TABLE OF CONTENTS

CHAPTER 1 - INTRODUCTION

Background of the study

Review of Related Literature

Theoretical Framework

Conceptual Framework

Statement of the problem

Research Hypothesis

Scope and Delimitations

Significance of the study

Definitions of terms

CHAPTER 2 - METHODOLOGY

Research Design

Location Map

Research Respondent

Data Location

Research Instrument

Research Procedures

Statistical Treatment

CHAPTER 3 - PRESENTATION, ANALYSIS AND INTERPRETATION

CHAPTER 4 – SUMMARY, RECOMMENDATION, CONCLUSION

QUESTIONNAIRE
ANALYZING THE INFLUENCE OF EXTRINSIC FACTORS ON ACADEMIC
PERFORMANCE AMONG EDUCATION STUDENTS OF
MATI DOCTORS COLLEGE

A Research Paper Presented by

Bachelor of Secondary Education
Major in Science in Mati Doctors College

In Partial Fulfillment of the

Requirements in Bachelor of
Secondary Education Major in Science
And Bachelor of Elementary Education (Generalist)

SUBMITTED BY
CHRISLYN MAE M. MABAWAD
YASSER C. SABELLO
JENLIE L. ABASOLO
NIKKA B. GAVINO

JUNE 2024

Chapter I

INTRODUCTION

Background of the Study

 Academic performance is a major concern for students, parents,
teachers, and authorities not only in Philippines, but across many other Latin
American countries and continents. The difficulty of academic success begins
with its conceptualization. It is sometimes referred to as school preparation,
academic achievement, or school performance, however the distinction
between the ideas is primarily explained by semantics because they are
synonyms. It is generally accepted that academic performance should be
used in university or colleges populations and school performance in regular
and alternative basic education populations. Environmental factors can have
a significant impact on students' educational background and their educational
performance. Different types of environmental factors which are home based
or out directly and indirectly involved on students’ future educational
performance and these may be physical, cultural, moral, social. parental or
school environment based.

Identifying the factors that influence students' academic achievement:

Environmental factors such as socioeconomic status, family background,
school quality, and neighborhood conditions can all have an impact on a
student's academic achievement. Understanding these factors can help
educators and policymakers develop strategies to mitigate negative impacts
and support students who face barriers to academic success. Mainly
improving educational outcomes for all students by identifying and addressing
environmental factors that contribute to achievement gaps, educators and
policymakers can work to improve educational outcomes for all students,
regardless of their background or circumstances.

Environmental factors can have a significant impact on students'

educational background and their educational performance. Different types of
environmental factors which are home based or out directly and indirectly
involved on student’s future educational performance and these may be
physical, cultural, moral, social. parental or school environment based.
According to DymentJ (2005) the physical environment of a school can also
impact students' educational background and performance. Students who
attend schools with well-maintained facilities and classrooms that are
conducive to learning are more likely to perform better academically than
students who attend schools with poorly maintained facilities and classrooms.

Students' academic performance at Mati Doctors College has been

found to be influenced by a variety of environmental influences. These
variables can range from the physical learning environment, such as
classroom size and lighting, to the social environment, which includes family
income and parental engagement. Understanding how these contextual
elements influence academic performance is critical for establishing methods
to boost student achievement.

As such, the objective of this study is to examine the impact of

environmental factors on students’ academic that describes factors of
environmental components such as financial status, facilities, infrastructure
and services. It is hoped that the discoveries in this study will bring many
benefits to researchers in the field of academic performance. . The sources
offer insights into academic decision-making processes, the effects of
academic stress on students, and how the environment can affect academic
achievement. They emphasize the necessity of appropriate coping
mechanisms and a supportive environment. The study can help teachers
establish a more conducive learning environment, make data-driven decisions
regarding their teaching practices, and understand how their efforts affect
student success. By giving useful insights on Mati Doctors College's unique
problems and opportunities, the study can assist teachers in improving
student achievement and creating a more positive learning environment for all
students.
 REVIEW OF RELATED LITERATURE

Academic achievement is one of the most important factors influencing

educational outcomes. It can have an impact on a student's high school,
college, and future achievement. Students can build the abilities needed to
excel both inside and outside of the classroom by investing in their academic
performance.

It can lead to college and job prospects, enabling to pursue a career in

a vibrant industry, and equip with information and skills that will help live a
successful life. It also allows to interact with peers, give back to society, and
get a sense of self-worth. Academic attainment does not necessarily ensure
success, but it provides a solid basis for pursuing objectives and dreams. It
can also help stand out during job interviews and something to be proud of
when applying for scholarships or grants (Eurokids, 2024).

In light of ongoing attempts to meet fundamental curriculum goals for

public school pupils, the capacity to support academic accomplishment while
also achieving environmental education goals is an important aspect of getting
entry to public schools.

Individual programs, environmental education organizations, school

reform projects, and educational institutions have conducted several studies
to examine the outcomes of various environmental programs. In addition to
demonstrating support for primary curriculum goals, examining the outcomes,
best practices, and research techniques in these research studies can help to
enhance environmental education practices.

Moreover, environmental factors, whether home-based or outside, can

significantly impact students' educational performance. These factors can be
physical, cultural, moral, social, parental, or school-related.

According to Dyment J. (2019), the physical environment of a school

also affects students educational background and performance. Students
attend schools with well-maintained infrastructure and pleasant classrooms.
Students who have access to well-maintained facilities and classrooms tend
to perform better academically.

Blair, D (2020) investigates how cultural elements, such as race and

ethnicity, can influence pupils' academic achievement. For example, students
from minority backgrounds may face prejudice, resulting in decreased self-
esteem and academic accomplishment.

Dyment, J. E., and Bell, A. C. (2019) believe that the social atmosphere
of a school can have an impact on students' educational background and
performance. Students who attend schools with supportive and inclusive
social settings are more likely to achieve academic success than those who
attend schools with poor social environments.

Students from low-income families may face limited access to

resources such as literature, computers, and extracurricular activities. This
can have an impact on their educational history and future performance
because it limits their options for learning and personal development.

According to Muñoz (2019), research indicates that students with

parents who are students who are actively invested in their education are
more likely to achieve well in school. This participation can take several forms,
such as helping with assignments and attending parent-teacher conferences
and helping at school.

In addition, according to Gilavand A, Espidkar F, Gilavand (2016), a

students home environment can have an impact on their education and future
performance. Students with a supportive home environment and stable family
structure are more likely to excel academically.

On the other hand, the teaching-learning process cannot occur in a

vacuum. In formal educational contexts, it occurs as a result of classroom
engagement. In the classroom, parts of the teaching-learning process include
the teacher, students, material, learning process, and learning scenario. The
learning context or learning environment refers to the conditions under which
learning takes place. Each classroom has distinct teaching and learning
conditions. According to Arend (2018), classrooms may appear similar from a
distance, yet they differ in methods and processes.

A classroom has two key components, the physical component and the
human component. The physical component includes all of the physical
elements in the classroom, such as the blackboard, furniture, lighting,
projector, books, computers, and so on, whereas the human component
includes the classroom's teachers and pupils. It mainly refers to the nature of
interactions between teachers and students, as well as between students
themselves. This pattern of contact creates a specific atmosphere, which can
be referred to as the learning condition, circumstance, or environment. This is
also known as the psychosocial environment of the classroom. Most
researchers agree that pupils' academic performance changes with learning
environment.

In addition, Randhawa and Lewis (2019) developed the notion of 'life

space' to demonstrate the relevance of the environment. The term 'life space'
refers to the entire psychological environment, including the influences that
repel and attract people in it. It includes both unconscious and conscious
influence, as well as past and present influences, and has an impact on the
person (including the person as self). It encompasses the life space, including
the behavioral and psychobiological environment with all of its influences,
such as positive and negative goals and barriers to movement toward
objectives (Moos & Trickett 2021).

In order to generate the best human capital, higher educational

institutions constantly need a thorough and comprehensive research about
the influencing factors of academic performance (Garkaz, Banimahd &
Esmaeili, 2011), with university being an establishment that is hoped to
graduate excellent individuals that will constitute the country’s workforce in the
future.

The significance of academic performance especially at higher levels is

vital (Sonmez & Akpinar, 2017), because economic and social development of
a nation depends on the schooling and its progress level in that nation.
Currently, the chances of getting an education at a public university in
Malaysia are greater with the growth of prestigious universities. As reported in
Malaysia Education Blueprint 2015-2025, in 2012, Malaysia reached 48 per
cent total enrolment rate in higher education.

This reflects a rise of 70% in enrolment over the past decade, reaching
the number of 1.2 million students in public and private Malaysian Higher
Learning Institutions. There are 20 public universities in Malaysia, and its
higher education system is improving every year, boasting top universities
and colleges. Most have been recognised not only locally but abroad as well.
Public institutions are made of teacher training institutes, community colleges,
polytechnics and public universities.

Private institutions include private universities, private colleges, private

university colleges and branch campuses of foreign universities. From year
1990 to year 2010, there was a six-fold increase in enrolment of Bachelor
degrees and a 10-fold rise in enrolment of Masters and [Link]. Having rapid
growth, Malaysia currently has the third ranking after Singapore and Thailand
in Masters and Ph.D. enrolment among ASEAN countries.

However, with family backgrounds also contributing to their

performance, such as socioeconomic conditions and the level of their parents’
education, the number of siblings and the students’ role models, the university
students’ academic performance is affected by various factors. These range
from individual factors such as these distinctive socioeconomic backgrounds
and capability, teaching staff and methodology to environmental components
such as facilities, social atmosphere, support activities and so forth (Win &
Miller, 2005).

For example, Gobena (2018) conducted a study to examine the impact

of socioeconomic family status on academic achievement of stu- 5 dents. The
study discovered that the level of family education contributed 40.96 per cent
to their academic success. A study by Remali, Ghazali, Kamaruddin and Kee
(2013), summarised that the major element that can impact the academic
performance of students is the demographic factor, while other factors such
as gender, marital status, prior background or gender can also possibly be
one of them.

With analyses indicating that aspects such as the communities in which

students live or the attributes of the schools that students attend are also
influential in determining how students perform (Johnston et al., 2014),
numerous studies have shown that the motivation and learning of students is
significantly influenced by elements associated with the physical environment.

This comprises of school buildings design and outward appearance,

classroom colour, school infrastructure and amenities, locations and
surroundings areas. As noted by Chiang and Liang (2014), for those who
have concerns about education in science and engineering, they should pay
attention to the learning atmosphere of the students and take heed of the
importance of physical and social environments in boosting their performance.

In this respect, some researchers have gained dissimilar outcomes, for

example Zakaria, Kassim, Mohamad and Buniyamin (2011), found that
environmental factors have different effects on male and female students.
Johnston et al., (2014) concluded that communities where students live and
school settings may be important in influencing their academic success. In
another study, Sonmez and Akpinar (2017) focused on physical environment,
including building design and ambience, campus design and surrounding
neighbourhood.

Their study found that there is no connection or impact between

academic performance and tangible environmental components such as
school building, campus layout and surrounding area in influencing academic
performance of university students. Apart from that, there is limited research
on factors involving the physical environment that affect students’ academic
performance at university level. Therefore, the relationship between the
impact of environmental factors and students’ academic performance is
important to explore, especially at higher level institutions and they constitute
a valuable segment for this study.
 This study aims to examine the environmental factors (infrastructure
and services; pollution and healthy environment; and environmental hazard)
and QoL that may influence students’ academic performance at a public
university in Malaysia (UMK) that utilises business blocks as their main
campus, called the city campus
Because one cannot overemphasise the value of living in a healthy
environment, the first independent variable in this study is access to
environmental infrastructure and services. This refers to the availability of
public facilities for human life such as management of waste disposal, water
and sanitation systems, transport systems and drainage systems (Keles,
2012).

Usually, if an area is free from indecent waste, the effect is seen in all
facets of the life of individuals living in that area. A study by Diriba (2016),
views that the function of a drainage system is to prevent onsite water stand-
6 ing on the surface and convey the offsite storm runoff from one side of the
roadway to the other.

An effective drainage system is necessary for water to flow off and out
of the road in the shortest possible time. This study was to investigate the
causes and effects of poor drainage system on the asphalt pavement of a
road segment in Agaro– Bedele road, and it found that the drain suffered from
low capacity, dirt accumulation, inlets unavailability, lacking proper
maintenance and solid waste disposal into the drainage and the crossing
culverts.

For these problems, remedies suggested are that it is important to

perform operations when designing and constructing the road drainage and it
must follow the drainage design manual. In addition, regular maintenance and
cleaning of the drainage structures and waste solids are vital to remove or
prevent these problems.

Moreover, Nepal (2016) claimed that proper infrastructure always

supported the educational enterprise, and his research proved that air quality,
lighting, temperature, small, comfortable, safe environment, building age and
condition, maintenance quality and colour could affect students’ health and
safety as well as their self-esteem and psychological state. Many researchers,
such as Ali et al. (2009), Shamaki (2015), AlQahtani (2015), Javed (2017),
Zotorvie (2017), Malik and Rizvi (2018) and Shrestha et al. (2019), explained
that those good learning environments are important for students’ academic
achievement.

A previous study by Joan (2010), found that the sanitation of schools

has a positive influence on secondary school students in Uganda in terms of
their academic performance. In that study, the good sanitation refers to the
cleanliness of the toilets and the bathrooms, the cleanliness of the school
drainage system, the access to hand washing facilities and the garbage bin
condition provided for student facilities.

Based on the World Health Organization, sanitation means provision of

facilities and the services provided for the safe disposal of human waste, the
maintenance of proper hygienic conditions by the sustainable collection of
solid waste and water waste treatment. On the contrary, sanitation and
hygiene of improper water supply will cause diarrhoea, which will affect
academic performance due to lack of awareness and environmental
education (Farooqi & Fatima, 2010).

An article by Jasper and Bartram (2012), reported that lacking

sanitation facilities in developing countries results in increasing truancy at
schools, and increased access to sufficient sanitation facilities at schools
leads to lower diarrheal and gastrointestinal diseases. Also, Jasper and
Bartram (2012), further examined the consequences of water availability
and/or sanitation facilities at educational institutions by focusing on water for
drinking, handwashing, regular sanitation, sanitation for menstruation and
combination of water and sanitation. In another study, Nepal (2016) analysed
the relationship between the condition of school’s infrastructure facilities,
learning environment and students’ outcomes.

His study includes three elements: input variable; mediating variable

and output variable. The condition of the school’s infrastructure facility is an
input variable, which indicates 70%, a good linear relationship between
school’s infrastructure facilities and student learning outcome. Similarly, the
schools’ infrastructure facilities contribute 43.6% to the students’ learning
outcome.

It means that it facilitates support to make an effective learning

environment in schools. School’s practices, management, utilisation and
planning practices are a mediating variable, which indicates 72% linear rela- 7
tionship between two variables, learning environment and student learning
outcome. Furthermore, mediating variables contribute 43.4% to total learning
outcome of students.

The students’ outcome is the output variable (as measured by various

standard achievement tests and exam), which is directly related to the
condition of school’s infrastructure facilities and indirectly related to school
learning environment and the result shows that the schools’ infrastructure
facilities contribute 43.6% to students’ learning outcome. It indicates that it
leads to an effective learning environment in schools. There are limited
studies in Malaysia on access to environmental infrastructure and services.

As stated by Fauziah and Agamuthu (2010), the current practice in

Malaysia has some improvements where dumpsites were upgraded and more
sanitary landfills were established. The previous study by Ghani, Zakaria,
Chang and Ainan (2008) mentioned the Sustainable City Waste Systems
(SUDS), which is a technique used in Malaysia to solve the problem of flash
floods, short supply of water resources and water pollution. This is because
the rainwater reservoirs, especially in urban areas, will be taken into drains or
the larger waterways with conventional drainage systems.

Environmental pollution and healthy environment is the second

independent variable for this study. The environmental pollution can also be
categorised more into air pollution, water pollution, land pollution, food
pollution, noise pollution and radioactive pollution and so forth (Appannagari,
2017).

Generally, the effects of pollution in turn can cause weather

phenomena such as acid rain, heat island and flash floods. Furthermore,
according to Sun and Zhu (2019), prevalent rates of various diseases such as
cardiovascular disease, lung cancer, respiratory problems, asthma, adverse
pregnancy and poor birth deliveries can be elevated by outdoor air pollution.

External pollution is not the only problem. Learning is often impaired by

improper ventilation and air circulation systems in classrooms. Air stagnation
increases the levels of carbon dioxide and prevents carpet and paint fumes
from escaping. This directly impacts mental capacity. Researchers have
inspected the quality of air indoors at 70 schools, totalling 140 classrooms, in
a study done by the Indoor Air Program at the University of Tulsa.

They tracked students’ performance in standardised testing and

compared the accomplishment of the students in poor air quality classrooms
with those in better quality air. The students in classrooms with poor
ventilation achieved 74 points lower in average on the 2,400-point tests
(Learning Liftoff, 2019). A previous study by Mohai, Kweon, Lee and Ard
(2011), discovered that 95 per cent of the approximated concentrations of air
pollution in schools were from 12 chemicals such as diisocyanates, cobalt and
glycoletheres.

Their study found that glycolethers contribute the least pollution,

meanwhile diisocyanates contribute the worst. They are originated from
various materials (chemicals) produced by manufacturers that can endanger
or harm health and life of the public. Their research showed that schools
located in places where air pollution has the highest level recorded the 8
poorest presence of students at schools, a possible sign of illness affecting
their academic achievement.

As supported by Grineski, Clark-Reyna and Collins (2016), several

ecological studies have shown that an increase in pollution at schools is
related to lower schoollevel aggregate standardised test scores, possibly
associated with heightened respiratory problems and/or cognitive impairment.
Meanwhile, Sebastian and Mauricio (2013) in their study of the effects of air
pollution on educational outcomes described that pollution can affect the
students’ academic performance in Chile that is associated with absenteeism,
attention problems, brain development and behavioural problems.
 This is because the high air pollution will lead to respiratory problems
and produce a negative impact on academic performance due to fatigue for
students associated with asthma and subsequently they are absent to class.
In Malaysia, a study by Abdullah, Samah and Jun (2012), reviewed that the
air pollution was the main factor that contributed to the air quality in Klang
Valley, Malaysia.

Their study indicated that urbanisation, industrialisation, the number of

motor vehicles and forest fires were the main contributors to the air pollution
in the Klang Valley. As supported by Leh et al., (2012), greater size of urban
land positively affects the level of air pollution. Their findings showed that the
city of Kuala Lumpur has an average level of air quality.

Experts are pointing out that Malaysia’s air quality has deteriorated
owing to urbanisation and the country’s seasonal haze. The increase in air
pollutants is also worsened by growing industrialisation. Moreover, the high
number of motor vehicles in the city centres, contributing to high ozone
concentration in the suburban areas (The Star, 2020), also escalates air
pollution.

According to environmental experts, more than RM28 million was spent

to curb the air pollution problem in Malaysia. Therefore, this critical
circumstance caused harm to the public. On the other hand, it contributes to
the income of the hospital sector, where the patients need medication due to
the air (Thomas, 2020). In another study, Ahmed and Ismail (2018) focused
on water pollution.

They identified that the most important cause of water pollution comes
from dumping of waste, while the second one is untreated sewage.
Meanwhile, the third culprit is pollution and industrial discharge. It is
recommended that a sound waste management system should be in place
and that waste must be treated before reaching the river. As pointed out by
Alyasi and Isaifan (2018), one of the major challenges for sustainable
environment and communities is solid and liquid waste management.
Effluents from waste treatment and disposal plants have direct and indirect
implications for the environment and human welfare.
 The direct impacts entail the destruction of materials, loss of aesthetic
value and harm to people’s well-being. Furthermore, the long-term indirect
effects encompass climate change and ecosystem imbalance. In addition, due
to high population growth, urbanisation, economic expansion and industrial
development, the challenge of waste management has become greater than
ever.

Meanwhile, Gilavand and Jamshidnezhad (2016), were interested in

noise pollution. Their study reported that noise pollution and academic
performance has a significant correlation, among students in Iran and
identified that noise can be caused by several sources, including external
noise and internal noise. Internal noise is noise from construction 9 works and
vehicles, while examples of external noise are students walking in corridors
and their sounds in the classroom.

In another study, Matingwina (2018) supported that achieving quality

excellence is the key priority of any educational institutions. In this regard,
research evidently indicated that there exists a consequential link between
academic accomplishment and students’ well-being. Hence, it is vital to take
care of students’ health in order to achieve high performance by avoiding any
pollution.

A study by Matingwina (2018) also supported that the academic risk

increases as the health risks of the students are compromised. Furthermore,
Ansari and Stock (2010) reviewed that health is a significant factor for school
and higher education achievement. Thus, boosting the health and wellbeing of
all students at universities or colleges is vital to promote successful learning.

In their study, Ansari and Stock (2010) examined the correlations

between health literacy, healthy way of life, subjective health status and
students’ satisfaction with their learning undertakings as independent
variables, while for dependent variables they are the three outcomes of
academic accomplishment. This paper explores the environmental pollution
and healthy environment that influences academic performance, and it is
worth noting that the subject of environmental health hazards across schools
and higher education institutions is quite alarming, but researchers and
analysts in Malaysia and around the globe have been neglecting it. It is
necessary to see health through an expansive perspective, particularly when
it involves the younger generation in the fast changing society of today.

The definition of environmental hazards encompasses any sources of

probable damage, and detrimental health consequences to someone or
something inside the built environment under particular circumstances
(Nunoo, Panin & Essien, 2018). Environment has a significant role in
everyone’s life, be they students, teachers, employees or employers, yet
many people still believe that it influences better performance much.

Environmental factors do not have much consideration in educational

discourse and therefore have not been regarded as one of the elements
affecting academic success in secondary schools. As supported by Grineski,
Clark-Reyna and Collins (2016), the environmental health threat issues
affecting schools are widespread, but researchers and analysts have largely
ignored them.

According to Daramola, Ogrines and Odunsi (2016), environmental

hazards manifest in any sphere of the human environment, wherever human
activity takes place. One such place is the educational campus setting in
which students live and carry out their daily academic pursuits. As stated by
Keles (2012), environmental hazards consist of two types and are divided into
the environmental hazards that originate from natural resources and human
resources.

Examples of environmental hazards from natural sources are

earthquakes and floods, while the environmental hazards from human
resources are caused by industrial, traffic, municipal and fire accidents.
Effects of environmental hazards indirectly cause trauma and anxiety to
people’s lives and they come from natural resources, with human resources
having negative effects such 10 as causing losses to the country, affecting
human health, polluting the environment and destructing the environment.

Furthermore, Basit, Rahman, Ibrahim and Jumani (2011) claimed that

floods would cause various problems such as loss of life and property,
damage to infrastructure, impact livelihoods and lead to traumatic feelings.
These floods are usually estimated to cause billions of dollars worth of
damage resulting in many social, emotional and educational problems that
also affect schools and students in Pakistan.

Besides that, Pietro (2018) found that students tend to suffer from
stress disorders and a significant disruption in their learning environment
because some university buildings were damaged by the L’Aquila earthquake
in Italy. The finding showed that the L’Aquila earthquake contributed to
negatively impact on the academic achievement of students of local
universities in Italy.

The results proved that natural disasters reduce the likelihood of

students passing the exam due to interruptions in the learning and traumatic
environment experienced by them after the L’Aquila earthquake occurred.
Another study by Chaudhary and Timsina (2017) analysed the students’ view
of the possible flooding effect on school facilities, students’ families,
community infrastructure and the overall effects on their educational
outcomes.

The results of this research indicated that flooding impacts their

performance, especially for secondary level students. They were fearful of any
possible disastrous incidents such as the destruction of school infrastructure
and their homes. The study revealed high rates of vulnerability to flood
impacts, decreasing the quality of education as it disrupts access to
schoolings for the students.

The damaged school infrastructure leads to the discontinuation of

education and increases children’s dropout rate. Schoolings will be disrupted
and as a result, the quality of education is decreased. In the capital city of
Malaysia, flash flooding is a normal occurrence, as it has happened in many
cities in this country, for example in the Klang River and the Gombak River.
The main cause for this disaster is the failure of drainage systems during the
seasonal monsoon rain, which caused flash floods in the cities.

Therefore, the situation has affected the mobility of the public,

particularly students, in that it hindered them from going to schools (Bhuiyan,
Reza, Choy & Pereira, 2018). Besides that, Yusoff, Shafii and Omar (2017)
the effects of the flood in Kelantan at the end of December 2014, which is the
worst flood in Malaysia, were investigated. It is considered a ‘disaster-like
tsunami’ with 202,000 victims being evacuated and causing collapse of
infrastructure.

The purpose of this paper is to identify measures to reduce or mitigate

the risk of flooding in hospitals because most of the injured victims will be
treated there. As noted by Mohammed, Edwards and Gale (2017), flooding
typically occurs in Malaysia after heavy rain, especially during the monsoon
seasons. This is a matter of some concern, and their paper recommended
potential improvements that can be implemented by Malaysian universities to
improve current measures of handling the flood aftermath.

Their study aims to review relevant literature at Malaysian universities

relating to flood recovery planning. Universities in Malaysia today face a
variety of threats and natural disasters. Flooding can be a challenging
experience, but adequate precautionary measures and guidelines on how to
recover from flooding could assist in handling flooding during and after.
Improved approaches to handling Natural Disaster Risk Management (NDRR)
should be adopt- 11 ed by Malaysian and international universities, thereby
increasing resilience to natural disasters.

University administrators and decision-makers should also use these

results to enhance their expertise on major problems involving recovery
efforts, emergency planning and related changes to support the university
sector in the future. Other previous studies in Malaysia have focused on
environmental hazards associated with hill land development (Chan, 1998);

The opinion of contractors on the numerous issues related to the

environment which include water pollution, air pollution, deforestation, soil
erosion and groundwater contamination (Begum & Pereira, 2008); and to
examine the awareness, views and understanding of the urban Malaysians
regarding air pollution (Chin, Pretto, Thuppil & Ashfold, 2019). Toxic and
dangerous waste management status in Malaysia are reviewed by Aja, Al-
Kayiem, Zewge and Joo (2016). In their study, Aja, Al-Kayiem, Zewge and
Joo (2016), highlights the hazardous waste sources, government policies on
waste generation and management, stakeholder participation and the different
management procedures implemented in Malaysia.

It is imperative to have a study measuring the significance of a

hazardous environment on academic achievement, particularly for students at
the Universiti Malaysia Kelantan, although there is a lack of studies conducted
on the environmental factors affecting students’ academic performance at
institutions of higher learning.

QoL is defined as a positive value, which is perceived happiness,

success, wealth, health, life satisfaction and well-being, where these terms
are used interchangeably throughout the literature (Sunden, 2019). A study by
Raihana and Nabilah (2018) analysed the life quality of students comprising
five dimensions, namely physical health, psychological well-being, social ties,
the environment and the general life quality.

While O’Flynn, Dinan and Kelly (2017) discovered that excessive

stress could adversely impact the students’ pursuits of knowledge and even
more importantly, their physical and psychological well-being, the research
study by Ilias, Hasan, Rahman and Yasoa (2008) found that QoL plays a
significant role in the academic success of the students where QoL,
happiness and accomplishment among college students are related (O’Flynn,
Dinan and Kelly, 2017).

A study by Sunden (2019) was to understand the views of

undergraduate university students regarding their QoL and how their
perceived QoL influences their academic success. A study by Ilias, Hasan,
Rahman and Yasoa (2008) identified that levels of satisfaction among
students are influenced by the following precipitating factors: their learning
and teaching perception; resources such as computer centres; libraries;
laboratories; conducive infrastructure like lecture halls, social lounges and
university buildings, as well as other facilities which include health clinics,
refectories, accommodation, student service centres and also external
components such as transportation and finance.

Where QoL also can be influenced by various dimensions and complex

issues such as environmental stress, water management, waste
management, noise pollution and air pollution levels (Al-Naggar, Osman &
Musa, 2013), the QoL of university students is an important issue to overcome
physical, mental and social problems 12 so as to produce future leaders for
the future developed nations (Maria, Dimitra & Evangelos, 2013).

In a previous study, Norouzi (2012), found that the linkage between life
quality and academic performance was affirmative. This researcher (Norouzi,
2012), pointed that students with higher life quality will enjoy better health.
Where there are other studies suggesting that poor life quality is also
correlated to under-performance, his study also takes into account the mental
trauma and the quality of students’ life in Ghana that influences the student
learning process because anxiety can negatively impair the students in
performing at their best academically.

Furthermore, Saedi and Farahbakhsh (2016) explored the relationship

between QoL and academic achievement for college students. The actual
study revealed that development of one’s empowerment, feeling of success
and the health condition of the body are positively correlated to the life quality
of college students.

As claimed by Raihana and Nabilah (2018), there are only a few

researches exploring the relationship between life quality and academic
achievement, with, in the Malaysian context, research about QoL status and
academic performance having been given very limited attention by
researchers.

Nevertheless, Ilias and Nor (2012) had conducted a study to examine

the relationship between life quality, academic behaviours and students’
motivation in training of teachers in Malaysia. Although many parties
considered that the QoL issue is of great importance, this issue has never
been assessed among students in this country.

The goal of this study is to evaluate QoL among students at the UMK
as a moderator variable in this research, which focuses on the environmental
factors affecting their academic performance at the university (see Fig. 1
Conceptual model of the study). It is therefore anticipated that the study would
give both students and educators insight into the significance and role of life
quality for academic success.

This as most researches conducted in the past on factors influencing

academic performance have not focused on the environmental QoL
[Link] performance (in other words, academic accomplishments) is
the extent to which a student, teacher or institution has achieved
accomplishment in their short or long-term educational objectives.

According to Hasan, Ahmad and Razak (2017), academic performance

is the capacity of students to attain the courses’ expectations in 2 which they
are enrolled and is usually evaluated by GPA (grade point average). As
reported by Badiger and Aiholli (2017), academic accomplishment can be
described as competence in all academic disciplines, in class as well as in co-
curricular activities. It includes excellence in sporting activities, confidence
level, communication skills, timely delivery, arts, culture and the like which can
be achieved only when an individual is well adjusted.

The performance of university students is frequently evaluated based

on the final results obtained or known as the achievement of Cumulative
Grade Point Average (CGPA) which was assessed via examination or several
types of assessment (Bakar, 2006). In this context, students with a CGPA
below the average are considered low achievers in their academic
performance.

Meanwhile, university students with a CGPA above the average score

are considered to obtain high achievement in their academic performance. In
line with Basri, Alandejani and Almadani (2018), academic performance of
students refers to improving the current state of their knowledge and skills
reflected in their GPA (Grade Point Average) and also in shaping their
personality and their academic progression from lower to greater levels of
study.

In this regard, achievement or performance is measured through

scores on exams, tests and GPAs. It is believed that academic performance is
the ultimate goal expected by students, teachers and other educational
stakeholders, where it is demonstrated in the high level of achievement and
performance in academic subjects. In an outcome discovered as various
socioeconomic, psychological and environmental factors being determinants
of their academic success in higher education (Hijazi & Naqvi, 2006; Anticevic
et al., 2018), over the past several decades, academic researchers and
educators have performed several research experiments to determine the
influencing driving factors of students’ academic performance.

Sociodemographic characteristics such as gender, age, family status,

marital status, ethnicity and previous accomplishment have thus been shown
to influence their undergraduate academic performance (Hasan, Adam,
Mustapha & Midi, 2010).

Despite groundbreaking studies over the past decade showing a link

between the students’ atmosphere and academic success, environmental
factors have not previously been taken into account as one of the influencing
elements affecting academic success in educational institutions, so little or no
attention has been paid to educational discourse and consideration.

There is no doubt that the environment plays a major role in any

individual’s life whether they are a student, teacher, employee or employer.
Nonetheless, some people are still to accept that the environment contributes
to better results (Chukwuemeka, 2013).

A study by Gilavand (2016), has established several factors in the

learning environment that significantly affect students’ learning outcomes,
such as open space and noise in classrooms, inadequate light, unsatisfactory
temperature, overcrowded classes, improper classroom layout and misplaced
boards.

All these constitute factors and confounding variables that disrupt

students in class. Finally, Gilavand (2016), proved that noise as well as
negative and inappropriate colouring, poor classroom lighting and open space
affect learning and academic achievement of elementary school students.

Accordingly, Gilavand (2016), suggested that in designing educational

settings, the school management must take environmental factors into
account. 3 In addition, Katherine,
 Andrew and Jill (2012) was of the opinion that numerous factors affect
students academically, including the personal factors of the students, their
interactions with others such as parents, teachers and administrators and, last
but not least, the larger systems surrounding them; for instance, school
districts, neighbourhoods, local economy and multicultural relations and
political policy.

It is believed that the socialisation process of students requires a

healthy environment and models so that their performance can be enhanced.
According to educational experts, school architecture and its intrinsic
elements such as colour, light, sound and equipment, as well as other factors
can have major impacts on learners and students from a systematic
perspective (Gilavand, 2016).

In actuality, student performance issues are often spotlighted in the

mass media and academic literature such as achievement, motivation and
attitude (Bakar et al., 2010); socioeconomic status (Farooq, Chaudhry, Shafiq
& Berhanu, 2011) and adoption of information and communication technology
(Basri, Alandejani & Almadani, 2018). Among educational professionals,
the environmental component is one of the most researched and debated
factors that contribute toward the academic performance of students, despite
most studies conducted in Malaysia generally only focusing on determinants
of the academic performance of students without focusing on the
environmental factors.

It also helps in enhancing research on environmental factors and

encourages more debates in this area. Therefore, it is pertinent for educators
to be aware and to study the environmental factors related to student
performance.

A study by Ramli and Zain (2018), concluded that conducive and

sound facilities result in better performance or achievement of the students.
As supported by YeboahAppiagyei, Joseph and Fentim (2014), environmental
factors will definitely influence the success of students.

It is believed that the access to infrastructure and environmental

services will affect academic performance. For example, if a student is in a
learning environment that has access to reasonable infrastructure and
environmental services, the student can learn comfortably to achieve better
academic performance. At UMK, drainage systems (infrastructure) are not
functioning properly.

The drainage systems were inadequate during the rainy seasons to

handle the flow of water, had sub-standard construction, occupied an
inappropriate site, were clogged by solid waste disposal into drainage and
had improper alignment of some drainage structures with respect to the road
alignment. Hence, this study is essential to the university so that it can impart
a proper environment to increase the effectiveness of its education system in
the future.

As such, the objective of this study is to examine the impact of

environmental factors on students’ academic performance at the University
Malaysia Kelantan (UMK) city campus. It described three factors of
environmental components such as infrastructure and services; pollution and
healthy environment and environmental hazard, with quality of life (QoL) as a
mediator.

It is hoped that the discoveries in this study will bring many benefits to
researchers in the field of academic performance. Furthermore, the results of
this study can assist the management of the University Malaysia Kelantan
(UMK) in their awareness of the environmental elements affecting the
students’ performance.

Thus, the university can have a better understanding about the

environmental factors that give significant effects to academic performance.

This 4 study also may give ideas and bring new impetus for university
in relation to adjustment and change needed to increase the academic
success among students. This paper is organized as follows.

Section 2 reviews the related literature and proposed relationships in

the conceptual model. Section 3 describes the design of the study and data
collection procedure. Section 4 analyzes the data and presents the results.
 Section 5 discusses interesting findings of the study. Finally, Section 6
concludes the paper, states the limitations of the study, and recommendations
for future research.

Self-esteem is an individual’s subjective evaluation of their own worth.

Self-esteem encompasses beliefs about oneself (for example, “I am unloved”,
“I am worthy”) as well as emotional states, such as triumph, despair, pride,
and shame. Smith and Mackie (2007) defined it by saying “The self-concept is
what we think about the self; self-esteem, is the positive or negative
evaluations of the self, as in how we feel about it.

Time management is the process of planning and exercising conscious

control of time spent on specific activities, especially to increase
effectiveness, efficiency, and productivity. It involves a juggling act of various
demands upon a person relating to work, social life, family, hobbies, personal
interests and commitments with the finiteness of time. Using time effectively
gives the person “choice” on spending/managing activities at their own time
and expediency. Time management may be aided by a range of skills, tools,
and techniques used to manage time when accomplishing specific tasks,
projects, and goals complying with a due date. Initially, time management
referred to just business or work activities, but eventually the term broadened
to include personal activities as well.

Educational satisfaction can be defined as a short-term attitude

resulting from an evaluation of students’ educational experience, services and
facilities. Earlier it was measured by common satisfaction frameworks but
later higher education specify satisfaction models were developed

Social assistance is customarily defined as a benefit in cash or in-kind,

financed by the state (national or local) and usually provided on the basis of a
means or income test. It may involve universal benefit schemes – financed by
tax but without a means test – or subsidies (for housing, energy, food,
education and health). State social assistance programmers have generally
been poorly developed: vulnerable groups have had to rely heavily on
informal and family networks and transfers from religious and charity
organizations.
 A study by Usaini and Bakar (2015) explored how school climate,
encompassing safety and discipline, impacts academic performance. Their
findings indicate that students in environments perceived as safe and
supportive showed better performance in both writing and numeracy tests,
with positive effects on motivation and achievement. Another key study by
Odeh et al. (2015) also found that factors such as peer interaction, school
facilities, and classroom conditions significantly influence student outcomes,
suggesting that school climate can profoundly affect academic performance.

In a different context, green spaces near schools were associated with

academic benefits, although this was more frequently observed in developed
countries. According to a systematic review by Browning and Rigolon (2019),
the presence of greenery within 2000 meters of a school had a modest
positive effect on academic performance, particularly in exams and grades,
though with some mixed findings due to socioeconomic variables (African
Scholar Publications) (MDPI) (Novelty Journals) .

Similarly, research by Aisha et al. (2016) in Nigeria focused on school

climate, finding that students' perceptions of safety, peer interactions, and
support systems within schools had strong links to their academic success, as
these factors contribute to a positive or negative learning atmosphere
NOVELTY JOURNALS.

Other studies also emphasized socioeconomic conditions, parental

education levels, and access to resources as critical variables. These
elements, when combined with the physical school environment, significantly
contribute to students’ motivation and performance (MDPI) (Research Gate).

Research by Hoy and Hannum (2017) found that a positive school

climate, particularly where students feel supported and motivated, correlates
with improved academic performance. These studies emphasize that robust
teacher-student relationships, a sense of school belonging, and academic
optimism enhance students’ engagement and achievement.
 Furthermore, environmental conditions within classrooms also affect
learning. For instance, Ramli et al. (2018) identified that indoor factors such
as lighting, noise, and temperature in learning spaces influence concentration
and memory retention, which are essential for student performance. Other
studies observed that well-maintained classrooms and adequate learning
resources lead to better academic outcomes, while poor physical conditions
can hinder learning progress and engagement.

For research focused on the impact of environmental factors on

student academic performance in 2019, several studies explore how elements
such as green spaces, infrastructure quality, classroom design, and sanitation
contribute to academic outcomes. For instance, a study by Browning and
Rigolon (2019) examined green spaces around schools, finding that proximity
to greenery, particularly within 2000 meters, can positively influence academic
performance, potentially by enhancing students' focus and reducing stress
levels. However, results varied by location and socioeconomic factors,
suggesting that green space benefits might differ based on a school's
surrounding environment and resources.

Another study conducted by Eimuhi and Ogedegbe in Nigeria identified

the importance of enriched learning environments in driving better academic
results. Factors such as adequate lighting, classroom color, and open spaces
were linked to improved student motivation and engagement. This aligns with
findings by Gilavand, who noted that classrooms with proper lighting and open
spaces promote higher academic achievement among elementary students.

In a similar study on secondary education, Adamu observed that

access to sufficient classroom facilities, small class sizes, and instructional
materials contributed to better performance outcomes. This reinforces the
significance of a well-maintained and adequately resourced environment as a
determinant of student success across educational levels.

These studies collectively highlight the broad impact of environmental

quality on education, suggesting that both physical school settings and
broader community factors play a role in academic performance and student
well-being. This points to the importance of policies and investments in school
infrastructure and green spaces to create supportive learning environments
conducive to academic achievement.

For studies in 2020 on the impact of environmental factors on

academic performance, one prominent research focused on university
students in Mexico, examining how environmental conditions affected their
performance in online classes during the COVID-19 pandemic. The study, led
by Realyvásquez-Vargas, Maldonado-Macías, and colleagues, investigated
factors like lighting, noise, and temperature in home study environments.
Using a survey of 206 students and a structural equation model, the study
found that all three factors significantly influenced academic performance,
with poor lighting, uncomfortable temperature, and high noise levels being
associated with reduced academic outcomes. These findings highlight how
environmental quality directly impacts student engagement and learning
success, particularly in remote learning contexts (Realyvásquez-Vargas et al.,
2020)

Theoretical Framework

Students have the potential for great intellectual accomplishment in a

college or university setting. This proposition varies among pupils. In college
environments, practical accomplishments occur on a daily basis. At the start
of each semester, teachers and administrators take turns inspiring students to
pursue their aspirations so that they can graduate with honors. Because
accomplishments are a common vision of the academic community, a
performance theory can be applied to a wide range of learning environments.

Bronfenbrenner’s research focused on the impact of social interaction

on child development. Bronfenbrenner believed that a person’s development
was influenced by everything in the surrounding environment and social
interactions within it. Ecological Systems Theory emphasizes that children
are shaped by their interaction with others and the context.
 Ecological Systems Theory has been used in many different fields,
however, commonly, it is used in health and psychology, especially in child
development (e.g., Heather, 2016; Esolage, 2014; Matinello, 2020).

 Services  Student
 Social Education Students Motivation
Environment of Mati Doctors  Student
 Financial College Learning
Status  Student
Engagement

Fig.1 Theoretical Framework of the Study

Conceptual Framework
A conceptual framework is an analytical tool with several variations and
contexts. It can be applied in different categories of work where an overall
picture is needed. It is used to make conceptual distinctions and organize
ideas.

Environmental Factors Academic Performance

 Services  Cognitive
 Social Environment  Psychomotor
 Financial Status  Affective
 Profile
Age
Sex
Religion
Year level
Courses

Fig. 2. Conceptual Framework of the Study

Statement of the Problem

Education students' academic performance at Mati Doctors College

has been found to be influenced by a variety of environmental influences.
These variables can range from the physical learning environment, such as
classroom size and lighting, to the social environment, which includes family
income and parental engagement. Understanding how these contextual
elements influence academic performance is critical for establishing methods
to boost student achievement.

The researchers seek to answer the following questions;

1. What is the profile of the respondents in terms of?

1.1 Age;

1.2 Sex;

1.3 Religion;

1.4 Year level; and

1.5 Course?
 2. What is the Extent of Environmental factors among Education
students of Mati Doctors College in terms of:

2.1 Services;

2.2 Social Environment; and

2.3 Financial Status?

3. What is the Extent of Academic performance among Education

students of Mati Doctors College in terms of:

3.1 Cognitive;

3.2 Psychomotor; and

3.3 Affective?

4. Is there a significant relationship between Environmental Factors to

Academic performance among 1st year to 4th year Education students of Mati
Doctors College

Research Hypothesis

Ho1: There is no significant relationship between Environmental

Factors to Academic performance among Education students of Mati Doctors
College

Scope and Delimitation

Scope and delimitations are two terms that address the details of a
research project. The term scope refers to the problem or issue that the
researcher wants to study with the project. Delimitations is the term used for
constraints that impact the researcher's ability to effectively study the scope of
the project

This quantitative research will be focusing on assessing the level of

academic performance of Education students.
 The respondents will be interviewed any time unless if there are
barriers such as the weather status, if participants are in a busy schedule or
attending in a different appointment.

Significance of the Study

This research study would play an important role by the following:

Students. The sources offer insights into academic decision-making

processes, the effects of academic stress on students, and how the
environment can affect academic achievement. They emphasize the
necessity of appropriate coping mechanisms and a supportive environment.

Teachers. The study can help teachers establish a more conducive learning
environment, make data-driven decisions regarding their teaching practices,
and understand how their efforts affect student success. By giving useful
insights on Mati Doctors College's unique problems and opportunities, the
study can assist teachers in improving student achievement and creating a
more positive learning environment for all students.

School Administrator. This quantitative analysis can assist administrators in

identifying specific components of the school environment that may have an
impact on student progress, either positively or negatively. Understanding the
relationship between environmental characteristics and academic
achievement allows administrators to make informed decisions about how to
improve the learning environment, such as improving physical facilities,
adding motivational programs, or addressing parental finances. Finally, the
findings of this study can help administrators create a more accommodating
and helpful learning environment at Mati Doctors College, resulting in
improved academic outcomes.

Definition of Terms

The following terms are described as they appear in this study to help
readers comprehend the concepts and variables.
• Environmental Factors. Environmental factors in education are
external situations and circumstances that might affect a student's
learning experience and academic performance. These variables can
be divided into three categories: physical, social, and cultural.

• Academic Performance. Academic performance refers to how well

pupils perform in school, as assessed by grades, test scores, and
overall understanding of academic material. It is critical in determining
a student's future since it provides a tangible assessment of their
learning and mastery of courses, allowing them to pursue higher
education, scholarships, and competitive programs.

• Services. Services refers to a strategies and variety of programs and

supports designed to assist students in their efforts to make progress in
the general education environment.

• Social Environment. A school's social environment is the quality of

relationships between students, teachers, staff, and school
leadership. It's a key component of a healthy school and can impact a
student's academic well-being

• Financial Status. Financial status in a school can refer to the condition

of a school's finances, including its assets, properties, operations, and
business. It can also refer to a school's financial management, which
involves planning, organizing, directing, and controlling financial
activities.

• Cognitive. Learning theory and teaching approach that focuses on

mental processes and understanding concepts

• Psychomotor. Psychomotor skills are physical abilities and

coordination that students develop through practice in school. The term
comes from the word’s psycho, which means mind, and motor, which
means physical movement
 • Affective. Affective learning and education in school is the process of
helping students develop their personality and emotional engagement
with learning

Chapter II

Research Methodology

This chapter described the research design, research locale, research

respondents, instruments, data collection, and Sample and Sampling
Technique.
Research Design

The researcher will employ a descriptive research methodology. It is

relevant to this study because it identifies the quantitative technique required
to complete an accurate assessment of the topic in terms of educational
approaches and educational achievement. (Hoover, 2016). A quantitative,
descriptive approach was used to evaluate the factors influencing the
approaches and performance of Education students at Mati Doctors College,
specifically from first to fourth year. Quantitative data collection instruments
establish the link between measured variables.

Research Locale

The research will be conducted in Mati Doctors College, located on

National Highway in Dahican, Mati City, Province of Davao Oriental Region
11, in front of Provincial Hospital. The school year 2023-2024 spans from first
to fourth year education students.

Figure 2: Picture of Mati Doctors College

The Mati Doctors College Research Locale The quantitative method

focuses on full description of the phenomenon. It essentially provides a
generalization of the collected data together with preliminary synthesized
interpretations. The quantitative technique is important since it improves the
study data. Quantitative data collecting generates epistemological postulates
that reality is objective and unified, and can only be grasped by transcending
individual perspectives. The goal of a quantitative approach is to avoid
subjectivity by gathering and exploring information that describes the
experience under study.

Research Participants

Respondents are people invited in a study that supplies ideas and

information from the researcher’s questionnaire. These people have a very
significant role in the field of researching.; They are essential in collecting
data, statistical answers for dependent and independent variables. (SAGE
Methods,n.d)

BACHELOR OF BACHELOR OF
ELEMENTARY EDUCATION SECONDARY EDUCATION

1st year 40 1st year 53

2nd year 26 2nd year 34

3rd year 32 3rd year 46

4th year 25 4th year 36

TOTAL 123 TOTAL 169

Table 1. List of Enrolled Elementary and Secondary Students of Mati Doctors

College SY: 2024-2025

Data Location

The data was collected using research instruments, including a self-

created questionnaire. The sample was typical of the populations, with
individuals chosen at random. Furthermore, probability sampling was used,
which involves randomness and ensures that all Mati Doctors College first-
through fourth-year elementary and secondary students have an equal
chance of being chosen.

Sampling Technique

The sampling technique that will be used in collecting the data is

Probability Sampling to guarantee that the fundamental data that the
researchers will be given as need.

n = N / (1+Ne2)

n = 292 / 1+(292) (0.05)2

n = 292 / 1.73

n = 168.789 or 169

Research Instruments

The researcher will use research instruments designed to obtain data

in the study. The researcher will conduct the use of data collection through
interviews, or questionnaires.

In the interview method, the researcher will use the face-to-face and
telephone technique. During the face-to-face interview, the researcher will
politely greet the person first and ask his/her permission whether he or she
would want to become a respondent in the researcher’s field of study.

The researcher will also make use of audio-recording materials such as

camera, sound and video recorder that will serve as evidence and better
usage of data collection. The respondent, of course, will respond answers yet
must avoid foul words that will serve as data for the researcher’s study.

Afterwards, the researcher will acknowledge a thank you and farewell

message to the respondent for actively cooperating in the researcher’s study.
However, if the person will not agree the permission, the researcher will
respect the decision and find another respondent to interview with.
 If respondents are having their class, the researcher can also obtain
data by giving them questionnaires provided that the researcher will have to
ask permission first to the subject teacher before undertaking the procedure.

The questionnaire will be divided into three different parts. Part 1 is the
respondent’s profile. This includes Age, Sex, Religion, Year level and Course.

Part 2 of the research instrument consist of answer sheet of the

Environmental factors with the following indicators such as Physical
Environment, Social Environment; and Education Environment. The
Environmental factor’s indicator will be operationalized according to the
following scale of 4(strongly agree), 3(agree), 2(disagree) and 1(strongly
agree).

Part 3 of the research instruments consist of answer sheet of the

Academic Performance with the following indicators such as cognitive,
psychomotor, and affective, that have numbers 1-4 with its corresponding
boxes where the response check will be inserted. The Academic
performance’s indicator will be operationalized according to the following
scale of 4(strongly agree), 3(agree), 2(disagree) and 1(strongly agree).

Research Procedure

Data collection is the process of gathering and measuring information

of the study with established goals, target data, and methods. Researchers
will prepare a study of the Impact of Environmental Factors on Academic
Performance of Education students of Mati Doctors College. The researchers
have the responsibility to have permission or authorization before conducting
the study.

Permission of request will be made for the following people:

Step 1: Identify and develop your topic. Selecting a topic can be the
most challenging part of a research assignment. Since this is the very first
step in writing a paper, it is vital that it be done correctly. Select a topic within
the parameters set by the assignment. Many times, your instructor will give
you clear guidelines as to what you can and cannot write about. Failure to
work within these guidelines may result in your proposed paper being deemed
unacceptable by your instructor. Still can't come up with a topic to write
about? See your instructor for advice. Once you have identified your topic, it
may help to state it as a question.

Step 2: Do a preliminary search for research. Before beginning your

research in earnest, do a preliminary search to determine whether there is
enough information out there for your needs and to set the context of your
research. Look up your keywords in the appropriate titles in the library's
Reference collection (such as encyclopedias and dictionaries) and in other
sources such as our catalog of books, periodical databases, and Internet
search engines. Additional background information may be found in your
lecture notes, textbooks, and reserve readings. You may find it necessary to
adjust the focus of your topic in light of the resources available to you.

Step 3: Locate Materials. With the direction of your research now

clear to you, you can begin locating material on your topic. There are a
number of places you can look for information. If you are looking for books, do
a subject search in the Alephcatalog. A Keyword search can be performed if
the subject search doesn't yield enough information. Print or write down the
citation information and the location (call number and collection) of the
item(s). Note the circulation status. When you locate the book on the shelf,
look at the books located nearby; similar items are always shelved in the
same area. The Aleph catalog also indexes the library's audio-visual holdings

Step 4: Evaluate your sources. See the CARS Checklist for

Information Quality for tips on evaluating the authority and quality of the
information you have located. Your instructor expects that you will provide
credible, truthful, and reliable information and you have every right to expect
that the sources you use are providing the same. This step is especially
important when using Internet resources, many of which are regarded as less
than reliable.
 Step 5: Make notes. Consult the resources you have chosen and note
the information that will be useful in your paper. Be sure to document all the
sources you consult, even if you there is a chance you may not use that
particular source. The author, title, publisher, URL, and other information will
be needed later when creating a bibliography.

Step 6: Write your paper. Begin by organizing the information you

have collected. The next step is the rough draft, wherein you get your ideas
on paper in an unfinished fashion. This step will help you organize your ideas
and determine the form your final paper will take. After this, you will revise the
draft as many times as you think necessary to create a final product to turn in
to your instructor.

Step 7: Cite your sources properly. Give credit where credit is due;
cite your sources. Citing or documenting the sources used in your research
serves two purposes: it gives proper credit to the authors of the materials
used, and it allows those who are reading your work to duplicate your
research and locate the sources that you have listed as references. The MLA
and the APA Styles are two popular citation formats. Failure to cite your
sources properly is plagiarism. Plagiarism is avoidable

Step 8: Proofread. The final step in the process is to proofread the

paper you have created. Read through the text and check for any errors in
spelling, grammar, and punctuation. Make sure the sources you used are
cited properly. Make sure the message that you want to get across to the
reader has been thoroughly stated.

Step 9: Identify respondents. There’s nothing more frustrating than

spending significant amounts of time and energy on a survey research
project, only to realize that you do not have a group of qualified survey
respondents to fill out your questionnaire. When using a survey to support a
research initiative, it’s far too common for the researchers in charge of the
project to focus on building and designing the survey, and neglect to consider
the target audience.
No matter how well you’ve designed your survey, all of that effort goes
to waste if you are unable to present your questions to the right group of
people. In this article, we address the most convenient ways to identify survey
respondents.

Step 10: Administer questionnaire. Surveys and questionnaires are

an effective way to gather input and feedback from a large group of people,
and they enable you to reach people from different backgrounds. After you
design your questionnaire, you can administer it to participants in person, over
the phone, through the mail or via the Internet. Offering an incentive such as a
coupon or discount can be effective in generating interested takers. Explain to
the potential takers how answering the questionnaire might help others. For
example, if the questionnaire is a survey on personal relationships, hobbies or
health concerns, tell the respondents that their answers will help others. Since
the respondents are concerned about those issues, they will likely want to
help people in those situations. Be personable, polite and respectful at all
times, and respondents will want to do their best.

Step 11: Analyze data. Analysis is a process of inspecting, cleansing,

transforming and modeling data with the goal of discovering useful
information, informing conclusion and supporting decision-making. Data
analysis has multiple facets and approaches, encompassing diverse
techniques under a variety of names, and is used in different business,
science, and social science domains. In today's business world, data analysis
plays a role in making decisions more scientific and helping businesses
operate more effectively. (Trockel 2000)

Statistical treatment

Statistical treatment is essential for the data collection in quantitative

research. In this study, it is expected to convert raw numbers into data
through calculation of frequencies in variables. The following statistical tool
will be used by the researcher. It is a catch all term which means to apply any
statistical method to your data. Treatments are divided into two groups:
descriptive statistics, which summarize your data as a graph or summary
statistic and inferential statistics, which make predictions and test hypotheses
about your data.
 Weighted arithmetic mean The weighted arithmetic mean is similar to an
ordinary arithmetic mean (the most common type of average), except that
instead of each of the data points contributing equally to the final average,
some data points contribute more than others. The notion of weighted mean
plays a role in descriptive statistics and also occurs in a more general form in
several other areas of mathematics.

A percentage frequency distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data
points. It is a particularly useful method of expressing the relative frequency of
survey responses and other data. Many times, percentage frequency
distributions are displayed as tables or as bar graphs or pie charts.

Pearson’s correlation coefficient is the test statistics that measures the

statistical relationship, or association, between two continuous variables. It is
known as the best method of measuring the association between variables of
interest because it is based on the method of covariance. It gives information
about the magnitude of the association, or correlation, as well as the direction
of the relationship.

● Mean - average of values for a specific variable

● Median - midpoint of the value scale for a variable
● Mode - the most common value
● Frequency - number of times a particular value is observed in the scale
● Minimum and Maximum Values - lowest and highest values for a scale

● Percentages - format to express scores and set of values for variables

Chapter III
 PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the data analysis and discussion of the research
findings. This study aims to determine the influence of extrinsic factors on
academic performance among Education students of Mati Doctors College.
The present data were studied and documents were examined to answer the
questions communicated in the statement of the problem. The analytical
procedures are arranged according to the sequence of specific questions.

The first problem to be identified is the profile of the respondents these

are classified according to Name (optional) age, sex, religion, year level and
course as shown in the table.

Questionnaire

Part 1. Personal Information

Name (optional): ___________________________________________

Age: ____________

Sex: ____________

Religion: _____________

Year level: _____________

Course: _____________
Table 1. The Respondents Profile

PROFILE BSED BSED BSED BSED BEED BEED BEED BEED FREQUEN PERCENTA
1 2 3 4 1 2 3 4 CY GE
AGE
18 11 0 0 0 0 1 0 0 12 7%
19 13 4 0 0 0 3 0 0 20 12%
20 3 6 2 0 0 4 1 0 16 9%
21 1 4 6 2 8 7 3 0 31 18%
22 0 8 9 5 7 6 7 2 44 26%
23 0 3 8 5 3 1 9 6 35 21%
24 0 0 2 1 1 0 0 2 6 4%
25 0 0 0 2 1 0 1 0 4 2%
26 0 0 0 0 0 0 1 0 1 1%
TOTAL 28 25 27 15 20 22 22 10 169 100%

FREQUEN PERCENTA
SEX CY GE
M 9 10 7 6 8 10 6 3 59 35%
F 19 15 20 9 12 12 16 7 110 65%
TOTAL 169 100%

FREQUEN PERCENTA
RELIGIO CY GE
N
CATHOLI 18 10 14 13 16 9 20 8 108 64%
C
MUSLIM 6 5 6 1 4 6 2 2 32 19%
FAITH 1 4 2 1 0 2 0 0 10 6%
ADVENTI 1 1 2 0 0 2 0 0 6 4%
ST
BAPTIST 2 5 3 0 0 3 0 0 13 8%
TOTAL 28 25 27 15 20 22 22 10 169 100%

PART II – Extrinsic Factors

Please check (/) the answer that corresponds to your choice. Note: To answer
every statement, you have to select from five (Options) which is (Agree,
Strongly Agree, Disagree, Strong Disagree)

The following items indicate your agreement or disagreement with the

following statements. Please CHECK your response using the scale provided.
Numerical Descriptive Description
Option Equivalence

4 Strongly Agree The statement is manifested at all times

or about 10 out of 10 occasions

3 Agree The statement is manifested most of the

time or about at least 7 out of 10
occasions

2 Disagree The statement is manifested very rarely

or about at least 1 out of 10 occasions

1 Strongly Disagree The statement is not manifested at all.

Teaching approaches 1 2 3 4
The teaching strategies used by the instructors
significantly enhance the learning experience.
The teachers provide clear and effective
explanations of the subject matter.
Interactive and student-centered teaching
approaches motivate the students to perform
better academically.
The academic performance improves when the
instructors use diverse teaching strategies.
The academic support services provided by the
school are adequate for improving the
performance.
Social Environment 1 2 3 4
It maintains healthy relationships with the peers,
which positively influence the academic
performance of the students.
Support from the teachers encourages the
students to strive for better academic results.
Healthy interactions with classmates or school
staff positively affect the academic focus.
The relationships with school administrators and
staff are supportive of the academic goals.
The overall social environment of the school
contributes positively to the academic success.
Financial Status 1 2 3 4
The financial situation allows the students to
access all the learning materials that is needed.
Financial difficulties negatively impact the ability
to focus on academic tasks.
Stable financial support reduces stress and
improves the academic performance.
The need to work or take on extra
responsibilities affects the study time and
academic outcomes.
The students can manage the finances
effectively to ensure the academic needs are
met.
PART III – Academic Performance

Please check (/) the answer that corresponds to your choice. Note: To answer
every statement, you have to select from five (Options) which is (Agree,
Strongly Agree, Disagree, Strong Disagree)

The following items indicate your agreement or disagreement with the

following statements. Please CHECK your response using the scale provided.

Numerical Descriptive Description

Option Equivalence

4 Strongly Agree The statement is manifested at all times

or about 10 out of 10 occasions

3 Agree The statement is manifested most of the

time or about at least 7 out of 10
occasions

2 Disagree The statement is manifested very rarely

or about at least 1 out of 10 occasions

1 Strongly Disagree The statement is not manifested at all.

Cognitive 1 2 3 4
The students can effectively understand and
apply the lessons taught in class.
The students can recall important concepts
and information during exams.
The students are able to analyze and solve
problems presented during class activities.
The students critical thinking skills have
improved through the academic experience.
The student consistently achieves high
grades in cognitive-based assessments such
as exams or quizzes.
Psychomotor 1 2 3 4
The students are confident in performing
hands-on tasks or practical exercises related
to my course.
The students can easily follow instructions
for practical work or laboratory tasks.
The students are able to complete physical
tasks efficiently and with skill.
The student’s coordination and skills in
practical tasks have improved as a result of
the coursework.
The students achieve high scores in
practical-based assessments (e.g.,
laboratory work, fieldwork).
Affective 1 2 3 4

The students are motivated to succeed

academically.
The students have a positive attitude
towards the studies.
The students feel satisfied with their
academic achievements.
The students are committed to improving
their academic performance.
The students feel emotionally supported by
their teachers and peers in the academic
journey.
 BEED

ARITHMETIC MEAN DESCRIPTION

EXTRINSIC FACTOR
TA 2.97

SE 3.04

FS 3.03

ARITHMETIC MEAN
ACADEMIC
PERFORMANCE
C 3.08

P 3.08

A 2.96

DESCRIPTION
BSED

EXTRINSIC FACTORS ARITHMETIC MEAN

TA 2.54
SE 2.26
SF 2.45

ACADEMIC ARITHMETIC MEAN

PERFORMANCE
C 2.26
P 2.66
A 2.61

Chapter IV
SUMMARY, RECOMMENDATION, COMCLUSION

Summary of findings
Conclusion
Recommendation
References

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