CHAPTER IV
RESULTS AND DISCUSSION
This study represents the data that the researcher has gathered. Data
are shown in tabular form with their corresponding interpretation and
analysis. Results are represented in order based on objectives of the
body.
Table 1.1 The demographic characteristics of the respondents in terms of
their age.
AGE FREQUENCY PERCENTAGE
16 12 30
17 25 62.5
18 3 7.5
TOTAL 40 100
Generally, table 1.1 shows the frequency count and percentage
distribution of the profile of the respondents in terms of age.
Specifically, the table indicates that there were 12 (30%) respondents
who were 16 years old, 25 (62.5%) respondents were 17 years old and 3
(7.5%) respondents were 18 years old, with a total of 40 respondents with
having ages 17 as the most counted respondents involved in the survey.
Since respondents we're asked about their age that considers as their
educational comfortability social awareness also affects their
comfortability Turki and colleagues (2017), found that social
connectedness was correlated with social and emotional learning but not
with adjustment. While our measure of the impact of school
connectedness on well-being was somewhat different from the focus of
other studies, the results of most other studies examining comparable
constructs were similar to our results as age and emotional connection
correlate with the educational comfortability of the students.
Table 1.2. The demographic characteristics of the respondents in terms
of their sex.
GENDER FREQUENCY PERCENTAGE
MALE 13 32.5
FEMALE 27 67.5
TOTAL 40 100
Generally, table 1.2 shows the frequency count and percentage
distribution of the profile of the respondents in terms of sex.
Specifically, the table indicates that there were 13 male respondents
who were at 32.5% and 27 respondents were female with a percentage
67.5% that makes female more involved in the survey and counts most of
the results with a total of 40 respondents.
In this study, we asked questions related to the student’s sex and
gender which found that there were no difference between males and
females on any variable measured in this study. Other studies found
variable gender differences on similar measures. Jdaitawi, Sheta (2017)
found no differences in social connectedness or achievement motivation,
but found that males demonstrated higher levels of social emotional
learning. Another study (Eisenberg et al., 2007) found that females
reported higher levels of distress, related to mental health, than males.
Our finding could be due to the characteristics of the students who chose
to participate and the measures we used.
Table 2. The socio-demographic characteristics of the respondents in
regarding the relationship between the school policies and the
educational comfortability.
SCHOOL POLOCIES MEAN REMARKS
Uniform 4.525 Agree
Cellphone 4.075 Agree
Identification Card 4.525 Agree
Appropriate Temperature 4.3 Agree
Tardiness 4.15 Agree
OVERALL MEAN 4.315 Agree
Legend
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
Generally, table 2 shows the mean and remarks of the socio-
demographic characteristics of the respondents in regarding the
relationship between the school policies and the educational
comfortability.
Specifically, this table shows different kinds of questions such as
question 1 indicates an agree with a mean of 4.525 upon the policy
about wearing of proper uniform. Question 2 indicates an agree with a
mean of 4.075 upon the policy about the usage of cellphone during class
hours. Question 3 indicates an agree with a mean of 4.525 upon the
policy about wearing of i.d in school grounds. Question 4 indicates an
agree with a mean of 4.3 upon the policy about appropriate temperature.
Question 5 indicates an agree with a mean of 4.15 upon the policy about
tardiness that has a total of 4.135 mean which concludes the overall mean.
Since respondents we're asked about different kinds of certain
questions about classroom policies relating to their educational
comfortability that affects the indicators that as cited in the study of
Ozcan (2021). Creating a positive learning environment within the
classroom for students encourages learning, engagement, and positive
behavior (Sasson, et al. 2022). They can have a significant impact on the
educational comfortability of students, which is the degree of ease and
satisfaction that students experience in their learning environment.
Therefore, school policies can have both positive and negative effects on
the students, depending on various factors. It is important for school
authorities, teachers, parents, and students to work together to create
and implement school policies that are fair, consistent, and beneficial for
the students’ well-being and development. School policies, containing
rules and regulations significantly influence the student's perceptions
and attitudes.
Comfortability in education plays a crucial role in student learning
experiences. Studies have shown that comfortability, defined as the level
of comfort students feel with their classmates, instructors, and course
material, significantly impacts student learning and engagement.
Students’ behavior toward learning is also changing and many students
are now preferring flexible, round-the-clock, and customizable learning
settings, which is characteristically enabled by the availability of online
resources (Weurlander, 2016). Factors such as classroom design,
including lighting, temperature, air quality, and furniture dimensions,
can influence student comfort in the learning environment.
Table 3. The socio-demographic characteristics of the respondents in
terms of the impact of school policies in their educational track.
EDUCATIONAL COMPORTABILITY MEAN REMARKS
Students Perspectives 4.25 Agree
Academic performances 4.075 Agree
Educational Environment A 4.25 Agree
Educational Environment B 4 Agree
OVERALL MEAN 4.144 Agree
Legend
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
Generally, table 3 is about the socio-demographic characteristics of
the respondents in terms of the impact of school policies in their
educational track.
Specifically, this table shows different kinds of questions such as
question 1 indicates an agree with a mean of 4.25 upon the perspectives
of the students. Question 2 indicates an agree with a mean of 4.075
upon the Academic performance of the students. Question 3 indicates an
agree with a mean of 4.25 upon educational environment of the
students. Question 4 indicates an agree with a mean of 4 upon the
educational environment of the students with a total mean of 4. 144 which
concludes the overall mean.
The relationship between motivation and academic achievement has
been a subject of extensive research in the field of education. Which
affects the students performance and actively participating in the school
which makes that students and teachers must work well in a school
culture where academic success and the motivation to learn, is expected,
respected and rewarded. Such an atmosphere where students learn to
love learning for learning's sake, results in better academic achievement.
The school is a special social space where education, training and
personality development of children who are a community’s future assets
are founded and run by proper training methods, appropriate physical
space and favorable psychological environment (Raccoon gang, 2018).
Students in the process of socialization require a healthy environment
and models so as to increase their performance (Gilavand,2016). Hence,
a clean, quiet and comfortable environments are important components
of learning environment. Furthermore, creating an ideal learning
environment ought to be a priority of every concerned educationalist
because being comfortable should be a combination of several factors
which include temperature, lighting, and noise control etc (Rajoo, 2013).
Significance of the relationship between school policies and educational
comfortability impact.
Regression Statistics Remarks
Multiple R 0.430155 moderate correlation
R Square 0.185034
Adjusted R
Square 0.163007
Standard Error 0.435213
Observations 39
d Significanc Decisio
f SS MS F eF p-value Remarks n
Regressio 8.40064 0.00012
n 1 1.59117 1.59117 1 0.006271 3
3 7.00818 0.18941 Significan Reject
t null,
Residual 7 9 1
accept
3 8.59935 Altenativ
Total 8 9 e
Level of significance 5% (0.05)
Based on the findings the F was 8.400641 and the significance F is 0.006271 and as
the p-value of 0.000123 that we can conclude that level of significance would be <0.5
and p-value is less than 0.5 we can conclude that, Null hypothesis is rejected and the
Alternative hypothesis is accepted, the smaller the p value the stronger it supports the
Alternative hypothesis.
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This study aims to determine about The Effects of School Policies: Affecting the
Educational Comfortability of Grade 11 Academic Students in PNHS SHS. Based on the
results and summary of findings the researcher concludes that the majority of the
respondents on some school policy and mostly agreed policies are the School uniform
and School ID. Based on the two variables the school policies and educational
comfortability that school policies can help and enhance the students educational track.
There were a total of 40 respondents selected using simple random sampling to
participate in the study. Data were gathered by survey questionnaire and analyzed using
percentage, weighted mean, and descriptive correlation.
Summary and Findings of the study
The following are the summary based on the results of the study:
1. What are the demographic characteristics of the participants regarding age and
gender?
In terms of age there were 12 (30%) respondents who were 16 years old, 25 (62.5%)
respondents were 17 years old and 3 (7.5%) respondents were 18 years old, with a total
of 40 respondents with having ages 17 as the most counted respondents involved in the
survey.
In terms of gender there were 13 male respondents who were at 32.5% and 27
respondents were female with a percentage of 67.5% that makes female more involved
in the survey and counts most of the results with a total of 40 respondents.
2. Is there a significant relationship between the school policies and the educational
comfortability of students?
The mean of students on their perceptions about school policies are follows: Question 1
indicates an agree with a mean of 4.525 upon the policy about wearing of proper
uniform. Question 3 same as question 1 that indicates an agree with a mean of 4.525
upon the policy about wearing of i.d in school grounds. Question 4 indicates an agree
with a mean of 4.3 upon the policy about appropriate temperature. Question 5 indicates
an agree with a mean of 4.15 upon the policy about tardiness. Question 2 indicates an
agree with a mean of 4.075 upon the policy about the usage of cellphone during class
hours that comes up with a total mean of 4.315 as a result of the total mean, that
indicates an agree with the overall mean.
3. What is the impact of school policies of students in their educational track?
The mean of the impact of school policies indicates with a number of questions such as,
Question 1 indicates an agree with a mean of 4.25 upon the perspectives of the
students. Question 2 indicates an agree with a mean of 4.075 upon the Academic
performance of the students. Question 3 indicates an agree with a mean of 4.25 upon
educational environment of the students. Question 4 indicates an agree with a mean of
4 upon the educational environment of the students that comes up with a total mean of
4.144 as a result of the total mean that indicates an agree with the overall mean.
4. What recommendations can be made to optimize the school policies to enhance the
academic performance of grade 11 academic students in PNHS SHS?
From the study conducted, the researcher recommends the following school
policies are effective in our school, the Pigcawayan National High School because it has a
great impact on students educational comportability. School policies can help
prioritizing and creating a safe and inclusive environment for students. Consider
implementing policies related academic integrity, and clear guidelines for student
conduct. It ensures transparent communication with parents, staff, and students.
5. Is there a significant difference between the school policies and the educational
comfortability?
Based on the findings the F was 8.400641 and the significance F is 0.006271 and as the p-
value of 0.000123 that we can conclude that level of significance would be <0.5 and p-value is
less than 0.5 we can conclude that, Null hypothesis is rejected and the Alternative hypothesis is
accepted, the smaller the p value the stronger it supports the Alternative hypothesis.
Conclusion of the study
In conclusion, based on the results of the study the school policies of the school really
affects the comfortability of the students, rather this policies aims to shape their
attitudes and behaviors as well as their academic track which can be a significant affect
to the students learning and may be more useful to the future learning of the students.
Therefore we conclude that There is a significant difference of school policies on the
educational comfortability of Grade 11 academic students in PNHS SHS.
Recommendations
From the study conducted results, the researcher recommends the following:
1. The researcher recommend to add more policies in school to create a safe and
inclusive environment for students. Consider implementing policies related academic
integrity, and clear guidelines for student conduct.
2. It is recommended also to conduct follow up study if ever there will be an additional
support or school policies that will be implemented.
References
Abstract
