Local Studies

Canlas-Callang (2004) said the role of the teacher, therefore is held paramount as seen in
studies done here and abroad on teacher effectiveness: correlates of student achievement, etc. it
thus follows that the kind and quality of teaching performance on board exams both are here and
abroad, the employability of the graduates of any given cause as maintained.

The study of Dela Cruz (2006) determined that academic performance is not solely
dependent upon the students intelligence but also enhanced by some factors related to
performance in the school stress and burn out among students reflects on their academic behavior
having them to fail in school.

Many highly intelligent students fail because they do efficient work and have never
learned how to study effectively. He further remarked that important skills for study have to be
learned and practiced. Moreover, students who put in more classroom hours and work to a more
regular program of study have better academic performance. As such, effective study techniques
such as note taking, making plans and schedule, reviewing, using the library, developing reading
skills, etc. have to be learned. On the other hand, students who frequently cut classes were less to
get high works than those who were regular in their attendance so that there is a definite
relationship between class attendance and academic performance.

Foreign Study

According to Lackney (2000), there are a variety of student, teacher and environmental
factors that can affect the quality of learning. Physiological discomfort, as a result of tiredness,
hunger, thirst, pain or other factors, will affect the ability to learn, although this can also act as a
motivator. Psychological factors also affect learnings. It is possible for a student to unable to
learn because of the anxiety he/she feels about a new placement area or an assignment deadline.

Furthermore, prior knowledge and previous experience are important. An author point
out that “all students know something, and some know a great deal”. If the mentor fails to check
the student’s stage of training or previous exposure to the topic, it is likely that the information
given could be at the wrong level resulting in no new learning taking place and the students
becoming demoralized.

Moreover, other factors are as follow embarrassment or discomfort, lack of assessment of

the students intellectual activity and prior knowledge and experience, lack of interest, lack of
structure in the teaching, negative past experiences of teaching, personality clash between the
students and teacher, poor motivation or poor self-esteem, poor teaching ability, students,
anxiety, and tiredness, pain, hunger and illness.
 Likewise, one of the major factors affecting learning is the environment in which it takes
place. It is the responsibility of teachers/instructors to create and develop an environment
conducive to learning. This implies that the environment should continually monitored to ensure
that it provides appropriate support and experience for learners, and respond to the changes that
takes place. Historitically, the assumption has been as long as the basic requirements of the
school building are met- minimum standards of classroom size, acoustics, lighting, heating and
air conditioning- the students learning depends in large part on pedagogical, psychological and
social variables. Buildings are much more than preliminary requirements for the learning
process.

In addition, the factors responsible for the student achievement are ecological. They act
together as a whole in shaping the context within which learning takes place. The physical
setting of the whole building is on undeniably integral of this ecological context for learning.

Also, it is known for sometime that environment exerts profound biological effects on
human, in addition to providing visual stimulus by controlling several glands and many
metabolic processes as well as serving as biological timer for biological rhythms. Illumination
appears to be so important that even seasonal mood changes as strong as depression have been
treated successfully merely by increasing the bright, white light in a person’s environment. Many
students have better achievement when they were tested in classroom with 85 or more foot
candles of light, in contrast with their scores in the classroom with 65 foot candles in an
environment, others achieve less well.

As well, individual learning styles often can mask attempts to link performance to
lightning levels. One study investigated performance based on predetermining students lighting
level preferences. Students were tested for reading speed and accuracy on a reading test in an
extremely bright and then in an extremely dim instructional setting. Scores on both reading speed
and accuracy were significantly higher when the illuminated instructional environment match the
student’s diagnosed learning style preference for light.

According to Pascale Viret, European training manager of silicon graphics, the success of
learning process ultimately depends on the learner himself or herself. Learning’s made more
difficult in Europe, she says. Because taking the initiative of organizing their own training
doesn’t come naturally to most Europeans.

Furthermore, in the “browsing” kind of learning (digital, Hewlett Packyard, oracle,

silicon graphics, usb), a selection of information and educational