Assessment of the impact of the implemented learning spaces on science achievement: Building Resilience at General Tomas Mascardo National High School
Department of Education Philippines, Science Junior High School Teacher –General Tomas Mascardo National High School –Imus City, Province of Cavite.
Research Article
World Journal of Advanced Research and Reviews, 2024, 21(03), 722–735
Publication history:
Received on 21 January 2024; revised on 01 March 2024; accepted on 03 March 2024
Abstract:
General Tomas Mascardo National High School is currently facing a significant challenge of classroom shortages, posing a threat to the fundamental principle of "education for all." This study aims to evaluate the impact of makeshift classrooms on the academic performance of science subject to students during the school year 2023–2024, adopting a mixed-methods approach. The analysis reveals variations in mean percentage scores across sections and shifts, emphasizing the need to investigate specific factors influencing performance outcomes. Despite small attendance fluctuations, the overall trend suggests a high level of students’ presence, indicating a generally conducive learning environment. However, the study identifies significant disparities in academic performance, particularly in the Quarterly Assessment (Q.A) variable among makeshift classes. The negative impact on academic performance is evident, highlighted by a statistically significant deviation in Q.A scores, emphasizing a specific area of concern. Irregular attendance patterns during September and October further contribute to the negative effect on academic performance, emphasizing the need for targeted interventions to address attendance issues systematically. Themes emerging from student responses encompass environmental factors, comfort, focus, motivation, adaptation, preference for regular classrooms, teacher impact, external factors, and physical environment. Morning shift students highlight noise and discomfort as significant barriers, while afternoon shift students express mixed feelings, acknowledging spaciousness but preferring regular classrooms for comfort. Both shifts discuss motivation, with morning shift students suggesting adaptive measures and crediting supportive teachers. In contrast, afternoon shift students express various emotions, including decreased motivation due to negative thoughts and noise pollution affecting focus. External factors, distractions, and concerns related to the physical environment are prevalent in both shifts, underlining the complexity of challenges students face in makeshift classrooms. Recommendations include a comprehensive investigation into academic disparities, addressing the quality of answers, targeted interventions for attendance improvement, and a holistic approach to creating a conducive learning environment.
Keywords:
Learning Spaces; Makeshift Classes; Science Achievement; Attendance Monitoring; Adaptation and Coping
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0