uses generator for powering light.
3. The school uses solar lights.
4. The school is suffering from insufficient electricity.
5. The parents cannot afford contribution for lighting energy.

B. Overcrowded classroom.

1. Not enough chairs for pupils.

2. Pupils cannot participate in the class due to limited space.
3. Sometimes pupil sits outside.
4. Inappropriate tables and chairs.
5. Insufficient ventilation.

2. COMMON PROBLEMS ENCOUNTERED

.
A. Inappropriate classroom layout.

1. Sub standard classroom size.

2. Limited space for building construction.
3. Insufficient fund for classroom construction.
4. Sub standard building materials.
5. Inappropriate numbers of doors and windows.

B. Classroom sanitation;
1. Lack of comfort rooms.
2. Insufficient amount of water supply.
3. Insufficient garbages disposal areas.
4. Insufficient supply of sanitation equipments.
5. Lack of school maintenance.