CHAPTER I

The Problem and a Review of Related Literature

Introduction

The quality of education depends on school facilities and instructional

material. It is the process of students learning. The quality of a school’s

environment and its facilities has a strong influence on students’ learning. Besides

regular use in organizing and managing a school’s activities, records of a school’s

physical facilities and material resources such as furniture and equipment can

provide data to derive many indicators for assessing the quality of education in a

school. School facilities can actually have a substantive impact on learning

process. School facilities can be defined as those things that enable the teacher

to do his/her work very well and helping the learners to learn effectively. School

facilities are all things that are needed for effective teaching-learning process to

take place. They are designed buildings that provided the appropriate

infrastructure for new learning approaches, mode of instruction, as well as tools

for technology that improved teaching and learning (Bartebly, 2014)

A growing body of research has found that school facilities can have a

profound impact on both teacher and student outcomes. With respect to teachers,

school facilities affect teacher recruitment, retention, commitment, and effort. With

respect to students, school facilities affect health, behavior, engagement, learning,

and growth in achievement. Thus, researchers generally conclude that without

adequate facilities and resources, it is extremely difficult to serve large numbers of

children with complex needs.

 Thus, facility quality is an important predictor of teacher retention and

student learning. The physical and emotional health of students and teachers

depend on the quality of the physical location, which makes establishing safe,

healthy buildings essential. (PennState, 2020)

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.

(Lackney, 2019)

This is consistent with DepEd Order No. 64, s. 2017 Establishing the

Minimum Performance Standards and Specifications for DepED School Buildings,

to guide the Department and other stakeholders in the preparation of plans like

architectural, structural, electrical, fire protection and sanitary to ensure the comfort

and safety of the occupants of the school buildings. (Llego, 2017)

Maximo L. Gatlabayan Memorial National High School has 5 class room

and 3 laboratories for Senior high school, those are HE laboratories, ICT

laboratories and Science laboratories. Each laboratories has an equipment like

computers in I.C.T. laboratories, Baking and cooking utensils in H.E laboratories

and experiment materials in Science laboratories. We motivate to conduct this

research to measure the level of efficiency and productivity of the students thru the

help of facilities and equipment of school.

Background of the Study

Education, in every human community is an indispensable instrument for

human progress, empowerment and effecting national development. This

suggests that a nation that lacks sound educational culture and philosophy stands

the risk of decay whereas a nation that sees to the development of its education

sector is bond to achieve great success. Schools are established for the purpose

of teaching and learning. It is also more important that the teachers are properly

accommodated to facilitate the teaching learning process that go on there. This is

the essence of the school plant and facilities (Alimi 2004).

Therefore school facilities are the space interpretation and physical

expression of the school curriculum. Student performance is also referred to as

academic achievement by Adediwura and Tayo (2007). Academic achievement or

academic performance is the outcome of education the extent to which a student,

teacher or institution has achieved their educational goals. Achievement is

commonly measured by examinations or continuous assessment but there is no

general agreement on how it is best tested or which aspects are most important.

According to Harb and El-shaarawin (2006) there are two types of factors

affecting student academic achievement. These are internal and external

classroom factors. Internal classroom factors includes, student’s competence,

class schedules, class size, textbooks, class test results, learning or school

facilities, school or class environment, complexity of course materials, teachers

role in the class, technology used in the class and exam systems. External ones

include extra-curricular activities, family problems, and financial problems, social

and other problems.

School facilities have been observed as a potent factor to quality education.

It is importance to the teaching and learning process cannot be over-emphasized.

Effective learning can occur through one’s interaction with the environment.

Environment here refers to the facilities that are available to facilitate students

learning outcome or achievement. These facilities include school building, library,

laboratory, textbooks, software and hardware of educational technology etc. These

facilities goes a long to affect to enhance students’ performance or achievement.

This can be realized when there are qualified teachers to handle the subject and

the facilities are available. (Raychauduri, Amivata, Majundar, 2010).

According to Oni (2002) facilities constitutes a strategic factor in any

organizational functioning. This is so because they determine to very large extent

the smooth functioning education. He further stated that their availability, adequacy

and relevance influence efficiency and high productivity. In his words, Farombi

(1998) Opined that the wealth of a nation or society could determine the quality of

education in that land; emphasizing that a society that is wealthy will establish good

schools with qualified teachers and with such, there as well as high academic

achievement.
 Adesola (2008) found out that the level of available resources is indeed a

plus to the teachers and goes a long way to show the level of ingenuity and

commitment towards effective delivery of lesson.

Akinfolarin (2002) identified facilities as a major contributing factor to

academic achievement in the school system. Different studies conducted by

Ayodele (2006) and Vandiver (2011) showed that a positive relationship exists

between availability of facilities and students’ academic achievement. Writing on

the role of facilities in teaching –learning process.

Review of Related Literature

School facilities serve as places of learning for young people and are proven

to have significant effect on education outcomes especially for developing

countries. Since substantial funding is required for the provision of suitable school

facilities, local context and limited resources in developing countries necessitate

the prioritization of school facilities. The main purpose of this study is to examine

the spatial variation of school facilities and identify which feature has the largest

impact on academic performance in selected localities. The Philippines is chosen

as a case study due to the recent reform in its education system and consideration

of its unique geographic characteristics. Acquired government-provided and open-

source school facility data as of 2013 have revealed that only 38% of its public

school buildings are in good condition. This study employed statistical spatial

analysis methods to understand the relationship between education, society and

the environment. Regionalization and cluster analysis has revealed that school

buildings in the capital are overcrowded but are in relatively better conditions than

in the natural calamity-prone eastern seaboard region and in some southern

provinces experiencing civil conflict. Global, local, and semi-parametric regression

analyses indicate that the observed spatial variations in the provision of resources

among the government schools are affecting academic performance. In the

nation's capital, public elementary schools primarily serve the urban poor. An

examination of education facilities in its largest city indicates that the provision of

school health clinics is correlated with better education outcomes. All in all, schools

in urbanized areas in the Philippines should focus on the provision of large schools

with lower pupil-teacher ratios. The provision of better school facilities had the most

positive effect on academic performance in sparsely populated rural areas where

the communities still lack these basic services. As the identified facilities

influencing academic achievement varied depending on the location's social and

economic infrastructure, the provision of school facilities should be based on the

unique needs of each community. Semi-parametric, geographically weighted

regression modelling outperformed global and local modelling and estimated up to

30% of the variation in education outcomes. (Figueroa, 2016)

A considerable number of variables that operate in the teaching-learning

process invariably affect the educational performance and achievement of

students. One crucial variable that directly impacts the quality of learning

acquisition among learners is the adequacy or lack of school facilities that aid in

the reinforcement of knowledge and skills. The purpose of this study was to
establish a relationship between the quality of school facilities and student

performance and achievement, in relation to the field of Technology and Livelihood

Education. Mixed methods design was used in this study where questionnaires

were administered to and interviews were carried out with the respondents who

were department heads and selected instructors in the field. In addition, data was

also collected from the school anecdotal records. Independent z-test was

conducted to specifically identify the difference in students’ performance and

achievement prior to and after the procurement and utilization of new facilities in

the TLE department. Results revealed that the component with the highest mean

rating was the exterior environment at 3.50 and the component with the lowest

mean rating was support space at 2.97. In terms of student performance and

achievement, the largest increase was observed during school year 2010-2011 at

22.0%, while the smallest increase was noted during school year 2009-2010 at

2.8%. These findings support the assumptions that insufficient school facilities

were negatively impacting student performance and achievement, and the

administrators concerned take no significant action in addressing this educational

issue. Since the lack of educational facilities was proven to pose serious

ramifications on student performance and achievement, stakeholders should

closely look into procedures that focus on facility support and management in the

field of TLE. (Limon, 2016)

The purpose of this mixed methods study was to examine the impact of the

quality of facilities on the educational environment in high schools located in

northeast Texas. The intent of this research study was to determine the
relationship between school facilities and the school-learning environment. This

study was a mixed method research that used questionnaires and interviews to

identify and appraise school facilities and learning environment. The problem was

that school facilities were negatively impacting student learning and faculty, and

administrators were not properly supporting stronger facility management. The

poor condition of some schools raised serious concerns about teacher and student

safety. Educators must understand and find ways to help increase student

performance. This study used descriptive statistics to analyze the data. The

independent z-test was conducted to determine the difference in student

performance before vs. after the new facility. The results of the data analysis

findings indicated that quality and educational adequacy of educational facilities

were statistically significantly associated with student performance and teacher

turnover rate showing a statistical change also. (Vandiver, 2015)

Theoretical Framework

The basis of this research work can be traced and related to the system

theory. A system is a sum total of parts working independently interdependently to

achieve required results or outcomes based on needs. This implies that a

collection of people, resources, concepts and procedures intended to perform

some identifiable function or to achieve a goal. A system is made up of input,

transformation process, and output; meanwhile, these are surrounded by an

environment. The environment of the system is made up of several elements that

is outside the system. In essence they are not input output processes, but have

influence on the goals and thus the operation of the system. (Ovwigbo, 1991).

System is often analyzed in terms of their effectiveness and efficiency. The

system effectiveness refers to the extent to which goals are achieved in the school

environment. Therefore, effectiveness is considered to measure the degree of

goals attainment of the school of learning. While efficiency refers to how the

activities of a school could be conducted to minimize waste of resources for the

purpose of attaining the objectives. Efficiency therefore, aims at minimizing cost

and measure how well facilities are being utilized for maintenance of available

facilities. This is dependent on ratio of output to input. (Musa, 2014)

The theoretical frame work notes that the influence of school facilities on

students performances hold a very important position in any school (especially

secondary schools), this provides and allows smooth planning, directing,

organizing, staffing and controlling within the school. The main aim of school

facilities is to ensure that students as well as teachers are comfortable to teach

and learn in order to achieve a great performance. Students, academic and non-

academic staffs operate the school facilities in order to produce effective and

accurate product to the society at Feedback Input Processes [Thru-put] Output 25

large. In additions, it answers the increasing needs of schools as it allows staff and

students to have access to all relevant school facilities which enables them to take

active role within and outside community.

There are three major components. These are: Infrastructural facilities,

Instructional facilities and School physical environment. Infrastructural facilities

include buildings such as administrative block, (which comprises the principals‘

office, vice principal and staff rooms, classroom) laboratory, stores, sick-bay,

records office, school shop, library, music room, cafeteria, Intro technology

laboratory, security post, staff quarters‘ and school farm as well as storage house,

electricity, water supply, sport field. Instructional facilities are teaching materials

and equipment, that comprises laboratory equipment, introductory technological

equipment, wall clock, puzzles, television, radio V.CD plates and players, piano,

flute, chalkboard, cardboards, duster, apparatus for science practical, models,

picture charts. Government policy on school facilities vary, while in some schools,

parents buy the textbooks needed for studies, and in some schools, government

buys or provides the textbooks and gives them free to students. Library books are

bought from public funds. Whatever the government policies maybe, it is the

responsibility of the school head to put the furniture, equipment, buildings and

playing grounds in good condition. The constituents of school physical

environment include building and scrape parking lot, playground, sport field,

agricultural farm, fire extinguisher, school bus, car park and sand bath. Also,

school facilities include mechanical material like technological machines,

generator, photocopier machines, computer machines, and plumbing materials

like water taps, bore hole – electrical telecommunication like speakers, radios,

network system, security and fire suppression systems.

The character of school facilities determines, to a considerable extent, the

types and quality of curricular and co-curricular activities that take place in it. The

nature and size of the school building determine the shape and size of the
classrooms. The shape and size of the classrooms with their equipment, furniture

and the types and variety of educational materials available affect the ways in

which learners can be organized for instruction, the possible methods of teaching

that can be adopted by teachers and the types of learning activities that the

students can be engaged in. The importance of school facilities has been

highlighted by many educational administrators and planners. The importance

attached to it as a vehicle for effective teaching and learning cannot be over

emphasized the importance of school plant. A school or a college is a vital and life

giving environment to the extent that it brings into the life of its students’ an abiding

love and appreciation for all that is best and most significant in national and human

life. It is therefore an incontrovertible fact that school facilities are an important

factor in the achievement of educational objectives. It is also obvious that the

insufficiency, non-availability and poor maintenance of the plants would hamper

the management of educational programs. As the main focus of this study is on

the strategies to improve the management of school facilities, the planning,

provision and management of the school facilities will be looked at more closely

(Saiyida & Sidhu, 2012)

Conceptual Framework
IV DV O

Status of physical
facilities and The level of
equipment efficiency and Seminar/orientation
productivity of on proper use of
a) Cleanliness facilities and
b) Usability Senior high school
students. equipment
c) Sufficiency

Feedback
Figure 1: The conceptual framework of the facilities and equipment to the
efficiency and productivity of senior high school students.

Based on the figure above the first frame consist the status of physical

facilities and equipment in terms of; (a) cleanliness, (b) usability, (c) sufficiency

followed by the level of efficiency and productivity of senior high school students

The last frame the output, consists of seminar/orientation on proper use of facilities

and equipment.

Statement of the Problem

This study seek to answer the following:

1. What is the status of physical facilities and equipment in terms of:

A. Cleanliness
 B. Usability

C. sufficiency

2. What is the level of efficiency and productivity of students?

3. Is there a significant correlation between status of facilities and equipment and

the level of efficiency and productivity of students?

Hypotheses

Ho: There is no significant correlation between status of facilities and

equipment and the level of efficiency and productivity of students.

Significance of the study

The study of facilities and equipment to the efficiency and productivity of

Senior High School Students in Maximo L. Gatlabayan Memorial National High

School in relation to the student's achievement is a valuable contribution to

educational research. Results generated from investigation may provide a frame

of reference investigation to the following:

To the school. Can have the idea of the status of school facilities and

equipment when it comes in cleanliness, usability, and sufficiency.

To the students. The results of this study will help to know the level of the

efficiency and productivity of Senior High School.

 To the future researcher. The result of this study will help future

researcher in their quest for another research study in their respective field of

specialization. This study will also guide them in making their own research that

will follow students to cope with the changing strategies.

Scope and Delimitation

This study was focused on the facilities and equipment of the efficiency and

productivity of Senior high school students of Maximo L. Gatlabayan Memorial

National High School during S.Y. 2019-2020. This study was limited only to the

status of physical facilities and equipment in terms of cleanliness, usability, and

sufficiency and the level of efficiency and productivity of the students’ respondent.
 CHAPTER ll
Methods

Research Design

This study is quantitative in nature, since the research question we seek to

answer is lead to numerical data.

Specifically, this study is correlational as it aims to determine if there is an

association between senior high school students’ use of facilities and equipment

to the efficiency and productivity and assess whether the degree of association

between these variable is significance.

McLeod (2018) defines correlation research as association or more

precisely it is a measure of the extent to which two variables are related. There are

three possible results of a correlational study: a positive correlation, a relationship

between two variables in which both variables either increase or decrease at the

same time, a negative correlation, a relationship between two variables in which

an increase in one variable is associated with a decrease in the other and no

correlation, exists when there is no relationship between two variables.

Locale of the Study

This study was conducted in Maximo L Gatlabayan Memorial National

High school (MLGMNHS) formerly Antipolo National High School, Paenaan annex

It was in operation since school year 1994-1995.It was an annex for 4 years and

started with only 7 teachers and 119 students occupying a standard concrete three

classroom buildings.
 It is located at Sitio Paenaan Brgy. San Jose Antipolo City occupying a

total lot area of 5,070 sq. meters, about 15 kilometers away from the town proper

and accessible to all land transportation. It is rural agricultural land area.

It caters to the high school educational needs of graduates from nearby

elementary schools namely Inuman, Cabading, Tanza, Rizza and Paenaan

Elementary School. The school's populace grows yearly with an average increase

of 5% from its total populace during its year of operation to the present.

Based on available school data on the Learner Information System (LIS),

enrolment increased by 6.36%. However, drop-out three years due to family

problem and change of residence of the learners resulting to the decrease of 3.6%

in the promotion rate during school year 2015-2016.

Seat ratio is 1.1 while teacher to student ratio progressed to 1:28 in the

previous school year as classroom to student ratio remained to 1:52.

The school is currently in its level 1 in terms of School-Based

management as it continuously improves its partnership with the stakeholders,

community, local and national government to provide quality education to the

learners.
FIGURE 2. Picture of Maximo L Gatlabayan Memorial National High School,
Locale of the Study

Respondents of the Study

The target population of the study are the senior high school students during

the second term of the academic year 2019-2020 of Maximo L. Gatlabayan

Memorial National High School. These students belong to three different strands

of the senior high school program namely; General Academic Strand (GAS), Home

Economics (H.E) and Information and Communication Technology (ICT).

With a population size of 371, the researchers will consider a sample of 192

respondents determined using Slovin’s Formula for computing sample size with a

five percent margin of error. These samples shall be randomly selected through

stratified random sampling with the senior high school strands being used to define

groups and SPSS to randomly determine the samples.

 GRADE LEVEL POPULATION SIZE SAMPLE SIZE
Grade 11 165 0.44 84.88
Grade 12 206 0.56 107.52
n 371 1.00 192
Table 1: Sample size taken from each grade level

Based on table 1, with a population size of 371, the researchers will

consider a sample of 192 respondents determined using Slovin’s Formula for

computing sample size with a five percent margin of error.

PROGRAM POPULATION SIZE SAMPLE SIZE

Grade 11
GAS 60 0.37 43.29
HE 68 0.41 47.97
ICT 37 0.22 25.74
n 165 1.00 117
Table 2: Sample size taken from each program in grade 11

Based on table 2, with a population size of 165, the researchers will

consider a sample of 117 respondents in grade 11, determined using Slovin’s

Formula for computing sample size with a five percent margin of error.

PROGRAM POPULATION SIZE SAMPLE SIZE

Grade 12
GAS 67 0.32 43052
HE 102 0.50 68
ICT 37 0.18 24.48
n 206 1.00 136
Table 3: Sample size taken from each program in grade 12
 Based on table 3, with a population size of 206, the researchers will

consider a sample of 136 respondents in grade 12, determined using Slovin’s

Formula for computing sample size with a five percent margin of error.