Date of Completion

2024

Document Type

Research Project

Degree Name

Grade 12

Keywords

Learning Space Preferences, Physical Factors, Emotional Factors, Social Factors, Mental Factors, Study Visits, Senior High School students

Abstract

This study investigates the factors influencing the preference of learning space use through frequent study visits, focusing on the preferences of Senior High School students at De La Salle Medical and Health Sciences Institute. Despite the sudden trend of utilizing non-traditional settings like coffee shops, milk tea shops, public study hubs and coworking spaces, among others, there exists a notable research gap concerning the preferences of students according to the four factors. Employing a Mixed-Method Research Design, the research aimed to provide a comprehensive understanding of the factors shaping learning space preferences among Grade 11 students. Quantitative data was collected and analyzed through a survey from 194 total respondents of Grade 11 students to identify the factors that influence learning space preferences during study visits, considering the four factors that can be found in a learning space: (1) physical, (2) emotional, (3) mental, and (4) social factors. Subsequently, in the qualitative phase, three focus group discussions were conducted with 10 participants to delve deeper into the experiences and perceptions of the students, allowing for a richer exploration of the identified factors and their contextual nuances. The findings reveal that the physical environment predominantly influences the students' perspectives when utilizing learning spaces during study visits. It was observed that the emotional, social, and mental factors are stimulated through the physical environment of the learning space, highlighting the interconnectedness of these factors in shaping students' learning experiences. Recommendations are made for school administration, policymakers, and local government units to create learning environments that support diverse needs and optimize student outcomes. By prioritizing these aspects of the learning environment, they can create spaces that will ultimately lead to improved academic performance and overall well-being.

First Advisor

Dennis Y. Perona

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