Tab 1

The Influence of Physical Classroom Environment on

the Academic Motivation of Grade 3 Students: A

Mixed-Methods Study

Chapter I​

INTRODUCTION

Background of the Study

The relevance of the physical classroom

environment as one of the variables that help to

maintain the long-term engagement and motivation of

students to study has been discussed as an

increasing characteristic over the last several

years as well. Educators and administrators all over

the world work to create the atmosphere of learning

that can facilitate the process of learning. A

properly structured classroom is not only

comfortable but it also helps in motivating students

to be active in school life. To young learners, the

classroom is not only the environment where they can

receive lessons, but can also act as a place where

they focus on the lessons, feel comfortable, and

stay motivated. Grade 3 is a very critical phase of

elementary education because students will acquire

the basic knowledge on reading, writing, and math

and start gaining confidence and perseverance

(Department of Education, 2016). This is the point

of maintaining academic motivation to continue the

learning process and to avoid disengagement with

such a process that might lead to poor performance

later in life.

However, with this international claim, schools

in the Philippines at the elementary level still

have problems in offering ergonomically and

ecologically friendly classrooms. Darkness, lack of

ventilation, inappropriate chairs, and overcrowding

are still the norms especially in the rural schools.

De Guzman et al. (2017) observed that the ergonomic

sufficiency of classes in Quezon City was not

enough, and the latter was linked to the decreased

engagement of students in educational practices. In

the same manner, Orun (2023) observed that there was

a strong correlation between the perception of the

classroom environment and the willingness to learn

among the students. But the lack of research in the

Philippine context is still marked with few studies

which tend to provide an inconclusive outcome. As an

illustration, the study by Mampao and Aarzo (2023)

indicated that the child-friendly school systems

were not directly associated with academic

performance, which would imply that motivation might

be a mediating concept. This is an indication that

there should be more research on the relationship

between classroom characteristics and the motivation

of students in Philippine elementary schools.

In filling this gap, the current study aims at

investigating the correlation between student

academic motivation and physical classroom

environment, namely, lighting, ventilation and

thermal comfort, seating pattern, and cleanliness.

To achieve a mix of quantifiable interrelations and

the lived experiences of students, the study will

utilize a mixed-method design, which implies the

combination of surveys and interviews. It is

possible to identify not only statistical trends but

also to gain a better idea of the perception of the

learners regarding the relationship between their

classroom setting and their motivation.

This study is expected to impact a variety of

stakeholders with the expected findings. School

professionals could obtain new information about

classroom conditions correlating with higher learner

motivation and engagement. The evidence can be used

by policymakers in informing the educational

infrastructure programs. These findings can be

extended by future researchers to examine related

dimensions, and students are likely to gain the most

because of the classrooms that would encourage

motivation and promote better learning achievements.

Statement of the Problem

This study aims to examine the relationship between

selected aspects of the physical classroom

environment and the academic motivation of Grade 3

students through a mixed-methods design, combining

survey results with qualitative insights into

student experiences.

1.​What is the status of the physical classroom

environment as perceived by Grade 3 students in

terms of:​

1.1 Lighting​

1.2 Ventilation and thermal comfort​

1.3 Seating arrangement​

1.4 Cleanliness
 2.​What is the level of academic motivation of

Grade 3 learners in terms of:​

2.1 Intrinsic motivation (interest,

enjoyment, persistence)​

2.2 Extrinsic motivation (rewards,

recognition, external pressures)

3.​Is there a significant relationship between the

physical classroom environment and the academic

motivation of Grade 3 learners?

4.​How do Grade 3 learners describe their

experiences and perceptions of how physical

classroom conditions influence their motivation

to learn?​

Hypothesis of the Study

There is no significant relationship

between the physical classroom environment

and the academic motivation.

Theoretical Framework

This research is based on three theories that relate

to each other and explain the influence of the

physical classroom environment in the academic

motivation of learners.
First, as Hierarchy of Needs (1943) by Maslow

focuses on the fact that basic needs of learners,

including physiological ones like comfort,

ventilation, proper lighting, and cleanliness,

should be considered before the learners are able to

concentrate on higher-order needs. These situations

form a platform in the classroom that helps the

students to feel safe, interested, and prepared to

achieve belongingness, achievement, and eventually

self-actualization.

Furthering on this, the Ecological Systems Theory of

Bronfenbrenner (1979) places the classroom in the

context of the microsystem of the child, in which

the immediate physical environment has a direct

impact on the daily experiences of a child. The

seating arrangement, ventilation, lighting, and

cleanliness do not just determine the comfort and

concentration of students but combine with other

more general factors like school policies and

community practices. This has pointed out that the

physical environment does not act alone but acts as

a component of a bigger system that influences

motivation.

Lastly, the theory of Achievement Goal (Ames, 1992)

further elaborates on the influence of these

supportive environments on the nature of motivation

that the students form. In a classroom where

discomfort and distractions are kept at a minimum,

the learner will tend to have mastery oriented

objectives, which are geared towards learning and

progress, as opposed to performance oriented

objectives, which are geared towards competition

among themselves.

The conditions that allow the classroom environment

(Ecological Systems Theory) to satisfy the simple

needs of learners (Hierarchy by Maslow) in turn

promote the emergence of adaptive motivational

orientations (Achievement Goal Theory). This

combined model will provide the current research in

understanding the role of the perceptions of Grade 3

students towards the lighting, ventilation, and

thermal comfort, seating position, and cleanliness

and their effect on academic motivation.

 Conceptual Framework

Figure 1. Paradigm of the study

Significance of the Study

This study focuses on how the physical classroom

environment correlates to learners' motivation

in Rizal Central School. With that, it also

holds significant implications for education and

is beneficial to the following:

●​ To the Students

This study helps students to be aware that

classroom environments link to motivation and

lead to academic successes.

 ●​ To the Teachers

This study helps teachers to gain insights into

the influence of the classroom's physical

environment that enhances the motivation of the

learners. Teachers can apply these findings to

promote a supportive learning environment that

leads to academic improvement of the students.

●​ To the Parents

This study may help the parent to understand how

the learning is set up, and by recognizing the

importance of these factors, they will be able

to understand how they will contribute in

maintaining the classroom as a more effective

place to learn and gain motivation.

●​ To the Community/Local Government

The study may guide local government units and

community leaders in supporting initiatives for

improved school facilities and learning

environments. By understanding the mentioned

factors, they will now become responsible for

allocating resources and implementing programs

that create more conducive spaces for learning.

 ●​ To the administrators and policy makers

They will be more informed about the influence

of the classroom's physical environment on the

academic performance of the learners and how it

correlates to the motivations of the learners

and to try hard in school.

●​ To the future researchers

This study will contribute to the existing

knowledge on the relationship between the

physical classroom environment and motivation.

They can build upon these findings , exploring

further aspects of the classroom's physical

environment and its influence on students.

Scope and Limitation

This study is to examine the association between

physical classroom environment and academic

motivation among Grade 3 students in Rizal

Central School. This study will cover the

following factors of the physical classroom

environment, such as lighting, ventilation and

temperature, seating arrangement, and

cleanliness. The study will use a mixed-methods,

sequential explanatory design to collect and

analyze data.

On the other hand, this research was limited in

many ways because it did not explore the other

factors that influence academic motivation of

the students, such as family background,

teaching strategies, and peer relationships.

Review of Related Literature and Studies

FOREIGN STUDY

Classroom Physical Environment

This study links students' perception of the

classroom physical environment; it means it plays

the crucial role of a classroom condition fostering

student motivation. This study confirmed a

significant correlation between students’

perceptions of their classroom’s physical

environment and their motivation to learn. The

Results highlight the importance of classroom

conditions in shaping student motivation, and

recommendations for instructional practices and

future studies were also presented (Putri Anugraheli

Ramba OrunSekolah Tinggi Ilmu Hukum Biak-Papua,

2023).

A.​ Lighting

Lighting is the light source in the classroom

setting, which can help to properly see what is

being taught and supports effective

instruction. According to Golmohammadi et al.

(2021), lighting plays a vital role in shaping

attention, reaction time, and overall

alertness, which are closely linked to student

motivation and academic performance. In recent

studies, it says that blue-enriched light and

high-strength power can improve cognitive

outcomes that result in reduced eye fatigue,

increased focus, and faster reaction times. In

the classroom, good lighting doesn’t just help

students to see better but also helps them stay

focused and positive and become more motivated

academically. This shows that lighting, as part

of the classroom environment, truly plays an

important role in supporting their student’s

academic motivation.
B.​Ventilation and Thermal Comfort

It refers to the level of hotness or coldness

of air inside the classroom and how fresh

outdoor air circulates indoors. These two

environmental factors are linked to how

comfortable students feel, which can make it

harder for them to stay focused and motivated

to learn. Supporting this, Gilraine et al.

(2015) found that better classroom ventilation

and cooler temperatures significantly boosted

student achievement. In the 140 fifth-grade

classrooms across 70 schools in the U.S.

Southwest used multilevel analysis of data from

3,109 students that results in the math scores

of the students increasing by up to 11 points

per additional liter/second/person of

ventilation and by 12–13 points for each 1°C

drop within 20–25°C. Similar, though more

variable, gains appeared in reading and

science, highlighting how improved classroom

air quality and thermal comfort can directly

enhance academics.
C.​Seating Arrangement

The classroom’s physical environment is one of

the key elements that recognizes how students

will learn as best as possible. According to

Fernandes et al. (2015), a classroom setting

that is well-structured, comfortable, and

engaging can simply be linked to students’

academic motivation. And it also fosters

conditions that support effective learning.

However, as Cillessen (2015) points out,

teachers need to carefully plan the seating

arrangements and figure out how these will work

in their daily classroom routines. This matters

because the way seats are arranged can directly

affect how students take in information and can

even shape their learning outcomes over time.

In fact, for the past thirty years, many

researchers have explored how classroom seating

impacts students’ learning performance

(Woodson, 2015).
 D.​Cleanliness

Cleanliness can influence the student's

learning motivation, and it aims to ensure that

individuals have the responsibility to maintain

their learning environment free from dirt.

According to Panayo et al. (2019), the purpose

of this research is to know the environmental

cleanliness condition, especially in SMAN 1

Krian, Indonesia; to know the relationship of

the school environment cleanliness condition to

students' learning motivation; and also to know

the persons that play a role in maintaining

cleanliness in the school environment.

Academic Motivation in Elementary Learners

In the field of education, motivation is considered

a tool to encourage students to achieve educational

objectives. This and this also can develop the

foundational skills and attitudes. This research

divides motivation into 2 kinds: the intrinsic and

extrinsic. Intrinsic motivation is caused by

curiosity and interest, while extrinsic motivation

is by external rewards, recognition, and pressures

Cherry C.T. (2019). So motivated learners are the

students that are more likely to pay attention and

perform better in class, which leads to academic

success. That is why it is crucial to foster two

types of motivations in a classroom setting.

Teachers should raise curiosity in students by

giving them a chance to make choices during the

instruction delivery process; thus, they need to

relate lessons with real-life instances or events in

order for learning to make sense.

LOCAL STUDY

Classroom Physical Environment

These two variables are closely connected. A

comfortable, organized, and supportive classroom can

stimulate positive emotions, sustain attention, and

encourage learners to participate actively. Thus,

the classroom environment is not only a physical

setting but also a key factor that enhances

students’ motivation to learn. Adolfo and Ducot’s

(2025) document findings on the connection between

the classroom environment and the academic

performance of Grade VI pupils in Bukidnon. Their

study saw no relation between the two despite the

implementation level and the satisfactory learner

outcomes. This suggests that classroom factors might

be the reason behind low academically motivated

outcomes and that other learner outcomes should be

investigated.

A.​Lighting

B.​Ventilation and Thermal Comfort

Temperature and ventilation are crucial for the

classroom setting to provide student comfort

and motivation and also foster concentration

and engagement. According to the Department of

Education (2025), maximizing ventilation and

adjusting schedules are key measures to protect

learners during extreme heat. Classroom safety

protocols now emphasize ventilation and

hydration to sustain student well-being and

learning motivation (Department of Education,

2025).

C.​Seating Arrangement

Similarly to Petagra (2023), she found that

classroom seating arrangements significantly

 influence Grade 3 learners’ engagement in Davao

Oriental. Accessibility and visual comfort were

common, while teacher-student proximity and

social interaction were less frequent.

Engagement is seen in attention, interest,

behavior, and occasional participation as

strongly linked to seating factors such as

accessibility, disruptions, and proximity. The

study concludes that effective seating

arrangements enhance comfort, focus, and

motivation, thereby supporting both academic

performance and social development.

D.​Cleanliness

Academic Motivation in Elementary Learners

In the field of education, motivation is considered

a tool to encourage students to achieve educational

objectives. This and this also can develop the

foundational skills and attitudes. This research

divides motivation into intrinsic and extrinsic.

Intrinsic motivation is caused by curiosity and

interest; extrinsic motivation is caused by external

rewards, recognition, pressures (Cherry, C.T.,

2019). According to self-determination theory,

intrinsically and extrinsically motivated students

are more likely to have their needs for autonomy,

competence, and relatedness satisfied if they

receive support from others (Di-Domenico et al.,

2017). That is why it is crucial to foster two types

of motivations in classroom settings. Teachers

should raise curiosity in students by giving them a

chance to make choices during the instruction

delivery process; thus, they need to relate lessons

with real-life instances or events in order for

learning to make sense.

Academic Motivation in Elementary Learners

According to Armentano & Comighud (2020), the

study determined the internal and external

factors affecting academic performance.

Intellectual and environmental factors have the

highest influence on their academic

performance, and the physical factors show the

lowest performance among others. Motivation is

the internal drive and external influence on

the students to keep motivated through

achieving academic goals.

 Chapter II

METHODOLOGY

Research Design

​ The research design used in this study was

a mixed-method explanatory sequential design. In

this method, a survey was conducted to obtain

quantitative data with the help of a Likert-type

questionnaire in order to assess the correlation

between the physical classroom environment and

academic motivation. Subsequently, the

qualitative data was collected using

semi-structured interviews to describe and

interpret as well as to elaborate on the

statistical results.

Creswell and Plano Clark (2011) also stressed

that a sequential explanatory design can be

applied in instances where quantitative findings

can be general, though they might need to be

supplemented with qualitative follow-up to give

more detailed information. This design

specifically suits the Grade 3 students, since

surveys can help to reveal the general

perceptions, whereas interviews can help the

learners to describe their lived experiences

with their own words.

Research Environment and Participants

The study was conducted in Rizal Central

Elementary School located at Poblacion Norte,

Rizal, Nueva Ecija, in the school year

2025-2026. There are 6 sections of grade 3 in

the school, and the overall population is

(actual N) students.

The students that participated in the study

belonged to Grade 3 in the said school. Since

they are underage, parents/guardians had to

give informed consent and the learners had to

give child assent.

The Sample and Sampling Techniques

The sample size has been calculated as in the

formula of Slovin with a 10% margin of error

which formed [insert calculated n] respondents.

The researchers used stratified random sampling

in order to achieve fair representation. Grades

3 were used as a stratum, and a proportionate

number of students was randomly recruited in

each section. This method had reduced sampling

bias and made the sample representative of the

general Grade 3 population. According to

Parsons (2017), stratified random sampling

proves to be effective when a population can be

characterized as heterogeneous and it is

required to split these groups into homogeneous

subgroups in order to represent them more

accurately.

In the qualitative stage, stratified random

sampling of 10% of the people who answered the

survey questionnaire was conducted through

interviews. To represent different opinions,

they were selected based on diversity in their

survey answers (e.g., strongly agree vs.

strongly disagree).
 Table 1. Number of all respondents

Respondents

Respondents N n

Grade 3 students
in Rizal Central
Elementary
School

Instrumentation

The respondent's informed consent or letter.

Obtained by ensuring their rights were

respected, including the right to refuse

participation or withhold personal information.

The consent form acknowledges the exchange of

information between the researcher and the

participants. Since the respondents are minors,

we will also include child assent and parental

consent. Information provided to the

participants of research should be adequate and

clearly understood by the participant, and the

research participant should voluntarily decide

to participate. Respect for persons requires

that the participants be free to choose

(Manandhar, 2020).
The first instrument of the set was research

questionnaires 4-point likert scale. This scale

is to gather grade 3 students' perceptions of

the relationship between their physical

environment and their academic motivation. A

4-point Likert scale is basically a force

scale. We selected a 4-point Likert scale to

avoid a neutral midpoint, which often leads

respondents, especially younger ones, to choose

a safe, middle response. This design encourages

Grade 3 students to take a stance, providing

clearer data on their perceptions. Likert-type

scale is a widely used psychometric instrument

for measuring attitudes, opinions, or

perceptions in research contexts of a targeted

audience (Koo & Yang, 2025).

Semi-structured interviews were conducted after

the questionnaire to clarify responses, explore

emerging themes, and strengthen the validity of

the results. The interviewer used it to

interpret deeper insight with the respondents

and ensure to support the data gathered in

questionnaires because it combines in the

themes and issues addressed, this sort of scale

is commonly used in quantitative research.

The method used in the investigation is a

semi-structured interview. The participants’

intended data collected opinions from the grade

3 students. Semi-structured interview allows

researchers to acquire in-depth information and

evidence from interviewees, allows flexibility

and adaptivity to explore emerging themes

(Ruslin et al., 2022).

Using both questionnaires and interviews

strengthened the findings by providing richer

and more comprehensive data. The interviews

allowed respondents to elaborate on their

perception, revealing factors that may not

still be anticipated during the planning stage

but which could significantly shape the

interpretation of results.
Data Gathering Procedure

Preparation. The researcher of this study

prepared the following: printed consent form,

semi-structured interview, and questionnaire

4-point likert scale were developed. The

researchers used the said means to carry out

the study on the grade 3 students

participation.

Evaluation. The materials and instruments used

in the study underwent validation by resource

teachers and critiques. Their feedback and

recommendations will be taken into

consideration when the materials and

instruments need a revision for the benefit of

the procedure of this study.

Administration. The consent letter will need

approval by the students, parents and school

principal. The researcher conducted personal

interaction to concern

participants/respondents, to administer

semi-structured interviews and questionnaires

4-point likert scale which were prepared by the

researcher.

Statistical Analysis of Data

Instrument
 Likert Scale Questionnaire
(QUANTITATIVE)

Name: ____________________________________________
Date: ___________
​
Section: __________________

Direction: Please indicate how much you agree or disagree with

each of the following statements (please check the appropriate
box).

Lighting

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)

1.​ Our classroom is

bright enough
for reading.
(Ang aking silid
ay may sapat na
liwanag upang
ako ay
makapag-basa)

2.​ I can see the

board clearly
from my seat.
(Nakikita ko ang
board ng malinaw
mula sa aking
upuan).

3.​ Sunlight or
lights do not
hurt my eyes.
(Ang sinag ng
araw at ang
lilwanag ay
hindi masakit sa
aking mga mata)

4.​ There is enough

light on my
desk.

Ventilation & Thermal

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)
 Ventilation & Thermal

1.​ The room feels

fresh, not
stuffy.

2.​ I feel
comfortable with
the temperature
during class.

3.​ I can feel air

moving (from
windows or
fans).

4.​ The room does

not feel too
hot.
​

Seating Arrangement

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)

1.​ I can see the

teacher and
board from my
seat.

2.​ It is easy to
walk to the door
or trash bin.

3.​ I can sit and

write
comfortably at
my desk.

4.​ I do not bump

into classmates
when I move.

Cleanliness

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)

1.​ Our classroom

floor and desk
are usually
clean.
 Cleanliness

2.​ Trash bins are

available and
used.

3.​ The classroom

smells clean.

4.​ Walls, corners,

and shelves do
not look dusty.

​
​
​
​
​
​
​

ACADEMIC MOTIVATION
INTRINSIC MOTIVATION

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)

1.​ I enjoy learning

new things in
class.

2.​ I keep trying

even when the
lesson is hard.

3.​ I feel proud when

I finish my
schoolwork.

4.​ I like answering

even if I might
be wrong.

5.​ I am curious to
find the answer
in our lesson.

6.​ I want to improve

because learning
feels good.

EXTRINSIC MOTIVATION

No. Statement Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
 EXTRINSIC MOTIVATION

(1)

7.​ I want to do well

so my teacher is
proud of me.

8.​ I try my best to

get good grades
to have
recognition.

9.​ I work hard so my

parents will be
happy.

10.​ I participate so
my group or
classmates notice
me.

11.​ I participate
because our class
gives rewards or
praise.

12.​ I study hard so I

can get stars or
stickers.

SEMI-STRUCTURED INTERVIEW
(QUALITATIVE)
Name:
_______________________________________________________
Date: __________________
Grade & Section: ________________​
​
PHYSICAL CLASSROOM
ENVIRONMENT
1.​ Lighting
Are there times when it’s hard to see the board? What do you usually do when
that happens?
(May oras ba na mahirap makita ang board? Ano ang ginagawa mo kapag ganoon?)
​
Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

2.​ Ventilation/Heat
When it’s hot or there isn’t enough air circulation, how does it affect your
thinking or motivation to study?
(Kapag mainit o kulang sa hangin, paano naaapektuhan ang pag-iisip mo o gana
mag-aral?)
Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

3.​ Seating
From where you are seated, is it easy to see the teacher and the board? How
does this affect your participation?
(Mula sa upuan mo, madali bang makita ang guro at board? Paano ito
nakakaapekto sa pagsagot mo?)​

Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

4.​ Cleanliness
When the classroom is clean or messy, what do you notice about your own
motivation and attention?

Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

ACADEMIC MOTIVATION

1.​ When are you most motivated to participate in class? What does the
classroom look like during those times?
(Kailan ka pinakaganadong sumagot? Ano ang hitsura ng classroom sa mga
panahong iyon?)
​
Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

2.​ When are you less motivated? What do you notice about the classroom
during those times?
(Kailan ka hindi gaanong ganado? Ano ang napapansin mo sa classroom noon?)
​
Answer:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________

Proposed by:
Astillero, Zandrin V.
Bugarin, Shane Khimberly L.
Canja, Myla P.
Cariaga, Reizen D.
Castro, Aubrey A.
Clarin, Jadel L.
Dela Cruz, Jenalyn A.

Checked by:

Karen Nicole Gaestoe, LPT, MA

Research Adviser
College of Education and Liberal Arts,
PHINMA Araullo University

Approved by:

Ronnie Anne Joy D.C. Perin, LPT

BEED Program Head
College of Education and Liberal Arts,
PHINMA Araullo University

Mary Ann J. Tolentino, LPT, MA

Dean
College of Education and Liberal Arts,
PHINMA Araullo University
Letter
__ September 2025

[Link] P. Quindara
Principal IV
Rizal Central Elementary School
Poblacion Norte

Dear, Ms. Aida,

Greetings!

We, fourth-year students of PHINMA Araullo University taking up

Bachelor of Elementary Education under the College of Education
and Liberal Arts (CELA), are writing this letter to formally ask
for your permission to allow us to conduct a mixed-method
research study as part of our academic requirements in ENG 163:
Language Research. The purpose of this is to examine the
relationship between the physical classroom environment and the
academic motivation of Grade 3 learners at Rizal Central
Elementary School.

To facilitate our research, we respectfully request permission

to:

1. Gather information through surveys, interviews, and analysis

of students’ outputs, followed by examinations relevant to the
study.

2. Coordinate with resource teachers and class advisers for

proper scheduling of administration of research instruments
without disrupting classes.

3. Access pertinent school records and data related to the scope

of our study, subject to proper authorization and approval.

Prior to data collection, a waiver will be provided to obtain

consent for the participation of Grade 3 students in our study.
We assure you that all data collected will be treated
confidentially and in strict compliance with the Data Privacy
Act of 2012 (Republic Act No. 10173).

We firmly believe that this research has the potential to

provide valuable insights into how classroom conditions, such
as lighting, ventilation, seating, and cleanliness—relate to
learners’ motivation. Findings from this study may help
teachers, administrators, and stakeholders improve classroom
environments to support the learning and engagement of
elementary pupils. We are committed to conducting this study
with utmost professionalism, minimizing any potential
disruptions to the school community.

Respectfully yours,

Leader:
Canja, Myla
Members:
Astillero, Zandrin
Bugarin, Khimberly
Cariaga, Reizen
Castro, Aubrey
Clarin, Jadel
Dela Cruz, Jenalyn

Noted:

Karen Nicole Gaestos, LPT, MA

Research Adviser
College of Education and Liberal Arts, PHINMA Araullo University

Ronnie Anne Joy D.C. Perin, LPT

BEED Program Head
College of Education and Liberal Arts, PHINMA Araullo University

Mary Ann J. Tolentino, LPT, MA

Dean
College of Education and Liberal Arts, PHINMA Araullo University
Parent consent
 PARENTAL/GUARDIAN CONSENT FORM

AND LIABILITY WAIVER

Office of Youth Ministry

Diocese of Jefferson City

PAGE 2 O F 5

PARENTAL / GUARDIAN CONSENT FORM & LIABILITY WAIVER

Youth Participant’s Name:

________________________________________________________
_ Date of Birth: ___/_____/_______

Address:
________________________________________________________
____ City/State/Zip: ____________________________________

Home Phone: (______)______-________ Circle One: Male Female

Parent/Guardian’s Name:
________________________________________________________
____________________________________

Cell Phone: (______)______-________ Work Phone:

(______)______-________

Other number where Parent/Guardian can be reached during event:

(______)______-________

Emergency Contact
Name:___________________________________________________
_______ Phone: (______)______-________

Parish:
________________________________________________________
Email: ___________________________________________________

CONSENT AND LIABILITY WAIVER

Important! To be filled out by the Parent/Guardian for youth under 18

years of age and individuals age

18 or older who are in high school. Individuals age 18 or older and still
in high school must also

complete and submit an ADULT MEDICAL RELEASE AND LIABILITY

WAIVER as well.
I, as parent or guardian of my child, do hereby agree to allow my child
to participate in the

event/activity:

Event & Location:

____________________________________________________ Date
& Time: ___/_____/_______, ________________

Method of Transportation:
________________________________________________________
____________________________________

I acknowledge receipt of the attached information sheet describing the

planned event/activity.

I acknowledge that
________________________________________________________
____is providing transportation to and

from the event/activity and I agree to this. I acknowledge and assume

the risk of this transportation for

my child. My child must comply with the Parish’s rules and procedures.
In consideration of the Parish

allowing my child to participate in the event/activity, I also waive any

claims against, and RELEASE AND

HOLD HARMLESS AND INDEMNIFY, the Diocese of Jefferson City,

the Parish and any of its and/or their

religious, employees, volunteers, agents and representatives from any

liability, claims, demands and

causes of action and claims arising out of or relating to any loss,

damage or injury sustained in

connection with or arising out of my child’s participation in the

event/activity, including transporting my

child to and from the event/activity.

________________________________________________________
_________________________

Parent/Guardian Signature

_______/_________/___________
Date
Child Assent
 Child Assent Form

Hello. Our names are Zandrin Astillero, Shane Khimberly

Bugarin, Myla Canja, Reizen Cariaga, Aubrey Castro,
Jadel Clarin, and Jenalyn Dela Cruz. We are researchers
and students at PHINMA Araullo University. Right now,
we're trying to learn about the relationship of the
physical classroom environment in academic motivation.
We would like to ask you if you would consider helping
me by studying, but before I ask for your permission, I
want to explain what will happen if you decide to help
me.

You have been asked to participate because we want to

know your perception of the relationship of the physical
classroom environment to your academic [Link] you
decide to participate in this study, I will ask you to
[describe what will take place using appropriate
language from the child’s point of view, including the
time involved. If the study involves specific questions
and if appropriate, indicate that there are no right or
wrong answers]. By being in the study, you will help me
understand [the research question]. If there are any
potential risks and/or discomforts for participating,
briefly explain them. If there are direct benefits to
the child, briefly explain them. This study will take
place at Rizal Central Elementary School in Rizal, Nueva
Ecija and should take about [estimated time of
involvement] of your time.

Your parents (________________________) say it’s okay

for you to be in my study. But you do not have to be in
this study if you don’t want to and you can withdraw the
study at any time without consequences. If you want to
participate in the study now but change your mind later,
that’s okay. You can stop at any time.

Other than the researchers, no one will know your

answers, including [name people that will not have
access, i.e., strangers, teachers, friends, other
children, etc.] . When I tell other people about my
study, I will not use your name, and no one will be able
to tell who I’m talking about. You can ask me questions
about the study. If you have a question later that you
don’t think of now, you can call me or ask [your
parents/teacher] to call me or send me an email. Do you
have any questions for me now?

Would you like to be in my study and [talk to me/answer

some questions and interview]? : ◻ Yes ◻ No

If you have any questions or concerns you can always ask

me at the following number: 09700583286 or call my
teacher, Ms. Karen Nicole Gaetos at the following
number: __________.

Sincerely,

Astillero, Zandrin V.

Bugarin, Shane Khimberly L.

Canja, Myla P.

Cariaga, Reizen D.

Castro, Aubrey K.

Clarin, Jadel L.

Dela Cruza, Jenalyn A.

College of Education and Liberal Arts, PHINMA Araullo

University

Contact Information

NOTE TO RESEARCHER: The child should answer “Yes” or

“No.” Only a definite “Yes” may be taken as assent to
participate

Name of Child: ____________________Parental Permission on

File: ◻ Yes ◻ No (If “No,” do not proceed with
assent or research procedures unless parental permission
is waived by the IRB.)
Do you understand this study and are you ready to
participate? ​ ◻ Yes ◻ No

Signature of Researcher:​ ________________________​

Date: __________________

Please sign both copies and keep one for your record.

Signature of Child (Optional if assent is waived):​

_____________________________

Note to the researcher: the same form can be used as a

waiver for the child’s assent. The waiver for assent
should be requested in the IRB full review application.
The child still needs to answer YES orally to
participate.

Please contact Ms. Karen Nicole Gaetis at (XXX) XXX-XXXX

with questions or concerns about this study. If you have
questions about your rights as a participant in this
research, please contact Dr. Jill Lane, Associate
Provost and Dean of Graduate Studies, at (678) 466-4100
or JillLane@[Link] .
Data analysis process
The data gathered in this study will be analyzed using both quantitative
and qualitative approaches.

For the quantitative data, learners’ responses from the 4-point Likert
scale questionnaire will be recorded and tabulated. Descriptive
statistics such as the mean, standard deviation, and weighted mean
will be computed to summarize the status of the physical classroom
environment (lighting, ventilation and thermal comfort, seating
arrangement, and cleanliness) and the level of academic motivation
(intrinsic and extrinsic) of Grade 3 students. To determine if there is a
significant relationship between the physical classroom environment
and academic motivation, the Pearson product-moment correlation
coefficient (Pearson r) will be applied, with the significance level set at
0.05 alpha.

For the qualitative data, responses from the semi-structured interviews

will be transcribed and analyzed through thematic analysis. This will
involve coding the transcripts, identifying recurring patterns, and
categorizing them into themes that reflect how students describe their
experiences and perceptions of how classroom conditions influence
their motivation to learn.

This combination of statistical and thematic analysis ensures that the

study not only provides measurable evidence of the relationship
between the physical classroom environment and academic motivation
but also captures deeper insights from learners’ lived experiences.