Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter describes and discusses the data
gathered by the researchers which had been carefully
analyzed and illustrated in a tabular form with textual
explanation below. This chapter also discusses the rating
made by the respondents with regards to their profile
and perception to the questions prepared by the
researchers.

Verbal Description
3.25-4.00 ALWAYS
2.50-3.24 OFTEN
1.75-2.49 SOMETIMES
1.00-1.74 NEVER

Verbal Interpretation
3.25-4.00 Highly significant influence
2.50-3.24 Significant influence
1.75-2.49 Little influence
1.00-1.74 No influence

1.

Profile of the Respondents

2.

This part of the study describes the respondents in terms

of their age, sex, and strand.

1.1 Age. The first item shows the age of the

respondents, table 1 presents the distribution of the
respondents according to age.
Table 1
Profile of the Respondents According to Age
Age Frequency Percentage

16 7 4.61%

17 45 29.6%

18 87 57.2%

19 13 8.55%

Total 152 100%

 Table 1 shows the distribution of the respondents
in terms of Age. Based on the figures, 7 or 4.61% of the
respondents are 16 years old. 45 or 29.6% of the
respondents are 17 years old. 87 or 57.2% of the
respondents are 18 years old. And 13 or 8.55% of the
respondents are 19 years old, for a total of 152
respondents or 100% of the population.

According to (Setiyani et al.) adolescence is a

transitional development between childhood and adulthood,
which includes biological, cognitive, and social changes.
Adolescent biology has physical changes such as changes
in body shape, voice changes, and hormonal changes.
Cognitive changes occur in adolescents, namely being able
to reason abstractly and logically and think more
idealistically. Teenagers will experience social
transformation, namely finding a new environment socially
with friends and peers.

1.2 Sex. The second item shows the distribution of the

respondents according to sex.
Table 2
Profile of the Respondents According to Gender
Gender Frequency Percentage

Male 81 53.3%

Female 71 46.7%

Total 152 100%

Table 2 shows the distribution of respondents in

terms of Sex. Based on the figures, 81 or 53.3% of the
respondents were male. As for the 71 or 46.7% of the
respondents were female for the total of 100% of the
population, therefore the majority of the respondents are
male which is represented by 81 or 53.3% of the
population.

According to Björkqvist (2018) males appear more

aggressive than females, and that this circumstance might
be directly or indirectly linked to testosterone. And
this belief is supported by the fact that in most
mammals, males are more aggressive than females.

1.3 Strand. The third item shows the profile of the

respondents is strand. The table presents the
distribution of the respondents according to strand.
Table 3
Profile of the Respondents According to Strand
Strand Frequency Percentage

STEM 86 56.6%

HUMSS 25 16.4%

ABM 36 23.7%

GAS 5 3.29%

Total 152 100%

Table 3 shows a total of 152 respondents where

students from STEM have a frequency of 86 with 56.6% of
the total population. Thus, the HUMSS has 25 respondents
or 16.4% of the population, Followed by the ABM with 36
respondents or 23.7% of the population, while Gas has 5
respondents or 3.29% of the total population.

The study was conducted at the senior high school

department where grade 12 students were the most
accessible population to survey.

1.

Influence of school climate on the behavior of the

respondents

2.

2.1 Motivation and Achievement

Table 4
Item statement W.M V.D V.I

1. 3.35 ALWAYS Highly

significant
I feel motivated to go to influence
school because of my
teacher and classmates.

2.

1. 3.29 ALWAYS Highly

significant
I always go to school influence
early because I want to
finish my studies and
also because of my
classmates.

2.

1. 3.24 OFTEN Significant

influence
I feel safe and secure in
the school environment,
leading to having the
confidence to answer a
question or participating
in class discussions.

2.

1. 3.51 ALWAYS Highly

significant
I feel my motivation influence
increase as I feel more
connected to teachers and
classmates in the school
environment, leading to
better academics and easy
communication with them.

2.

1. 3.34 ALWAYS Highly

significant
I motivated myself to go influence
to school for the
opportunity to learn new
things and take on new
challenges.

2.

1. 3.34 ALWAYS Highly

significant
I am positive to achieve influence
more on my academic
performance because of my
very supportive teachers.

2.
 1. 3.49 ALWAYS Highly
significant
I always care about my influence
academic achievements
because I am motivated by
my classmate’s
performance.

2.

1. 3.39 ALWAYS Highly

significant
My involvement in influence
positive school
activities boosts my
self-esteem and sense of
belonging, motivating me
to excel academically and
exhibit more positive
behavior.

2.

1. 3.43 ALWAYS Highly

significant
I feel my motivation influence
increase as I feel more
supported and included in
the school environment,
leading to improved
academic performance and
reduced aggressive
behavior.

2.

1. 3.45 ALWAYS Highly

significant
A positive classroom influence
environment motivates me
to be more active due to
my supportive teachers
and classmates.

2.
Grand Mean 3.38 ALWAYS Highly
significant
influence

Table 4 shows the motivation and achievement which

also affects the environment of the students inside the
classroom. Upon analyzing the given data, it is observed
that the lowest mean is 3.24 for item 3, which states
that “I feel safe and secure in the school environment,
leading to having the confidence to answer a question or
participating in class discussions.” This result implies
that they often feel secure inside the classroom.

According to Jamal Raiyn (2016), Based on various studies,

students remember information better when it is
represented both visually and verbally. These strategies
help students of all ages to better manage learning
objectives and achieve academic success. Visual learning
also helps students to develop visual thinking, which is
a learning style whereby the learner comes better to
understand and retain information better by associating
ideas, words and concepts with images. Visual information
is presented through various interactive visual tools,
such as information and communication technologies

On the other hand, the highest mean is 3.51 for item

4, which states “I feel my motivation increase as I feel
more connected to teachers and classmates in the school
environment, leading to better academics and easy
communication with them.” This result shows that students
are motivated when they feel more connected with their
teachers and classmates.

According to Sabol,et al.(2020), enhancing the connection

between students and teachers has significant, positive
and lasting impacts on students' motivation and academic
development. Students who have close, positive and
supportive relationships with their teachers will attain
higher levels of achievement than those students with
more conflict in their relationship.

The grand mean of 3.54 indicates that students

believe that the school environment does have an impact
on the motivation and achievement of students. According
to Hazrati Havidz and Mujakiah (2023), Students'
motivation is all their own efforts that lead to learning
activities, ensure the continuity of learning activities,
and provide direction for learning activities so as to
achieve the desired goals. Academic achievement is the
result of learning activities, or the result of a
person's efforts, practice and experience, and this
achievement cannot be separated from the influence of the
learner's own external factors. A supportive learning
environment can be in the form of no distractions while
studying. The effectiveness of learning will make it
easier for students to remember and understand the
students who have studied. With easy learning, it will be
easy for students to do exams and assignments given by
teachers at school. That way it will affect the value and
achievement of students.

In conclusion, the analysis of the data presents

that a positive school climate affects the motivation and
achievement of students inside the classroom. The lowest
mean suggests that they often feel secured and safe
inside the classroom which affects their motivation and
achievement, the highest mean indicates that a positive
relationship with teachers and students influences the
motivation of students. Finally, the grand mean indicates
that most students always feel motivated and have
achieved a lot.

2.2 Academic Performance

Table 5
Item Statement W.M V.D V.I

1. 3.18 OFTEN Significant

influence
I perform well in school
because of my classmates
and teachers that help me
to improve my
performances.

2.

1. 3.14 OFTEN Significant

influence
I pass my school work
early because I want to
have high-grades to make
my teachers proud.

2.

1. 3.09 OFTEN Significant

influence
I actively participate in
fun academic activities
with my classmates to
bond with them.

2.

1. 3.18 OFTEN Significant

influence
I am hopeful and
passionate when it comes
to my grades because I am
motivated by my
classmate’s performance.

2.

1. 3.55 ALWAYS Highly

significant
I am happy when I get my influence
high scores because I do
my best to keep up with
my classmates.

2.

1. 3.35 ALWAYS Highly

significant
I apply more effort doing influence
my projects or
assignments to receive
good grades from my
teachers.

2.

1. 3.43 ALWAYS Highly

significant
I take my academic influence
performances seriously
because I want to receive
high grades.

2.
 1. 3.26 ALWAYS Highly
significant
I always join any influence
academic task and
performance to add on my
grades.

2.

1. 3.08 OFTEN Significant

influence
I actively participate in
class to be recognized by
my teachers.

2.

1. 3.01 OFTEN Significant

influence
I confidently participate
in recitation with my
classmates.

2.

Grand Mean 3.23 OFTEN Significant

influence

Table 5 shows the academic performance which also

can be affected by classroom climate. Upon analyzing the
data presented the lowest mean is 3.01 for item 10 which
states “I confidently participate in recitation with my
classmates.” This item suggests that some students often
feel confident participating in recitations with their
classmates, the low mean score indicates that some
students don’t feel confident enough to participate in
class recitations. However, the highest mean is 3.55 for
item 5 which states “I am happy when I get my high
scores because I do my best to keep up with my
classmates.” This means that most students feel happy
when they receive high scores because they want to keep
up with their classmates. The grand mean is 3.23 which
indicates that most students often feel that a positive
classroom climate affects their academic performance
inside the classroom.
According to Ma and Wei (2022), classroom climate was
positively associated with academic performance and
student’s engagement inside the classroom. Students who
experience a positive classroom climate tend to be more
engaged in classroom activities and have good academic
performance.

According to Greenway (2017), a positive relationship

between classroom climate and students, this develops
their academic competencies which may improve their
academic performance inside the classroom.

In conclusion, the classroom climate has an important

role to the academic performance of students, how they
work and do their activities inside the classroom. The
lowest mean shows that some students often feel confident
when participating in class recitations, while the
highest mean shows that they always feel happy whenever
they receive high scores because they do their best to
keep up with their classmates. The grand mean shows that
students often feel a positive classroom climate which
helps them to perform better inside the classroom.

2.3 Mental and Behavioral Health

Table 6
Item Statement W.M V.D V.I

1. 2.78 OFTEN Significant

influence
I can’t handle school
stress because of school
and academic pressure.

2.

1. 2.79 OFTEN Significant

influence
I tend to break down most
of the time because of a
lot of schoolworks.

2.

1. 3.04 OFTEN Significant

influence
Too much noise inside the
classroom makes me
irritated and distracted.
 2.

1. 2.95 OFTEN Significant

influence
I easily get affected by
getting lower-scores than
my classmates because of
pressure.

2.

1. 2.89 OFTEN Significant

influence
I tend to procrastinate all
my work whenever I’m
stressed.

2.

1. 2.90 OFTEN Significant

influence
I easily get irritated when
my scores are lower than my
classmates.

2.

1. 2.94 OFTEN Significant

influence
I feel like my head is
going to explode when I’m
irritated because of
classroom noise.

2.

1. 3.01 OFTEN Significant

influence
I am highly sensitive and
vulnerable to a negative
classroom environment.

2.
 1. 2.84 OFTEN Significant
influence
My behavior tends to get
aggressive due to my temper
issues because of my
classmates.

2.

1. 2.93 OFTEN Significant

influence
I get distracted and burn
out from my school work and
classmates.

2.

Grand Mean 2.91 OFTEN Significant

influence

Table 6 shows mental and behavioral health which can

also be affected by classroom climate. Upon analyzing the
data it shows that the lowest mean is 2.78 for item 1
which states “I can’t handle school stress because of
school and academic pressure.” This shows that some
students can handle school stress and some students can’t
handle it.

According to Kapil et al. (2021), it was concluded that

the classroom environment directly impacts the academic
stress among the students. Better the classroom
environment, less the stress among students which helps
them concentrate better inside the classroom.

The highest mean is 3.04 for item 3 which states “Too

much noise inside the classroom makes me irritated and
distracted.” This suggests that most students get
irritated and distracted due to the noise coming from
inside the classroom. The grand mean

According to Lee (2023), it shows that noise does have an

effect on children inside the classroom, they may feel
irritated, annoyed and distracted with noise in the
classroom.

The grand mean is 2.91 which indicates that students

often feel stressed, annoyed, irritated, distracted and
sensitive due to a negative classroom environment which
affects their mental and behavioral health.
According to Franco et al. (2022), classroom climate
affects the mental and behavior of a student due to
stress and adjustments that students experience to their
day to day life inside the classroom, positive classroom
climate helps students to become more concentrated and
perform better in their class.

In conclusion, a negative classroom climate highly

affects the students' life inside the classroom. They may
feel negative emotions and show negative behavior which
leads to loss and failure. The lowest mean shows that
some students often can’t handle stress because of
academic pressure, while the highest mean shows that they
often feel irritated by classroom noise which leads to
distraction. The grand mean shows that students often
feel a negative climate which affects their behavior and
mental state inside the classroom.

2.4 Socialization with other people

Table 7
Item Statement W.M V.D V.I

1. 3.12 OFTEN Significant

influence
I enjoy accompanying my
classmates and teachers.

2.

1. 3.03 OFTEN Significant

influence
I can be approached by my
classmates and teachers
anytime.

2.

1. 3.12 OFTEN Significant

influence
I am open with knowing
other classmates that I
am not close with.

2.

1. 3.07 OFTEN Significant

influence
I prefer going out with
my closest classmates
when there is free time.

2.

1. 3.03 OFTEN Significant

influence
I easily be friends with
classmates who I feel
comfortable with.

2.

1. 2.87 OFTEN Significant

influence
I socialize well in
school even if it’s my
classmates or teachers.

2.

1. 2.86 OFTEN Significant

influence
I have a circle of
friends in our classroom.

2.

1. 3.26 ALWAYS Highly

significant
Being with my friends and influence
close teachers always
puts me in good
socializing.

2.

1. 3.22 OFTEN Significant

influence
I openly share my time
with my friends and other
students.
 2.

1. 3.18 OFTEN Significant

influence
Socializing helps me
communicate my academic
concerns.

2.

Grand Mean 3.08 OFTEN Significant

influence

Table 7 shows socialization with other people which

can be affected by classroom climate. Upon analyzing the
data it shows that the lowest mean is 2.86 for item 7
which states that “I have a circle of friends in our
classroom.” This reflects that some students don’t have a
circle of friends and some have friends inside the
classroom. The highest mean is 3.26 for item 8 which
states “Being with my friends and close teachers always
puts me in good socializing.” This shows that being
around close people helps you socialize and develop
social skills with other people.

The grand mean is 3.08 which indicates that most

students often socialize with other students and teachers
which help them create an appealing classroom climate.

According to Gill & Nawaz (2023), a positive and

supportive classroom climate helps in shaping the moral
values, social skills, and social conformity of students
inside the classroom. These social skills will help
students create a comfortable environment for their
learning experiences.

[Link] expressing aggression

3.1 Physical Aggression
Table 8
Item Statement W.M V.D V.I

1. 1.74 NEVER No
influence
I tend to hurt my
classmates physically
when I’m angry or
annoyed.
 2.

1. 1.67 NEVER No
influence
I encountered physical
abuse from other
classmates.

2.

1. 1.75 SOMETIMES Little

influence
I hit when I am annoyed
because of noise in our
classroom.

2.

1. 1.70 NEVER No
influence
I experienced being hit
by my classmate without
any reason.

2.

1. 1.83 SOMETIMES Little

influence
I tend to hurt myself
out of frustration due
to my academic
performance.

2.

Grand Mean 1.74 NEVER No

influence

Table 8 shows the types of aggression that a student

may feel inside the school. Physical Aggression, upon
analyzing the table the lowest mean is 1.67 for item 2
which states that “I encountered physical abuse from
other classmates.” This shows that less students
experience physical abuse from their peers. The highest
mean is 1.83 for item 5 which states “I tend to hurt
myself out of frustration due to my academic
performance.” This suggests that most students hurt
themselves in some ways in order to let out their
frustration from academic stress and pressure.

The grand mean is 1.74 which indicates that students

almost never experience any of the physical aggression
inside the school.

According to Gabbey (2022), this kind of aggression

intends to hurt physically including hitting, kicking,
biting or any acts that cause physical hurt to others or
to self.

3.2 Verbal Aggression

Table 9
Item Statement W.M V.D V.I

1. 2.22 SOMETIMES Little influence

I tend to curse
out of anger
because of my
classmate’s
behavior.

2.

1. 2.06 SOMETIMES Little influence

I shout at our
classroom when I
feel annoyed.

2.

1. 1.97 SOMETIMES Little influence

I tend to be
demanding on
things that I
want in my
classmates.

2.

1. 2.19 SOMETIMES Little influence

 I experience
being cursed out
by classmates.

2.

1. 2.04 SOMETIMES Little influence

I don't think
about my words
even if it will
hurt other
students.

2.

Grand Mean 2.10 SOMETIMES Little influence

Table 9 shows verbal aggression, upon analyzing the

table the lowest mean is 1.97 for item 3 which states “I
tend to be demanding on things that I want in my
classmates.” This shows that sometimes students tend to
be demanding on the things that they want for themselves.
The highest mean is 2.22 for item 1 which states “I tend
to curse out of anger because of my classmate’s
behavior.” This shows that most students curse other
students due to annoyance or irritation to others.

The grand mean is 2.10 which indicates that most

students sometimes project verbal aggression towards
their other classmates, this may result in hurt feelings
and misunderstandings.

According to Del Castillo (2023), verbal aggression tends

to hurt someone through words including insults, mockery,
character attacks, etc. and most students use this
consciously or subconsciously.

3.3 Relational Aggression

Table 10
Item Statement W.M V.D V.I

1. 1.91 SOMETIMES Little

influence
I tend to belittle my
classmates that I don’t
like.
 2.

1. 1.88 SOMETIMES Little

influence
I gossip about my
classmates negatively.

2.

1. 1.74 NEVER No
influence
I change the original
story so that my
classmate will appear
evil.

2.

1. 1.80 SOMETIMES Little

influence
I over exaggerate
everything that my
classmate does.

2.

1. 1.61 NEVER No
influence
I talk negatively about
my teachers or
classmates.

2.

Grand Mean 1.79 SOMETIMES Little

influence

Table 10 shows relational aggression, upon analyzing

the table it shows that the lowest mean is 1.61 for item
5 which states “I talk negatively about my teachers or
classmates.” This shows that some students never talk
behind their teacher or classmates. The highest mean is
1.91 for item 1 which states “I tend to belittle my
classmates that I don’t like.” This shows that most
students belittle or run down their classmates, this
could be because of the feeling of superiority and the
desire to bully.

The grand mean is 1.79 which indicates that students

sometimes do have experience or encountered relational
aggression from other students which may lead to fights
and bullying.

According to Gordon (2022), Relational aggression is an

insidious type of bullying that often goes unnoticed by
adults. Rather than causing physical harm, relational
aggression is intended to hurt someone's personal
relationships or social standing.

3.4 Passive Aggression

Table 11
Item Statement W.M V.D V.I

1. 1.99 SOMETIMES Little

influence
I tend to self-sabotage
in our classroom instead
of communicating.

2.

1. 1.73 NEVER No
influence
I blame other people or
classmates even if it’s
my mistake.

2.

1. 2.25 SOMETIMES Little

influence
I get silent and ghost
my classmates about my
problems instead of
communicating.

2.

1. 1.74 NEVER No
influence
I give backhanded
compliments to my
 classmates instead of
telling the truth.

2.

1. 2.13 SOMETIMES Little

influence
I make excuses to avoid
subjects that I don’t
like

2.

Grand Mean 1.97 SOMETIMES Little

influence

Table 11 shows passive aggression, upon analyzing

the lowest mean is 1.73 for item 2 which states “I blame
other people or classmates even if it’s my mistake.” This
shows that students never blame others for their
mistakes. The highest mean is 2.25 for item 3 which
states “I get silent and ghost my classmates about my
problems instead of communicating.” This shows that
sometimes students tend to self absorb their problems in
school instead of asking their classmates or teachers for
help.

The grand mean is 1.97 which indicates that sometimes

students project passive aggression to indirectly express
their feelings.

According to MSEd (2022), passive aggressive behavior is

a pattern of indirectly expressing one's negative
feelings including procrastinating, sulking, refusal to
communicate, etc.

4. Coping Mechanisms
Table 12
Item Statement W.M V.D V.I

1. 3.05 OFTEN Significant

influence
I always put positive
thinking in my
academics to cope with
stress.
 2.

1. 1.84 SOMETIMES Little

influence
I exercise to distract
myself due to stress.

2.

1. 1.82 SOMETIMES Little

influence
I write in my journal
to cope with my
stress.

2.

1. 2.74 OFTEN Significant

influence
I eat whenever I feel
negative emotions.

2.

1. 2.82 OFTEN Significant

influence
I tend to sleep to
distract myself from
negativity.

2.

1. 2.32 SOMETIMES Little

influence
I seek comfort from my
friends/classmates by
hanging out with them.

2.

1. 2.32 SOMETIMES Little

influence
I read when I feel
lonely and stressed.
 2.

1. 2.71 OFTEN Significant

influence
I play online games or
outdoor activities
whenever I feel
stressed.

2.

1. 2.63 OFTEN Significant

influence
I do self-care
activities to let
myself have better
time.

2.

1. 3.21 OFTEN Significant

influence
I listen to my
teacher’s and fiend’s
advice whenever I feel
stressed.

2.

Total 2.55 OFTEN Significant

influence

Table 12 shows coping mechanisms that students do

when they feel aggressive in some ways. The table shows
how many students use each item as a coping mechanism,
item 1=116 or 12%, item 2=70 or 7.24%, item 3=69 or
7.14%, item 4=104 or 10.8%, item 5=107 or 11.1%, item
6=88 or 9.1%, item 7=88 or 9.1%, item 8=103 or 10.7%,
item 9=100 or 10.3%, and item 10=122 or 12.6%.

In conclusion, most students use item 10 or listening

to advice as their coping mechanism. According to Mustafa
et al. (2020), there is an impact of welfare advice on
stress and it helps a lot of people to get insights and
comfort from other people. Coping mechanisms are
important for students according to Yazon et al. (2018),
this helps students to lessen stress and focus more on
their school activities, to avoid being burned out or
overwhelmed by school work and school pressure.