1

A Study on the Effects of Restroom Odor on the Habits and Usage of Male

Grade 9 Students at Sta. Ana National High School

Members
Dywane Kyler N. Jimenez
Elshender M. Marquez
Aaron Edillo
Submitted on
November 4, 2025

In Partial Fulfillment of the Requirements for the Last Project of the Second Quarter
in Statistics (Math Elective for STE), Grade 9

STA. ANA NATIONAL HIGH SCHOOL

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Chapter 1

THE PROBLEM AND RELATED LITERATURE

Introduction

The general state and cleanliness of school restrooms are crucial in fostering

students' comfort, hygiene habits, and general health in the classroom. Bad smells

coming from school restrooms may deter kids from using them appropriately, which

could result in bad hygiene practices and even health problems. Clean and odor-free

sanitary facilities are crucial for stopping the transmission of infectious diseases and

guaranteeing the psychological well-being of users, based on the World Health

Organization (2023). Students may completely avoid using the restroom when these

circumstances are disturbed, which can lead to digestive and urinary issues,

particularly in teenagers (Centers for Disease Control and Prevention [CDC], 2022).

Many schools continue to struggle with maintaining clean and odor-free

restrooms, which are essential for protecting students’ health and comfort (World

Health Organization, 2021). Research shows that foul odors act as environmental

stressors that negatively influence students’ emotions, hygiene behaviors, and

willingness to use restrooms (Spence, 2020). UNICEF (2021) notes that inadequate

WASH facilities, including those with persistent odors, disrupt students’ routines and
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can contribute to restroom avoidance. This highlights the need to address restroom

odor as a global school sanitation concern.

In the Philippines, many public schools continue to face sanitation challenges

such as poor ventilation, overcrowding, and restroom odors that affect students’

hygiene practices and comfort (Dios et al., 2020). Studies show that unpleasant

restroom conditions can influence health, attendance, and academic focus among

Filipino learners (Duijster et al., 2022). Odor is often cited as one of the strongest

reasons why students avoid school restrooms. These issues make restroom odor an

important national concern that impacts student well-being.

In Davao City, sanitation concerns in public school restrooms remain relevant,

especially where high student populations increase odor and maintenance

challenges (Palicte, 2025). Environmental factors such as foul smells and limited

ventilation can affect students’ comfort and restroom usage habits. Research shows

that persistent restroom odors lead to avoidance behaviors and discomfort among

students (Garcia & Lee, 2019). Understanding how odor affects learners in Davao

City schools is important for improving hygiene practices and the overall school

environment.

As stated by earlier research, odor and other environmental elements have a

big impact on behavior and mental health. Spence (2020) highlighted that, smells

have the power to affect people's emotions, perceptions, and behaviors; unpleasant

smells frequently cause avoidance or discomfort. According to Jones et al. (2019),

because using the restroom can be uncomfortable, inadequate restroom conditions

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in school settings can have an impact on attendance rates and focus levels in

addition to hygiene practices. Male students' usage frequency and hygiene practices

may be further impacted by toilet stench, which can significantly alter social

dynamics and feelings of embarrassment (Barker & Kim, 2022).

Different toilet circumstances at Santa Ana National High School (SANHS)

have sparked worries about how odor may impact the hygiene, well being, and even

academic attention of male Grade 9 pupils. Notwithstanding the importance of this

problem, little local study has been done to examine how lavatory odor affects

students' washroom routines and their entire school experience. By investigating the

connection between toilet odor intensity and students' usage patterns, physical and

mental health, and academic achievement, this quantitative study seeks to close that

gap. This study aims to offer insights that could help school administrators enhance

lavatory management procedures and encourage students to practice greater

hygiene by using descriptive statistical analysis.

Review of Related Literature

The literature review that underwent the study was aimed at the synthesis of

the literature describing the various methodologies and the factors that are critical in

the connections between the state of school facilities, the restrooms in particular,

and their cleanliness and odor, and student well-being, behavior, and academic

activity (UNICEF, 2021).

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The problem of clean and hygienic school facilities, especially the restrooms,

has remained a major yet commonly ignored concern in the school environment

(WHO, 2021). Although sufficient sanitation is a universal issue, smaller problems,

including objectionable smells, may turn these necessary areas into stressors and

evasions, which have a direct effect on everyday life at school (Higgins et al., 2021).

The features of students who skip going to the restrooms are usually associated with

the larger problem of student dissatisfaction and physical discomfort (Garcia and

Lee, 2019).

Poor Water, Sanitation, and Hygiene (WASH) amenities at school were a

topic that educators and health professionals have been discussing over the years

(UNICEF, 2021). With increased knowledge on the connection between physical

environment and learning outcomes, there has been an increased significance in the

need to ensure that every school facility attends to the basic standard of hygiene

(Uline & Moran, 2008). Even though most of the students of public schools are now

more aware of the harmful effects of low sanitation and know that it causes negative

effects on human well-being, the prevalent issue, should this concern many students

of under-resourced or densely populated schools, is the fact that, until now, they

only access a clean and safe restroom (Dios et al., 2020).

Restroom avoidance is frequently an experience that starts with the early

negative experiences (Chaudhury et al., 2017). There are obvious changes in the

behavior of students, including the decrease in fluid intake or rushing, even before

more serious health problems manifest (Garcia & Lee, 2019). In addition, such
 6

avoidance tendencies can also be highly expressed during crucial adolescent stages

(Kaushik et al., 2020). The factors underlying disengagement in using school

facilities are usually complex and multifaceted, which depends on a number of

personal and environmental factors (Rukundo et al., 2018).

Schools normally have custodial workforce, yet the malodor usually persists,

which is a sign of maintenance or infrastructural problems (Kwok and Lee, 2016).

Such restrooms are what we might refer to as non-functional in regard to the comfort

provided to the user, i.e., they might have running fixtures, but they are in a condition

that literally puts them into disuse (Anderson, 2018). A substantial number of

students would prefer to suffer physical discomfort and not use the school

restrooms, which is categorized as a substantial percentage of students who are

labeled as restroom avoiders and which may result in more distraction during the

classroom hours (Garcia and Lee, 2019).

The result of an accrual of discontent and disgust is restroom avoidance,

which is pre-empted by the presence of strong sensory stimuli such as unpleasant

odors and visual unsanitation (Chaudhury et al., 2017). The road towards this total

avoidance is usually initiated by the initial experience of a student having to use a

dirty restroom (Higgins et al., 2021). Restroom habits and voiced concerns over the

condition of the facilities allow identifying students who are at risk of developing

health problems due to the avoidance (Rukundo et al., 2018).

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Groups of Factors or Indicators Associated with Restroom Avoidance.

The attempt to establish the causes of restroom avoidance was made to gain

more knowledge about the problem and allow educators and policymakers to create

solutions that will result in a comfortable and healthy environment of students (Giani,

2021). These causes of restroom avoidance among students can be grouped into:

facility and maintenance factors; health and psychological factors; and student

demographic and behavioral factors (UNICEF, 2021). These are directly connected

and also they interrelate.

Facility and Maintenance Factors: Facility factors are also linked to a number

of indicators as outlined by a number of researchers (Kwok and Lee, 2016). Part of

them include inappropriate ventilation, damaged fixtures, no basic supplies (soap,

toilet paper), and inadequate waste disposal (UNICEF, 2021). Moreover, the age of

the school structure and the shape of the bathrooms are also taken into account as

they might enter the possibility of preserving the cleanliness and keeping the odors

under control (Uline and Moran, 2008).

A scoping review of interventions concerning school-related issues identified

the physical condition of the learning environment as an important factor in the

engagement of the students (Chaudhury et al., 2017). It is demonstrated that

schools in less fortunate socioeconomic regions are more likely to have poor

facilities, including restrooms (Higgins et al., 2021). Moreover, the absence of

 8

regular maintenance and the required supplies may lead to a cycle of deterioration

pushing people away and adding to the school climate (Uline and Moran, 2008)

Health and Psychological Factors: Conversely, factors of health and well-

being forecast the reasons why students do not go to the restrooms (Garcia and

Lee, 2019). The fear of infection or current illnesses like asthma are typical

examples of avoidance indicators in physical health (Rukundo et al., 2018).

Moreover, such physical pain as having to hold it back and later complications such

as urinary tract infection also belong to health determinants that may affect long-

term practices (Anderson, 2018).

Other psychological factors that contribute towards avoidance have been

mentioned by very few researchers (Chaudhury et al., 2017). The disgust emotion is

a strong effect of avoidance behavior (Garcia and Lee, 2019). Moreover, concerns

about privacy as well as fear of being bullied and harassed during the use of the

facilities influence the willingness of the students to use school restrooms somehow

(Kaushik et al., 2020).

This is consistent with other educational studies that conclude that

environmental stressors have the ability of serving as cognitive distractions,

decreasing the capacity of working memory and attention span of a student

(Wargocki and Wyon, 2007).

 9

Behavioral and Demographic Characteristics of the student. Restroom

avoidance has also been linked to student demographics, traits, and/or situations

(UNICEF, 2021). Gender differences imply that female pupils in menstruation may

avoid bathrooms more due to the lack of cleanliness, privacy, and the proper

disposal system (Rukundo et al., 2018). Besides, middle and high school adolescent

students were reporting greater dissatisfaction with school restrooms than younger

students (Kaushik et al., 2020).

Theoretical Framework

As this research was conducted to establish the impacts of restroom smell on

the habits and use of male Grade 9 students, this research is based on the following

theories:

The first one is the Environmental Stress Theory, which is proposed by Gary

W. Evans (2003), and the author considers the environmental conditions, including

noise, crowding, and pollution, as stressors that might result in psychological

distress, physiological arousal, and negative behavioral changes. This theory

classifies various environmental agents which influence students with respect to the

experience in school. The Environmental Stress Theory looks at the intervening

variable of perceived environmental quality on other variables, including student

well-being, academic focus, and behavioral patterns. Fundamentally, it examines the

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interaction and the impact of the unfavorable environmental conditions on the

relationship between the school facilities and student performance.

Second is the Theory of Planned Behavior (TPB) of Icek Ajzen (1991) which

says that intention to commit a particular behavior is the best indicator of behavior.

Attitudes identify intentions (assessment of the behavior), social pressure to conduct

the behavior (subjective norms) and belief in the ability to conduct the behavior

(perceived behavioral control). This theory has been effectively used in prediction of

a number of health behaviors and would work well in explaining students behaviour

with regard to restroom use. Based on TPB, the perceptions of social norms

regarding restroom use, attitudes toward using school restrooms and the an attitude

toward having control over the situation will all shape student behavior on the actual

use of restroom.

Third is the Hygiene Motivation Theory that is under the influence of Curtis et

al. (2009) by elucidating that hygienic behaviors are motivated by a blend of disgust

sensitivity, social norms, and environmental stimuli. The theory dwells on the role of

unpleasant sensations, especially odors, that cause disgust in causing avoidance

behaviors. This is because the existence of unpleasant scents in toilets provokes the

disgust behaviour among students, thus leading to avoidance behaviour and

affecting their hygiene behavior.

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Last but not least, the Social Cognitive Theory by Albert Bandura (1997), is

one of the last theories that this study can be pegged on because it focuses on the

interaction of cognitive, behavioral, personal and environmental aspects to establish

motivation and behavior. The combination of all three of this is the basis of human

functioning, and the combination of these three is what Bandura defines as his

Triadic Reciprocal Determinism model. The environmental factors (school restroom

environment) and personal factors (students thoughts and beliefs regarding hygiene

and safety) affect the restroom usage pattern (behavioral factors). It was observed

that high or low self-efficacy can be acquired vicariously by people through the

experiences of other people (Bandura). In case students can see that their peers

quit using some restrooms or say that they feel disgusted by the restroom

conditions, it can reduce self-efficacy about restrooms and support avoidance

behaviors.

In accordance with Social Cognitive Theory, Bandura points out that efficacy

has two levels (low and high) and connects with two kinds of environment

(responsive and unresponsive) to make different behavioral outcomes. Among

students in the context of this research, the persons with low self-efficacy in the topic

of managing the restroom discomfort that is in contact with unresponsive restroom

environment could develop learned helplessness that will be exhibited in their

avoidance behaviors and changed patterns of using the restroom.

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In essence, these available theories were taken into consideration in

designing the conceptual framework to validate the interplay between environmental

factors, psychological processes, and behavioral outcomes to the use of the

restroom patterns among male Grade 9 learners of Sta. Ana National High School.

Conceptual Framework

This study is anchored on the idea that the condition of restroom odor

influences the behavior, health, and academic performance of male Grade 9

students. The independent variable of the study is the restroom odor condition,

which includes the level and intensity of odor present in the school restrooms. The

dependent variables are the students’ restroom usage habits, such as frequency or

avoidance of use, their physical and psychological well-being, and their academic

focus or attendance.

The framework illustrates that unpleasant restroom odors may lead to

negative behavioral responses—such as reduced restroom usage or poor hygiene

practices—which can further affect students’ health, comfort, and concentration in

school. In summary, the study assumes that restroom odor has a direct and indirect

effect on students’ habits, well-being, and academic performance.

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Illustration for the Conceptual Framework:

Statement of the Problem

The condition of school restrooms, particularly when unpleasant odors are

present, can significantly influence students’ well-being, hygiene habits, and overall

school experience. At Sta. Ana National High School (SANHS), male Grade 9

students regularly use restrooms that differ in cleanliness and odor levels.
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However, the extent to which restroom odor affects their behavior, health, and

academic performance has not been thoroughly examined.

This study aims to explore how restroom odor impacts male Grade 9 students at

SANHS by addressing the following questions:

1. What is the intensity of restroom odor experienced by male Grade 9 students at

SANHS?

2. How does restroom odor affect students’ restroom usage patterns such as

frequency or avoidance?

3. Does exposure to restroom odor influence students’ physical health or

psychological well-being?

4. Is there a significant relationship between restroom odor perception and self-reported

classroom distraction among Grade 9 male students?

Null Hypothesis

Based on the formulated problem statements, the following null hypotheses

were conceptualized:

H01: There is no significant relationship between perceived restroom odor intensity and
restroom usage patterns (frequency and avoidance behavior) of male Grade 9 students.

H02: There is no significant relationship between perceived restroom odor intensity and
the physical health or psychological well-being of male Grade 9 students.

H03: There is no significant difference in classroom focus between male Grade 9

students who perceive high restroom odor levels and those who perceive low restroom
odor levels.
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Chapter 2
METHOD

The procedures that will be employed to carry out the study will be explained

in this chapter. It will describe the population and sample, the research instrument,

its validation, the data collection procedure, the statistical procedures that will be

used, and the research design. These techniques will guarantee accurate and

dependable study outcomes.

Research Design

This study employs a quantitative descriptive-correlational research design.

The descriptive component examines the intensity and prevalence of restroom odor

as experienced by male Grade 9 students. The correlational component investigates

relationships between odor exposure and students' usage patterns, health, and well-

being. This design is appropriate for examining associations between variables in

natural settings without experimental manipulation. This study specifically focuses

on the restrooms located in the Admin Building, as these facilities are the primary

location observed in determining how odor influences student behavior and comfort.
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Using a 5-point Likert scale (1 strongly agree to 5 strongly disagree), the

researchers will distribute a standardized survey form to collect numerical data

regarding students' experiences with restroom odor, including its effects on their

hygiene practices, physical well-being, and comfort at school.

The gathered data will be analyzed using descriptive statistics in SPSS,

including frequency counts and mean scores, to identify patterns among the

participants. This design allows the researchers to objectively assess how restroom

odor in the Admin Building affects students’ conduct and general well-being.

Population and Sampling Techniques

Every male student in Grade 9 at Sta will be part of the study's population.

who are formally enrolled in Ana National High School for the 2024–2025 academic

year. In order to divide the Grade 9 students into distinct parts, stratified random

sampling will be employed. Five (5) male students will be chosen at random from

each section, which will act as a stratum, to guarantee equal representation. This

sampling strategy will lessen selection bias and yield more accurate and

representative findings for the whole Grade 9 student body.

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Research Instruments

The research instrument used in this study is a structured, researcher-made

survey questionnaire developed to systematically collect quantitative data from male

Grade 9 students at Sta. Ana National High School. The questionnaire was designed

based on a review of related literature and aligned with the objectives of the study to

ensure relevance and clarity of the items. It is organized into sections that examine

students’ perceptions of restroom odor, restroom usage patterns, and the perceived

effects of restroom odor on their health, well-being, and classroom concentration. To

promote better understanding and reduce language barriers, the questionnaire is

presented in both English and Cebuano, ensuring clarity and minimizing

misinterpretation among respondents.

Specifically, Questions 1 and 2 measure the perceived intensity and noticeability

of restroom odor, Questions 3 to 5 assess restroom usage behaviors such as frequency

of use, avoidance tendencies, and comfort level, and Questions 6 to 8 examine the

perceived physical, psychological, and classroom-related effects of restroom odor. All

items are measured using Likert-type scales, with responses ranging from 1 (Strongly

Disagree) to 5 (Strongly Agree) for perception-based statements and from 1 (Very Low)

to 5 (Very High) for odor intensity ratings.

Prior to data collection, the instrument was reviewed for clarity and

appropriateness to the respondents’ age and context. The use of a structured Likert-

scale questionnaire allows for the systematic collection of ordinal quantitative data,

which is appropriate for the descriptive and correlational statistical analyses employed

in the study
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Data Gathering Procedure

The Grade 9 class advisers and the school administration will be consulted

before any data is collected. We used stratified random sampling, with each of the

19 sections as a stratum. To keep representation even across all groups, we

selected exactly 5 male students at random from every section—no more, no less.

When we tallied up all participants from both AM and PM sessions, this gave us a

final sample size of 95 respondents. Before completing the survey, participants will

receive a thorough explanation of the study's goals and confidentiality. To prevent

outside influences on their answers, the respondents will fill out the questionnaire in

their classroom under the researchers' supervision. To maintain the integrity of the

data, the completed questionnaires will be gathered right away. All of the data will

then be encoded into a spreadsheet for statistical analysis by the academics.

Ethical considerations were strictly observed in the conduct of this study to

protect the rights and welfare of the respondents. Prior to data collection, permission

to conduct the research was obtained through the school, and an informed consent

form provided by the statistics teacher was distributed to the parents or guardians of

the selected male Grade 9 students. Only students with signed parental consent

were allowed to participate. The purpose of the study, the procedures involved, and

the voluntary nature of participation were clearly explained to the respondents, and

they were informed of their right to refuse or withdraw from the study at any time

without academic consequences.

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To ensure confidentiality and anonymity, no names or identifying information

were collected, and all data gathered were used solely for academic purposes and

handled in accordance with the Data Privacy Act of 2012 (RA 10173).
Data Analysis

The researcher considered the following statistical tools to answer the

problems of the study:

1. Descriptive Statistics

Descriptive statistics will be used to interpret the collected data through the

Frequencies and Descriptive Statistics functions in SPSS. The Frequencies function

will determine how many students experience different levels of restroom odor

intensity and how these odor levels influence their restroom usage patterns,

including how often they choose to use or avoid the facilities. Meanwhile, the

Descriptive Statistics function will compute the mean and standard deviation of the

students’ responses regarding the effects of restroom odor on their health, hygiene

habits, and academic concentration, based on a 5-point Likert scale where 1

represents “Strongly Agree” and 5 represents “Strongly Disagree.” Together, these

tools will provide a clear summary of how restroom odor influences students’

hygiene behaviors, comfort, and overall well-being at Santa Ana National High

School.

2. Spearman’s Rank Correlation Coefficient (ρ) – Usage Patterns

Spearman’s rank correlation coefficient (ρ) is used to determine the relationship

between perceived restroom odor intensity and restroom usage patterns, including

frequency of use and avoidance behavior measured through Questions 3 to 5.

3. Spearman’s Rank Correlation Coefficient (ρ) – Health and Well-Being

Spearman’s rank correlation coefficient (ρ) is applied to examine the relationship

between perceived restroom odor intensity and students’ physical health and
psychological well-being measured through Questions 6 and 7.

4. Spearman’s Rank Correlation Coefficient (ρ) – Classroom Distraction

Spearman’s rank correlation coefficient (ρ) is used to determine the relationship

between perceived restroom odor intensity and self-reported classroom distraction
measured through Question 8.

Assumption Testing:

Descriptive statistics do not require strict statistical assumptions. For the

correlational analyses, Spearman’s rank correlation coefficient (ρ) will be used because
the data are measured using Likert-type scales and are ordinal in nature; therefore, the
assumption of normality is not required. Prior to analysis, data screening will be
conducted to check for missing values and extreme outliers. Scatterplots will be
examined to assess whether a monotonic relationship exists between perceived
restroom odor intensity and the dependent variables, including restroom usage patterns,
health and well-being, and classroom distraction. In cases where responses are
incomplete, the affected data will be excluded from the specific analysis in which the
missing values occur. All statistical tests will be evaluated using a significance level of α
= 0.05.
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References

UNICEF. (2021). Water, Sanitation and Hygiene (WASH) in Schools: A Companion

to the Child Friendly Schools Manual. New York: UNICEF.
[Link]
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Wargocki, P., & Wyon, D. P. (2007). The effects of moderately raised classroom
temperatures and classroom ventilation rate on the performance of schoolwork
by children. HVAC&R Research, 13(2), 193-220.
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ly_Raised_Classroom_Temperatures_and_Classroom_Ventilation_Rate_on_th
e_Performance_of_Schoolwork_by_Children_RP-1257
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[Link]
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Facilities, School Climate, and Student Achievement. Journal of Educational
Administration, 46(1), 55-73.
[Link]
erplay_of_quality_facilities_school_climate_and_student_achievement
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Teacher Perceptions of School Restroom Cleanliness. Children's Geographies,
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pupils'_perceptions_and_described_experiences_of_toilet_provisions_and_prac
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Higgins, J. W., Hall, M. T., & Brown, S. F. (2021). The Impact of School Building
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Manila. The Philippine Journal of Education, 99(1), 45-50.
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 23

Name 2. How prevalent is the 4. I sometimes avoid

(Optional): unpleasant smell in the using the school
Male Grade 9 restrooms restroom and hold it in
Section:
at SANHS? until I get home because
of the odor.
"Unsa ka kaylap ang dili
This questionnaire aims maayo nga baho sa mga "Usahay dili ko mogamit
to gather information banyo sa Male Grade 9 sa CR sa eskwelahan ug
about male Grade 9 sa SANHS?" mag-agwanta nalang ko
students to determine the hasta makapuli tungod
effect of restroom odor sa baho."
on their physical and ○ Very High
○ Strongly Disagree
health well-being. Your
○ High
responses will help ○ Disagree
improve instructional ○ Moderate
○ Neutral
strategies and enhance
learning experiences. All ○ Low
○ Agree
answers will be kept ○ Very Low
confidential. ○ Strongly Agree

Answer each question 5. I use the school

HONESTLY. 3. Because of the bad restroom less often than I
smell, I try to spend as need to because of its
1. How intense is the foul little time as possible in unpleasant smell.
odor typically present in the school restroom.
the Male Grade 9 "Dili ko kasagara
restrooms at SANHS? "Tungod sa baho, mogamit sa CR sa
ginadali ko gyud eskwelahan bisan
"Unsa kadako ang mogawas sa CR." kinahanglanon na kay
pagspread sa dili baho man."
maayong baho sa mga
banyo sa mga lalaki sa ○ Strongly Disagree
Grade 9 SANHS?" ○ Strongly Disagree
○ Disagree
○ Disagree
○ Neutral
○ Very High ○ Neutral
○ Agree
○ High ○ Agree
○ Strongly Agree
○ Moderate ○ Strongly Agree
○ Low
○ Very Low
 24

6. The bad smell in the 7. The unpleasant odor 8. Because of the

restroom affects my in the school restroom restroom condition
mood or makes me feel sometimes gives me a (especially the smell), I
irritated when I have to headache, nausea, or sometimes feel
use it. makes me feel sick. distracted or less
focused in class after
"Ang baho sa CR maka- "Usahay makuha ko ug
using it.
apekto sa akong mood o sakit sa ulo, kalibanga, o
makasuya ko kung kasuka-on tungod sa "Tungod sa kahimtang sa
mogamit ko." baho sa CR." CR (ilabina ang baho),
usahay mabalaka ko o
○ Strongly Disagree ○ Strongly Disagree
dili ko ka-focus sa klase
○ Disagree ○ Disagree human ko gamit."

○ Neutral ○ Neutral ○ Strongly Disagree

○ Agree ○ Agree ○ Disagree

○ Strongly Agree ○ Strongly Agree ○ Neutral

○ Agree
○ Strongly Agree