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Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Creating a motivating classroom environment that rewards diligence and

effort crucial for student success. Recognizing and celebrating outstanding

students on a weekly basis can inspire others to put in their best efforts. The

diverse and academically challenging environment of global schools, combined

with a focus on global awareness and critical thinking, often leads to high levels

of academic motivation among students. You are making a conclusion here

already. Revise this part global schools can provide an environment conducive

to academic motivation, individual factors also play a significant role in a

student's motivation and success. These may include personal interests, goals,

and support from family and teachers. By showcasing individual achievements,

you not only motivate the recognized students but also encourage others to strive

for excellence. This positive reinforcement can lead to increased student

engagement, which, in turn, can enhance their motivation and commitment to

their learning goals. It's a win-win approach to fostering a culture of hard work

and continuous improvement in the classroom.

Having a responsive and effective school environments has always been

one of the challenges of every educator as Johnson (2016) stated that school

facilities are the space interpretation and physical expression of the curricula.
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The quality of the academic spaces reflect the quantity of interaction between the

students and teachers as well as on the quality of teaching and learning

(Apolinar,2019).

The provision of quality education to students by providing effective school

facilities where they would be dedicated in studying and fostering their ability

should be a commitment and top priorities by the administrators. If the school

administrators expect students to become motivated to learn, then they should

do some efforts by creating schools where students discover that learning is an

exciting and rewarding activity (Mart, 2010). As Dillon, Gilpin, Juliani, and Klein

(2016) point out, having the best curriculum and being a great facilitator is not

enough if the classroom environment is not conducive to learning. Lesson

planning should extend beyond materials and activities, considering the physical

setup of the classroom to ensure that students can fully benefit from their

learning experiences.

In the Philippines, the classroom environment serves as the heart of a

student's journey, where motivation and learning converge. This study aims to

understand how the classroom affects students' performance. Student success is

closely linked to the learning environment. The learning environment can impact

students in many ways. For instance, a positive learning environment can help to

make students more engaged, motivated, and increase their overall learning

ability, whereas a negative learning environment can do the reverse. The school

plays a big role in molding the tomorrow's citizens and leaders and building a

better future. It is an educational institution where the motivation, engagement

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and interest of students in learning being empowered. However, Philippine

Institute for Development Studies found gaps in the country's school

infrastructure which affects to the effectiveness of the environment in learning

and teaching process. There are some public schools in the country struggling

with providing adequate and effective school facilities. It will be harder for

students to stay engaged and retain what they are learning in a negative learning

environment, and student achievement may decrease. According to Homayoun,

A (October 8 2019) Students will engage to learn if they can feel sense of

belonging and connectedness in classroom. Furthermore Philippines Institute for

Development Studies (PIDS) senior research fellow Adoracion Navarro said "that

the learning process and motivation are intertwined. Understanding the elements

impacting motivation in the classroom is necessary to improve the learners'

experience and, ultimately, promote student performance". The Philippines has a

diverse educational landscape with various challenges and opportunities.

Understanding the classroom environment and its impact on academic

motivation is essential for improving the quality of education across the nation.

By investigating and improving the classroom environment, educational

institutions in the Philippines can create a more conducive learning atmosphere,

leading to increased motivation, engagement, and ultimately, better academic

performance.

Liloan National High School is a prominent educational institution in the local

community, serving as a hub for senior high school students in the area. Both the

students and the school administration need to understand how the classroom
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environment affects academic motivation. As the researchers observe, this

situation is prominent at Liloan National High School where the research is being

conducted. By investigating this relationship, the study seeks to provide

valuable insights into the factors influencing academic motivation among senior

high school students in LNHSand propose strategies for enhancing the

classroom environment to promote better academic outcomes.

Revise the rationale in such a way that you are not making a

conclusion that there is a correlation between classroom environment and

academic motivation. Maybe, just omit some of the sentences there that

already give conclusion. Then, end your rationale with the thesis

statement which you knew already.

Theoretical Background

This section of the study presents the foundation of the variables of interest.
The theories and concepts of this research are being related to one another,
which is presented in the diagram below.
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Classroom Enviroment influences the

academic motivation of the students.

Environmentlist Theory Albert Motivation Theory Schunk et

Bandura (2000)
al., (1983)

Grade 12 Science, Technology, Engineering and mathematics

Srudents of Liloan Nationl High School

Environment Quality Academic motivation level

School Development Plan Suggestions

Figure 1: Schematic Diagram of the Study

Environmentalist Theory. Environmentalist theory according to Albert

Bandura states that behavior and learning of a child are reactions to the
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environment that they are in. He thought that learning and behavior of a child is

being formed by a child's environment. Albert Bandura (2000) also found through

observation learning that the young child will observe and copy behaviors of the

people around them, leading to decision making skills and development. This

viewpoint encourages families, schools, and families, schools, and educators to

understand that the child's development depends on the items he or she finds

around him or her. Julian B. (2003) developed a social learning concept which

focused on the idea that personality represents an interaction of an individual

with his or her environments. When a child is in an environment which is not

conducive to learning, he or she will not learn to her best abilities. Julian B.

(2003) also added that there are simple things that can be adjusted to motivate

learning in an environment which include lighting, furniture arrangement, and

temperature. Provide your own explanations as researchers also using your

own words also relative to the theory.

Motivation Theory. Research on academic motivation focuses on

explaining why students behave the way they do and how this affects learning

and performance ( Schunk et al., 1983 as quoted by Educational Psychology

Review, 2023). Schunk, Pintrich, & Meece (2014) states that motivation has been

defined as a desire to do and finish a certain task. When the motivation of

students being achieved their engagement level also increases (Hulleman &

Barron, 2010). Motivation serves as energy for students to engage and persist in

a task. However, according to the University of Rochester Medical Center (2023),

the satisfaction and sustained success in achieving one's goal depends on the
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quality of motivation. Locke (1997) as quoted by Educational Psychology Review

(2023) postulated an integrated model for theories of work motivation, starting

from needs, values and personality, and environmental incentives through goal

choice and mediating goal and efficacy mechanisms to performance,outcomes,

satisfaction, and organizational commitment.

Provide your own explanations as researchers also using your own

words also relative to the theory.

THE PROBLEM

Statement of the Problem

This study determined the classroom environment quality and academic

motivation level among senior high school students at Liloan National High

School during the school year 2023- 2024 as basis for a school development

plan suggestions. Furthermore, the correlation between the two variables was

sought.

Specifically, it answered the following questions:

1. As perceived by the senior high school students at Liloan National High

School during the school year 2023-2024, what is the environment quality

of the classrooms in terms of:

1.1 physical structure;

1.2 cleanliness;

1.3 class size;

1.4 ventilation; and

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1.5 safety?

2. As perceived by the student respondents, what is their academic

motivation level in terms of:

2.1 intrinsic motivation; and

2.2 extrinsic motivation?

3. What is the correlation between the classroom environment quality and

academic motivation level?

4. Based on the findings, what proposed school development plan

suggestions can be made?

Null Hypothesis

After coming up with the problem, this study was sought to accept or reject

the null hypotheses given.

Ho: There is no significant relationship between classroom environment

between academic motivation of the students

Scope and Delimitation

The scope of the study is on the two major variables namely classroom

environment and academic motivation.

In assessing the classroom environment quality it is delimited to the

following sub-variables: physical structure, cleanliness, class size, ventilation,

and safety.
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In measuring the academic motivation level of the respondents, it is

delimited to the following sub-variables: intrinsic motivation and extrinsic

motivation.

This study will focus on the Senior High School students of Liloan National

Highschool regardless of strands, age, and genders.

DEFINITION OF TERMS

Academic Motivation. As used in the study, it refers to the major variable

that is comprised to intrinsic motivation and extrinsic motivation.

Classroom Environment. As used in the study, it pertains to the variable

that is categorized into physical structure, cleanliness, class size, ventilating, and

safety.

Class Size. As used in the study, it refers to the number of students in the

particular classroom. Based this one in your instrument.

Cleanliness. As used in the study, it pertains to the classroom's hygiene.

Extrinsic Motivation. As used in the study, it refers to motivation influenced

by external factors, such as rewards, recognition, or grades.

Intrinsic Motivation. As used in the study, it refers to the personal

motivation derived from within the student.

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Liloan National Highschool. As used in the study, this is where the

research is being conducted.

Physical Structure. As used in the study, it refers to the general design and

layout of a certain classroom.

Safety. As used in the study, it pertains to the comfortableness and security

of the students.

Senior High School Students. As used in the study, this stands as the

respondent.

School Development Plan Suggestions. As used in the study, it refers to

the outputs of the study.

Ventilation. As used in the study, it refers to the sanitation and air quality

within the classroom.

Base the highlighted words on your instrument.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and related studies that further

explain the variables of the study which are classroom environment and

academic motivation.

The learning environment needs attention as this space is related to

students' well-being and learning performance Several studies have emphasized

the importance of the physical structure of classrooms. For instance, Smith and

Weinstein (2014) found that well-designed classrooms with appropriate seating

arrangements positively impact students' focus and engagement. Syguia, Jose

Noel G. (2020) found out that students enjoy learning when their preferred type

of activities are performed – hence, having the attributes of an active learner.

Learning styles is an important factor to consider for the students to learn well in

school. Also the researchers Hill, David J.; Williams, Olivia F.; Mizzy, Danianne

P.; Triumph, Therese F.; Brennan, Catherine R.; Mason, Dawn C.; Lawrence,

David S. (2019) said that they describe the challenges of creating an impactful

course that seeks to convey practical laboratory-safety information in a

classroom setting for students with a diverse array of interests. In particular, they
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have found that a flipped-classroom model highlighting case studies creates a

concrete experience that actively engages course participants

According to Stapp, Alicia (2018) Expectations placed on educators to

improve academic performance continue to increase and a component of the

learning environment oftentimes excluded from research is the physical structure

of a classroom, such as the type of seating in a classroom. The easy movement

of tools and furniture widens the range of available classroom configurations to

optimize engagement opportunities. Similarly, the flexibility of the classroom

allows for the relatively easy movement of people. Despite a few studies that

address classroom elements such as furniture, researchers argue for more-

holistic attention to the materials of learning environments to better support the

activities in which students engage. (Ozkan Bekiroglu & Saliha; Ramsay &

Crystal M.; Robert & Jenay, Jul 2022)

A study conducted by Johnson, et al. (2019) investigated the classroom

environment quality and academic motivation level among senior high school

students. The researchers utilized a survey questionnaire to gather data from

500 students in various high schools. The results revealed that the physical

structure of classrooms significantly influenced students' academic motivation.

Students reported higher levels of motivation in classrooms with comfortable

seating, adequate lighting, and appropriate resources. This dissertation

examines whether a classroom environment has an effect on students'

perceptions of their teacher and academic achievement, and consists of a causal

comparative, quantitative research study. The treatment group took place in an

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optimally designed classroom, while the control group took place in a non-

designed classroom (Mendoza, Allison Scott, 2022). Classroom climate is

conceptualized as the intellectual, physical, emotional, and social environment in

which students learn. It includes the physical environment of the classroom

(O’Brennan, Bradshaw &Furlong, 2014).

According to Björklund, Fanny and Bramfors, Maria (2016). The physical

environment in schools is an important factor that benefits the educational quality

and has an essential role in the student's learning process. In the Philippines the

physical environment is underdeveloped in the schools, since the main focus is

on developing a basic foundation and on making sure that every child can go to

school. While research on the relationship between general education class size

and student achievement is plentiful, research on class size in special education

is scarce, even though class size issues must be considered particularly

important to students with special educational needs (Campbell Collaboration,

2023). Irene Pajarillo-Aquino (2019) said that the presence of these facilities and

instructional will enable the students to be more comfortable which may

contribute to a better academic performance in the class, she also revealed that

proper ventilation of the classroom will provide a better and comfortable learning

environment for the students that will surely encourage them to participate more

in their class activities. Wang et al. (2020) characterize a positive classroom

setting as a safe, harmonious, and open environment, which could be influenced

by the dynamics of the participants and the prevalent learning culture. Empirical
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evidence suggests that a self-governed and healthy environment in the

classroom positively contributed to students learning outcomes (Barksdale, 2017)

Clean and organized classrooms contribute to a positive learning

environment. A study by Jones (2017) highlighted how cleanliness and tidiness in

classrooms can enhance students' perception of the learning space. Widiastuti,

Kurnia; Susilo, Mohamad Joko; Nurfinaputri, Hanifah Sausan (2020) studied

about “How Classroom Design Impacts for Student Learning Comfort” and the

results showed that the factors that influence learning comfort of students in the

classroom include: air circulation, quietness, cleanliness, adequate & supportive

facilities, and peer attendance. Safety is paramount in any learning environment.

A study by Robertson (2017) emphasized the significance of ensuring a safe and

secure classroom environment for students' well-being and academic success.

According to Lacoe, Johanna (2020) that a safe environment is a prerequisite for

productive learning. Wriston, Blair; Duchesneau, Nancy (2019) said that school

discipline policies are broadly intended to foster a high-quality learning

environment by maintaining safety in the classroom; however, far too often,

schools adopt measures that harm a student's social, emotional, academic, and

in some cases, physical health and well-being. Safety also measures such as

emergency exits, fire extinguishers, and adherence to safety protocols contribute

to students' sense of security and positively impact their motivation to learn.

Additionally, in an agreeable and pleasant classroom climate, students feel safer,

have more confidence in learning, and are not afraid of making mistakes (Morin,

Marsh, Nagengast & Scalas, 2014). A classroom climate of order significantly

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leads to the increase of reading motivation of efficacy, compliance, challenge,

and aesthetics, and the whole process contributes to greater student academic

Academic motivation is recognized as one of the most effective driving

forces of student learning, as well as the only factor that guarantees students’

academic achievement. Among the numerous factors contributing to students’

performance and academic achievement, academic motivation is considered as

one of the most significant elements. Subsequently, it helps to enhance students’

engagement, learning autonomy, and academic performance (Rana, Mahmood &

Reid, 2015) in teaching and learning processes. Academic motivation is

important to students' mental health and performance. More importantly, intrinsic

academic motivation also has a positive significance on the reduction of stress

and depression of undergraduate students, which could bring about a positive

classroom atmosphere free from interpersonal conflicts (Huang, Lv & Wu, 2016).

According to previous studies, a classroom climate of involvement, autonomy,

and meaningfulness advances students’ motivational goal orientation

(Lerdpornkulrat, Koul & Poondej, 2018). A classroom with good interpersonal

relationship promotes student intrinsic motivation. One established measure is

the Academic Motivation Scale (AMS), comprising 28 items. AMS assesses

intrinsic motivation, extrinsic motivation, and amotivation, which are further

categorised into seven subscales (Kotera, Yasuhiro; Conway, Elaine; Green,

Pauline 2023). Intrinsic motivation refers to the internal drive and interest in

learning. A study by Deci and Ryan (2012) highlighted the importance of intrinsic

motivation in promoting deep learning and academic achievement. When

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students are intrinsically motivated, they engage in learning for the sake of

personal growth and enjoyment, leading to higher levels of academic success.

Extrinsic motivation, on the other hand, involves external factors such as

rewards, grades, and recognition. Research by Lepper et al. (2014) suggested

that extrinsic motivation can complement intrinsic motivation and provide

additional incentives for students to perform well academically. However, it is

important to strike a balance between extrinsic and intrinsic motivation to avoid

undermining students' intrinsic drive for learning. Several studies have explored

the relationship between classroom environment quality and academic

motivation.

In conclusion a study by Johnson and Smith (2016) found a positive

correlation between a positive classroom environment and students' intrinsic

motivation. Similarly, research by Brown et al. (2018) indicated that a supportive

and stimulating classroom environment enhances students' motivation to learn.

Being able to recognize their type of learning will motivate and help them achieve

the aim of producing globally competitive students. Additionally, a study

conducted by Jones (2017) revealed that classrooms with proper lighting,

comfortable seating, and appropriate resources enhance students' learning

experiences. To explore the correlation between these two variables, Weinstein

and Mignano (2014), who found that a positive classroom environment, including

factors like safety, cleanliness, and ventilation, can enhance students' motivation

for learning.

If you can provide more, the better.

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The current study analyzed the classroom environment and academic

motivation of grade 12 HUMSS students at Liloan National High School during

the 2023–2024 academic year in accordance with the aforementioned

hypotheses and related studies.

Revise the whole questionnaire.

VALIDATION SHEET

Name of Validator:
Age:
Gender:

To the evaluator; Please check the appropriate box for your ratings.

Scale: 5-Excellent 4-Very Good 3-Good 2-Fair 1-Poor

5 4 3 2 1
Physical Structure
1. Physical structure of the classrooms?

Cleanliness
2. Cleanliness of the classrooms?

Class Size
3. Class size in your classrooms?
Ventilation
4. Ventilation in the classrooms?
Safety
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5. How safe do you feel in your classrooms?

Instrinsic Motivation
6. How would you rate your intrinsic motivation
for academic activities?
Extrinsic Motivation
7. How would you rate your extrinsic motivation
for academic activities?