Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies which the

researchers have to shed light on the topic under study, furthermore it is composed of

discussions of facts and principles to which the present study is related.

LOCAL LITERATURE

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. The classroom environment in the Philippines has been found to have a significant

impact on students’ academic performance. Studies have shown that a flipped classroom

environment enhances academic achievement and self-efficacy of students. According to

Villanueva (2001) the classroom learning environment has been found to have a moderating

influence on teachers’ creativity and students academic stability.

Classroom environment and temperature play crucial roles in shaping the

academic performance of learners in the Philippines. According to the research of Afalla

(2011), indicates that when teachers prioritize the physical classroom condition, students

feel more relaxed and perform better academically. Additionally, classroom temperature

variations can be impact students’ cognitive capabilities and autonomic profile, with higher

temperatures leading to reduced cognitive performance and thermal discomfort (Barbic,

and students’ academic stability, showing significant relationships among these factors.

While there may be not be a high correlation between indoor temperature and academic

performance, slight declines in academic performance at low temperatures have been

observed, especially among late-teen students.

A well-designed physical environment, including adequate lighting, comfortable

seating, and appropriate classroom resources, can positively impact student engagement and

performance. Creating a culturally responsive classroom in the Philippines where diverse

cultural backgrounds and perspectives are respected and integrated into teaching practices,

promotes a sense of belonging and motivation among students. Implementing effective

instructional practices, such as differentiated instruction and active learning strategies, can

enhance student engagement and learning outcomes in the Philippines. Integrating

technology into the classroom environment in the Philippines can enhance learning

outcomes when used effectively (Marzano, 2011).

FOREIGN LITERATURE

The classroom environment plays a crucial role in shaping students’ learning

engagement and overall academic success. Research by Barrett (2013) suggests that well-

designed classroom with appropriate lighting, seating arrangements, and temperature

control can positively influence student engagement and academic performance. The

physical characteristics of a child’s learning environment can affect health, well-being and

educational progress. All learning conditions (class group , teaching personnel, etc.) were
held constant throughout, while physical environment was alternated term-by-term using a

portable, sound-treated dividing wall.

Active learning strategies, such as group work, discussions, and hands-on

activities, promote deeper conceptual understanding and retention of knowledge compared

to traditional lecture-based instruction (Freeman et. al.,2014).

In various literature reviews, Fraser (1991) suggests that there are three general

approaches to the assessment of learning environments: (1) the use of trained observes to

code events, usually in terms of explicit phenomena; (2) the use of student and teacher

perceptions obtained through questionnaire administration; and (3) the use of ethnographic

data collection methods. In general, the first two approaches have relied on quantitative

data collection methods and statistical analyses. Indeed, classroom environment research

has a history of psychometric approaches employing cross sectional ex post factor research

designs. The development of a classroom environment involves deliberate efforts to create a

space that is conducive to learning, growth, and well-being. According to Bressler, D.M.

(2009), to set clear expectations, establish clear and consistent expectations for behavior,

participation, and academic standards. Communication these expectations to students and

involve them in the process to foster a sense of ownership.

Background noise also affects non-auditory (cognitive) functions. Importantly, the

nature or content of the competing signal plays a significant role in the degree of disruption.

In children, this effect on short term memory is even more pronounced and has been

attributed to two distinct mechanisms. Firstly, competing sounds that change over time

capture the listener’s attention if the signal is particularly salient such as significant words,

Elliot (2012). The presence of background noise can also have marked effects on the
performance of academic tasks in school-aged children especially when the masker

involves meaningful speech. According to Dockrell (2010) chronic exposure to high levels

of background noise affects all aspects of classroom performance. Negative correlations

have been demonstrated between classroom noise levels and the development of cognitive

skills such as attention, concentration and memory and as a result, overall academic

progress may be impacted.

REVIEW OF RELATED STUDIES

LOCAL STUDIES

Through a conceptual framework focused on student engagement, this article

explores students' perceptions about the impact the design of learning environments has on

student engagement. The current mixed-methods study was conducted at two Texas

replacement elementary schools where the entire learning community, all teachers,

administrators, staff, and students, moved from an old building to a new building. Through

the qualitative component of the study, student focus groups, the study explores the

attributes of design and spaces that students value and perceive as having an impact on their

learning and engagement. Students' perceptions demonstrate that learning environments

impact student engagement (Oliveras Ortiz).

Classroom environment seems to be an important motivating factor that makes the

teaching and learning process enjoyable. The quality of teaching and learning will become

evident in every learning institution when proper facilities and instructional materials are

provided. 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. A

well equipped classroom will not only affect the learners but also the teacher’s attitude in

the class. This study aimed to determine the effects and relationship of classroom

environment to the academic performance of students of the College of Teacher Education.

The descriptive correlational method was used in this research study employing

correlational treatment of the data to establish the relationship that exists between the

classroom environment and the academic performance. The respondents of the study are

students of the College of Education of the Cagayan State University – as the main data

source. The student-respondents were randomly chosen. A questionnaire which was

patterned from the study of Collado, et. al was the devise used to gather the data and was

designed to elicit necessary information regarding the effect of classroom environment on

the academic performance of the student-respondents. The questionnaire consists of two

parts the first part consists of the personal profile of the respondents while the second part

delved on the variables of classroom environment. On the basis of the findings of the study,

it is concluded that the classroom environment has a significant influence on the student's

academic performance and therefore, the researcher strongly recommends that the

government and school administration should improve the condition of the classroom by

providing adequate facilities necessary for a comfortable and conducive place for learners.

A research by Sunday (2012) revealed that there is a significant relationship between

physical school environment and student's academic performance in senior secondary

school physics. To him, the physical school environment has some influences on student's

academic achievement in senior secondary school physics. The physical facilities, human

resources, and the relationship among them determine the physical environment of the
school. The result indicated that students with adequate laboratory facilities in physics

perform better than those in school with less or without facilities, this is simply because

laboratory forms part in enriching the physical school environment. It was also discovered

that poor facilities and inadequate space, as well school environment of items including

seats in the classroom, library and laboratory would affect the organization of learning

environment. Favorable school climate gives room for students to work hard and improve

their academic achievement. A research by Sunday, A.A (2012) revealed that there is a

significant relationship between physical school environment and students' academic

performance in senior secondary school physics. To him, the physical school environment

has some influences on students' academic achievement in senior secondary school physics.

The physical facilities, human resources, and the relationship among them determine the

physical environment of the school. The result indicated that students with adequate

laboratory facilities in physics perform better than those in school with less or without

facilities, this simply because laboratory forms part enrich the physical school environment.

It was also discovered that poor facilities and inadequate space, as well as the arrangement

of items including seats in the classroom, library and laboratory would affect the

organization of learning environment. Favorable school climate gives room for students to

work hard and enhance their academic achievement.

Orlu, C. (2013) conducted a research among six hundred teachers and students with

the aim to find out environmental influence on the academic performance of secondary

school students in Port Harcourt local government area of river state. The result of this

research indicated that the school environment has a significant influence on the academic

performance. For example, when a school is sited in a noisy area like an airport or in the
heart of a city where activities disrupt the teaching-learning of the student. One will not

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

with teaching-learning process. However, the physical structure of the school building and

the interactions between teachers and students also influence students' performance. School

climate can be a positive influence on the health of the learning environment or a

significant barrier to learning. The school environment can affect many areas and people

within schools. For example, a positive school climate has been associated with fewer

behavioral and emotional problems for students. Therefore it is believed that a positive

interpersonal relationship and optional learning opportunities for students for smooth

running of academic activities which results in good academic performance. Suleman and

Hussain (2014) reported that studies in on the classroom environment revealed that physical

environment plays a vital role in the teaching- learning process. It can affect the

performance of both teachers and students. The classroom environment includes many

different facets. The environment can include the placement of tables and chairs, lighting

and temperature, classroom management, discipline techniques, and engaging lesson plans.

FOREIGN STUDIES

Interaction with peers and instructors also lends itself to engagement of students in the

class. Trowler (2010) conducted a review of the student engagement literature and

identified a definition of student engagement that is prevalent in the literature as follows:

Student engagement is concerned with the interaction between the time, effort, and other

relevant resources invested by both students and their institutions intended to optimize the

student experience and enhance the learning outcomes and development of students and the

performance, and reputation of the institution. Student engagement includes several

institutional organization, learning spaces, architectural design and learning development”

(Trowler, 2010).

According to Trowler (2010), several attempts have been implemented to increase

student engagement. One such attempt is the inclusion of surveys to find out effectiveness

of student engagement strategies. The act of surveying students has received support, in

particular, to accommodate and encourage students who tend to be hesitant to engage

actively to give authentic feedback. Although this may have a positive impact for some, this

strategy does not promote social engagement with others and interaction which, according

to Vygotsky, is critical for achievement (Coates, 2005; Shabani, 2016).

One method for increasing student engagement in the classroom is to develop

learning communities, where students are engaged in “educationally purposeful activities

inside and outside of the classroom” to increase student learning and personal development

as well as “an indicator if educational effectiveness” (Zhao & Kuh, 2004). Learning

communities are just one strategy for increasing student engagement. Other strategies are

often directly related to the design of the classroom itself such as architecture and learning

spaces (Trowler, 2010). Young, Young, and Beyer (2017) compared a traditional classroom

environment with classes taught in an auditorium. Students had difficulty hearing their

peers in the larger setting and were not engaged with peers when in an auditorium, which is

often used for a traditional learning environment (Young, Young & Beyer, 2017). When

small groups were assigned, students were dissatisfied with the amount of time and effort it

took to organize into these groups, and working with partners, where students was

challenging, with an awkwardness in engaging with a partner in the auditorium

environment which was noted to be more intimate and allowed for stronger focus and

comprehension of the content (Young et al., 2017). Finally, the authors concluded that,

although the environment alone did not have a measurable quantitative impact, the

qualitative impact is more worthy of more in‐depth study and examination (Young, [Link],

2017), perpetuating the need for the current study. Classrooms that are designed to

“encourage student interaction and facilitate active or team‐based collaborative learning by

including features such as round tables, movable chairs, student laptop connections for

sharing work on overhead projectors and tableside whiteboards” (Cotner, Loper, Walker, &

Brooks, 2013, p. 82) have been cited as innovative and meeting student need. Students who

were assigned to the active learning classrooms (ALCs) performed to a higher level

academically than those who were assigned to traditional classrooms (Cotner, et al, 2013).

In addition, The ALCs facilitated more group interaction and placed less weight on the role

of the instructor and the conclusion revealed that the investment in ALCs was worthwhile

(Cotner, et al., 2013).

Herman Miller Associates, in an effort to increase student engagement and thus

improve student performance, has created and marketed classroom arrangements designed

to this end. Using concepts such as innovation, collaboration, and mobility as foundations

to their work, classroom spaces are designed to enhance opportunities for students to

engage in discussion about what they are learning, relate the content to personal experience

and apply the new information to their lives. In this design, furniture is easily mobile and

technology is richly available in the environment to enable students more freedom of

interaction. Many components serve multiple purposes in this environment, for example,
large white boards are used as space dividers as well as their intended function. Results of

one faculty and student survey revealed that faculty “rated highly the ability of the space to

teach students to take learning into their own hands. Teachers and students alike have a

hand in shaping the learning environment”. Additionally, students reported that the

“furnishings and environment communicated to them a level of professionalism, trust, and

value that traditional classrooms did not” (Herman Miller, 2008).