EFFECTS OF FACILITIES IN THE STUDENT’S ACADEMIC PERFORMANCE AT

COLLEGE OF ARCHITECTURE AND FINE ARTS IN TECHNOLOGICAL

UNIVERSITY OF THE PHILIPPINES

SUBMITTED BY:
SULLA, MICHAEL
TAMAYO, STEPHEN
TAPNIO, CHARLES DOMINIC
TIBON, KIMBERLY

SUBMITTED TO:
PROF. GISELDA A. BONSOL Ph.D.

In a fullfillment to the study regarding the topics related to the Architecture course.
 TABLE OF CONTENTS

Chapter One

Abstract
Introduction
Background of the study
Theoretical/ Conceptual Framework
Statement of the Problem
Hypothesis
Significance of the study
Scope and Delimitations
Purpose of the study
Definition of terms
Chapter Two

Literature Review

Chapter Three

Research design
Population and Sampling
Respondents of the Study
Research Instrument
Validation of Instrument
Data Gathering Procedure
Statistical Treatment of Data
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

ABSTRACT

This project work provide as a broad knowledge of the impact of school facilities

on architecture student’s academic performance in College of Architecture and Fine

Arts in Technological University of the Philippines. The data was collected by

questionnaire which were constructed for professors and students. Based on the

analysis, the following findings were made. That there is significant difference in the

academic performance of students. That there is significant difference in the availability

of school facilities
 INTRODUCTION

Every Architecture School there are always specified facilities that can be useful

towards the work of the students. A Lab room should consist of specific equipment and

furniture that can further help the students in their lab classes. Also in a Drawing Room

should have specific and required equipment and furniture that can be efficiently used in

drafting and work related activity.

There is therefore no better investment a nation, could make than in education,

this is why one should not remain indifferent to the lapse ion our educational system. A

good school facility support the educational enterprises. Research has shown that clean

air, good light and a small, quite, comfortable, and safe learning environment are

important for academic achievement.

A facility should always serve its purpose. In every facility there are different factors

to be considered such as ventilation, cleanliness, and equipment or furniture. A facility

should be appropriate towards its purpose so that the students can improve their

performance in the class. A facility that is appropriate to the purpose can improve the

student’s participation due to the appropriate elements present in the facility.

According the book "Journal of Research in Special Educational Needs"

Facilities have a great impact on academic performances of students, and inadequate

facilities translate to poor performance. The study examined the availability and

convenience of the facilities that were provided to students with special educational

needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in

mainstreamed public secondary schools.

 It determined the relationship between availability of facilities and academic

performance of students with special educational needs; and also compared the

academic performance of male and female students with special educational needs.

According to the research paper of Earthman, Glen I. a number of studies have

measured overall building condition and its connection to student performance; these

have consistently shown that students attending schools in better condition outperform

students in substandard buildings by several percentage points. School building

conditions also influence teacher effectiveness.

For people in the education field, student outcomes are the most important

indicator of success. Practically everything revolves around the facility used by the

students and professors. Classroom design has a significant impact of the facilities on

the performance of a student are often set aside or become an afterthought. Luckily,

attitudes regarding classroom design are shifting and educators are making an effort to

create ideal learning environments that varies from different courses of students. But

based on the observations of the researchers some of the facilities in College of

Architecture and Fine Arts especially on the Architecture Department doesn’t have

adequate ventilation, untidy equipment and lack of artificial ventilation that can affect the

performance of the students in College of Architecture and Fine Arts.

The study is conducted to solve the current problem regarding to the facilities

and on how does it affect the performance of a student. The main purpose on why the

study is conducted is to know the Effects of Facilities in the Student’s Academic

Performance at College of Architecture and Fine Arts in Technological University of the

Philippines
 BACKGROUND OF THE STUDY

Who: The respondents of the study are the first and second year students of College of

Architecture and Fine Arts in Technological University of the Philippines.

What: The study is conducted to know the relation of the facilities towards the academic

performance of the students.

Where: The study is to be conducted in the College of Architecture and Fine Arts in

Technological University of the Philippines.

When: The time span of the study to be conducted is on 2019 to 2020.

Why: To determine the Effects of Facilities in the Student’s Academic Performance at

College of Architecture and Fine Arts in Technological University of the Philippines.

How: By conducting survey and making questionnaire pertaining to the effect of the

facilities to the academic performances of the students. And to get the data among the

First and Second Year Architecture Students based on the answers to the

questionnaires.
 THEORETICAL OR CONCEPTUAL FRAMEWORK

Output

Input
EFFECTS OF
Demographic FACILITIES IN THE
Profile of the STUDENT’S
Respondents; Process
ACADEMIC
Age By using survey PERFORMANCE AT
questionnaires COLLEGE OF
Gender
By treating the ARCHITECTURE AND
Academic data FINE ARTS IN
Perfomance of the
Students TECHNOLOGICAL
Facilities UNIVERSITY OF THE
PHILIPPINES

The paradigm above shows the framework of the study where on the first box

indicates the independent variable which is the demographic profile of the students

which are; age, gender and academic performance of the students (GPA) of the recent

semester and the Facilities. The paradigm also shows the procedure on the second box

wherein the researchers conducts the data gathering procedure which is through

survey. And lastly, the paradigm states that dependent variable of the study which is the

Effects of Facilities in the Student’s Academic Performance at College of Architecture

and Fine Arts in Technological University of the Philippines.

 The researchers come up with idea with the help of an article, the Theory of Broken

Window. Based on an article by James Q. Wilson and George L. Kelling, the theory posits

that acts of serious vandalism can be prevented by fixing problems when they are small,

and fixing them within a short period of time. The authors use this example to demonstrate

their theory:

“Consider a building with a few broken windows. If the windows are not repaired, the

tendency is for vandals to break a few more windows. Eventually, they may even break

into the building, and if it’s unoccupied, perhaps become squatters or light fires inside.”

The theory states that the facility has a great effect to the academic performance of a

student. That when a facilities' feature was changed there is an effect to the improvement

of the performnace of the student.

The researchers identified that the variables of the study are listed below:

The dependent variable of the study are the Domographic profile of the Respondents, the

research locale and the facility of College of Architecture and Fine Arts. While the

independent variable are the fixtures and the temperature of the study which can changed

and adjusted for the moment of time.

 STATEMENT OF THE PROBLEM

There are variations in the academic performance of Architecture Students of

Technological University of the Philippines. Researchers have been trying to find out

how these variations come about and what are responsible for them.

The study aims to solve the following questions:

 What are the effect of a facility to the facilities in the performance of a student in

class?

 What are the different factors that may affect the performance of the students?

 What are the different solutions to the problem on the facility?

 Are there enough school facilities in school?

 Are there materials or school facilities relevant for academic performances?

 What are the different variables of the study?

HYPOTHESIS

In the cause of this study the following hypotheses were made.

 That College of Architecture and Fine Arts on Technological University of the

Philippines lacks cleanliness, adequate ventilation and equipment on its facilities

 That some of the students were uncomfortable working in the facilities.

 That better performance can be achieved with better school facilities.

 SCOPE AND DELIMINATIONS OF THE STUDY

The study will focus on the effect of the facilities on College of Architecture and

Fine Arts and the different factors included on it. The study will not focus on other

departments but the study is can be used for academic purposes. The study is based

on the perception of the researcher’s regarding the effectiveness of the facility and

equipment on their performance in class. The studies will be consuming approximately

three (3) months to conduct the study.

SIGNIFICANCE OF THE STUDY

The significance of the study is to identify the effects of the facilities to the

academic performance of the students. The study also aims to solve the problems of

the failure compliance of a facility towards the needs of its users. This study is

significant in the fact that it could serve as a vital information aimed at showing the

relationship that exist between adequate performance of students. It is significant in the

sense that it can help to draw the attention of the governments, school board, ministry

of education etc. to the reality that education programme cannot operate adequately or

effectively without adequate school facilities.

The purpose of this study is to find out the impact of school facilities on academic

performance of Architecture Students of Technological University of the Philippines.

While we do not have the data to identify the specific mechanism by which compliances

is linked to educational outcomes, from existing research, we know that school buildings

in poor shape lead to reduced learning.

 DEFINITION OF TERMS

Academic performance: This means the level of attainment on what the students have

been able to achieve in terms of success in examination.

School facility: This refers to all essential teaching aids and equipment in teaching and

learning process.

School building: Refers to tangible structures which serve as shatter for educational

activities.

Equipment; This are facilities used in the schools by both teachers and students. They

include benches, desks, tables, tacklers.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains studies from different researchers that is related to this

research. It will give other people’s idea about the same topic and goals. This study

examines the impact of school facilities on outcomes in CAFA students on Technological

University of the Philippines. This chapter is included to provide insight, as evidenced by

a review of pertinent literature, into the content of school facilities and their bearing on

school improvement efforts. The examination then ensues on the relationship between

school design and student variables such as achievement, attendance, behaviour and

dropout rate. The review of literature then focuses on the role of school facilities in the

professional development of educators and on the establishment of community.

According to the study of Peter R. Go-Monilla, a total of 345 graduating college

students participated in the study. Descriptive statistics such as frequencies,

percentages, means, and standard deviation were used in the study. Hypothesis testing

was conducted through simple correlation and regression. To obtain the effect of the

predictor (i.e., learning environment) on the academic performance of the students, the

study used ordinal regression.

 Results suggest that only two factors of learning environment affect the academic

performance of the students: teaching methods and classroom management. The two

factors are both under instruction. The finding in relation to school facilities and services

provided by the different support service units such as the Student Affairs Services,

Guidance and Counseling Services, Medical and Dental Services, Library and Audio-

Visual Services, Security Office, and Campus Ministry do not affect the academic

performance of the students. Therefore, this study highlights the importance of teaching

methods and classroom management in influencing academic performance of students.

According to abcdeducation.weebly.com, Poor facilities in public schools signifies

that students are not receiving their rights of having a sufficiently available and well-

maintained school facilities. Indications of having these poor facilities are non-working or

poorly maintained public comfort rooms, lack of classrooms, overcrowding in classrooms,

poor ventilation, unsanitary and crowded canteens and more. Learning is a complex

activity that supremely tests students' motivation and physical condition. Teaching

resources, teachers' skill, and curriculum -- these all play a vital role in a child's

education.But what about the physical condition and design of the actual school facility

itself? How do they shape a child's learning experience?

 An effective school facility is responsive to the changing programs of educational

delivery, and at a minimum should provide a physical environment that is comfortable,

safe, secure, accessible, well illuminated, well ventilated, and aesthetically pleasing. The

school facility consists of not only the physical structure and the variety of building

systems, such as mechanical, plumbing, electrical and power, telecommunications,

security, and fire suppression systems. The facility also includes furnishings, materials

and supplies, equipment and information technology, as well as various aspects of the

building grounds, namely, athletic fields, playgrounds, areas for outdoor learning, and

vehicular access and parking.

According to Glen I. Earthman of Virginia Polytechnic Institute on October 2002,

School building design features and components have been proven to have a measurable

influence upon student learning. Among the influential features and components are

those impacting temperature, lighting, acoustics and age. Researchers have found a

negative impact upon student performance in buildings where deficiencies in any of these

features exist. In addition, overcrowded school buildings and classrooms have been

found to be a negative influence upon student performance, especially for

minority/poverty students. There are certain studies that used a particular building feature

or component such as air conditioning, lighting, or presence of windows to serve as

variables with which to compare student achievement.

 The overall impact a school building has on students can be either positive or

negative, depending upon the condition of the building. In cases where students attend

school in substandard buildings they are definitely handicapped in their academic

achievement. Correlation studies show a strong positive relationship between overall

building conditions and student achievement. Researchers have repeatedly found a

difference of between 5-17 percentile points difference between achievement of students

in poor buildings and those students in standard buildings, when the socioeconomic

status of students is controlled.

Ethnographic and perception studies indicate that poor school facilities negatively

impact teacher effectiveness and performance, and therefore have a negative impact on

student performance. In a part of the report describes ethnographic studies related to the

influence the physical environment has upon teacher performance.

Recent studies regarding the number of students in schools as compared with its

capacity provide ample evidence that overcrowding conditions are a negative influence

upon students and teachers. Section VI describes studies dealing with the relationship

between overcrowding and student achievement. All of the studies cited in this report

demonstrate a positive relationship between student performance and various factors or

components of the built environment. The strength of that relationship varies according

to the particular study completed; nevertheless, the weight of evidence supports the

premise that a school building has a measurable influence on student achievement.

 According to Chijioke Dike Uba and Kechinyerem Amaka Nwoga. Facilities have

a great impact on academic performances of students, and inadequate facilities

translate to poor performance. The study examined the availability and convenience of

the facilities that were provided to students with special educational needs in

mainstreamed schools. It ascertained the qualifications of teachers teaching in

mainstreamed public secondary schools. It determined the relationship between

availability of facilities and academic performance of students with special educational

needs; and also compared the academic performance of male and female students with

special educational needs.

The results showed that essential facilities and materials like hand railings,

hearing aids, Braille, instructional materials, and lower toilets were not available,

although the few that were available (typewriters, resource rooms, wheel chairs) were in

poor condition. The study showed that specialist teachers were inadequate in

mainstreamed public schools in Southwestern Nigeria. There was a significant

relationship between availability of facilities and academic performance of students with

special educational needs.

 However, there was no significant difference between the academic performance

of male and female students with special educational needs. The study concluded that

inadequate provision of facilities and materials to mainstreamed public schools would

lead to poor academic performances of students with special educational needs. Finally,

adequate funding of integrated schools would help to overcome the problem of

provision and maintenance of special equipment and materials for the use of students

with special educational needs.

According to Mark Schneider, Ph.D. he first looked at how clean, quiet, safe,

comfortable, and healthy environments influence successful teaching and learning. He

asks which facility attributes affect academic outcomes the most and in that manner and

degree. It shows that the condition of school facilities has an important impact on

student performance and teacher effectiveness. In particular, research demonstrates

that comfortable classroom temperature and noise level are very important to efficient

student performance.

A lot of studies has proven that school facilities can bring a huge impact on both

student and teacher outcomes. According to the latest study conducted in US

PennState, 2019. Students, affect behavior, health, learning, engagement, and growth

in achievement because of school facilities. With respect to teachers, school facilities

affect teacher retention, recruitment, commitment, and effort. Thus, researchers

conclusion is that without adequate facilities and resources, it is extremely difficult to

serve large numbers of students with complex needs.

 To also support this research an International School of Beijing also conducted a

latest study last May 2019 saying, a great school facility is more than just an

immaculate environment. A great school is purposefully designed at every level to

promote the ideal environment for student achievement. In accordance to the research

study conducted by Robert Scott Mcgowen, 2007. Student attendance has long been

linked to success in school. Therefore, it stands to reason that educational leaders and

policy makers would be interested in the physical conditions that contribute to

absenteeism.

Factors of physical surroundings that affect behavior are known as ambient

environmental conditions (O’Neill, 2000). O’Neill (2000) notes that these factors include

temperature, ventilation, lighting, color and noise level. These elements produce

comfort or irritation, either of which can affect behavior of building inhabitants. The

behavior of students is often driven by how they perceive their surroundings, including

their physical environment (Maiden & Foreman, 1998). Annoyed students often become

discipline problems.
 Studies have found that interior color also has an impact upon student attitudes

and behavior. Early research on the impact of color took place in industrial settings.

Earthman and Lemasters (1996) write of studies that determined certain colors that

assist in increasing performance of workers in factory and office settings. Research

regarding the impact of color has entered the educational arena and has found a link to

teaching and learning. Color has been found to influence student attitude, behavior and

learning (Sinofsky & Knirk, 1981). Certain researchers (Papadatos, 1973) have

suggested that educators can manipulate atmosphere from constricting to engaging by

changing color schemes in instructional areas. Papadatos (1973) suggests that such

changes would promote positive perceptions and behaviors as well as increase

attendance.

It is also important that we focus on how our facilities might encourage students

to continue enrollment, be academically successful and behave appropriately

throughout graduation. The research is limited but growing in regard to the role that

school facilities have in relation to high school dropouts. In an era of increased

graduation requirements, schools are finding it more important to prevent students from

dropping out of school instead of meeting the advanced expectations (Viadero, 2001).

As with the issues of academic achievement, pupil attendance and student behavior,

school size has shown to have an impact upon a student’s decision to remain in high

school or to drop out (Lee & Burkam, 2001). In a paper presented to a dropout

conference hosted by Harvard University, Lee and Burkam (2001) note that, along with

curriculum and social relation variables, large schools tend to see more students drop

out prior to graduation than their smaller counterparts.

 Research is growing that urges architects and school leaders to take the teacher

into account as much as the learner when designing campuses. Keck (1994) states that

school design should consider the effective learner, the effective teacher and the

effective organization. The shape, size, arrangement and décor of the classroom and

support facilities can either be welcoming or repulsive to teachers and students. This

simple fact has been noted to profoundly influence the acts of learning and teaching

(White, 1990). School architecture speaks volumes of a district’s commitment to its

professional staff by the type of workplaces it provides for teachers (Deal & Peterson,

1999).

For example, Deal and Peterson (1999) note that the school signifies that it

values professional growth and study by placing a research library for the faculty. In a

national study, state Teachers of the Year were surveyed as to how their physical

working environment affected their professionalism (Overbaugh, 1990). Overbaugh

(1990) found that these outstanding educators were satisfied with the majority of

classroom design aspects. However, the research showed that many of the support

areas needed for professional development and interaction were inadequate – namely,

professional libraries, telephones for teacher use, teacher to teacher conference rooms,

planning areas and lounge facilities.

 The meaning that schools hold for both students and the community is evidenced

in the architecture that the campuses exhibit (Cutler, 1989). For example, schools in the

nineteenth century were built to model the factory-type design that signified efficiency

and industrialization (Deal & Peterson, 1999). Cutler (1989) notes that schools recently

have transformed from castle-like erections with limestone décor, dark oak stairways

and monumental paintings to the modern school that communicates a more personal

setting. Architecture can symbolize many things to a community. Schools are a

sustainable part of a community. School buildings can be an icon of a community’s

heritage and a celebration of its culture (Malone, 2001).

Building designs and construction materials reflect the history and make-up of

the area that the school serves. For example, in one New Mexico Pueblo, the school

principal insisted that the school’s perimeter be surrounded by an adobe wall instead of

a chain-link fence to follow the architectural tradition of the Pueblo (Deal & Peterson,

1989). Deal and Peterson (1999) note that some schools may put up items such as

sculptures to reflect the varied ethnic backgrounds of the many students enrolled.

School architecture also symbolizes what is important to a community and to the

educational leaders therein (Cutler, 1989). For example, a school with large

gymnasiums and a small, isolated library may send the message that athletics is much

more important than reading or academic research. The complexity, size and

arrangement of space on a campus sends an important message about what is

important to a community, faculty, student body, school board or district (Deal &

Peterson, 1999)
 Efforts to reform education and improve performance of an increasingly diverse

student population have led to many advances and adjustments to teaching styles and

curriculum delivery. As teaching strategies evolve, so must the physical environment of

our schools. Approaches such as interdisciplinary teaming and cooperative learning

place different demands on our traditional schools settings (Day, 2001). Day (2001)

suggests that modern schools should contain elements such as teaching museums,

ecological landscapes, technology studios and flexible furniture systems to meet the

special needs of all students.

Flexible classroom space increases the capability for the students to interact in

participatory learning exercises. Increased classroom size and flexibility will allow

teachers to utilize modern educational strategies such as project-based assignments

and interactive laboratories in an environment that allows for multiple group sizes and

well as individual investigation (Day, 2001).

As educators have become increasingly involved in the design process, facilities

have become more flexible and suited to innovative instructional approaches. The

developmental level of students housed on the campus must be taken into account

when developing instructional space. Sanoff (1997) notes that modern schools will

include a wide variety of classrooms in contrast to the twentieth century schools with

their egg crate designs and symmetrical classroom designs. Educational researchers

are frequently recommending that cognitive learning specialists become actively

involved in planning instructional space in efforts to design interiors that maximize

student performance across all learning modalities (Hill, 1996).

 Synthesis

The above collection of both foreign and local studies provides information to the

proponents that their proposed study has similarities with other system which is

widelyused. It is proven that a facility can affect the academic performance of the

students. The studies cited above supports the study the researchers are conducting to

make it more credible.

There are also counter statements on our study which are the opposite

statements to the studies cited above. According to Apter’s (1982, 1984, 2014) reversal

theory of telic versus paratelic motivation is presented and used to explain these

findings. The results show preference for a learning environment that cues a telic

motivation state in the students. Therefore, classroom features should not be distracting

or arousing.
 CHAPTER III

METHODOLODY

This chapter contains the method of how to do and what are the requirements for

doing this research. It includes the design of the project and steps to make the goal of

this research successful.

This study is a non-experimental research that involves the observation of the

effects of facilities on the college students in College of Architecture and Fine Arts in

Technological University of the Philippines.

RESEARCH DESIGN

The study is a Qualitative research in nature; it is mostly composed of gathered

raw data from the observation made from the research process. As mentioned by

Denzin and Lincoln (1994) a Qualitative research is a study where the natural setting is

observed, and upon observation, an interpretation is made to make sense and give an

explanation of the particular phenomena.

The study aims to present the research problem by using the Correlation method.

According to Price et.al. 2019, A Correlational research is a type of a research where

two variables, non-causal to each other, are measured and their statistical relationship

assessed with little to no effort to control the external variables in the study. Through

this method, the relationship between the two variables; Facility and Academic

Performance, will be determined.

 POPULATION AND SAMPLING

The total population of the Architecture students in the College of Architecture

and Fine Arts of the Technological University of the Philippines, with the exclusion of the

fifth years, amounts approximately to three hundred and seventy five (375).

The population of the study consists of the students and professors on the

College of Architecture and Fine Arts. In regards of the number of population the

researchers will use the simple random sampling method to gather the data from the

architecture students in College of Architecture and Fine Arts. On the questionnaires on

the sampling, it will consist of questions that can help the researchers to conduct the

study effectively.

Using the formula for calculating the sample size, as stated in the statistical

treatment, the yield measures to one hundred and ninety one (191) sample size for the

respondents of this study. The researchers considered other than the total population

was the Confidence level of ninety five percent (95%) and a margin of error of six

percent (5%). It was decided to as to ensure the reliability of the study while maintaining

the quota to optimize the timeframe given for the while research process.
 RESPONDENTS OF THE STUDY

The table below shows the average number of respondents of a section on

Architecture Department of College of Architecture and Fine Arts in Technological

University of the Philippines.

SECTION ON BSA COURSE NUMBER OF STUDENTS

1A 25

1B 25

1C 25

1D 25

1E 25

1F 25

1G 25

1H 25

1I 25

1J 25

1K 25

2A 35

2B 35

2C 35

Note: Sections from the fifth year are not included due to their thesis.
 The respondents of the study are the Freshman and the Sophomore students of

the Architecture Department in the College of Architecture and Fine Arts in

Technological University of the Philippines. It is approximated that the total population of

the Freshmen amounts to two hundred and seventy five (275), while the Sophomores

are estimated to be one hundred (100), and the total number to the population of three

hundred and seventy five (375). The chosen respondents of the study, as reflected in

the sample size which is one hundred and ninety one (191).
 RESEARCH INSTRUMENT

The researchers used survey questionnaire as the study’s instrument for data

gathering procedure. The questionnaire is adapted from the invention of the Statistical

society of London in 1883, wherein it consists of a series of questions for the purpose of

gathering information from the respondents (McLeod, 2018. Here is a sample of the

questionnaire:

QUESTIONNAIRE

Research-Made Questionnaire on The Effects of The Facilities in CAFA to The Quality of The
Student’s Performance at Technological University of The Philippines – Manila A.Y. 2019-2020

NAME: __________________________ (optional)

COURSE: _________________________

Direction: Please check (✓) and rate the following questions honestly based on what you
actually feel, given the statements using the following scales:

5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 – Never

Statements 5 4 3 2 1
1. Does your room affect your performance especially on your
school works?
2. Do the facilities of CAFA provide your needs as a student?
3. Do you feel satisfied studying on your classrooms?
4. Are lighting of each facility works efficiently?
5. Are the table/drawing tables works properly?
6. Does the comfort level of the facilities satisfying?
7. Do the facilities can accommodate all the students of CAFA?
8. Is it hard for you to do your school works or plate on your
classrooms?
9. Do the facilities affect your behavior?
10. Are you satisfied studying on the facilities of CAFA?
 VALIDATION OF INSTRUMENT

The research instrument should be validated by an expert to the topics related to

the study to be conducted as well as other research materials and ask for comments,

recommendations and corrections to further improve the process of the study.

DATA GATHERING PROCEDURE

In conducting the study, the researchers asks permission to the professor in

charge for conducting survey. Then researchers gave questionnaires to the

respondents. On a certain circumstances wherein the respondents are at class, the

researchers asks the professors in charge for permission to conduct a quick and brief

moment to conduct the survey. After the respondents answered the questionnaires the

researchers record the data, tallied and analysed and be interpreted as the study

proceeds.
 STATISTICAL TREATMENT OF DATA

Responses to the questionnaires by the respondents were statistically analysed

with the data required by the study. The answers of the students were analysed and

considered the descriptive statistics such as frequency count, mean, and percentage.

In the study used the descriptive statistics to treat the questionnaires' raw data to

calculate the data needed. In calculating the sample size from the population of the

respondents the following formula was used:

𝑧 2 ∗ 𝑝(1 − 𝑝)
𝑆= 𝑒2
2
𝑧 ∗ 𝑝(1 − 𝑝)
1+( )
𝑒 2𝑁

Where:

S= Sample size

z= Z-score (associated to confidence level)

p= sample proportion

e= Margin of error

N= Population size