A Descriptive Correlational Study on the Physical Environment and Perceived Academic Performance of STEM Online Learners
Noel Andrei B. Aprecia, Gillley A. Barrera1, Kent Robert A. Cuares1*, Maxene Julia L. Cuison1, Maryll Kate D. Lazaro1, Katrina Kyla M. Pat-i1, and Yhl John H. Sayson1
1Notre Dame of Marbel University – Integrated Basic Education Department, Senior High School, Koronadal City
Carlos F. Gaygay. Jr.1,Research Adviser
1Notre Dame of Marbel University – Integrated Basic Education Department, Senior High School, Koronadal City
Abstract: This study investigated the conditions of the learning environment at home and perceived academic performance of the STEM 12 online learners of Notre Dame of Marbel University – IBED Senior High School in the midst of the COVID-19 pandemic and determined the significance and extent of the relationship between the two. Based on the inclusion criteria, 198 respondents were taken for this study. The study was conducted in the locale of the Notre Dame of Marbel University – IBED Senior High School during the first semester. The data used in the conclusions was collected through Google Forms through online survey questionnaires and analyzed using the weighted mean of responses and the Spearman rho correlation test. Based on the collected data, the following results were identified. The NDMU-IBED SHS STEM 12 online learners have a good general learning environment – with lighting and temperature in good condition and noise in fair condition. The online learners have a fair level of perceived academic performance. There is a moderate positive correlation between the general condition of the physical learning environment and perceived level of academic performance - with low positive correlation between both lighting and temperature and perceived academic performance, and negligible correlation between noise and perceived academic performance. It was therefore concluded that there was a significant relationship between conditions of the physical environment (i.e., lighting, noise, and temperature) and perceived academic performance of NDMU-IBED SHS STEM 12 students during online distance learning.
Keywords:perceived academic performance; online learning; lighting; noise; temperature
1. INTRODUCTION
Due to the impact of COVID-19, human daily activities were mostly put to a complete stop in order to slow down the spread of the virus. This included face-to-face learning which was the normal mode of education. According to the news regarding classes, the Department of Education has suspended all face-to-face classes in both public and private schools starting from the school year 2020-2021 (The
Manila Times, 2020).
In order for education goals to still be achieved despite the ongoing pandemic, DepEd presented online learning and modular learning as substitutes for face-to-face classes since little to no interaction between the students and teachers were needed in order for education to be delivered.
The mode of learning that this study is going to focus on is online learning.
Baticulon et al. (2021) found that spending more
time at home did not always equate to more time for academic work. The most common barriers to online learning were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication or a lack of clear directions from educators. There were students who couldn't concentrate because they were constantly exposed to family conflict while some of them found it difficult to refuse conversations with their parents or siblings. Filipino families are known for their cohesion and reciprocity, and the most educated members are frequently expected to serve as caregivers or household heads. A lack of physical space conducive to studying, as well as mental health issues, were also common.
This is echoed in the study of Barrot et al. (2021) wherein they claim that the most difficult challenge for Filipino students was presented by their learning environment at home. The pandemic, according to the students' responses, has increased their difficulties, notably in terms of learning experience quality, mental well-being, finances, interaction, and accessibility.
Everyone's life is influenced by their environment, whether young or old. Environmental factors have a significant impact on an individual's physical and psychological potential. Many students are said to be unable to reach their full potential due to a lack of proper environmental stimulation (Chukwuemeka, 2013).
As such, it is vital to take a closer look at the relationship of environmental factors and academic performance in the context of online distance learning.
Hence, this study was conducted to determine the conditions of the online learners’ physical environment and their perceived academic performance. It also aimed to identify whether or not the physical environment of the online learners was significantly related to their perceived academic performance.
1.2. Objectives of the Study
This study aimed to determine the relationship between the physical environment and perceived academic performance of the senior high school online learners.
Specifically, this study sought to determine: (1) the conditions of the physical environment of STEM online learners in an online class in terms of (a) lighting, (b) noise, and (c) temperature, (2) the perceived academic performance of STEM online learners in the online distance learning modality, and (3) the relationship that exists between the physical environment conditions and perceived academic
performance of the senior high school online learners.
2. METHODOLOGY
2.1. Research DesignThis study utilized a descriptive-correlational research design in its attempt to describe and determine the relationship between the physical environment and perceived academic performance of senior high school online learners.
Descriptive correlational research design describes the variables and measures the extent of the relationships that occur between and among the variables. In this study, physical environment conditions of STEM online learners and their perceived academic performance in the online distance learning modality were described, and their relationships were assessed.
2.2. Locale and Respondents of the Study
The study was conducted in the Notre Dame of Marbel University-Integrated Basic Education Department Senior High School (NDMU-IBED SHS). NDMU-IBED SHS is a Catholic educational institution managed by the Marist Brothers, a French-based Catholic religious order located in Koronadal City, Philippines. The institution provides Academic Track programs for SHS such as ABM, HUMSS, and STEM strands.
The respondents of the study were the 198 Grade 12 STEM learners of NDMU-IBED SHS who were enrolled in the First Semester of School Year 2021-2022. Cochran’s formula was employed to determine the sample size in the study. Respondents were selected using convenience sampling. It is a non-probability sampling technique in which the researchers selected the samples from only available and easily accessible respondents with the assumption that they would be able to provide specific and rich data that are important to achieve the purpose of the study.
2.5. Research Instrument
The research questionnaire adapted from the study of Realyvásquez-Vargas et al. (2020) was utilized to describe and determine the relationship between the physical environment conditions and perceived academic performance of STEM online learners. The questionnaire was composed
of 17 indicators which were divided into 4 components: (a) lighting with three (3) indicators, (b) noise with three (3) indicators, (c) temperature with three (3) indicators, and (d) academic performance with eight (8) indicators. The research questionnaire was further subjected to content and face validation before the data gathering was conducted.
A 5-point Likert scale shown in Table 1 and 2 were used to describe and interpret the results of the STEM online learners’ physical environment conditions and perceived academic performance, respectively.
Table 1
Rating Scale for the Physical Environment Rating
Scale Range Description Interpretation 5 4.50 – 5.00 Highly agree Very good condition 4 3.50 – 4.49 Agree Good condition 3 2.50 – 3.49 Neutral Fair condition 2 1.50 – 2.49 Disagree Bad condition 1 1.00 – 1.49 Highly disagree Very bad condition
Table 2
Rating Scale for the Perceived Academic Performance Rating
Scale Range Description Interpretation 5 4.50 – 5.00 Highly agree Very high level
4 3.50 – 4.49 Agree High level
3 2.50 – 3.49 Neutral Fair level
2 1.50 – 2.49 Disagree Low level
1 1.00 – 1.49 Highly disagree Very low level 2.6. Data Gathering Procedure
The researchers initially wrote a permission letter explaining the purpose and nature of the study to the Director and School Principal of NDMU-IBED SHS. Subsequently, with the approval of the request to conduct the study, a letter of invitation, an informed consent form, and the questionnaire were sent online to the respondents using the Google form.
The goal and their participation in the research were also explained to the respondents.
2.7. Ethical Consideration
The researchers conducted this study in complete accordance with established research protocols. The researchers ensured that the respondents approved the computerized informed consent form. The participants were informed that their participation would be voluntary, private, and confidential, and that their identities would remain anonymous. Additionally, participants were informed that the data gathered would be utilized solely for academic purposes and would be kept with utmost confidentiality.
2.8. Data Analysis
To conduct an objective analysis of the gathered data, the researchers utilized descriptive statistics as such as meansto determine conditions of the physical environment and the perceived academic performance of STEM online learners. For the inferential statistics, an exploratory analysis of the gathered data was initially employed, i.e., the normality test. Results showed that the data were not normally distributed. Hence, a nonparametric test, Spearman's correlation, was utilized to measure the strength of the relationship between the physical environment and the perceived academic performance of STEM online learners. Table 3 below was used to interpret the strength of the relationship between the two variables.
Table 3
Spearman's Correlation Interpretation
Correlational Size Interpretation
±.90 to ±1.0 Very High Positive/Negative Correlation
±.70 to ±.90 High Positive/Negative Correlation
±.50 to ±.70 Moderate Positive/Negative Correlation
±.30 to ±.50 Low Positive/Negative Correlation
±.00 to ±.30 Negligible Correlation
3. RESULTS AND DISCUSSION
3.1. Physical Environment Conditions Table 4Conditions of Physical Environment in terms of Lighting Indicators Mean Interpretation The level of lighting in my
study area allows me to see clearly what is around, as well as to concentrate when taking online classes.
3.93 Good condition
I can control the level of lighting in my study area when taking online classes (for example: opening/closing blinds, curtains; having a table lamp or dimmers nearby).
3.94 Good condition
The level of lighting (from lamps, computer screen) in my study area allows me to have visual comfort when taking online classes.
3.85 Good condition
Weighted Mean 3.90 Good Condition Based on Table 4, the STEM online learners generally have a good lighting condition (M = 3.90). This implies that they can concentrate well when taking online classes, and their physical environment allows them to have visual comfort for they can easily adjust the level of lighting in their study areas. Although the lighting condition of the physical environment among the STEM online learners was generally good, there was still a need to improve the said physical environment aspect. Hawkins (2017) posited that a very good lighting condition can greatly affect the productivity of the learners in an online class. This in return can influence their academic performance and motivation.
Table 5
Conditions of Physical Environment in terms of Noise Indicators Mean Interpretation I have privacy in my study area
when taking classes online.
3.61 Good condition
The noise level (coming from devices, people’s talks, external sources) in my study area allows me to concentrate, take the class, and clearly hear my teacher and classmates.
3.24 Fair condition
I can control the noise level in my study area (for example:
opening/closing doors/ windows).
3.28 Fair condition
Weighted Mean 3.37 Fair Condition
Table 5 shows that the STEM online learners have a fair learning environment (M = 3.37) in terms of ambient noise. This implies that the learners were disturbed by noise while taking online classes. This, in return, can affect their concentration toward studying. However, it can also be noted that the learners have a good condition for privacy during online classes. Mendoza et al. (2014) stated that learners with high academic performance prefer to study in a quiet environment. On this note, it is imperative that factors contributing to the noise condition at study areas of the learners must be eliminated or reduced.
Table 6
Conditions of Physical Environment in terms of Temperature Indicators Mean Interpretation The temperature in my study
area allows me to be comfortable and concentrate when taking online classes.
3.88 Good condition
I can control the temperature in my study area (for example:
opening/closing windows;
turning ventilators on/off) when taking online classes.
3.76 Good condition
The air quality in my study area is appropriate for taking the classes online.
3.99 Good condition
Weighted Mean 3.86 Good Condition Meanwhile, Table 6 shows that the STEM online learners generally have a good learning environment temperature (M = 3.86). This implies that the learners’
physical condition in terms of temperature allows them to be more comfortable and to concentrate when taking online classes. Although the temperature condition of the physical environment of the learners were generally good, necessary adjustments could still be made to make it more conducive for learning. A very good temperature condition was found to have a favorable impact on learners’ memory and concentration (EazyBreezy AC, 2020).
Table 7
Summary for the Physical Environment Conditions Physical
Environment
Weighted Mean
Interpretation
Lighting 3.90 Good condition
Noise 3.37 Fair condition
Temperature 3.86 Good condition
Overall 3.71 Good Condition
Table 7 showed the summary of the SHS online learners’ physical condition. Among the components of the
physical environment, lighting conditions registered the highest weighted mean of 3.90. This is followed by temperature with a weighted mean of 3.86. The lighting and temperature conditions of the physical environment of the STEM online learners were considered good. However, the noise condition was considered fair (M = 3.37). On the other hand, the overall physical environment conditions of the STEM online learners were generally good. This implied that the majority of the respondents feel comfortable or sufficiently satisfied with their online class setup at home.
3.2. Perceived Level of Academic Performance Table 8
Perceived Level of Academic Performance
Indicators Mean Interpretation By taking online classes, I can do
all my activities successfully.
3.45 Fair level By taking classes online, I can
organize my time to do
everything the teachers ask me to do.
3.12 Fair level
By taking online classes, my grades improved.
3.29 Fair level I have acquired more knowledge
by taking online classes. 3.42 Fair level I have improved my
communication skills by taking online classes.
3.55 High level
I have improved my teamwork
skills by taking classes online. 3.57 High level Online classes improve my
creativity. 3.44 Fair level
I am satisfied with the results that I have obtained by taking classes online.
3.33 Fair level
Weighted Mean 3.47 Fair Level
Based on Table 8, the STEM online learners generally perceive a fair level of academic performance in the online distance learning modality. This implies that they have a fair level of accomplishing their tasks successfully and in managing their time efficiently. There was also a fair level of satisfaction for the learners in terms of knowledge acquisition
and creativity. Online classes allowed students to take on the course materials at their own pace. The teachers’ lectures can be recorded and reviewed to help with understanding lessons, and resources were readily available on the Internet. Online learning also provided opportunities for collaborative work.
That said, there were just as many students who still prefer traditional learning, which explained the neutral assessment of perceived level of academic performance (Maureen, 2011).
3.3. Relationship Between Physical Environment and Perceived Level of Academic Performance of Online Learners
Table 9
Relationship Between Physical Environment and Perceived Level of Academic Performance
Physical Environment Lighting Noise Temperature Overall
Physical Environment Perceived
Academic Performance
0.386* 0.282* 0.428* 0.502*
0.000 0.000 0.000 0.000
Based on Table 9, there is a statistically significant low positive correlation between the lighting and perceived academic performance with a correlation coefficient = 0. 386, p=0.000. This implies that if lighting were to be improved, a minimal increase in the perceived academic performance could be observed. Samani (2012) posited that lighting continues to have a significant relationship with learners’
academic performance. On the other hand, there was a statistically significant negligible correlation between the noise and perceived academic performance with a correlation coefficient = 0. 282, p=0.000. This finding does not conform to the past studies. Shield and Dockrell (2008) posited that noise has a major influence in the academic performance of learners.
Meanwhile, it can also be observed that there was a statistically significant low positive correlation between the temperature and perceived academic performance with a correlation coefficient = 0. 428, p=0.000. This implied that if temperature were to be improved, perceived academic performance would also improve minimally. Much like in past studies such as that of Haverinen-Shaughnessy and Shaughnessy (2015), temperature has a significant
relationship with learning performance. However, the extent of the relationship is much weaker than before in face-to-face learning.
Overall, there is a moderate positive correlation between the conditions of the physical learning environment of the students and their perceived level of academic performance with a correlation coefficient of 0.502, p=0.000.
Similar with the study conducted by Realyvásquez-Vargas et al. (2020), learning environment factors still influence the perceived level of academic performance.
4. CONCLUSIONS
Based on the findings of the study, the physical environments of NDMU-IBED SHS STEM 12 online learners are in good condition. Specifically, lighting and temperature are in good condition, while noise is of fair condition. For perceived level of academic performance, students assessed themselves as doing fairly well.
Meanwhile, the assessment of the correlation between conditions of the learning environment and perceived level of academic performance of the STEM 12 SHS learners revealed a moderate positive correlation. This implied that improvements in the conditions of the physical learning environment translate to improvements in the learners’
perceived level of academic performance.
With that, the researchers have come up with the following recommendations. The good general condition of the physical environment of the learners must be improved in order to also improve the fair condition of their perceived academic performance. Parents and family members are recommended to help the learners with this endeavor.
The researchers suggest regular maintenance of light and ventilation fixtures at home to enhance the learning environment at home. To boost the learners’ focus and to avoid any sort of distractions, family members should be reminded not to disturb the learns when classes are in session and while studying. Ground rules should be set. Loud pets, such as dogs and roosters, must also be kept out of the study area. Solutions for background noises from the street include sealing unwanted gaps in windows and doors as well as rearrangement of furniture.
The factors that resulted to the fair level of perceived academic performance of the learners during
online classes must also be determined and addressed, if necessary, by the school, through its teachers. Doing so would ensure in the future that the result for the perceived academic performance, and quite possibly actual academic performance, during online classes would improve.
Future researchers are encouraged to make use of other conditions of the physical environment such as cleanliness, as well as to increase the sample size which may cause more variations in the data. It is also recommended to correlate physical environment conditions to actual academic performance, as shown through grades and such.
5. ACKNOWLEDGMENTS
The researchers would like to thank and acknowledge all individuals who supported them in the completion of this study.
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