CLASSROOM ENVIRONMENT AND SOCIAL EMOTIONAL LEARNING

CHAPTER I

INTRODUCTION

Rationale

The atmosphere in the classroom appears to be a key motivator that makes the

teaching and learning process enjoyable. When appropriate facilities and instructional

materials are supplied, the caliber of teaching and learning will become visible in every

educational institution. The availability of these resources will make the students feel

more at ease, which could improve their academic performance in the class. The

students' learning and the teacher's mood in the classroom will both be impacted by a

well-equipped classroom. By instructing students on how to manage their emotions, set

and accomplish goals, demonstrate empathy for others, establish and uphold healthy

relationships, and make responsible decisions, it aims to increase students' emotional

and social competence.

Aquino (2023), a good classroom has a stimulating climate-one that results not

only from desirable physical surroundings and healthful conditions but also from social

relationship and emotional attitudes. A large amount of child's time is spent sitting in a

classroom. Classroom is a place that can offer a wholesome venue for learning activities

which can be realized only in an atmosphere conducive to both teaching and learning

process.
 The process of learning how to effectively understand, manage, and express

emotions, set and achieve positive goals, feel and demonstrate empathy for others, build

and maintain positive relationships, and make responsible decisions is known as social

and emotional learning .The Collaborative for Academic, Social, and Emotional

Learning, one of the most popular SEL frameworks, defines SEL as “the process

through which all young people and adults acquire and apply the knowledge, skills, and

attitudes to develop healthy identities, manage emotions and achieve personal and

collective goals, feel and show empathy for others, establish and maintain supportive

relationships, and make responsible and caring decisions.”

Educational institutions have always prioritized fostering students' intellectual

development they have pupils who attend. Students have been encouraged to place a

tremendous amount of importance on their intelligence score (IQ) in relation to their

educational background. This has led to the degree of intelligence that pupils believe

they possess will be a significant indicator of their own scholastic success. Additionally,

a lot of pupils think that their intelligence is something that cannot be changed and is

static. This the current rise in mental health issues among students has brought attention

to the necessity to help for pupils that goes beyond intellectual growth. The goal of this

investigation was to identify the impact of social-emotional learning and interpersonal

relationships on the development of emotional intelligence the effects that growth,

development, and teamwork have on pupils' academic success (MacCann et al.2020).

Considering the facts presented, the researcher feels the importance of

conducting a thorough investigation and data gathering to identify the effects of

classroom environment and social emotional of second year BEED students.

Research objectives

This study aims to determine the classroom environment and social emotional

of the learners

1. To determine the classroom environment

2. To determine the social emotional learning

3. To determine the classroom environment and social emotional learning

Hypothesis

This study used 0.5 level of significance.

H: There significant relationship between classroom environment of the students.

H: There is significant relationship between social emotional learning.

RRL/RRS REVIEW RELATED LITERATURE

This presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study. It also presents the synthesis of the

art to fully understand the research for better comprehension of the study.

Physical Environment

For efficient teaching and improved student learning, the classroom environment

relates to the use of physical, instructional facilities and upholding of discipline ( Gulzar

Ahmed 2020).

Conversely, the proposed change model here suggests that, when students feel a

positive connection to their school environment, it serves to make them less likely to

engage in acting out behavior, and teachers are, in-turn, less likely to respond harshly to
minor perceived infractions supporting a cycle of support and engagement (Valente et

al., 2019)

Beyond progress in social skills and positive mindsets, there is also an impact when

it comes to academic achievement. Schools that emphasize the social-emotional

development of their students have a larger impact on student success than schools

who emphasize high test scores. Students at these schools also have a higher

graduation rate and are more likely to enrol in a four-year college (Jackson et al., 2021).

It combines a variety of elements both internal and external, such as

curriculum,teaching strategies and behavior of instructors participation of students,

education environment, academics, and social the environment and any supporting

services classroom where learning and instruction take place.It combines a variety on

elements both internal and external, such as curriculum,teaching strategies and behavior

of instructors There is a vast array of methods and abilities employed in classroom

enables instructors to maintain pupils' focus, arranged and actively taking part classroom

exercises that create results (Ahmed 2020).

It combines a variety of elements both internal and external, such as

curriculum,teaching strategies and behavior of instructors supports for education similar

to an IT lab, tablet, first aid kit, and classrooms having a storeroom, ventilation, cooling,

and heating units, a staff room, and adequate equipment A library with enough books is

essential.for delivering outstanding instruction and learning (Arshad & Tayyab 2019).

It combines a variety of elements both internal and external, such as

curriculum,teaching strategies and behavior of instructors .It included social and

environments in which education conducte institutions. Social context is a reference to

teachers and students' interactionstheir engaged involvement in the classroom and

educational pursuits, whereas physical facilities make up the environment.Typical

classroom layout, classroom adornment, illumination, color, ventilation, and seating ICT-

related arrangements and instruction apparatus (Gulzar,2020).

It combines a variety of elements both internal and external, such as

curriculum,teaching strategies and behavior of instructors It was discovered that there

was no conducive classroom surroundings; unhelpful teachers attitude, inadequate

teaching abilities, and disruptive behavior among pupils leads to obstacles to greater

instruction and effective teaching learning of students (Faizi, & Akbar,2020).

It combines a variety of elements both internal and external, such as

curriculum ,teaching strategies and behavior of instructors Classroom atmosphere

included social , physical and psychological components aid in aiding the process of

teaching and learning for attaining educational goals. That's the it is the duty of

educators to foster classroom setting for learning as it supports teaching, students'

learning and efficient learning process ( Ahmed A ,2020).

Student behavioral engagement and sense of belonging to their school are seen as

a crucial trigger for their learning and success. It combines a variety of elements both

internal and external, such as curriculum,teaching strategies and behavior of

instructors According to (Korpershoek et al 2019).

Students who love education and have a sense of belonging in the classroom are

more likely to participate in classroom activities in a positive way, have deeper learning

experiences, and accomplish academically better (V, Monteiro.2021).

Therefore, it is crucial to comprehend what teachers may do to encourage and

support students' participation. Teachers' feedback was one component we looked into
in this study because it was found to have a significant impact on students' involvement

and achievement (Wisniewski 2020).

The challenge for American public education is to raise student accomplishment

overall and specifically for those who are thought to require more assistance with their

studies. Academic success gives numerous long-term advantages, making it important

in the long run and self-reinforcing. Indeed, studies have shown time and time again that

people with greater levels of education had lower unemployment rates and higher

earnings than people with lower levels of education (U.S. Census Bureau, 2019).

Students who respect school and feel like they belong there are more likely to

participate in school-related activities in a positive way, have deeper learning

experiences, and increase their academic performance. As a result, as was already

indicated, how students perceive their teachers' "feedback" affects both their

involvement in class and their sense of school identity.However, the interaction between

the teacher and students is not the sole aspect of the teaching and learning process.

According to this relationship, instructors' activities are crucial in fostering constructive

classroom relationships . Teachers and students develop perceptions about the

teaching-learning process as they interact in a variety of learning environments and

experiences, which enables them to interpret the interactive dynamics in the classroom

in a very consistent manner. Teachers can assist in these exchanges by modelling

constructive criticism, assisting in the development of the group's competency to give

appropriate feedback, and fostering a good environment (V, Monteiro.2020).

For more effective teaching and improved student learning, the term "class

environment" refers to the use of the physical, instructional facilities that are now

available and the preservation of discipline in the classroom (Williams, 2016).

 Curriculum, teaching strategies, instructors' interactions and behavior with

students, the learning environment, the academic and social environment, and the

support services used in the classroom for the teaching and learning process are just a

few examples of the internal and external aspects that go into this (I, Aquino,2019).

Shown that there is a substantial connection between senior secondary students'

academic performance and the physical school environment physics in school. He

believes that some effects of the physical school environment on students' academic

success in physics in high school. physical resources, people The physical environment

of an organism is determined by its resources and their interactions. school. The findings

showed that students with proper physics lab facilities performed better. merely because

they do better than students in schools with fewer resources or without amenities The

laboratory contributes to the physical improvement of the learning environment. It was

also identified that limited space and inadequate amenities, as well as the environment

in schools, include The arrangement of chairs in the classroom, library, and lab might

impact how lessons are organized. environment. A positive school climate provides (I,

Aquino,2019).

A kind, encouraging instructor can influence how much pupils identify with their

school. Students believe that the school atmosphere is good, supportive, and fosters a

sense of belonging and value for the school if they feel taken care of and permitted to

actively participate in classroom activities (V, Monteiro, 2021).

Therefore, it is crucial to comprehend what teachers may do to encourage and

support students' participation. Teachers' feedback was one component we looked into

in this study because it was found to have a significant impact on students' involvement

and achievement (Wisniewski, 2020).

 Teachers and students develop perceptions about the teaching-learning process

as they interact in a variety of learning environments and experiences, which enables

them to interpret the interactive dynamics in the classroom in a very consistent manner.

Teachers can help students participate more in class by modeling constructive criticism,

assisting in the development of the group's competency to provide effective criticism,

and fostering a happy classroom environment(V, Monteiro, 2021).

With a large number of validated instruments and research in at least ten areas,

the field of classroom environment research has rapidly advanced. These areas include

associations between classroom environment and outcomes, evaluation of educational

innovations, differences between students' and teachers' perceptions of classrooms,

comparisons of actual and preferred environments, the impact of antecedent variable

transition from primary to secondary school on classroom environment, and school

psychology.Classroom environment scales have been employed as dependent variables

in classroom environment research in another lineage. The classroom environment

differs depending on the school type (coeducational, boys' and girls'), year level, and

subject area, according to studies that have been evaluated. Researchers have

consistently shown that teachers see classrooms far more favorably than do students,

which is a major finding. In the majority of investigations on this syndrome, the teacher's

scale score was compared to the means of the student classes for each scale.Learning

outcomes vary significantly depending on how students feel about the classroom setting,

frequently more so than would be expected given their background characteristics

( Dorman 2021).

Classroom Behavior

Added that a factor to consider is how a teacher sets up their class, or how

they maintain control, either have favorable or unfavorable effects on their students. If a
teacher lacks enthusiasm or is pessimistic, there will have an immediate effect on the

pupils in the classroom. Likewise, if a teacher is inspired and positive, they'll probably

have a favorable effect on also include their pupils. Therefore, it is crucial for a teacher

to comprehend this relationship between cause and effect possess knowledge of how to

set up their classroom to an improved learning environment to aid students learn about

their place in the world through gaining the necessary information and abilities (R

Quarcoo · 2021).

Learning outcomes vary significantly depending on how students feel about the

classroom setting, frequently more so than would be expected given their background

characteristics ( Dorman 2021).

. Feedback may have an impact on how children feel about school, which could

enhance or detract from their school identity and behavioral engagement, which would

then have an impact on their academic performance. However, the interaction between

the teacher and students is not the sole aspect of the teaching and learning process. In

this relationship, instructors' activities are crucial for encouraging constructive

interactions in the classroom. Teachers and students develop perceptions about the

teaching-learning process as they interact in a variety of learning environments and

experiences, which enables them to interpret the interactive dynamics in the classroom

in a very consistent manner. Teachers can help students participate more in class by

modeling constructive criticism, assisting in the development of the group's competency

to provide effective criticism, and fostering a happy classroom environment ( Monteiro

2021).

The term "class environment" refers to the use of physical resources, educational

resources, and keeping order in the classroom for improved student learning and

efficient (Ahmed 2020).

 Wang and Zhang (2020). Stated that this indicate impact of instructor evaluation

on student motivation and engagement, achievement, and learning can all be positively

impacted.

Therefore, it is crucial to comprehend what teachers may do to encourage and

support students' participation. Teachers' feedback was one component we looked into

in this study because it was found to have a significant impact on students' involvement

and achievement (Wisniewski, 2020).

Such as curriculum, teaching strategies and behavior of instructors participation

of students, education environment, academics, and social the environment and any

supporting services classroom where learning and instruction take place struction

(Ahmed 2020).

Additionally, it was discovered that the deductive approach to For crowded

classrooms, teaching was more effective. public schools class pupils are taught via

accelerated learning. Using this approach led to positive outcomes because strong

motivation for studies due to their high level of expertise in solving issues related to from

the cognitive learning domain assessment level to knowledge level (Shams 2019).

It was discovered that there was no conducive classroom surroundings;

unhelpful teachers attitude, inadequate teaching abilities, and disruptive behavior among

pupils leads to obstacles to greater instruction and effective teaching learning of student

(Faizi, & Akbar,2020).

Availability of a comfortable classroom atmosphere for effective teaching by both

teachers teaching and ensuring that pupils enjoy quality and effective education is the

main goal. government of the state's accountability. Pakistan's regional governments

were made accountable by constitutional ability to exert maximum physical and

providing educational facilities for students behavior. Teachers employ various

techniques, including lectures and classroom discussions for creating effective and

efficient learning and teaching more fruitful. Method of discussion is discussion among

students regarding a particular topic allowed them openly communicate their thoughts on

the subject This helps them gain confidence enhances their learning habits (Ahmed

2020).

The educational environment has undergone several changes, one of which

is.The actions of a youngster are noticeable. The conduct of pupils in a classroom

context may possibly influencing how they do on an evaluation. Teachers employ a

variety of techniques to many studies have been conducted to identify strengths and

weaknesses in how teachers. Manage their classrooms. weaknesses. The impact of

efficacy beliefs on student achievement and teacher effectiveness In Implications for

Student Support Services, it is stressed how crucial it is to provide students with various

learning requirements by way of learning and developmental theories. "Emotional

conduct .Because it encourages instruction and fosters relationships between students

and teachers, therapy is very well-liss. It seems that educators who exhibit often

encounter erroneous thoughts because they lack confidence in their capacity to

complete academic activities. and intensified or unwholesome unpleasant emotions.

These ideas, feelings, and behaviors are daily actions ( Kirkpatrick 2019).

The communication techniques or strategies teachers employ rely on how they

handle classroom management. These methods range from the more modern

humanistic student-centered models to the more conventional teacher-directed

behavioral models (Alcruz & Blair, 2022).

A recent meta-review demonstrates an increasing trend away from teacher-

directed classroom management strategies that encourage compliance and obedience

in favor of a more comprehensive and student-centered strategy that fosters students'

self-regulation and autonomy (Freiberg 2020).

The development of social and emotional skills in students as well as academic

success are all supported by creating student-centered classrooms (Gokalp & Can,

2021).

More specifically, research evaluations concentrate on behavioral approach-

compliant classroom management techniques including Positive Behavioral

Interventions and Support (PBIS) practices (Estrapala et al., 2020).

The student-centered or humanistic approach to behavior management and

student-centered communication tactics that are utilized in direct reaction to student

conduct, however, are rarely discussed. Despite the fact that these adaptable student-

centered techniques have a strong theoretical foundation (Saraiva 2023).

Support the findings that indicate that when teachers behave unfairly, negatively,

or aggressively, kids display problem behavior. Additionally, these classroom

management techniques have a detrimental effect on teacher-student relationships,

student autonomy, academic achievement, and instructors' wellbeing in addition to being

ineffective over the long term( Paramita, 2021).

One of the most important aspects of teaching young people is classroom

management children. When evidence-based techniques are used and put into practice,

it is frequently possible the techniques, it can start on the first day of class to make the

classroom function smoothly and more effectively. school. The author of an essay

stressing social and emotional learning claims, "Classroom Management does not

involve policing students or expecting flawless conduct. rather than efficient Providing

assistance to pupils in self-management during daily academic activities and activities.

In a piece showing the viewpoint and vision of teachers in the perceptions of troubled

classrooms by experienced and inexperienced teachers According to research, behavior

is the main challenge in managing troublesome classroom management. It might not

always be clear whether a teacher observes something or has access to relevant

information is necessary, but it's more a question of how people detect what they're

seeing and Understanding the implications for teaching practice (Combest 2021).

One of the most crucial and essential elements of effective classroom management

is that is often ignored and undervalued in education. The secret to succeeding in school

Prevention is the management of disruptive behavior in the classroom. Furthermore,

consistency is the fundamental goal of putting into practice extremely efficient classroom

management techniques and avoiding inappropriate actions. Given how difficult the

process is, it actually takes a lot of effort. combined with a daily effort routine and

intentionality. Being a highly effective teacher requires the must adopt a personalised

approach or evidence-based practice in order to prevent, structures in place, suitable for

meeting the needs of individual students, coupled with the social and emotional learning

strategy. Additionally, remembering that "anyone can tell pupils steps to take.The usage

of teacher emotions and the impact they have on students is one of the emphasis

tactics. One of the popular and efficient management techniques is classroom

management. That Being, and in line with the trend, the field of classroom management

often entails the occurrences, including transitions, and the steps the teacher takes to

address any issues potentially impede kids' development This specific technique

concentrates on the .The way teachers show themselves, including their body language,

facial expressions, and incentive to keep kids interested in their studies.These include

planning that occurs initially and before instruction and ongoing planning throughout, and

at the end of training, assessment and reflection. The model's overall perspective is to
reward or "earn points" for suitable behavior in order to encourage the pupils by adopting

a gaming concept and conduct that complies with expectations. "The GBG is an

intervention that uses approaches that are supported by evidence. Teachers should

evaluate their own performance while implementing the GBG in order to .Intervention

techniques and self-control are used to enhance delivery and change the intervention to

fulfill their students' demands (Julia 2021).

One of the most crucial aspects of the teaching and learning process is

classroom management. It isfelt that efficient classroom management creates a setting

that is conducive to learning (Kubat & Dedebali 2018).

Unavoidably, disruptive behavior in the classroom is a problem that educators

must deal with. Teachers from all generations (Abeygunawardena & Vithanapathirana,

2019).

Despite a wealth of literature on students' disruptive behavior in the subject of

education, little has been done to address it. carried out in EFL courses, especially in

Asian contexts. Each nation, area, and local setting or context, as well as .Since the

learning environment, culture, and traditions at school varied, a study in this area was

necessary. Bhutan's position on the problem of disruptive conduct (Rafi et al., 2020).

It is thought that the existence of the learning process and academic performance

of pupils are negatively impacted by disruptive behavior or discipline concerns in the

classroom (Granero , 2020).

The source of discipline issues in the English as a Foreign Language (EFL) classroom

has been when students are unable to comprehend the subject being taught in the

classroom, there is classroom with little progress in the target language; learning

challenges brought on by their complexity in comprehending English vocabulary and

grammar; attention-seeking when kids desire to draw the attention of peers and

professors; exhaustion brought on by tired and bored students; and the impact of

students' usage of mobile phones and other electronic devices during class activities is

an example of technology (Jati et al, 2019).

Admittedly, a significant portion of earlier research in the area does not

address how intervention tactics help in minimizing or eliminating student disruptions,

particularly in language classes. Here is Not surprisingly, given that the teachers'

capacities for classroom management vary The most common intervention techniques

recommended in the literature to address classroom behavior problems are, for

instance, complimenting, inspiring, or encouraging students; keeping up a good/close

relationship with establishing ground rules for the classroom at the start of classes;

modifying student-centered Learning and often adjusting the seating configurations.(Rafi

et al., 2020).

Social emotional

Using the increased focus on the various learning elements, particularly the

Social and Emotional Learning (SEL) believed that five distinct and connected factors

interact to shape social and emotional development. skills such as self-awareness, self-

management, social awareness, and interpersonal interactions and sound judgment

(Collaborative for Academic, Social, and Emotional Learning Educating, 2020).

Learning outcomes vary significantly depending on how students feel about the

classroom setting, frequently more so than would be expected given their background

characteristics Dorman 2021).

 Wang and Zhang (2020). This indicates that the impact of instructor evaluation on

student motivation and engagement, achievement, and learning can all be positively

impacted.

SThese SELCs (social-emotional learning competencies) have evolved into

increasing area of academic study as international organizations, including the

United .Additionally, the United Nations Educational, Scientific, and Cultural

Organization (Unesco, 2019).

STStudies have demonstrated that SELC has an effect on students'

performance beyond the classroom primarily on their ability in mathematics .As was

previously stated, students' perceptions of teacher evaluation have unique implications

on their involvement and sense of belonging at school (Kahl et al., 2021).

Activities that promote social and emotional development in the classroom help

students' minds. decreasing worry, focusing attention on the work at hand, and

promoting thinking positively. regular application of SEL techniques and activities in the

In the classroom, students are encouraged to feel secure and at home. SEL education

techniques can make kids feel confident enough to participate and work together. By

making sure their peers and teachers would treat them with respect and vulnerability

with courtesy and respect. These methods promote interpersonal interactions in the

classroom, both between pupils and instructors. strong associations with the teachers,

The success of pupils is improved throughout their academic careers by peers and role

models.

The social and emotional growth of kids who have experienced trauma or

other adverse circumstances schools and organizations that provide services must

unquestionably pay attention to types of abuse. this community. As a result, schools and
practices that are trauma-sensitive are emerging worldwide. educational environment.

To take a more comprehensive approach to SEL, however, under a Support system with

several tiers (MTSS). In this MTSS architecture, not only are the requirements of those

adverse childhood experiences and traumatized children are taken into account,

however the social and All children's emotional development is addressed through

general therapies.The Collaborative for Academic, Social, and Emotional Learning

(CASEL) establishes the theoretical framework for social-emotional learning and is

widely accepted (Ross & Tolan, 2019).

CASEL describes social-emotional learning as vital to a person’s development

and “the process through which all young people and adults acquire and apply the

knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve

personal and collective goals, feel and show empathy for others, establish and maintain

supportive relationships, and make responsible and caring decisions. CASEL designates

five areas of instruction for social-emotional learning: self-awareness, self-management,

social awareness, relationship skills, and responsible decision making (Organization,

2021).

Where there has been the implementation of social-emotional learning, it is

sometimes assigned solely to students 11 with the greatest of behavioral problems and

generally not accessed in the general classroom by the general population of students

(Bierman & Sanders, 2021).

Tur-Porcar et al. (2021) Stated that investigated how social-emotional learning

affected six differentSpanish public schools. 555 students between the ages of seven

and twelve were involved in the study. years old, and were divided between

experimental and control groups at random. The experimental group received training in

emotional intelligence and restraint. The Despite not matching the groups' levels of
hostility from the pretest, authors note that aggressiveness and emotional outbursts

were much higher in the experimental group compared to the control group, instability.

However, they discovered that the experimental group, the team that got social and

emotional support, demonstrated a significant a considerable reduction in verbal and

physical violence, as well as comparative emotional instability with the control group.

Curiously, the authors pointed out In fact, there was an increase.

Zolkoski ( 2021).Stated that .The effect that these programs can have on social

skills was students in grades 4 through 12. They both used control schools that did not

have a social-emotional curriculum and schools that did. The plan was put into

action.either by teachers or school counselors. Parents were asked to complete an

online survey. a questionnaire that evaluated one's areas of strength and areas of

difficulty completed both before and after the operation. They learned that pupils who

visited the schools where social-emotional learning was taught, and had parents

complete an assessment substantially more prosocial conduct was seen compared to

student ratings in the schools not implementing such a curriculum serve as the control

group.

The research issue is set up and given context by the first body of literature.The

development of social-emotional learning and how it has evolved are outlined in this

thread area of concentration for educators. Social-emotional learning is described in this

strand, along with a 33 analysis of the five social and emotional learning skills that are

fundamental to social and emotional learning environment. It is crucial to comprehend

how social-emotional learning develops and is defined lays the groundwork for this

inquiry (Herbert 2021)

 CASEL designates five areas of instruction for social-emotional learning: self-

awareness, self-management, social awareness, relationship skills, and responsible

decision making (Casel 2021).

Greenberg et al (2021).Programs that promote social and emotional learning can be

beneficial to people while they are still in school, as well as in their adult lives . In an

effort to determine potential economic returns of such programs to the taxpaying

community,investigated a benefit-cost analysis of social-emotional learning programs in

schools.

Even though it may not always be possible to see the cost savings from social-

emotional learning programs for each individual, the total cumulative benefit can be quite

high for society as a whole, especially over a longer period of time (Greenberg et al.,

2021).

Such societal economic advantages in the future cannot be dismissed. The

importance of teaching these essential abilities and the need to do so in easily

accessible settings, like the school system, are demonstrated by the social-emotional

learning investments yielding such significant returns. Findings that are encouraging

regarding the cost-benefit analyses of these programs can really inspire communities

and schools to spend time and money in social-emotional learning initiatives (Top et al.,

2021).

Another study by Klapp et al. (2017) focused on the potential influence of social-

emotional learning initiatives on students' future substance use. The authors stressed

the significance of finding strategies to lessen substance use and abuse by describing it

as a significant contributor to a range of life difficulties. Students were divided into

control and treatment groups at random, with the treatment group taking part in a social-
emotional learning curriculum offered by the school system. The researchers discovered

that these kids had decreased their substance use and abuse over a five-year period, in

addition to showing progress in the assessment of their social-emotional abilities. They

urged more research in the future, perhaps including even more years of follow-up.

The Positive Action program, used in general education classrooms, and its potential

effect on student misconduct were examined 1,130 third through eighth graders who

attended 14 low-income schools and were randomly allocated to either the control or

treatment groups were examined (Duncan et al. 2017).

Fordham ( 2021). More support exists for the idea of teaching SEL when the

teaching practice is described using words other than "Social-Emotional Learning. The

report also discovered a partisan split: Democratic parents are more likely to support

current SEL terminology than Republican parents.

Children learn in regulated social environments like classrooms and schools.This

consists of friends of the same age and an instructor who gives routine,and guidance. In

order to enhance their learning when they collaborate with their peers and teacher, kids

must be able to recognize, process, and assess their feelings and interpersonal abilities.

(Denham et al., 2021).

For students, having these abilities can occasionally be challenging because they

are occasionally not explicitly taught but rather are supposed to be learned via

experience and observation. Young children, especially those with disabilities, may find

this challenging. Because they already have to deal with emotions that may cloud their

judgment and understanding, they may be at a disadvantage. In order to predict student

achievement, social emotional abilities are crucial (Cook et al, 2021).

 The methods by which youngsters and adults pick up and use the knowledge,

attitudes, and abilities required to comprehend and control emotions, set and achieve

constructive goals, feel and demonstrate empathy for others, create and uphold healthy

relationships, and make responsible decisions (Collaborative for Academic, Social, and

Emotional Learning, 2021, p.6).

Greenberg et al. (2021) is comparable to learning other academic abilities in that

the impact of initial learning is increased through time.It's time to address the growing

complexity of issues kids encounter with schoolwork, friendships, citizenship, and health.

Each school year as the kids progress, there are new having the ability to navigate the

problems and circumstances that they encounter assisting them in resolving those

conflicts

According to research, social emotional learning benefits students' ability to solve

problems, control their emotions, behave appropriately in class, and maintain self-control

(Low et al, 2019).

The last ten years have seen a rise in the importance of education and mental

health as social, political, and scientific priorities that require attention. Schools are now

recognized as the main setting where equity in young people's access to high-quality

learning and developmental opportunities may be improved (Unesco, 2018).

However, teachers receive little formal training in the Social and Emotional

Competence (SEC) domain during their first training, which places a greater emphasis

on the academic area. A significant review of how SEC development is incorporated in

teacher preparation programs across the USA can be found in( Schonert-Reichl ,2017).
 This lack of training is primarily in the area of intra-personal competences, such as

the ability to recognize and effectively manage one's emotions and behaviors, and to

track one's own progress toward achieving goals.

Which appears to influence not only their own well-being but also students'

achievement and behavior (Crain et al., 2017).

Not surprisingly, teaching has been described as an emotionally demanding job

linked to frequent episodes of work-related stress and burnout ( Marques-Pinto &

Alvarez, 2023).

Therefore, the teaching profession poses unique occupational health risks for

teachers, affecting not only their mental health and well-being but also classroom

management and instructional practices, which in turn have an impact on students'

engagement and academic achievement (Schonert-Reichl, 2019).

Since they are essential for classroom management and classroom climate, two

essential components of teaching efficacy, leading to an improvement in teachers' job

performance, social and emotional competence promotion has emerged in the literature

as one of the main protective factors from which teachers can particularly benefit

(Jennings&Greenberg, 2019).

As a result, Social and Emotional Learning (SEL) interventions seeking to directly

promote teachers' SEC have increased over the last decade. Nonetheless, these

interventions are, to date, highly distinct regarding their approach, content, format and

dosage (Wigelsworth et al., 2019).

Furthermore, research on their efficacy is scarce and has tended to focus more on

an assessment of diverse outcome domains, thus, limiting the comparison and overview

of these interventions (Jennings et al., 2019).

 The creation of standards for the creation of successful SEL interventions for

teachers), the majority of the work on SEL interventions in educational environments has

placed an emphasis on student- and classroom-level results( Domitrovich & Greenberg

2019).

Alliance for Excellent Education (2023), difficult working conditions typically

increase the risk that teachers would change schools or quit their jobs entirely. Their

working and learning environment will determine whether they decide to quit the field

altogether or transfer to a school that offers more financial and educational advantages.

Social, and Emotional Learning (CASEL) is to make social and emotional learning

(SEL) a mandatory component of education. A social and learning program with five

teachable principles has been developed and implemented by CASEL in an effort to

support children's healthy development and to encourage children's success in school

and in life. The program is intended to help students develop the abilities and knowledge

required to be effective team members and problem solvers. based on a variety of

disciplines that demonstrates how important our emotions are.These connections

influence how we learn and what we learn. A increasing body of evidence shows that

SEL enhances academic performance, citizenship, and health-related behaviors in

addition to reducing problem behaviors in children and youth (Casel, 2021).

Adesua (2023), where students from various socioeconomic backgrounds come

together to learn, the classroom setting is a significant, most potent, and effective tool of

socialization. All types of educational institutions, including public and private schools,

home schools, businesses, and religious and humanitarian organizations, have

classrooms. Different types of indoor and outdoor classrooms are utilized for lessons

that call for specific materials or a vocational approach .where students from various

socioeconomic backgrounds come together to learn, the classroom setting is a

significant, most potent, and effective tool of socialization. All types of educational

institutions, including public and private schools, home schools, businesses, and

religious and humanitarian organizations, have classrooms. Different types of indoor and

outdoor classrooms are utilized for lessons that call for specific materials or a vocational

approach.

Nadine, and Black (2023) found that when desks are arranged in a circular

pattern, students are more likely to listen intently, participate in discussions, and rely

more on their own knowledge, which increases test scores. However, when scores are

compared to those when desks are arranged in clusters or rows, instances of disruptive

behavior are more common.

Zentall and Shaw (2023), contended that the acoustics of the classroom are an

important part of the success of the child but these are often overlooked. They are of the

opinion that materials .

Okura (2019) . Stated that showed that primary school pupils typically perform well

academically in daylight-filled classrooms as opposed to those without daylight.

Anything can amplify sound, such as walls and floor surfaces, significantly raises

noise levels and is bad for learning. This suggests that acoustics should be taken into

consideration because it might help with distraction reduction and focus. Despite

appearing similar from a distance, classes have various methods and processes.Every

classroom has a different set of teaching and learning settings, ( Arend 2019).

Randhawa and Lewis (2021). idea of "life space," the significance of the

environment was earlier deduced. The term "life space" refers to the complete

psychological environment, including all of the elements that both attract and repel

people. It covers the behavioral and psychobiological environment with all of its
influences, including positive and negative goals and the barriers preventing progress

toward objectives. It also includes unconscious influence as well as conscious influence,

past as well as present influences, and has an impact on the person including the

person as self.

Murray (2021). According to him, the relationship between individual demands

and external pressures can be understood as the learning environment. Personal needs

refer to an individual's desires, motivations, and objectives, whereas "press" can refer to

a stimulus, a therapy, or a process variable. When evaluating the learning environment

in the classroom, it is important to consider both individual needs and environmental

factors. Later, the ideas of alpha press and beta press were added to provide additional

clarification.

Fraser (2023) stated that the term "classroom learning environment" was

developed by a number of educators who thought it reflected a common vision of the

students and occasionally the teachers in that environment. the psychological or social

environment of the classroom refers to the vibe or ambiance of a class as a social group

that may have an impact on what pupils learn the term "classroom learning environment"

has a variety of meanings, but generally refers to the overall climate, structures,

processes, and ethos within classrooms that are integral elements affecting students'

learning stated that the classroom learning environment is a dynamical social system

that includes not only teachers' behavior and teacher-student interaction but also

student-student as well.

Adediwura and Tayo (2019) elaborated on the impact of perception from a

psychological and physiological standpoint on learning. The perception is defined as the

way we assess or perceive people in our daily interactions. It's critical to note how the

students' prior information, expressed in the form of schemas, influences their perception
and subsequent learning. This is known as the cognitive component of perception, which

is why the researcher in this study was interested in how students perceived the learning

environment in the classroom.

The learning environment in the classroom. There are now two main methods

used to evaluate the learning environment in a classroom. One strategy is focused on

outside observers observing classes or general types of activities. Numerous research,

including those employed this strategy. The other strategy involves measuring aspects

of the learning environment in the classroom based on what students believe their

classes are like.( Lindzey & Elliott 2021).

Fraser (2021). Stated that. A classroom learning environment can be explained in

terms of either physical or social aspects, as divided the learning environment into four

main categories: physical things, social interaction among its members, member

characteristics and systems, values, and cognitive structures, among others. This study

only takes into account the social aspects of the learning environment in the classroom,

which includes the teacher's and students' behavior (both verbal and nonverbal

communications), teaching and learning methodologies, classroom management

techniques, teaching and learning styles, attitudes, personality traits, and beliefs, group

dynamics, socioeconomic status of the students, and cultural diversity in the classroom,

also known as its social component.

Lewin (2019), behavior exists in a totality of interacting facts which comprise a

dynamic field. The circumstances or conditions in any part of the field are influenced by

and depend on every other part of the field. This psychological field is otherwise known

as the life space which comprises the individual and his psychological or behavioral

environment also known as facts that effect the behavior or thoughts of the individual at

a certain point in time.

 The physical and social environment that the person is in most often determines

his or her life space. It might consist of the locations he visits, the things that happen

around him, how he feels about those places and people, what he sees on TV or reads

in books, his imagination, ideas, and objectives. A kid's life space is influenced by forces

that the child may or may not be aware of, as well as influences that the child may

accept as true even if they may not be (Lindzey & Elliot, 2023).

Ranchelor (2023), an effective school and classroom can be characterized as a

setting that inherently inspires children to learn. In a school environment where

academic achievement and the desire to learn are valued, respected, and rewarded,

students and instructors collaborate effectively. One of the key elements of a successful

school is a culture where kids come to love studying for learning's sake, which improves

academic performance.

Steve and Richard (2019), a student will make an assessment about the kind of

class they will be taking as soon as they enter the room. They'll have a look to see how

the desks are set up. What is hung on the walls will catch their attention. A teacher can

interact nonverbally with their students because to the manner they are seated in the

classroom. The kids will be made aware that this is a classroom that enjoys doing

hands-on experiments through the addition of numerous learning centers or activity

centers. It also implies that they will act out whatever subject they are learning rather

than merely sit and take notes.

Oworye, J.S. (2019), there is a considerable disparity between students'

academic performance in rural and urban secondary schools as determined by senior

school certificate exams. According to him, a major factor affecting pupils' academic

success is the location of the schools. The survey also showed that urban students

performed better academically than their rural counterparts. In other words, urban pupils
benefit greatly from a conducive learning atmosphere that reportedly improves their

academic performance.

The classroom is the most significant space in a school, and learning there calls

for a high level of listening, reading, writing, and focus . The effectiveness of the

classrooms should be assessed in light of the demanding educational needs as well as

the environmental standards for health, safety, and security. To encourage learning

among pupils, it should be made appealing and pleasant (Young, 2019).

Acero et al. (2019), the physical environment, intellectual climate, social climate,

and emotional climate are the four components that make up the classroom

environment. The physical environment is made up of the outside factors that affect the

students' learning, including the seating arrangement, air flow, temperature, size of the

classroom, curriculum, visual aids, lighting, cleanliness, and orderliness. Social climate

is the interaction of the elements in the classroom, such as the teacher and the students,

and emotional climate is the sense of acceptance by the students within the classroom

(Acero, et al., 2007). The intellectual climate includes the provisions for activities that

stimulate and develop the students' critical and creative thinking skills.

Maslow's (2019). of Needs, it may be inferred that the exterior, primarily physical

and social components of the learning environment can be thought of as a foundation for

meeting other learning needs. In order to apply any potential solutions in the future, it is

crucial to recognize how the student's external environment affects their ability to learn.

In this case, it's important to prioritize the classroom's physical and psychosocial state.

Nine factors listed in the Productivity Model by Walberg and Amirul, et al, (2019),

students' affective, behavioral, and cognitive learning is affected by these factors. These

nine components are divided into three groups. Ability, development, and motivation are
intrinsically linked to the student, but the quantity and quality of education are aspects

that are present in the teacher. The student's learning result is influenced by the home,

classroom, peers, and television, among other environmental factors.

Klapp et al. (2019) focused on the potential influence of social-emotional learning

initiatives on students' future substance use. The authors stressed the significance of

finding strategies to lessen substance use and abuse by describing it as a significant

contributor to a range of life difficulties. Students were divided into control and treatment

groups at random, with the treatment group taking part in a social-emotional learning

curriculum offered by the school system. The researchers discovered that these kids had

decreased their substance use and abuse over a five-year period, in addition to showing

progress in the assessment of their social-emotional abilities. They urged more research

in the future, perhaps including even more years of follow-up.

More support exists for the idea of teaching SEL when the teaching practice is

described using words other than "Social-Emotional Learning( Fordha 2021).

Children learn in regulated social environments like classrooms and schools.This

consists of friends of the same age and an instructor who gives routine,and guidance. In

order to enhance their learning when they collaborate with their peers and teacher, kids

must be able to recognize, process, and assess their feelings and interpersonal abilities

(Denham et al., 2020).

For students, having these abilities can occasionally be challenging because

they are occasionally not explicitly taught but rather are supposed to be learned via

experience and observation. Young children, especially those with disabilities, may find

this challenging. Because they already have to deal with emotions that may cloud their
judgment and understanding, they may be at a disadvantage. In order to predict student

achievement, social emotional abilities are crucial (Cook et al, 2021).

Students may need to be taught explicit social emotional learning in order to successfully

navigate the modern world because they may be expected to work in a future when

technology is a rising field. Social emotional education "is intended to enhance the

growth of all children, to help them develop healthy behaviors, and to prevent their

engaging in maladaptive and unhealthy behaviours (Zins & Elias, 2020, p. 235).

Since they are essential for classroom management and classroom climate, two

essential components of teaching efficacy, leading to an improvement in teachers' job

performance, social and emotional competence promotion has emerged in the literature

as one of the main protective factors from which teachers can particularly benefit

(Jennings & Greenberg, 2020).

Difficult working conditions typically increase the risk that teachers would

change schools or quit their jobs entirely. Their working and learning environment will

determine whether they decide to quit the field altogether or transfer to a school that

offers more financial and educational advantages. he instructional, collegial, and

systemic factors that make teaching a highly gratifying profession and serve as a

reminder to those who choose it that they are having a positive impact on students and

society are referred to as the teaching and learning environment, Making sure that

crucial support systems are in place can help teachers become more effective and raise

the likelihood that they will continue to be dedicated to the schools where they work. It is

now vital to look into ways to make it so that instructors can teach and teach well in

order to lower the teacher turnover rate. Not only would the introduction of a social and

emotional learning program improve student learning and engagement, but it will also

improve instructors' classroom experiences ( Futernick ,2023).

 This results giving pupils the resources they need to collaborate with their

classmates in order to improve their learning interactions that encourage involvement,

enthusiasm, and learning motivation while also strengthening the sense of community

in the classroom ( Rafique et al., 2021).

Synthesis

Foreign and local literature and study have some similarities and differences on

how the authors’ studies view Classroom Environment and social Emotional Learning .In

line with this, subjects would greatly help the students to learn more about Classroom

environment and how it is work in our development as a learner. Also, in social

emotional learning we need to have self-efficacy and self-motivation that will help the

learners to understand the classroom environment effect toward their academic

Performance and behavior . Deepening in academic of the students will provide them a

quality performance in their development as learners also they will receive a knowledge

that they can apply in their lives.

Theoretical Framework

Because connections and emotional processes have an impact on how and what

we learn, this study.Emotions can support or impede children's academic engagement,

dedication, and ultimate school achievement. For the benefit of all students, schools and

families must properly address these parts of the educational process (Elias et al.,

1997).

In 1938, Murray popularized the term "environmental press." According to him,

the relationship between individual demands and external pressures can be understood

as the learning environment. Personal needs refer to an individual's desires, motivations,

and objectives, whereas "press" can refer to a stimulus, a therapy, or a process variable.
 When evaluating the learning environment in the classroom, it is important to consider

both individual needs and environmental factors.

Later, the ideas of alpha press and beta press were added to provide additional

clarification. Several educators elaborate on the concept of the classroom learning

environment. According to Fraser (1986), there was a common perception of the

professors and pupils in that setting, According to Walberg (1974), the psychological or

social environment of the classroom refers to the vibe or ambiance of a class as a social

group that may have an impact on what pupils learn.

Moderator
Variable
Intelligence
Quotient

Dependent
Independent
Variable
Variable
Academic
Learning Performance
Environment

Moderator
Variable

Adaptability
Conceptual framework

Figure 1 shows the conceptual framework of the study. It consists of the

independent and dependent variables. The independent variable consist of the

classroom environment and social emotional learning .The dependent variable pertains

to the social emotional learning.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

CLASSROOM SOCIAL EMOTINAL

ENVIRONMENT LEARNING
1.1 Physical 1.1 Emotional
Environment Awareness
1.2 Emotional
1.2 Classroom Management
Atmosphere 1.3 Social
1.3 Learning Emotional
Outcomes
1.4 Engagement
1.5 Classroom
Behavior
1.6 Interaction

Figure 1. Conceptual Framework of the Study

Significance of the study

This study aimed to bring importance to the following:

School administrators

This study was help them to gain more understanding and ideas Classroom

environment and social emotional learning Also, this research can be their guide or basis
in creating programs that promotes positive motivation to individual students in

classroom environment and social emotional learning

To the Teachers

This study was help them to know classroom environment and social emotional

learning . Also, it can be the basis for their improvement in terms of classroom

environment and social emotional.

To the Students

This study helps them to know the different classroom environment and social

emotional learners also it will help them to encourage to study and improved their

development through learning and understanding.

To the Parents

This study was greatly help them to be aware of the development of their classroom

environment and social emotional learning .This study was served their guide in

supporting the needs of their children. This study was help them to

encourage and motivate their classroom environment and social emotional learning.

Researcher

This study was give them knowledge and understanding about the classroom

environment and social emotional learning .Also, it was help them in their development

as students also in their future.

Future Researchers. This may serve as their guide or references for their future studies

about classroom environment and how it affects the social emotional of the students

Scope and Delimitation

This study was conducted at Ramon Magsaysay Memorial Colleges-Marbel Inc,

located at Purok Waling-Waling Arellano Street, Koronadal City. The research was only

focus on the Classroom environment and social emotional learning of the second year

BEED students of academic year 2023-2024. To evaluate theclassroom environment

and social emotional , survey questionnaire was given to the second year BEED

students.

Definition of Terms

Physical Environment. CONCEPTUALLY, physical environments are the physical

settings and built environments in neighbourhoods and cities which provide places for

human activities. Evidence suggests that there are substantial associations between

urban physical environments and various health outcomes, e.g. people’s physical

activities might be influenced by surrounding physical environments, thereby affecting

their health behaviours; more exposure to urban physical environments may benefit

human mental health (Yang,2020) OPERATIONALLY, The physical environment is

where individuals live, learn, work and play. People interact with their physical

environment through the air they breathe, the water they drink, the homes in which they

live and the transportation they use.

Classroom Atmosphere. CONCEPTUALLY, classroom atmosphere it seems to be an

important motivating factor that makes or mar the teaching and learning process. It is

pertinent to note that the curriculum or the content of the school syllabus is being

implemented mainly within the four walls of the classroom, (usually under the formal

school system) through professional teachers who happen to be the curriculum

implementers (Akomolafe,2015) OPERATIONALLY, Classroom Climate is the

classroom environment, the social climate, the emotional and the physical aspects of the

classroom. It's the idea that teachers influence student growth and behavior

Learning Outcomes.CONCEPTUALLY,, Learning outcomes are measurable

achievements that the learner will be able to understand after the learning is complete,

which helps learners understand the importance of the information and what they will

gain from their engagement with the learning activity (Valamis,2023)

OPERATIONALLY, Learning outcomes measurable skills, abilities, knowledge or values

that students should be able to demonstrate as a result of a completing a course

Engagement. CONCEPTUALLY, Engagement with learning is essential to academic

progress, as engaged students are self-motivated and direct their own learning, while

disengaged students are mentally (and often later physically) absent. It is a recursive

cycle, causing and being affected by student motivation, subject interest, and positive

social interaction. Engagement is also most often associated with other characteristics in

students, such as self-regulation, conscientiousness, and agency (Hargraves,2020)

OPERATIONALLY, engagement means students directing their attention and energy ‘in

the moment’ towards a particular task or activity. In the classroom, the term

‘engagement’ is often used to refer to the extent of students’ active involvement in a

learning task.

Classroom Behavior. CONCEPTUALLY, from classroom behavior problems in several

ways, and these differences have important implications for designing instructional

interventions (Martens, Daly, & Ardoin, 2015) OPERATIONALLY, Classroom behavior is

stimulus-driven responses that occur specifically within the classroom or how students

are acting in the classroom in response to what is going on or present around them.

Interaction. CONCEPTUALLY, interaction between teachers and students in

classroom. Starting with the concept of interaction, the final goal is that teachers and

students can participate widely in teaching activities and students can acquire

knowledge and improve their personality under happy condition (Rongmei,2020)

OPERATIONALLY, Interaction is needed in the classroom activity. It helps the teaching

and learning process run smoothly and it can increase learners’ communicative. It tells

how the students have interaction among them and teacher even with the whole class.

Emotional awareness. CONCEPTUALLY, Emotional awareness is the ability to

recognise and make sense of not just your own emotions, but also those of others (Dr.
Sheri,2023). OPERATIONALLY, Emotional awareness, or the ability to understand

feelings, will help you succeed when communicating with other people.

Emotional management. CONCEPTUALLY, Emotion management can be approached

in various ways. In this study, the issues in relation with emotion management in

organizations shall be

mentioned briefly. The actions to be taken during the situations, which may be

encountered by the managers and involve emotions, shall be covered (Ayhan,2018).

OPERATIONALLY, Emotional management help you to deal with problematic events

and difficult situations and come to reasonable solutions.

Social emotional. CONCEPTUALLY, emotional mind and the cognitive mind is

essential for effective behavior. Negligence of one over the other leads to behavior that

is incomplete. EI skills are higher psychological processes which balance the two minds

for the achievement of academic success, career and work effectiveness and personal

well-being (Anamitra,2011). OPERATIONALLY, Social emotional development

represents a children acquire the capacity to understand, experience, express, and

manage emotions and to develop meaningful relationships with others

 CHAPTER II

METHOD

This chapter focuses on the examination of the research techniques and methods

used by the researcher to systematically respond to the issues that were given for

investigation. This chapter explains the research design, research setting, study

participants, research tools, data collection techniques, and statistical treatment of the

data utilized for appropriate data analysis and interpretation.

Research Design

This study was utilized descriptive-correlation design. This research combined a

quantitative approachh and descriptive method. Creswell (2012) describes that

quantitative approach is used if the researchers want to identify a research problem

based on the trends in the field or on the need to explain why something occurs. This

research is classified into descriptive research with correlation method. According to

Creswell (2012) correlational research design, investigators use the correlation statistical

test to describe and measure the degree of association (or relationship) between two or

more variables or set of scores.

Research Locale

This study was conducted at Ramon Magsaysay Memorial Colleges- Marbel

Incorporated, located at Purok Waling-waling Barangay Zone II, Arellano Street,

Koronadal City, Province of South Cotabato, 9506, Philippines. The school was created

in the year 2008 and known to be the “Home of the Best”. The school offer different

courses like Bachelor of Elementary Education major in General Science, Bachelor of

Secondary Education major in English, Science, Filipino, Physical Education and

Mathematics, Bachelor of Science Business Administration Major in Human Resource

Management, Bachelor of Library Information Science, Bachelor of Science Customs

Administration, Bachelor of Science Information Technology, Bachelor of Science in

Social Work, Bachelor of Arts in Sociology and English, Bachelor of Science in

Accountancy, Bachelor of Science in Accounting Information System and lastly,

Associate in Computer Technology

Research Respondents and Samplin

Based on the data gathered from the school registrar, there were a total population of

one hundred eighty (180) students in Secondyear BEED-General Science, who are officially

enrolled in Ramon Magsaysay Memorial Colleges-Marbel Incorporated in the first semester

period in 2023-2024.

The researcher was used simple random sampling with the used of hat technique, to

determine the respondents of the researcher, Moreover, according to Hayes, (2020), that a

simple random sample is a subset of a statistical population in which each member of the

subset has an equal probability of being chosen. Also, shown as an unbiased representation of

a group.

Research Instrumentation

To determine the classroom environment and social emotional learning 2nd year BEED

students of Ramon Magsaysay Memorial Colleges for the Academic Year 2023 – 2024, the

researcher was used a questionnaire through google forms in order to gather the information

from the respondents. The questionnaire was modified and adopted by the researcher. Within

that, it was also validated by the authorized validators.

Data Gathering Procedures

In conducting the study, the researcher wrote a formal letter to the dean of the education

department to ask a permission about the conducting of research. In the way, the researcher

explained the objective of the study to the students and distributed the questionnaires through

google forms to be answered in their convenience. Thus, the answer of the respondents was

record and tally. In line with this, it served as a basis of the data and will interpret with utmost

confidentiality.

The research focused on the answers of the participants from the prepared set of questions.
Statistical Tool

This is the following tool that will use in identifying the results of findings and discussions in the

study:

To determine the Classroom Environment , mean was used.

To determine the Social Emotional Learning of the grade 2 nd year BEED students ,

frequency and Percentage was used.

To determine the relationship between Classroom Environment the Social Emotional

Learning, Pearson Product Moment Correlation Coefficient was used.

Ethical Consideration

In accordance with weather or any kind of valid reason , the researcher used an online

platform via messenger and Google to get the solution to the problem because in that way we

can do it. For the duration of the study, ethical guidelines were implemented. The respondent

has the right to withdraw at any time. Their identity and information will be kept private, and any

information gathered from them will be acknowledged and reported appropriately. The

researcher should take his or her time in selecting a response and should always respect and

protect the dignity and safety of study participants.