`` `

Students’ Satisfaction Level on Learning Facilities in the University of the

Immaculate Conception

Abadilla, Reizjavick Dale

Aguliar, John Mark
Bandigan, Kathleen Claire
Dela Torre, Marites Doroth
Echavez, Lance Christopher
Mabanding, Hannah Jean
Malong, Roylesther
Pepito, Natania Jean
 Ranara, Jazziel An

Group 5 – St. Peter

Research Teacher: Ms. Mary Jane G. Barluado

Table of Contents
Chapter 1 – INTRODUCTION

Background of the Study..............................................................................................................1

Theoretical Framework................................................................................................................ 3

Conceptual Framework................................................................................................................ 7

Research Objectives.................................................................................................................... 7

Statement of the Problem............................................................................................................8

Related Literature........................................................................................................................ 9

Chapter 2 - METHODOLOGY

Research Design....................................................................................................................... 13

Research Locale........................................................................................................................ 13

Research Respondents............................................................................................................. 14

Research Instrument.................................................................................................................. 14

Data Gathering.......................................................................................................................... 15

Data Analysis............................................................................................................................. 16

Ethical Consideration................................................................................................................. 16

Chapter 3 – RESULTS AND DISCUSSIONS

Results ...................................................................................................................................... 17

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Discussion................................................................................................................................. 25

REFERENCE
INTRODUCTION

Background of the Study

A developing assortment of research has discovered that school facilities can

profoundly affect both educator and students. Facility quality is a significant indicator of
instructor maintenance and students learning. In 2019, enrolments among the number
of students in Nigeria increase as witnessed by the higher institutions. Their needs in
terms of facilities such as lecture halls, libraries, laboratories, accommodation, studios,
furniture and other auxiliary facilities services are vital as the enrollment rise. Relating to
influence the facilities’ performance in student satisfaction in Northern Nigerian
universities, a study conducted to explore the structural characteristics of building
features’ performance and to statistically group them into building components and
physical and non-physical building features constructs. The outcome indicated
acceptable factor loadings and successful gathering of the features according to the
conceptualized framework for the building component. Hence, the essence to create
and improve facilities performance that will reflect for the satisfaction of the students as
well as experience in Nigeria became fundamental.

A study of the Department of Education (1999) found out that public schools
struggles when it comes to the availability of appropriate, useful, and quality school
facilities on teaching and learning. Moreover, in 2002, Schneider heavily emphasized
that a large proportion of school facilities in the Philippines are approximately fifty years
old and are typically in poor conditions. This finding was backed up by Filardo (2008)
when he noted that the public schools are constantly confronted with old designs,

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deteriorating conditions and changing utilization pressures. The problem then is clearly
visible— deficiencies in the physical school facilities result to serious problem in student
learning and achievement, impairment of teaching standards. Worsening these issues is
the inability of the authorities concerned to take actions that support the procurement of
modern and relevant facility, likewise to train personnel in the management of these
resources. Consequently, it becomes crucial that the functions of school facilities in the
student acquisition and learning of life-long knowledge and skill competencies should be
taken into action by policy makers and administrators when designing a curriculum that
provides effective and efficient education. Stakeholders should realize the significant,
direct relationship between student performance and achievement and the quality of
school facilities.

Based on the study of Tagaytay, Panganiban and Jayson (2017), one evident of
Digital Divide Experience which was common among all of the students is the lack of
access to and the lack of availability of Internet and computer resources. For the
teachers, they have their own personal laptops and computers at home that they use in
making school reports, daily lesson plans, and grading records especially that they use
the new Electronic record wherein they simply encode the grades in their personal
laptops. They also noticed the lack of computer laboratory in a school in Tacunan
District, Davao City. For the teachers, the importance of having a computer laboratory is
necessary for them to catch up on the 21st century skills where technology use is
greatly demanded and said it would be a great help for them to monitor the students in
their learning process and that they would be able to identify if the students are doing
their research properly instead of playing online games or engaging in social media. It
will also depend on the budget of the school and if the school prioritize the
establishment of technological facilities for learning and found out that although there
are computer units in the school, student did not try using it.

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 The previous studies about this research, focuses mainly on the quality of the
facilities, quantity of the facilities and the direct relationship of students' learnings and
the facilities within the school. The given studies focus is mainly on the schools’ facilities
and also its significance for the students’ achievements. Students satisfaction were
neglected also the capacity of the facilities to cater complex needs of students for
learning.

Given the previous studies, we had found out the opportunity to cater the
student's satisfaction. We will focus on the flexibility of the facilities and its capacity to
cater students with different learning styles with high degree of satis0faction.

Theoretical Framework

It shows that satisfied students are more committed with their institute and
motivated towards continuing their studies. Satisfaction effect both students and the
institution itself. This study will be guided with two theories namely "Happy-Productive"
by Dollard, Cotton, and de Jonge in 2002 and "Investment-Model" by Hatcher, Prus,
Kryter, and Fitzgerald in 1992.

It shows that satisfied students are more committed to their institute and
motivated towards continuing their studies. Satisfaction affects both students and the
institution. Several theories are proposed to understand their satisfaction better. In 2002
Dollard, Cotton, and de Jonge give a theory named “Happy-Productive,” which suggests
that the satisfaction of the student depends upon different psychosocial factors, which
include coping, well-being, and stress. Different evidence was provided in this theory,
that if psychological distress was high among students, it results in lower satisfaction. It
proves that if you are experiencing stress or any emotional and mental issue, it results
in lower satisfaction or being unhappy with doing such thing. The positivity effect will be
the best predictor of productivity because it can have both short-term and long-term
benefits. The extent of support for the happy-productive worker thesis may depend on

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what is meant by ‘happiness.' Of the many ways to conceptualize happiness, positive
affect was consistently most strongly linked with productivity. It was related to our study
because, in this theory, it shows that productivity can affect the overall satisfaction of the
students in their surroundings.

Another model given by Hatcher, Prus, Kryter, and Fitzgerald in 1992 named
“Investment-Model” explains the relationship between academic performance and
students’ satisfaction. When the reward of the study increased, at the same time,
student satisfaction is increased. This means that when students are highly satisfied
with their surroundings, particularly the facilities they have, they will have better
academic performance. This is because higher satisfaction results in lesser
psychological distress resulting in them to perform better. Also, this theory means that
the capabilities and learnings of a student depend on its environment, which may lead
to a good or bad effect accordingly to what environment they belong to. It was related to
our study because it assesses the satisfaction on the campus learning facilities,
services, educational experiences, personal development, and skill development of a
student.

The purpose of this study was to determine the students’ satisfaction at higher
level education institutes. An educational institute is a practice ground for students
where they learn and acquire the necessary skills and abilities to cope in the future with
different professional and personal situations.

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Conceptual Framework

Moderating Variable Main Variable

Level of satisfaction on
Sex learning facilities
Strand
Gender -Library
-Online Research Zone
-Audio-Visual Rooms

Figure1. Conceptual framework of the study

Figure 1. shows the level of satisfaction of the respondents on learning

facilities specifically on Library, Online Research Zone and Audio-Visual Rooms in the
University of the Immaculate Conception according to their sex, strand and gender.

Objective of the Study

This study aims to determine the level of satisfaction of the students with the
different learning facilities in the University of the Immaculate Conception. We believed
that this study will help the school to improve the different learning facilities and future
researchers who wish to study further on the issue by providing them the needed
information and results we obtained by the end of our study

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Statement of the problem

This study aims to know the student's level of satisfaction on learning facilities
in the university. More importantly, seeks for the answer of the following questions:

1. What is the profiling of the respondents based on:

1.1 Sex
1.2 Strand
1.3 Grade Level

2. What is the level of satisfaction of the students with the following learning facilities:

2.1 Library
2.2 Online Research Zone
2.3 Audio Visual Room

3. Is there a significant difference in the level on students’ satisfaction with the different
learning facilities when they are grouped according to:

3.1 Sex
3.2 Strand
3.3 Grade Level

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Related Literature

This is the real review of related literature in our study, it comprises different
related studies to our own research. It includes the satisfaction level of students on
learning facilities as our main review topic which has three (3) subtopics; the level of
satisfaction, learning facilities and academic performance. We used integrative type of
literature review and a structure of review literature by sources as we seek related
studies on our research. Integrative type includes synthesizing the results of related
literature into summary of the scope and limitations of our study

Main Topic:
Satisfaction Level of students on learning facilities

Subtopics:
1. Level of Satisfaction

Review Topics:

1.1 KEY FACTORS INFLUENCING STUDENT SATISFACTION RELATED TO

RECRUITMENT AND RETENTION

Elliott, K., & Healy, M., (2008). Key Factors Influencing Student Satisfaction Related to
Recruitment and Retention. Retrieved from https://www.google.com/scholar?
start=10&q=Level+of+satisfaction&hl=en&as_sdt=0,33#d=gs_qabs&u=%23p
%3DXwfADgb9NRIJ

Universities must distinguish and meet student expectations in order to attract

and gain students. It also showed findings on what are the strong impacts on how
satisfied a student is with his/her overall educational experience. The results also

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suggest that recruitment strategies may focus on different views of the educational
experience of students rather than retention strategies.

1.2 A STUDY OF THE LIFE SATISFACTION OF STUDENTS AND ITS EFFECT ON

THEIR ACADEMIC ACHIEVEMENT

John B. Cagle (2017). A STUDY OF THE LIFE SATISFACTION OF STUDENTS AND ITS EFFECT ON
THEIR ACADEMIC ACHIEVEMENT
https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Dissertations/Dissertations2017/
John_B_Cagle.pdf

This study examined the literature on the connection between the emotional
well-being of students and their level of academic achievement, as well as if an actual
connection existed between the mental state of a random group of students and their
academic performance. Two hundred and twenty-three students from a large rural high
school in East Tennessee took a validated survey to measure their level of life
satisfaction, and the results were compared to their grade point averages to determine
if there was a correlation. A positive but weak correlation was found between the two
variables, which added to the existing information on this important topic.

2. Learning Facilities

2.1 THE IMPORTANCE OF SCHOOL FACILITIES IN IMPROVING STUDENT

OUTCOMES

Jeffery A. Lackney (2019) OVERVIEW IN SCHOOL FACILITIES

https://www.researchgate.net/publication/234617352_Assessing_School_Facilities_for_LearningAssessin
g_the_Impact_of_the_Physical_Environment_on_the_Educational_Process_Integrating_Theoretical_Issu
es_with_Practical_Concerns

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Improving the quality of school facilities is an expensive undertaking. However, when
the positive impacts of facility improvement on teachers and students are translated into
dollar figures, the rewards of such investments far outstrip the cost of the investments.
Learning facilities has a big impact in learnings of the students because it depends on
its environment whether the environment is comfortable or not.

2.3 NATIONAL CLEARINGHOUSE FOR EDUCATIONAL FACILITIES

Buckley, J., Schneider, M., & Shang, Y., (2014). National Clearinghouse for Educational Facilities.
Washington, DC. Retrieved from https://scholar.google.com.ph/scholar?
hl=en&as_sdt=0%2C5&q=Facilities+affect+academic+performance&btnG=#d=gs_qabs&u=%23p
%3DcbH--4KmxBUJ

This study concludes that improvement of school facilities would be a good addition or
opportunity to the existing factors that enhances the student's academic performance.

3. Students’ Academic Performance

3.1 SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT

Zimmerman, Barry. (2013). Self-Regulated Learning and Academic Achievement: An Overview.

Educational Psychologist - EDUC PSYCHOL. 25. 3-17. 10.1207/s15326985ep2501_2.

Educational researchers have begun recently to identify and study key processes
through which students self-regulate their academic learning. In this overview, it was
presented a general definition of self-regulated academic learning and identify the
distinctive features of this capability for acquiring knowledge and skill. Drawing on
subsequent articles in this journal issue as well as my research with colleagues, it was
also discussed how the study of component processes contributes to our growing
understanding of the distinctive features of students' self-regulated learning. Finally, the

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implications of self-regulated learning perspective on students' learning and
achievement are considered.

3.2 SCHOOL BUIDING CONDITION, SCHOOL ATTENDNCE, AND ACADEMIC

ACHIEVEMENT IN NEW YORK CITY PUBLIC SCHOOLS

Durán-Narucki, V.H., (2018). School building condition, school attendance, and academic achievement in
New York City public schools: as a mediation level. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0272494408000194

This study concludes that run-down school facilities becomes a burden to the learning
of the students, it makes them unsatisfied which lead to less days of attendance. Thus,
making them achieve low grades.

METHOD

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Research Design

This study used non-experimental descriptive comparative survey cross-

sectional quantitative research design. To define the descriptive type of research,
Creswell (2002) stated that the descriptive method of research is to gather information
about the present existing condition. The emphasis is on describing rather than on
judging or interpreting.

Descriptive research on the other hand, is a type of research that is mainly

concerned with describing the nature or condition and the degree in the detail of the
present situation. This method is used to describe the nature of a situation, as it existed
at the time of the study and to explore the cause of particular phenomenon. The aim of
descriptive research is to obtain an accurate profile of the people, events or situations

Research Locale

The research was conducted at the University of the Immaculate Conception,

Bonifacio Campus on the selected respondents. The University of the Immaculate
Conception is the Annex Campus for senior high school, which is located at Bonifacio
St., Davao City. The said respondents are also students from the said university who will
willingly volunteer for a survey. They are given survey questionnaires that will be
conducted on the students’ own classrooms or any comfortable places the respondents
prepared but we assure that we will conduct it on their free time

Research Respondent

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 The respondent of this study are Grade 11 and Grade 12 senior high school
students at University of the Immaculate Conception, Bonifacio Campus. We will
conduct our survey on 10 senior high school students in each section per grade level for
a total of 100 sample size of respondents. In the process of conducting our survey, we
used Simple Random Sampling technique. We assure that the respondent will willingly
answer our survey questionnaire by choosing respondents who will voluntarily
participate in the said data gathering to ensure that there were no bias results that
we’ve obtained from conducting this study.

Research Instrument

The tools used by the researcher are discussed. A questionnaire was used as
the main data-gathering instrument for this study. It was divided into two main sections:
the profile and the questionnaire proper. The profile contains name (optional), age, sex,
and grade level. The questionnaire has 5 Likert scales, 1 being the lowest or very
dissatisfied and five being the highest or very satisfied on different school facilities.

We also used criteria in evaluating our results. The mean ratings for the level of
satisfaction of the students on different school facilities was interpreted using the
following matrix:
Mean
Description Interpretation
Range
4.20 - The level of satisfaction of the students on different learning facilities was
Very High
5.00 very satisfied
3.40 - The level of satisfaction of the students on different learning facilities was
High
4.19 satisfied
The level of satisfaction of the students on different learning facilities was
2.60 -3.39 Moderate
moderate
1.80 - The level of satisfaction of the students on different learning facilities was
2.59 Low dissatisfied
1.00 - The level of satisfaction of the students on different learning facilities was
1.79 Very Low very dissatisfied

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 This table has fixed range of mean which has a certain description and
interpretation. It was used as our guide for the results obtained from different statistical
analysis if the results have significant value for our study. Reliability test was also used
before conducting the real survey to evaluate if the question used in our survey
questionnaires were reliable and it is measured by Cronbach Alpha Value.

Data Gathering

We used cross- sectional random survey questionnaires in this study to know

different views from students and avoid biases. In our survey questionnaires, we will
use structured type of questionnaire as we have our main objective which is knowing
the satisfaction level of students on different learning facilities. We also used primary
sources which was originally taken from the main author of a certain study and also
secondary sources which helps support the study of our main sources and further back
it up.

The questionnaire was essentially based on the literature review in facilities.

We will conduct survey questionnaires which are structured questionnaires. According
to (Clow et al. 2019) expert opinions are used to generate questionnaires items and an
interview secondary data collection. In this study, the interview conducted was used to
review the satisfaction level of students on learning facilities of the University of the
Immaculate Conception, Bonifacio Campus. The participants are group according to
their sex, strand and grade level to identify different perspective of the students on
learning facilities.

In the conduct of our study, as initial step, a letter of demand of lead research
will be submitted to the principal in which will be noted by Ms. Lucelle Maglinte, a STEM
specialist and Mrs. Flordelis Sedo our Academic Coordinator. This will be approved by
our principal S. Ma. Merlita B. Sabate, RVM.
Data Analysis

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 In this study, we conducted reliability test, pre-test, on 20 random samples to
ensure that the questions given are valid or reliable for our study and obtained the
standard value for the level of reliability of the questionnaire which was 0.919. Then, we
used the appropriate statistical test in analyzing the gathered data, such as: for
statement of the problem 1 on the respondents’ demographic profile, mean, standard
deviation, percentage and frequency test were used. For statement of the problem 2 on
the level of satisfaction of the Senior Highschool students in different school facilities
namely, Library, Online Research Zone and Audio-Visual Rooms of the University of the
Immaculate Conception, mean and standard deviation were used. Lastly, for statement
of the problem 3 on the comparison of the differences in the level of satisfaction of the
students on the different school facilities among the respondents when they were
grouped according to their strand, sex and grade level, t- test and ANOVA were used.

Ethical Consideration

The ALRC stated that the ethical consideration is an accumulation of qualities

and rules that addresses inquiries of what is a great or awful in human issues. Ethics
searches for accepting or denying something about upright or awful lead or great malice
rules. There are some points to represent the most essential standards related to ethical
consideration.

According to Bryman and Bell (2015), it is stated that the research participants
ought not to be exposed or to hurt in any ways at all. We will guarantee the security of
the protection of each respondent and any kind of correspondence in connection to the
examination ought to be finished with trustworthiness and straightforwardness. We will
establish trust to our research participants through anonymity and confidentiality with
the limits of the law. Also, we will be giving verbal and written informed consent about
the research topic for the data collection.
RESULTS AND DISCUSSIONS

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 Results

The results of this study were obtained using specific statistical tools for every
statement of the problem in this study. For statement of the problem 1, frequency test,
percentage, mean and standard deviation were used, mean and standard deviation for
statement of the problem 2 and t-test and ANOVA were used for statement of the
problem 3. Also, to assure that the following questions in the survey questionnaires are
reliable, we conducted reliability test for 20 random samples and obtained the standard
result for the reliability of the questions in the study.

These results will help this study to identify the satisfaction level of the students
with the school facilities in the University of the Immaculate Conception and compare if
there were difference when they are grouped according to their strand, sex and grade
level.

Table 1. Mean and Standard Deviation for the demographic profile of the respondents.
Strand Sex Grade Level
Valid 107 107 107
Mean 1.935 1.626 1.579
Std. Deviation 0.9444 0.4861 0.4960
Minimum 1.000 1.000 1.000
Maximum 4.000 2.000 2.000

This table, Table 1., presents the overall demographic profile of the respondents
from the conducted survey. On the questionnaire, the respondents have to choose
among the given choices provided. The questionnaire contains two main parts and on
the first part of the questionnaire is the profile of the respondents which is essential in
this study to compare if the following moderators have an effect on the satisfaction level
of the students in different school facilities in the University of the Immaculate
Conception.

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 The results from statement of the problem 1 were obtained using two statistical
tools namely, mean and standard deviation to analyze the data which were the
demographic profile of the respondents that includes strand, sex and grade level of the
students for us to identify which part will we accept and/ reject from the obtained set of
data. There were 4 choices for the strand, 1 for STEM, 2 for HUMSS, 3 for ABM and 4
for TECH-VOC. For sex, there were also 2 choices namely, Male which was labeled as
‘1’ and Female with ‘2’ as its label. For grade level, we’ve only chose 2 grade level
namely, grade 11 and grade 12 labeled with 1 and 2 respectively. The mean for the
strand was 1.935, 1.626 for sex and 1.579 for grade level. The standard deviation for
the moderating variable strand was 0.9444, 0.4861 for sex and 0.4960 for grade level.

Table 1.1 Frequency Table for Strand.

Strand Frequency Percent Valid Percent Cumulative Percent

1 45 42.1% 42.1% 42.1%
2 30 28.0% 28.0% 70.1%
3 26 24.3% 24.3% 94.4%
4 6 5.6% 5.6% 100.0%
Missing 0 0
Total 107 100.0%

Table 1.1 presents the frequency distribution of the students under a specific
strand. The result obtained using frequency distribution were the following: 45, 30,26
and 6 for STEM, HUMSS, ABM and TECH-VOC respectively. In terms of percentage,
the date obtained were as follows; 42.1%, 28.0%, 24.3% and 5.6% for STEM, HUMSS,
ABM and TECH-VOC with a total of 100%. In tis table, we can conclude that about 50%
of the respondents were STEM students out of 107 respondents from the conducted
survey. We could also conclude from the sample size of the respondents that the overall
population of students in the University of the Immaculate Conception were taking the
strand STEM.

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Table 1.2 Frequency table for Sex.

Sex Frequency Percent Valid Percent Cumulative Percent

1 40 37.4% 37.4% 37.4%
2 67 62.6% 62.6% 100.0%
Missing 0 0
Total 107 100.0%

The table presents the frequency distribution of the respondents according to their
sex. We can see from the result obtained that among all of the respondents, the most
frequent was 2, female, and 1 as the less frequent, male, with the value of 62 and 45
respectively. Therefore, more than 50% of the population 57.9% female respondent and
42.1% male respondent.

Table 1.3 Frequency table for Grade Level.

Grade Level Frequency Percent Valid Percent Cumulative Percent
1 45 42.1% 42.1% 42.1%
2 62 57.9% 57.9% 100.0%
Missing 0 0
Total 107 100.0%

As what presented in Table 1.3, the frequency distribution of the demographic

profile specifically based from what grade level were the following data: 45 respondents
from grade 11 (1) and 62 respondents from grade 12 (2). We could say that from the
data obtained from the respondents, approximately 60% of the students were grade 12
and the remaining 40% were all grade 11 students.

Table 2.1 Table for the mean and standard deviation for the level of satisfaction of
students on Library
STANDARD
MEAN DEVIATION

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 1. Library resources. 4.056 0.8222
2. Level of knowledge of staff assigned on the library. 3.636 0.9152
3. The condition and maintenance of the books and other
3.991 0.9059
materials.
4. Comfort given by the environment and furniture in the
facility. 4.224 0.9448
5. Students’ support services. (e.g. academic assistance, etc.) 3.701 0.9538
6. Learning a lot of things from the books and other sources
3.907
available. 0.9269
7. Specific collection of Library materials for your specific
3.897
strand. 0.9707
8. Venue for idea interaction. (e.g. discussion room, common
3.794
area, etc.) 1.007
9. Area for socializing and collaborating with other students. 3.785 1
10. Quality and availability of computers and technologies
3.654
present in the facility. 1.082
11. Stability and accessibility of Wi-Fi connection. 2.841 1.333
12. Quality of service of staff. 3.598 0.9302

The table shown above represents the data collected from a school facility,
specifically the Library. There are 12 questions that was used to evaluate this school
facility and gather essential data. The respondents are to choose from the number 1-5:
1 for Very Dissatisfied, 2 for Dissatisfied , 3 for Somewhat Satisfied, 4 for Satisfied and
5 for Very Satisfied. The tools used to analyze this data was mean and standard
deviation. The total mean of all the answers from the respondents is 3.757 which means
that the average satisfaction level ranges from "Somewhat Satisfied to Satisfied". The
standard deviation is approximately 1 which means the dispersion of data is not too far
apart from the mean.
Table 2.2 Table for the mean and standard deviation for the level of satisfaction of
students on Online Research Zone.

STANDARD
MEAN DEVIATION
1. Level of knowledge of staff assigned on the ORZ. 4.112 0.904
2. The conditions and maintenance of the computers. 3.925 0.968
3. Comfort given by the environment and furniture needed on the
facility. (e.g. chairs, ventilations, lights, etc.) 3.925 0.997
4. Students’ support services. (e.g. academic assistance, etc.) 3.841 0.902

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5. Learning a lot of things from the computers available on the
facility. 3.981 0.971
6. Quality of service of staff. 3.935 0.903
7. Opportunities for socializing and collaborating with other
students on the campus. 3.85 0.969
8. Availability of computers and technologies present in the
facility. 4.075 0.887
9. Internet speed of the ORZ for online researching. 3.944 0.95
10. Availability of online applications needed for student learning. 3.981 0.8353

The table shown above represents the data collected from a school facility,
specifically the online research zone. There are 10 questions that was used to evaluate
this school facility and gather essential data. The respondents are to choose from the
number 1-5: 1 for Very Dissatisfied, 2 for Dissatisfied, 3 for Somewhat Satisfied, 4 for
Satisfied and 5 for Very Satisfied. The tools used to analyze this data was mean and
standard deviation. The total mean of all the answers from the respondents is 3.572
which means that the average satisfaction level ranges from "Somewhat Satisfied to
Satisfied". The standard deviation is approximately 1 which means the dispersion of
data is not too far apart from the mean.

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Table 2.3 Table for the mean and standard deviation for the level of satisfaction of
students on Audio- Visual Rooms.

STANDARD
MEAN DEVIATION
1. Level of knowledge of staff. 4.112 0.883
2. The conditions and maintenance of the technology. (e.g. speaker,
microphone, etc.) 3.897 0.951
3. Comfort given by the environment and furniture needed on the facility.
(e.g. chairs, ventilations, lights, etc.) 3.925 0.9286
4. Space of the facility. 3.897 1.009
5. The view and wideness of the screen on the Audio Visual Room
(AVR), number of screens. 3.907 0.9063
6. Organization and cleanliness of the facility. 4.243 0.8223
7. Quality of service of staff. 4.028 0.895
8. Quality of the sound system. 3.972 0.895
9. Quality of the images and visuals projected on screen. 4.019 0.911

Table 3.1.1 Test for the significance of the difference of Students’ level of
satisfaction on Library when grouped according to their sex
Group Mean Standard Deviation p
Male 3.829 0.728
0.398
Female 3.714 0.648

Table 3.1.2 Test for the significance of the difference of Students’ level of
satisfaction on Online Research Zone when grouped according to their sex
Group Mean Standard Deviation p
Male 3.990 0.710
0.709
Female 3.937 0.704

Table 3.2.3 Test for the significance of the difference of Students’ level of
satisfaction on Audio-Visual Rooms when grouped according to their sex
Group Mean Standard Deviation p
Male 4.061 0.656
0.490
Female 3.964 0.733

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 Table 3.2.1 T-test for the significance of the difference of Students’ level of
satisfaction on Library when grouped according to their grade level
Group Mean Standard Deviation p
Grade 11 4.03 0.53
< .001
Grade 12 3.56 0.71

Table 3.2.2 T-test for the significance of the difference of Students’ level of
satisfaction on Online Research Zone when grouped according to their grade
level
Group Mean Standard Deviation p
Grade 11 4.16 0.6
0.011
Grade 12 3.81 0.74

Table 3.2.2 shows the significance of the difference of students’ level of

satisfaction on audio-visual rooms when they are grouped according to their grade level.
The mean value of grade 11 students on audio-visual room was 4.16 while 3.81 on
grade 12 students. That means that the mean of satisfaction level of grade 11 students
on audio-visual rooms was high or satisfied (3.81 –4.16) while grade 12 students was
also high. The p value obtained from the collected data was 0.011. Therefore, there is a
significant difference between the level of satisfaction of the students when grouped
according to their grade level and null hypothesis is rejected.

Table 3.2.3 T-test for the significance of the difference of Students’ level of
satisfaction on Audio-Visual Rooms when grouped according to their grade
level
Group Mean Standard Deviation p
Grade 11 4.15 0.59
0.055
Grade 12 3.89 0.76

Table 3.2.3 shows the significance of the difference of students’ level of

satisfaction on audio-visual rooms when they are grouped according to their grade level.
The mean value grade 11 students on audio-visual room was 4.15 while 3.89 on grade
12 students. That means that the mean of satisfaction level of grade 11 students on
audio-visual rooms was high or satisfied (3.40 – 4.19) while grade 12 students was also

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high. The p value obtained from the collected data was 0.055. Therefore, there is no
significant difference between the level of satisfaction of the students when grouped
according to their grade level.

Table 3.3.1 ANOVA test for the significance of the difference of Students’ level of
satisfaction on Library when grouped according to their strand

Cases Mean Square p

Strand 0.48 0.37

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Table 3.3.2 ANOVA test for the significance of the difference of Students’ level of
satisfaction on Online Research Zone when grouped according to their strand

Cases Mean Square p

Strand 2.76 0.13

Table 3.3.3 ANOVA test for the significance of the difference of Students’ level of
satisfaction on Audio- Visual Rooms when grouped according to their strand

Cases Mean Square p

Strand 0.47 0.82

Table 3.3.3 shows that there was no significant difference on the level of
satisfaction on the Audio- Visual Rooms when they are grouped according to strand.
The results obtained revealed that the p value was above >0.05 (p= 0.82) which did not
meet the standard that must be <0.05. Therefore, there was no significant value on the
level of satisfaction of the students when grouped according to strand.

Discussion

The main objective of this study is to determine the level of satisfaction of the
students with the different learning facilities in the University of the Immaculate
Conception. Recent studies suggest that when students are highly satisfied with their
surroundings, particularly the facilities they have, they will have better academic
performance (Hatcher, Prus, Kryter, and Fitzgerald in 1992). This is because higher
satisfaction results in lesser psychological distress resulting in them to perform better.

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This was supported with another study which suggest that improvement of school
facilities would be a good addition or opportunity to the existing factors that enhances
the student's academic performance (Buckley, J., Schneider, M., & Shang, Y., 2014).

Our results revealed no significant difference in mean of the level of satisfaction

when grouped according to their sex, strand and grade level. It was presented on our
results that most of our respondents were Female Grade 12, STEM students with the
following mean and percentage: out of 107 respondents, there were 42.1% STEM, 28%
HUMSS, 24.3% ABM and 5.6% for TECH- VOC when grouped according to their
strand.
37.4% male and 62.6% for female when grouped according to their sex and about
42.1% were grade 11 an 57.9% for grade 12 students. On level of satisfaction in library,
we obtained

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Jeffery A. Lackney (2019) OVERVIEW IN SCHOOL FACILITIES
https://www.researchgate.net/publication/234617352_Assessing_School_Facilities_for_
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ocess_Integrating_Theoretical_Issues_with_Practical_Concerns

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