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January - May | 2nd Semester 2025

Proverbs 14:1: Every wise woman buildeth her house: but the foolish plucketh it down with her hands.
 
 

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LabelTagIndicatorsSubfieldContent
Leader00000939nam a2200169 a 4500
Date and Time of Latest Transaction005 20240313150117.0
General Information008 040316s2003 000 0 eng d
Agency-assigned identifier035 _a4B322D09E60D41779BA0C7301C1A565F
Agency-assigned identifier035 _a(0000000000)67445
Main Entry - Personal Name1001 _aYtang, Feliciano M. Jr.
Title2451 0_btheir effects on the achievement and behavior of the freshmen students of the Adventist University of the Philippines Academy /
Title2451 0_cFeliciano M. Ytang Jr.
Title2451 0_aLearning environment preference :
Publication, Distribution, etc. (Imprint)260 _c2003.
Phys Description300 _axvi, 113 leaves. :
Phys Description300 _c28 cm.
Phys Description300 _bfig. ;
General Note500 _aThesis (MAED)--Adventist University of the Philippines, Puting Kahoy, Silang, Cavite, 2003.
Summary Note520 _aThe main purpose of this study is to know the effects of the learning environment preferences on student achievement and behavior. Specifically, the study attempted to answer the following subproblems: 1. Do learning environment preferences make a significant event on the students’ achievement between the experimental and control groups? 2. Do learning environment preferences make a significant effect on the achievement of analytical students between the experimental and control groups? 3. Do learning environmental preferences make a significant effect on the achievement of global students between the experimental and control groups? 4. Do learning environmental preferences make a significant difference on the achievement of male and female students in the experminetal group? 5. Do learning environment preferences make a significant difference on the behavior students between the experimental and control group? 6. Do learning environment preferences make significant diiference on the behavior of analytical students between the experimental and control groups? 7. Do learning environment preferences make a significant diiffernce on the behavior of global students between the experimental and control groups? Methodology The subjects of the study were the first year high school students of the Adventist University of the Phiippines Academy during the school year 2002-2003. There were two groups in the study, which comprised of 68 students. The members of the two groups were categorized according to their type as learners, learning environment preferences, and genders. The groups were randomly assigned into an experimental group in which the learning environment preferences were considered and a control group in the conventional classroom seating. The study used the pretest-posttest experimental design. The statistical treatment used was the t-test for pooled variance. A self-constructed instrument was used to measure the student achievement in order to obtain the achievement data. These instrument were administered to 180 second year high school students of Lipa Adventist Academy for reliability testing. In other to gather data for the behavior of the students, class attendance folders were used to encode the student behavior as observed daily by the teachers for the duration of nine weeks. Findings Result of the analysis showed the following findings: 1. Students in the experimental group achieved higher than students in the control group. 2. Analytical students in the experimental group learned better than students in the control group. 3. Global students in the experimental group learned better than students in the control group. 4. Both male and female students in the experimental group were benefited by the treatment. 5. Students in the experimental group behaved better than students in the control group. 6. Analytical students in the experimental group come to class on time and observed proper seating arrangement compared with analytical students in control group. 7. Global students in the experimental group come to class on time and observe proper seating arrangement compared with global students in the control group. Conclusions I. Learninf environment preferences made a significant effect on students’ achievement between the experimental and control groups, and between the achievement of the analytical and global students of the experimental and control groups. II. Learning environment preferences did not make any significant difference on the achievement of male and female in the experimental group. III. Learning environment preferences made a significant difference on the behavior of analytical and global students between the experimental and control groups. Recommendations Based on the findings the following are the recommendations of the study: For Classroom Teachers 1. Since learning environment preferences highly influence academic achievement, it is wise that the teachersin school observe proper learning environment preferences in order to enhance learning among high school students. For School Principals and Administrators 2. Observation of proper learning environment preferences in school must be considered in order to meet the needs of the students to enhance academic achievement and proper behavior. 3. Further, to conduct learning styles assessment as part of enrollment procedures in order to provide the learning environment preferences of students at the start of the school year. For Further Research That the study be replicated considering other variables that comprise learning environement preferences using a wider population.
Subj: Topical650 7_2sears
Subj: Topical650 7_aEnvironmental education.
Subj: Curriculum658 _aMaster of Arts in Education.
Subj: Curriculum658 _2local
AE: Pers Name700 _aIdaosos, Caezar F.,
AE: Pers Name700 _eAdviser.
Electronic Location and Access8564 _uhttp://jldmlibrary.aup.edu.ph/opac/thesis_abstract/pdf/Ytang,%20Feliciano.pdf
Electronic Location and Access8564 _zAbstract (PDF)

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