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The Level of Satisfaction among the Grade 7 Students on School

Facilities

An Outline
Presented to the
Faculty and Staff of the
Immaculate Heart of Mary Academy
Quezon St., Mati, Davao Oriental, Philippines

In Partial Fulfillment of the Requirements for the subject


Research

SENCIO, EIANNA LIAN N.


JIMENEZ, GILLIENE ROSS F.
MORALES, MOINIE GRACE
BASCON, VAUGHN THEODORE
MABINI, JAYVEE C.
EBALLE, ARJEN MATHEW C.

February 2020
INTRODUCTION

In today's school environment, students have a hard time to

adjust to the new atmosphere in being part of Junior High School,

especially the Grade 7 students. This chapter is focusing on knowing the

overall service of the facilities that can accommodate every student in

the school and how helpful this research to the school. Therefore this

study is about knowing the satisfaction of the grade 7 students in the

utilization in the school facilities for the school's improvement and

knowing the students' perspective of the school facilities.

Rationale

Globally, (Napitupulu 2018) studies the setup of quality

education becomes intimately connected to the quality of human

resources. The purpose of this study is to measure the gap between

perceptions and expectations of users of the service facility as a form of

performance assessment for the university. The aim of this research is

also to know the connection between the quality of service facilities and

user satisfaction

In the Philippines, (Pamatmat, 2018) said that there are

important educational actors and responsible for the essential training of

technically trained, service-oriented, conscientious, and productive

citizens. This research examined the relationship between the

dimensions of service quality and the students' level of satisfaction with

the university's quality of services


Locally, (Galabo, 2019) has said that a canteen is a place to

serve and eat food, where the different snack and drink products are sold.

The purpose of the study was to determine the relationship between

canteen service quality and student satisfaction at Mintal

Comprehensive High School, Mintal, Tugbok, Davao City, Philippines.

Therefore, these studies are common in what we want to

research and explain more further to you. In the three articles, we pushed

to find it so that you will understand our title research and have an idea

of what we want to showcase to you how important our research and

how helpful it is to the school and to future researchers.

Statement of the Problem:

Objectives:

1. To examine the level of Grade 7 students who are satisfied with

the facilities that the school has.

2. To determine what facilities are most and least utilized by Grade

7 students.

3. To know the significance between the two variables.

Specifically, this study aims to answer the following questions:

1. What is the level of satisfaction of the Grade 7 students in the

utilization of the school facilities?

2. What are the school facilities mostly utilized by Grade 7 students

of IHMA?

3. How do we know the significance between the two variables?


Significance of the Study

The study focuses on finding the effect of the level of

satisfaction among the Grade 7 students on school facilities. This study

will give some sign of contributions to the students, teachers, and

parents.

Students. This study will benefit the Grade 7 students since

they will be satisfied with the facilities that the IHMA has. It also

provides data that can help them excel in their knowledge or lessons at

their year level.

Teachers. This study can help teachers understand more

about the student's problem and if the students have learned. It can guide

them to know what to do when a student has a hard time understanding

the lessons.

Parents. Through this study, we all know that most parents

have a hard time to talk to their children about school.

Operational Definition of Key Terms

As this study focuses on the satisfaction of Grade 7 students,

these are the terms which we used in this study as defined operationally:
1. Satisfaction - it is described as an act of feeling gained from such

fulfillment.

2. School Facilities – it is described as an integral component of

the conditions of learning. The layout and design of a facility

contribute to the place of experience of students, educators, and

community members.

3. Grade 7 Students – It can be described as part of the community

that is adjusting to the nature of Junior high school.

Review of Related Literature

This study focuses on what we are pointing out through this

research. We have researched some articles that are common with our

topic that can explain more further what goal we are talking about or

what answer we want to produce in this research. We have studies of

some author, namely: (Napitupulu, 2018), (Corpus, 2003), and (Galabo,

2019) and some other authors that made also a research about student's

satisfaction. In these articles to be specific, they conducted this research

to know the quality, percentage, and level of satisfaction that students

get when they are in school.

Globally, (Napitupulu, 2018) studies the setup of quality

education becomes intimately connected to human resource

productivity. It is based on the reality that an educational system's

efficiency is the human asset to be used for growth in enterprise and in

environment Efforts can be done to improve human resource reliability


by improving the educational system, like services which can then have

a quality education process. In the context of the article, it is said that for

the school to have the complete quality of the education system, the

education must be enhanced. The satisfaction level is a function of the

difference between perception and expectancy. The purpose of this study

is to measure the gap between perceptions and expectations of service

facility users as a form of evaluation of the university's performance.

This research also aimed to know the connection between service facility

quality and user satisfaction.

In the Philippines, (Pamatmat 2018) said there are important

educational actors and responsible for the essential training of

technically trained service-oriented, conscientious, and productive

citizens. This research examined the relationship between the quality of

service dimensions and the level of satisfaction of the students with the

quality of services provided by the university. The study also examined

how effectively and efficiently, by evaluating their expectations and

perception or observation, the services are being delivered to LSPU

customers, particularly the students. It is also to measure service quality

and stakeholder satisfaction. In all schools, student satisfaction has been

an essential measure of the quality services provided by the institution.

Locally, (Galabo, 2019) said a canteen is a place to serve and

eat food, where different food and drink are sold A school provides a

canteen to accommodate the dietary and nutritional needs of the students

to have the capacity to achieve the activity they could do for the day.
Students' satisfaction as a short term attitude, resulting from an

evaluation of a students' educational experiences. It is a positive

feedback of a students' loyalty and is the result and outcome of an

educational system (zeithnaml, 1988). A school reputation will base on

the students satisfaction and with the school knowing their students point

of view they will be able to enhance what is wrong like teaching and the

environment specifically the facilities in the school. Schools who have

satisfied students can help promote the school and its name.

The happiness of students as a short-term disposition, which

emerges from an assessment of the educational experiences of a pupil. It

is a strong example of student commitment and is the product and

consequence of a system of education (Fernando, 2018). Elliot & Shin

once again describe student satisfaction as the attitude of the students by

subjective evaluation of educational outcomes and experience. Student

satisfaction can, therefore, be characterized as a function of the relative

level of experience and perceived educational service performance

during the period of study, Carey. When considering everything, the

satisfaction of the students was described as a short-term attitude arising

from an assessment of the educational experience, resources, and

facilities of the students.

Numerous studies that conduct to measure student satisfaction at

the university level in the developed part of the world. Various factors

that identify that can potentially affect the student's achievement of

different education services provided by the universities. Students'

informal contacts with faculty members were consistently related to


withdrawal/ persistence decisions (Terenzini and Pascarella, 1980).

Retention of the student was often considered as an indication of student

satisfaction with their university program and, hence, indirectly, the

quality of the university education (Druzdzel & Glymour, 1995).

Campbell and Campbell (1997) established faculty mentoring programs

to be positively correlated with academic performance and lower

dropout rates. Aldridge and Rowley (1998) investigated a group of

students in a UK university to measure their satisfaction level. The

results revealed that a negative quality model is useful in managing this

phenomenon. The model underlined that organizations should seek to

respond to incidents that lead to dissatisfaction as they arise as the

continued perception of poor quality will lead to attrition. Similarly,

Napoli and Wortman (1998) assessed that psychological measures, life

events during university, self-esteem, social competence, social support,

personal conscientiousness, mental well-being and satisfaction with the

academic, administrative and social systems of university have impact

on university persistence. A study was conducted in German universities

using a relationship quality based student loyalty model by Hennig et al.

(2001), who found that quality of teaching and students' emotional

commitment to their institutions were crucial for students' loyalty.The

study aimed to define the relationship between quality of canteen service

and student satisfaction at Mintal Comprehensive High School, Mintal,

Tugbok, Davao City, Philippines. This article discusses how the canteen

fulfills students' needs to be in the right diet and if they are content with

serving the food.


Yu and Dean (2001) examined that both positive and negative

emotions and cognitive components of satisfaction correlate with

student loyalty and that affective part of happiness serves as a better

predictor than cognitive factor. Palacio et al. (2002) conducted a study

on Spanish university students; the results revealed that the university

image influenced student satisfaction with the university. The results of

a study conducted by Mayo et al. (2004) illustrated that conflicting

family/work demands, financial issues, and academic concerns were the

factors identified by students as possible reasons for attrition. Aldemir

and Gulcan (2004) examined the Turkish students' satisfaction in higher

education.

In higher education Mai (2005) researched student satisfaction and

its essential causes. The writer found the overall impression of the

classroom, the overall impact of the quality of the education, the teachers

' competence and engagement in their subject, the continuity and

accessibility of the IT facilities and the prospects of continuing the

students ' careers were the most significant predictors of the students '

satisfaction.

Likewise, Deshields et al. (2005) used a model of satisfaction and

the two-factor hypothesis of Herzberg to investigate the determinants of

student satisfaction with the schooling. We found that success at the

faculty and classes were the key factors that determined the consistency

of students ' college experience, which in turn led to satisfaction. All of

these surveys stress the aspects of educational programs that decide the

happiness of the students with the curriculum and in effect allegiance to


the school. Hence the purpose of this thesis is to examine the student

satisfaction in Pakistan's higher education that has been rising well in

recent years.

Factors that impact students ' satisfaction with learning are

increasingly needed to understand. The research of (Siming, 2015)

would explore the connection between student satisfaction and the

relationship between instructor-student, teacher preparedness, campus

support services, and opportunities the institute offers to students. The

study is a required practice that most people have to participate in to

support themselves and their families for much of their lives, but

inspiration and academic success varies among students. Some pupils

are inspired by a sense of achievement, some by supporting others, and

others through personal fulfillment. Many students get fulfilled with

personality enhancement, personal values, and satisfaction of

psychological needs—the data collected from the students of selected

universities through a questionnaire. This research focuses on factors

influencing student success to improve quality and hence improve

performance.

Therefore, we dare to say that we are reaching the goal of

getting the level of grade 7 students who are new to Junior high school

if they are satisfied with the facilities that can give their needs or

facilities that can help them grow and enhance more their own skills and

showcase their hidden talents. We also conducted this research to help

the school in letting them know what facilities are not utilized by

students and facilities that are utilized by students so that they can do
better in those facilities or elevate it to accommodate not just grade 7

students but also all the students at IHMA.

Conceptual Framework

On the basis of above referred to the literature this study has

identified some important educational services like teaching and learning

environment, social facilities, accommodation facilities and Teaching and

learning delivery which can affect the student satisfaction with the quality of

education offered by the school. The conceptual framework of student's

satisfaction with different educational services is presented here.

Teaching and learning


environment

Social Facilities

Formatted: Font: 18 pt
Students
Accommodation
Satisfaction Facilities

Teaching and Learning


Delivery

Fig. 1. The Conceptual Framework of the Study

It is shown in the illustration that we have the two variables which is the

Independent variables with the four given factors and the dependent variable which is

The students satisfaction. This study focuses on factors that influence student

satisfaction for the purpose of improving quality and thereby better performance
Facility equality is an important predictor of teacher retention and student learning.

Students can be satisfied if they are comfortable within the facilities of the school

Methods

This chapter presents the method used in conducting the study. This section

presents the research design, statistical tool, population, setting, data collection.

Research Design

This study is a quantitative research technique, and it will use to respond to

the specialists' inquiries and explain the perplexity. This study will concentrate on The

Level of Satisfaction among the Grade 7 Students on School Facilities. This study uses

different statistical tools to analyze and gather data from the respondents. The goal in

conducting a quantitative research study is to determine the relationship between one

thing [an independent variable] and another [a dependent or outcome variable] within

a population. (Babbie, 2010).

Statistical Tools:

Explain allllllllllll whatcha fuccckkkk-pogsssSurvey Questionnaires and Likert


Scale
Population Formatted: Font: (Default) Times New Roman

Out of grade 7 in Immaculate Heart of Mary Academy, 125 students are randomly
selected and asked how satisfied they are on the facilities of the school.
Setting
The researchers conducted the study in Immaculate Heart of Mary
Academy.
Instrument

The researcher made a survey questionnaire to be able to gather the data

from the respondents. The researcher based the answers on the Likert scale wherein 5-

very satisdfied, 4-satisfied, 3-neutral, 2 – not satisfied, and 1- very dissatisfied. Likert

scale is used to determine the chosen answers of the respondents.

Questions 5 4 3 2 1

How satisfied are you with…

1. the ventilation in my classroom?

Table 1.1 A sample code question that is made by the researcher. Formatted: Indent: Left: 0", First line: 0"

Level of Satisfaction Equivalent Numerical Equivalent Formatted: Line spacing: single


Percentage Value Percentage Value Formatted: Centered, Line spacing: single
Very Dissatisfied 1-1.80 1-20
Formatted Table

Not Satisfied 1.81-2.60 21-40 Formatted: Font: (Default) Times New Roman
Formatted: Centered
Neutral 2.61-2.40 41-60 Formatted: Centered
Formatted: Centered
Satisfied 3.41-4.20 61-80
Formatted: Centered
Very Satisfied 4.21-5 81-100 Formatted: Centered
Formatted: Font: Bold
Table 1.2 Level of Satisfaction
Formatted: Font: (Default) Times New Roman
Percentage. A percentage is a portion of a whole expressed as a number between 0

and 100 rather than as a fraction. It is used to determine the level of satisfaction of the

grade 7 students.

Average. It is the total set of data divided by the number of data and it indicates the

average. Average can justify being a useful tool in comparing the different sets of data

(Research Methodology, 2018). It is used to determine the level of satisfaction of the

grade 7 in Immaculate Heart of Mary Academy.

Slovin’s Formula

Slovin’s formula is used to determine the random sample size of the

respondents to be conducted in the study.

Population

Out 181 of grade 7 in Immaculate Heart of Mary Academy, 125 students are

randomly selected and asked how satisfied they are on the facilities of the school.

Setting

The researchers conducted the study in Immaculate Heart of Mary Academy.

Data Collection

The following steps are done and describe the process of gathering data

Permission for Approval. The researcher made the questions and was

validated by our Mathematics teacher, Ms. Myka T. Padilla, and our English teacher,
Ms. Mary Rose L. Laroza. The researchers made 125 survey questionnaires for the

needed respondents who were approved by the assigned teachers. Moreover, the

researcher provided consent letters.

Distribution of Questionnaires. The respondents were chosen through

random sampling wherein these survey questionnaires were distributed among the

grade 7 of Immaculate Heart of Mary Academy

Retrieval of Surveys. The survey questionnaires were retrieved right after

the respondent would finish answering. The researcher ensures that the survey

questionnaires will be retrieved to result in the required data collection.

Plan for Data Analysis


The data gathered will be analyzed through the following
statistical tools:

Percentage. A percentage is a portion of a whole


expressed as a number between 0 and 100 rather than as a fraction. It is
used to determine the level of satisfaction of the grade 7 students.

Average. It is the total set of data divided by the


number of data and it indicates the average. Average can justify being a
useful tool in comparing the different sets of data (Research
Methodology, 2018). It is used to determine the level of satisfaction of
the grade 7 in Immaculate Heart of Mary Academy.

Graph. The mean scores that are gathered will be

presented in a graphical form. It is used to represent the level of

satisfaction of the grade 7 in Immaculate Heart of Mary Academy.

Slovin’s Formula
Slovin’s formula is used to determine the random sample size of

the respondents to be conducted in the study.

Population

Out 182 of grade 7 in Immaculate Heart of Mary Academy, 125 students are

randomly selected and asked how satisfied they are on the facilities of the school.

Setting

The researchers conducted the study in Immaculate Heart of Mary Academy.

RESULTS

This section presents the findings of the research study, the presentation of data,
and a brief description of the findings in figures and tables. Formatted: Font: 10 pt
Formatted: Centered
Teaching and Learning Environment
Formatted Table

Table 1: This table shows the total percentage of the first factor, teaching and learning Formatted: Font: Bold

environment. Formatted: List Paragraph, Left, Numbered + Level: 1


+ Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
DESCRIPTION
QUESTIONS MEANS % Formatted: Font: (Default) Times New Roman, 12 pt
EQUIVALENCE
Formatted: Font: (Default) Times New Roman, 12 pt
1. The ventelation in my Formatted: List Paragraph, Left, Numbered + Level: 1
2.2 35% SATISFIED
+ Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
classroom?
Left + Aligned at: 0.25" + Indent at: 0.5"
Formatted: Left
2. The size of our classroom? 2.5 40% SATISFIED
Formatted: List Paragraph, Left, Numbered + Level: 1
+ Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
3. The size of the computer
2.5 40% VERY SATISFIED Left + Aligned at: 0.25" + Indent at: 0.5"
laboratory? Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: List Paragraph, Left, Numbered + Level: 1
4. The size of audio visual room? 2.45 39% SATISFIED + Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
Formatted: Font: (Default) Times New Roman, 12 pt
5. The size of H.E room? 2.2 35% SATISFIED
Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: List Paragraph, Left, Numbered + Level: 1
+ Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
OVERALL 2.37 37.8% Formatted: Indent: Left: 0.5", No bullets or

Formatted: Font: Italic


Formatted: Indent: First line: 0"

Table 1.3.

Fig. 1

Description direct to the point Formatted: Font: Bold


Formatted: Font: Not Bold
Social Facilities

Table 2: This table shows the total percentage of the Second factor, social facilities. Formatted: Font: Not Bold
Formatted: Indent: First line: 0", Space After: 0 pt
Formatted: Indent: First line: 0"
Questions: Percent Formatted Table
age D Formatted: Centered

e
s
c
r
i
p
t
i
o
n

1.the size of the gymnasium? 87.36% VERY Formatted: Font: (Default) Times New Roman
4.370968 SATISFIED Formatted: Font: (Default) Times New Roman
2.the equipment use in the audio visual 79.04% SATISFIED Formatted: Indent: First line: 0", Line spacing: single
3.952
room? Formatted: Font: (Default) Times New Roman, Bold
Formatted: Font: (Default) Times New Roman
3.the number of equipment use during 76.96%3. SATISFIED Formatted: Font: (Default) Times New Roman
846774
intramurals and other activities? Formatted: Indent: First line: 0"
Formatted: Font: (Default) Times New Roman
4.the size of the canteen? 63.68% SATISFIED Formatted: Indent: First line: 0"
3.184
Formatted: Font: (Default) Times New Roman
5.the kind of maintainance we have in 87.84% VERY
4.392 Formatted: Font: (Default) Times New Roman
IHMA? SATIDFIED
Formatted: Font: (Default) Times New Roman

78.98% Formatted: Font: (Default) Times New Roman


Overall Percentage mean SATISFIED
3.949148 Formatted: Indent: First line: 0"
DESCRIPTION Formatted: Font: (Default) Times New Roman
QUESTIONS MEANS %
EQUIVALENCE Formatted: Indent: First line: 0"

1.the size of the gymnasium? 3.35 54% Very Satisfied

Formatted: Indent: Left: 0.5", No bullets or


2.the equipment use in the audio
3.1 50% Satisfied Formatted: Font: (Default) Times New Roman, 12 pt
visual room?
Formatted: Normal, No bullets or numbering

3.the number of equipment use during Formatted: Font: (Default) Times New Roman, 12 pt
2.75 44% Satisfied Formatted: Font: (Default) Times New Roman, 12 pt
intramurals and other activities?
Formatted: Normal, No bullets or numbering
4.the size of the canteen?
2.25 36% Neutral Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: Normal, No bullets or numbering
5.the kind of maintainance we have in Formatted: Font: (Default) Times New Roman, 12 pt
3.55 57% Very Satisfied
IHMA? Formatted: Normal, No bullets or numbering

OVERALL 3 48.2% Formatted: Centered


Formatted: Centered
Table 1.4 Formatted: Left, Indent: First line: 0"

Description direct to the point Formatted: Font: Bold


Fig. 2

Accommodation Facilities

Table 3: This table shows the total percentage of the third factor, Accommodation
facilities

QUESTIONS MEANS % DESCRIPTION Formatted Table


EQUIVALENCE
Formatted: Font: (Default) Times New Roman, 12 pt,
1. the food and services offered 2.45 39% Satisfied Font color: Black
by the canteen? Formatted: List Paragraph, Numbered + Level: 1 +
Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
2. the services offered by the 2.55 41% Satisfied Left + Aligned at: 0.25" + Indent at: 0.5"

clinic? Formatted: Font: (Default) Times New Roman, 12 pt


Formatted: List Paragraph, Numbered + Level: 1 +
3. the type of accommodation the 2.2 35% Satisfied Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
information gives during the
Formatted: List Paragraph, Numbered + Level: 1 +
releasing of cards? Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
4. the process of paying tuition fee 2.5 40% Satisfied
Formatted: Font: (Default) Times New Roman, 12 pt
in the cashier? Formatted: List Paragraph, Numbered + Level: 1 +
Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
5. the kind of accommodation 2.2 35% Satisfied
Left + Aligned at: 0.25" + Indent at: 0.5"
given by the cashier? Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: List Paragraph, Numbered + Level: 1 +
OV ERALL 2.38 38% Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: Centered, Indent: Left: 0.5", No bullets or
numbering
Fig.3

Table 1.5

Description direct to the point

Formatted: Centered

Teaching and Learning Delivery Formatted Table


Formatted: Centered, Indent: First line: 0"
Table 4: This table shows the total percentage of the fourth factor, Teaching and Formatted: Centered
learning delivery Formatted: Font: Not Bold
Formatted: Indent: First line: 0"
Percentage
Questions: Description Formatted: Font: (Default) Times New Roman
Average Formatted: Font: (Default) Times New Roman
Formatted: Centered
1.the teacher’s way of delivering VERY
81.6% Formatted: Font: Not Bold
the lesson? 4.08 SATISFIED
Formatted: Indent: First line: 0"
Formatted: Centered
2.the strategies used by the VERY
81.92% Formatted: Font: (Default) Times New Roman
teacher? 4.096 SATISFIED
Formatted: Font: (Default) Times New Roman
Formatted: Tab stops: 0.92", Left + 0.94", Centered
3.the teacher gives example and VERY
81.6% Formatted: Centered
instructions? 4.08 SATISFIED
Formatted: Font: Not Bold
Formatted: Left, Indent: First line: 0"
Formatted: Font: (Default) Times New Roman
Formatted: Font: (Default) Times New Roman
4.the learning use of technology VERY Formatted: Font: Not Bold
83.68%
during discussion? SATISFIED Formatted: Centered
4.184
Formatted: Left, Indent: First line: 0"
5.the teacher’s way of showing Formatted: Font: (Default) Times New Roman
80.96% SATISFIED
his/her professionalism? 4.048 Formatted: Font: (Default) Times New Roman
Formatted: Left
VERY Formatted: Font: Not Bold
Overall percentagemean 81.952%
4.0976 SATISFIED Formatted: Indent: First line: 0"
Formatted: Font: (Default) Times New Roman
DESCRIPTION
QUESTIONS MEANS % Formatted: Font: (Default) Times New Roman
EQUIVALENCE
Formatted: Font: Not Bold
1. the teacher’s way of delivering Formatted: Centered, Indent: First line: 0"
2.65 42% Satisfied
the lesson? Formatted: Centered
2. the strategies used by the Formatted: Font: (Default) Times New Roman
2.9 46% Satisfied Formatted: List Paragraph, Numbered + Level: 1 +
teacher?
Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:
Left + Aligned at: 0.25" + Indent at: 0.5"
3. the teacher gives example and
2.6 42% Satisfied Formatted: Centered
instructions? Formatted: Font: (Default) Times New Roman, 12 pt,
4. the learning use of technology Font color: Black
2.65 37% Satisfied Formatted: Indent: Left: 0.25"
during discussion?
5. the teacher’s way of showing Formatted: Centered
2.5 37% Satisfied
his/her professionalism?

OVERALL 13.3 40.8% Formatted: Normal, No bullets or numbering


Formatted: Font: (Default) Times New Roman, 12 pt
Table 1.6 Formatted: Indent: First line: 0"

Description
TEACHING AND LEARNING DELIVERY
50%

40%

30%

20%

10%

0%
1 2 3 4 5

VERY SATISFIED% SATISFIED% NEUTRAL%


NOT SATISFIED% VERY DISSATISFIED%

Fig. 4 Teaching and Learning Delivery

fig.5 Total percentage of Indicatorsdirect to the point

Analysis

This section presents the analysis of the findings or results of the study. The
data we collected from the teaching and learning environment, the size of the
audiovisual room, had the highest rating, which is 196% while the size of the HE room
is 0%. The social facilities in the question about the gymnasium had the highest rating
of 57%. The lowest are all 0.80% in all three questions. Social Facilities, Question 2
had the highest satisfaction with the services offered by the clinic with an average
percentage of 41%, 1.60% is the lowest marked with very dissatisfied in the type of
accommodation the information gives during the releasing of cards. The strategies used
by the teacher received a total of 46%, the highest-rated while there are two with 0% as
the lower rating. For the overall chart, the highest question that received the highest
score is about the size of the audiovisual room, with a total of 132%.

DISCUSSION

For three weeks, the research for the satisfaction of the grade 7
students in the utilization of the school facility was successful. The results are the
students are 196% satisfied with the utilization of the school facility. The school
facilities that are mostly utilized by the grade 7 students of IHMA is the gymnasium
with the total percentage of 54%.

This research has four factors, and the student's satisfaction will
depend on the results of these factors. The factor that had the highest percentage is
social facilities, with a total of 48.2%.

It is stated that the grade 7 students of IHMA are satisfied with their
use of the school facilities. The factors that had low ratings can be used as a guide to
help improve the facilities in our school. Especially about the canteen received a neutral
rating because of its size. The school can use this data and research that can help this
school improve and for future use.

Analysis

This section presents the analysis of the findings or results of the study.

Discussion

Summary, conclusion and recommendation of the study

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