Republic of the Philippines

Department of Education
DIVISION OF AKLAN
DISTRICT OF RIZAL

Action Research Proposal

Play-based Learning as a Means to Resolve Learners’

Difficulty in Adding and Subtracting
Dissimilar Fraction

Submitted by:

Mrs. SUSAN M. BERTULDO

Master Teacher II

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APPENDIX

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 ACTION RESEARCH PROPOSAL
Remodelling the Learning Environment: Its Impact on Learners’
Motivation and Concentration

I. Context and Rationale

Learning is a complex activity that is influenced by several factors such as students'

intelligence, motivation, attitude and physical conditions. Educational resources such as the

curriculum, teachers and their skills, learning materials and infrastructures play vital roles in

learners’ education. But what about the physical condition and design of the actual

school facility? How do they shape the students’ learning experience?

The physical environment of the classroom include the lighting, color, acoustics,

temperature, seating arrangements, space and crowding including noise, and living things such

as plants and animals. Taylor and Vlastos (2009) as cited by Allen and Hessick (2011)

developed a concept regarding environment and design within the classroom. They referred to

the physical environment of the classroom and its premises as the “silent curriculum” and hold

strongly to the belief that understanding the physical environment is essential to the education

of the learners.

Outcome of the Focus Group Discussion conducted for the Regional Science High

School for Region VI which was made basis of the SWOT Analysis (in Apendix A) revealed that

one of the problems identified in the school is “classrooms and the surroundings that are non-

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conducive to learning”. Non-conduciveness was further elaborated as poor lighting and

ventilation, overcrowded displays, uneasiness, lack of space, lack of chairs, dirty grounds, lack

of plants and many others. This prevailing problem accompanies threats such as low level of

motivation and concentration among students, thus, hindering the attainment of a much higher

academic performance.

After doing spot inspection, the researcher noticed that there were classrooms that were

overcrowded with posters, pictures, sayings, and other displays while some were bare. There

were some classrooms with thick curtains while some had none. There were classrooms that

were well-ventilated and well-lighted while others were dim and poorly ventilated. Manner of

arranging the teacher’s table and learners’ chairs also vary. There were classes wherein

learners were uneasy or uncomfortable while in some, they were more relaxed. The researcher

is aware that some classroom features such as window size, type of roofing, and classroom

height are difficult to modify. But, there are aspects in the leaving environment that can be

modified or remodelled.

Having this idea in mind, the researcher would like to determine if enhancing or

remodelling the learning environment composed of the classroom and its premises pose

significant impact on learners’ motivation and concentration, especially that with the present

mandate from DepED, students stay only in one room and the teachers are the ones

transferring from one classroom to another. This means that, the learners stay in one learning

environment for the whole school year, unless they have laboratory or P.E. classes which

require them to be on different venues.

SWOT Analysis further revealed that the PTA and the LGU are supportive on school

projects and activities. The teachers, students, and employees expressed their willingness to

improve the school. The school head is hardworking, resourceful and driven. With these

strengths and opportunities, the researcher believes that the learning environment could be

improved.

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 Thus, the study is conceptualized to determine if remodelling the learners’ environment

(i.e., classroom and premises) which includes color, display/decoration arrangement, seat plan

or seating arrangement, landscaping, space and cleanliness can further improve learners’

motivation and concentration which is hoped would bring the school to greater heights.

II. Review of Related Literature

According to Allen and Hessick (2011), the learning environment consists of the

classroom (i.e., lighting, color, and personal displays) and its premises (i.e., cleanliness,

landscaping). These components have psychological effects on children. The general

consensus found among researchers who have assessed lighting was that appropriate lighting

improved academic results through increased motivation and concentration, and reduced off-

task behavior. Additionally, Sleeman and Rockwell (1981) as cited by Allen and Hessick (2011)

addressed the psychological and behavioral effects of color on children. They found that colors

could be perceived as warm, cool, stimulating, or relaxing. They also stated that color has the

power to change moods, judgments, and behavior, thus validating the importance of assessing

color in the classroom. Lastly, personal displays within the classroom were shown to have

psychological effects on children as well. A study conducted by Maxwell and Chmielewski

(2008) reported that personal displays have been known to increase student self-esteem. The

final environmental factor, living kinds, examined the impact that plants and animals had on

children’s achievement level and behavior. Plants were shown to increase feelings of comfort

and friendliness within a classroom, as well as decrease in mental fatigue and stress among

children (Han, 2009). Animals were also shown to have positive psychological effects on

children.

Shaughnessy and Shaughnessy (2015) reported associations between provision of

ventilation (outdoor air) and students’ health and academic performance. In addition to

inadequate ventilation, some studies have associated elevated indoor temperatures in schools

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with impaired performance. Maintaining adequate ventilation and thermal comfort in classrooms

could significantly improve academic achievement of students.

Several studies confirmed that, in general, good school facilities improve the student

experience, especially in the developing countries (Figueroa, 2015).

An effective school that is learning environment is responsive to the changing programs

of educational delivery, comfortable, safe, secure, accessible, well illuminated, well ventilated,

and aesthetically pleasing. The school facility is much more than a passive container of the

educational process: it is, rather, an integral component of the conditions of learning. Depending

on the way the classrooms and their premises are arranged or designed, they can contribute to

a sense of ownership, safety and security, personalization and control, privacy as well as

openness among learners.

It is on this context that the researcher wishes to assess how the learning environment

at the Regional Science High School for Region VI influence the students’ motivation and

concentration.

III. Research Questions

The research questions have been based on the prioritized strategies identified using

SWOT analysis to improve student motivation and concentration.

1st Strategy
Improving learning
environment Motivation

2nd Strategy
Adding varied outdoor
activities for a different
learning ambiance
Concentration

3rd Strategy
Developing teaching
strategies to increase
challenge, dynamism
and energy
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 In this first cycle, Strategy 1 will be tested if it will solve the problems on motivation and

concentration. The second cycle will be implemented using the strategy 2 that is about adding

varied outdoor activities; and if not successful, the third cycle will use the strategy 3 that is

developing strategies that will really increase challenge, dynamism and energy in the

classroom; if all these will not work, another FGD has to be made to identify other strategies.

The cycle only ends when the problems are solved.

This action research implementing the first strategy seeks to increase levels of

motivation and concentration. Specifically, the study aims to answer to the following questions:

1. What is the status of the classrooms before and after their remodelling in terms of;

a) Wall color;

b) Lighting;

c) Ventilation;

d) Seat Plan/Seating Arrangement; and

e) Physical displays (Visual Aids, Bulletin Boards, Plants inside the

classroom, etc.)?

2. What is the status of the premises before and after their remodelling was done in

terms of;

a) Landscape;

b) Space; and

c) Cleanliness?

3. What is the level of learners’ motivation before and after the remodelling of the

learning environment was done?

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 4. What is the extent of learners’ concentration before and after the remodelling of the

learning environment was done?

5. Is there a relationship between remodelling of learning environment and level of

learners’ motivation?

6. Is there a relationship between remodelling of learning environment and extent of

learners’ concentration?

IV. Scope and Limitation

The study will be conducted at the Regional Science High School for Region VI, Old

Buswang, Kalibo Aklan during the School Year 2016-2017. As the Education Supervisor in

Science, the school is under the researcher’s stewardship. It is the researcher’s aim to ensure

that the “cream of the crop” school of the Division of Aklan will always be a school conducive for

learning. The target start of the conduct of the study will be in December 2016. Data gathering

will be in the whole duration of the Third Grading Period. Remodeling/enhancement of

classrooms entails financial consideration. However, SWOT Analysis conducted showed that

the stakeholders, especially the PTA and LGU are supportive and the school has special

Science fund that can be utilized for repair and improvement. Thus, all classrooms identified to

need some remodeling will be included in the study. Remodeling will be limited only to wall paint

modification/enhancement, lighting, ventilation, improvement of display arrangement, and

modification of the seat plan and seating arrangement. Portion of the budget for the remodeling

will come from the research grant while the rest will be obtained from the school’s special

science fund and from the pledges of the PTA and LGU officials.

The respondents of the study are the students of the pre-identified classrooms. Data will

be gathered using researcher-modified instruments that will seek information on the statuses of

the classrooms and their premises, students’ motivation on learning and concentration in the

learning process. The instruments will be submitted to a jury of experts for face and content

validation. Descriptive method of research and statistics such as frequency counts, means and

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ranks will be used in this study. Correlational analysis will be conducted in determining

relationship between remodelling of learning environment and level of learners’ motivation and

extent of learners’ concentration.

The limitation of the research work is that the period of implementation is only one

grading period. It could have been better if it is given more time, were if not for the results can

still be valid as this is done observing all requirements of research.

V. Methodology

a. Sampling. The respondents of the study are all the students of the classes identified.

They are the groups whose classrooms need remodelling or enhancement. The number of

students to be involved in the study is as follows:

No. of
Grade Level Section
Students
7 Mendeleev (4th section) 43
8 Napier (5th section) 37
9 Euclid (1st section) 36
10 Boyle (5th section) 34
11 STEM 1 40
11 ABM 1 30
TOTAL 220

b. Data Collection. The descriptive-correlational method of research will be employed in

this study. Data will be gathered using a researcher-made instrument on the status of the

learning environment composed of the classrooms and their premises and two instruments

adapted from the internet which were modified to suit the local situation through a focus group

discussion (FGD). The questionnaire on motivation was adapted from the works of Tuan, et.al.

(2005) while the questionnaire on concentration was adapted from Psychology Today (2015).

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These instruments are used to seek information on the status of the learning environment

composed of the classrooms and their premises, motivation and concentration.

Before the start of the study, necessary permits will be sought from the school head of

the Regional Science High School for Region VI, the concerned public school district supervisor,

and the Schools Division Superintendent.

The conduct of the study will commence five days after the letter of approval from the

granting agency will be received. Start of data gathering is targeted in December 2016 and

termination in February 2017 to cover Third Grading Period of School Year 2016-2017. Prior to

the scheduled data gathering, a focus group discussion (FGD) will be done to selected non-

respondents of the study. The researcher will request five (5) teachers and five (5) students who

are not respondents to act as members of the FGD. FGD questions will be prepared in advance.

These will be used as guide in modifying the questionnaires that were taken from the Internet

which were constructed by foreign authors coming from prestigious schools abroad. Probing

questions will be raised as the need arises. After the FGD, the researcher will improve the

questionnaires to suit local conditions based on the results of the discussion.

Also, at the onset of the study, the researcher will set a meeting with the school head,

teachers, PTA officials, and Supreme Student Government officials to lay down the purpose of

the study. All respondents will be oriented as to the rationale of the study.

c. Ethical Issues. The researcher will make sure that keen attention and respect will be

given the respondents. Parental consent will be sought on learners identified as respondents of

the study. Utmost confidentiality of their identity and the data gathered will be given importance.

The reporting of findings will be done as results of groups and not results of individuals. Proper

citations will be made for references lifted from literatures.

d. Plan for Data Analysis. Before the remodelling is done, the researcher will gather

data on the current statuses of the learning environment (i.e., classrooms and premises) and

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students’ learning motivation and concentration during the learning process using the

questionnaires.

Remodelling which includes wall re-painting, display arrangement, seating arrangement,

landscaping, cleaning, planting trees and flowers, and other similar improvements will take

place immediately after the research proposal is approved. The task is estimated to take at most

two weeks if done simultaneously. After remodelling is done, data will be gathered as to the

assessment of the respondents on the new status of the classrooms and premises. Then after

two months, the same motivation and concentration will be measured using the same

questionnaires. Descriptive statistics to be employed will include frequency count, mean and

rank. To determine relationship between remodelling of learning environment and level of

learners’ motivation and extent of learners’ concentration, correlational analysis will be done

utilizing Chi-Square.

One strategy will be dealt with one at a time. For this first research cycle, it will only deal

with Strategy No. 1. If strategy no. 1 will not be effective, the cycle will be repeated for strategy

No. 2, and so on.

If EFFECTIVE,
STRATEGY No.1 STOP
Remodelling/enhancing
the learning Environment
If NOT EFFECTIVE
Add Strategy No. 2

STRATEGY No.2
PROBLEM Designing of outdoor If EFFECTIVE
Some activities (field trips, STOP
students have community-based
low level of classes, classes handled If NOT EFFECTIVE
motivation and outside the classrooms)
Add Strategy No. 3
concentration for students to have
varied learning ambiance.
If EFFECTIVE
STOP
STRATEGY No.3
Developing teaching
strategies that promote
challenge, dynamism and Page | 10
energy
 If NOT EFFECTIVE

Reflect again to find other

possible strategies until
researcher solves the problem

VI. Workplan

The research proposal timeline is reflected below:

Table 1. Time table for the activities to be undertaken.

Activities Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
2016 2016 2016 2016 2016 2016 2017 2017 2017 2017 2017 2017 2017 2017 2017

Preparation of
the Action
Research
Proposal
Submission for
Revisions/
Approval of
Research
Proposal to the
Regional
Office
Proposal
Revision

Collection of
additional
related
literature and
studies
Request for
approval and
budget
Purchase of
supplies and
materials
Remodelling

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 the
classrooms/
premises
Holding of
FGD to have
inputs in
modifying
questionnaires
Initial face and
content
validation of
the
instruments
Try out to non-
sampled
classes

Activities Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
2016 2016 2016 2016 2016 2016 2017 2017 2017 2017 2017 2017 2017 2017 2017

Reproduction
of the
instruments
Final
Orientation of
the
respondents
Actual conduct
of the study

Retrieval of the
data

Recording data

Data
processing

Data Analysis

Final editing

Information
Dissemination

VII. Cost Estimates

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 Table 2 reveals the breakdown of expenses needed for the conduct of the study. The

allocated budget for the materials needed for the remodelling is Php2,750 per classroom. If not

sufficient, augmentation fund will come from voluntary contribution of parents. Labor will be

charged to school’s special Science fund. The total amount needed for the study is estimated to

be Twenty Nine Thousand Eight Hundred Fifty Pesos (Php29,850.00).

Table 2. Cost estimates of the expenses needed for the study.

Cost per
Total
Description Amount unit
Amount
(Php)
First Tranche
Supplies
 Paint and other materials
needed in enhancing the 8 rooms @ Php2,750 2,750.00 22,000.00
classrooms
 Bond Paper 2 reams 250.00 500.00
 Ink for the Printer 1 bottle per color 120.00 480.00
 Folders 20 pcs. 7.00 140.00
 Fasteners 2 boxes 50.00 100.00
 Stapler and Staple wires 1 box/ 1 stapler 200.00
Photocopy - initial validation and
15 pages @ 6copies 1.00 90.00
reliability test
Reproduction of Instruments- FGD 5 pages @ 10 copies 1.00 50.00
Snacks during the Focus Group
10 teachers @ Php 50 each 50.00 500.00
Discussion (Phase 1)
Snacks during the Focus Group
10 teachers @ Php 50 each 50.00 500.00
Discussion (Phase 2)
Reproduction of Questionnaires for
10 pages @ 22 sets 1.00 220.00
Teachers
Reproduction of Questionnaire for
6 pages @ 295 copies 1.00 1,770.00
Learners
Photo development/printing 100 slides 8.00 800.00
Sub-total 27,350.00
Second Tranche
Book-binding/reproduction of final
500.00
output
Other miscellaneous/contingency 2,000.00

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 expenses
Sub-total 2,500.00
TOTAL 29,850.00

VIII. Action Plan

Since action research is known to be a tool for continuous improvement, the result of the

study will be utilized to improve the school’s teaching-learning process. It will follow the action

research cycle which starts with reflecting on the identified problem, planning for possible

solution, implementing plan of action, analyzing results, and reflecting again if the actions done

are effective.

Start

YES End
The
intervention REFLECT
was effective. Some classrooms
It improved are not conducive to
REFLECT the present learning
by checking if the situation
intervention results to
improvement of the
levels of motivation NO
and concentration? The
intervention
did not
improve the
present
situation

PLAN
ANALYZE To improve the physical/visual
conditions by comparing initial environment of the classrooms and
conditions and final conditions to premises or learning environment to
see improvement become more conducive to learning

ACT
by implementing
1st Cycle: Strategy 1
getting initial conditions, then
Remodelling of the Physical/Visual
Environment of the Page | 14
classrooms/premises, then getting
final conditions and comparing
before and after results
2nd Cycle: Strategy 2
 If the results of the study show improvement on the levels of motivation and

concentration, the researcher will conclude the research. If otherwise, the researcher will think

of other possible ways of improving the learning environment to make it more conducive to

learning.

Plan of Action for Each Prioritized Intervention

Problem – The learning environment (i.e., classrooms and their premises) are not

conducive to learning.

Intervention No. 1 – Remodelling the visual aspects of the classrooms/premises

ACTIVITY TIMELINE BUDGET PERSON/S TARGET

RESPONSIBLE RESPONDENTS
Site Visitation June 2016 Very minimal Researcher School (Subject
of the Study)

Conduct September Very minimal Researcher School Principal,

Orientation with 2016 Teachers,
the school Students
personnel and
students

Conduct of FGD October 2016 Researcher Teachers and

(benchmarking) Students

Purchase of Researcher,
Supplies and Php 29,850.00 School Principal,
Materials Needed Property Custodian
of the School

Launching of the December Researcher, Teachers and

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 Study 2016 School Principal Students

Data Gathering December Teachers and

and Analysis 2016 to March Researcher Students
2017

Reporting of March to April Researcher

Results 2017

If the findings/results of the study found out that the remodelling of the learning

environment resulted to improvement in the levels of motivation and concentration, then the

problem is solved, and that ends the research.

If otherwise, try Strategy 2 or Intervention 2, and then Strategy 3 or Intervention 3 and

so on, until the problems is solved.

Intervention No. 2 - Varied classroom environment (field trips, community-based

classes, classes handled outside the classrooms)

ACTIVITY TIMELINE BUDGET PERSONS TARGET

RESPONSIBLE RESPONDENTS
Conduct May 2017 Very minimal Researcher School Principal,
Orientation with Teachers
the school head
and teachers
regarding the new
intervention

ACTIVITY TIMELINE BUDGET PERSONS TARGET

RESPONSIBLE RESPONDENTS
Try the new June 2017 Researcher Teachers and
intervention To be assessed School Principal Students
later
Gather and August to Teachers and
analyze data September Researcher Students
2017

Report Results October to Researcher

November
2017

IX. List of References

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Allen, Brittany and Katie Hessick (2011). The Classroom Environment: The Silent
Curriculum. Psychology and Child Development Department College of Liberal Arts
California Polytechnic State University San Luis Obispo. Retrieved July 28, 2016 from
http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article= 1032&context=psycdsp

Andressa, Helen, Evangelia Mavrikaki, and Irini Dermitzaki. (2015). Adaptation of the Students’
Motivation Towards Science Learning Questionnaire to Measure Greek Students’
Motivation Towards Biology Learning. Internation Journal of BiologyEducation. Volume
4, Issue 2, December 2015. Retrieved August 2, 2016 from
http://dergipark.ulakbim.gov.tr/ijobed/article/view/5000163650/5000147650

Concentration and Focus Skills Test. (2015) Retrieved August 2, 2016 from
sychologytoday.tests.psychtests.com/take_test.php?idRegTest=1336

Figueroa, Ligaya Leah , Samsung Lim and Jihyun Lee (2015). Spatial analysis to identify
disparities in Philippine public school facilities. Regional Studies, Regional Science
Volume 3, Issue 1, 2016. Retrieved July 28, 2016 from
http://rsa.tandfonline.com/doi/full/10.1080 /21681376.2015.1099465

Shaughnessy, Ulla Haverinen and Richard J. Shaughnessy (2015). Effects of Classroom

Ventilation Rate and Temperature on Students’ Test Scores. PLoS ONE 10(8) Retrieved
July 28, 2016 from http://journals.plos.org/plosone/article?id=10.1371%2
Fjournal.pone.0136165

Tuana, Hsiao-Lin Tuana,, Chi-Chin Chin and Shyang-Horng Shieh. (2005). The development of
a questionnaire to measure students’ motivation towards science learning. International
Journal of Science Education. Vol 27, No. 6, 16 May 2005, pp. 639–654. Retrieved
August 2, 2016 from http://www.ntcu.edu.tw/chin/file/29.pdf

Prepared and Submitted by:

Dr. MARY CHERRY LYNN M. DALIPE

Education Program Supervisor - Science

Noted:

Dr. JESSE M. GOMEZ, CESO V

Schools Division Superintendent

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APPENDIX

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SWOT ANALYSIS/ ENVIRONMENTAL SCANNING
In order to identify the most workable solution to the problem being identified, the
researcher utilized the outcome of the SWOT (Strengths, Weaknesses, Opportunities, and
Threats) Analysis or the System and Environmental Scanning.
Problem Identified:
Internal Analysis
External Analysis
Opportunities (O)
 Supportive PTA
 Supportive LGU
 Some parents are owners of
construction businesses
Appendix A
SOME CLASSROOMS AND THEIR PREMISESS ARE NOT
CONDUCIVE TO LEARNING
Strengths (S)
 School has special science fund
 Teachers are highly competent,
dynamic and confident in teaching their
subjects
 Students and teachers are willing to
help improve their learning
environment’s appearance
 School head is hardworking,
resourceful, open minded and willing to
impose change
Strategy 1
 To improve the learning
environment (classrooms and their
premises) through:
 Utilizing funds for repair and
maintenance in improving
laboratories that are utilized
as classrooms
 Soliciting support of PTA and
LGU in the
remodelling/classroom
enhancement project
Weaknesses (W)
 Some classrooms are not well lighted
and not well ventilated
 Some classrooms are overcrowded
because of very limited space
 Some classrooms needs repair
 Lack of time to do the remodelling due
to hectic class schedule and co-
curricular activities
 Some classrooms need to improve
their landscapes
Strategy 1
 To improve the learning
environment (classrooms and their
premises) through:
 Through requesting for
“bayanihan” session in
remodelling the learning
environment
 Through decongesting
activities on Saturdays so that
teachers and students can
allocate time for the
remodelling project
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 Threats (T)
 Presence of internet café and other
recreational areas near the school
 Presence of private schools near
the school campus
 Low level of motivation
 Lack of interest
Strategy 3
 To develop teaching strategies that
will encourage challenge,
dynamism and energy in the
classroom.
Strategy 2
 To encourage teachers to have
outdoor activities (field trips,
community-based classes, classes
handled outside the classrooms)
for students to have different
ambiance once in a while.

Questionnaire on Classroom and Premises Condition

Name (optional): _________________________ Grade Level/Section:___________

Direction: Please encircle the number that best correspond to your answer. Take note of
the corresponding verbal description of every number.

Strongly Strongly
Disagree Undecided Agree
A. Wall Color Disagree Agree
1 2 3 4 5
1. Our classroom’s wall paint gives
me comfort and relaxation.
2. I like the color of our classroom.

3. I feel that there is a need to change

the color of our classroom to make
us more comfortable.
4. Our classroom paint is soothing to
the eyes.
Strongly Strongly
Disagree Undecided Agree
B. Lighting Disagree Agree
1 2 3 4 5
5. The windows in our classroom
allow enough light to pass through.
6. The number of light
bulbs/fluorescent lights in our
classroom is enough to make it
well-lighted.
7. I experience difficulty in reading my
notes because our classroom is
dim.(-)
8. The light is distributed on all parts
of the classroom.
9. Our classroom is free from glare
and flickering.
10. Our classroom is free from
shadows that may obstruct our
view.
11. Our classroom is well-lighted that it
is conducive to learning.

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 Strongly Disagree Undecided Agree Strongly
C. Ventilation Disagree Agree
1 2 3 4 5
12. Our classroom has enough
windows that aids in proper
ventilation.
13. I experience extreme feeling of
hotness in some part of the day
when inside our classroom.(-)
Strongly Disagree Undecided Agree Strongly
C. Ventilation Disagree Agree
1 2 3 4 5
14. Fresh air can circulate inside our
classroom.
15. I could smell air contaminants such
as smoke, fumes, mist or other
strong odors while inside our
classroom.(-)
16. I and my classmates have enough
space to move around without
feeling uncomfortable.
17. There are enough electric fans that
can cool down our classroom
especially during hot days.
Strongly Disagree Undecided Agree Strongly
D. Seat Plan/Seating Arrangement Disagree Agree
1 2 3 4 5
18. I am happy with my present seating
assignment.
19. I believe that the seat plan we have
give us freedom to interact with
other classmates.
20. My teachers could easily notice all
of us during class recitation.
21. While seated, we have enough
space to move to do our tasks.
22. Our teachers could easily walk near
us during class activities because
there is ample space in between
seats.
Strongly Disagree Undecided Agree Strongly
E. Displays Disagree Agree
1 2 3 4 5
23. There are too much displays inside
our classroom which made it
disorganize (-)
24. Bulletin boards and other posters
are placed in proper location.
25. Our classroom has no space for us
to perform our tasks because of so

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 many stuffs inside it. (-)
26. Our room became gloomy and
darker because of so many
displays.(-)
27. Our corners and corridors are
spacious for us to walk.

Strongly Disagree Undecided Agree Strongly

F. Landscape Disagree Agree
1 2 3 4 5
28. I like the landscape outside our
classroom.
29. The plants and other decorative
materials is enticing
30. There is balance and harmony in
our landscape.
Strongly Disagree Undecided Agree Strongly
G. Space outside the classroom Disagree Agree
1 2 3 4 5
31. We have ample space outside the
classroom.
32. Our pathway is free from
obstruction that made it wider.
33. I like staying outside our classroom.
Strongly Disagree Undecided Agree Strongly
H. Cleanliness Disagree Agree
1 2 3 4 5
34. Our premises are neat and clean.
35. Garbage and other wastes are
properly disposed.
36. Our classroom has enough number
of waste bin for our trash.
37. Our classroom could maintain its
cleanliness.
Note: (−) represent reverse items.

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 Appendix B

Questionnaire on Motivation

Name (optional): _________________________ Grade Level/Section:___________

Direction: Please encircle the number that best correspond to your answer. Take note of
the corresponding verbal description of every number.

Strongly Strongly
Disagree Undecided Agree
A. Self Efficacy Disagree Agree
1 2 3 4 5
1. Whether the lesson is difficult or
easy, I am sure that I can
understand it.
2. I am not confident about
understanding a difficult lesson. (-)
3. I am sure that I can do well on
tests.
4. No matter how much effort I put in,
I cannot learn a lesson. (-)
5. When activities are too difficult, I
give up or only do the easy parts.
(−)
6. During activities, I prefer to ask
other people for the answer rather
than think for myself. (−)
7. When I find the lesson difficult, I do
not try to learn it. (−)
Strongly Strongly
Disagree Undecided Agree
B. Active Learning Strategies Disagree Agree
1 2 3 4 5
8. When learning new concepts, I
attempt to understand them.

9. When learning new concepts, I

connect them to my previous
experiences.
10. When I do not understand a
concept, I find relevant resources

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 that will help me.

11. When I do not understand a

concept, I would discuss with the
teacher or other students to clarify
my understanding.
12. During the learning process, I
attempt to make connections
between the concepts that I learn.

Strongly Strongly
Disagree Undecided Agree
B. Active Learning Strategies Disagree Agree
1 2 3 4 5
13. When I make a mistake, I try to find
out why.
14. When I meet concepts that I do not
understand, I still try to learn them.
15. When new concepts that I have
learned conflict with my previous
understanding, I try to understand
why.
Strongly Strongly
Disagree Undecided Agree
C. Learning Value Disagree Agree
1 2 3 4 5
16. I think that learning a concept is
important because I can use it in
my daily life.
17. I think that learning a concept is
important because it stimulates my
thinking.
18. I think that it is important to learn to
solve problems.
19. I think it is important to participate
in all activities.
20. It is important to have the
opportunity to satisfy my own
curiosity when learning.
Strongly Strongly
Disagree Undecided Agree
D. Performance Goal Disagree Agree
1 2 3 4 5
21. I participate in subjects to get a
good grade. (−)
22. I participate in subjects to perform
better than other students. (−)
23. I participate in subjects so that
other students think that I’m smart.
(−)

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24. I participate in subjects so that the
teacher will like me. (−)
Strongly Strongly
Disagree Undecided Agree
E. Achievement Goal Disagree Agree
1 2 3 4 5
25. I feel most fulfilled when I attain a
good score in a test.
26. I feel most fulfilled when I am able to
solve a difficult problem.

Strongly Strongly
Disagree Undecided Agree
E. Achievement Goal Disagree Agree
1 2 3 4 5
27. I feel most fulfilled when I feel
confident about the content of the
lesson
28. I feel most fulfilled when the teacher
accepts my ideas.
29. I feel most fulfilled when other
students accept my ideas.
Strongly Strongly
Disagree Undecided Agree
F. Learning Environment Stimulation Disagree Agree
1 2 3 4 5
30. I am willing to participate in class
discussion because our subjects are
exciting and changeable
31. I am willing to participate in class
because the teacher uses a variety
of
teaching methods.
32. I am willing to participate in class
because the teacher pays attention
to me.
33. I am willing to participate in class
because we have enough space to
perform tasks.
34. I am willing to participate in class
because the students are involved
in discussions.
Note: (−) represent reverse items.

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 Appendix C

Questionnaire on Concentration

Name (optional): _________________________ Grade Level/Section:___________

Direction: Please encircle the number that best correspond to your answer. Take note of
the corresponding verbal description of every number.

Strongly Strongly
Disagree Undecided Agree
Items Disagree Agree

1 2 3 4 5

1. My mind tends to drift away when

I’m working on something.

2. I find irrelevant information or

thoughts popping into my head
when I'm trying to focus on a
task.

3. I employ motivational techniques

(e.g. rewards, envisioning how I
will feel when the task is
complete) to get me through
boring or difficult tasks.
4. When I really need to
concentrate, I can adjust to my
environment.
5. I arrange my schedule in such a
way that tasks requiring the most
concentration are done at the
time of day when I am most alert.

6. When I begin a task, I set specific

objectives for what I want to
accomplish.

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7. I try to create an optimal
environment when I really need
to concentrate (e.g. close the
door, put up a do-not-disturb
sign).
8. I find myself trying to remember
what I was about to do next.

9. I find myself daydreaming.

Strongly Strongly
Disagree Undecided Agree
Disagree Agree
Items
1 2 3 4 5
10. When I start to lose focus on my
work, I take a short break.

11. I find myself doing the same thing

over and over because I have
lost track of what I’ve done (e.g.,
re-reading the same paragraph).

12. If I start to lose focus on a task,

I’ll switch to something else for a
little while.
13. When I try to focus intensely, I
find my mind wandering to
unrelated things.
14. If someone is having a
conversation nearby while I’m
working on a task, it breaks my
concentration.
15. Before beginning a task, I set an
appropriate time limit as to how
long I will work on it.
16. I take regular breaks when I’m
working intently on something.

17. I tend to take on more tasks than

is reasonable.

18. I get bored easily.

19. I can motivate myself to stay

focused on something that I’m
not completely interested in
(lecture, movie, etc.).

20. When I get started doing

something, almost nothing can

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stop me from doing it.

DUMMY TABLES

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