The Significance of Learning Environment in the Academic

Performance of Grade 12 STEM Students at St. Adelaide School

Philippines A.Y. 2024-2025

Research Carried to the

Facility of Senior High School Department

In St. Adelaide School Philippines

Burgos

In Partial Fulfillment

Of the Requirements for the

ACADEMIC TRACK

Science, Technology, Engineering and Mathematics (STEM)

GABRIEL STAVROS REYES y ANECITO

RHIZA JAM BALGOA y TERRADO

JOHN LOYD DE GUZMAN y MISOLA

ELJOHN NARNOLA y VILLARUZ

AUDY LORENZ ALCOS y REYES

EUAN HENRIK RIVERA y DE LEON

JOHN REY BALDEMOR y ANCHETA

 November 2024

Chapter I

THE PROBLEM

Background of the Study

The learning environment is the location where students can learn such

as schools, houses, and also online. The learning environment has a huge

impact on the students and teachers of St. Adelaide School Philippines for

their teaching and academic success. Students and teachers need to have a

suitable environment to have a better concentration in learning, Due to the

ever-changing environment around us some students can’t immediately

adapt to that sudden change of environment meaning they will have a hard

time learning. They tend to get distracted away from the lessons which

might be because their grades gradually decrease. Fixing the learning

environment will surely help the student’s academic success with the help of

teachers' better teaching.

In the competency-based framework, learners drive their educational

process, and both learners and teachers share the responsibility for the path

and content of learning. This learner-centered emphasis requires each

physician to develop and maintain lifelong learning skills (Schumacher et al.

2013). The educational environment includes physical spaces, resources,

teaching methods, and interpersonal dynamics, which are all crucial in

shaping students at St. Adelaide School Philippines. A healthy learning

environment encourages engagement to better the students’ capability to

learn effectively, and collaboration to help develop teamwork, improving the

grade 12 students' learning outcomes. An environment that best prepares

the students for their future professional life and contributes towards their

personal and psychosomatic development, as well as their social well-being,

is considered an ideal academic environment (Tripathy, S. and Dudani, S.

2017). Physical characteristics of the school like lighting, and noise can

impact students and teachers in the learning process, leading to poor health

and higher absenteeism rates. The temperature of the classroom is also a

crucial aspect of a student's safety and helps them to focus more on the

learning materials. A well-planned school is believed to enhance educational

outcomes, promote social, political, and economic emancipation, and

improve teaching and learning processes, ultimately enhancing student

academic performance.

A non-conducive environment can cause hardships that students face

because it directly affects the student’s ability to focus and maintain their

concentration in what they study every day. For example, some sections are

examples of a detrimental environment, which causes them to be labeled as

the worst section and demotivates them to improve their behavior. These

hardships are commonly the reason for them not to focus and maintain their

concentration, making it less conducive to effective learning. This

environment makes both students and teachers uncomfortable inside their

classroom which affects their performance and also the lack of desire to
study because of this environment. This research study will focus on knowing

about the learning environment in of grade-12 STEM students in St. Adelaide

School Philippines and how the students' and teachers’ capabilities in the

classroom.

Learning environment is important in the academic learning of

students, therefore investigating and conducting this research may

give suggestions to the school to improve the environment of each

classroom.

Statement of the Problem

The study focused on the significance of the learning environment in

the academic performance of grade 12 STEM students in St. Adelaide School-

Philippines.

Notably, these studies answer the following sub-problems:

1. What is the demographic profile of the respondents in terms of:

a. Age

b. Gender

c. Strand and Section

d. Language Spoken

2. What is the condition of St. Adelaide of School-Philippines in terms of

its learning environment:

a. Modern Facilities

b. Classroom Environment
 c. Educational Materials

d. Teaching Quality

e. School Culture

f. Parental Involvement

g. Health and Safety

h. School Leadership

3. Is there any significant difference in the significance of the Learning

Environment in the Academic Performance of students?

a. Student Engagement

b. Motivation

c. Cognitive Development

Conceptual Framework

The conceptual framework outlines the relationship between the

learning environment (independent variable) and academic performance

(dependent variable) of Grade 12 STEM students at St. Adelaide School

Philippines in the school year 2024-2025. The data input contains

demographic information such as gender, age, strand, and section, and

lastly, language is spoken. Statistical analysis exists to implement the

influence of learning environment on academic performance. The output

comprises findings that expose the relationship between the learning

environment and academic performance of Grade 12 STEM students. The

presented finding can help schoolteachers and administrators to form a

learning environment that will not hinder the students’ academic

performances.

Figure 1: Paradigm of the study

INPUT:
1. The profile of the respondents in terms of
the following variables PROCESS:

a) Gender 1. Survey checklist

b) Age
c) Strand and Section
d) Language Spoken
2. What is the profile of St. Adelaide of
School-Philippines in terms of:
a. Modern Facilities
b. Classroom Environment
c. Educational Materials OUTPUT:
d. Teaching Quality
e. School Culture Point out the relation
f. Parental Involvement between learning
g. Health and Safety environment and academic
h. School Leadership performance of Grade 12
STEM students.
3. What is the significance of learning
environment in the academic performance of
Grade 12 students in terms of:
a. Student Engagement
b. Motivation
c. Cognitive Development
Research Hypotheses

Null Hypothesis 1: The learning environment has no effect on the

academic performance of grade 12 STEM students at St. Adelaide School –

Philippines A.Y. 2024-2025

Null Hypothesis 2: The learning environment has no significance in the

academic performance of students.

Significance of the Study

This studies the significance of the learning environment of academic

performance of Grade 12 STEM students of St. Adelaide School Philippines

and shows the problems that they encounter every day in the learning

environment. The researchers surveyed selected students of the school

regarding the learning environment that will reveal the respondents about

their struggles in the learning environment of the school. This study aims to

solve the problem of experiencing a multifaceted learning environment.

This study aims:

 ‌To identify a suitable environment for academic learning.

 To address potential problems students may encounter in this

environment.

 To assess students' actual learning outcomes within their

environmental context.
  To propose solutions to environmental issues impacting students'

academic performance.

This study emphasizes the existing problems involving aspects of a bad

learning environment and ensuring to enhance the student’s learning

capabilities. The focuses of this research are the grade 12 STEM students of

SASP and their learning situation in their classrooms.

The information gathered by the researchers provides some solutions

to aid struggles in their classrooms or to further improve their learning

settings.

That being so, the concluded results will have an immense impact on the

following:

Students of St. Adelaide School Philippines. The students will have

more insight into what they will experience and have a better understanding

of how a better environment affects their academic performance.

Teachers of St. Adelaide School Philippines. Teachers will benefit from

this study by giving them insights into effective teaching approaches,

motivating students, and improving interaction between teachers and

students, making teaching more fulfilling and effective for educators.

Parents. This research can benefit parents by giving them insights into

effective ways to support their children's education outside of the classroom

and ensure their offspring's safety.

 Principal. This research can be helpful to the principal in terms of

students’ learning environment which can affect their academic

performance.

Scope and delimitation

This research aims to investigate the effect of the learning

environment on the focus, concentration, and academic performance of

students in St. Adelaide School Philippines in the years 2024-2025.

Especially, it will examine the factors within the learning environment that

contribute to students and teachers being uncomfortable in the classroom,

which ultimately affects their learning performance and motivation. By

understanding these dynamics, the study aims to provide valuable insights

for both students and teachers, helping them improve the overall learning

and teaching environment within the school.

The study was conducted at St. Adelaide School Philippines, Senior

High School department. The respondents of the research were the grade 12

STEM Students of St. Adelaide School Philippines A.Y. 2024-2025. The study

consists of ninety-one (91) respondents from different sections of Grade 12

STEM at St. Adelaide School Philippines.

Definition of Terms

For a common understanding of the technical terms used in this study,

the following terms used in this study are defined operationally or verbally.
  Multifaceted - This term refers to different varieties of things

whether it is important or not that are inside the learning

environment or classrooms that tend to distract students.

 Performance - In this study, this refers to the performance of

students who are being affected by the learning environment of a

classroom.

 Conducive surroundings - As used in this study, this refers to a

great environment without anything that can distract the student's

attention away from the studies.

 Environmental issues - This refers to the poor learning

environment that affects the student’s academic performance.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the reviewed literature that has important

implications for this research. The review of the literature provided the
researchers with the guidance, understanding, and direction necessary to

achieve the objectives of this study.

Related Literature

Foreign

Positive School Environment

According to the study of (Wang and Degol, 2015) that a positive

school environment gives a positive student development. With a positive

school environment, it offers a better atmosphere so students can express

themselves more. They use to leading indicators for authoritative school

climate, which are democratic disciplinary structures and warmth student

support.

Relationship between Learning Environment and Performance of

Students at University Level

Munir et al. (2021) studied how the learning environment affects

university students' performance, finding differences between male and

female students. Their findings were in line with previous research that

emphasized the importance of motivation and self-concept for academic

success. The study showed that a better learning environment has a positive

impact on student performance. It found a weak positive link between the

learning environment and female students' performance, while rural students

showed a stronger positive relationship. The study also found that female
students had a better learning environment and higher performance. There

were no significant differences between urban and rural students in terms of

their learning environment and performance. Additionally, both male and

female students had similar views on service quality and performance.

Impact of School Environment on Academic Performance

According to OI Kate and Kiu (Kampala International University).

(2023), a school, as a learning institution and as a second home for learners,

has a strong relationship with students’ academic performance. The

administrators and the teachers through their specific roles either have a

negative or positive influence on students’ academic performance.

Therefore, the school authorities and the teachers should endeavor to

provide a conducive learning environment in which the learners will be free

to consult them when in need, provide adequate learning facilities, and

arouse interest in the learners to work hard.

Students Perspective on How Learning Environment Affects

Students’ Academic Performance

R.M. Dhanapala (2021) It has been observed in the literature related to

the ESL context that less attention has been placed on learning environment.

However, the available studies done on learning environment have shown

prospective benefits of different variables in the area. The paper presents

some of the findings of a PhD study of which learning environment is a major

component. This study is a survey of student perspectives on the learning

environment which include areas; convenience of lecture room facilities,

availability of technology and other resources, availability of language

laboratory facilities, and convenience of library facilities.

Local

Limited Classroom Resources and Conflicting Identities

According to the study by Eimar et. al. (2019) the uniqueness of others

is affected. students' habits. Some student who identifies with a minority

cultural group may struggle to find acceptance and understanding in a

classroom environment. Classrooms are a recommended alternative to the

classroom, which has a more limited and traditional meaning of a room with

rows of desks and a desk. Such an environment cannot be effective for

learning because children may arrive very tired and too hung up on abusive

environmental conditions that make it difficult to learn properly and give a

lack of attention and focus in learning that can cause of not to be active in

class and affects the academic performance of the student.

Effects of Classroom Climate

According to Gentova and Madrigal (2020), students' perceptions in their

learning environment affect their performance in the classroom. However,

classroom climate is a less explored construct in local literature. The findings

reveal a high degree of classroom climate and significant differences in

discipline, learning assessment, attitude, and culture. There is no significant

relationship between classroom climate and academic performance,

suggesting that other factors are linked to academic performance.

Influence of School Culture on Learning Environment

Harper's (2019) comment highlights the impact of school culture, on

students highlighting how they contribute to shaping and carrying it out. A

positive educational atmosphere, nurtured by a school environment plays a

role in academic success. When students sense appreciation respect, and

involvement within their school community they tend to feel more inspired to

learn and excel academically. As a result, initiatives led by school

administrators to engage students in cultivating a school culture can have an

influence, on the learning environment ultimately boosting academic

achievement.

Social Facilities

The study by Dr. Beverly D. Jaminal (2019) reveals that both teachers

and students derive satisfaction and happiness from utilizing educational

facilities within the school for teaching and learning. Teachers express

contentment with the development of their skills through this utilization.

According to focus group discussions, the use of school facilities has made

the learning process stimulating for students. However, the study indicates

that students may not fully comprehend the relevance of using these

facilities to their daily or future lives. Despite this, the presence of school
facilities, as perceived by both teachers and students, serves as a motivating

factor and contributes to their sense of satisfaction and happiness in

acquiring knowledge through these resources.

Synthesis

Upon examining the related literature and studies, the researchers

discovered various information from various authors, local and foreign, about

the effect of the learning environment on academic performance among

students. While most studies focused on the negative impact of a poor

learning environment on academic performance, there are also a few studies

that highlighted the positive impacts of a great learning environment on the

academic performance of students.

Several authors, OI Eimar et.Al (2019), Kate and Kiu (Kampala

International University). (2023), Gentova and Madrigal (2020), and Harper

(2019) extensively explored the complex nature of the negative effects of a

poor learning environment. Such as Limited resources, classroom climate,

and classroom decoration. That can affect the student's learning capability

by having distracting figures in the classroom and limited resources to use

(chairs, tables, chalk) during their class hours. On the other hand, in the

study of Wang and Degol, (2015) A positive school environment contributes

to positive student development. It creates a better atmosphere where

students feel comfortable expressing themselves. This can be achieved

through democratic disciplinary structures and warm student support, which

are leading indicators of an authoritative school climate.

The synthesis of these studies indicates the impact of the significance of the

learning environment to the academic performance of students.

Chapter III

RESEARCH METHODOLOGY

Research Design

The research design that will be used in this study is quantitative

descriptive type of research. where in it aims to find an answer to the

objectives of the study and to gather information on the population being

studied. It enables to measurement the number of respondents who are

involved in the study and to identify the significance of learning environment

on the academic performance of each student. This research will use survey

checklist. The questions in the survey checklist or are based on the specific

objectives of the study.

Population and Sample

The population in this study, referred to as respondents, consist of

Grade 12 STEM students from St. Adelaide School-Philippines for the

academic year 2024-2025. The selection of respondents was carried out by

counting the respondents of the survey-checklist to ensure a representative

sample. With a population of 110 enrolled in the Science, Technology,

Engineering, and Mathematics (STEM) strand, a sample of 91 STEM students

(the researcher is excluding in the sample). Both male and female students

are included in the study, providing a comprehensive exploration of the

learning environment of Grade 12 students at St. Adelaide School-

Philippines.

Data Gathering Instruments

The study will use a survey checklist. A survey checklist is a commonly

used method for collecting data in large groups of respondents and they can

give responses to the researchers. The survey checklist consists of two (3)

parts. For the first part of the questionnaire, respondents should provide the

necessary details according to their spoken language, age, strand, and

gender. In the second part, the profile of St. Adelaide School in the

Philippines is evaluated by answering the questions using a Likert scale. In

the third part, questions are also answered using a Likert scale to evaluate

how important the learning environment is to students' academic

achievement. It consists of four (4) statements about the learning

environment and academic performance.

Data Gathering Procedures

The researcher gathered information on the Significance of Learning

Environment in the Academic Performance of Grade 12 STEM Students at St.

Adelaide School-Philippines, the researcher used a survey checklist as the

data gathering instrument.

Now that they prepared all the necessities, the researcher delivered it

to their research advisor and inspected the data gathering instrument to be

reached by high authorities in the school. Once the survey checklist is

approved, the researchers will prepare a permission letter for the head

teachers and the principal of the school to survey the school premises. If

permission is granted, the researcher will distribute the survey checklist to

the selected respondents and gathered the responses that will be analyzed

and interpreted by the researcher.

The survey is collected the same day that they answered the survey.

The results of the survey are organized in a table. Then, the data are

analyzed and comprehended through the use of the most compatible data

analysis method.

Statistical Instrument of Data

This part of the research describes the statistical methods used to

analyze the data gathered from the participants. These methods were

selected based on the type of questions in the survey, the goals of the study,

and the kind of information collected.

1. Frequency Counts and Percentage Distribution. To examine the

information collected in the first part of the survey, which was centered
 on the demographics of the participants, the researchers utilized

frequency counts and percentage distribution

Where: P = Percentage

f = Frequency

N = Total number of
respondents

2. Average Weighted Mean. The formula will be used to analyze the

data collected in the second part of the questionnaire, which focuses

on how the Learning environment influences academic performance.

Formula:

Σxw
WM=
X

Where:

∑ = denotes summation.

WM=Average weighted mean.

X = frequency.

3. Likert’s Scale. This instrument is used to determine the weight mean.

Formula

Qualitative Quantitative Limit of Index

Interpretation Interpretation
4 Strongly Agree 3.26 – 4.00

3 Agree 2.51 – 3.25

2 Disagree 1.76 – 2.50

1 Strongly Disagree 1.00 – 1.75

 4. Analysis of Variance (ANOVA). This formula will be utilized by the

researchers to find out if there is a significant difference between the

learning environment and the academic performance of students.

Where: = Mean square between

groups

= Mean square within

groups

Formula:

CHAPTER IV

PRESENTATION, ANALYSIS, AND PRESENTATION

1. PROFILE OF THE RESPONDENTS

1.1 Age

Table 1
 Frequency and Percentage Distribution of the Respondents

According to their Age

Age Frequency Percentage% Rank

15-16 years old 3 3.33% 2
17-18 years old 84 93.33% 1
19 and above 3 3.33% 2
TOTAL 91 100%

The data reflects the age distribution of a group of 91 individuals. The

majority, 84 participants (92.31%), fall within the 17-18 years old category,

making this the largest age group. The 15-16 years old and 19-and-above

age groups are equally represented, each with 3 participants (3.30%). This

indicates that the group is predominantly composed of individuals aged 17-

18, with minimal representation from younger and older age brackets.

1.2 Gender

Table 2

Frequency and Percentage Distribution of the Respondents

According to their Gender

 Gender Frequency Percentage% Rank
Male 46 51.11% 1
Female 44 48.89% 2
TOTAL 91 100%

The data illustrates the gender distribution of a group of 91 individuals.

Males constitute a slight majority with 46 participants (51.11%), ranking first

in frequency. Females make up 44 participants (48.89%), ranking second.

This indicates a nearly balanced gender distribution, with males representing

a marginally higher percentage than females.

1.3 Strand and Section

Table 3

Frequency and Percentage Distribution of the Respondents

According to their Strand and Section

 Strand and Frequency Percentage% Rank
Section
STEM – Galilei 30 33.33% 2
STEM – Pasteur 33 36.67% 1
STEM – Curie 27 30.00% 3
TOTAL 91 100%

The data outlines the distribution of 91 individuals across different

STEM strands and sections. The largest group belongs to STEM – Pasteur,

with 33 participants (36.67%), ranking first. This is followed by STEM –

Galilei, which has 30 participants (33.33%), ranking second. Finally, STEM –

Curie comprises 27 participants (30.00%), ranking third. This indicates that

while all sections have significant representation, STEM – Pasteur has the

highest number of participants in the group.

1.4 Language Spoken

Table 4

Frequency and Percentage Distribution of the Respondents

According to their Language Spoken

Language Frequency Percentage% Rank

Spoken
English 66 73.33% 2
Filipino 87 96.67% 1
Iloko 43 47.78% 3
Pangasinan 33 36.67% 4
 The data highlights the language preferences among a group of 91

individuals. Filipino is the most commonly spoken language, with 87

participants (96.67%), ranking first. English follows with 66 participants

(73.33%), ranking second. Iloko is spoken by 43 participants (47.78%),

ranking third, while Pangasinan is spoken by 33 participants (36.67%),

ranking fourth. This indicates that Filipino and English are the predominant

languages, with Iloko and Pangasinan having moderate representation within

the group.

2. Profile of St. Adelaide School – Philippines

2.1 Modern Facilities (Per Strand and Section)

Table 5

Level of Agreement Based on Modern Facilities: STEM –

Galilei

Modern Strongl Agre Disagre Strongl Weighte Descripti

Facilities y Agree e e y d Mean ve
Disagre Equivale
e nt
There are 2 10 13 5 2.30 Disagree
sufficient
classrooms
in our
school.
Every facility 0 17 8 5 2.40 Disagree
in our school
has proper
ventilation.
 My school 16 8 4 2 3.27 Agree
provided a
television in
every
classroom.
The 2 18 6 4 2.60 Agree
classroom in
our school is
comfortable
for me to
study.
Overall Weighted Mean Rating 2.64

The survey results reflect the perceptions of 30 students from 12 STEM

Galilei regarding modern facilities in their school. Among the variables, the

statement "The school provided a television in every classroom" received the

highest weighted mean of 3.27, with a descriptive equivalent of "Strongly

Agree," indicating that students highly appreciate the availability of

televisions as an enhancement to their learning environment. Conversely,

the statement "Sufficient classrooms in school" had the lowest weighted

mean of 2.30, described as "Disagree," suggesting that while students

acknowledge the adequacy of classrooms to some extent, it remains an area

with room for improvement. The overall weighted mean of 2.64, which falls

between "Disagree" and "Agree," reveals a moderate level of satisfaction

with the modern facilities provided by the school. These findings suggest

that while specific features like classroom televisions are highly valued,

efforts to address classroom sufficiency and other facility-related concerns

could further enhance students' overall experience.

 Table 6

Level of Agreement Based on Modern Facilities: STEM –

Pasteur

Modern Strongl Agre Disagre Strongl Weighte Descripti

Facilities y Agree e e y d Mean ve
Disagre Equivale
e nt
There are 6 16 8 3 2.76 Agree
sufficient
classrooms in
our school.
Every facility in 8 15 7 3 2.84 Agree
our school has
proper
ventilation.
My school 12 15 6 0 3.18 Agree
provided a
television in
every
classroom.
The classroom 5 17 9 2 2.76 Agree
in our school is
comfortable for
me to study.
Overall Weighted Mean Rating 2.89

The survey results reflect the perceptions of 33 students from 12 STEM

Pasteur regarding modern facilities in their school. Among the variables, the

statement "My school provided a television in every classroom" received the

highest weighted mean of 3.18, with a descriptive equivalent of " Agree,"

stating that televisions are accessible in every room for students to use.
contrary, for “Sufficient classrooms in school" and also “The classroom in our

school is comfortable for me to study.” both statements have the lowest

weighted mean of 2.76, the descriptive equivalent of "Agree," suggesting

that while students acknowledge the adequacy of classrooms to some

extent, it remains an area with room for improvement. The overall weighted

mean of 2.64, almost all students from STEM Pasteur agreed with all

statements that they answered.

Table 7
Level of Agreement Based on Modern Facilities: STEM - Curie

Modern Strongl Agre Disagre Strongl Weighte Descripti

Facilities y Agree e e y d Mean ve
Disagre Equivale
e nt
There are 5 11 9 3 2.64 Agree
sufficient
classrooms
in our
school.
Every facility 3 15 9 1 2.71 Agree
in our school
has proper
ventilation.
My school 12 11 3 2 3.17 Agree
provided a
television in
every
classroom.
The 2 16 7 3 2.60 Agree
classroom in
our school is
comfortable
for me to
 study.
Overall Weighted Mean Rating 2.79

The table above shows the replies of students from Grade 12 STEM-

Curie consisting of 28 respondents who describe the current situation of the

schools' modern facilities. The highest variable that has a weighted mean of

3.17 is the Descriptive Equivalent to” Agree”. At the same time, the

classroom in our school is comfortable for me to study Having a Descriptive

Equivalent to “Agree” with a weighted mean of 2.60 has the lowest variable.

The table shows that having the essentials for the school facilities does

provide a better performance for the students.

Table 8

The Overall Level of Agreement Based on Modern Facilities

Modern Strongl Agre Disagre Strongl Weighte Descripti

Facilities y Agree e e y d Mean ve
Disagre Equivale
e nt
There are 13 37 30 11 2.57 Agree
sufficient
classrooms
in our
school.
Every facility 11 47 24 9 2.66 Agree
in our school
has proper
ventilation.
My school 40 34 13 4 3.21 Agree
provided a
television in
 every
classroom.
The 9 51 21 9 2.66 Agree
classroom in
our school is
comfortable
for me to
study.
Overall Weighted Mean Rating 2.77

The table above shows the acquired data from 91 students in Grade 12

STEM on Modern Facilities. The statement with the highest variable is “My

school provided a television in every classroom.” with a weighted mean of

3.21 and a descriptive equivalent of “agree”, shows that the school has a

television in every room. Oppositely the statement with the lowest variable is

“There are sufficient classrooms in our school.” with a weighted mean of 2.57

and the descriptive equivalent of “agree”, which means the school provides

a sufficient classroom for all. Modern Facilities have an overall weighted

mean of 2.77.

2.2 Classroom Environment (Per Strand and Section)

Table 9
Level of Agreement Based on Classroom Environment: STEM -
Galilei

Classroom Strongl Agre Disagre Strongl Weighte Descripti

Environme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
I don’t 12 13 3 2 3.17 Agree
 understand
the topic if
my
classmates
are noisy.
My 9 16 4 1 3.10 Agree
academic
performance
drops when
there are no
sufficient
learning
materials.
Being in a 3 6 19 2 2.33 Disagree
group of
people, I’m
having a
hard time
studying.
I struggle to 14 9 3 4 3.10 Agree
focus on
lessons
when the
classroom is
hot.
Overall Weighted Mean Rating 2.93

The table above shows our findings from 12 STEM Galilei concerning to

Classroom Environment. Out of the four variables given one has the highest

weighted mean of 3.17 which is “I don’t understand the topic if my

classmates are noisy” with a Descriptive Equivalent of “agree”, on the other

hand, that has the lowest weighted mean of 2.33 is the “Being in a group of

people, I’m having a hard time studying with a Descriptive Equivalent of

“disagree”. The table has an overall weighted mean rating of 2.93. The

findings show that a preferred environment can boost the student's

academic experience.

Table 10

Level of Agreement Based on Classroom Environment: STEM -

Pasteur

Classroom Strongl Agre Disagre Strongl Weighte Descripti

Environme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
I don’t 14 19 0 0 3.42 Agree
understand
the topic if
my
classmates
are noisy.
My 12 16 4 1 3.18 Agree
academic
performance
drops when
there are no
sufficient
learning
materials.
Being in a 10 13 9 1 2.97 Agree
 group of
people, I’m
having a
hard time
studying.
I struggle to 11 13 3 1 3.18 Agree
focus on
lessons
when the
classroom is
hot.
Overall Weighted Mean Rating 3.19

‘ The table above shows our findings from 12 STEM Galilei concerning

Classroom Environment. Out of the four variables given one has the highest

weighted mean of 3.17 which is “I don’t understand the topic if my

classmates are noisy” with a Descriptive Equivalent “agree”, on the other

hand, that has the lowest weighted mean of 2.33 is the “Being in a group of

people, I’m having a hard time studying with a Descriptive Equivalent of

“disagree”. The table has an overall weighted mean rating of 2.93. The

findings show that a preferred environment can boost the students’

academic experience.

Table 11

Level of Agreement Based on Classroom Environment: STEM -

Curie

Classroom Strongl Agre Disagre Strongl Weighte Descripti

Environme y Agree e e y d Mean ve
nt Disagre Equivale
 e nt
I don’t 11 8 4 5 2.89 Agree
understand
the topic if
my
classmates
are noisy.
My 4 14 9 1 2.75 Agree
academic
performance
drops when
there are no
sufficient
learning
materials.
Being in a 4 14 9 1 2.50 Agree
group of
people, I’m
having a
hard time
studying.
I struggle to 5 9 11 3 2.75 Agree
focus on
lessons
when the
classroom is
hot.
Overall Weighted Mean Rating 2.68

The table above presents the responses of 28 respondents of 12 STEM

Curie on Classroom environment. The most agreed-upon variable indicates

understanding the topic if the classroom is noisy, with a weighted mean of

2.89 and a descriptive equivalent of “Agree”, Meanwhile the least agreed-

upon variable Indicates being in a group of people. I'm having a hard time
studying with a weighted mean of 2.50 And the descriptive equivalent of”

Agree”. The overall weighted mean is 2.68, and the last two statements have

the same 2.75 weighted mean with a descriptive equivalent of agree and

disagree.

Table 12

The Overall Level of Agreement Based on Classroom Environment

Classroom Strongl Agre Disagre Strongl Weighte Descripti

Environme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
I don’t 37 40 7 7 3.16 Agree
understand
the topic if
my
classmates
are noisy.
My 25 46 17 3 3.02 Agree
academic
performance
drops when
there are no
sufficient
learning
materials.
Being in a 16 30 39 6 2.62 Agree
group of
people, I’m
having a
hard time
studying.
I struggle to 30 65 17 8 2.97 Agree
focus on
lessons
 when the
classroom is
hot.
Overall Weighted Mean Rating 2.94

The table above shows the overall responses of 91 students from

Grade 12 STEM in the Classroom Environment. The most agreed statement is

“I don’t understand the topic if my classmates are noisy.” which has a

weighted mean of 3.16 and a descriptive equivalent of “agree”, this data

shows that students can’t focus on studies if there is noise. The least agreed

statement is “Being in a group of people, I’m having a hard time studying.” It

has a weighted mean of 2.62 and has a Descriptive equivalent of “agree”,

meaning that students might get distracted if reviewing with a group. The

Classroom Environment has an Overall weighted mean, of 2.94.

2.3 Teaching Quality (Per Strand and Section)

Table 13

Level of Agreement Based on Teaching Quality: STEM -

Galilei

Teaching Strongl Agre Disagre Strongl Weighte Descripti

Quality y Agree e e y d Mean ve
Disagre Equivale
e nt
Sometimes I 10 18 0 2 3.20 Agree
don’t
understand
the
teacher’s
 way of
teaching.
I understand 24 4 2 0 3.73 Strongly
the lessons Agree
when the
teacher’s
communicati
on skills are
good.
I can follow 17 12 0 1 3.50 Strongly
the lessons Agree
when the
teacher uses
a visual aid.
I can catch 18 11 0 1 3.57 Strongly
up on the Agree
lesson when
that teacher
expresses
mood in a
good
manner.
Overall Weighted Mean Rating 3.50

The table above presents the responses of 30 respondents of 12 STEM

Galilei in teaching quality. The most agreed upon variable indicates I

understand the lesson when the teacher’s communication skills are good,

with a weighted mean of 3.73 and the descriptive equivalent of “Strongly

agree “. The lowest variable is “Sometimes I don’t understand the teacher's

way of teaching, with a weighted mean of 3.20 and the descriptive

equivalent of “agree”. The overall weighted mean is 3.20. It shows that

teaching quality affects the overall performance of 12 STEM Galilei.

 Table 14

Level of Agreement Based on Teaching Quality: STEM -

Pasteur

Teaching Strongl Agre Disagre Strongl Weighte Descripti

Quality y Agree e e y d Mean ve
Disagre Equivale
e nt
Sometimes I 8 17 6 2 2.93 Agree
don’t
understand
the teacher’s
way of
teaching.
I understand 20 9 3 1 3.45 Agree
the lessons
when the
teacher’s
communicatio
n skills are
good.
I can follow 14 14 5 0 3.27 Agree
the lessons
when the
teacher uses
a visual aid.
I can catch up 19 13 1 0 3.55 Strongly
on the lesson Agree
when that
teacher
expresses
mood in a
good manner.
Overall Weighted Mean Rating 3.30
 The data mentioned in the table above shows the feedback of 33

students of 12 STEM Pasteur on teaching quality. The most agreed statement

with a weighted mean of 3.55 with a descriptive equivalent of “strongly

agree” is “I can catch up on the lesson when that teacher expresses mood in

a good manner.” which means the students prefer a teacher that creates a

positive mood for the students. The lowest weighted mean of 2.93 is

“Sometimes I don’t understand the teacher’s way of teaching.” with a

descriptive equivalent of “agree”. The overall weighted mean is 3.30 for the

teaching quality.

Table 15

Level of Agreement Based on Teaching Quality: STEM - Curie

Teaching Strongl Agre Disagre Strongl Weighte Descripti
Quality y Agree e e y d Mean ve
Disagre Equivale
e nt
Sometimes I 5 14 7 2 2.78 Agree
don’t
understand
the teacher’s
way of
teaching.
I understand 12 11 0 5 3.07 Agree
the lessons
when the
 teacher’s
communicatio
n skills are
good.
I can follow 8 15 1 4 2.96 Agree
the lessons
when the
teacher uses
a visual aid.
I can catch up 9 13 4 2 3.03 Agree
on the lesson
when that
teacher
expresses
mood in a
good manner.
Overall Weighted Mean Rating 2.96

The table above presents the responses of 28 respondents of 12 STEM Curie

on Teaching Quality. The most agreed-upon variable indicates understanding

the lessons when the teacher's communication skills are good, with a

weighted mean of 3.07 And a descriptive equivalent of Agree. Meanwhile,

the least agreed-upon variables indicate that sometimes I don't understand

the teacher's way of teaching, with a weighted mean of 2.78 and the

descriptive equivalent of agree. The overall weighted mean is 2.96. These

results show that teaching skills like having good manners, using visual aids,

and good communication skills ensure the students' great performance.

Table 16

The Overall Level of Agreement Based on Teaching Quality

 Teaching Strongl Agre Disagre Strongl Weighte Descripti
Quality y Agree e e y d Mean ve
Disagre Equivale
e nt
Sometimes I 23 49 13 6 2.98 Agree
don’t
understand the
teacher’s way
of teaching.
I understand 55 24 5 6 3.43 Agree
the lessons
when the
teacher’s
communication
skills are good.
I can follow the 39 41 6 5 3.25 Agree
lessons when
the teacher
uses a visual
aid.
I can catch up 46 37 6 2 3.40 Agree
on the lesson
when that
teacher
expresses
mood in a good
manner.
Overall Weighted Mean Rating 3.26

The table shows the responses of 91 students from Grade 12 STEM on

Teaching Quality, showing how the students agree on their preferred

teaching quality. The statement “I can catch up on the lesson when that

teacher expresses mood in a good manner.” has the highest weighted mean

with 3.40 and a descriptive equivalent of “agree”, The students like the
teachers better if they show a positive mood on them. While “Sometimes I

don’t understand the teacher’s way of teaching.” has the lowest weighted

mean 2.98 and a descriptive equivalent of “agree”, sometimes students

struggle with the teachers' way of teaching. The overall weighted mean of

teaching quality is 3.26.

2.4 Educational Material (Per Strand and Section)

Table 17
Level of Agreement Based on Educational Material: STEM –
Galilei
Educationa Strongl Agre Disagre Strongl Weighte Descripti
l Material y Agree e e y d Mean ve
Disagre Equivale
e nt
The digital 9 17 3 1 3.13 Agree
tools and
study guides
enhance my
learning
experience
resulting in
improved
academic
performance
.
School 1 11 12 6 2.23 Disagree
library helps
me to
understand
some
complex
subjects.
The absence 4 14 10 2 2.67 Agree
of sufficient
books and
 resources in
my school
negatively
impacts my
learning
environment
leading to
lower
grades.
Faulty 4 20 6 0 2.93 Agree
equipment
and facilities
hinder my
academic
success.
Overall Weighted Mean Rating 2.72

The table above presents the responses of 30 respondents of 12 STEM

Galilei on Educational material. The most agreed-upon variables indicate.

The digital tools and study guides enhance my learning experience resulting

in improved academic performance, with a weighted mean of 3.13 and the

descriptive equivalent of “agree”, Meanwhile the least agreed-upon variables

indicate school library helps me to understand some complex subjects with

weighted mean 2.23 and descriptive equivalent of “Disagree”. The overall

weighted mean is 2.72. These findings can guide school administrators to

help the students' need for educational materials.

Table 18

Level of Agreement Based on Educational Materials: STEM –

Pasteur
Educational Strongl Agre Disagre Strongl Weighte Descripti
Materials y Agree e e y d Mean ve
Disagre Equivale
e nt
The digital 9 16 6 2 2.97 Agree
tools and
study guides
enhance my
learning
experience
resulting in
improved
academic
performance
.
School 5 16 10 2 2.73 Agree
library helps
me to
understand
some
complex
subjects.
The absence 9 18 9 3 2.64 Agree
of sufficient
books and
resources in
my school
negatively
impacts my
learning
environment
leading to
lower
grades.
Faulty 11 15 6 1 3.09 Agree
equipment
and facilities
hinder my
academic
success.
 Overall Weighted Mean Rating 2.86

The table above presents the responses of 30 respondents of 12 STEM

Galilei on Educational material. The most agreed-upon variables indicate the

digital tools and study guides enhance my learning experience resulting in

improved academic performance, with a weighted mean of 3.13 and the

descriptive equivalent of “agree”, Meanwhile the least agreed-upon variables

indicate school library helps me to understand some complex subjects with

weighted mean 2.23 and descriptive equivalent of “Disagree”. The overall

weighted mean is 2.72. This finding can guide the school administrators to

help the students’ needs of educational materials.

Table 19

Level of Agreement Based on Educational Materials: STEM –

Curie

Educationa Strongl Agre Disagre Strongl Weighte Descripti

l Materials y Agree e e y d Mean ve
Disagre Equivale
e nt
The digital 5 14 7 2 2.76 Agree
tools and
study guides
enhance my
learning
experience
resulting in
improved
academic
 performance
.
School 12 11 0 5 3.07 Agree
library helps
me to
understand
some
complex
subjects.
The absence 8 15 1 4 2.96 Agree
of sufficient
books and
resources in
my school
negatively
impacts my
learning
environment
leading to
lower
grades.
Faulty 9 13 4 2 2.75 Agree
equipment
and facilities
hinder my
academic
success.
Overall Weighted Mean Rating 2.72

The table above presents responses from 28 respondents of 12 STEM

Curie on Educational Materials. The most agreed upon variables indicates

School library helps me to understand complex subjects, with a weighted

mean of 3.07 and descriptive equivalent of agree. Meanwhile, the least

agreed-upon variables indicate faulty equipment, and facilities hinder my

academic success with a weighted mean of 2.75 and the descriptive

equivalent of Agree. The overall weighted mean is 2.72.

Table 20

The Overall Level of Agreement Based on Educational Materials

Educational Strongl Agre Disagre Strongl Weighte Descripti

Materials y Agree e e y d Mean ve
Disagre Equivale
e nt
The digital 25 46 15 5 3.00 Agree
tools and
study guides
enhance my
learning
experience
resulting in
improved
academic
performance.
School library 8 38 34 10 2.48 Agree
helps me to
understand
some
complex
subjects.
The absence 9 50 27 5 2.69 Agree
of sufficient
books and
resources in
my school
negatively
impacts my
learning
environment
leading to
lower grades.
 Faulty 18 53 16 4 2.93 Agree
equipment
and facilities
hinder my
academic
success.
Overall Weighted Mean Rating 2.78

91 students from 12 STEM responded to the educational materials

shown above. The statement with the highest weighted mean is “The digital

tools and study guides enhance my learning experience resulting in

improved academic performance.” with 3.00 and a descriptive equivalent of

“agree”, students stated that digital materials help them improve their

performances. Also, the lowest weighted mean is “School library helps me to

understand some complex subjects.” with 2.48 and the descriptive

equivalent of “agree”, showing that libraries are one of the best ways to

acquire knowledge. The overall weighted mean of educational materials is

2.78.

2.5 Parental Involvement (Per Strand and Section)

Table 21

Level of Agreement Based on Parental Involvement: STEM –

Galilei

Parental Strongl Agre Disagre Strongl Weighte Descripti

Involvemen y Agree e e y d Mean ve
t Disagre Equivale
 e nt
My parents 5 14 5 6 2.60 Agree
are actively
involved in
my
education
and
consistently
provide
support.
My parents 3 14 9 4 2.53 Agree
somewhat
involved in
my
education
and offer
occasional
support.
My parents 1 4 17 8 1.93 Disagree
show little
engagement
in my
education
and provide
minimal
help.
My parents 5 9 6 10 2.30 Disagree
are rarely
supportive
and only get
involved
occasionally.
Overall Weighted Mean Rating 2.34

The table above shows our findings from 12 STEM Galilei reveals the

significance of parental involvement to academic performance. The students

from STEM Galilei mostly agreed to “My parents are actively involved in my

education and consistently provide support” which has a weighted mean of

2.60 and a Descriptive Equivalent of “agree”, while the least agreed is “My

parents show little engagement in my education and provide minimal help”

with a weighted mean of 1.93 and Descriptive Equivalent corresponding to

“disagree”. The overall weighted mean of our findings in parental

involvement from 12 STEM Galilei is 2.34.

Table 22

Level of Agreement Based on Parental Involvement: STEM –

Pasteur

Parental Strongl Agre Disagre Strongl Weighte Descripti

Involvemen y Agree e e y d Mean ve
t Disagre Equivale
e nt
My parents 8 17 6 2 2.94 Agree
are actively
involved in
my
education
and
consistently
provide
support.
My parents 6 17 7 3 2.79 Agree
somewhat
involved in
my
education
and offer
 occasional
support.
My parents 3 18 11 1 2.70 Agree
show little
engagement
in my
education
and provide
minimal
help.
My parents 9 13 9 2 2.88 Agre
are rarely
supportive
and only get
involved
occasionally
Overall Weighted Mean Rating 2.83

The table above shows the responses of 33 students from 12 STEM Pasteur on how parents'

involvement affects their performances. The statement with the highest weighted mean is “My parents are

actively involved in my education and consistently provide support.” With a weighted mean of 2.94 and a

descriptive equivalent of “agree”, almost all the parents are constantly providing support to their children's

education. The opposite, lowest variable is the statement “My parents show little engagement in my

education and provide minimal help” with a weighted mean of 2.70. The overall weighted mean for parental

involvement is 2.8.

Table 23

Level of Agreement Based on Parental Involvement: STEM –

Curie

Parental Strongl Agre Disagre Strongl Weighte Descripti

Involvemen y Agree e e y d Mean ve
t Disagre Equivale
 e nt
My parents 6 14 5 3 2.82 Agree
are actively
involved in
my
education
and
consistently
provide
support
My parents 3 14 8 3 2.61 Agree
somewhat
involved in
my
education
and offer
occasional
support.
My parents 4 14 7 3 2.68 Agree
show little
engagement
in my
education
and provide
minimal
help.
My parents 3 11 5 9 2.29 Disagree
are rarely
supportive
and only get
involved
occasionally
Overall Weighted Mean Rating 2.60

The table above presents responses from 28 respondents of 12 STEM

curie on parental involvement. The table shows that the statement My

parents are actively involved in my education and consistently provide

support is the most agreed upon variable with a weighted mean of 2.82

which means they agree on it. Meanwhile, the least agreed-upon variable

indicates My parents are rarely supportive and only get involved occasionally

with a weighted mean of 2.29 that equivalent to Disagree. The overall

weighted mean is 2.60.

Table 24

The Overall Level of Agreement Based on Parental Involvement

Parental Strongl Agre Disagre Strongl Weighte Descripti

Involvemen y Agree e e y d Mean ve
t Disagre Equivale
e nt
My parents 19 45 16 11 2.79 Agree
are actively
involved in
my
education
and
consistently
provide
support
My parents 12 45 21 10 2.65 Agree
somewhat
involved in
my
education
and offer
occasional
support.
My parents 8 36 35 12 2.44 Disagree
show little
engagement
in my
education
 and provide
minimal
help.
My parents 17 33 20 21 2.51 Agree
are rarely
supportive
and only get
involved
occasionally
Overall Weighted Mean Rating 2.60

The 91 students from 12 STEM responded to the educational materials

shown above. The statement with the highest weighted mean is “The digital

tools and study guides enhance my learning experience resulting in

improved academic performance.” with 3.00 and a descriptive equivalent of

“agree”, students stated that digital materials help them on improving their

performances. Also, the lowest weighted mean is “School library helps me to

understand some complex subjects.” with 2.48 and the descriptive

equivalent of “agree”, showing that libraries are one of the best ways to

acquire knowledge. The overall weighted mean of educational materials is

2.78.

2.6 Health and Safety (Per Strand and Section)

Table 25

Level of Agreement Based on Health and Safety: STEM –

Galilei

Health and Strongl Agre Disagre Strongl Weighte Descripti

 Safety y Agree e e y d Mean ve
Disagre Equivale
e nt
There is 3 8 11 8 2.20 Disagree
proper food
supply to
students in
my school.
The guards 6 17 3 4 2.83 Agree
in my school
are doing
what they
should do.
My 5 18 5 2 2.87 Agree
classroom
has clean
and safe
place where
student can
study.
My 7 11 8 4 2.70 Agree
classroom
has clean
and safe
place where
student can
study.
Overall Weighted Mean Rating 2.65

The table above shows the findings concerning health and safety from

the section of 12 STEM Galilei. The highest variable we collected is “My

classroom has a clean and safe place where students can study” with a

weighted mean of 2.87 and descriptive equivalent of” agree”. The lowest

variable is “There is proper food supply to students in my school” with a

weighted mean of 2.20 and a descriptive equivalent of “disagree”. Health

and Safety have an overall weighted mean of 2.65. These findings may help

shape the school’s well-being of every student.

Table 26

Level of Agreement Based on Health and Safety: STEM –

Pasteur

Health and Strongl Agre Disagre Strongl Weighte Descripti

Safety y Agree e e y d Mean ve
Disagre Equivale
e nt
There is 2 15 12 4 2.45 Agree
proper food
supply to
students in
my school.
The guards 9 19 4 1 3.10 Agree
in my school
are doing
what they
should do.
My 10 14 6 3 2.94 Agree
classroom
has clean
and safe
place where
student can
study.
My 12 15 5 1 3.15 Agree
classroom
has clean
and safe
place where
student can
 study.
Overall Weighted Mean Rating 2.90

Responses from the 33 students from 12 STEM Pasteur on health and

safety are in the table above. The highest variable is “My classroom has a

clean and safe place where students can study.” which has a weighted mean

of 3.15 and a descriptive equivalent of “agree”, cleanliness and safety is a

necessity in our school. Also, the lowest variable is the statement “There is

proper food supply to students in my school.” with a weighted mean of 2.45

and a descriptive equivalent is “agree”. The overall weighted mean of health

and safety is 2.90.

Table 27

Level of Agreement Based on Health and Safety: STEM –

Curie

Health and Strongl Agre Disagre Strongl Weighte Descripti

Safety y Agree e e y d Mean ve
Disagre Equivale
e nt
There is 1 16 9 2 2.57 Agree
proper food
supply to
students in
my school.
The guards 4 19 5 0 2.96 Agree
in my school
are doing
what they
 should do.
My 5 17 5 1 2.93 Agree
classroom
has clean
and safe
place where
student can
study.
My 2 18 8 0 2.79 Agree
classroom
has clean
and safe
place where
student can
study.
Overall Weighted Mean Rating 2.81

The table above presents the responses of 28 respondents of 12 STEM

Curie on Health and Safety. The table shows that the statement The guards

in my school are doing what they should do is the most agreed upon variable

with a weighted mean of 2.96 which means they agree on it. Meanwhile, the

least agreed-upon variable indicates There is a proper food supply to

students in my school with a weighted mean of 2.57 which means they agree

on it. The overall weighted mean is 2.62.

 Table 28

The Overall Level of Agreement Based on Health and Safety

Health and Strongl Agre Disagre Strongl Weighte Descripti

Safety y Agree e e y d Mean ve
Disagre Equivale
e nt
There is 6 39 32 14 2.41 Disagree
proper food
supply to
students in
my school.
The guards 19 55 12 5 2.97 Agree
in my school
are doing
what they
should do.
My 20 49 16 6 2.91 Agree
classroom
has clean
and safe
place where
student can
study.
My 21 44 21 5 2.89 Agree
classroom
has clean
and safe
place where
student can
study.
Overall Weighted Mean Rating 2.93

This table shows the responses of 91 students from Grade 12 STEM on

the Health and safety of each student. The statement that has the highest
variable “The guards in my school are doing what they should do” has a

mean of 2.97 and a descriptive equivalent of “agree”. stating that the health

and safety of each student is attained. The lowest variable “There is proper

food supply to students in my school” which has a mean of 2.41 and a

descriptive equivalent of “disagree” shows that the school doesn’t supply

enough food to students on a daily basis. The health and safety overall

weighted mean is 2.93.

2.7 School Leadership (Per Strand and Section)

Table 29

Level of Agreement Based on School Leadership: STEM –

Galilei

School Strongl Agre Disagre Strongl Weighte Descripti

Leadership y Agree e e y d Mean ve
Disagre Equivale
e nt
I feel that 1 11 11 7 2.20 Disagree
teachers and
school
leaders treat
me fairly.
I feel that 1 19 5 5 2.53 Agree
the school
leaders care
about our
welfare and
safety.
All my 0 8 11 11 1.90 Disagree
classmates
have good
leadership
 qualities.
All my 1 9 13 7 2.13 Disagree
teachers
teach about
leadership
Overall Weighted Mean Rating 2.19

The table above presents responses of 30 respondents of 12 STEM

Galilei on School Leadership. The students from 12 STEM Galilei mostly agree

with “I feel that the school leaders care about our welfare and safety “with a

weighted mean of 2.53 and the descriptive equivalent of “Agree” While the

least agree “All my classmates have good leadership qualities” with a

weighted mean 1.90 and the descriptive equivalent of Strongly Disagree. The

overall weighted mean of our findings on School Leadership from 12 STEM

Galilei is 2.19.

Table 30

Level of Agreement Based on School Leadership: STEM –

Pasteur

School Strongl Agre Disagre Strongl Weighte Descripti

Leadership y Agree e e y d Mean ve
Disagre Equivale
e nt
I feel that 9 21 3 1 3.09 Agree
teachers and
school
leaders treat
me fairly.
I feel that 12 18 3 0 3.27 Agree
teachers and
 school
leaders treat
me fairly.
I feel that 7 18 6 2 2.91 Agree
the school
leaders care
about our
welfare and
safety.
All my 13 16 4 0 3.27 Agree
classmates
have good
leadership
qualities.
Overall Weighted Mean Rating 3.14

The table above shows the responses of 33 students from 12 STEM

Pasteur on school leadership in their school on how significant leadership is

in academic performance. The statements with the highest variable are “I

feel that teachers and school leaders treat me fairly.” and” All my classmates

have good leadership qualities.” with a weighted mean for both 3.27 and a

descriptive equivalent of “agree”. The statement with the lowest variable is

“I feel that the school leaders care about our welfare and safety.” with a

weighted mean of 2.91 and the descriptive equivalent of “agree”. The overall

weighted mean of school leadership is 3.14. Having great leadership guides

the students to better academic performance.

Table 31
 Level of Agreement Based on School Leadership: STEM –

Curie

School Strongl Agre Disagre Strongl Weighte Descripti

Leadership y Agree e e y d Mean ve
Disagre Equivale
e nt
I feel that 3 17 7 1 2.79 Agree
teachers and
school
leaders treat
me fairly.
I feel that 3 15 10 0 2.75 Agree
teachers and
school
leaders treat
me fairly.
I feel that 3 11 9 5 2.42 Disagree
the school
leaders care
about our
welfare and
safety.
All my 2 10 16 0 2.50 Agree
classmates
have good
leadership
qualities.
Overall Weighted Mean Rating 2.62
The table above presents responses of 28 respondents of 12 STEM

Curie on School Leadership. The most agreed-upon variables indicate I feel

that teachers and school leaders treat me fairly, with a weighted mean of

2.79, and descriptive equivalent of agree. Meanwhile, the least agreed-upon

variables indicate I feel that the school leaders care about our welfare and
safety with a weighted mean of 2.42 equivalent to disagreeing. The overall

weighted mean is 2.62.

Table 32

The Overall Level of Agreement Based on School Leadership

School Strongl Agre Disagre Strongl Weighte Descripti

Leadership y Agree e e y d Mean ve
Disagre Equivale
e nt
I feel that 12 49 29 9 2.70 Agree
teachers and
school
leaders treat
me fairly.
I feel that 16 52 18 5 2.87 Agree
teachers and
school
leaders treat
me fairly.
I feel that 10 37 26 18 2.43 Disagree
the school
leaders care
about our
welfare and
safety.
All my 16 35 33 7 2.66 Agree
classmates
have good
leadership
qualities.
Overall Weighted Mean Rating 2.75
 The table above shows the responses of 91 students from Grade 12

STEM on school leadership. The statement with the highest variable “I feel

that teachers and school leaders treat me fairly” has a mean of 2.87 and a

descriptive equivalent of “agree” stating that leaders in school activity have

fair treatment of each student. However, the lowest variable, “I feel that the

school leaders care about our welfare and safety” which has a mean of 2.43

and a descriptive equivalent of “disagree” shows that some leaders care

about the welfare and the safety of each student. The school leadership's

overall weighted mean is 2.75.

3. Significance of Learning Environment in the Academic

Performance

3.1 Student Engagement (Per Strand and Section)

Table 33

Level of Agreement Based on Student Engagement: STEM –

Galilei

Student Strongl Agre Disagre Strongl Weighte Descripti

Engageme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
Other 3 18 6 3 2.70 Agree
students'
participation
strongly
encourages
me to
engage,
significantly
boosting my
academic
performance
.
I feel 4 21 2 3 2.87 Agree
somewhat
motivated to
participate
when other
students are
active,
which helps
my
academic
performance
.
I sometimes 3 14 9 4 2.53 Agree
participate
when other
students do,
which does
have a slight
negative
effect on my
academic
performance
.
Other 1 9 16 4 2.23 Disagree
students'
participation
rarely
encourages
me to
engage, and
which it has
negative
impact on
my
academic
performance
.
 Overall Weighted Mean Rating 2.58

The table above presents responses of 30 respondents of 12 STEM

Galilei on Student Engagement. The most agreed-upon variable indicates “I

feel somewhat motivated to participate when other students are active,

which helps my academic performance” with a weighted mean of 2.87 and

descriptive equivalent “Agree” Meanwhile, the least agreed-upon variable

indicates “Other student's participation rarely encourages me to engage, and

which it has a negative impact on my academic performance with weighted

mean is 2.23. The overall weighted mean on Student engagement from 12

STEM Galilei is 2.58.

Table 34

Level of Agreement Based on Student Engagement: STEM –

Pasteur

Student Strongl Agre Disagre Strongl Weighte Descripti

Engageme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
Other 9 18 5 1 3.06 Agree
students'
participation
strongly
encourages
me to
engage,
significantly
boosting my
academic
performance
.
I feel 9 19 4 1 3.10 Agree
somewhat
motivated to
participate
when other
students are
active,
which
somewhat
helps my
academic
performance
.
I sometimes 6 17 9 1 2.85 Agree
participate
when other
students do,
which does
have a slight
negative
effect on my
academic
performance
.
Other 9 11 8 5 2.73 Agree
students'
participation
rarely
encourages
me to
engage, and
which it has
negative
impact on
my
academic
performance
.
 Overall Weighted Mean Rating 2.93

The table above shows the responses of 33 students from 12 STEM

Pasteur on students’ engagement. The highest variable is “I feel somewhat

motivated to participate when other students are active, which somewhat

helps my academic performance.” with a weighted mean of 3.10 and

descriptive equivalent “agree”, which shows that having a motivated

schoolmate helps the students to feel motivated on education. The one with

the lowest variable is “Other students' participation rarely encourages me to

engage, and which has a negative impact on my academic performance.”

with a weighted mean of 2.73 and descriptive equivalent “agree”, which

means without motivation students’ performance will not improve. The

overall weighted mean of student engagement is 2.93.

Table 35

Level of Agreement Based on Student Engagement: STEM –

Curie

Student Strongl Agre Disagre Strongl Weighte Descripti

Engageme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
Other 5 14 6 3 2.75 Agree
students'
participation
strongly
encourages
me to
engage,
significantly
boosting my
academic
performance
.
I feel 7 15 3 3 2.93 Agree
somewhat
motivated to
participate
when other
students are
active,
which
somewhat
helps my
academic
performance
.
I sometimes 2 10 16 0 2.50 Agree
participate
when other
students do,
which does
have a slight
negative
effect on my
academic
performance
.
Other 3 10 13 2 2.50 Agree
students'
participation
rarely
encourages
me to
engage, and
which it has
negative
impact on
my
academic
 performance
.
Overall Weighted Mean Rating 2.67

The table above presents responses from 28 respondents of 12 STEM

curie on Student engagement. The most agreed-upon variables indicate I feel

somewhat motivated to participate when other students are active, which

somewhat helps my academic performance with a weighted mean of 2.93

which means they agree on it. Meanwhile, the least agreed upon variable is I

sometimes participate when other students do, which does have a slight

negative effect on my academic performance other students' participation

rarely encourages me to engage, which has a negative impact on my

academic performance with the same weighted mean of 2.50 which means

Agree. The overall weighted mean is 2.67.

Table 36

Summary Of Statistics for Student Engagement Per Section

Groups Count Sum Average Variance

Galilei 4 30 7.5 103
Pasteur 4 33 8.25 53.58
Curie 4 28 7 36

Table 37

Significant Difference Between the Respondents’

Engagement Affecting Grade 12 Students' Academic Performance

 Source SS df MS F P- Decision
of value
Variati
on
Betwe 3.17 2 1.58 0.03 0.97 Accept
en Null
Groups Hypothesi
s
Within 527.75 9 58.64
Groups

Total 530.92 11

The table above the ANOVA results for Student engagement, with an

obtained p-value of 0.97 which is greater than the predetermined alpha 0.05.

This indicates that Student engagement has no significant difference in the

learning environment in the academic performance of students and is

predetermined due to chance.

Table 38

The Overall Level of Agreement Based on Student Engagement

Student Strongl Agre Disagre Strongl Weighte Descripti

Engagement y Agree e e y d Mean ve
Disagre Equivale
e nt
Other 17 50 17 7 2.85 Agree
students'
participation
strongly
encourages
me to
engage,
significantly
boosting my
academic
performance.
I feel 20 55 9 7 2.97 Agree
somewhat
motivated to
participate
when other
students are
active, which
somewhat
helps my
academic
performance.
I sometimes 40 33 13 4 3.17 Agree
participate
when other
students do,
which does
have a slight
negative
effect on my
academic
performance.
Other 13 30 37 11 2.49 Disagree
students'
participation
rarely
encourages
me to
engage, and
which it has
negative
impact on my
academic
performance.
Overall Weighted Mean Rating 2.87
 This table shows the responses of 91 students from Grade 12 STEM on

student engagement. The statement with the highest variable “I sometimes

participate when other students do, which does have a slightly negative

effect on my academic performance” has a mean of 3.17, and a descriptive

equivalent of “agree” states that some activities have a negative effect on

student’s academic performances. The statement with the lowest variable

“Other students' participation rarely encourages me to engage, and which it

has a negative impact on my academic performance” has a mean of 2.49,

and a descriptive equivalent of “disagree” states that some students that

rarely got engage harm their academic performances. The student

engagement overall weighted mean is 2.87.

3.2 Motivation (Per Strand and Section)

Table 39

Level of Agreement Based on Motivation: STEM – Galilei

Motivation Strongl Agre Disagre Strongl Weighte Descripti

y Agree e e y d Mean ve
Disagre Equivale
e nt
Our group of 6 16 6 2 2.87 Agree
friends
motivates
each other
to achieve
better
academic
performance
.
I am less 15 10 3 2 3.27 Agree
 motivated to
study when
there are
issues in my
family.
I am more 22 7 1 0 3.70 Strongly
motivated to Agree
learn when
the subject
is engaging.
I am 14 13 3 0 3.37 Agree
motivated
when the
school can
provide
enough
educational
material.
Overall Weighted Mean Rating 3.30

The table presents our findings from 12 STEM Galilei on Motivation. The

Highest variable we collected is “I am more motivated to learn when the

subject is engaging “with a weighted mean of 3.70 and a descriptive

equivalent strongly agree. The lowest variable is “Our group of friends

motivates each other to achieve better performance” with a weighted mean

of 2.87 and the descriptive equivalent of agree. The overall weighted mean

of our findings in Motivation from 12 STEM Galilei is 3.30.

 Table 40

Level of Agreement Based on Motivation: STEM – Pasteur

Motivation Strongl Agre Disagre Strongl Weighte Descripti

y Agree e e y d Mean ve
Disagre Equivale
e nt
Our group of 15 11 6 1 3.21 Agree
friends
motivates
each other
to achieve
better
academic
performance
.
I am less 13 11 7 2 3.06 Agree
motivated to
study when
there are
issues in my
family.
I am more 17 8 3 5 3.12 Agree
motivated to
learn when
the subject
is engaging.
I am 13 16 2 2 3.21 Agree
motivated
when the
school can
provide
enough
educational
material.
Overall Weighted Mean Rating 3.15
 Above are the data collected from the 33 students of 12 STEM Pasteur

on motivation. There are 2 statements with the most agreed upon are “Our

group of friends motivates each other to achieve better academic

performance.” and “I am motivated when the school can provide enough

educational material.” with a weighted mean of 3.21 and descriptive

equivalent “agree”, means that having the right friends motivate on

performances on education while having enough materials for it. The

opposite, least agreed is “I am less motivated to study when there are issues

in my family.” With a weighted mean of 3.06 and the descriptive equivalent

of “agree”, students' family issues are affecting the performances of

students. The overall weighted mean of motivation is 3.15.

Table 41

Level of Agreement Based on Motivation: STEM – Curie

Motivation Strongl Agre Disagre Strongl Weighte Descripti

y Agree e e y d Mean ve
Disagre Equivale
e nt
Our group of 8 15 4 1 3.07 Agree
friends
motivates each
other to
achieve better
academic
performance.
I am less 3 9 14 2 2.46 Disagree
motivated to
study when
there are
issues in my
 family.
I am more 10 14 2 2 3.14 Agree
motivated to
learn when the
subject is
engaging.
I am motivated 6 15 5 2 2.89 Agree
when the
school can
provide enough
educational
material.
Overall Weighted Mean Rating 2.89

The table above presents responses from 28 respondents of 12 STEM

Curie on Motivation. The most agreed-upon variables indicate I am more

motivated to learn when the subject is engaging with a weighted mean of

3.14 has the descriptive equivalent of agree. Meanwhile, the least agreed-

upon variables indicate I am less motivated to study when there are issues in

my family with a weighted mean of 2.46 that equivalent to disagree. The

overall weighted mean is 2.89.

Table 42

Summary Of Statistics for Motivation Per Section

Groups Count Sum Average Variance

Galilei 4 30 7.5 103
Pasteur 4 33 8.25 53.58
Curie 4 28 7 36
 Table 43

Significant Difference Between the Respondent's Motivation

Affecting Grade 12 Students' Academic Performance

Source SS df MS F P- Decision
of value
Variati
on
Betwe 3.17 2 1.58 0.025 0.98 Accept
en Null
Groups Hypothesi
s
Within 577.75 9 64.19
Groups

Total 580.92 11

The result from the ANOVA is in the table above for motivation, with an

acquired P-value of 0.98 which is higher than the predetermined alpha 0.05.

This indicates that motivation has no significant difference on learning

environment in academic performance.

Table 44

The Overall Level of Agreement Based on Motivation

Motivation Strongl Agre Disagre Strongl Weighte Descripti

y Agree e e y d Mean ve
Disagre Equivale
e nt
Our group of 29 42 16 4 3.05 Agree
friends
motivates
 each other
to achieve
better
academic
performance
.
I am less 21 30 24 6 2.95 Disagree
motivated to
study when
there are
issues in my
family.
I am more 49 29 6 7 3.32 Agree
motivated to
learn when
the subject
is engaging.
I am 33 44 10 4 3.16 Agree
motivated
when the
school can
provide
enough
educational
material.
Overall Weighted Mean Rating 2.12

This table shows the responses of 91 students from Grade 12 STEM on

Motivation. The Statement with the highest variable “I am more motivated to

learn when the subject is engaging” which has a mean of 3.32 states that the

more that the subject is engaging is the more they are motivated. The

statement with the lowest variable “I am less motivated to study when there

are issues in my family” has a mean of 2.95 and a descriptive equivalent of

“agree” states that some students who have family issues have less

motivation than the rest. The Motivation overall weighted mean is 2.12.

3.3 Cognitive Development (Per Strand and Section)

Table 45

Level of Agreement Based on Cognitive Development: STEM –

Galilei

Cognitive Strongl Agre Disagre Strongl Weighte Descripti

Developmen y Agree e e y d Mean ve
t Disagre Equivale
e nt
Participation 10 18 2 0 3.27 Agree
in a class
helps with my
cognitive
development.
Having a 15 13 2 0 3.43 Agree
pleasant
environment
is useful for
acquiring
knowledge
and analyzing
problems.
Poor 15 14 1 0 3.47 Agree
ergonomics
can cause
discomfort,
fatigue, and
distraction,
which may
affect my
cognitive
functions.
The addition 11 17 2 0 3.30 Agree
 of air
conditioning
in the
classroom
increases my
cognitive
development.
Overall Weighted Mean Rating 3.37

The table above presents the responses of 30 respondents from 12

STEM GALILEI on Cognitive Development. The most agreed upon “Poor

ergonomics can cause discomfort, fatigue, and distraction, which may affect

my cognitive function” with a weighted mean of 3.47 and the descriptive

equivalent of Strongly agree. Meanwhile, the least agreed upon variable

indicates “Participation in class helps my cognitive development “with a

weighted mean of 3.27 and the descriptive equivalent of agree. Cognitive

development has an overall weighted mean of 3.37.

Table 46

Level of Agreement Based on Cognitive Development: STEM –

Pasteur

Cognitive Strongl Agre Disagre Strongl Weighte Descripti

Development y Agree e e y d Mean ve
Disagre Equivale
e nt
Participation in 13 18 1 1 3.30 Agree
a class helps
with my
cognitive
 development.
Having a 11 16 6 0 3.15 Agree
pleasant
environment is
useful for
acquiring
knowledge and
analyzing
problems.
Poor 11 18 4 0 3.21 Agree
ergonomics
can cause
discomfort,
fatigue, and
distraction,
which may
affect my
cognitive
functions.
The addition of 13 16 4 0 3.27 Agree
air conditioning
in the
classroom
increases my
cognitive
development.
Overall Weighted Mean Rating 3.23

The table above shows the data collected on 33 students from 12

STEM Pasteur on cognitive development. The highest variable collected is

from the statement “Participation in a class helps with my cognitive

development.” with a weighted mean of 3.30 and the descriptive equivalent

of “agree”, class participation improves students' cognitive development.

While the lowest variable collected is from the statement “Having a pleasant
environment is useful for acquiring knowledge and analyzing problems.” with

a weighted mean of 3.15 and the descriptive equivalent of “agree”. The

overall weighted mean of cognitive development is 3.23.

Table 47

Level of Agreement Based on Cognitive Development: STEM –

Curie

Cognitive Strongl Agre Disagre Strongl Weighte Descripti

Development y Agree e e y d Mean ve
Disagre Equivale
e nt
Participation in 5 20 1 2 3.00 Agree
a class helps
with my
cognitive
development.
Having a 8 16 4 0 3.15 Agree
pleasant
environment is
useful for
acquiring
knowledge and
analyzing
problems.
Poor 6 18 3 1 3.04 Agree
ergonomics can
cause
discomfort,
fatigue, and
distraction,
which may
affect my
cognitive
functions.
The addition of 2 21 3 2 2.82 Agree
 air conditioning
in the
classroom
increases my
cognitive
development.
Overall Weighted Mean Rating 3.00

The table above present responses of 28 respondents of 12 STEM curie

on Cognitive development. The most agreed upon variables indicates Having

a pleasant environment is useful for acquiring knowledge and analyzing

problems with a weighted mean of 3.15 which means they agree on it.

Meanwhile, the least agreed-upon variable indicates the addition of air

conditioning in the classroom increases my cognitive development with a

weighted mean of 2.82 and the descriptive equivalent of agree. The overall

weighted mean is 3.00.

Table 48

Summary Of Statistics for Cognitive Development Per Section

Groups Count Sum Average Variance

Galilei 4 30 7.5 65.67
Pasteur 4 33 8.25 74.25
Curie 4 28 7 46.67

Table 49
 Significant Difference Between the Respondent's Cognitive
Development Affecting Grade 12 Students' Academic Performance

Source SS df MS F P- Decision
of value
Variati
on
Betwe 3.17 2 1.58 0.025 0.97 Accept
en Null
Groups Hypothesi
s
Within 559.75 9 62.19
Groups

Total 562.92 11

The table above shows the ANOVA results for the Cognitive

development, with an obtained p-value of 0.97 which is greater than the

predetermined alpha 0.05. This indicates that Cognitive development has no

significant difference in the learning environment in the academic

performance of students and is predetermined due to chance.

Table 50

The Overall Level of Agreement Based on Cognitive

Development

Cognitive Strongl Agre Disagre Strongl Weighte Descripti

Developme y Agree e e y d Mean ve
nt Disagre Equivale
e nt
Participation 28 56 4 3 3.20 Agree
in a class
 helps with
my cognitive
developmen
t.
Having a 34 45 12 0 3.24 Agree
pleasant
environment
is useful for
acquiring
knowledge
and
analyzing
problems.
Poor 32 50 8 1 3.24 Agree
ergonomics
can cause
discomfort,
fatigue, and
distraction,
which may
affect my
cognitive
functions.
The addition 26 54 9 2 3.14 Agree
of air
conditioning
in the
classroom
increases
my cognitive
developmen
t.
Overall Weighted Mean Rating 3.21

This table shows the responses of 91 students from Grade 12 STEM on

Cognitive Development. The Statement with the highest variable “Having a

pleasant environment is useful for acquiring knowledge and analyzing

problems” and ”Poor ergonomics can cause discomfort, fatigue, and

distraction, which may affect my cognitive functions” has a mean of 3.24 and

a descriptive equivalent of “agree” states that Having a healthy and pleasant

environment and ergonomics is useful for analyzing problems and can

protect you from fatigue and distractions that can affect the cognitive

functions of each student. The statement with the lowest variable “The

addition of air conditioning in the classroom increases my cognitive

development” which has a mean of 3.14 and a descriptive equivalent of

“agree” states that air conditioning can increase.

In summary, the table presents the collected data from various groups

about the relationship between the learning environment and academic

performance of the students. Among STEM Students, there is a positive

effect of a good learning environment in academic performance of the

students. These findings emphasize that a learning environment has a

significant impact on the academic performance of the students.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

This chapter summarizes the results of our study on how the learning

environment affects the academic performance of Grade 12 STEM students.

It presents the key findings, conclusions, and recommendations based on the

data collected. The goal is to provide a clear understanding of the impact of

the learning environment and offer practical suggestions to improve student

performance and overall learning experiences.

Summary of Findings

The salient findings of the study are summarized below, addressing the

specific questions this research aimed to answer:

5. Problem No. 1 What is the demographic profile of the respondents

in terms of:

a. Age

b. Gender

c. Strand and Section

d. Language Spoken

The majority of the 90 respondents are aged 16-17, making up 93.33% of

the sample. The largest group represented is STEM-Pasteur, comprising

36.67% of the participants. Males account for 51.11% of the respondents.

Language preferences among a group of 90 individuals. Filipino is the most

commonly spoken language, with 87 participants marking up 96.67% of the

whole sample.

6. Problem No. 2 What is the condition of St. Adelaide of School-

Philippines in terms of its learning environment:

a. Modern Facilities

b. Classroom Environment

c. Educational Materials

d. Teaching Quality

e. School Culture

f. Parental Involvement

g. Health and Safety

h. School Leadership

Regarding modern facilities in their school. Among the variables, the

researchers found that specific features like classroom televisions are highly

valued, efforts to address classroom sufficiency and other facility-related

concerns could further enhance students' overall experience. Based on the

findings on Classroom environment, the data show that a preferred

environment can boost the students’ academic experience. Also, on

educational materials, the findings can guide the school administrators to

help the students’ needs of educational materials. The findings of our

research indicate that effective teaching skills, such as maintaining good

manners, utilizing visual aids, and demonstrating strong communication

abilities, play a pivotal role in ensuring students achieve excellent academic

performance. Additionally, parental involvement emerges as a critical factor

in creating a conducive learning environment that fosters student success.

Furthermore, the overall safety of students is essential for providing a sense

of comfort and assurance for both students and their parents. These factors

collectively highlight the importance of a holistic approach to education that

prioritizes skillful teaching, active parental participation, and a secure

learning environment.

7. Problem No. 3 Is there any significant difference in the significance

of the Learning Environment in the Academic Performance of students?

a. Student Engagement

b. Motivation

c. Cognitive Development

Findings from this study indicate that a conducive learning

environment, characterized by engaging and motivating elements such as

participation, significantly enhances students' cognitive development. Active

participation, coupled with tailored strategies that cater to diverse learning

styles, fosters an atmosphere where students are not only motivated but also

able to apply and deepen their understanding. These factors contribute to

improved academic performance, critical thinking, and long-term knowledge

retention, highlighting the essential role of environmental and motivational

factors in shaping cognitive growth.

Conclusion

This study reveals a strong connection between the learning

environment and how well Grade 12 STEM students at St. Adelaide of School-

Philippines perform academically. The research shows that a successful

learning environment isn't just about having fancy equipment, but also

includes things like a supportive classroom, skilled teachers, parents who are

involved, and a safe and secure school.

While the school does well in some areas, like having modern facilities

and a generally positive atmosphere, there are still some things that could

be improved, such as making sure there are enough classrooms, helping

teachers develop their teaching skills, and ensuring students have the

materials they need.

By focusing on these areas, the school can create a better learning

environment that encourages students to be engaged, motivated, and

ultimately, achieve academic excellence. The findings of this study can be

used by school leaders, teachers, and parents to work together to create a

learning environment that helps students reach their full potential.

In terms of potential, the findings suggest that a positive and well-

structured learning environment not only fosters better cognitive outcomes

but also enhances the full potential of students, well-being, self-efficacy, and

interpersonal skills. The importance of the learning environment affects the

full potential of the students in academics. The school environment serves

as a home to the students for a year and it can create a better area of

learning.

Moreover, these conclusions underscore the significance of the grade

12 STEM students' learning environment by underlining how diverse the

determinants are. Constructive and supportive learning can improve critical

thinking, problem-solving abilities, and overall educational experience,

preparing 12 STEM students for future academic.

Recommendations

1. Provide a safe and healthy environment for students - A safe and

healthy environment can reduce the risk of accidents and can improve the

productivity of each student as a result.

2. Improve students’ productivity – Improving productivity means

improving their learning habits and behavior more effectively and efficiently.

3. Reduces stress for everyone – reduced stress for everyone helps the

students reach their full potential by minimizing school activities and giving

the students the support that they need.

4. Helps students to reach their full potential – A high-quality learning

environment empowers students to reach their full potential. By providing a

comfortable and inspiring space for work and interaction, it encourages skill

development and knowledge sharing, fostering a collaborative community

where everyone can succeed.

5. Continuing to improve the research regarding the school

environment - Through ongoing research into the relationship between

school environment and academic performance, we can enhance the quality

of our school community. By understanding the factors that contribute to a

positive learning environment, we can create schools that are safe,

supportive, and conducive to student success.

6. Motivates students – Motivating the students to put some effort into

his/her academic work makes them reach the best output that they can

make. Also motivate them by giving them time to rest, giving moral support,

and giving them inspiration.