An Assessment of students in School Facilities and Instructional Materials in Taal

Senior High School

A researcher paper

Presented to Taal Senior High School

Taal Batangas

The researchers

Punzalan Fortunato Jr. M.

Marquez Rosalyn

Ramos Rhey Mark

October 2017
Table of contents
 Acknowledgement

The researchers whole heartedly acknowledge and appreciate the support that they

receive along the way. First, they want to God for giving them enough strength during the

days that they were gathering data.

They wanted to express their deepest gratitude to the librarians of Rizal College

of Taal for the assistance they have given as the researchers conduct information in their

library. The researchers were thankful to the senior students of Taal Senior High School

who become their respondents and played a big part of this research paper.

They are also thankful to Dr. Simeona Rechie C. Ojales, their instructor in

Practical Research 2, for her words of wisdom, guidance and patience during the process

of doing their research paper. They are grateful for their instructor believed that they can

do it.

F.J.M.P

R.T.M

R.M.R
 Dedication

We are proud to dedicate this research paper to our parents.

To Mr. and Mrs. Fortunato Punzalan, Mr. and Mrs. Virgilio B. Marquez and Mr.

and Mrs. Venerando Ramos for their support especially financially. For your

understanding everytime we leave our house for this requirement and going home late.

For the days that we used to be doing household chores and during school days that we

supposed to go home early. Without you, maybe we werent able to finish this. Thank

you for being one of our sources of strength .

To Nelmar Marrquez, for giving concerned and for raising us as dedicated and

responsible people.

F.J.M.P

R.T.M

R.M.R
 CHAPTER I

THE PROBLEM

Introduction

Education is a process of teaching someone in school or university. It serves and

improves the life of the students since it helps them develop their skills and enhance their

academic performance. As of now, there has been a high rate of students who failed in

their examinations. Some even blame the teachers for the failure of students and that they

are not being committed to their duties. On the other hand, teachers blame the goverment

for not providing enough facilities. It is because most of the reason are regarding the lack

of facilities and instructional materials. This problem is a big issue for public institutions.

Instructional materials are the tools used in educational lessons that includes

active learning and assessment. It is a resource used by the teachers to deliver knowledge.

Each teacher requires a range of tools to draw upon in order to assist and support student

learning. It can increase student's success. There are lots of instructional materials that

every teacher may use. It includes the use of visual aids, blackboards, chalks, books and

technologies showing a powerpoint presentation of the lesson. There is no problem

regarding the materials but there's a problem when it comes to their availability.

Instructional materials enhance the teaching and learning process by exhibiting

information necessary to acquire knowledge and skills. The acquisition of basic

vocational knowledge, skills and attitudes to facilitate occupational efficiency requires

skill oriented teaching and learning activities. Teaching and learning resources are
instructional materials and devices through which teaching and learning are facilitated in

schools

The primary purpose of teaching and learning process is to bring a significant

change in behavior through active participation and critical thinking of the learner. This

cannot take place without the availability of instructional materials (Arework and Asfaw,

2014).

The unavailability of school resources negatively affects staff and students

motivation. A good school environment and adequate school facility have a significant

positive effect on teacher's motivation and student's achievement. The main aim of this

study is to address the issues that affect school building conditions of the Philippines

because only a few studies have been conducted and therefore the understanding of the

Philippines' education environment is very limited..

Facilities in schools are also a big help for the understanding of students. It

is provided by schools for the purpose of enhancing teaching and learning. School

facilities include classrooms, building, laboratories, laboratory equipment, school

furnitures, tools and machines. It is important for the achievement of the student's

development in learning. A good establishment of these facilities attract the attention of

the students. There is a relationship between the academic perfomance of students and the

availability of facilities. It is said that student's learning takes place faster and better in an

environment with high level of facilities than in an environment where these items are

lacking.
 Facilities have a great impact on academic perfomances of students and

inadequate facilities translate of poor performance. The availability and convenience of

the facilities, that were provided to students with special educational need in

mainstreamed schools. In terms of instructional materials is to promote efficiency of

education by improving the quality of teaching and learning. When properly used, they

help again and hold the attention of students. Audio or visual aids can be ever useful in

supporting a topic, and the combination of both and visual stimuli is particularly effective

since the two important senses are involved. These are teaching machines like radio,

television and radio programmes provide another useful geography teaching and learning

resources. Films, likewise are a popular teaching and learning resources.

In some part of public schools, facilities are unutilized because of lack of

provision from the ministry of education. It reduced the level of teaching and learning

process as well as the performance of the students.

Improving the quality of school facilities is an expensive undertaking. However,

when the positive impacts of facility improvement on teachers and students are translated

into dollar figures, the rewards of such investment for outstrip the cost of the investment.

There are three primary facets of school facilities. First, accoustics or noise. Accoustics

or noise greatly affect teachers and student's performance. In fact, excessive noise causes

dissatisfaction and stress in both teachers and students. Research has found that schools

that have classroom with less external noise are positively associated with greater student

engagement and achievement compared to schools with classrooms that have noiser

environments.
 Second, the air quality. Poor air quality is a major contributor to absenteeism for

students with asthma. Research also indicates that many schools suffer from sick building

syndrome which affect the absenteeism and performance of all students. The third one is

lighting. Before the advent of cheap electricity, schools often relied on natural lighting.

As electric power cost declined, the amount of artificial light used in school increased.

That artificial lighting has negative impacts to those in schools while natural lighting has

positive impacts.

School facilities can have profound impacts on both teachets and student's

outcomes. With respect to teachers, school facilities affect teacher's recruitment,

retention, commitment and effort. With respect to the students, school facilities affect

their health, behavior, engagement, learning, and growth in achievement.

On the other hand, school facilities play a vital role in the actualization of

educational goals and objectives by satisfying the physical and emotional needs of the

staffs and students of the school. Hence, school facilities can be briefly regarded to as the

items which makes teaching and learning possible in a school. In other words, school

facilities can be referred to as the human and physical resources that are needed or used

in the school to ensure learning. It is important that a school must have facilities or place

for instructional, recreational and residential activities. An instructional activity must take

place in classroom with equipments in them.

Recreational activities such as games and sports include facilities with equipments

for different activities. Indoor games take place in a residential facility such as dining and

administrative building. Effectiveness can only be realized if the materials available are
in use. This shows that effective learning and teaching cannot take place without enough

instructional facilities and materials. It is also because teachers cannot teach them

effectively without sufficient tools.

Instructional materials and school facilities are powerful. They serve as the

academic need of students and address the education, recreational and personal needs of

the number of community. The availability of these items will also increase the teacher's

productivity which in turn improves the student's academic performance.

In the case of Taal Senior High School, the available facilities and instructional

materials are insufficient. Faculty member and students are experiencing the of these

items. The goverment needed to implement buildings for Taal Senior High School since

it has a growing population. While it is on the process of constructing buildings, all of the

grade 12 students were studying under the same roof. They are currently using the

gymnasium while waiting for the dismissal of Grade 11 students.

The researchers believe that the noisy environment is one of the factors affecting

the performance of the students. Since it is a problem of having lack of facilities in order

to teach the students well, the researchers therefore decided to make an assessment of

school facilities and instructional materials in public school particularly the Taal Senior

High School.
Statement of the problem

The study focuses on an assessment of school facilities and instructional materials

of Taal Senior High School. Specifically, it sought answers to the following questions:

1.What is the profile of the respondents according to their:

1.1 Gender

1.2 Age

1.3 Grade Level

1.4 Track

2. What are the available facilities and instructional materials used by teachers at Taal

Senior High School which contribute to the development of the learners?

3.What is the relationship between the instructional materials and academic performance

of the students?

4.Based on the findings of the study, what improvements to the instructional materials

and facilities may be proposed?

Scope and delimitation

The main focus of this study was about the different school facilities and

instructional materials of Taal Senior High School. Taal Senior High School is the only

public school in the municipality of Taal. This study used the current school year 2017-

2018 as its base for data gathering. A sample population of 80 students which represents

the ten percent (10%) of the total student population were randomly selected as the

respondents.

This study also focuses on identifying, analyzing, evaluating and assessing

different variables- instructional materials, school facilities, age, gender, grade level and

track. This study delimited itself to assessment of school facilities and instructional

materials of Taal Senior High School. II.

III. Definition of terms

Terminologies define a particular phenomenon. For better understanding of the

current study, the following terms were defined.

Academic Performance- is the outcome of education- the extent to which a student,

teacher or institution has achieved their educational goals (Annie, Howard and Mildred,

1996)

Active Learning- is a process where in students are actively engaged in building

understanding of facts, ideas, and skills through the completion of instructor directed

tasks and activities (Bell and Kahrhoff).

Compentency- an ability or skill. (Merriam- Webster Dictionary).

Facilities- an environment where the teaching and learning process takes place. Student

find it comportable to study with a safe and well constructed facilities. (Hugo, 1964)

Instructional Materials- are meant to improve the quality of education for effective

academic performance of agricultural science students in school, (Bakare, 1986)

Knowledge- is experience or information that can be communicated on shared (Allee,

1997)

Recreational Activities- is an emotional lonaition within an individual human being that

flows from a feeling of well being and satissfaction. (Gray and Pelegrino, 1973).

Teaching Machine- is an automatic or self- controlling device that presents a unit

information, provides some means for the learner to respond to the information and also

provides feedback about the correctness of the learner's responses. (Ludy, 1988).
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related studies

Instructional materials are contents that convey the essential knowledge and skills

of a subject in the school curriculum through a medium or a combination of media for

conveying information to a student (Wikipedia). Instructional materials may be provided

in form of textbooks, learning laboratories, electronic medias, and computer software. It

includes educational media (print, non-print, electronic resources).

Learning by student occurs primarily through interaction with people and

instructional materials. Students learn by engaging in cognitive, effective and

psychomotive processes that are determined by relationship with people and instructional

materials. Instructional materials help to improve student's knowledge, abilities, skills

and assimilation.

Ema (2004) assert that, teaching equipment and materials have changer over the

years, not only to facilitate teaching learning situation but also to address the instructional

needs of individuals and groups. Instructional materials are made up of objects such as

printed, audio, visual that aid in the successful delivery of lesson, Chuba (2000).

To this end, instructional materials are said to be objects or things the teacher can use in

the classroom while teaching in order to ease off his teaching activities. However,

instructional materials cannot address all the teaching-learning problems but it can go a

long way in solving them, simply because, they are additional apparatus that can

influence the reality of teaching and learning activities.

 Joof (2005) explained that, the concept of teaching aids has gone through several

evolutionary stages from simple aids, instructional technology and media to

communication and educational technology. This tells us that instructional materials are

not just objects ot equipments used during teaching-learning process but there are objects

improvised by the teacher to make conceptual abstraction more concrete and practical to

the learners.

Learning materials are important because they can significantly increase student

achievement by supporting student learning. For example, a worksheet may provide a

student with important opportunities to practice a new skill gained in class. This process

aids in the learning process by allowing the student to explore the knowledge

independently as well as providing repetition. Learning materials, regardless of what

kind, all have some action in student learning.

Learning materials can also add important structure to lesson planning and the

delivery of instruction. Particularly in lower grades, learning materials act as a guide for

both the teacher and student.

According to Chuba (2000), instructional materials are the relevant materials

utilized by a teacher during instructional process for the purpose of making the contents

of the instructions more practical and less vague. Oladejo et al. (2011) referred

instructional materials as objects or devices, which help the teacher to make a lesson

much clearer to the learner. Instructional materials are also described as concrete or

physical objects which provide sound, visual or both during teaching.

 According to Phyllis (2011), instructional materials possess some inherent

advantages that make them unique in teaching. For one thing, they provide the teacher

with interesting and compelling platforms for conveying information since they motivate

learners to want to learn more and more. Also, by providing 10 opportunities for private

study and reference, the learners interest and curiosity are increasingly stimulated.

Further, the teacher is assisted in overcoming physical difficulties that could have

hindered his effective presentation of a given topic. They generally make teaching and

learning easier and less stressful. They are equally indispensable catalysts of social and

intellectual development of the learners.

Muthamia (2009) opined that, teachers can only be effective and productive in

their work if they have adequate and relevant instructional materials. Likoko et al. (2013)

reiterated that for effective teaching and learning, textbook and other instructional

materials are basic tools, in absence or inadequacy makes teachers handle subjects in an

abstract manner, portraying it as dry and non- exciting.

In this study, instructional materials involve students' textbooks, teachers' guides

and reference books, maps and globes. These are key ingredients in learning and teaching

thus enhance students' academic achievement (Wiggins, 1998) cited in (Afework and

Asfaw, 2014).

Instructional materials are very important in the whole process of teaching and

learning to any subject. They make learning more pleasant to the students because they

offer a reality of experience, which stimulates self-activity and imagination on the part of

the students. They also supply concrete basis for conceptual thinking and hence, reduce
meaningless word responses from students (Nyamubi, 2003). It enhances the teaching-

learning process by exhibiting information necessary to acquire knowledge and skills.

There are basically two types of teaching/learning materials.

Textual and non-textual. Textual materials include printed materials such as

textbooks: syllabi modules and manuals, reference books, charts and maps, newspapers,

journals and encyclopedias, posters, fliers, photographs, booklets and brochures. On the

other hand, non-textual materials include laboratory apparatus, prototypes, machines,

writing boards, weather stations, and samole of actual materials, printers and scanners

(URT 2013).

Owoeye and Yara (2011) succinctly said that school buildings are very vital input

to educational system; emphasizing that even though they do not teach but their use may

facilitate or impede learning. However, he did not see school building as one of the

critical variables affecting school academic achievement because he found no evidence to

show that an expensive school building would necessarily improve academic

achievement.

On the other hand, with the used of instructional materials through learning

process having evidence shows that instructional materials have large effects on student

learning. However, little research exists on the effectiveness of most instructional

materials, and very little systematic information has been collected on which materials

are being used in which schools. Chingos and Grover (2012).

Piaget (2009) states that merely using instructional materials does not guarantee effective

teaching, to make teaching and participation effective, the Instructional materials must be

appropriately selected and used. ECE teachers must, therefore become familiar with the

types of Instructional materials if 9 greater value is to be derived from their use. He

further states that the primary function of Instructional materials as a communication

device is to serve as a more concrete reference to meaning than spoken or written word.

Oladejo et al. (2011) referred instructional materials as objects or devices, which

hel p the teacher to make a lesson much clearer to the learner. Instructional materials are

also described as concrete or physical objects which provide sound, visual or both to the

sense organs during teaching.

Instructional materials involve students textbooks, teachers guides and reference

books, maps and globes. These are key ingredients in learning and teaching thus enhance

students academic achievement (Wiggins,1998) cited in (Afework and Asfaw, 2014).

Instructional materials are very important in the whole process of teaching and learning

to any subject. They make learning more pleasant to the students because they offer a

reality of experience, which stimulates self-activity and imagination on the part of the

students. They also supply concrete basis for conceptual thinking and hence, reduce

meaningless word responses from students (Nyamubi, 2003).

 Likewise Campbell (1999) agreed that Instructional materials enhance the

teaching/learning process by exhibiting information necessary to acquire knowledge and

skills.

UNESCO (2000) reported that the provision of teaching and learning materials

especially books is an effective way of improving results. Howev er, the World

Education Report (1998) reveals out that in many countries, conditions are difficult,

whether they relate to the physical states of schools and the availability of instructional

materials, class sizes, or the changing characteristics of the student population.

Association for the Development of Education in Africa (ADEA) (2003) in

support of this idea points out that, sufficient supplies of teaching materials and up to date

student textbooks augment the teaching and learning process. Schools with sufficient

infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a

comfortable and heal thy environment conducive to learning.

Hakielimu (2008) and Laddunuri (2012) concur with ADEA (2003) that, most of

secondary schools hav e an acute shortage of teaching and learning materials such as text

books, classrooms as well as laboratory equipments and this is due to insufficient fund

received from the Government aimed to carter for the same, hence limiting the improved

academic achievement of Community Secondary Schools in Tanzania.

Also Walklin (2000) clarify that, instructional materials enhance perception and

retention and so improv e the efficiency of learning. The limitations of words in

conveying new concepts are greatly minimized by the use of relevant teaching and

learning materials. Materials which involve many senses are the most suitable.
 Moreover, Kiveria (1993) advises that potential peopl e should be requested to hel

p with the provision of learning materials. These include the community, resource

persons, and education stakeholder. All these are teaching and l earning materials used by

both teachers and students to facilitate the teaching and learning process.

Bolick (2003) pointed to a good relationship between effective teachings and

using of instructional materials. He argued that . . . while some educators have been

fascinated by the potential of instructional materials to enhance teaching and learning,

teachers lagged behind in using instructional materials during teaching and learning.

Others expressed doubts that instructional materials will ever incite teaching reform on

participation. Instructional materials are integral components of teaching-learning

situations; it is not just to supplement learning but to complement its process. It then

shows that, if there must be an effective teaching learning activity, utilization of

instructional materials will be necessary Kibe (2011).

A study by Likoko et al. (2013) on the adequacy of instructional materials and

physical facilities in Kenya found out that some schools lacked enough classrooms, desks

and chairs leading to overcrowding. Such conditions frustrated students during learning

It is also proven that school facilities greatly affects the academic performance of

students. Ogunmoyela (2009) amented that school physical facilities like classrooms of

public schools have no roofs, windows and doors, some walls are cracked, instructional

facilities are lacking while teachers are frustrated consequent upon lack of

equipment/facilities to meet educational endeavours. Physical facilities are the

fundamental factors in better learning and achievements of the students (Saeed and Wain,
2011). All facilities must be provided to the schools for the students better, concrete, and

real experiences.

Physical facilities help to enhance the l earning of the students. Research shows

that availability of the physical facilities including classrooms, water, electricity,

boundary wall, toilets, furniture, play grounds, libraries, and dispensaries have a

significant positive influence on the performance of the students and their achievement.

Okomolate and Adesua (2016) refer to physical facilities as the school plant, that

is, the school buildings, classrooms, library, laboratories, toilet facilities, offices and

other materials and infrastructures that would likely motivate students towards learning.

Schools exist for the purpose of teaching and learning. Human and material resources are

deployed for this purpose.

School physical facilities are the material resources provided for staff and students to

optimize their productivity in the teaching and learning process.

URT (2013) indicates that, physical facilities include classrooms, laboratories,

libraries, ICT facilities, dormitories, health and kitchen facilities, as well as facilities for

students with disabilities. Physical facilities provide and maintain, safe, clean, and

creative educational environments that are conducive to high achievements of the

students. Physical facilities strive to give students a comfortable atmosphere in which

they work and learn. In developing countries like Tanzania, low levels of learning Int. J.

Educ. Pol. Res. Rev. 106 among children can partly be attributed to poor or inadequate

physical facilities of the schools.

 Likewise Likoko et al. (2013) commented that, schools that lack adequate

classrooms for instance, students hold their lessons outside or under trees. During bad

weather such lessons are postponed or are never held altogether. This interferes with

syllabus coverage and students from such schools do not perform well in examination.

World Bank publication (1990) cited in Owoeye and Yara (2011) linked

performance of students to the provision of adequate physical facilities while referring to

a survey of 51 primary schools in Botswana that students performed significantly better

on academic tests when they had adequate classrooms, desks and chairs.

Owoeye and Yara (2011) succinctly said that school buildings are very vital input

to educational system; emphasizing that ev en though they do not teach but their use may

facilitate or impede learning. However, he did not see school building as one of the

critical variables affecting school academic achievement because he found no evidence to

show that an expensive school building would necessarily improve academic

achievement.

Physical facilities help to enhance the l earning of the students. Research shows

that availability of the physical facilities including classrooms, water, electricity,

boundary wall, toilets, furniture, play grounds, libraries, and dispensaries have a

significant positive influence on the performance of the students and their achiev ement

(Saeed and Wain, 2011).

Furthermore, Hansen (2000) acknowledged that, there are several factors

affecting students academic achievement. These include internal and external class room

factors. He mentioned the classes size as a factor that can affect academic performance,
with enough infrastructures, the smaller the class, the better the performance. In addition,

Hakielimu (2011) agreed that most community secondary schools in Tanzania

particularly those in rural areas are at disadvantaged because they lack adequate physical

facilities and human resources. Most of the community secondary schools do not have

enough classrooms.

A study by Karue and Amukowa (2013) in Embu day secondary schools in

Kenya acknowledged that, factors teachers postulated included lack of adequate physical

facilities to enhance their teaching, inadequate learning materials and resources to the

extent that some schools lacked totally in such important facilities as laboratories.

Vandiver (2011) showed that a positive relationship exists between availability of

physical facilities such as classrooms, desks, chairs, libraries, laboratories and students

academic achievement.

Bakari et al. (2014) in the study on effects of physical facilities on performance in

Kenya certificate of secondary examination in public schools in Bungoma acknowledged

that, the academic performance of schools with adequate physical facilities has been

improving ov er the years steadily while performance in schools that have inadequate

physical facilities, in K.C.S.E fluctuated with time despite new reforms and innovations

that hav e been designed and introduced to make education relevant to socio-economic

and political aspirations and expectations of the society at large.

Learning facilities, which include the classrooms, libraries, technical workshops,

laboratories, quality teachers, etc., are variables that affect students academic

achievement (Ajayi, 2001 and Oluchukwu, (2000).

 Hence, learning facilities remains an important factor that should be studied and

well managed to enhance students academic performance. The issue of poor academic

performance of students in Nigeria has been of much concern to the government, parents,

teachers and even student themselves.

The extent to which student learning could be enhanced depends on their location

within the school compound, the structure of their classroom, availability of instructional

facilities and accessories. It is believed that a well-planned school will gear up expected

outcomes of education that will facilitate good social, political and economic

emancipation, effective teaching and learning process and academic performance of the

students.

Relating this study to international occurrences are the assertions of Williams and

Turner (2008), which reported that safe and orderly classroom facilities (aspect of

instructional space), School facilities (accessories) were significantly related to students

academic performance in schools. The researchers, also quoted Glassman (1994),

asserting that a comfortable and caring environment among other treatments helped to

contribute to students` academic performance.

Again, the physical characteristics of the school have a variety of effects on

teachers, students, and the learning process. Poor lighting, noise, high levels of carbon

dioxide in classrooms, and inconsistent temperatures make teaching and learning

difficult.

Poor maintenance and ineffective ventilation systems lead to poor health among

students as well as teachers, which leads to poor performance and higher absentee rates
Frazier, (2002). These factors can adversely affect student behavior and lead to higher

levels of frustration among teachers, and poor learning attitude among student.

Beyond the direct effects that poor facilities have on students ability to learn, the

combination of poor facilities, which create uncomfortable and uninviting workplace for

teachers, combined with frustrating behavior by students including poor concentration,

creates a stressful set of working conditions for teachers. Because stress and job

dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that

the aforementioned characteristics of school facilities have an effect upon the academic

performance of students.

However, previous studies have investigated the relationship of poor learning

facilities including problems with student-teacher ratio, school location, school

population, classroom ventilation, poor lighting in classrooms, and inconsistent

temperatures in the classroom with student health problems, student behavior, and

student achievement Crandell, (2000). To complement these studies, the present research

will examine the aforementioned areas of school learning facilities as it affect students

performance in Akampa Local Government Area.

Such an observation concurs with Mungai (2004) who declared that schools in

Tanzania suffer from amenities such as water, electricity and proper buildings,

sustainable for educational purposes. However, it is strongly recommended that each

learner should possess the appropriate materials during the lesson if at all improved

academic achievement is to be observed.

 Bakari et al. (2014) in the study on effects of physical facilities on performance in

Kenya certificate of secondary examination in public schools in Bungoma acknowledged

that, the academic performance of schools with adequate physical facilities has been

improving ov er the years steadily while performance in schools that have inadequate

physical facilities, in K.C.S.E fluctuated with time despite new reforms and innovations

that have been designed and introduced to make education relevant to socio-economic

and political aspirations and expectations of the society at large.

Vandiver (2011) showed that a positive relationship exists between availability of

physical facilities such as classrooms, desks, chairs, libraries, laboratories and students

academic achievement

A study by Karue and Amukowa (2013) in Embu day secondary schools in Kenya

acknowledged that, factors teachers postulated included lack of adequate physical

facilities to enhance their teaching, inadequate learning materials and resources to the

extent that some schools lacked totally in such important facilities as laboratories.

Okomolate and Adesua (2016) refer to physical facilities as the school plant, that

is, the school buildings, classrooms, library, laboratories, toilet facilities, offices and

other materials and infrastructures that would likely motivate students towards learning.

Schools exist for the purpose of teaching and learning. Human and material resources are

deployed for this purpose. School physical facilities are the material resources provided

for staff and students to optimize their productivity in the teaching and learning process.

URT (2013) indicates that, physical facilities include classrooms, laboratories,

libraries, ICT facilities, dormitories, health and kitchen facilities, as well as facilities for
students with disabilities. Physical facilities provide and maintain, safe, clean, and

creative educational environments that are conducive to high achievements of the

students. Physical facilities strive to give students a comfortable atmosphere in which

they work and learn. In developing countries like Tanzania, low levels of learning Int. J.

Educ. Pol. Res. Rev. 106 among children can partly be attributed to poor or inadequate

physical facilities of the schools.

A peaceful and comfortable environment is said to enhance students' learning. A

well organized, ventilated, clean and spacious classroom will help student to settle and

concentrate both physically and mentally when instruction is been passed by the teacher.

This will in turn positively influence students' academic performance.

According to Schneider (2002) clean, quiet, safe, comfortable and healthy

environment constitute an important component of successful teaching and learning

process. Evidences show that student achievement lags in Shabby school buildings, those

without science labs, inadequate ventilation and faulty heating system.

The condition of learning facilities inthe school is also important during learning.

For example, noisey equipment will distract the learner's rather than attract their

attention. Also, faulty equipments will not give optimum results when used to carry out

experiments or demonstrations. Bad condition of classroom, laboratory and library

furniture will inconvinient the learners and the desired objective will not be achieved

afterwards.

Lamb et al (2004) also found school size to be statistically significant, although it

has a relatively small effect on student performance. But some size impacts remain
uncertain. While studies gener ally agree about the advantages of smaller schools,

there is no standardised definition of what constitutes a small or large school. And despite

the relative concensus on the impacts of school size, the debate on classroom size

remains unresolved. The condition of school facilities may also indirectly affect student

performance. Their work suggested that school climate, which can influence teacher

quality or satisfaction, may be impacted by teachers' perceptions of school facilities.

Citizens that care about students might come to a consensus that safe and healthy school

buildings are an important consideration of education.

According to Webster's Dictionary, safety is the condition of being safe and from

undergoing or causing hurt, injury, or loss and healthy is good for and conducive to

health. Looking at the importance of school environments through the lens of Maslow's

theory of motivation, there may be some evidence that without meeting basic needs it

could be difficult for students to make an effort to concentrate their attention on

developing academic patterns and digesting the academic materials they are being

presented.

We wouldn't knowingly send children into structurally unsafe buildings with

crumbling roofs or walls that are falling down. However, some conditions that affect

health and safety are less obvious such as poor indoor air quality and/or mold, toxic

building materials from years ago or in some instances inadequate climate control.

Uline and Tschannen-Moran (2007) said that if students are too cools or too hot,

they may not be able to focus. If the classroom is not well lighted, is overcrowded or

unsafe in anyway, the focus of the students may not be on the lessons. If a building even
feels unsafe to the students because of broken figures, graffiti, and others, the students

may be unable to concentrate on the academic goals in front of them.

According also to the Maslow's Hierarchy of Needs, schools in poor conditions

have potential to affect student achievement through changing students' momeny to

moment motivation. Students shouldn't be in survival mode. If they are, we cannot expect

them to thrive. Keeping the work of Maslow in mind, designing and maintaining schools

for safety and health must be high priorities. These are the most basic needs of our

students and crucial to their learning environment. The motivation and academic

achievement of students depend on having physical environments conductive to learning.

It is clear from the research literature that environmental factors influenced by

school facilities contribute towards student performance. Through a comorehensive

review in 2002, Schneider concluded that school facilities affect learning. Spatial

configurations, noise, heat, cold, light, and air quality obviously bear on students' and

teachers' ability to perform.

Some schools have elements that are in need of repair and some even have

elements that are beyond repair. This should not be the case. We need to do better for our

students. Parents should be confident that the buildings where their children learn and are

designed or redesigned in line with best practices for safety and health. Outside of the

initial concerns for safety and health is the idea that these poor conditions can affect

student motivation and thus student achievement.

Davis (2006) stated that school facilities have to be monitored not only to ensure

compliance with recommended standards but also minimize differences across the
country and provide its citizens equal access to education. To measure the quality and

effectiveness of school facilities, some studies utilized specific variables such as building

age, building cost accrued overtime, classroom temperature, noise, lighting, ventelation,

school furniture, space, attractiveness and maintenance. Schools with sufficient

infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a

comfortable and healthy environment conducive to learning.

Davis (2006) stated that school facilities have to be monitored not only to ensure

compliance with recommended standards but also minimize differences across the

country and provide its citizens equal access to education. To measure the quality and

effectiveness of school facilities, some studies utilized specific variables such as building

age, building cost accrued overtime, classroom temperature, noise, lighting, ventelation,

school furniture, space, attractiveness and maintenance. Schools with sufficient

infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a

comfortable and healthy environment conducive to learning.

Adeyanju (2002) did a study on the importance of teaching resources and found

that teachers whether those on training or those who are qualified, perceive the use of

learning aids in teaching as advantageous to both teachers and students since their use

reduces the talk and chalk method of teaching. On the same line of thought, Thompson

(1996) notes that electronically related teaching- learning materials are expensive to

purchase, maintain and operate.

According to Fareo (2015), facilities have a great impact on academic

performances of students, and inadequate facilities translate to poor performance. The

study examined the availability and convenience of the facilities that were provided to

students with special educational needs in mainstreamed schools.

It ascertained the qualifications of teachers teaching in mainstreamed public

secondary schools. It determined the relationship between the availability of facilities and

academic performance of students with special educational needs and also compare the

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

results showed that essential facilities and materials like hand railings, heaeing aids,

instructional materials, and lower toilets were not available, although the few that were

available (typewriters, resource room, wheel chairs) were in poor condition.

There was a significant relationship between availability of facilities and

academic performance of students with special educational needs. However, there was no

significant difference between the academic performance of male and female students

with special educational needs. The study concluded that inadequate provision of school

facilities and materials to mainstreamed public schools would lead to poor academic

performances of students. Ginslly, adequate funding of integrated schools would help to

overcome problem of provision and maintenance of special funding of integrated schools

would help to overcome the problem of provision and maintenance of special equipment

and materials for the use of students with special educational needs.

Unsurprisingly, the results also suggested that the quality of teachers played a role

in student achievement. In this context, teacher quality reflected how their performance

was rated by their students, as well as teacher years of experience, academic

qualifications, etc. Studies worldwide have identified factors that drive primary and
secondary student performance. In general, researchers agree that the choice of school

impacts on student performance-but to what degree, and via what root cause, is less clear.

Ajay (2006) expressed that, "without the teacher who is knowledgeable,

instructional materials cannot create change and progress, the only time it begins to make

impact is when the teacher begins to make use of it and allows it to take over its values".

This portrays thae professional attributes of the teacher and general knowledge or his

creativity selecting, developing and use instructional materials effectively. Teaching and

learning materials design, production and their use facilitate the teaching and learning

outcomes.

However it is strongly recommended that each learner should possess the

appropriate materials during the lesson if at all improved academic achievement is to be

observed. Muthamia (2009) stated that, teachers can only be effective and productive in

their work if they have adequate and relevant instructional materials. Likoko et al. (2013)

reiterated that for effective teaching and learning, textbook and other instructional

materials are basic tools, in absence or inadequacy makes teachers handle subjects in an

abstract manner, portraying it as dry and non-exciting.

Makori and Onderi (2013) noted that students academic performance is the

product of evaluation after instruction has been passed by the teacher. Students' academic

performance is an aspect of education that has been and still is of great concern to

parents, school managers, educational researchers and policy makes in the developing

and developed nations.

Foreign studies

Tanzania Institute of Education (TIE) (2007) outlined that, apart from teachers,

instructional materials are the most important resources needed at classroom level. If the

curriculum is to succeed, the preparation and production of instructional materials must

be handled with utmost care. The Ministry of Education and Vocational Training is

responsible for putting in place criteria for evaluating and ensuring that only quality

instructional materials are selected to support the teaching and learning in the classroom.

Mosha (2014) acknowledges that the quality of secondary school education

cannot be separated from the context and circumstances that are found in schools. A

number of secondary schools in Tanzania considered to have shortage of instructional

materials (Sumra and Rajani, 2006) are understaffed, and some teachers are

underqualified and de-motivated (Davidson, 2006; Komba and Nkumbi, 2008).

Kimeu et al. (2015) in their study on Influence of instructional resources on

secondary school students academic performance in Makueni County, Kenya confirmed

that inadequacy of teachers reference books and guides, students text books, maps and

charts negatively affected students academic performance.

Furthermore, Hansen (2000) acknowledged that, there are several factors

affecting students academic achievement. These include internal and external class room

factors. He mentioned the classes size as a factor that can affect academic performance,

with enough infrastructures, the smaller the class, the better the performance. In addition,

Hakielimu (2011) agreed that most community secondary schools in Tanzania

particularly those in rural areas are at disadvantaged because they lack adequate physical
facilities and human resources. Most of the community secondary schools do not have

enough classrooms..

On the other hand, it is necessary to note that Instructional materials are important

catalysts of social re-engineering and change in learners. It is obvious that effective

instructions cannot be well accomplished without the use of instructional materials. The

reason is not farfetched: advances in technology have brought instructional materials

especially the projected and electronic materials to the forefront as the most radical tools

of globalization and social development which have affected the classroom teaching

learning situation positively. Such technological breakthroughs as networked and non-

networked; projected and non-projected; visual, auditory, audio-visual electronic

materials are important landmarks in knowledge transfer. With them both teaching and

learning become very pleasant experience.

Local Studies

According to the Department of Education (DepEd) in the implementation of the

K to 12 program is to train public school teachers. However, teachers noted that trainings

they have undergone were rushed and not well thought of.

On the other hand France Castro, secretary general of the Alliance of Concerned

Teachers (ACT) said the time spent for teachers training is not enough. There are lots

of new things for teachers to learn in order to implement the new curriculum. One to two

months training is not enough. Is this what the DepEd calls as in-depth training of

teachers?
 Futhermore the DepEd will implement the K to 12 program for the incoming

g grade one and grade seven or first year high school students in all public schools

nationwide. The mandatory kindergarten, which is part of the said program, was already

implemented by DepEd last school year.

According to Dante A. Verdera, 49, a technical and livelihood education (TLE)

and Araling Panlipunan teacher in Godofredo M. Tan Memorial School in Nueva Ecija

said their training was in haste. We underwent training for only 10 days for a subject

that we will teach for one year, Verdera told Bulatlat.com. He is a teacher for the

incoming grade seven students. He called the training half-baked. We have a thick

training module, about 300 pages, that we have to study. During our training, we were up

until midnight just to study the module. That is not good because we were cramming. We

were forcing ourselves to learn something that takes time to learn, he said.

Not only that, Castro added, teaching guidelines and learning modules have not

yet been distributed to teachers. Supposedly teaching guidelines and learning modules

are given to teachers while they are on training. But, according to the teachers who

underwent the training, some of them have yet to receive the said materials.

According to Regina E. Ramos, 49, teacher of MAPEH (Music, Arts, Physical

Education and Health) in Navotas National High School said they received their module,

but it is still incomplete, up to the second grading period only. Our training was rushed,

and the materials they distributed are not even complete. What are we going to use for the

third and fourth grading periods? Itll be difficult to teach without a reference material,

Ramos said in an interview with Bulatlat.com.

 Nevertheless Ramos said she asked their trainers about the modules for the third

and fourth grading periods and they told her that the department would just act on it when

the time comes. Lolita Rubante, grade one teacher at Western New Elementary School

also lamented, The program is good, but it is much better if the materials are also

complete. If they (government) really want a good outcome and they want our education

system to be like other countries, they should provide us with the complete materials.

She said they already foresaw the problems even before the trainings began. We

already predicted that there would be a lack of materials, lack of preparation. They

revised the curriculum but they did not provide us with the materials, Rubante told

Bulatlat.com. Flody Hernandez, Filipino teacher for grade seven at the Ramon

Magsaysay High School Cubao also said, Trainers from DepEd discussed the program

and how we are going to implement it. However, the problem lies in the lack of materials.

The reference book on K 12 is really not enough, Hernandez said.

Public school teachers believe in the objectives of the K to 12 program, as it will

use the mother tongue language as medium of instruction in grades one to three.

However, the implementation of the said program is not well-planned. Teachers were

trained at a very short time and teaching guides are not massively distributed. Ramos,

together with other public school teachers, believe that to properly implement the

flagship program of President Benigno Noynoy S. Aquino III, enough time for

teachers training is essential.

Conceptual Framework

Instructional materials are used to convey knowledge and skills to students. It

may be in textual or non-tual type. Textual type is composed of printed materials while

non-textual composed of equipments or materials such as technologies and writing

boards. School Facilities on the other hand refer to place where students settle and meet

the environmental factors like temperature, light and air quality. The construction of

buildings also influence the students academic performance.

Instructional Material
>Textual ASSESSMENT
Textbooks and Modules >Improving the academic
Charts and Maps performance of students.
Newspaper,journals,encyclo
pedia >Enhancing the perception and
>Non-textual effiency of learning.

Laboratory apparatus >Establishment of well-

Technologies coordinate, materially equipped
Writing Boards and convenient schools.
>Effective teaching and learning
process.

School Facilities

>Environmental Factors

Temperature
Light
Air Quality

>Construction of Buildings
Theoritical Framework

Ausebels theory is concerned with how individuals learn large amount of

meaningful material from verval /textual presentation in a school setting. According to

Ausebel, learning is based upon the kinds of super ordinate, representational and

combinational process that occur during the reception of information. A major

instructional mechanism proposed by Ausebel is the use of advance organizers.

Organizers act as a subsuming bridge between new learnking material and existing

related ideas. Sangui (2002) pointed out some assumption in the instructional aid for

effective and efficient learning process. Providing materials is more effective for the

oppurtunities of the students to construct relationship among concepts and to use of

higher level embedded assessment.

Alexanders theory tell that facilities are products of services that support an

organization to achieve its objectives. Within the context of education, such as school, it

is aimed to create supporting teaching and learning environment for students, teachers

and other users around the school. Occupants of inadequate school facilities may fail to

perceive clear focus on academic purposes, and learning environment is likely to be

thought of as orderly and serious. Spatial configurations, noise, heat, cold, light and air

quality obviously bear on students and teachers ability to perform.

Aceboyeje and Ayodele (2004) have pointed out that the availability of adequate

chairs, desks and other facilities are necessary for the accomplishment of any educational

goals and objectives. They revealed that effective management of school facilities brings

about development of educational programmes and facilitates educational process

 CHAPTER III

METHODOLOGY AND PROCEDURES

This chapter presents the research design, respondents of the study, instrument

used, data gathering procedures and statistical treatment of data.

Research Design

The researcher used the descriptive method because it make use of explanation,

description and illustrations. The researchers believe that it is necessary to use this

method because according to Calmorin, descriptive method focuses at the present

condition. The purpose is to find new truth,to describe and interpret the prevailing

phenomena in a particular research environment.

Respondents of the study

This study involved 80 senior high school students of taal Senior High

School,Taal Batangas during the school year 2017-2018.The respondents were randomly

selected.

Data Gathering Instruments

Questionnaire

The researchers used the questionnaire as the major data gathering instruments

to gather the necessary data information about instructional materials and school facilities

in relation to the academic performance of the students

 Preparation of Instrument. The researchers read different books, journals,

and other references related to the present study. The researchers also went to libraries to

gather references that will suit to the present investigation

Scoring of responses. The score of each item was given a corresponding

weight value with one as the lowest and four as the highest. Descriptive equivalents or

descriptions were also provided for the interpretation of the results.

Option Range Verbal Description

4 3.50-4.00 Strongly Agree

3 2.50-3.49 Agree

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

Data Gathering Procedures

The researchers provided a letter seeking permission from the officer In charge

of Taal Senior High School.After her approval,copies of the questionnaire were

distributed personally to the 80 randomly selected.

Statistical Treatment of Data

To give clearer meaning to the data gathered,the following statistical

treatments were used.

 Ranking.This was used to determine the relationship of school Facilities as

well as instructional materials in improving the academic performance of the students.

Weighted Mean. This was employed to determine the responses that were

typical to the respondents.Since the responses of the questionnaire was used and the

weighted points were assigned for the quantitative analysis.

WM=

where: WM=weighted mean

x=weight point in each option

f=frequency in each option

fx=sum of the product of the frequency and weighted point

N=total number of respondents

Percentage.This was used as a descriptive measure especially in showing the

relationship between two or more magnitudes using the formula.

P= x 100

where: P=Percentage

X=Frequency

N=total number of respondents

100=constant multiplier
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of data gathered

whose main objective is to found their perception about intructional materials and school

facilities.

Age Frequency Percentage Rank

19 and above 4 5% 3

17-18 47 58.75% 1

15-16 29 36.25% 2

Total: 80 100%

Table 1

Age of the respondents

Table 1 shows that 47 or 58.75% of the respondents were 17-18, 29 or 36.25% in

15-16 while 4 or 5% were 19 and above. It can be interpreted that almost three fourths of

the respondents were 17-18 and 15-16 and one fourth in 19 and above.

Based on the percentage, the dominated age among the respondents is 17-18. This

shown that there are mostly 17-18 who have an interest in participating in this research

study.
 Gender Frequency Percentage Rank

Male 39 48.75% 2

Female 41 51.25% 1

Total: 80 100%

Table 2

Gender of the respondents

Table 2 also shows that 41 or 51.25% of the respondents were female while, 39 or

48.75% where male It can be interpreted that almost three fourths of the respondents

were female and one fourth of the respondents were male.

Based on the percentage, the dominated gender among the respondents is female.

This shown that there are mostly female who have an interest in participating in this

research study.

Grade level Frequency Percentage Rank

11 40 50% 1.5

12 40 50% 1.5

Total: 80 100%

Table 3

Grade Level of the respondents

The number of the respondents in Grade 11 is fifty percent (50%) and the Grade

12 is fifty percent (50%) with the total of 40 for Grade 11 and 40 for Grade 12 this

means that the research results might be generalisable to students and also indicating that

education and knowledge about instructional materials and school facilities.

 Track Frequency Percentage Rank

ABM 25 31.25% 3

HUMSS 28 35% 1

TVL 27 33.75% 2

Total: 80 100%

Table 4

Track of the respondents

Table 4 shows that 28 or 35% of the respondents were in the track/strand of

HUMSS while 27 or 33.75% were in TVL. It is followed by the track/strand of ABM

who have 25 or 31.25%.

The range of values for numerical rating used for the level of instructional

materials and school facilities in TSHS were indicated by the descriptive rating of the

equivalent as follows.

Option Range Verbal Interpretation

4 3.50-4.00 Strongly Agree

3 2.50-3.49 Agree

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

TV2 = TV + TV+ TV + TV + TV

WM = TV/N

Where:

TV = total value V = value of scale

F= frequency N = no. of respondents

 Table 5

Presents the available facilities in school

Part 1

1.1 Classroom

4 3 2 1 Weighted Verbal

mean Interpretation

1. The classroom are spacious. 96 108 30 5 2.99 Agree

2. The classroom are well-ventilated. 76 102 40 7 2.81 Agree

3.The classroom are sufficient to th e 100 75 44 8 2.84 Agree

number of students.

4. The surrounding of the classrooms 68 78 46 14 2.58 Agree

are quiet.

The table shows that the Taal Senior High School students agree about their

classroom (x=2.99) that the classroom are spacious. The respondents agree (x=2.81) that

Taal Senior High School have a classroom are well-ventilated. The respondents agree (x=

2.84) that Taal Senior High School have a classroom are sufficient to the numbers of

students. The respondents agree (x= 2.58) that the surrounding of the classroom is quiet.
1.2 Computer room

4 3 2 1 Weighted Verbal

mean Interpretation

1. The computer room is spacious. 116 84 36 6 3 Agree

2. The computer room is always 100 72 40 11 2.79 Agree

available

3. The computer room is for 144 72 28 6 3.13 Agree

educational purpose only.

4. The computer room has a good 92 66 30 20 2.6 Disagree

internet connection.

The table shows that the Taal Senior High School students agree about their

computer room (x=3) that the computer room is spacious. The respondents agree

(x=2.79) that Taal Senior High School the computer room is always available. The

respondents agree (x= 3.13) that Taal Senior High School have a classroom is for

educational purpose only. The respondents agree (x= 2.6) that the computer room has a

good internet connection.

1.3. Gymnasium

4 3 2 1 Weighted Verbal

mean Interpretation

1. The gymnasium is available for 148 75 24 6 3.16 Agree

P.E class.

2. The gymnasium is always used 160 96 10 3 3.36 Strong Agree

for programs.

3. The gymnasium is well- 140 87 28 2 3.21 Agree

constructed.

The table shows that the Taal Senior High School students agree about the

gymnasium (x=3.16) that their gymnasium is available for P.E class. The respondents

strong agree (x=3.36) that Taal Senior High School the gymnasium is always used for

programs. The respondents agree (x= 3.21) that Taal Senior High School gymnasium is

well-constructed.
 Table 6

Presents the Instructional Materials

Part 2

2.1 Printed Materials

4 3 2 1 Weighted Verbal

mean Interpretation

1. Textbooks enhance the 164 99 6 3 3.4 Agree

understanding of students.

2. Textbooks enhance the reading 168 90 12 2 3.4 Agree

ability of students.

3. I learn better when I rely on 132 117 12 2 3.29 Strongly Agree

textbooks.

4. I make an advance reading when 152 99 18 0 3.36 Strongly Agree

theres on available textbook.

The table shows that the Taal Senior High School students strongly agree about

the printed materials (x=3.4) that the textbook enhance the understanding of students. The

respondents agree (x=3.4) that Taal Senior High School the textbook enhance the reading

ability of students. The respondents strongly agree (x= 3.29) that Taal Senior High

School have a textbook they learn better when their rely on textbook. The respondents

strongly agree (x= 3.36) that if they have a textbook they make an advance reading when

theres on available textbook

2.2 Visual materials

4 3 2 1 Weighted Verbal

mean Interpretation

1. I learn more when the teacher 204 78 4 1 3.59 Strongly Agree

provides examples.

2. I understand well when the teacher 200 75 6 2 3.54 Strongly Agree

shows pictures related to the lesson.

3. I am attracted when there are 156 102 14 0 3.4 Strongly Agree

charts that summarize data.

4. I am more interested to listen when 180 81 14 1 3.45 Strongly Agree

I can read what the teacher is saying

through visual aids.

The table shows that the Taal Senior High School students strongly agree about

the visual materials (x=3.59) that they learn more when the teacher provides examples.

The respondents strongly agree (x=3.54) that Taal Senior High School that they

understand well when the teachers shows pictures related to the lesson. The respondents

strongly agree (x= 3.4) that Taal Senior High School that they attracted when there are

charts that summarize data . The respondents strongly agree (x= 3.45) that they more

interested to listen when they read what the teacher is saying through visual aids.
2.3 Technologies

4 3 2 1 Weighted Verbal

mean Interpretation

1. I am more interested when theres a 180 96 2 2 3.5 Strongly Agree

use of audio-visual devices.

2. I understand the lessons well 152 102 12 2 3.35 Strongly Agree

when theres a use of DLP.

3. I feel motivated when we are 180 75 12 4 3.39 Strongly Agree

allowed to use cellphones for

vocabulary words.

4. I participate to the discussions 164 99 6 3 3.4 Agree

when the powerpoint presentation is

clear.

The table shows that the Taal Senior High School students strongly agree about

the technologies (x=3.5) that they more interested when theres a use of audio visual

devices. The respondents strongly agree (x=35) that Taal Senior High School that they

understand the lesson well when theres a use of DLP. The respondents strongly agree (x=

3.39) that Taal Senior High School that theyfeel motivated when we are allowed to use

cellphones for vocabulary words. The respondents agree (x= 3.4) that they participate to

the discussions when the powerpoint presentation is clear.

 CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Findings

The results of the study were analyzed, interpreted and consolidated to come up

with the following findings.

1. There were 39 male respondents and 41 female respondents. It shows that 48.75%

of the total respondents were male and 51.25% of the total respondents were

female.

The 5% of the respondents were 19 years old and above, 58.75%of the total

respondents were 17 to 18 years old and the remaining 36.25% of the total

respondents were 15 to 16 years old .

The respondents from Grade 11 students were half of the total number of

respondents from Grade 12 students.

The percentage of the respondents from ABM is 31-25, from HUMSS is 35 and

33.75% from TVL

2. The classroom, computer room and gymnasium are the given available facilities

in school. For classroom, the respondents agreed that classroom are spacious, well

ventilated, sufficient to the number of students and their surroundings are quiet.

For computer rooms, the respondents agreed that it is spacious, always available

and it is for educational purpose only. They disagree that the computer room of

Taal Senior High School has a good internet connection. For gymnasium, they

agreed that it is available for P.E class and is well constructed and they are

strongly agree that the gymnasium is always used for programs.

 3. The different instructional materials were printed materials, visual materials and

technologies.

The respondents agree that textbook enhance the understanding of

students and their reading ability. They strongly agree that they learn

better when they rely on textbooks and they make an advance reading

when theres an available textbook.

The respondents strongly agree that they learn more when the teacher

provides examples, shows picture related to the lesson, they are attracted

when there are charts that summarize data, and they are more interested to

listen when they can read what the teacher is saying through visual aids

The respondents agree that they participate to the discussions when the

powerpoint presentation is clear. They strongly agree that students are

more interested where theres a use of audio visual devices, use of DLP

and they are motivated when they are allowed cellphones for vocabulary

words.

Conclusions

From the findings the following were drawn:

1. Most of the respondents were female.They are from Grade 11 and Grade 12

students. Most of them were 17-18 years old and from the strand of Humanities

and Social Sciences.

2. The Taal Senior High School has different facilities such as classrooms, computer

room and gymnasium which contribute to development of learners.

 3. Instructional Materials is important to the students academic performance. Printed

materials such as textbooks help them learn better, visual materials contribute to

their learning and understanding and technologies make them feel interested and

motivated during class hours.

Recommendations

Based on the findings and conclusions of the study, the following are hereby

recommended:

1. The classrooms should remain spacious, well ventilated, sufficient to the number

of students, and the surrounding is quiet.

2. The computer room should have a good internet connection but it should be sure

that it will only be used for educational purposes.

3. The Taal Senior High School should make sure that the gymnasium is really well

constructed and available for activities.

4. The government must implement the 1.1 ratio of textbook and students of public

schools.

5. The teacher of Taal Senior High School should provide visual materials during

discussions so that students can follow the lesson.

6. The teachers of Taal Senior High School should use technologies in teaching and

provide the meaning of unfamiliar words for the better understanding of students.
Appendices
Bibliography
References
 PUNZALAN FORTUNATO JR. M.

Tulo, Taal, Batangas

PERSONAL INFORMATION

Date of Birth : December 18, 1998

Place of Birth : Tulo Taal Batangas

Citizenship : Filipino

Sex : Male

Religion : Roman Catholic

Civil Status : Single

Parents : Wilma Punzalan

Fortunato Punzalan

EDUCATIONAL BACKGROUND

Secondary Senior Level

Taal Senior High School

Calle Ylagan St.,Taal Batangas

Accountancy, Business and Management 12-B
Junior Level

Taal National High School

Calle Ylagan St.,Taal,Batangas

(2012-2016)

Primary Tulo Elementary School

Tulo Taal,Batangas

(2005-2011)
 ROSALYN MARQUEZ

Sta. Teresita, Batangas

PERSONAL INFORMATION

Date of Birth : December 18, 1998

Place of Birth : Tulo Taal Batangas

Citizenship : Filipino

Sex : Male

Religion : Roman Catholic

Civil Status : Single

Parents : Wilma Punzalan

Fortunato Punzalan

EDUCATIONAL BACKGROUND

Secondary Senior Level

Taal Senior High School

Calle Ylagan St.,Taal Batangas

Accountancy, Business and Management 12-B
Junior Level

Taal National High School

Calle Ylagan St.,Taal,Batangas

(2012-2016)

Primary Tulo Elementary School

Tulo Taal,Batangas

(2005-2011)
 RHEYMARK RAMOS

Tulo, Taal, Batangas

PERSONAL INFORMATION

Date of Birth : December 18, 1998

Place of Birth : Tulo Taal Batangas

Citizenship : Filipino

Sex : Male

Religion : Roman Catholic

Civil Status : Single

Parents : Wilma Punzalan

Fortunato Punzalan

EDUCATIONAL BACKGROUND

Secondary Senior Level

Taal Senior High School

Calle Ylagan St.,Taal Batangas

Accountancy, Business and Management 12-B
Junior Level

Taal National High School

Calle Ylagan St.,Taal,Batangas

(2012-2016)

Primary Tulo Elementary School

Tulo Taal,Batangas

(2005-2011)