Chapter I

INTRODUCTION

Rationale
School is more than just a building; it is the atmosphere,
relationships, and opportunities that shape a meaningful education.
The school environment includes both the physical and social
conditions, such as the setting, facilities, and resources, all of which
can impact learning and teaching. An unhealthy school environment
can harm students' health, attendance, focus, and performance (US
EPA et al., 2016). On the other hand, a healthy school environment
can reduce absenteeism, improve grades, and boost both
productivity and overall well-being (US EPA, 2024).
Academic performance is not just about grades but also
reflects how well students engage and achieve their goals. It reflects
how effectively students meet their educational goals. According to
Narad & Abdullah (2016), academic performance refers to the
knowledge a student gains, which is shown through the grades
given by the teacher. In education, it represents the goal of a
student, teacher, or school aims to reach within a set time. This is
usually measured through exams or ongoing assessments, and the
specific goals can vary for different people or institutions.
A well-designed physical environment keeps students
engaged and minimizes distractions, leading to better academic
outcomes. Research by Barrett et al. (2015) found that thoughtfully
designed learning spaces boosted student progress by 16% within a
year. Other studies also show that schools with appealing
classrooms, labs, and libraries make students more eager to learn;
when students have inspiring places to study and explore, they’re
more likely to attend class and stay focused (Omedo & Okee, 2024).
 The rules and regulations in a school helps set clear rules
about how students should behave, creating a respectful and safe
environment for everyone. It encourages students to take
responsibility for their actions, making sure they understand how
their behavior affects others both in class and outside of school. For
instance, the National Behaviour Survey (2022) found that 82% of
school leaders and teachers reported a shared understanding of
what "good behaviour" entails, with 91% of students confirming
awareness of the behavior expectations at their school.
At Matiao National High School, the Grade 11 buildings have
visible cracks and shake slightly when students move around. These
structural issues not only raise the risk of accidents but also create a
sense of unease that makes it hard for students to concentrate on
their studies. Also, students often struggle to follow the rules
because they lack clear information about the schools’ rules and
regulations. Without proper communication and understanding,
students may not be fully aware of the expectations set for them,
which can lead to unintentional rule violations. Furthermore, the
consequences for breaking these rules may seem unclear or
inconsistent, causing confusion and frustration among students.

To gain a deeper understanding of this issue, the researchers

have chosen to explore it from the perspective of students, aiming
to discover what triggers it in them and its impact on their studies.
The researchers plan to gather data for the study by conducting
surveys with selected grade 11 students.

Research Objective
The main objective of this study is to determine the impact of
the school environment to students' academic performance in Grade
11 students of Matiao National High School.
Specifically, it aims to:
1. Determine the respondents’ profile in terms of:
1.1 Age; and
1.2 Gender.
2. Determine the level of school environment in terms of:
2.1 Physical infrastructure;
2.2 Code of Conduct policies; and
2.3 Extracurricular activities.
3. Determine the level of students’ academic performance in terms
of:
3.1 Communication;
3.2 Problem-solving;
3.3 Critical Thinking;
3.4 Technological application; and
3.5 Applying life skills;
4. Determine if there is a significant relationship between students’
school environment and their academic performance at Matiao
National High School.

Hypothesis
This study will test the null hypothesis at 0.05 level of
effectiveness:
1. There is no significant relationship between students’ school
environment and their academic performance at Matiao
National High School.

Review of Related Literature

This section includes various literature on the school
environment, collected from different sources. The main topics
covered are grouped under the themes of the school environment
and its impact on academic performance.
Level of Students’ School Environment
The school environment consists of the relationships and
interactions among people in a school, influenced by how the school
is set up, how people connect, and their daily routines. These
elements make each school unique and are essential for
understanding students’ well-being (US EPA et al., 2016). Research
shows that a supportive learning environment is linked to better
student outcomes. For instance, Segun (2020) found that physical
resources, like well-kept facilities, and a positive school atmosphere
enhance students' engagement and focus, boosting academic
performance. However, inadequate school facilities often harm
learning, especially in many developing countries and some areas in
developed regions. Problems like poorly maintained buildings,
crowded classrooms, and limited resources, such as books and
technology, can disrupt the learning experience (Yangambi, 2023).
In Metro Manila and Calabarzon, overcrowded classrooms are a
significant issue. As the city’s population grows, schools struggle to
keep up, resulting in classrooms that are too full. This leads to noise
and distractions, less individual attention from teachers, and
insufficient learning materials (GMA News, 2022). Barret et al.,
(2019) also emphasizes how overcrowding negatively affects
learning by reducing teacher-student interaction, increasing noise,
and limiting access to resources, highlighting the need to address
these challenges to support student success.
Physical Infrastructure. Infrastructure refers to essential
facilities and systems like buildings, transportation, and utilities that
support the daily operations and economic activities of a community
or organization. In schools, infrastructure includes buildings,
classrooms, and the key facilities needed to support learning and
development (McFee, 2022). Inadequate infrastructure can create
safety risks, as Cele (2016) notes, including structural issues,
crowded spaces, and insufficient emergency exits. Such hazardous
conditions can raise accident risks and increase anxiety among
students, impacting their ability to focus and learn effectively.
Research highlights the connection between well-planned school
design and positive health and learning outcomes. A study by
Barrett et al., (2019) emphasizes how a strong alignment between
school spaces and teaching methods can support educational
quality and equal access. This alignment is further improved by
community engagement and interdisciplinary collaboration in school
planning. Regularly upgrading school facilities has also been shown
to enhance student achievement and teaching effectiveness
(Yangambi, 2023). The quality of a school’s infrastructure can
significantly impact student outcomes. Studies indicate a 70%
positive correlation between school facilities and learning results,
with infrastructure accounting for 43.6% of student learning
outcomes (Nepal, 2016). These findings suggest that maintaining
effective school infrastructure is essential for creating an
environment that supports student success and educational goals.
Code of Conduct Policy. Mathe (2008) maintains that a
code of conduct articulates what constitutes acceptable behavior in
schools, promotes positive and self-discipline, establishes a
disciplined and purpose-driven school environment, and establishes
a well-organized school milieu in which effective teaching and
learning can take place. Zondo’s (2022) study confirms that a
learners’ code is a fundamental instrument for maintaining positive
discipline in an educational context where such a code was used,
teachers reported an improvement in the classroom atmosphere
and in learners’ behavior, attitudes, and academic performance.
Extracurricular Activities. Extracurricular activities refer to
a range of programs that take place outside regular school hours
and aim to enrich students' learning experiences. According to
Martin and Tugguin (2020), these activities include sports, clubs,
and arts, and they are supervised by adults. Metsäpelto and
Pulkkinen (2014) emphasize that these activities are not part of the
main curriculum but help students develop specific skills and
knowledge. Participation in extracurricular activities is linked to
increased school engagement and academic success. Research
shows that students involved in these activities often have more
positive feelings about their school environment, feeling secure and
supported by both adults and peers. The benefits of participation
can vary depending on the type of activity and the number of
different activities a student engages in. Overall, involvement in
extracurriculars contributes to a positive school climate (Martinez et
al., 2016). Numerous studies indicate a strong connection between
participating in extracurricular activities and improved academic
performance. Students who engage in these activities tend to have
higher GPAs, better standardized test scores, and greater
acceptance rates into colleges (Anjum, 2021). Being part of these
activities helps students develop better time management skills as
they learn to juggle academic work with other commitments.
Moreover, participating in creative activities like music, art, or
debate can enhance cognitive skills, encouraging creativity and
critical thinking. These experiences can also boost self-esteem and
confidence by allowing students to explore their interests, which in
turn fosters motivation and a love for learning. Additionally,
extracurricular activities promote stronger social skills as students
interact with peers from diverse backgrounds, improving their
teamwork and communication abilities. Engaging in hobbies also
provides a healthy way to manage stress and anxiety, contributing
to overall well-being. A study by Fredricks et al., (2004) found that
students involved in extracurricular activities are more engaged in
school, achieve higher grades, and have lower dropout rates. These
findings underscore the significant impact that participation in
extracurricular activities can have on both academic success and
personal development.

Level of Students’ Academic Performance

Academic performance refers to evaluating a student's
success in various academic areas. Numerous studies have shown
that mindfulness practices can improve cognitive functioning and
academic performance. A study conducted by Schonert-Reichl et al.
(2015) found that mindfulness training significantly improved
executive functioning and working memory in elementary school
students. Academic performance serves as an indicator of how well
a student understands the subject matter, applies knowledge, and
demonstrates commitment and engagement in their studies.
Typically, it is assessed by examining grades, test scores, and other
academic accomplishments (Proctor Edu, 2020).
Communication. Fatimayin (2018) defines communication as
the exchange of ideas and interactions among group members. A
study investigating the relationship between communication skills
and academic achievement among university students found that
while communication skills did not have a statistically significant
impact on academic performance, they are still essential for overall
academic success (Shah et al., 2020). For university students,
strong communication skills are crucial because they often face
situations in and out of the classroom that require effective
communication, such as group assignments and presentations
(Iksan et al., 2012). In many classrooms, communication skills are
highly valued and can directly affect student evaluations. Class
participation is often graded, meaning that students' communication
abilities can influence their final grades (Walter et al., 2015).
Moreover, effective teaching relies on strong communication skills.
Research shows a significant relationship between a teacher's
communication style and student academic performance. Students
who actively engage in discussions with their teachers tend to
perform better, highlighting the importance of both communication
and interaction for learning (Palos & Petrovici, 2014). Eleby Jr.
(2009) suggest that fostering strong communication and social skills
within educational settings enables students to manage emotions,
work effectively in teams, and apply academic knowledge
practically, which are key indicators of success both in school and in
life.
Problem-solving. According to Neubert (2014), problem-
solving involves identifying a gap between the current situation and
a desired goal, then finding and implementing solutions to bridge
that gap. This process includes defining the problem, gathering
information, planning, and executing solutions, influenced by a
person’s knowledge, skills, and mindset. A study by Veerasamy et
al., (2019) explored how students’ self-perceived problem-solving
skills relate to their academic performance in an introductory
programming course. The findings indicated that students with
stronger problem-solving skills achieved higher scores on the final
exam, although there was no significant difference in earlier practice
assessments. The researchers suggested that grouping students
based on their problem-solving abilities could help tailor learning
strategies to enhance skills and improve the transferability of those
skills, particularly in programming. Further supporting this, Suratno
et al., (2020) found a positive correlation between problem-solving
skills and academic achievements, particularly in STEM education,
suggesting that students with better problem-solving skills tend to
perform better academically. Additionally, Kürtüncü et al., (2013)
identified significant differences in problem-solving skills based on
factors such as gender, school grade, parents' education, and
occupations. Their research highlighted the impact of these
demographic factors on students’ problem-solving abilities. Uyar
and Bal (2015) also demonstrated that when comparing pre-test and
post-test scores, students in an experimental group using problem-
based learning outperformed those in a control group with
traditional teaching methods. Feedback from the experimental
group indicated that this approach fostered permanent learning,
increased success, and improved problem-solving skills. Lastly,
Beyazsaçlı (2016) confirmed a significant positive correlation
between problem-solving abilities and overall academic
achievement, indicating that students with higher problem-solving
skills were more likely to achieve better grades in core subjects.
These studies collectively emphasize the importance of problem-
solving skills in enhancing academic performance across various
subjects.
Critical Thinking. According to Scriven and Paul, (1987),
Critical thinking is a disciplined intellectual process that involves
actively and skillfully forming, using, analyzing, synthesizing, or
assessing information collected from observation, experience,
reflection, reasoning, or communication to guide beliefs and actions.
Ideally, it is grounded in universal intellectual principles that go
beyond specific subjects, such as clarity, accuracy, precision,
consistency, relevance, solid evidence, strong reasoning, depth,
breadth and fairness. Suresh et al., (2022) highlights the importance
of integrating critical thinking pedagogy into curricular to help
students enhance their skills and improve their academic results.
Additionally, Ren et al. (2020) found that critical thinking skills
contribute uniquely to academic performance, even when
accounting for general cognitive ability. Further research by
Nur'azizah et al., (2021) supports this, indicating a positive
relationship between critical thinking skills and learning
achievement. However, a study by Shahzadi et al. (2020) noted that
while there is a positive correlation between critical thinking skills
and academic success in science students, this relationship does not
hold for arts students. These findings underscore the value of
fostering critical thinking skills to enhance student performance,
particularly in scientific disciplines.
Technological Applications. According to the Wharton
School of the University of Pennsylvania (2012), technological
applications refer to the practical uses of technology to solve
problems, perform tasks, or achieve specific goals. These
applications can include software, hardware, and other tools
designed to improve efficiency, productivity, communication, and
decision-making. However, a study investigating the relationship
between technology use and academic performance among college
students revealed a concerning trend: as students increased their
technology usage, their grades, SAT scores, and study hours tended
to decline. This suggests that excessive technology use might
negatively impact academic success. The researchers identified
technology's potential for distraction as a significant factor,
indicating that it can divert students' attention from their studies
and hinder their ability to focus (Wentworth & Middleton, 2014).
Despite these concerns, integrating technology into the curriculum
can enhance student engagement and academic performance. It
fosters collaboration, creativity, critical thinking, and inquiry-based
learning. While technology empowers students, teachers play a
crucial role in guiding the learning process, providing support, and
ensuring student engagement and progress.
Applying Life Skills. Madhu (2004) defines life skills as the
abilities that enable individuals to adapt positively and effectively
handle the challenges of everyday life. A study indicated a strong
link between teaching life skills and improving academic
performance among freshmen. Students who participated in life
skills and academic skills training achieved higher scores than those
who did not receive such training. This suggests that developing
skills like organization, communication, and problem-solving can
directly enhance students' academic success. Addressing the life
skills needs of students, particularly in their first year, is crucial for
supporting their overall academic achievement (Fallahchai, 2011).
Life skills encompass abilities such as time management, stress
reduction, and critical thinking, all of which can improve study
habits, test performance, and general academic success. When
students effectively communicate, manage their time, stay
organized, and cope with pressure, they lay a strong foundation for
learning. This skill set enables them to overcome academic
obstacles more quickly and confidently. Students who apply life
skills are better equipped to handle academic challenges, manage
stress, solve problems, communicate effectively, and make
responsible decisions. The World Health Organization (WHO (1977),
reiterates that life skills are essential for adaptive and positive
behavior that helps individuals manage the demands of daily life.

Synthesis of Review of Related Literature

The school environment, encompassing physical
infrastructure, interpersonal relationships, and organizational
routines, plays an important role in students' academic performance
and well-being. Well-maintained and resource-rich facilities
positively impact student focus and engagement, as noted by Segun
(2020), while overcrowding and inadequate resources—common
issues in developing areas like Metro Manila—significantly disrupt
learning ((GMA News, 2022; Barret et al., 2019). Participation in
extracurricular activities has been shown to boost academic
outcomes and social skills, fostering a sense of belonging and
motivation (Martin & Tugguin, 2020; Fredricks et al., 2004). Effective
communication and problem-solving abilities also correlate with
higher academic success, especially in STEM fields, where critical
thinking and adaptability are key (Veerasamy et al., 2019; Kürtüncü
et al., 2013). Moreover, life skills like time management and stress
reduction are essential for academic achievement, as they help
students navigate educational challenges confidently and effectively
(Fallahchai, 2011; WHO, 1977). Overall, these findings highlight the
critical importance of creating supportive, well-structured, and
resourceful school environments to promote student success and
holistic development.

Theoretical Framework
The study is anchored with the propositions of Bronfenbrenner
(1977) which states that Ecological Systems Theory is founded on
the expectation that emphasizes how different layers of the
environment influence a child’s development and educational
outcomes. According to this theory, the school environment like
classroom design, learning materials, and school infrastructure is
part of the "microsystem," which directly impacts students’ learning
and academic engagement through daily interactions and the
physical conditions they experience in classrooms.
Bronfenbrenner’s theory has shown that physical features
such as safe and clean facilities, adequate classroom space, and
well-maintained surroundings contribute positively to student
engagement and learning. The theory highlights how poor physical
environments, like those with inadequate lighting, uncomfortable
temperatures, or unsafe structural conditions, can create stress and
hinder cognitive performance, leading to lower academic
achievement (Tong and An, 2023).

Conceptual Framework
The conceptual paradigm in figure 1 presents the main
concepts of the study, showing the independent and dependent
variables. The independent variable is the school environment,
which includes three key indicators: physical infrastructure, code of
conduct, and extracurricular activities. The dependent variable is
academic performance, measured through indicators like
communication, critical thinking, problem-solving, applying life
skills, and technological applications.
Figure 1
Conceptual Framework Showing the Variables of the Study
Independent Variable
School Environment Academic Performance

 Physical  Communication
Infrastructure  Critical thinking
 Code of Conduct  Problem solving
 Extracurricular  Applying life skills
Activities  Technological
application

Dependent Variables

Significance of the Study

This study will highlight how the school environment positively
impacts on students' academic performance at Matiao National High
School.
Specifically, the findings will be valuable to the following:
School Administrators. They’re the problem-solvers—the people
who identify and tackle the challenges the institution faces now and
might face in the future. This research benefits them by providing
quick insights into potential issues and delivering efficient solutions,
helping them stay one step ahead.
Teachers. Teachers are the ones who can identify and addressing
challenges within the school environment that affect students'
academic performance. This research benefits them by providing
insights into how the school environment influences learning,
enabling them to better support students and implement effective
teaching strategies.
Students. Students play a crucial role in the academic environment
by actively participating in their education and contributing to the
school community. This research benefits them by helping them
recognize how their school environment affects their learning and
performance, enabling them to voice their concerns and suggestions
for improvement.
Future Researchers. Researchers play an important role in
examining and analyzing the factors affecting students' academic
performance. Their involvement in this study allows them to gain
insights into how the school environment influences learning
outcomes. This research benefits them by providing valuable data
that can inform future studies and help develop effective strategies
for improving academic performance among students.

Definition of Terms
To facilitate the understanding of this study, different terms
are defined herein.

School Environment. Refers as the overall physical, social, and

academic context within which students learn, impacting their
educational experiences and outcomes (Thapa et al., 2013). In this
study, it will be defined as physical infrastructure, code of conduct,
extracurricular activities (Omedo et al., 2024).

Academic Performance. Refers to how well a student meets the

standards set by an educational institution. It typically encompasses
grades, standardized test scores, and the ability to engage
effectively in academic tasks (Gibson & Rankin, 2019). In this study,
it will be defined as communication, problem-solving, critical
thinking, technological application, and applying life skills (Srisakdaa
et al., 2016).

Academic challenges. Refer to the obstacles or difficulties

students face that can hinder their academic progress, such as time
management issues, learning disabilities, language barriers, or lack
of motivation. Academic challenges can also include inadequate
preparation, lack of study skills, and difficulty adjusting to academic
expectations, all of which can impact a student’s ability to succeed
academically (Conley, 2007).

Chapter II
Method

Present in this chapter are the discussions on the research

design, research subject, research instrument, data gathering
procedure and the statistical treatment of the data.

Research Design
 This study uses a quantitative causal correlational design to
examine the relationship between two or more variables. According
to Creswell (2002), correlational research is a statistical test that
identifies patterns and tendencies between data sets. It's a non-
experimental approach where variables are observed in their natural
settings without any manipulation. Researchers in correlational
studies assess the strength of the relationship between variables by
analyzing how changes in one variable correspond with changes in
another. Typically, this method involves independent and dependent
variables, but the independent variable's influence on the
dependent variable is observed without altering the independent
variable.
Relative to this, the causal correlational research design was
suitable for the study because it aims to test the significant impact
of the school environment towards education and students’
academic performance.

Research Locale
This study will be conducted at Matiao National High School,
situated at Archie Heights, Matiao, Mati City. This school is one of
the 11 secondary schools in Mati Northwest District, Division of the
City of Mati. This location was selected for its representative
qualities, and inclusive environment, which will provide a suitable
setting for examining the impact of school environment on
academic performance.

Population and Sample

The respondents of the study are the grade 11 students of
Matiao National High School, Matiao, Mati City, Davao Oriental.
This study will be using purposive sampling, a method where
participants are chosen based on specific criteria such as their
characteristics, knowledge, or experiences. While this approach may
involve some bias, it is efficient and effective, especially in
quantitative research. Purposive sampling is reliable for collecting
focused and relevant data from individuals with specialized
knowledge. To ensure high-quality and valid data, it is important to
carefully select Grade 11 students who meet the required criteria.
For this study, the sample will be drawn from the students’
population with the aim of selecting 50% from each section of the
groups. This will ensure that the data collection represents a
balanced portion of students across grade 11 section.

Section Population Number of

Respondents
Ashton 38 19
Bourdieu 37 18
Comte 40 20
Drucker 40 20
Etzioni 32 16
Total 187 93

The criteria outlined ensure that only respondents who can provide
meaningful and relevant insights into the study are selected. These
criteria are designed to ensure the selection of participants who are
best suited to contribute valuable and relevant data for the study.

These criteria are as follows:

 Respondents must be currently enrolled as Grade 11 students
at Matiao National High School.
 Respondents must have a minimum attendance rate of 80%
during the current academic year to ensure sufficient
familiarity with the school environment and policies.
  Respondents must actively participate in at least one
extracurricular activity (e.g., clubs, sports teams, or school
organizations) to provide insights into how these activities
interact with the school environment and academic
performance.
 Respondents should have firsthand experience with the
physical conditions of the Grade 11 buildings (e.g., visible
cracks and shaking). Respondents must demonstrate
awareness of the school’s code of conduct or have
experienced challenges in understanding and following these
rules.
 Respondents must willingly consent to participate in the study
and provide honest feedback about the school environment
and its effects on their academic performance and behavior.
 Respondents must be available to complete surveys or other
data-gathering activities required for the study.

Research Instrument
The instrument to be used is a survey questionnaire form of
checklist. The questionnaire for the school environment on students’
academic performance has the following indicator: physical
facilities, code of conduct policy and extracurricular activities
In evaluating the impacts of school environment on students’
academic performance the five orderable gradations with their
respective range of means and descriptions will be used as follows.
Range Descriptive Interpretation
Level
4.20 – 5.00 Very High This means that the items related to
the impacts of school environment are
always manifested.
3.40 – 4.19 High This means that the items related to
the impacts of school environment are
 oftentimes manifested.
2.60 – 3.39 Moderate This means that the items related to
the impacts of school environment are
sometimes manifested.
1.80 – 2.59 Low This means that the items related to
the impacts of school environment are
seldom manifested.
1.00 – 1.79 Very Low This means that the items related to
the impacts of school environment are
never manifested.

The questionnaire for the academic performance had the

following indicator; communication, problem-solving, critical
thinking, technological application, and applying life skills.
In evaluating the impacts of school environment on students’
academic performance the five orderable gradations with their
respective range of means and descriptions will be used as follows.

Range Descriptive Interpretation

Level
4.20 – 5.00 Very High This means that the items related to
academic performance are always
manifested.
3.40 – 4.19 High This means that the items related to
academic performance are oftentimes
manifested.
2.60 – 3.39 Moderate This means that the items related to
academic performance are sometimes
manifested.
1.80 – 2.59 Low This means that the items related to
academic performance are seldom
manifested.
 1.00 – 1.79 Very Low This means that the items related to
academic performance are never
manifested.
Before the administration, and in a desire to check the
appropriateness of the items and its contents, it will be presented to
the panel of examiners for validation of the items and its contents.
The comments of the panel will be properly taken and incorporated
in the finalization of the said instrument.
Further, before the administration of the research instrument,
pilot testing will be done to selected senior high school students
who are not the respondents of the study.

Data Collection
1. Asking Permission to Conduct the Study. In the collection of
data, the researcher will ask permission from the School Principal –
Alicia R. Astronomo, EdD and to the Advisers concerned, to allow the
researcher to conduct the study to the 127 students. Upon the
approval, the researcher will personally distribute and administer
the research instrument on the impact of school environment in
senior high students on their academic performance ensure 100
percent retrieval of the questionnaires.
2. Administration of the Questionnaire. Survey questionnaire
will be administered to the Senior High School students of Matiao
National High School on the 3rd week of December 2024. During the
administration, the researcher will make sure that the classes will
not be interrupted.
3. Retrieval of the questionnaires. The researchers plan to
retrieve the survey questionnaire a week after the distribution of the
survey questionnaires so that students will get more time to analyze
and provide the proper answer to the questions.
4. Analysis and interpretation of data. Data gathered from this
study will be analyzed and interpreted to derive the necessary data
for interpretation and further analysis.

Statistical Tool
Descriptive statistics that indicate the central tendencies of
the data particularly the mean scores will be used to analyze the
data.
Percentage. This statistical tool will be used to determine the
differences of the respondents in terms of their age and gender in
answer to sub-problem 1.
Mean. This statistical tool is use to describe the level of
school environment and the impact of it in students’ academic
performance in answer to sub-problems 2 and 3.
Pearson r. This is use to determine the significance of the
relationship between school environment and its impact to
academic performance in answer to sub-problem 4. To interpret this
result, Pearson (1896) suggested using the scale provided below.