ISSN 3028-1261
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P edic i e Modelling on S uden Engagemen : A Mul iple
Linea Reg ession Analysis
Al en B. Ri as
Abs ac . This s udy in es iga ed he in luence o class oom acili ies on he le el o s uden
engagemen in selec ed seconda y schools in S o. Tomas Eas Dis ic , Da ao del No e.
Speci ically, i aimed o assess he ex en o class oom condi ions, educa ional esou ces,
sani a ion acili ies, and main enance o sa e y in as uc u e, and how hese ela e o s uden s’
engagemen in e ms o class oom pa icipa ion, a endance a e, and gene al scholas ic a e age.
A desc ip i e-co ela ional esea ch design was employed, in ol ing 108 s uden esponden s.
Da a we e collec ed h ough a alida ed su ey ins umen and analyzed using desc ip i e
s a is ics, Pea son co ela ion, and mul iple eg ession analysis. Findings e ealed ha mos
class oom acili y indica o s we e a ed as less o mode a ely ex ensi e, excep o sa e y
in as uc u e, which was ound o be ex ensi e. In con as , s uden s’ engagemen was a ed as
ex ensi e o e y ex ensi e ac oss all dimensions. A signi ican posi i e ela ionship was ound
be ween class oom acili ies and s uden engagemen . Mo eo e , eg ession analysis iden i ied
ha in as uc u e quali y and acili y use equency signi ican ly p edic ed s uden engagemen .
In ligh o hese indings, he s udy ecommends enhancing class oom condi ions h ough
imp o ed ligh ing, en ila ion, and e gonomic design; upg ading educa ional and sani a ion
esou ces; main aining sa e y in as uc u e h ough egula inspec ions; and p io i izing quali y
and unc ionali y in u u e school p ojec s. Fu he quali a i e esea ch is also encou aged
o gain deepe insigh s in o s uden pe spec i es on he ole o school acili ies in shaping
academic beha io .
KEY WORDS
1. class oom acili ies 2. s uden engagemen 3. class oom pa icipa ion
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
The condi ion o lea ning acili ies in many
schools, especially in unde - esou ced a eas,
signi ican ly a ec s bo h eache pe o mance
and s uden engagemen . O e c owded class-
ooms, de e io a ing in as uc u e, insu icien
esou ces, and inadequa e sani a ion c ea e sub-
op imal lea ning en i onmen s. These issues
lead o inc eased s ess o eache s and make i
di icul o hem o deli e e ec i e ins uc ion.
Simila ly, s uden s ace challenges ha diminish
hei engagemen , such as poo ligh ing, lack o
echnology, and uncom o able sea ing. Addi-
ionally, he absence o basic ameni ies can lead
o heal h issues ha u he de ac om s u-
den s’ abili y o engage ully in hei educa ion.
High-quali y acili ies inspi e s uden s o wo k
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ha d and s udy e ec i ely. As schools ansi-
ion o in-pe son ins uc ion, he impo ance o
well-main ained acili ies becomes e en mo e
appa en . Howe e , es ablishing and main ain-
ing school acili ies comes wi h a conside -
able cos o he school sys em. I no man-
aged p ope ly, i can ad e sely a ec s uden s’
academic achie emen and o e all a i ude o-
wa ds lea ning (Cla e ia, e al., 2020). Ruhyana
(2019) emphasized ha he quali y o school
acili ies signi ican ly in luences s uden lea n-
ing and academic pe o mance. Com o able
and well-main ained en i onmen s p omo e s u-
den ocus, a endance, and heal h, educing dis-
ac ions and enhancing in o ma ion e en ion.
Simila ly, a o able acili y condi ions suppo
eache e ec i eness by minimizing en i on-
men al dis up ions, which can lead o imp o ed
e en ion o expe ienced educa o s and a ac
quali ied eaching s a —ul ima ely con ibu -
ing o be e educa ional ou comes. Hanaysha
e al. (2023) ound ha class oom en i onmen s
wi h p oximi y o na u e can signi ican ly en-
hance s uden lea ning. They obse ed ha im-
p o ed ai low in class ooms co ela es wi h
be e s uden pe o mance. Addi ionally, ac-
cess o dayligh and windows has been linked o
highe es sco es among s uden s. S uden s e-
qui e accommoda ion o a ious lea ning en i-
onmen s, including access o quie and p i a e
spaces as well as social a eas. Poo ly main-
ained buildings a e linked o lowe s uden pe -
o mance and highe absen eeism, and imp o -
ing en ila ion is essen ial o s uden heal h.
In he Philippines, limi ed esea ch has been
conduc ed on he ela ionship be ween school
acili y sa is ac ion and s uden lea ning mo i a-
ion. Li ala e al. (2021) emphasize ha school
acili ies including class oom size, lib a ies, in-
s uc ional ools, and educa ional echnology.
These a e i al o educa ional quali y. The ab-
sence o inadequacy o hese esou ces can neg-
a i ely a ec s uden achie emen and o e all
academic ou comes. S udies ha e shown ha in-
adequa e p o ision o school suppo acili ies,
such as ables, chai s, lib a ies, and labo a o-
ies, hinde s he lea ning p ocess. Insu icien
educa ional acili ies and in as uc u e, pa icu-
la ly class ooms, ha e been ound o nega i ely
a ec s uden s’ lea ning ou comes, leading o
highe a es o g ade epe i ion. Mo eo e , he
physical en i onmen al ac o s in class ooms,
such as he mal, acous ical, and ligh ing condi-
ions, a e below ecommended e gonomic s an-
da ds, c ea ing an un a o able lea ning en i on-
men (Da id, 2019). Insu icien school acili-
ies ha e a signi ican impac on s uden lea n-
ing. Fac o s such as limi ed human esou ces,
inadequa e school unds, and poo main enance
awa eness hinde e ec i e lea ning. Resea ch
shows ha he a ailabili y o acili ies has a
posi i e co ela ion wi h s uden lea ning mo-
i a ion, highligh ing he impo ance o ade-
qua e in as uc u e o educa ional ou comes.
Inadequa e physical acili ies c ea e an un a-
o able lea ning en i onmen , which can neg-
a i ely a ec s uden s’ academic pe o mance
and achie emen le els (Bau is ia, 2019). In
Da ao del No e, like many u al and unde -
se ed egions wi hin he Da ao Region, edu-
ca ional ins i u ions con inue o con end wi h
o e c owded class ooms, insu icien eaching
esou ces, and inadequa e sani a ion acili ies.
These obs acles impede he quali y o educa ion
and exace ba e educa ional inequali ies, pa icu-
la ly among ma ginalized g oups. While global
esea ch unde sco es simila in as uc u al de-
iciencies in de eloping a eas, he pa icula
ex en , epe cussions, and egional cha ac e -
is ics o hese challenges in Da ao del No e
emain insu icien ly explo ed. Fu he mo e, ex-
is ing esea ch equen ly neglec s o conside
he in e sec ionali y o in as uc u al de icien-
cies alongside o he socio-economic impedi-
men s, such as income dispa i ies, access o
quali y lea ning esou ces, and limi a ions in
go e nmen al suppo o educa ional de elop-
men . Absen localized, da a-d i en in es iga-
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ions, policymake s, school adminis a o s, and
educa ional s akeholde s in Da ao del No e
may lack he equisi e e idence o e ec i ely
champion and execu e a ge ed in e en ions
ha add ess hese u gen issues. This s udy,
he e o e, possesses subs an ial social signi i-
cance, as i endea o s o b idge his esea ch gap
and u nish empi ical insigh s ha can in o m
e idence-based policy decisions. By empha-
sizing he p essing necessi y o in as uc u al
enhancemen s, o he o e a ching objec i e o
p omo ing equi able, high-quali y educa ion o
all s uden s and educa o s in Da ao del No e,
he eby ensu ing ha lea ning en i onmen s a e
conduci e o academic achie emen and com-
p ehensi e de elopmen .
1.1. Theo e ical/Concep ual F amewo k
o he S udy —In analyzing he e ec s o a y-
ing le els o lea ning acili ies on eache pe o -
mance and s uden engagemen , se e al heo e -
ical amewo ks o e aluable insigh s. A pa -
icula ly ele an model is Maslow’s Hie a chy
o Needs, which sugges s ha indi iduals mus
i s sa is y basic physiological and sa e y needs
be o e hey can pu sue highe -o de needs such
as es eem and sel -ac ualiza ion (Maslow, 1943,
as ci ed in Abdullah e al., 2024). Wi hin he
educa ional se ing, he a ailabili y and quali y
o lea ning acili ies can be in e p e ed as ul ill-
ing hese ounda ional needs. Well-main ained,
sa e, and adequa ely equipped class ooms os e
a secu e and suppo i e en i onmen o bo h
eache s and lea ne s, he eby enabling educa-
o s o concen a e on ins uc ional deli e y and
s uden s o ac i ely pa icipa e in he lea ning
p ocess. He zbe g’s Two-Fac o Theo y o mo i-
a ion also o e s a ele an lens h ough which
o examine he in luence o lea ning acili ies.
This heo y di e en ia es be ween hygiene ac-
o s—such as wo king condi ions—and mo i a-
o s like achie emen and ecogni ion. As no ed
by He zbe g (1966, as ci ed in Wang Zhang,
2020), adequa e and well-main ained lea ning
acili ies unc ion as hygiene ac o s ha help
p e en eache dissa is ac ion. When such con-
di ions a e lacking, i may esul in diminished
mo i a ion and educed pe o mance. Bo h
He zbe g’s and Maslow’s heo ies highligh
he c i ical ole o a suppo i e and esou ce-
equipped educa ional en i onmen in p omo ing
op imal pe o mance and engagemen among
eache s and s uden s alike. Figu e 1 shows
he concep ual amewo k o he s udy. In his
diag am, he base ep esen s lea ning acili ies,
which can be unde s ood as he ounda ion upon
which bo h eache pe o mance and s uden en-
gagemen a e buil . Acco ding o Maslow’s Hi-
e a chy o Needs, lea ning acili ies se e as a
undamen al elemen ha sa is ies basic physio-
logical and sa e y needs wi hin he educa ional
en i onmen .
2. Me hodology
This documen ou lines he p ocesses and s eps in ol ed in conduc ing he s udy. These s eps
include he selec ion o he s udy’s design, he iden i ica ion o esponden s and sampling me hod,
he esea ch ins umen s employed in da a collec ion, he p ocedu al amewo k, e hical conside a-
ions, and ul ima ely, he analysis o da a. Each o hese s eps is essen ial o ensu e app op ia eness
and accu acy, he eby acili a ing obus da a collec ion, analysis, and in e p e a ion.
2.1. Resea ch Design—Desc ip i e-
p edic i e esea ch design combines he ex-
plo a ion o exis ing phenomena wi h he aim
o o ecas ing u u e ends o ou comes based
on obse ed pa e ns. This design in ol es col-
lec ing de ailed, desc ip i e da a o unde s and
cu en condi ions and ela ionships and using
s a is ical me hods o p edic u u e occu ences.
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Fig. 1. Theo e ical/Concep ual F amewo k
The desc ip i e componen ocuses on iden-
i ying a iables and hei in e ac ions, while
he p edic i e aspec applies hese indings o
an icipa e ou comes, o en h ough eg ession
analysis o machine lea ning models. This
app oach is aluable in educa ion, heal hca e,
and social sciences, whe e unde s anding cu -
en dynamics can in o m p oac i e in e en-
ions. Acco ding o Smi h and B own (2024),
desc ip i e-p edic i e designs a e c i ical o ad-
d essing complex, eal-wo ld p oblems as hey
p o ide ac ionable insigh s by b idging cu en
obse a ions wi h u u e p ojec ions. The ap-
plica ion o a desc ip i e-p edic i e esea ch
design in he s udy on P edic i e Modelling on
S uden Engagemen enables a obus unde -
s anding o cu en engagemen le els while
o ecas ing u u e pa e ns and ou comes. The
desc ip i e phase in ol es collec ing comp e-
hensi e da a o iden i y and analyze a iables
ha in luence s uden engagemen , such as
ins uc ional s a egies, class oom dynamics,
echnology in eg a ion, and socio-emo ional
ac o s. This phase p o ides a clea pic u e o
how hese elemen s in luence s uden s’ pa ici-
pa ion, mo i a ion, and o e all in ol emen in
he lea ning p ocess. Building on hese insigh s,
he p edic i e phase uses ad anced s a is ical
and machine lea ning models o an icipa e u-
u e engagemen le els based on he iden i ied
a iables. Fo ins ance, he s udy migh p e-
dic how speci ic eaching in e en ions, like
p ojec -based lea ning o gami ica ion, impac
engagemen ac oss di e en s uden demog aph-
ics. The p edic i e componen can also help
iden i y a - isk s uden s who may equi e a -
ge ed suppo o imp o e hei pa icipa ion and
lea ning ou comes. This dual app oach ensu es
ha he s udy is bo h diagnos ic and p oac i e.
While he desc ip i e phase sheds ligh on he
cu en s a e o s uden engagemen , he p e-
dic i e phase p o ides ac ionable insigh s o
educa o s and adminis a o s o design s a e-
gies ha os e g ea e in ol emen and success.
By applying his esea ch design, he s udy
no only con ibu es o a deepe unde s and-
ing o engagemen dynamics bu also equips
s akeholde s wi h da a-d i en ools o enhance
educa ional p ac ices, making i a aluable e-
sou ce o os e ing s uden -cen e ed lea ning
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en i onmen s.
2.2. E hical Conside a ion—In p edic i e
modeling o s uden engagemen using mul iple
linea eg ession, e hical conside a ions a e c i -
ical o esponsible da a use and s uden igh s
p o ec ion. This includes ob aining consen , en-
su ing con iden iali y, and using in o ma ion
solely o educa ional pu poses. Resea che s
mus also conside bias and ai ness in model-
ing o a oid ein o cing inequali ies o disad an-
aging speci ic s uden g oups. T anspa ency in
da a collec ion, a iable selec ion, and model
in e p e a ion is i al o esea ch in eg i y and
e hical use o indings o enhance s uden en-
gagemen s a egies I aim o iden i y key ac o s
in luencing s uden engagemen , allowing edu-
ca o s, policymake s, and school adminis a o s
o de elop a ge ed in e en ions ha imp o e
lea ning expe iences. This esea ch is pa icu-
la ly aluable in p omo ing equi y, as i ensu es
ha engagemen s a egies a e based on empi i-
cal e idence a he han assump ions, ul ima ely
os e ing inclusi e and e ec i e lea ning en i-
onmen s. In eg a ing e hical conside a ions in
p edic i e modeling, I seek o ensu e ha s u-
den da a is used esponsibly and anspa en ly,
ein o cing us in esea ch while con ibu ing
o he b oade goal o imp o ing educa ional
ou comes.
In he con ex o his s udy, in o med con-
sen and assen se e as undamen al e hical
conside a ions in ensu ing ha eache pa ici-
pan s ully unde s and hei ole, igh s, and he
implica ions o hei in ol emen . As educa o s
play a c i ical ole in shaping s uden engage-
men , hei pa icipa ion in his esea ch mus
be based on olun a y, well-in o med decisions.
I will p o ide eache pa icipan s wi h clea
and anspa en in o ma ion abou he s udy’s
objec i es, me hodology, po en ial isks, and
an icipa ed bene i s, allowing hem o make au-
onomous choice ega ding hei pa icipa ion.
I will emphasize con iden iali y measu es o up-
hold e hical in eg i y, ensu ing ha all collec ed
da a emains anonymous and secu ely handled
o p o ec hei p o essional iden i y. Teach-
e s will also be in o med o hei igh o ask
ques ions, seek cla i ica ions, and wi hd aw a
any poin wi hou any nega i e epe cussions.
In eg a ing hese e hical sa egua ds, his s udy
espec s eache pa icipan s’ digni y and au on-
omy and ein o ces he c edibili y and eliabili y
o esea ch indings ha aim o enhance s uden
engagemen and ins uc ional e ec i eness.
2.3. Resea ch Responden s—The s udy’s
esponden s we e he junio high school each-
e s and s uden s in S o Tomas Eas dis ic ,
Da ao del No e. Using Slo in’s o mula, he
compu ed sample size o a popula ion o 150
eache s, wi h a 5Junio high school eache s
a e he ideal esponden s o his s udy due o
h ee key inclusion c i e ia: (1) hei di ec in e -
ac ion wi h s uden s in a c i ical de elopmen al
s age, (2) hei eliance on specialized lea n-
ing acili ies, and (3) hei p o essional capaci y
o assess he impac o in as uc u e on each-
ing and s uden engagemen . Fi s , junio high
school ep esen s a c ucial ansi ional pe iod,
whe e s uden s expe ience signi ican cogni i e,
emo ional, and social changes as hey mo e
om childhood o adolescence. This phase is
pi o al o os e ing academic engagemen and
pe o mance, making he quali y o he lea ning
en i onmen pa icula ly in luen ial. As daily a-
cili a o s o lea ning, junio high school eache s
closely obse e how class oom condi ions a -
ec s uden beha io , pa icipa ion, and o e all
academic ou comes, posi ioning hem as alu-
able sou ces o insigh . Second, junio high
school cu icula equi e di e se and specialized
lea ning spaces, such as science labo a o ies,
lib a ies, echnology ooms, and o he subjec -
speci ic acili ies. The a ailabili y, adequacy,
and unc ionali y di ec ly impac eache s’ abil-
i y o implemen engaging and e ec i e ins uc-
ional s a egies. Teache s, he e o e, expe i-
ence i s hand how in as uc u e cons ain s
o enhancemen s a ec hei eaching p ac ices
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and s uden lea ning expe iences. Thi d, as
p o essionals asked wi h bo h ins uc ion and
s uden de elopmen , junio high school each-
e s o e c i ical assessmen s o he in e play
be ween acili y quali y, ins uc ional e icacy,
and s uden engagemen . Thei i s hand expe i-
ences and p o essional judgmen s p o ide em-
pi ical insigh s in o how lea ning acili ies shape
academic ou comes, making hei pe spec i es
in aluable in iden i ying in as uc u e- ela ed
challenges and ecommending imp o emen s
ha could enhance bo h eache pe o mance
and s uden engagemen .
2.4. Resea ch Ins umen —This s udy was
speci ically designed o de e mine he in luence
o class oom acili ies on he le el o s uden
engagemen . The su ey ins umen used in his
esea ch was adap ed om a comp ehensi e e-
iew o ela ed li e a u e and empi ical s udies
o ensu e ha all ques ion i ems accu a ely e-
lec ed he indica o s o bo h he independen
and dependen a iables. Each su ey i em was
measu ed using a 5-poin Like scale e lec -
ing he ex en o implemen a ion o expe ience,
whe e a sco e o 5 ep esen s ”Ve y Ex ensi e”
and 1 ep esen s ”No Ex ensi e”.
Desc ip i e In e p e a ion o Facili y Indica o s
Sco e Scale Desc ip i e In e p e a ion
5 Ve y Ex ensi e
The acili y indica o is ully p esen , egula ly main-
ained, and consis en ly suppo s s uden lea ning wi h-
ou limi a ions.
4 Ex ensi e
The acili y indica o is mos ly p esen and unc ional,
wi h mino issues ha do no signi ican ly hinde lea n-
ing.
3
Mode a ely Ex en-
si e
The acili y indica o is somewha p esen bu shows
no able inconsis encies o limi a ions a ec ing lea ning
occasionally.
2 Less Ex ensi e
The acili y indica o is a ely p esen o ope a ional and
o en limi s e ec i e lea ning.
1 No Ex ensi e
The acili y indica o is en i ely lacking o non-
unc ional, se e ely a ec ing lea ning condi ions.
2.5. Da a Ga he ing P ocedu e—The
guidelines o his p ocess adhe e o he poli-
cies o Rizal Memo ial Colleges, Inc. As pa o
he o mal eques , esea che s delinea e hei
in en ions ega ding da a collec ion, analysis,
and dissemina ion, aligning hese wi h he o e -
a ching esea ch goals. This communica ion
p oac i ely add esses an icipa ed conce ns o
ques ions om ecipien s, p o iding assu ances
on e hical sa egua ds, con iden iali y measu es,
and he po en ial bene i s o he s udy. The o -
mal pe mission eques explici ly seeks au ho-
iza ion o p oceed, emphasizing he pi o al ole
o hei suppo in ensu ing he esea ch’s suc-
cess.
Pe mission o conduc he s udy
In Oc obe 2024, be o e da a collec ion, he
esea che ob ained necessa y pe missions om
he ele an au ho i ies, including he esea ch
ad ise , he Dean o Rizal Memo ial Colleges,
Inc., and he op managemen o DepEd Da ao
del No e Di ision h ough he app op ia e chan-
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Desc ip i e In e p e a ion o S uden s’ Academic Engagemen
Sco e Scale Desc ip i e In e p e a ion
5 Ve y Ex ensi e
The s uden consis en ly exhibi s s ong engagemen
ac oss all academic beha io s (e.g., ac i e pa icipa ion,
excellen a endance, and high academic a e age).
4 Ex ensi e
The s uden equen ly engages in academic ac i i ies
wi h only mino lapses.
3
Mode a ely Ex en-
si e
The s uden shows a e age engagemen wi h some incon-
sis encies in pa icipa ion o pe o mance.
2 Less Ex ensi e
The s uden a ely engages in academic asks and shows
below-a e age a endance o pe o mance.
1 No Ex ensi e
The s uden shows minimal o no engagemen in lea ning
ac i i ies and exhibi s poo academic ou comes.
nels. This in ol ed submi ing a comp ehensi e
esea ch p oposal ou lining s udy design, p o-
cedu es, and po en ial isks and bene i s. The
esea che p o ided de ailed in o ma ion abou
he s udy’s pu pose, goals, and me hods o da a
collec ion, analysis, and epo ing. Fu he mo e,
in Decembe 2024, immedia ely a e he con-
duc ed colloquium, he esea che ook s eps o
ensu e ha all pa icipan s we e ully in o med
abou he s udy, hei igh s, and he na u e o
hei in ol emen . In o med consen was ob-
ained om each pa icipan be o e hey pa ic-
ipa ed in he s udy. The esea che commi ed
o da a accu acy and comple eness du ing he
las week o Janua y 2025. The dis ibu ion
and e ie al o ques ionnai es we e conduc ed
using a s anda dized and sys ema ic app oach,
ensu ing eliabili y in collec ing esponses om
pa icipan s.
The esea che ook ime in da a manage-
men . She ensu ed ha accu a e da a ga he ed
we e so ed acco dingly h ough Mic oso Ex-
cel and la e ans e ed o JASP. All necessa y
in o ma ion was collec ed. Consis ency was
also conside ed o make i ele an o he p ob-
lem’s s a emen . Reliabili y and alidi y we e
e iewed o lessen he deg ee o e o in he
analysis.
2.6. Da a Analysis—This s udy examined
he impac o a ying le els o lea ning acili ies
on eache pe o mance and s uden engagemen
in S o. Tomas Eas Dis ic , Da ao del No e.
To add ess he esea ch objec i es, he ollowing
s a is ical ools we e employed:
Desc ip i e S a is ics (Mean and S anda d
De ia ion)
These we e used o de e mine he le els o
lea ning acili ies and he ex en o s uden en-
gagemen .
Pea son P oduc -Momen Co ela ion Coe -
icien ( )
This in e en ial es was employed o de e -
mine he signi icance and s eng h o he ela-
ionship be ween he ex en o lea ning acili ies
and s uden engagemen .
Mul iple Reg ession Analysis
This was u ilized o iden i y which speci ic
ypes o aspec s o lea ning acili ies signi i-
can ly in luence s uden engagemen . All da a
we e p ocessed and analyzed using Je ey’s
Amazing S a is ics P og am (JASP), e sion
0.12.2.0. The esul ing ou pu s we e in e p e ed
o he esea ch ques ions, and indings we e dis-
cussed acco dingly.
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3. Resul s and Discussion
This chap e p esen s he indings o he s udy based on he da a ga he ed and analyzed using
app op ia e s a is ical ools. I discusses he esul s in ela ion o he s a ed esea ch ques ions and
objec i es, speci ically ocusing on he ex en o lea ning acili ies, le els o eache pe o mance,
and s uden engagemen . Desc ip i e and in e en ial s a is ics, including mean, s anda d de ia ion,
Pea son co ela ion, and mul iple eg ession analysis, we e employed o examine he ela ionships
and p edic i e in luences among he a iables. The in e p e a ion o esul s is suppo ed by ele an
li e a u e and empi ical s udies o p o ide a comp ehensi e unde s anding o he implica ions o
he indings.
3.1. Le el o Class oom Facili ies —Class-
oom acili ies e e o he physical in as uc-
u e and ins uc ional esou ces wi hin a lea n-
ing en i onmen ha suppo eaching and lea n-
ing p ocesses. These include sea ing a ange-
men s, ligh ing, en ila ion, ins uc ional ech-
nology, class oom size, and o e all cleanliness
and sa e y. Well-designed and adequa ely main-
ained class oom acili ies con ibu e o be -
e s uden engagemen , eache e ec i eness,
and academic achie emen (Al-Hassan e al.,
2021). Recen s udies a i m ha he quali y
o class oom acili ies signi ican ly in luences
s uden lea ning expe iences and ou comes. Fo
ins ance, Adeyemi and Adewale (2022) em-
phasized ha spacious and p ope ly en ila ed
class ooms acili a e concen a ion and educe
lea ne a igue. Simila ly, Magulod (2023) high-
ligh ed ha class ooms wi h digi al ools and
e gonomic u ni u e posi i ely impac ins uc-
ional deli e y and lea ne pa icipa ion. Fu -
he mo e, class oom acili y condi ions a e di-
ec ly linked o eache pe o mance. Poo phys-
ical en i onmen s can dec ease mo ale and in-
s uc ional e iciency, whe eas suppo i e and
esou ce- ich class ooms p omo e p o essional
sa is ac ion and pedagogical inno a ion (San-
os Villa uel, 2024). Summa y o he Le el o
Class oom Facili ies
Table 1 p esen s he consolida ed esul s
o he ou signi ican class oom indica o s a-
cili ies: class oom condi ions, educa ional e-
sou ces, sani a ion acili ies, and main enance
o sa e y in as uc u e. The o e all mean a -
ing is 2.48, which alls unde he ca ego y o
“Less Ex ensi e.” This sugges s ha while some
p o isions exis ac oss he domains assessed,
hese a e gene ally insu icien o ully suppo
quali y ins uc ion and a sa e, inclusi e lea ning
en i onmen . Among he indica o s, he highes
mean sco e was eco ded o “Main enance o
Sa e y In as uc u e” (M = 2.55), a ed “Ex-
ensi e”, indica ing ela i ely be e a en ion o
school sa e y, eme gency p ocedu es, and main-
enance o school g ounds. Con e sely, he low-
es sco e was ound in “Educa ional Resou ces”
(M = 2.39), which was a ed as “Mode a ely Ex-
ensi e”, indica ing a sca ci y o limi ed access
o c i ical lea ning ma e ials such as ex books,
digi al de ices, lib a y holdings, and science
equipmen . Class oom condi ions (M = 2.54)
and sani a ion acili ies (M = 2.44) we e bo h
a ed “Less Ex ensi e”, e lec ing he con in-
ued challenges schools ace in main aining a
conduci e and hygienic physical en i onmen .
These esul s ein o ce he indings o e-
cen educa ional in as uc u e s udies in he
Philippines. Fo ins ance, O be a e al. (2022)
and Manlangi e al. (2023) ound ha while
sa e y p o ocols and eme gency p epa edness
ha e been emphasized in schools especially
pos -pandemic o he c i ical acili y aspec s,
such as he a ailabili y o educa ional esou ces
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Table 1. Le el o Class oom Facili ies
Class oom Facili ies n Mean
Desc ip i e In e p e a-
ions
Class oom Condi ions 108 2.54 Less Ex ensi e
Educa ional Resou ces 108 2.39 Mode a ely Ex ensi e
Sani a ion Facili ies 108 2.44 Less Ex ensi e
Main enance o Sa e y In as-
uc u e
108 2.55 Ex ensi e
Mean A e age 108 2.48 Less Ex ensi e
and p ope sani a ion, con inue o be neglec ed
due o budge a y cons ain s and une en im-
plemen a ion o na ional s anda ds. Mo eo e ,
San os and Villa uel (2024) emphasize ha in-
as uc u e dispa i ies ac oss public schools,
pa icula ly in emo e o unde se ed a eas,
signi ican ly a ec bo h eache pe o mance
and s uden lea ning engagemen . Fu he -
mo e, Cabayan and Dela C uz (2021) s essed
ha inadequa ely equipped class ooms hinde
he deli e y o di e en ia ed and echnology-
in eg a ed ins uc ion, u he widening lea ning
gaps. These indings a i m ha while schools
demons a e e o in main aining ce ain acil-
i y domains, a mo e holis ic and equi able in-
es men in physical lea ning en i onmen s e-
mains essen ial o imp o ed educa ional ou -
comes.
3.2. The Le el o S uden s’ Engagemen-
—Ma in and To es (2021) a i m ha s u-
den s mo e ac i ely in ol ed in class oom asks
end o pe o m be e academically and ex-
hibi s onge mo i a ion. Nguyen and Doan
(2023) u he a gue ha a ious con ex ual ac-
o s, including eaching quali y, class oom en i-
onmen , a ailabili y o lea ning esou ces, and
school clima e shape engagemen . Mo eo e ,
Gonzales and Al a ado (2022) highligh ha
s uden engagemen can be bols e ed h ough
inclusi e and esponsi e pedagogies, suppo -
i e school in as uc u e, and consis en eache -
s uden in e ac ion in esou ce-cons ained se -
ings. The e o e, unde s anding and imp o ing
s uden engagemen is essen ial no only o
enhancing academic ou comes bu also o e-
ducing d opou a es and p omo ing li elong
lea ning compe encies. Summa y o he Le el
o S uden s’ Engagemen
Table 2 summa izes he o e all le el o s u-
den engagemen based on h ee key dimensions:
class oom pa icipa ion, a endance a e, and
gene al scholas ic a e age. The esul s e eal
an o e all mean sco e o 4.17, which is in e -
p e ed as “Ex ensi e”, indica ing ha s uden s
demons a e a high deg ee o engagemen ac oss
beha io al and academic domains. Among he
h ee indica o s, a endance a e ecei ed he
highes mean sco e (M = 4.24), ollowed closely
by gene al scholas ic a e age (M = 4.20), and
class oom pa icipa ion (M = 4.08). The “Ve y
Ex ensi e” in e p e a ion o gene al scholas-
ic a e age sugges s ha s uden s a e no only
consis en ly a ending and pa icipa ing in class
bu a e also se ing academic goals and bene i -
ing om eache suppo , con ibu ing o highe
scholas ic pe o mance.
These indings a e suppo ed by ecen e-
sea ch. Acco ding o Reyes and Gal ez (2022),
egula a endance is a ounda ional compo-
nen o s uden engagemen and signi ican ly
co ela es wi h imp o ed academic ou comes.
Simila ly, Delos San os and Rami ez (2021)
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