Impact of School Physical Facilities on Student's Academic

Performance in Senior High School at Goa National High School

A Research Proposal Presented to the

Research Committee of the

Senior High School Department

Goa National High School

Goa, Camarines Sur

In Partial Fulfillment of the Requirements for

Practical Research 2

Researchers:

Antonette Barosa

Arlan Dela Cruz

Ellaine Rivero

Elmer Valencia

Karen Binalingbing

Marie Antoinette Atienza

Mary Ann Elmedo

Judy Ann Abad

October 2024
INTRODUCTION

This study will investigate the Impact of School Physical Facilities on Students
Academic Performance in Senior High School at Goa National High School for the
School Year 2024-2025. This study aims to find out how physical facilities impact the
academic performance of Senior High School Students at Goa National High School. The
simple random sampling technique will be apply for this study with the target population
of 50 respondents (22 male and 28 female Senior High School Students). The instrument
for data collection will be a structured 15- items statement research questionnaire that
will develop by the researchers after an extensive literature review.

According to Rosser et al (2019), a school is an actucational institution designed to

provide learning spaces and learning environments for the teaching of students under the
direction of teachers. Learning environment includes physical, psychological, and
learning processes occur. Therefore, a school is a set of buildings, human resources,
nonhuman resources or an institution designed for teaching of students under the
direction of teachers. Academic performance of students depend on school physical
facilities around them. School physical facilities determine largely how a student
behaves and interacts during teaching and learning process. (Dangara and Geraldine,
2019) Kirch et al (2021), observed that, school physical facilities like libraries,
laboratories, books, classrooms, teachers, and other facilities have impact on academic
performance of students learning environment. Most of private learning environments
have good and enough physical facilities that makes performance of private schools to be
high than those community schools.

According to Khan et al (2019), identified that as the number of students in a

classroom grows. So, do the negative effects to both the teachers and the slimitedtudents.
That is a teacher can only give much attention to one student than to divide his/her
attention among thirty to thirty five or fourty to fourty five students. Because it is
impossible to give all students attention that they need. And this is due to the teaching
and learning resources. The changes of class scheduling in Goa National High School is a
problem hence this made the researchers to investigate on the impact of Physical
Facilities on Academic Performance of Senior High Students.
Statement of the Problem

This study aims to assess the impact of physical facilities on academic performance
of senior high students.

Specifically it seeks to address the following question

A. What is the disadvantages of lack of classrooms to the students?

B. How do the Physical Facilities influence the academic performance of Senior
High School Students?
C. What is the condition of school physical facilities in Goa National High School?
D. What are the problems do students and teachers face regarding school facilities?

Assumption

A. Students may experience disrupted learning schedule, such as shortened classes or

alternating schedule days.
B. Poor facilities may reduce focus and motivation, leading to lower academic
performance.
C. Maintenance of existing facilities may not be prioritized due to budget constraints,
leading to deteriorating conditions.
D. Students may find it difficult to concentrate due to uncomfortable or overcrowded
conditions, negatively affecting their academic performance.

Scope and delimitation

This study aims to investigate the impact of school physical facilities on the academic
performance of Senior High School students at Goa National High School (G.N.H.S).The
study is delimited to the Senior High School department of Goa National High School,
focusing exclusively on the physical environment of the school and its influence on
students' academic performance.

Significance of the Study

DepEd- This study can guide DepEd's policy decision on school infrastructure
development and maintenance, focusing on the impact of physical facilities on student's
academic performance. It can also help stablish national educational standards, ensuring
all schools meet these standards, and sense as benchmark for monitoring and evaluation
efforts, identifying areas for improvement and implementing targeting interventions.

School Administrators- This study aids school administrators in efficiently allocating

resources and prioritizing expenditures in facilities that support students academic
achievement. It aids efficient facility management plans, prioritizing maintenance tasks,
and incorporating results into school improvement plans, highlighting areas where
enhancing physical infrastructure can help students meet learning objectives.

Teachers- This study highlights the importantance of physical facilities in teaching,

students engagement and teacher retention. It gives teacher information about how
facilities affect student's learning experiences , which helps them solve problems and
improve their methods. In order to improve teacher wellbeing and student academic
achievement. The study also highlight the necessity of well-maintained infrastructure.

Future Researchers - The study's finding can guide future researchers on the influence of
physical facilities on education, providing a quantitative understanding on the relationship
between facilities and students and academic outcomes. It can also generate new research
questions and utilize different methodologies to explore the subjective experiences of
students and teachers in relation to physical facilities.
Parents- Parents have the ability to influence school choice, advocate for school reforms,
and shape their children's educational environment. Additionally, it makes it easier for
parents and school officials to work together, resolving facility-related issues and
givingpriority to upgrades that will directly enhance their kid's education.

Community- The study highlights the importantance of investigating in education and

school infrastructure for community economic development, engagement, and social
cohesion. It emphasize the positive impact of quality facilities on student academic
performance, encouraging community investment in education and fostering a skilled
workforced. It also encourages community involvement in supporting local schools and
advocating for improvements.

Definition of Terms

Academic performance- The evaluation and assessment of a students participations

persubject.

Physical facilities -School building, classrooms, library, toilet, facilities, learning materials
to other infrastructure that would likely motivate students towards learning.

Senior High School –The twelfth grade is the fourth and final year of a students high
school education .

End Notes

"Roser et al (2029) the impact of school physical... - Google Scholar"

https://scholar.google.com/scholar?
hl=tl&as_sdt=0,5&scioq=The+Impact+of+School+Physical+Facilities+on+Students+acad
emic+performance&q=Roser+et+al+(2029)+the+impact+of+school+physical+facilities+o
n+student+academic+performance
Khan et al (2019) https://www.researchgate.net/publication/331859527_Khan_et_al_2019

Dangara and Geraldine, 2019) Kirch et al (2021). Influence of School Physical

Facilities on Academic Performance of Community Secondary Schools’ Students in
Form Four National Examinations in Longido District, Tanzania.
https://sg.docworkspace.com/d/sIEWc2qnhAaXg6roG?sa=601.1123
https://s.wps.com/s8GOsfN6juuc

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter explores the literature and findings of related researchers, compiled
through various online databases.

RRL (Foreign)

According to the study of Muhammad Arshad, Zia Ahmad Qamar, Faheem Huma
Gulzar ( 2018). This paper determines the influence of school’s physical facilities on
students’ achievement. The study was quantitative in nature and survey technique was
used. The sample of the present study was selected by multi-stage random sampling
method from Sahiwal division of Punjab, Pakistan. The researcher developed and
validated a Check-List for Physical Facilities (CLPF) prior to data collection. Multiple
regression analysis are run in the current research to analyze data. Measurement of the
achievement of students from test scores of grade 8th conducted by Punjab Examination
Commission in the year 2017 is analyzed. The study shows that ventilation, plants, play
grounds, first aid medical box, LCD/LED significantly influenced students’
achievement. All the physical facilities contributed about 15.4% towards students’
academic achievement.
 According to the study of Sunshine B Alos, Lawrence C Caranto, Juan Jose T David (
2015). This study aimed to determine the factors affecting the academic performance of
fourth year student nurses. The factors affecting a student’s academic performance arise
from several reasons. In line with this, this research was conducted to determine the
factors that affect the academic performance of the nursing students which may
consequently help in the improvement of the students and teachers alike. This study may
benefit the students by allowing them to understand better the factors that can affect their
academic performance. They may be able to improve their academic performance with
the findings that are established by this study. A quantitative-descriptive design
wasutilized. Self-reporting questionnaire was the main method used for data gathering.
Average weighted mean was used to determine the level of impact of the different
factors affecting the respondents’ academic performance. The first two (2) items in the
personal conditions category are found to be of high impact. Meanwhile, the last three
(3) items in the same subset fell in the low range. On the other hand, all indicators
included in the category of study habits were considered highly impactful except for the
last item which was ranked rather lower. Student nurses have been discovered to have
rated home-related factors as low in impact. In school-related aspects, the first six (6)
items are of high impact; conversely, the 7th indicator was rated low. Among the
teacher-related-factors, only item 1 was established to be of very high impact and the
rest posed to be highly impactful. In the subset of personal factors, feeling sleepy in
class in class was rated to be of highest impact. The indicator ‘I study only when there is
a quiz’was determined to have the highest impact among study habits. Meanwhile,
among the home-related aspects,‘I live far from school’was found to be the most
impactful. The indicator ‘the time schedule is followed’was determined to have the
greatest effect among the school-related items. Highest of impact among the five
domains were the teacher-related factors. Based from the findings, it was concluded that
several factors pose a high impact on the academic performance of student nurses, with
teacher-related factors topping the list. Among the five (5) domains, study habits and
school-related factors fall behind the teacher-related factors. Nonetheless, both
categories are still deemed to be highly impactful. Conversely, personal conditions and
home-related factors pose little effect on student nurses’ academic performance.
 According to the study of Joan Nabaseruka (2010). The purpose of the study was to
investigate the effect of living conditions on students’ academic performance. The study
objectives were; to examine the effect of feeding, school sanitation and accommodation
on students’ academic performance in Goma sub county Mukono district. A cross
sectional survey design using both quantitative and qualitative methods was used to
collect data from 202 students and 30 teachers and 7 Head teachers. The qualitative
study design investigated the possibility of the relationship between the independent and
the dependent variables like feeding, sanitation, accommodation and academic
performance. The sample was drawn from boarding students in secondary schools of
Goma Sub County especially those in Advanced level. Data on living conditions was
gathered using a questionnaire with standard likert type scale with closed ranking items.
Structured interview guides were used to collect views from the non students. Data from
questionnaires was analyzed using both descriptive and inferential statistics of Analysis
of Variance (ANOVA) and the t-test while interview data was analyzed using frequency
analysis by counting the number of times of responses had by the respondents. The
findings suggested that students in schools which performed poorly were not satisfied
with the living conditions and this affected their academic performance compared to
schools which performed fairly where students were satisfied with the living conditions.
From the study, the following conclusions were drawn; firstly, poor feeding of students
negatively affects their academic performance. Secondly poor sanitation negatively
affects students’ academic performance and finally, school accommodation negatively
affects students’ academic performance. From the above conclusions it was therefore
recommended that in schools where living conditions were very poor, the school
administration had to set up an agricultural and poultry farms to supplement on the food
provided to improve on feeding. The school administration should also include health
education on the school time table and also organize healthy talks to students. Lastly the
Ministry of Education and Sports through the supervision unit should ensure that all
schools in rural areas follow the guidelines on proper accommodation.
 According to the study of Mutlaq M Al-Enezi (2002). This study explored the
relationship between school building conditions and the academic achievement of
twelfth students in selected public high schools in Kuwait. The population of the study
was 56 high schools (28 boys' schools and 28 girls' schools) that offered a Sciences and
Arts majors. The major research questions in this study were:(a) is there a relationship
between overall, cosmetic, and structural conditions and student achievement;(b) does
the relationship between building condition and student achievement differ between
boys' and the girls' schools; and (c) what aspects of physical building components are
related to student achievement. The high school principals were given the revised
Commonwealth Assessment of Physical Environment (CAPE) to assess building
conditions. Student achievement was measured by final examination scores collected
from the Information Center at the Ministry of Education

According to the study of Kathleen Ann Yarbrough (2001). This study sought to
determine if there are relationships between student achievement and educational
facilities. It focused on the question: Does school design influence the academic
achievement of elementary school students? Criteria used were scores on the Iowa Test
of Basic Skills and 86 variables describing design patterns in various categories such as
movement patterns, large group spaces, architectural layout, daylighting and views,
color, scale of building, and location of school site. Findings indicated that design does
influence student learning, with circulation pattern or movement accounting for the
largest percentage of variance for the third grade, and availability of large group meeting
areas accounting for the largest percentage of variance in the fifth grade. (Contains 95
references.)

(Local)

In the study of Mohammad Amil Kamlian Abdul (2022). This study aimed to
determine the impact of the instructional media development system on the academic
performance of the college students of selected schools in ARMM Region as basis for
instructional media center. Specifically, this sought to answer five research questions.
The first research question focused on the profile of the student-respondents in terms of
age; gender; province; ethnicity; type of the high school graduated from; type of
residence; occupation of parents; and college/university presently enrolled. The second
research question dealt on the extent of instructional media development system as
perceived by the student-respondents in terms of: instructional media as laboratory of
learning; physical facilities and environment of instructional media and instructional
media as part of school curriculum. The third research question concentrated on the
academic performance of the college students of selected schools in ARMM Region in
History subject. The fourth research question emphasized on the significant influence of
the instructional media development system on the academic performance of the
student-respondents of selected schools in ARMM Region. Finally, the last research
question is on the significant difference in the instructional media development system
as perceived by the student-respondents when the data is analyzed according to their
profile. This study was guided by two null hypotheses tested at .05 levels of
significance. The first hypothesis states that there is no significant influence of the
instructional media development system on the academic performance of the student-
respondents of selected schools in ARMM Region and the second hypothesis states that
there is no significant difference in the instructional media development system as
perceived by the student-respondents when the data is analyzed according to their
profile. This study is essentially a descriptive-quantitative research design employing
descriptive-survey method that aimed to determine the effect of the instructional media
development system on the academic performance of the students in History subject. To
obtain the needed data, the researcher employed the purposive random sampling method,
using 50 students taking history subject in each college. The distribution of the sample
was composed of 25 males and 25 females randomly chosen from the history classes.
The samples of the study were the first-year college students who are taking history
subject in the second semester of school year 2007 2008. 150 first year college students
were included as the population sample in the three provinces. 50 from Basilan State
College, Isabela City, Basilan Province, 50 students from Sulu State College, Jolo, Sulu
and 50 students from MSU-TCTO, Tawi-Tawi Province. The survey-questionnaire was
used as the main instrument for the research. The researcher, however, is aware that the
questionnaire tool of the investigation had inherent limitations. The value of this type of
Investigation largely depends on the sincerity, truthfulness, and objectivity of the
respondents. It cannot be entirely free of bias; hence, interviews and observations were
also utilized for verification. The survey questionnaire consisted of three parts. Part I of
the questionnaire provides information on the students profile in terms of age, gender,
province, ethnicity, residence, type of residence, type of school graduated, occupations
of the parents and college/university presently enrolled. Part II gathered information on
the extent of instructional media development system in terms of (a.) instructional media
as learning laboratory; (b) physical facilities and environment of instructional …

In the study of Francis Mark Dioscoro R Fellizar (2014). This study analyses the
relevance of a local government-owned university located in the Province of Laguna, the
Philippines. Through a qualitative descriptive study, the roles, functions and relevance of
a ‘local university’(LU) as well as its impact on the community are explained though it
is regarded as a “diploma mill” by more established Institutions for Higher Learning
(IHL). The respondents of the study included students enrolled in the academic
programs that the institution offers, and the public perception survey was conducted
among the people living within the vicinity of the institution since they are the ones
directly affected by its presence. A desk review of related literature, policy and
documents on theories and trends for managing local universities was also done. The LU
appears to have some overlap with the roles and functions of a better equipped and
bigger State University near its vicinity creating redundancies that lead people to
question the existence of the smaller institution and the ethics behind its establishment.
However, both of these higher education institutions were borne out of a need to provide
affordable and effective academic programs for the marginalized constituents of the
immediate community and beyond. The author has developed a diagram based on Paolo
Friere’s “pockets of hope” statement and Merilee S. Grindle’s “good enough
governance” which try to show how the presence of the LU affects their immediate
community’s ability to combat poverty and pave the way for sustainable development.
 In the study of Jacklyn Judith Junio, Jonathan A Liwag (2016). The purpose of this
research is to identify and examine factors that affect students’ performance in their
physical education class at Lyceum of the Philippines University–Laguna. Self-made
questionnaires were distributed to respective students who are currently enrolled in PE II
and IV during 2nd semester SY 2015-2016. Several factors that is being discussed in this
research are socio-economic, aptitude of students’, learning facilities and teacher
characteristics. Frequency counts and percentage were used to describe demographic
profile and socio-economic profile, as well as the ranking of the teacher characteristics.
Weighted mean was used to summarize the perception on the students’ aptitude, the
learning facilities and the teacher characteristics. Comparative analysis was done using
Kruskall-Wallis test and the Mann-Whitney U test. The researcher found that all four
factors that were identified positively affect students’ performance. Results also
indicated that first year students had a higher expectation of their PE teacher compared
to second year students.

In the study of Beviniel Alvarado, Cherry Mae Aliñabon, Roselyn Arrabis, Jamaica
Aying, Aira Trasmonte (2024). In this study School facilities is essential to
accomplishing educational goals and objectives as they provided for the physical and
emotional need of teachers and students, and it was the major factor in ensured quality
education. Teachers, for example, who wished to delivered instruction for the twenty-
first century, must had access to scientific equipment and technical resources. When
facilities undermine this, performance suffered. Many parted of the educational process
relied on comfortable, safe settings as effective learned could not took placed without.

In the study of LUCIBELLE MARIE L PEDRONA (2020). One of the most

significant changes that happened in the Philippine Educational System is the
implementation of the K-12 program. Prior to its implementation, the Philippines was
just one of the other few countries that only had ten years of basic education. Eventually,
the government realized that 10 years is not enough to produce globally competitive
students and so it adopted the educational system of other major countries with the goal
of giving Filipino students higher quality of education. The Department of Education has
high confidence that the K-12 Program can provide better quality education. This is
based on a spirally progressing curriculum which starts with simple topics moving
toward increasing complexity so that learners can gain mastery of concepts and skills
(Cabansag, 2014). DepEd aims to elevate the Philippine Education’s level of global
competitiveness and prepare students for their future careers (Montemayor, 2018). These
changes in the Philippine educational system have affected most school curricula
especially the science curriculum. The science program has been improved in many
ways. One of these improvements is the decongestion of competencies and the spiral
progression of lessons. In terms of instruction, the science curriculum alternately
changes from traditional way of teaching to a more innovative exploration which
enhances the students’ critical thinking skills. Moreover, the K-12 curriculum in science
utilizes the learner-centered approach, particularly the inquiry- based approach. Both the
concepts and skills are being taught systematically to develop learners holistically in the
field of science (Montebon, 2014).

RRS (foreign)

According to the study of Mark J Mendell, Garvin A Heath (2005). To assess

whether school environments can adversely affect academic performance, we review
scientific evidence relating indoor pollutants and thermal conditions, in schools or other
indoor environments, to human performance or attendance. We critically review
evidence for direct associations between these aspects of indoor environmental quality
(IEQ) and performance or attendance. Secondarily, we summarize, without critique,
evidence on indirect connections potentially linking IEQ to performance or attendance.
Regarding direct associations, little strongly designed research was available. Persuasive
evidence links higher indoor concentrations of NO2 to reduced school attendance, and
suggestive evidence links low ventilation rates to reduced performance. Regarding
indirect associations, many studies link indoor dampness and microbiologic pollutants
(primarily in homes) to asthma exacerbations and respiratory infections, which in turn
have been related to reduced performance and attendance. Also, much evidence links
poor IEQ (eg low ventilation rate, excess moisture, or formaldehyde) with adverse health
effects in children and adults and documents dampness problems and inadequate
ventilation as common in schools. Overall, evidence suggests that poor IEQ in schools is
common and adversely influences the performance and attendance of students, primarily
through health effects from indoor pollutants. Evidence is available to justify (i)
immediate actions to assess and improve IEQ in schools and (ii) focused research to
guide IEQ improvements in schools.

According to the study of Fauzia Khurshid, Sana Khan (2012). School is a place
where learning takes place with appropriate plan and procedure, Effective teaching and
learning takes place in those school buildings that are quiet, safe healthy and clean,
schools that are improperly constructed or unmaintained can inhibit student learning
outcomes due to inabilities to meets the students learning requirements. As far as the
learning facilities are concerned which school supposed to provide include the proper
ventilation and thermal comforts, proper lighting, acoustics, building age and quality,
school building size, and classroom size, if not proper available these can become
potential threat for effective teaching learning process. Effect physical school
environment plays a very vital role not only for students, but also important for the
teachers, staff, and administrators. Effective school environment can achieve through
physical improvement in the environment, in this regard quality air is one of the
important factor which can minimized student and teachers absenteeism, because poor
working conditions create health related issues that include asthma, respiratory
problems, and sinus infections (EPA, 2006). All these illness are in association with poor
indoor air quality, moreover proper ventilation and thermal quality are also vital that
impact teaching learning environment. Most of the schools lack proper ventilation
systems, students can be affected by poor ventilation systems because they breathe in a
greater volume of air in proportion to their body weight compared to adults (Filardo et
al, 2006). Due to poor ventilation conditions of schools, many students can suffer from
increased headaches, drowsiness and inability to concentrate (Filardo, et al, 2006).
Moreover it also decline students’ performance in reasoning, typing, and mathematic
(Schneider, 2002). Poor thermal quality can also effects students and teachers comfort,
which in turn affects students and teachers by, reduced effort, lower effectiveness in
class, low morale, and reduce job satisfaction (Moglia, Smith, MacIntosh, & Somers,
2006).

According to the study of Ruth Berkowitz, Hadass Moore, Ron Avi Astor, Rami
Benbenishty (2017). Educational researchers and practitioners assert that supportive
school and classroom climates can positively influence the academic outcomes of
students, thus potentially reducing academic achievement gaps between students and
schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific
evidence establishing directional links and mechanisms between SES, school climate,
and academic performance is inconclusive. This comprehensive review of studies dating
back to the year 2000 examined whether a positive climate can successfully disrupt the
associations between low SES and poor academic achievement. Positive climate was
found to mitigate the negative contribution of weak SES background on academic
achievement; however, most studies do not provide a basis for deducing a directional
influence and causal relations. Additional research is encouraged to establish the nature
of impact positive climate has on academic achievement and a multifaceted body of
knowledge regarding the multilevel climate dimensions related to academic
achievement.

According to the study of Shana Pribesh, Douglas B Downey (1999). Most research
on residential mobility has documented a clear pattern: Residential and school moves are
associated with poor academic performance. Explanations for this relationship, however,
remain speculative. Some researchers argue that moving affects social relationships that
are important to academic achievement. But the association between moving and school
performance may be spurious; the negative correlation may be a function of other
characteristics of people who move often. We offer several conceptual and analytical
refinements to these ideas, allowing us to produce more precise tests than past
researchers. Using longitudinal data, we find that differences in achievement between
movers and nonmovers are partially a result of declines in social relationships
experienced by students who move. Most of the negative effect of moving, however, is
due to preexisting differences between the two groups.

According to the study of Andrew J Wayne, Peter Youngs (2003). A large body of
studies exists that examines the relationship between student achievement gains and the
characteristics of teachers. To help policymakers and researchers use and build on this
body of studies, this article reviews the studies systematically and synthesizes their
results with deliberate consideration of each study’s qualities. Determinate relationships
are described for four categories of teacher characteristics: college ratings, test scores,
degrees and coursework, and certification status. The review details the implications of
these relationships in light of study limitations and proposes directions for future
research.

According to the study of Carolyn MacCann, Yixin Jiang, Luke ER Brown, Kit S
Double, Micaela Bucich, Amirali Minbashian (2020). Schools and universities devote
considerable time and resources to developing students’ social and emotional skills, such
as emotional intelligence (EI). The goals of such programs are partly for personal
development but partly to increase academic performance. The current meta-analysis
examines the degree to which student EI is associated with academic performance. We
found an overall effect of ρ=. 20 using robust variance estimation (N= 42,529, k= 1,246
from 158 citations). The association is significantly stronger for ability EI (ρ=. 24, k=
50) compared with self-rated (ρ=. 12, k= 33) or mixed EI (ρ=. 19, k= 90). Ability, self-
rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance,
respectively, after controlling for intelligence and big five personality. Understanding
and management branches of ability EI explained an additional 3.9% and 3.6%,
respectively. Relative importance analysis suggests that EI is the third most important
predictor for all three streams, after intelligence and conscientiousness. Moderators of
the effect differed across the three EI streams. Ability EI was a stronger predictor of
performance in humanities than science. Self-rated EI was a stronger predictor of grades
than standardized test scores. We propose that three mechanisms underlie the
EI/academic performance link:(a) regulating academic emotions,(b) building social
relationships at school, and (c) academic content overlap with EI. Different streams of
EI may affect performance through different mechanisms. We note some limitations,
including the lack of evidence for a causal direction.

(Local)

N Onyebuenyi Promise, E Onovo Nonso, C Ewe Ugochukwu, A Njoku Ndubuez

(2022).This study carried out to determine the impact of school physical facilities on
students’ academic performance in senior secondary schools in Aba Education Zone of
Abia State. A descriptive survey research design was adopted by the study with the
population of 47 respondents (29 male 18 female teachers) sampled purposively from
the 11 secondary schools in Aba educational zone of Abia State. Two research questions
and two null hypotheses guided the study. The instrument for data collection was a
structured 27-items statement questionnaire developed by the researchers after an
extensive literature reviewed sectioned A & B with rating scales of Strongly Agree (SA),
Agree (A), Disagree (D) and Strongly Disagree (SD) assigned the numerical values of 4,
3, 2 & 1 respectively. The instrument was validated by research experts while the
reliability index of 0.87 was obtained using Cronbach Alpha reliability estimate. Mean
and standard deviation were used to answer the two research questions while the null
hypotheses were tested using t-test statistics at. 05 level of significance and appropriate
degree of freedom. The result of the analyses revealed that library as a school physical
facility has great impact on the students’ academic performance in senior secondary
schools in Aba Education Zone. It was afterwards recommended that adequate school
physical facilities should be provided by appropriate authorities to ensure effective
teaching and learning activities. It is believed that if the facilities are available and
adequate, there would be effective performance among students in senior secondary
schools in Aba Education Zone of Abia State.
 Conceptual framework
Input Process Output

Conceptual paradigm
 Teaching and learning
activities within the
context of the facilities.
Consider factors like
teacher effectiveness,
student engagement,  Student academic
 School physical facilities
and resource performance (grades,
(quality of classroom, labs,
availability. test scores, graduation
library, sports,
 Teaching and learning rates).
activities influenced by
the facilities (teacher
effectiveness, student
engagement, resource
 S utilization).
Conceptual framework

INPUT: The standard of classrooms, labs, libraries, and sports facilities are all included in the
school's physical facilities. Think about defining quantifiable elements of quality, such as the
size of the classroom, the availability of lab equipment, the resources available in the library, and
the state of the sports facilities.

PROCESS: The standard of the facilities has an impact on the teaching and learning activities.
Think about dissecting this even more: Teacher Effectiveness: What effects do good facilities
have on teachers' preparation time, teaching strategies, and morale? Student Engagement: What
effects do facilities have on learning outcomes, motivation, and student participation? Resource
Utilization: What is the relationship between facility quality and the efficiency with which
resources (materials, technology) are used?

OUTPUT: The main result is the academic performance of the students. Think about particular
metrics: Grades: Performance in particular subjects, average GPA topics. Test Scores: Results of
standardized tests. The percentage of students that graduate on time is known as the graduation
rate. - Student Well-Being: Regularity of school attendance can have an impact on students' well-
being, as can the quality of the facilities. Stress levels and a sense of community are indicators of
mental health. Physical Health: The influence of sports facilities on physical activity and access
to them. Optional mediating variables: these variables describe the relationship between input
and output. Teacher Morale: Improved facilities may boost teacher morale, which enhances
student results and the efficacy of instruction. Student Motivation: Well-kept, aesthetically
pleasing facilities can boost students' desire to learn. Moderating variables are optional and have
an impact on how strongly input and output are related. Students' Socioeconomic Status:
Students from poorer socioeconomic origins may be more affected by amenities that might not
have many resources at home. - School Size: Depending on the size of the school, amenities may
have different effects.
 Theoretical paradigm

Human Capital Theory

Systems Theory (Ludwig (Gary Becker)
von Bertalanffy)

Constructivis Learning
Theory(Piaget and
Vygotsky)
Theoretical framework

The theoretical framework for this study draws upon the following theories:

This study was anchored by Ludwig von Bertalanffy theory of system. Schools operate as
dynamic systems, and adequate facilities (e.g., libraries, classrooms, and laboratories) are
essential components. When facilities are substandard, the system's efficiency is compromised,
negatively affecting student performance.

Human capital theory (Gary Becker). This theory Investing in quality infrastructure increases
student engagement, attendance, and productivity, which translates to better academic outcomes.
This theory views well-maintained schools as a vital investment in the educational success of
students.

According to the theory of constructivis learning theory ( Piaget and Vygotsky). These theory
says learning is most effective in a stimulating and resource-rich environment. Classrooms with
proper lighting, ventilation, and modern technology provide an interactive and motivating space
for students, thereby improving their academic outcomes.

Synthesis of the art

The purpose of this research was to investigate the effect of school facilities on learners’
academic performance in their studies. The study aims to investigate the impact of physical
facilities and physical instructional materials on students academic performance, it aims to
investigate the influence of electronic instructional materials on the academic performance of
students in GNHS school. Environmentalist theory of learning, also known as the social
cognitive learning theory (SCLT), guided the research. Based on the descriptive research design
and mixed-methods approach, the study was conducted in GOA NATIONAL HIGH SCHOOL.
The study's target population consisted of 50 respondents: 22 male, 28 female Senior High
School Students. The data will be analyzed using descriptive statistics. The study found a
significant correlation between the availability of school facilities and academic performance.
There were positive and significant correlations between academic performance and school.
The findings from regression analysis revealed that physical facilities have a positive and
significant effect on head teachers all agree that school facilities influence academic performance
in all subjects positively.
Facilities motivate learners and enhance their performance. It was observed that students taught
in classrooms equipped with school facilities outperformed those without access. Consequently,
the study recommends that science teachers utilize available school facilities for instruction and
adapt when materials are unavailable

Research Gap

Despite the growing interest in the relationship between physical activity and mental health,
limited studies have specifically examined how the regular exercise affects stress levels and
emotional well-being in senior high school students at Goa National High School. The current
research tends to focus on populations, overlooking local factors such as cultural expectations,
school workload, and family dynamics that are unique to the community. Furthermore, few
research have investigated individualized exercise programs tailored to kids in this particular
situation. This study aims to address these gaps by providing local context-based on perspectives
in the mental health benefits of physical activity among senior high school students at Goa
National High School.

End Notes

Muhammad Arshad, Zia Ahmad Qamar, Faheem Huma Gulzar (2018).

Effects of physical facilities at public schools on students’ achievement in Punjab,

Pakistan.https://scholar.google.com/scholar?
 hl=tl&as_sdt=0%2C5&q=RRL+about+the+impact+of+physical+facilities+on+academic+perf
ormance+of+students+&btnG=#d=gs_qabs&t=1732850826851&u=%23p%3DmeUTN2jj4DcJ

Joan Nabaseruka(2010).

Effect of students’ living conditions on their academic performance in secondary schools of

Goma Sub County, Mukono District.https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=RRL+about+impact+of+school+facilities+on+academic+performan
ce+of+students+&btnG=#d=gs_qabs&t=1732850886315&u=%23p%3DyKvUm4vJPs4J

Qaiser Suleman, Ishtiaq Hussain(2014).

Effects of classroom physical environment on the academic achievement scores of secondary

school students in Kohat Division, Pakistan https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=RRL+about+impact+of+school+facilities+on+academic+performan
ce+of+students+&btnG=#d=gs_qabs&t=1732850902436&u=%23p%3D9hGxhYNvLd8J

Mutlaq M Al-Enezi (2002).

A study of the relationship between school building conditions and academic achievement of
twelfth grade students in Kuwaiti public high schools. https://scholar.google.com/scholar?
start=10&q=RRL+about+impact+of+school+facilities+on+academic+performance+of+student
s+&hl=tl&as_sdt=0,5#d=gs_qabs&t=1732850947706&u=%23p%3DsqmCBU5QrVkJ

Kathleen Ann Yarbrough (2001).

https://scholar.google.com/scholar?
start=10&q=RRL+about+impact+of+school+facilities+on+academic+performance+of+student
s+&hl=tl&as_sdt=0,5#d=gs_qabs&t=1732851005654&u=%23p%3Dv5nz1dG4qdQJ

Francis Mark Dioscoro R Fellizar(2014).

The impact of a local university on its immediate community in the province of Laguna,
Philippines. https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRL%2C+local
%2C+study+on+the+Philippines+about+impact+of+school+facilities+on+academic+performa
nce+of+students+&btnG=#d=gs_qabs&t=1733152334269&u=%23p%3D8Vk0HRPCR3AJ
Jacklyn Judith Junio, Jonathan A Liwag(2016).

Factors Affecting Students’ Performance in Physical Education Class in Lyceum of the

Philippines University-Laguna. https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=RRL%2C+local
%2C+study+on+the+Philippines+about+impact+of+school+facilities+on+academic+performa
nce+of+students+&btnG=#d=gs_qabs&t=1733152550903&u=%23p%3DPtXdTi7W8GMJ

Mohammad Amil Kamlian Abdul(2022).

Role of Instructional Media Development System: It's Impact on the Academic Performance of
the College Students of Selected Schools in ARMM Region and Basis for the Development …
https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRL%2C+local
%2C+study+on+the+Philippines+about+impact+of+school+facilities+on+academic+performa
nce+of+students+&btnG=#d=gs_qabs&t=1733152750183&u=%23p%3Dy9KKQsIM3RcJ

Beviniel Alvarado, Cherry Mae Aliñabon, Roselyn Arrabis, Jamaica Aying, Aira
Trasmonte(2024).

School Facilities: Its Effects to Academic Performance of the College Student

https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRL%2C+local%2C+
%28study+in+the+Philippines
%29+about+impact+of+school+facilities+on+academic+performance+of+students+&btnG=#d
=gs_qabs&t=1733153550400&u=%23p%3D63JvC0bVwMkJ

LUCIBELLE MARIE L PEDRONA (2020).

Science-Related Factors Affecting Students’ Attitude towards Science and their Academic
Performance. https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRL%2C+local
%2C+%28study+in+the+Philippines
%29+about+impact+of+school+facilities+on+academic+performance+of+students+&btnG=#d
=gs_qabs&t=1733153562649&u=%23p%3DlTZnFDKnllQJ

Mark J Mendell, Garvin A Heath (2005).

 Do indoor pollutants and thermal conditions in schools influence student performance? A
critical review of the literature. https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=RRS
%2C+foreign+about+impact+of+school+facilities+on+academic+performance+of+students+
&btnG=#d=gs_qabs&t=1733153627475&u=%23p%3DmCQOnXY0DKgJ

Fauzia Khurshid, Sana Khan (2012).

Teachers’ perception of school facilities and its impact on the academic achievement of the
secondary school learners. https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRS
%2C+foreign+about+impact+of+school+facilities+on+academic+performance+of+students+
&btnG=#d=gs_qabs&t=1733938884427&u=%23p%3DvyYgte1BGgEJ

Shana Pribesh, Douglas B Downey (1999).

Why are residential and school moves associated with poor school
performance?https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRS
%2C+foreign+about+impact+of+school+facilities+on+academic+performance+of+students+
&btnG=#d=gs_qabs&t=1733938987241&u=%23p%3DP3IWVwgq1hgJ

Carolyn MacCann, Yixin Jiang, Luke ER Brown, Kit S Double, Micaela Bucich, Amirali
Minbashian (2020).

Emotional intelligence predicts academic performance: A meta-analysis.

https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRS
%2C+foreign+about+impact+of+school+facilities+on+academic+performance+of+students+
&btnG=#d=gs_qabs&t=1733154061702&u=%23p%3DDOsEeiQoK4cJ

Andrew J Wayne, Peter Youngs (2003).

Teacher characteristics and student achievement gains: A review.

https://scholar.google.com/scholar?hl=tl&as_sdt=0%2C5&q=RRS
%2C+foreign+about+impact+of+school+facilities+on+academic+performance+of+students+
&btnG=#d=gs_qabs&t=1733154324087&u=%23p%3DghCO_C6wuCAJ
N Onyebuenyi Promise, E Onovo Nonso, C Ewe Ugochukwu, A Njoku Ndubuez (2022).
Impact of school physical facilities on students’ academic performance in senior secondary
schools in Aba Education Zone of Abia State.

https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=The+Impact+of+School+Physical+Facilities+on+Students+academi
c+performance&oq=The+Impact+of+School+Physical+Facilities+on+Students+Academic+Pe
rfo#d=gs_qabs&t=1733996739679&u=%23p%3DSi9Rz8tk4H4J

Ludwig von Bertalanffy (1968). https://managingresearchlibrary.org/glossary/general

-systems-theory#:~:text=Definition,in%20all%20fields%20of%20science.

Becker (1962) and Rosen (1976), https://www.sciencedirect.com/topics/social-sciences/human-

capital-theory#:~:text=Human%20capital%20theory%2C%20initially
%20formulated,accumulate%20through%20training%20and%20education.

Piaget and Vygotsky (2019). https://testbook.com/question-answer/constructivists-such-as-jean-

piaget-and-lev-vygots--5dfdcc96a30a860cfa2e6624

Chapter III
Research Design

In this study, the researchers employed a data collection to gather information. The
researchers use a research questionnaire in a form of survey and will distribute to a senior
high school students/respondents in conducting this study at Goa National High School.

Research Instrument

In this study, the researchers will use the simple random sampling method under the
probability sampling. The researchers will select 50 students from Goa National High
School, Goa Camarines Sur and distribute the questionnaire to get the information about
the Impact of Physical Facilities on Student's Academic Performance.

Research Locale

This research study was conducted at Goa National High School, located in the baranggay
Taytay, municipality of Goa and province of Camarines Sur. Goa National High School
was chosen as the research locale because it provides a representative sample of Senior
High School Students. This location is particularly relevant to the study as it allows for the
exploration if there are impact of physical facilities in school to students academic
performance.

Data Gathering Procedure

Before conducting this study, the researchers asked first for the permission to the
principal of the Goa National High School (GNHS), to distribute a research questionnaire
in a form of survey. This research questionnaire is used as simple random variable and it
is design as distributive tool intended for the used or result of the answer in the selected
respondents (22 male, 28 female Senior High Students) to gather information for this
study.

Statistical Procedure
 After collecting of data, the responses were grouped and evaluated to percentage.
Simple random sampling technique is used to interpret the data collected.

Frequency Count. The tally is made by simply counting the number of times that each
variable occurs repeatedly, within the sample.

Percentage Technique. It is used for interpreting the collected data.

P=F×10%

P= Percentage

F= Number of answers

N= Total number of respondents

Mean Formula. The mean formula is used to compute the data gathered.

VVM= FW

Fw= Frequency of the answers

N= Number of Respondents

Ethical considerations

Safety and security:The paramount ethical responsibility for schools lies in ensuring the
safety and security of their students. Schools are morally obligated to provide a secure
learning environment, free from fear of harm. This encompasses addressing potential
hazards within the building, such as faulty electrical wiring, inadequate fire safety systems,
or the presence of hazardous materials. Moreover, schools must prioritize the safety of the
surrounding community and safeguard students from criminal activity and violence during
their travel to and from school. Creating a safe and secure learning environment is
essential for students to feel comfortable, focused, and prepared to learn.

Accessibility and Inclusion: The ethical principle of fairness dictates that all students,
regardless of their physical abilities or disabilities, have equal access to a quality
education. This means that school facilities should be designed and maintained to be
accessible to everyone, including those with mobility, visual, or hearing impairments, or
other disabilities. This includes providing ramps, elevators, accessible restrooms, and other
accommodations to ensure that all students can participate fully in school activities.
Additionally, schools should recognize the diverse learning needs of students and provide
appropriate accommodations for those who require specialized learning environments.

Environmental Responsibility: The ethical responsibilities of schools extend beyond

providing for their students' immediate needs to include environmental stewardship.
Schools have a moral obligation to minimize their environmental impact and adopt
sustainable practices. This involves investing in energy-efficient technologies, reducing
waste, and encouraging recycling. By embracing sustainable practices, schools can serve
as positive role models for students and contribute to a healthier planet for future
generations.

Chapter IV
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data gathered from the
answers to the questionnaires distributed to the field. The said data where presented in tabular
form in accordance with the specific questions posited on the statement of the problem.

Table. 1.2

Demographic profile of the respondents.

Age range frequency percentage rank

16 -17 15 30% 2
17 -18 25 50% 1
18 -19 10 20% 3
Total: 50 100%

This table shows the range of age of each respondents of the Grade 11 and 12 senior high school
students of Goa National High School (GNHS). Out of 50 respondents, the majority are (50%) at
aged of 17 – 18, followed by the 16 – 17 age group (30%) and the 15 – 19 age group (20%). The
ranking reflects the frequency of each age range within the sample.

Table 1.3

Gender of the respondents

Sex Frequency Percentage Rank

Male 22 44% 2
Female 28 56% 1
Total: 50 100%
In this table the demographics of the respondents were established in terms of their gender. Out
of 56% with a total of 28 respondents, while male respondents received only 22 with 44% in a
total of (50) respondents.

Table 1.4
 Strand of the respondents

Strand No: respondents No: of percentage

GAS 12 24%
HUMMS 12 24%
STEM 15 30%
ABM 11 22%
Total: 50 100%

The table shows the distribution of respondents from Grade 11 and 12 students of Goa National
High School. 12 students from Gas, 12 students from Abm, 15 students Humms, and 11 students
Stem. A total of 50 students served as the respondents of the study.

Table 1.5

Impact of Physical Facilities Responses Rank

1.) I can find the resources in my academics in
our school.
2.) I can remain comfortable and focused in my
classes despite any issues with seating or
lighting.
3.) I can feel comfortable and confident studying
in the school environment, regardless of its
cleanliness.
4.) I can feel a sense of a pride and belonging in
my school due to its well-maintained
facilities.
5.) I can enhance my learning experience using
the different school facilities in the school.
6.) I can participate fully in class activities,
regardless of the condition of the classroom.
7.) The classroom is well-lit and comfortable for
studying.
8.) I can learn effectively even when classroom
condition is less than ideal.
9.) I can find the resources I need to succeed
academically, despite any limitations in the
library.
10.) I can remain motivated to study hard
despite any shortcomings in the school’s
facilities.

11.) I can confidently say that the school

facilities adequately support my overall
academic success.
12.) I can feel safe and secure in the school
building, which allows me to focus on my
studies.
13.) I can focus in studying even, with
inadequate School facilities.
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter represents the summary, conclusions, and its recommendations of this study.
The summary includes the major findings upon which the conclusion were based. The
researcher formulated the recommendations drawn from the conclusions. The
recommendations for further research are also found at the end of this chapter.

The researcher's used the descriptive method of research to describe and

interpret relationship that exist-among and between variables involved in
the present study. The statistical tools used were the following:
Frequency count, Percentage, Five-Point Rating Scale and lastly
ANOVA

Summary

The study aims to determine the impact of school physical facilities on

students academic performance in senior high school students (Grade
11&12) at Goa National High School, it seeks to address the following
questions:
 A. What is the dis advantages of lack of classrooms to the students?

B. How do the physical facilities influence the academic performance of

Senior High School student's?

C. What is the condition of school physical facilities in Goa National

High School?

D.What are the problems do students and teachers face regarding school
facilities?

The study was premised the following assumptions: A. Students may

experience disrupted learning schedule, such as shortened classes or
alternating schedule days. B. Poor facilities may reduce focus and
motivation, leading to lower academic performance. C. Maintenance of
existing facilities may not be prioritized due to budget constraints,
leading to deteriorating conditions. D. Students may find it difficult to
concentrate due to uncomfortable or overcrowded conditions, negatively
affecting their academic performance.

On the findings of the study, it would be beneficial foremost the

students, parents, teachers, administrators and school. The (Grade 11 and
12 ) Senior High School Students of Goa National High School
including the General Academic Strand (GAS), Humanities and Social
Sciences (HUMSS), Science Technology Engineering and Mathematics
(STEM) and Accountancy Business Management (ABM) were selected
as the respondents of the study. The Frequency and Percentage was used
to determine the 50 students out of 800 students of Grade 12 who would
answer a questionnaire.

Based on the findings of this study,

The school physical facility has a great impact on the students’ academic
performance in senior high school in Goa National High school well-
equipped. The library would encourage individualized learning,
multichannel learning, students centered learning, multimodal learning,
learning in groups, less conflict and others. This will trigger a student’s
interest in research and undoubtedly lead to maximum productivity. The
study also identified that ICT as a school physical facility.
impacts desirable knowledge on the students’ for
improved academic performance in senior high school
in Goa National High students to learn at an individual’s pace, get clear
pictures of stories to practical, update skills, gain attention, gain
cognitive
experience, develop quantitative reasoning, experience
different environment and the likes. Similarly, both
 male and female teachers agreed that plays important
role in facilitating teaching and learning activities. Therefore hoped that
if these school physical facilities are provided by the government and
private individuals, it would have positive impacts on the students’
academic performance in senior high school In Goa National High
School.

Appendices

Appendices (A)

This study carried out to determine the impact of school physical

facilities on students' academic performance in senior high school in
Goa National High School.

Appendices (B)

Directions:kindly answer the following statement by checking ( / ) the

appropriate number that corresponds to your honest view and evaluation.
Use the scale below

Scale:

1=strongly Disagree
 2=Disagree

3=Neutral

4= Agree

5=Strongly agree

Scale

Impact of physical facilities :

1.I can find the resources in my academics in our school facilities

2.I can remain comfortable and focused in my classes despite any issues
with seating or lighting

3. I can feel comfortable and confident studying in the school

environment, regardless of it's cleanliness.

4.I can feel a sense of a pride and belonging in my school due to its well-
maintained facilities.
 5. I can enhance my learning experience using the different school
facilities in the school.

6. I can participate fully in class activities, regardless of the condition of

the classroom.

7. The classroom is well-lit and comfortable for studying.

8. I can learn effectively even when classroom conditions are less than
ideal.

9. I can find the resources I need to succeed academically, despite any

limitations in the library.

10. I can remain motivated to study hard despite any shortcomings in the
school's facilities.

15. I can confidently say that the school facilities adequately support my
overall academic success.
 Appendices (C)

This research questionnaire is used as a sample random variable and it

is design as distributive tool intended for the used or result of the answer
in the selected respondents (20 males, 25 females Senior High School
Students, and 5 Teachers) to gather information for this study.

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 JUDY ANN ABAD

Baligon, Matacla Goa Camarines Sur

Cellphone Number: 09120852861

Email: [email protected]

PERSONAL INFORMATION

Date of Birth: March 24, 2005

Age: 19

Gender: Female

Civil Status: Single

Name of Father: Jonathan B. Abad

Name of Mother: Francia R. Felices

Religion: Roman Catholic

 EDUCATIONAL ATTAINMENT

Senior High School: Gainza National High School/ Goa National High
School

Junior High School: Gainza National High School

Elementary: Goa Central School/ Sampaloc Elementary School

MARIE ANTOINETTE C. ATIENZA

Zone 2, subdivision

Gimaga, Goa Camarine Sur

Call no: 09852995757

Email: [email protected]

PERSONAL INFORMATION

Date of birth: June 26, 2007

Age: 17

Gender: Female
 Civil status: Single

Name of Father: Albert P. Atienza

Name of Mother: Ma. Baby Ann B. Cepeda

EDUCATIONAL ATTAINMENT

Senior High school: Goa National High School

Junior High school: Sanrafael national highschool, Tigaon

Elementary: Goa Central School

Karen M. Binalingbing

Zone 6, 437

Gimaga, Goa Camarines

Cellphone Number: 09515080278

Email: [email protected]

PERSONAL INFORMATION

Date of Birth: December 22, 2006

 Age: 18

Gender: Female

Civil Status: Single

Name of Father: Victor M. Binalingbing

Name of Mother: Angelina M. Binalingbing

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School: Goa National High School

Junior High School: Goa National High School

Elementary: Gimaga Elementary School

Arlan C. Delacruz

Zone 1, Taytay, Goa Camarine Sur

Call no: 09703069013

Email: [email protected]
 PERSONAL INFORMATION

Date of birth: July 29, 2007

Age: 17

Gender: Male

Civil status: Single

Name of Father: Armando A. Delacruz

Name of Mother: Jocelyn C. Delacruz

EDUCATIONAL ATTAINMENT

Senior High school: Goa National High School

Junior High school: Goa National High School

Elementary: Goa Central School

Elmer N. Valencia Jr

Zone 2, Taytay, Goa Camarine Sur

 Call no: 09128667098

Email: [email protected]

PERSONAL INFORMATION

Date of birth: May 3 2007

Age: 17

Gender: Male

Civil status: Married

Name of Father: Elmer A. Valencia Snr.

Name of Mother: Marites N. Valencia

EDUCATIONAL ATTAINMENT

Senior High school: Goa National High School

Junior High school: Goa National High School

Elementary: Goa Central School/ Ocampo Central School