Mindanao Mission Academy

of Seventh-day Adventists, Inc.

Poblacion, Manticao, Misamis Oriental
9024 Philippines

The Impact of Classroom Heat on Grade 11 Students’ Learning

at Mindanao Mission Academy

A Research Paper Submitted to the Faculty of

Mindanao Mission Academy in Fulfillment of the Performance Task in
Practical Research II, Pagbasa at Pagsusuri Tungo sa Iba’t Ibang Tekto ng
Pananaliksik, and Statistics and Probability

Abroguena, Joevanie B.
Apus, Julianne O.
Cardente, Vaughnn Carl Andreu R
Catipay, April Grace D.
Estopo, Pope Jhon T.
Pagao, Marian C.
Waga, Trisha Anne O.
May 2024
 APPROVAL SHEET

Senior High School Department

Science, Technology, Engineering, and Mathematics (STEM)
This research paper attached here to entitled “The Impact of Classroom Heat
on Grade 11 Students’ Learning at Mindanao Mission Academy” prepared and
submitted by Abroguena, Joevanie B., Apus, Julianne O., Cardente, Vaughnn Carl
Andreu R., Catipay, April Grace D., Estopo, Pope Jhon T. ,Pagao, Marian C., Waga,
Trisha Anne O.. in fulfillment of the Performance Task of Practical Research 2,
Pagbasa at Pagsusuri sa Wikang Filipino.
DOVEN A. SERASPE
Adviser
Approved by the Research Committee:

EL JAY G. ORBESIDO, LPT Kirchie May A. Ablo

Panel Member Panel Member Accepted
and Approved in
TE T. LOSARIA, LPT GLENN DALE LOVE G. SIAROT, LPT fulfillment of the
Panel Member Panel Member Requirements for the
subjects Practical Research
II, Pagbasa at Pagsusuri
Tungo sa Iba’t Ibang Tekto ng Pananaliksik, and Statistics and Probability for Grade
11

May 2024

KIZZIA LORRAINE C. EMELITA P. ELCANA, MAELT

TABAOSARES, LPT Vice Principal/Research Coordinator
STEM Coordinator
JEONEFFER L. BLANZA, JD
Principal

ii
 Acknowledgement

We want to sincerely thank everyone who helped in any way possible and give

freely of their time and knowledge to make this research possible. We are truly

grateful to our research adviser, Sir. Doven Seraspe, for his unwavering support

throughout our research.

And to our panelist, your advises and expertise has made this research

possible. We are grateful for their time, counsel, and assistance that enabled us

acquire the information required to support to make our study comprehensive.

We extend our heartfelt gratitude to our parents, who have supported us

financially, morally, and spiritually on every step we have taken.Their constant

presence, both in spirit and in action, has provided us with the ability and motivation

to overcome difficulties and pursue our academic endeavors with passion and

determination. This research would not have been possible without their endless

support.

To Marielle Mercader who is always ready to lend us to her laptop, thank you.

You have contributed so much to this research by being such a kind and sharing

person.

And above all else, we express our gratitude to our God who has constantly

gave us the perseverance to never give up in facing trials we needed to overcome, the

iii
knowledge He has given to us has made us understand this research. Without His

guidance, we would not have been able to finish thi demanding work.

iv
 Dedication

This research paper is dedicated to all students largely affected by the ever

warming heat of the planet. To our families, the warmth of love, encouragement and

sacrifices which have attained us the desire to possess knowledge and academic

excellence. Your continuous support has been a shield of our success barrier and for

that, we are grateful.

To our teachers, mentors, and research advisers, you have been a lamp in

giving us wisdom in which decisions to make in our research work. Your tireless

sacrifice has allowed us to dream big and we cherish you.

We offer our gratitude to God, the source of knowledge, wisdom, guidance,

grace, and blessings that have illuminated our path and empowered us to overcome

challenges. It is through His strength, courage, and zeal that we embark on this

endeavor.

v
 ABSTRACT(KEYWORS)

THE IMPACT OF CLASSROOM HEAT ON GRADE 11 STUDENTS’

LEARNING AT MINDANAO MISSION ACADEMY, Science Technology,
Engineering, and Mathematics, Manticao Misamis Oriental, May 2024

Research Adviser: Doven A. Seraspe

This study investigates the effects of classroom heat on Grade 11 students'

learning experiences at Mindanao Mission Academy. Using quantitative research

methods. The research examines how students think and respond to classroom heat in

their everyday academic learning. Statistical analysis is utilized to explore the

complex connection between classroom heat and impact on their learning. The

findings reveal valuable insights into the relationship between classroom heat and

student learning outcomes. The study identified a relationship between classroom heat

and students learning. Additionally, the research evaluates the importance of proper

ventilation in classrooms for creating a good learning environment. Students express a

strong preference for well-ventilated spaces, noting enhanced focus and engagement

during classes. The implications of this research extend to educators, administrators,

and policymakers involved in the design and maintenance of educational facilities. By

prioritizing adequate ventilation and addressing other environmental factors,

stakeholders can better support student learning experiences and optimize educational

outcomes.

vi
 TABLE OF CONTENTS

Front Page i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Abstract v

List of tables vi

List of figures vii

List of Appendices viii

CHAPTER I: INTRODUCTION 1

1.1 Rationale 2

1.2 Statement of the Problem 3

1.3 Objectives of the Study 4

1.4 Hypothesis 4

1.5 Significance of the Study 5

1.6 Scope and Delimitations 6

1.7 Definition of Terms 7

CHAPTER II: REVIEW OF RELATED LITERATURE 8

 2.1 Conceptual Framework 8

2.2 Theoretical Framework 9

2.3 Related Readings 10

2.4 Related Studies 11

2.5 Justification of the Study 13

CHAPTER III: METHODS AND PROCEDURES 15

3.1 Research Design 15

3.2 Research Locale 15

3.3 Sampling Method 16

3.4 Research Respondents 17

3.5 Research Instrument 18

3.6 Data Gathering Procedure 18

3.7 Methods of Data Analysis 19

CHAPTER IV: RESULTS AND DISCUSSIONS 22

CHAPTER V: SUMMARY, CONCLUSION, AND

RECOMMENDATION 28

5.1 Summary 28

5.2 Conclusion 29
 5.3 Recommendation 30

REFERENCES 32

APPENDICES 36
 LIST OF TABLES

Table Title Page

1 Strand of the respondents 32

2 Sex of the respondents 33

3 Classroom heat 34
 LIST OF FIGURES

Figure Title Page

1 Conceptual Framework 18

2 Cognitive Load Theory 19

3 Mindanao Mission Academy 25

 LIST OF APPENDICES

Appendix Title Page

A Research Instrument 46

B Permission Letter 48

C Consent Letter 49

D Personal Data 50
 CHAPTER I

Introduction

The learning environment plays a crucial role in students' academic

performance and well-being. Various factors within the environment, such as lighting,

acoustics, and temperature, can significantly influence students' cognitive processes,

motivation, and overall learning outcomes. While previous research has explored the

effects of environmental conditions on learning, there is a limited understanding of

how classroom heat specifically affects grade 11 students' of Mindanao Mission

Academy’s comfort and learning experiences.

Studies conducted by Jowkar et al. (2020) have highlighted the significance of

classroom temperature conditions in relation to learner comfort levels and learning

outcomes. The findings suggest that extreme temperatures can negatively impact

students' concentration, engagement, and overall academic performance. Additionally,

research conducted by Wargocki et al. (2019) emphasizes the importance of creating a

comfortable environment for learning, where optimal temperature conditions are

crucial.

Moreover, studies by Cui et al. (2013) have demonstrated that ambient

temperature has implications beyond physical comfort, affecting brain functioning

and students' general state of health. This further emphasizes the need to understand

the specific effects of classroom heat on grade 11 students at Mindanao Mission

Academy. However, despite the existing research on the broader impacts of

environmental conditions on learning, there is a gap in the literature regarding the

specific effects of classroom heat on grade 11 students' at Mindanao Mission

Academy’s learning outcomes. Therefore, this study aims to address this research gap

1
by conducting a detailed assessment of how heat influences the comfort and learning

process of grade 11 students at Mindanao Mission Academy.

By investigating the relationship between classroom heat and learning

outcomes, this study seeks to provide valuable insights for educators, administrators,

and policymakers in optimizing the learning environment and enhancing the academic

performance of grade 11 students. Additionally, it aims to contribute to the existing

body of knowledge on the impact of environmental factors on learning by focusing on

the unique context of grade 11 students and their experiences at Mindanao Mission

Academy.

Rationale

The learning environment significantly shapes students' success,

encompassing cognitive abilities, motivation, and learning. This study aims to

bridge this gap, focusing on the distinct context of grade 11 students at Mindanao

Mission Academy, recognizing their need for precision and concentration. These

students encounter unique challenges, with the often-overlooked variable of

temperature changes capable of disrupting their learning process. Existing research

shows the substantial influence of classroom heat on student outcomes (Brink et al.,

2021).

In extreme heat scenarios, schools might lessen instructional time by closing

or dismissing students early, directly diminishing the educational experience.

Wargocki et al. (2019) established a relationship between classroom temperature

and performance on psychological tests and school tasks. Lowering temperatures

shown from with an expected average performance increase of 20%.

2
 Alberto et al. (2021) research uncovered a causal relationship between

temperature and student time allocation. Days with temperatures exceeding the

bottom and top twentieth percentile led to reduced academic activities for both high

school and college students, with the forgone study time reallocated towards leisure

activities. Cui et al. (2013) further supports the significance of temperature, noting

that cooler temperatures are better for maintaining good performance than warmer

temperatures. Slightly cold to neutral environments are deemed optimal for human

performance, promoting alertness, while warmer environments induce drowsiness.

Statement of the Problem (ADD OR CHANGE SOP #2)

The academic environment plays an important role in shaping students'

success, with many factors influencing their cognitive abilities, motivation, and

overall learning. In the context of Mindanao Mission Academy, a Seventh-day

Adventist institution renowned for its commitment to academic excellence, there is

a crucial need to understand the impact of classroom. This understanding should be

coupled with considerations of individual demographics, heat tolerance, and

learning among grade 11 students. The following research questions guide the

quantitative exploration of this complex relationship.

1.What are the key demographic aspects of the respondents in terms of:

- Strand

- Sex

3
 2. How do the grade 11 students think and respond to classroom heat

interms of learning.

3. Is there a significant difference in the impact of classroom heat among

different strands, age group, and sex in terms of learning.

By addressing these research questions, this research aims to contribute

valuable insights into the unique challenges faced by grade 11 students, providing a

deeper understanding of the relationship between classroom heat and academic

learning in the specific educational context of Mindanao Mission Academy.

Objectives of the Study(ADD ANOTHER OBJECTIVEs)

This quantitative research study seeks to examine the influence of classroom

heat on the learning of grade 11 students at Mindanao Mission Academy. The study

aims to shed light on the experiences of students in the context of classroom heat

within the classroom setting. The specific objectives of this study are to:

1. To determine the key demographic profile of the respondents

2. To determine how do the grade 11 students think and respond to

classroom heat in terms of learning.

Hypothesis

Null: There is no significant relationship between classroom heat and grade 11

students learning

4
 Alternative: There is a significant relationship between classroom heat and

grade 11 students learning.

Significance of the Study

This research holds considerable importance in providing measurable

insights into the impact of classroom heat on the learning of grade 11 students at

Mindanao Mission Academy. The quantitative findings generated from this study will

contribute valuable data, allowing for:

Students. Understanding the impact of classroom heat on grade 11 students

at Mindanao Mission Academy is vital for their academic success and overall well-

being. High temperatures can potentially affect students' concentration, motivation,

and learning. By investigating this, students may benefit from an improved learning

environment, leading to enhanced focus and better academic performance.

Teachers. Teachers play a crucial role in facilitating effective learning. The

study's findings can provide valuable insights for teachers at Mindanao Mission

Academy, helping them adapt their teaching methods based on the impact of

classroom heat. Awareness of how classroom heat affect students' learning can

enable teachers to implement strategies to maintain an comfortable learning

environment.

School Administrators. School administrators are responsible for creating

a conducive learning environment. Understanding the effects of classroom heat on

grade 11 students allows administrators to make informed decisions about

infrastructure, climate control systems, and ventilation. This knowledge can

5
 contribute to creating a comfortable and productive atmosphere for both students

and teachers.

Parents. Parents are essential stakeholders in their children's education.

Knowledge about the influence of heat on students' productivity can empower

parents to support their children better. This may involve collaborating with the

school to implement measures that ensure a comfortable learning environment,

ultimately contributing to the academic success of grade 11 students.

Future Researchers. Future researchers will find value in this study as

it lays the groundwork for further investigation into the impact of environmental

factors on student learning outcomes. Building upon the quantitative data and insights

generated by this research, future studies could explore additional variables or delve

deeper into specific aspects of classroom heat and its effects on grade 11 students'

learning. Moreover, future researchers may use different research methodologies,

such as qualitative or mixed-method approaches, to provide a more comprehensive

understanding of the topic

Scope and Delimitation

This study examines the impact of classroom heat on grade 11 students'

learning at Mindanao Mission Academy. It analyzes heat in classrooms and the

effects on students in terms of learning, concentration, and motivation. Employing

quantitative methods such as surveys , the research aims to gather insights into this

relationship. However, delimitations include a specific focus on grade 11 students at

Mindanao Mission Academy, limiting generalization to a certain degree. The study

6
also confines itself to a single institution and uses primarily quantitative methods,

omitting qualitative exploration. Due to practical constraints, the time frame is limited

to a specific academic term for data collection and analysis.

Definition of Terms

Classroom Heat - The temperature within a classroom environment, which

can significantly impact the comfort, well-being, and learning performance of

students and teachers.

Learning - The process of acquiring knowledge, skills, understanding, or

behavior through study, experience, or teaching, often resulting in a change in

behavior or capability.

Grade 11 Students - Senior high school students enrolled in the strands of

Science, Technology, Engineering, and Mathematics (STEM), Accountancy,

Business, and Management (ABM), Humanities and Social Sciences (HUMSS).

Mindanao Mission Academy - Mindanao Mission Academy of Seventh-

day Adventists, Inc. (MMA), is a private Seventh-day Adventist high school

located in Poblacion, Manticao, Misamis Oriental, Philippines.

Ventilation - The process of providing fresh air to a closed space, such as a

room or building, and removing stale air, to maintain indoor air quality and regulate

temperature and humidity levels.

7
 CHAPTER II

Review of Related Literature

In this chapter, an investigation of existing literature on the relationship

between classroom heat and learning is undertaken. The focus is on understanding

how classroom environments, particularly heat, impact student comfort, cognition,

and learning. Drawing from a different studies, this review aims to establish a basis

for the current research on the effects of classroom heat on grade 11 students at

Mindanao Mission Academy. The literature will be scrutinized to identify gaps,

trends, and relevant findings’.

Conceptual Framework

The framework of this study, illustrated in the figure below, outlines the

research design crafted to understand the effects of classroom heat on the learning of

grade 11 students. The framework serves as a visual guide, of how classroom heat

impact the academic learning of grade 11 students at Mindanao Mission Academy.

Classroom heat Learning of grade 11

students
INDEPENDENT
VARIABLE DEPENDENT
8 VARIABLE
 Figure 1: Conceptual Framework

Theoretical Framework

Yerkes-Dodson Law (1908)

The Yerkes-Dodson law is a psychological principle that describes the

relationship between arousal and performance (Welford, 1973). The law suggests that

performance improves with increased arousal up to a certain point, after which further

increases in arousal can lead to a decline in performance (Diamond et al., 2007). It

implies that when individuals experience low stimulation levels, performance tends to

be minimal due to a lack of energy and motivation required for task excellence.

When individuals experience low stimulation levels, such as discomfort from

extreme heat, their learning tends to be minimal due to a lack of energy and

motivation required for optimal task performance. This aligns with the Yerkes-

Dodson Law, which suggests that extreme heat or discomfort can influence how

students behave in the classroom. The discomfort caused by heat can lead to

decreased arousal levels, hindering students' ability to concentrate, focus, and engage

in their learning tasks effectively.

Cognitive Load Theory (1980)

A model proposed by John Sweller in the late 1980s that examines the

constraints of working memory and explores ways to optimize learning through

effective instructional design. According to Cognitive Load Theory (CLT), working

9
memory has limited capacity, and external factors can contribute to extraneous

cognitive load. working memory has limited capacity, and external factors such heat,

can contribute to extraneous cognitive load. High temperatures may impose additional

cognitive demands on students, potentially affecting their ability to process academic

information effectively.

Figure 2: Cognitive Load Theory (1980)

Related Readings

Temperatures Impact on Academic Performance

The impact of temperature on performance in examinations highlights

the vulnerability of standardized test scores to various factors such as heat (Zivin et

al., 2020). Test scores are often used as standards for achievement or success in

various fields like education, psychology, and research (Melo et al., 2021),

demonstrating an increasing awareness of the influence of temperature on

performance.

Park (2017) discusses the temporary reduction in cognitive ability or

concentration due to heat exposure during exams. Wargocki et al. (2019)

10
emphasizes the challenges in estimating the effect of less than optimal thermal

conditions on learning outcomes.

Randell and Gray’s (2019) research on the negative relationship

between high heat, humidity, and educational attainment emphasizes the broader

impact of climate on academic outcomes. Amasuomo et al. (2016) research

contributes an additional layer to this discussion by highlighting that even when

students perceive an improvement in indoor thermal comfort levels, their learning task

performance may still decline.

Classroom Ventilation

The finding introduces a perspective, challenging previous belief suggesting

a direct positive impact of a comfortable learning environment on students' task

performance. The collective body of these studies provides comprehensive insights

into the relationship between heat, comfort, and academic learning.(Brink et al.,

2021)

Inadequate classroom environmental quality in elementary schools can have

significant consequences for the learning process. Lowering classroom

temperatures from 30 °C to 20 °C can increase the performance of psychological

tests and school tasks by an average of 20% (Wargocki et al., 2019).

The primary contributions are to show that part of the cross-sectional

relationship between temperature and academic achievement is causal, that heat's

cumulative learning impacts may be mitigated by school air-conditioning, and that

differential heat exposure and learning impacts of heat account for a non-trivial

portion of racial achievement gaps in the US (Sudo et al., 2011). Students in hotter

11
 places also tend to exhibit lower levels of standardized achievement for any given

age or grade (Goodman et al., 2018).

Related Studies

International Studies

In the research study titled "Heat and Learning", the examination of how

heat exposure influences students' academic performance. The primary focus was

on understanding the impact of heat on student learning outcomes and, more

importantly, determining whether the presence of school air conditioning could

alleviate these effects.The study's key findings revealed that cumulative heat

exposure has a detrimental effect on academic achievement, particularly evident on

regular school days. Notably, the research did not identify a significant impact of

cold weather on academic performance (Park et al., 2020).

A study titled "The Effects of Summer Heat on Academic Achievement: A

Cohort Analysis," exploring the impact of high temperatures on academic

performance. The research highlighted the negative effects of elevated heat on

student learning, attributing this trend to climate change and human activities.

Rising temperatures were found to present significant challenges to both physical

health and cognitive abilities (Cho, 2017).

A study entitled, "The Relationship Between Classroom Temperature and

Children's Performance in School," explores the negative impact of raised

temperatures on students' academic performance in elementary school classrooms.

12
The research highlights how heightened temperatures lead to reduced

concentration, increased distraction, and negatively affect learning effectiveness

(Wargocki et al., 2019).

Local Studies

A study entitled, "Greening through Schooling: Understanding the Link

Between Education and Pro-environmental Behavior in the Philippines," delves into

the process by which education shapes pro-environmental behavior. The research

explores various aspects influenced by education, including knowledge about

climate change, risk perceptions, and awareness of its causes. The study shows the

vital role education plays in fostering a proactive and environmentally conscious

mindset among individuals, addressing the pressing environmental issues faced by

the country (Hoffman & Muttarak, 2020).

The oppressive and steamy weather prevalent across much of the

Philippines, marked by extreme heat and humidity, is recognized as a major

contributor to significant levels of discomfort related to the local bioclimatic

conditions. Beyond traditional housing setups that integrate strategies to alleviate

the impacts of hot and humid climates and seasonal rainfall, the everyday practices

and behaviors of Filipino communities in their economic and social activities,

encompassing choices in clothing, habits, and customs, have demonstrated efficacy

in reducing bioclimatic discomfort (Andamon et al., 2006).

Zander et al. (2018) addressed the growing challenges associated with an

expanding urban population, focusing on its susceptibility to heat stress intensified

13
by the urban heat island (UHI) effect. The study underscores the detrimental effects

of heat stress on various aspects, including health, overall well-being, productivity,

and the economy. Notably, the research highlights a significant relationship

between population density and the intensity of heat stress, revealing that a

substantial majority of respondents are grappling with severe heat stress.

Justification of the Study

Our study focuses on how classroom heat affects students' learning,

which is unique in research on environmental factors. While other studies have

looked at heat's impact on academic achievement and the connection between

education and the environment, our research stands out for its specific examination

of how classroom heat impacts the learning of grade 11 students.

Our research differs from earlier studies, such as Park et al. (2020) and Cho

(2017), our study specifically focuses on how classroom heat impacts the learning

of grade 11 students. While these studies have highlighted the negative effects of

heat on learning, our research delves deeper into understanding the specific impact

of classroom heat on grade 11 students' learning experiences. By narrowing our

focus to this specific grade level, we are able to provide a more detailed analysis

and gain a better understanding of how heat affects their academic performance.

Wargocki et al. (2019) focuses on a different aspect of the relationship

between heat and academic performance, specifically on the impact of indoor air

quality on cognitive function and learning. In contrast, this study examines the

impact of classroom heat on the learning of grade 11 students. By focusing on this

14
specific population and considering the unique factors that may influence their

academic performance, this study provides valuable insights into the direct impact

of heat within the classroom setting

Our study is different from broader research on environmental education,

such as studies by Hoffman & Muttarak (2020) and Andamon et al. (2006), because

we focus solely on the immediate effects of classroom heat on academic

performance. While these studies offer useful insights into how environment

structure can impact daily routines, our research zeroes in on how classroom heat

impacts learning outcomes. Furthermore, our study connects with research efforts

like that of Zander et al. (2018), which looked into the challenges caused by

expanding urban populations and increased vulnerability to heat stress. By focusing

on how classroom heat affects learning outcomes, our research complements

broader studies on environmental factors affecting human well-being.

Our study fills an important gap in existing literature by giving detailed

insights by focusing on a specific grade level on how classroom heat impacts grade

11 students learning . While previous research has looked into related topics, our

study offers a focused examination of the specific environmental factor of

classroom heat and its direct influence on students' ability to learn effectively. By

addressing this gap, our research helps us better understand the environmental

factors that affect education and provides practical ideas for improving learning

environments.

15
 CHAPTER III(PAST TENSE)

Methods and Procedures

This chapter outlines the systematic approach needed to explore the

relationship between classroom heat and learning of grade 11 students at Mindanao

Mission Academy through surveys and statistical analyses.

Research Design (PA CHECK)

This study adopts a quantitative research design to answer the effects of

classroom heat on the learning of grade 11 students at Mindanao Mission Academy.

The use of a quantitative research design is justified in this study as it allows for the

collection of numerical data that can be analyzed statistically. This study aims to

provide a comprehensive understanding of the relationship between classroom heat

and the learning outcomes of grade 11 students.

16
 Research Locale

Figure 3: Mindanao Mission Academy (Google Earth, 2023)

The research will be conducted at Mindanao Mission Academy of Seventh-

day Adventists, Inc. (MMA), an educational institution located in Prk. 15, Poblacion,

9024, Manticao, Misamis Oriental, Philippines. The academy's unique setting in

Manticao provides an ideal environment to study the impact of classroom on the

learning of grade 11 students.

Sampling Method

17
 For this quantitative research, a stratified random sampling method will be

utilized, targeting various demographic segments within the grade 11 student at

Mindanao Mission Academy. This approach aims to ensure representation from

different strata or groups within the grade 11 strands that the school offers. which

are Accountancy, Business, and Management (ABM), Humanities and Social

Sciences (HUMMS), and Science, Technology, Engineering, and Mathematics

(STEM). Using this method, we can minimize sampling errors and enable broad

insights into the impact of classroom heat on learning grade 11 students.

Confidence Interval

Where:

z is z score

p̂ is the population proportion

n and n' are sample size

N is the population size

18
 Where:

z is the z score

ε is the margin of error

N is the population size

p̂ is the population proportion

Research Respondents

The research participants for this study are Grade 11 students from various

strands offered by MMA, including Accountancy, Business, and Management

(ABM), Humanities and Social Sciences (HUMSS), and Science, Technology,

Engineering, and Mathematics (STEM). Selecting Grade 11 students from different

strands ensures a diverse representation of perspectives and experiences, thereby

facilitating a comprehensive understanding of the impact of classroom heat on

learning among this grade level.

Research Instrument

19
 The research questionnaires adapted are from Aydın and Göktaş (2023), a

structured questionnaires incorporating Likert scale items are utilized in this study.

The questionnaires aim to study various aspects, including students' perceptions of

classroom heat and their perceived impact on learning. The utilization of a Likert

scale ensures a detailed understanding of participants' responses. This method is

both cost-effective and convenient. The structured format guarantees consistency in

data collection, facilitating a focused analysis of variables appropriate to the study's

objectives.

Data Gathering Procedures

To gather data for the study, the researchers will follow the outlined

procedures:

Preliminary Procedures

Step 1. Prior to initiating the survey, the researchers will seek approval and

consent from the principal of Mindanao Mission Academy.

Step 2. After the approval of the principal, the researchers will ask the class

list of the grade 11 student of Mindanao Mission Academy from the school

registrar.

Step 3.

20
 Once the list is given, using a random picker, the students shall be

picked from their strata randomly with each having an equal chance of being

picked.

Survey Proper

Step 4. The researchers will distribute hard-copy questionnaires, ensuring

participants that confidentiality will be maintained to prevent information misuse.

Structured questionnaires, featuring Likert scale items, will be administered to all

grade 11 students, accompanied by clear explanations of the Likert scale.

Post-survey Procedures

Step 5. Once all questionnaires are collected, the researchers will count and

encode the responses using Microsoft Spreadsheets for data analysis. They will

review each questionnaire for completeness and clarity, addressing any missing or

unclear responses.

Step 6. IBM SPSS was used in analyzing the data.

Method of Data Analysis (ADD ANOVA)

Data Preparation

Ensure that all questionnaires are properly filled out and the data is valid.

Review the questionnaires to identify any missing or inaccurate information, and

address those issues appropriately. Properly code the variables in the data set so that

they can be analyzed effectively.

21
 Descriptive Statistics

Calculate descriptive statistics (e.g., mean, standard deviation) for

variables related to the impact of classroom heat and grade 11 students’

learning. Examine the distribution of variables to assess normality

assumptions.

x̄ D =
∑D
n

where:

x̄ D =computed mean

∑ D=Summation of the number of data

n=Number of respondents

Determine the mean and standard deviation of the impact of classroom heat

on grade 11 students at Mindanao Mission Academy.

Mean

22
 n
1
A= ∑ a i
n i=1
A = arithmetic mean

N = number of values

Standard Deviation

σ=
√
Σ(x i − μ)2
N

Inferential Statistics

This analysis will be used to draw conclusions and

make inferences about the population based on the sample

data.

ANOVA or Analysis of Variance (Difference)

SSW – Sum of Square Within

23
 SSB – Sum of Square Between

SST – Sum of Square Total

df – degrees of Freedom

MSW – Mean Square within

MSB – Mean Square Bet

Table 1. Strand of the respondents

Strand Frequency Percent

ABM 22 11.4

Valid HUMSS 63 32.8

STEM 107 55.7

Total 192 100

CHAPTER IV

Results and Discussion

This chapter shows the outcomes of the research entitled "The Impact of

Classroom Heat on Grade 11 Students' Learning at Mindanao Mission Academy."

Through analysis, this section explains the influence of classroom heat on the

24
academic performance of Grade 11 students within the context of Mindanao Mission

Academy. Afterwards, the discussion critically examines these findings, offering

insights into their implications for educational strategies and policies.

Table 1 summarizes the strand of the respondents. As presented, there are 22

(11.4%) respondents who are ABM students, 63 (32.8%) respondents who are

HUMSS students, and 107 (55.7%) respondents who are STEM students for a total of

192 respondents.

The findings of the study is supported by the research conducted by

Rafanan, De Guzman, and Rogayan (2020). The senior high school strand in science,

technology, engineering, and mathematics has emerged as one of the most popular

choices among students. According to their study, the primary reason for this

preference is the alignment of STEM courses with the participants' preferred college

courses. Additionally, they found that a majority of STEM senior high school students

expressed their intent to pursue STEM-related careers after graduating from

university. These findings suggest that students are not only attracted to STEM

because they have an interest in the field, but also because they see it as a pathway

towards their desired career.

25
 Table 2 summarizes the sex of the respondents. As stated, there are 104
Table 2. Sex of the respondents
Sex Frequency Percent

Female 104 54.2

Male 88 45.8
Valid
192 100.0
Total

(54.2%) respondents who are female and 88 (45.8%) of respondents who are male for

a total of 192 respondents.

This is supported by the study of Orbeta et al. (2019), which focuses on the

changes in gender equity in Philippine education, emphasizing a shift in educational

achievement between boys and girls. In the past, Filipino boys had a slight edge over

girls academically. This supports the table 2 that there are more female students

compared to male students.

Table 3. Descriptive Statistics

Items Mean Std. Remarks
Deviation
1. When it is too hot in the classroom, it 3.03 .758 Agree
reduces my motivation towards the class
2. When it is too hot in the classroom, it 3.18 .689 Agree
distracts my attention.
3. When it is too hot in the classroom, it 2.93 .844 Agree
negatively affects my attitude towards class.
4. When it is too hot in the classroom, it affects 2.48 .759 Disagree
my achievement in the class in a negative way
5. When it is too hot in the classroom, it does 2.40 .806 Disagree
not affect me much.
6. Too much or too little humidity in the 2.66 .698 Agree
classroom affects my motivation in the class in a
negative way

7. Too much or too little humidity in the 2.79 .629 Agree

classroom distracts my attention.
8. Too much or too little humidity in the 2.63 .741 Agree
classroom affects my attitude towards the class in a
negative way.

26
 9. Too much or too little humidity in the 2.54 .701 Disagree
classroom affects my achievement in the class in a
negative way.

10. Too much or too little humidity in the 2.448 .7708 Disagree

classroom is not important for me.

11. Having a classroom sufficiently ventilated 2.854 .7723 Agree

affects my motivation in a positive way.

12. Having a classroom sufficiently ventilated 3.09 .664 Agree

helps me focus in the class better.

13. Having a classroom sufficiently ventilated 2.96 .733 Agree

affects my attitude towards the class in a positive way.

14. Having a classroom sufficiently ventilated 3.02 .678 Agree

helps me succeed more in the class.

15. I do not mind the amount of ventilation in 2.55 .817 Disagree

the classroom.
TOTAL 2.77 .316 Agree
Strongly disagree: 1.00 - 1.75, disagree: 1.76 - 2.5, agree: 2.6 - 3.25, strongly agree: 3.26 - 4.00

Table 3 represents the classroom heat that the respondents feel. As presented,

the statement “When it is too hot in the classroom, it distracts my attention.” got the

highest mean rating of x = 3.18 with a standard deviation of σ = .689. This means that

the respondents get distracted when it is too got in the classroom. In addition, the

statement “When it is too hot in the classroom, it does not affect me much” got the

lowest mean rating of x = 2.40 with a standard deviation of σ = 0.806. This means

that the respondents get affected when it is too hot in the classroom. Lastly, the total

mean rating of the respondents is x=2.77 with a standard deviation of σ = 0.316. This

shows that the respondents agree that classroom heat has an impact on the learning of

grade 11 students of Mindanao Mission Academy. They become less motivated and

negative attitude will show when the classroom is hot.

27
 High temperatures in classrooms can have a significant impact on

students' ability to concentrate and focus on their studies.Studies have shown that

hot temperatures can lead to decreased cognitive function, reduced attention span,

and lower academic performance (Wargocki et al., 2019). It is essential for schools

to ensure that the classroom environment is at a comfortable temperature to support

students' learning. High temperatures can cause discomfort and fatigue, making it

hard for students to focus on their studies. Additionally, excessive heat can lead to

dehydration and heat-related illnesses, further impacting students' well-being and

academic performance. Implementing effective cooling systems and ventilation in

classrooms is crucial to create a conducive learning environment for students(Deng

et al., 2021).

Table 4. ANOVA (STRAND

IIAverage
Sum of df Mean F Sig.
Squares Square
.271 2 .135 1.3 .258
Strand
66
18.7 189 .099
Residual
41
19.0 191
Total
12
Table 4 presents the Analysis of Variance (ANOVA) to find the difference

of the strand of the respondents to the average mean of the impact of classroom

heat. As presented, the ANOVA results show a p-value of p=0.258 which is more

than the alpha a = 0.05. This means that there is no significant difference on the

strand and the impact of classroom heat to the respondents. The research on the

specific impact of classroom heat on academic performance by student strand is

limited. However, there are studies that highlight the overall negative effects of heat

on student learning and academic achievement. One study by economists Goodman

28
 et al. (2018), among others, suggests that heat can make it harder for students to

learn. The study found that students perform worse on tests when they are exposed

to high temperatures.

Table 5. ANOVA (AGE)

IIAverage
Sum of df Mean Square F Sig.
Squares
Age Groups .300 3 .100 1.003 0.393
18.71 188 .100
Residual
2
19.01 191
Total
2

Table 5 presents the Analysis of Variance (ANOVA) to find the difference on

the age of the respondents to the average mean of the impact of classroom heat. As

presented, the ANOVA results show a p-value of p=0.393 which is more than the

alpha a = 0.05. This means that there is no significant difference on the age and the

impact of classroom heat to the respondents. This is further supported by the study of

Donker et al. (2014) which supports the finding of no significant difference between

age and the impact of classroom heat is a meta-analysis study that examined the

relationship between classroom temperature and academic performance across

different age groups. The study found that while classroom temperature can have an

impact on academic performance, there was no significant difference in the effect

based on age.

Table 6 Group Statistics

Sex N Mean Std. Deviation Std. Error Mean

Female 104 2.746 .282 .028

IIAverage
Male 88 2.807 .349 .037

29
 Table 6 presents the frequency of the sex of the respondents. Out of the total
respondents, 104 are female with a mean of x =2.756 and a standard deviation of σ
=0.282, while 88 are male with a mean of x =2.807 and a standard deviation of σ
=0.349.

Table 7 Independent Samples Test

t-test for Equality of Means

t f Sig. (2- Mean Std. Error 95%
tailed) Differenc Difference Confidence Interval of
e the Difference
Lower Upper

Equal -1.339 190 0.182 -0.061 0.046 -.151 0.030

variances
assumed
IIAverage -1.315 166.737 0.190 -0.061 0.046 -.153 0.031
Equal
variances not
assumed

Table 7 presents the independent t-test on the sex of the respondents then

tested for the group statistics to find the difference on the sex of the respondents to the

average mean of the impact of classroom heat. As shown on the table, all the t-test p-

value of p = 0.182 and p = 0.190 are more than the alpha a = 0.05. This means that

there is no significant difference on the sex and the impact of classroom heat to the

respondents. One study examined the relationship between gender and thermal

comfort in the classroom and found that both male and female students reported

similar levels of discomfort and perceived impact of heat on their learning

experiences. This suggests that gender does not play a significant role in determining

the impact of classroom heat on students' learning. However, it is important to note

that this study focused on a specific sample and may not be generalized to all

educational settings (Wargocki et al., 2019).

30
 Chapter V

Summary, Conclusion, and Recommendation

Summary

The Impact of Classroom Heat on Grade 11 Students’ Learning at

Mindanao Mission Academy. This research studies the impact of classroom heat on

the learning of grade 11 students at Mindanao Mission Academy. The aim is to

examine how these students think and respond with the impact of classroom heat

within their learning environment. Additionally, it aims to apply statistical analysis

to prove the intricate relationship between classroom heat and the learning of grade

11 students. By addressing these objectives, the study aims to provide evidence-

based insights to enhance the learning environment for grade 11 students at

Mindanao Mission Academy. The research will begin with by gathering the (1)key

31
demographic aspects of the respondents, in terms of their academic strand and

gender. Afterwards,(2) How do the grade 11 students think and respond to

classroom heat in terms of learning.

Finally, the study will utilize a quantitative research approach to gather

statistical data. Data collection will primarily involve a survey questionnaire,

utilizing a 4-point Likert scale to measure the students' responses comprehensively

and then used Analysis of Variance (ANOVA) to see if there is a significant

differences between the two variables.

The findings revealed a significant relationship between classroom heat and

learning, as students are affected by the heat they feel. They become distracted and

demonstrate concern about the temperature within the classroom environment,

indicating its importance. Thus, classroom heat directly influences learning

outcomes and the overall comfort and well-being of the grade 11 students.

Conclusion

In conclusion, the overall result of the study has provided a clear analysis of

the demographic characteristics of the respondents, including their educational

strand and sex. It has also shed light on Grade 11 students’ attitudes toward

classroom heat and their response to classroom heat in the learning context. The

findings showed revealed that there is no significant relationship between

32
classroom heat and the learning of grade 11 students. Furthermore, research

findings support that proper ventilation in classrooms is crucial for creating a

comfortable and productive learning environment. Students place a high value on

having well-ventilated classrooms, asserting that such an environment enhances

their focus and overall engagement during classes, thus indicating the importance of

adequate ventilation for academic endeavors. Educators and school administrators

should therefore consider these insights when designing and maintaining

educational facilities, ensuring that attention and resources are dedicated to those

aspects of the environment that most effectively support student learning

experiences.

Recommendations

Based on the results of the study, several recommendations are advanced to

address the diverse needs and significance of the findings as they relate to students,

teachers, school administrators, parents and future researchers.

Students. Awareness programs should be organized to inform students

about different strategies for coping with classroom heat, emphasizing the

importance of hydration, self-care, and should move less frequently during warmer

periods to maintain focus and performance.

Teachers. Training sessions should be offered to teachers on recognizing

and mitigating heat-related discomfort in the classroom, including the adjustment of

33
teaching methods and classroom activities to accommodate varying temperature

conditions. Educators should be encouraged to provide feedback on the impact of

classroom environments on student engagement, which can be used to guide

improvements in classroom design and maintenance.

School Administrators. Investment in infrastructure that optimizes

classroom ventilation should be prioritized to enhance the overall comfort of the

learning space, as it is highly valued by students and considered important for

maintaining focus. Regular maintenance schedules should be put in place to ensure

the effective operation of ventilation systems, and contingency plans should be

developed for extreme temperature situations.

Parents. Parents should be included in discussions about classroom

conditions and their potential impacts on student well-being and academic

performance, as their involvement can increase awareness and support for

necessary changes. Parent advocacy groups can be instrumental in fund raising or

lobbying efforts aimed at improving classroom environments, contributing to better

educational outcomes for their children.

Future Researchers. Future researchers should explore a broader

geographical scope and a more diverse array of institutional structures to build upon

the findings of this study. Enhancing methodological rigor and incorporating

interdisciplinary approaches could yield deeper results. It is advisable to use

advancements in technology for data analysis and to foster collaborations that may

uncover factors previously unconsidered, thereby providing a greater contribution

to the field and practical applications. Widening the respondents of the study is also

34
advised to make the research findings more generalized. The use of different

temperature measurement tools is also important to make the results more reliable.

By implementing these recommendations, the stakeholders in the

educational process can create a more conducive learning environment that, while

not directly learning performance as per the study's findings, promotes the well-

being and comfort of students, thus indirectly supporting their educational success.

35
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APPENDICES

Appendix A

The Impact of Classroom Heat on Grade 11 Students’ Learning

39
 Section I: Demographic Profile

Name:

Gender:

Age:

Strand:

Legend: 4=Strongly Agree, 3=Agree,2=Disagree, 1=Strongly Disagree

Section II: Impact of Classroom Heat on Grade 11 Students

QUESTIONS 4 3 2 1

1. When it is too hot in the

classroom, it reduces my motivation
towards the class.

2. When it is too hot in the

classroom, it distracts my attention.

3. When it is too hot in the

classroom, it negatively affects my attitude

towards class.

4. When it is too hot in the

classroom, it affects my achievement in
the class in a negative way.

5. When it is too hot in the

classroom, it does not affect me much.

40
 6. Too much or too little humidity
in the classroom affects my motivation in

the class in a negative way

7. Too much or too little humidity

in the classroom distracts my attention.

8. Too much or too little humidity

in the classroom affects my attitude

towards the class in a negative

way.

9. Too much or too little humidity

in the classroom affects my achievement
in

the class in a negative way.

10. Too much or too little humidity

in the classroom is not important for me.

11. Having a classroom

sufficiently ventilated affects my
motivation in a

positive way.

12. Having a classroom

sufficiently ventilated helps me focus in
the class

better.

13. Having a classroom

sufficiently ventilated affects my attitude
towards the

class in a positive way.

41
 14. Having a classroom
sufficiently ventilated helps me succeed
more in the

class.

15. I do not mind the amount of

ventilation in the classroom.

Appendix B

PERMISSION LETTER

MINDANAO MISSION ACADEMY

Of Seventh-Day Adventist, Inc.

42
 The School that Offers Something Better

P-15-Poblacion, Manticao, Misamis Oriental

Re: PERMISSION AND APPROVAL TO CONDUCT THE RESEARCH ENTITLED

“THE IMPACT OF CLASSROOM HEAT ON GRADE 11 STUDENTS'
LEARNING AT MINDANAO MISSION ACADEMY’’

Date: March 5, 2024

Jeoneffer L. Blanza, J.D

Principal, Mindanao Mission Academy

Greetings!

We are from section Hyacinth, Grade 11 students of Mindanao Mission Academy,

conducting the study entitled “The Impact of Classroom Heat on Grade 11 Students’ Learning at
Mindanao Mission Academy." In this matter, we are seeking your permission to conduct our
research within the premises of Mindanao Mission Academy. We will be distributing survey
questionnaires to collect data for our study. Your positive response to our request is highly
appreciated. Thank you!

Respectfully Yours,

Vaughnn Carl R. Cardente Marian C. Pagao

Pope Jhon Preston T. Estopo Trisha Anne O. Waga

Joevanie B. Abroguena Julianne O. Apus

April Grace D. Catipay

Noted by: Approved by

Doven A. Seraspe Jeoneffer L. Blanza, JD.

Practical Research 2 Teacher School Principal

43
 Appendix C

MINDANAO MISSION ACADEMY

Of Seventh-Day Adventist, Inc.

The School that Offers Something Better

P-15-Poblacion, Manticao, Misamis Oriental

Re: Permission to conduct the research titled " The Impact of Classroom
Heat on Grade 11 Students’ Learning at Mindanao Mission Academy "
INFORMED CONSENT FOR SURVEY QUESTIONNAIRES

I___________________________, voluntarily consent to answer the survey questionnaire

honestly and completely for the contribution of data gathering of the researchers as part of their
research paper entitled “The Impact of Classroom Heat on Grade 11 Students’ Learning at Mindanao
Mission Academy” produced by Abroguena, Joevanie B., Apus, Julianne O., Cardente, Vaughnn Carl
Andreu R., Catipay, April Grace D., Estopo, Pope Jhon T. ,Pagao, Marian C., Waga, Trisha Anne O
from STEM-11 Hyacinth section.

I certify that I have been told of the confidentiality of information collected for this study,
including grades and survey responses, and the anonymity of my participation; that I have been given
satisfactory answers to my inquiries concerning project procedures and other matter; and that I have
been advised that I am free to withdraw my consent and to discontinue participation in the project or
activity at any time without prejudice.

I understand the results of this study may be published in an academic journal or book. I agree
that any data obtained from this research will be utilized to improve our school community and
contribute to the success of this study.

Signature of the participant Date

Thank you very much for your cooperation.

Respectfully yours,

Abroguena, Joevanie B. Estopo, Pope Jhon T.

Apus, Julianne O. Pagao, Marian C.

Cardente, Vaughnn Carl Andreu R Waga, Trisha Anne O.

Catipay, April Grace D.

44
45