Effects of Chalk Dust in The Health of Notre Dame of Trece Martires' Teachers

EFFECTS OF CHALK DUST IN THE HEALTH OF NOTRE DAME OF
TRECE MARTIRES’ TEACHERS
A Research Study Presented to the faculty and Staff of

Notre Dame of Trece Martires Inc.
Trece Martires City, Cavite
In Partial Fulfillment to the Requirements of the Subjects
Practical Research II and Inquiry, Investigation and Immersion
Submitted by:
Jayson Sabtorani
Audrey Faye Ordoyo
Jonavel Mallari
Abegail Santiago
Jyan Kawamura
Christine Montano
Jeffrey Godino
Patrick Benosa
Mharie Joy Evardo
MARCH 2018
Notre Dame of Trece Martires
Don Bosco Exec. Village, Cabuco TMC, Cavite
“The School that Builds Character”
TABLE OF CONTENTS
Acknowledgment ………………………………………………………………..…….… i
Abstract ………………………………………………………………………….………. ii
Approval Sheet ………………………………………………………………………….. .iii
CHAPTER I: Problem and Its Background
Introduction ……………………………………………………………….……... 1
Scope and the Limitations ……………………………………………….………. 2
Background of the Study ………………………………………………….……... 2
Significance of the Study ………………………………………………….…….. 3
Statement of the Problem ………………………………………………….…….. 3
Hypothesis ………………………………………………………………….……. 4
Definition of Terms ………………………………………………………….…... 4
CHAPTER II: Review of Related Literature……………………………..………....... 6
CHAPTER III: Methodology
Research Design ………………………………………………………………… 11
Respondents of the Study ……………………………………………………….. 11
Sampling Procedure ……………………………………………………………... 12
Data Gathering Instrument ……………………………………………………..... 12
Data Gathering Procedure ……………………………………………………….. 13
Data Treatment …………………………………………………………………... 13
CHAPTER IV: Presentation, Analysis and Interpretation of Data …………………. 15
The Socio- Demographic Profile of the Respondents in terms of Age and Sex …. 16
The Level of Effects of Chalk Dust in the Health of NDTM Teachers ………….. 17
The Significant Difference in the Level of Effects of Chalk
in the Health of NDTM Teachers When Grouped According to Profile ………… 19
CHAPTER V: Discussion
Summary ………………………………………………………………………….. 20
Recommendation ………………………………………………………………….. 21
Conclusion ………………………………………………………………………… 22
Bibliography ………………………………………………………………………………. 23
Appendices ……………………………………………………………………………...… 27
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ACKNOWLEDGMENT
First and foremost, the researchers would like to offer the sincerest gratitude and
appreciation to the people who helped them bring this study into reality. The researcher would
like to extend their profound gratitude to the following:
To Mrs. Michelle Distrito, who has supported them throughout their thesis with her
patience and knowledge. Her consistent guidelines and the time she spent that bring this study
into success
To the Thesis of Examiners, Ms. Grace Alvaran for her consistent advices and
knowledge. Mr. Car John Depectivo, their statistician that also helps to their study for the
constructive comments, suggestions, and critiquing
To Mr. Jomar Nicoyco, their class adviser who motivating them that they conquer this
study
To the teachers at Notre Dame of Trece Martires, for their hospitality shown and time
spent during the conduct of this study in answering the questionnaire
Finally, the fellow label mates who have been cooperating, stimulating discussion and
helping in every chapter to make this study into reality

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ABSTRACT
The main purpose of this research is to determine the effects of chalk dust in the health of
the teachers from Notre Dame of Trece Martires (NDTM). This study is focused on the
significance of the effects of chalk dust when grouped according to profile. It will be a great
help for the educational institution to patronize the possible aftermath of the use of blackboard
chalk as teaching equipment on the users and the students surrounding it. It will also benefit the
respondents to determine the level and significance of their age and gender to the effects of chalk
dust in their health.
The method of collecting data was through questionnaire method and at a survey form.
Out of the fifty-four teachers at NDTM, thirty-four of them were acknowledged as the total
target participants of the study. After collecting the data, the results were tabulated. In the
questionnaire given, the age and gender of the respondents were also asked to be noted. The
grand mean of the level of effects of chalk dust from the questionnaire is 3.7294 that is
interpreted to have high possibility in being an effect of chalk dust to the teachers. The tabulated
p-value of both socio-demographic profile: the gender of the respondents was 0.684 and the age
was 0.749 that is both interpreted to be not significant to the dependent variable. This concludes
that the effect of chalk dust do not vary with the sex and age of the teachers of NDTM.
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APPROVAL SHEET
This research entitled “EFFECTS OF CHALK DUST IN THE HEALTH

OF NOTRE DAME OF TRECE MARTIRES’ TEACHERS” prepared and
submitted by GROUP III of GRADE 12 STEM A in partial fulfillment of the requirements for
the subjects Practical Research II and Inquiry, Investigation and Immersion (Project
Research) has been examined and hereby recommended for acceptance.
MARY GRACE S. ALVARAN

Practical Research II Teacher Date Signed
MICHELLE A. DISTRITO
Project Research Teacher Date Signed
Accepted as partial fulfillment of the requirements for the subjects of Practical Research
II and Inquiry, Investigation and Immersion with the rating of .
IRENE M. DULAY ROSELYN D. JAVIER

Member, Panel Committee Member, Panel Committee
Date Signed Date Signed
CARJOHN C. DEPECTIVO
Chairman, Panel Committee
Date Signed
Approval Recommend:
PAUL ANDRO R. DELA CRUZ

Principal
Date Signed
1
CHAPTER I
PROBLEM AND ITS BACKGROUND
Most people encounter the word “chalk” at school, where it is usually referred to as
blackboard chalk. It is originally made of mineral chalk, since it readily crumbles and leaves
particles that stick loosely to rough surfaces, allowing it to make writing that can be readily
erased. These particles are called chalk dust. Nowadays, many people question the effect of
blackboard chalk dust to person or persons in its proximity. In a common classroom, chalk dust
is transported by the air itself that is circulating on the whole area. This allows the chalk dust to
be a constant nuisance in classrooms as it may soil clothes, body parts, audio-visual aids, and
study materials. It could also be inhaled by the students and the teachers inside the room. For the
teachers, the chalk-and-talk method is being supplanted these days in many schools by white
boards and other modern technologies. But this method still enjoys wide usage from other
schools, such as Notre Dame of Trece Martires.
The teachers in NDTM stills uses the chalk-and-talk method for most occasions, so
physically, they brave the greatest risk; during teaching, entry of chalk dust in the respiratory
system through the nose and mouth could be extensive in teachers due to their proximity to the
board and frequent opening of mouth during lectures and occasional gasping and heavier
breathing due to exhaustion. As per current state of knowledge on particulate matter, the chalk
dust may remain suspended in air for some time before settling on the floor and body parts of the
teachers and pupils.

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In this study, the researchers determine the effect of chalk dust to the health of NDTM
teachers in accordance with their socio-demographic profile. This provides the awareness and
knowledge that their everyday use of chalk could or could not pose a threat to themselves.
SCOPE AND THE LIMITATIONS
This study focused on the effects of chalk to the health of NDTM teachers. The respondents
are both junior and senior high school teachers from NDTM. From the respondents gathered
within the survey, we can reduce how different the daily use of chalk aftermath the teachers’
health.
Chalk dust is the one who can affect teachers and students from the classroom. They are
exposed from everyday use of chalk, day in and day out.
BACKGROUND OF THE STUDY
Chalks are commonly used in school classrooms. Lessons are often presented to entire
classes on chalkboards or blackboards. Using sticks of chalk because this method has proven
cheap and easy. But sometimes, chalk have been known to cause allergies either teachers or
students are grappling with dust allergy. Teachers and chalk always go together. But would you
believe that the same piece of chalk may be giving teachers respiratory and lung allergies?
According to several doctors in the city, they have been getting a lot of patients, who are teachers
with respiratory and skin allergies and threat problems. Chalk dust seems to be the reason for
this.
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Earlier, there are many varieties such as white hazards. These are almost dust-free. School
should be going in for white boards. Many private schools had already started doing survey with
the traditional blackboards and chalk. This should happen in government schools too. Otherwise,
children and readers would have put up with the inconvenience.
SIGNIFICANCE OF THE STUDY
Teachers
The result of this study will help the teachers to know and be aware of what will happen if
they continue to use chalk. They will know the effect of chalk dust in their health.
Students
The result will provide the students with awareness on how chalk affect the health of their
teachers. This will help them determine that the teachers are always facing a health risk on using
chalk as learning equipment on their everyday classes. At the end of the study, students would
finally know how chalk dust has been affecting their teachers’ health.
Researchers
This research will serve as a reference material and a guide for the future researcher if they
conducted the same research.
STATEMENT OF THE PROBLEM
1. What is the socio-demographic profile of respondents in terms of:
a) Age;
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b) Gender?
2. What is the level of effect of chalk to the health of NDTM teachers?
3. Is there any significant difference on the effect of chalk to the teachers when grouped
according to profile?
HYPOTHESIS
There is no significant difference on the effect of chalk to the health of teachers when
grouped according to profile.
DEFINITION OF TERMS
1. Aftermath – Conceptually, it is a consequence or a result from an event.
Operationally, it is defined to be the after effects of the chalk dust to the teachers’ health.
2. Allergy – Conceptually, it is an altered bodily re-activity to an antigen in exposure to a first
exposure.
Operationally, it is defined to be the possible effect from exposure to chalk dust that causes
irritation or diseases.
3. Grappling – Conceptually, it is a hand-to-hand struggle or the act of grabbing/gripping
something.
Operationally, it is defined to be the handling or the experience with discomfort

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4. Proximity – Conceptually, it is the quality or state of being proximate or the closeness to an
object.
Operationally, it is defined to be the area where the chalk dust can reach.
5. Socio-demographic – Conceptually, it is the demographic study of any human population.
Operationally, is defined to be the groups where the responded are categorized according to
their profile.
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CHAPTER II
REVIEW OF RELATED LITERATURE
The stereotyped belief that chalks dust brings harm to those who got contact with it started
from the very first arguments until the present times. Several studies from foreign countries have
reached conclusions which have similarities and differences in some ways. Results vary and
every study is a reference for those to come.
Airborne PM1, PM2.5, PM5 and PM10 generated during writing with three types of chalk
sticks on a board and particle size distribution of chalk dust fall during writing and dusting of
board were studied by portable aerosol spectrometer and particle size analyzer. ‘Local Gypsum’
chalk led to the highest increase in airborne particulate matter while ‘Clean-Write’ the least
during writing. About 10% of particles in chalk dust fall during writing were finest from: ‘Clean
Write’ (0.5 µm) followed by ‘Abroad Quality’ (0.67 µm) and ‘Local Gypsum’ (1.15 µm), while
50% was finest in abroad quality (5.12 µm) followed by ‘Clean Write’ (6.36 µm) and ‘Local
Gypsum’ (77.65 µm). In dusting samples, 10%, 50% and 90% of particles were finest in ‘Clean
Write’ followed by ‘Abroad Quality’ and ‘Local Gypsum’ chalks. ‘Clean Write’ chalk produced
least total amount of PM1, PM2.4 and PM5 and PM10 per unit time in dust fall during writing.
Although short-term exposure to airborne fine chalk particles may be low in classrooms, several
years of exposure may be a matter of concern. Purpose of this work was to provide data that
7
would lead to measures for minimization of health risk due to chalk dusts in classrooms.
(Majumdar, D.,Gajghate D.G., et al. 2011. Assessment of Airborne Fine Particulate Matter and
Particle Size Distribution in Settled Chalk Dust during Writing and Dusting Exercises in a
Classroom. India.)
This study explores human exposure to harmful dust when anti-dust chalk is used for
teaching, as well as dust particle size distribution and how chalk dust affects indoor air quality.
In this study, a classroom with 5 ventilation modes was selected. A dust size analyzer and a
scanning mobility particle sizer were employed to measure the mass concentration and particle
size distribution of chalk dust based on the frequency of chalk use during classes. The results
indicate that anti-dust chalk can generate considerable quantities of dust particles and
substantially increase the mass concentration of dust in the proximity of the chalkboard.
Approximately 15% of observed chalk dust particles were able to be respired and high
concentrations of chalk dust deteriorated the indoor air quality. Moreover, chalk dust was the
primary source of indoor coarse particles. Mechanical ventilation re-suspended the settled chalk
dust particles, thereby increasing the mass concentration of airborne dust. Using anti-dust chalk
generates coarse, fine, and ultra-fine particles, particularly when cleaning the chalkboard. The
best ventilation mode to reduce dust accumulated in the chalk teaching classroom was to open
doors and turn on ceiling fans. Wearing face masks and increasing distance between seats and
blackboard can also prevent teachers and students from chalk dust hazard. The results of this
study should serve as a reference for improving indoor air quality and protecting teachers and
students from harmful dust particles in classrooms. (Lin, C., Lee, M.K., et al. 2015. Effects of
Chalk Use on Dust Exposure and Classroom Air Quality. Taiwan.)

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Over the years, the concept of total building performance and its application to commercial
and residential buildings has been of great interest among researchers in this field. In a country
such as Singapore, whose society is paying increasing attention to paper qualifications, the
evaluation of academic institutions using this concept may provide a gateway to critical issues
related to the learning environment. In an attempt to understand the constructiveness of
classroom environments towards learning, a study is done to investigate the performance of
classrooms in a typical secondary school in Singapore. Performance is indicated by the
measurement and evaluation of six mandates, namely thermal, spatial, visual, acoustic, indoor air
quality, and building integrity. The usage of both objective and subjective methods gave rise to
interesting and sometimes conflicting results with regards to the classrooms’ performance.
(Wong, N.H., & Jang, W.L.S. 2003. Total building performance evaluation of academic
institution in Singapore. Singapore.)
The study was undertaken to examine the nature of particulate chalk dust settled on
classroom floor during traditional teaching with dusting and non-dusting chalks on two types of
boards viz. rough and smooth. Settling chalk particles were collected for 30 min during teaching
in glass Petri plates placed in classrooms within 3 m distance from the teaching boards. Particle
size distribution, scanning electron microscopic images of chalk dusts and compressible strength
of two types of chalks were tested and evaluated. Results showed that a larger proportion of
dusts generated from anti-dusting chalks were of <4.5 and <2.5 μm size on both smooth and
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rough boards, as compared to dusting chalks. Non-dusting chalks, on an average, produced about
56% and 62% (by volume) of <4.5 μm diameter, on rough and smooth boards, respectively,
while the corresponding values for dusting chalks were 36% and 45%. Also, on an average, 83%
and 94% (by volume) of the particles were <11 μm (thoracic) in case of non-dusting chalks
against 61% and 72% for dusting chalks on rough and smooth boards, respectively. Interestingly,
taking into account the mass of chalk dust produced per unit time, which was higher in dusting
chalks than non dusting chalks, the former was actually producing higher amount of PM <4.5
and <11 particles from both types of boards. Scanning electron microscope images revealed that
chalk particles had random shape, although in dusting chalks prevalence of elongated particles
was observed, apparently due to the longitudinal breaking of the chalks during writing, which
was confirmed during compressible strength testing. We could conclude that dusting chalks
could be potentially more harmful than anti dusting chalks, as they produced higher amount of
potentially dangerous PM 4.5 and PM 11. (Deepanjan, M., & S.P.M. Prince William. 2008.
Chalk dust fall during classroom teaching: particle size distribution and morphological
characteristics. India.)
There is a growing concern about indoor air quality (IAQ) in schools. We have studied
relations between subjective indoor air quality (SIAQ) and measured IAQ among school
personnel (N = 97) in six mid-Swedish primary schools. Information on SIAQ and the psycho
social work environment was measured by a self-administered questionnaire, using analogue
rating scales. Indoor exposures were quantified by hygienic measurements. Perception of high
room temperature was related to a poor climate of cooperation, fleecy wall materials, and the
concentration of volatile organic compounds (VOC), including xylene, limonene, and butanols.
10
Perception of air dryness was related to atop, work stress, poor climate of cooperation, high room
temperature, low air humidity, and high VOC concentration, including, limonene, and n-alkanes.
Perception of dusty air was related to work stress, the role of schoolteacher, and exposure to 2-
ethyl-1-hexanol. No relations were found between SIAQ and CO2, building age, or respired dust.
To achieve a good SIAQ, room temperature should be kept at a maximum of 22°C, and exposure
to VOCs and fleecy materials should be minimized. Finally, a sound psycho social work climate
is essential for the perception of a good physical indoor climate. (Norback, D. 1995. Subjective
Indoor Air Quality in Schools – The Influence of High Room Temperature, Carpeting, Fleecy
Wall Materials and Volatile Organic Compounds (VOC).)

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CHAPTER III
METHODOLOGY
RESEARCH DESIGN
The design was a descriptive survey. This involves acquiring information about one or
more groups of people. This research indicates their opinions and previous experience by asking
them question and tabulating their answers. Usually such study indicates the responses with
percentage or frequency counts of the participants.
The study established the effects of chalk dust in the health of teachers in Notre Dame of
Trece Martires.
RESPONDENTS OF THE STUDY
The population of this study is referring to the teachers in Notre Dame of Trece Martires.
This study is about the effect of chalk dust in the health of NDTM teachers. The researchers
gathered the three-fourth of the populations of the teachers in Notre Dame. The total target
number of respondents in this study is thirty-four teachers from the said school.
The researcher includes the gender and age of the respondents to know if these has an
effect on the health of the respondents in chalk dust.

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SAMPLING PROCEDURE
A purposive random sampling procedure was used for selecting the participants in this
study. This technique was employed to ensure a fairly equal representation of the variables for
the study. The purposive random sampling was based on the researchers' judgment when
choosing the members of the population to participate in the study. Selection of respondents was
on purpose. This was achieved by going to the teachers' department, identifying those present at
that time and asking them to answer the questionnaire. After the data gathering, the researcher
records it and puts it back in the basket until the required number is obtained. That is, researcher
applied sampling with replacement. Proportionate purposive random sampling technique was
employed to select three-fourth (3/4) of the teachers' total population which is almost 34 teachers
from all the department of the Notre Dame of Trece Martires. The purposive random sampling
was based on the fact that there were teachers who're busy enough to lend the time for the
researchers to gather data from them.
DATA GATHERING INSTRUMENT
The researchers made a self-made standardized questionnaire as a data gathering for this
study. The teachers were given a survey questionnaire. The survey question was aimed at
relevant information concerning the effects of chalk dust in the health of NDTM teachers.
Questions relating to methodology and material for the effects of chalk dust, perceived problems
of chalk dust in the health of NDTM teachers and as well as possible strategies that could help
the teachers.
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The content of the instrument is based on the findings of the survey conducted with the
teachers of Notre Dame of Trece Martires as well as the information from the alternative review.
The instrument was a self-made questionnaire and is structured in a matrix question form.
The survey questionnaire has ten statements. Each statement has a five-point scale, from “Very
High” (5), “High” (4), “Moderate” (3), “Low” (2) and “Very Low” (1).
DATA GATHERING PROCEDURE
The researcher made a personal letter of approval in the office of the principal at Notre
Dame of Trece Martires to ask permission for the gathering of data. In order to support the
validity of the data, interview has been conducted to gather information. The researcher also
consulted on the internet, book and some teachers that are conclusive in the development of the
system. The researcher have also visited library to have detailed research and also read different
materials that are relevant to the study being conducted/ And later chose the best-printed
materials from those gathered information that would best serve in helping out the researcher in
the development of the study.
DATA TREATMENT
The following Statistical Tools were used in this study.
Problem no. 1: Which determines the socio-demographic profile of the respondents in terms of
sex and age, frequency distribution table was used.
Problem 2: Which determines the level of effect of chalk to the health of NDTM teachers, mean
was used.
14
Problem no. 3: Which determines the significant difference on the effect of chalk to the teachers
when grouped according to profile, t-test and Analysis of Variance were used.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discusses the data analysis and findings from thirty-four (34) questionnaires
completed by the Notre Dame of Trece Martires teachers. The purpose of this study was to
identify the effects of chalk dust in the health of the teachers.
The objectives of the study were to identify the NDTM teachers’:
1. knowledge regarding chalk dust
2. knowledge about the effects of the usage of chalk dust in their health
3. individual perceptions and variable affecting their health due to chalk dust
The data from the questionnaire were statistically analyzed by the statistician. The
findings were discussed according to the sections of the questionnaire.
The sections of the questionnaire were:
1. the first section comprises of the demographic data such as age and gender
2. the second section comprises of data describing the possible effects of chalk dust
in their health
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Table 1: The Socio- Demographic Profile of the Respondents in terms of Age and Sex
Demographic Profile Frequency Percentage

Age
21 years old and below 15 41.1
22-23 years old 15 41.1
24 years old and above 4 11.8
Total 34 100
Sex
Male 17 50
Female 17 50
Total 34 100
Descriptive statistical analysis was used to identify frequencies and percentages to
answer all of the questions in the questionnaire. All respondents answered all of the questions
therefore percentages reported correspond to the total number of teachers answering the
individual questions. Participants were asked to indicate their gender by placing a tick next to the
relevant option provided (male or female). All 34 participants (100%) responded. Of the 34
respondents, 17 (50%) were male and 17 (50%) were female. Participants were asked to tick the
age category appropriate to them. All the participants responded to the questionnaire (34
respondents or 100%). Forty one point one percent of the respondents were in the 21 yrs. old and
below, same as the 22-23 yrs. old (41.1%). Eleven point eight percent of the thirty-four
respondent (11.8%) were 24 yrs. old and above.

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Table 2: The Level of Effects of Chalk Dust in the Health of NDTM Teachers
Mean Standard DI
Deviation
1. Chalk dust can cause asthma. 4.0588 0.9829 High
2. Chalk dust is a factor that slows the teacher during classes. 3.2941 0.9383 Moderate
3. Chalk dust can cause difficulty in breathing. 3.7941 1.0848 High
4. Chalk dust irritates the skin. 3.7647 1.0461 High
5. Chalk dust can be a cause of allergy. 3.9706 1.0584 High
6. Chalk dust pollutes the classroom air quality. 3.7059 1.0807 High
7. Chalk dust can aggravate the sense of sight. 3.4412 1.0784 High
8. Chalk dust is an addition to the room’s sulkiness. 3.6176 0.3539 High
9. Chalk dust stains the learning equipment and clothes of the teachers. 4.0882 0.9658 High
10. Chalk dust causes hair dandruff within contact. 3.5588 0.8595 High
Grand Mean 3.7294 0.6594 High
The relationship between the effects of chalk dust and the health of the teachers was
hypothesized to have no statistical significance. The findings of this study have been found to be
consistent with that of the proposed hypothesis. All respondents answered all the questions
therefore percentages reported correspond to the total number of teachers who answered the
questionnaire. In data gathering, matrix-type of questionnaire was used. Ten items were listed
and items were scored on a five-point scale ranging from 1 that was "Very Low' to 5 which was
"Very High".
Question 2 generated more negative responses (low, moderate) indicating a negative
attitude towards the effect of chalk dust as compared to questions 1, 3, 4, 5, 6, 8, 7, 9, and 10.
More than 50% of respondents (>20 responses) scored questions 1 and 9 between 4-5 (high-very
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high) as well as the question 2 which was also scored by more than 50% of the respondents (>20
responses) as 1-3 (very low-moderate) on the same scale.
Table 2 includes the effects of chalk dust in the health of NDTM teachers, the mean of
every question, every factor and also the grand mean of the whole question in the survey
questionnaire. This table also shows the standard deviation and the DI of each questions and their
mean.
Significantly high levels of effects of chalk dust were found in the population surveyed.
However these findings should be viewed with caution as it represents an equal 50% of the
expected sample (n=34) and may be subject to self- report bias. Perhaps these results should also
be viewed within a socio-demographic context as several extraneous variables may have
influenced these results.

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Table 3: The Significant Difference in the Level of Effects of Chalk in the Health of NDTM
Teachers When Grouped According to Profile
Profile Statistic Level of Effects

Sex t-value 0.411
p-value 0.684
Decision for H0 Failed to Reject
Conclusion Not Significant
Age F-value 0.292

p-value 0.749
Decision for Ho Failed to Reject
Conclusion Not Significant
If p-value is greater than 0.05 not significant
If p-value is less than 0.05 significant
In this study, the significant difference between age and the effects of chalk dust in the
health of NDTM teachers was statistically not significant (p>0.05) with a p value of 0.749. This
is consistent with the findings of this study, which indicates that the 100% of respondent (34
responses), regardless of the age difference, the effects of chalk dust does not vary. The same
result exists regarding gender differences and the effects of chalk. With a p value of 0.684, the
correlation between gender of the teachers in NDTM and the effects of chalk dust was not
statistically significant. This proves that the effects of chalk dust does not vary to the age and
gender of the teachers.

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CHAPTER V
DISCUSSION
This chapter presents the summary of the research work undertaken, the conclusions
drawn and the recommendations made as an outgrowth of this study. The study is about the
effects of chalk dust in the health of Notre Dame of Trece Martires (NDTM) teachers. The socio-
demographic profile of the teachers includes age and gender.
SUMMARY
This study focuses on the effects of chalk dust in the health of Notre Dame of Trece
Martires (NDTM) teachers. The literature review was concentrated on the past observations on
how the dust affects the health of those within its vicinity. It was found that, based on past
studies, the effects of chalk dust varies from the usage.
Research was undertaken on Notre Dame of Trece Martires. The intention was to
interview the teachers of the said school on how the chalk dust affects their health. The case
study showed the factors affecting the results and proved some speculated effects to be false.
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The salient findings of the study shows:
1. What is the level of effect of chalk to the health of Notre Dame of Trece Martires
(NDTM) teachers?
The grand mean was 3.7294 and interpreted to be “High”. The effects listed on the survey
were proved to be common on the teachers of Notre Dame of Trece Martires (NDTM).
2. Is there any significant difference on the effect of chalk to the teachers when
grouped according to profile?
a) Age;
The effect of chalk dust on Notre Dame of Trece Martires (NDTM) teachers in
terms of age is proved to be insignificant with a p-value of 0.749.
b) Gender?
The effect of chalk dust on Notre Dame of Trece Martires (NDTM) teachers in
terms of age is proved to be insignificant with a p-value of 0.684.
RECOMMENDATION
This study provided the effects of chalk dust in the health of Notre Dame of Trece
Martires (NDTM) teachers. With such result in the study, it is recommended to use a chalk
holder or a white board to avoid/lessen the chalk dust in surface area to prevent the complication
in health of teachers. The researchers think that they can reduce the teachers who are affected by
the chalk dust.

22
Here are some tips and advice on how to ease their problem.
1. Wipe the blackboard using a wet cloth, which would reduce the amount of chalk dust
inherently existing on the board.
2. Tie a handkerchief on your nose and mouth while erasing it, to reduce the amount they
inhaled. It is important to be aware in your surroundings especially when it comes to your health.
The researchers also recommend further study or studies in what is the real effect of
chalk dust in the health of teachers. Without further research into effects of chalk dust in the
health of Notre Dame of Trece Martires (NDTM) teachers, it will not possible to know the
complication or disease in using chalk and the avoidance of chalk dust
CONCLUSION
Based on the findings of the study, the following conclusions are drawn:
1. The researchers conclude that the findings from this study have been found to be
consistent with the related studies on the effect of chalk dust in the health of Notre
Dame of Trece Martires (NDTM) teachers.
2. The researchers conclude that the respondents have the same perception when it
comes to the above mentioned variable.
3. The researchers then conclude that chalk dust can affect the health of Notre Dame of
Trece Martires (NDTM) teachers.

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theres-exposure-of-the-dust-regularly-to-a-human-through-their-eyes-nose-mouth-and-skin
ukclimbing, 2013, Does climber's chalk dust affect health?
https://www.ukclimbing.com/forums/rocktalk/does_climber's__chalk_dust_affect_health-
534117
Ecosmartworld, 2009, Is chalk harmful for your health?
https://ecosmartworld.com/blogs/ecosmart-2/is-chalk-harmful-for-your-health
ncbi.nlm.nih.gov, 2017, Trace Elemental Characterization of Chalk Dust and Their Associated
Health Risk Assessment`. https://www.ncbi.nlm.nih.gov/pubmed/27283836
jackrabbitclass, 2014, Is the Chalk Dust in the Gym Harmful?
https://www.jackrabbitclass.com/blog/is-the-chalk-dust-in-the-gym-harmful/
24
sciencetrends,2018, Investigating The Adverse Effects Of Chalk Dust Inhalation
https://sciencetrends.com/investigating-adverse-effects-chalk-dust-inhalation/
thescienceforum , 2009, Chalk Dust
http://www.thescienceforum.com/health-medicine/14782-chalk-dust.html
researchgate, 2008, Chalk dustfall during classroom teaching: Particle size distribution and
morphological characteristics
https://www.researchgate.net/publication/5586910_Chalk_dustfall_during_classroom_teaching_
Particle_size_distribution_and_morphological_characteristics
wisegeek, 2018, Is Chalk Dust Harmful?
https://www.wisegeek.org/is-chalk-dust-harmful.htm
sciencedail, 2013, Dustless chalk may cause allergy and asthma symptoms in students with milk
allergy, study finds

25
https://www.sciencedaily.com/releases/2013/05/130502080141.htm
top-stationery, 2015, Effect of dust on the health of Teachers
http://www.top-stationery.com/p/en/NewsShow.asp?ID=212
reddit, 2016, Is chalk inhalation a bad thing?
https://www.reddit.com/r/climbing/comments/36978t/is_chalk_inhalation_a_bad_thing/
zhchalk, 2011, To prevent the harm of chalk dust
http://www.zhchalk.com/Article164/148.html
theguardian, 2011, Chalk: is it harmful to health?
https://www.theguardian.com/education/2011/nov/28/chalk-dust-health-research
zhchalk, 2011, The dangers of chalk: chalk non-toxic, but chalk harmful!
26
http://www.zhchalk.com/Article163/109.html
Ctvnews, 2012, Health Canada warns insecticide chalk is dangerous
https://www.ctvnews.ca/health-canada-warns-insecticide-chalk-is-dangerous-1.769391
27
APPENDICES A
Name: Jayson Sabtorani
Complete Address: Westplain Subd,. Phase II, Brgy. De Ocampo, TMC
Telephone Number: None
Cellphone Number: 09978456062
Email: None
Birthdate: April 29, 1996
Citizenship: Filipino
Gender: Male
Status: Single
EDUCATION
Senior High School
Notre Dame of Trece Martires (2016 - 2018)
Junior High School
Trece Martires City National High School Main (2015-2016)

28
Name: Abegail B. Santiago
Complete Address: Block 29, Lot 26 B, White Gardenia St., Capitol Hills, Brgy.Lapidario
Telephone Number: 419-3385
Email: abegailsantiago77@gmail.com
Gender: Female
Status: Single
EDUCATION
Senior High School
Junior High School

29
Name: Audrey Faye P. Ordoyo
Complete Address: 0603 Purok 11, Corehouse, Brgy. San Agustin, Trece Martires City
Email: fayeordoyo@yahoo.com
Birthdate: August 25, 2000
Gender: Female
Status: Single
EDUCATION
Senior High School
Junior High School
Notre Dame of Trece Martires (2015-2016)

30
Name: Jeffrey Godino
Complete Address: Westplain Subd,. Phase II, Brgy. De Ocampo, TMC
Email: None
Gender: Male
Status: Single
EDUCATION
Senior High School
Junior High School
Tanza National Trade School/0 (2015-2016)

31
Name: Jonavel M.Mallari
Complete Address: 9-19 Magnolia St., Capitol Hills Phase II, Brgy. Luciano, TMC
Email: jonavelmallari@gmail.com
Birth date: May 24, 2000
Gender: Female
Status: Single
EDUCATION
Senior High School
Junior High School

32
Name: Christine Montano
Complete Address: Sunshine Ville, Brgy. Cabuco, TMC
Email: christinemontano@gmail.com
Birth date: June 30, 1999
Gender: Female
Status: Single
EDUCATION
Senior High School
Junior High School
Paranaque National High School (2015-2016)

33
Name: Jyan Ryotaro Y. Kawamura
Complete Address: Blk 18 Lt 24 & 25 Saint Joseph Homes, Brgy. Inocencio, T.M.C, Cavite
Email: jyankawamura@gmail.com
Birth date: February 14, 2000
Citizenship: Half Filipino, Half Japanese
Gender: Male
Status: Single
EDUCATION
Senior High School
Junior High School
Notre Dame of Trece Martires (2015-2016)

34
Name: Marie Joy Evardo
Complete Address: Block 41 Lot 12 La Trinidad Phase 1-B, Brgy, Cabuco, TMC
Email: mariejoyevardo@gmail.com
Birthdate: December 04, 1999
Gender: Female
Status: Single
EDUCATION
Senior High School
Junior High School
Trece Martires City National High School Cabuco Annex (2015-2016)

35
Name: Patrick Benosa
Complete Address: Blk 19 Lot 3, Latrinidad Subd., Cabuco
Email: patrickbenosa@yahoo.com
Birth date: Deecember 14, 1998
Gender: Male
Status: Single
EDUCATION
Senior High School
Junior High School

36
APPENDICES B
EFFECTS OF CHALK DUST IN THE HEALTH OF NDTM TEACHERS
Name (Optional): ______________________________
Age: ______________
Gender: Male Female
Direction: Please check (/) and rate yourself honestly base on what you observe in using chalk.
(5 – Very High, 4 – High, 3 – Moderate, 2 – Low and 1 – Very Low)
5 4 3 2 1
1. Chalk dust can cause asthma.
2. Chalk dust is a factor that slows the
teacher during classes
3. Chalk dust can cause difficulty in
breathing.
4. Chalk dust irritates the skin.
5. Chalk dust can be a cause of an allergy.
6. Chalk dust pollutes the classroom air
quality.
7. Chalk dust can aggravate the sense of
sight.
8. Chalk dust is an addition to the
classroom’s sulkiness.
9. Chalk dust stains the learning
equipment and clothes of the teachers.
10. Chalk dust causes hair dandruff
within contact.
37
APPENDICES C
FREQUENCIES VARIABLES=Age Sex

/ORDER=ANALYSIS.
Frequencies
Notes
Output Created 13-FEB-2018 16:43:51

Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 34
Missing Value Handling Definition of Missing User-defined missing values are treated as
missing.
Cases Used Statistics are based on all cases with valid
data.
Syntax FREQUENCIES VARIABLES=Age Sex
/ORDER=ANALYSIS.
Resources Processor Time 00:00:00.00
Elapsed Time 00:00:00.00
[DataSet0]
Statistics
Age Sex
N Valid 34 34
Missing 0 0
Frequency Table
Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 21 years old and below 15 44.1 44.1 44.1

38
22-23 years old 15 44.1 44.1 88.2
24 years old 4 11.8 11.8 100.0
Total 34 100.0 100.0
Sex
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 17 50.0 50.0 50.0
Female 17 50.0 50.0 100.0

Total 34 100.0 100.0
DESCRIPTIVES VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean

/STATISTICS=MEAN STDDEV MIN MAX.
Descriptives
Notes

Comments
Filter <none>
Weight <none>
Split File <none>
Missing Value Handling Definition of Missing User defined missing values are treated as
missing.
Cases Used All non-missing data are used.
Syntax DESCRIPTIVES VARIABLES=Q1 Q2 Q3 Q4
Q5 Q6 Q7 Q8 Q9 Q10 Grandmean
/STATISTICS=MEAN STDDEV MIN MAX.

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Q1 34 1.00 5.00 4.0588 .98292

Q2 34 1.00 5.00 3.2941 .93839
Q3 34 1.00 5.00 3.7941 1.09488
39
Q4 34 2.00 5.00 3.7647 1.04617

Q5 34 2.00 5.00 3.9706 1.05845
Q6 34 1.00 5.00 3.7059 1.03072
Q7 34 1.00 5.00 3.4412 1.07847
Q8 34 1.00 5.00 3.6176 .95393
Q9 34 2.00 5.00 4.0882 .96508
Q10 34 2.00 5.00 3.5588 .85957
Grandmean 34 1.90 5.00 3.7294 .65944
Valid N (listwise) 34
T-TEST GROUPS=Sex(1 2)
/MISSING=ANALYSIS
/VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean
/CRITERIA=CI(.95).
T-Test
Notes

Comments
Filter <none>
Weight <none>
Split File <none>
Missing Value Handling Definition of Missing User defined missing values are treated as
missing.
Cases Used Statistics for each analysis are based on the
cases with no missing or out-of-range data
for any variable in the analysis.
Syntax T-TEST GROUPS=Sex(1 2)
/MISSING=ANALYSIS
/VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
Q9 Q10 Grandmean
/CRITERIA=CI(.95).

Group Statistics
40
Sex N Mean Std. Deviation Std. Error Mean
Q1 Male 17 4.0588 .96635 .23437
Female 17 4.0588 1.02899 .24957

Q2 Male 17 3.4706 .79982 .19398
Female 17 3.1176 1.05370 .25556
Q3 Male 17 3.8824 1.16632 .28287
Female 17 3.7059 1.04670 .25386
Q4 Male 17 3.5882 .93934 .22782
Female 17 3.9412 1.14404 .27747
Q5 Male 17 3.7059 1.10480 .26795
Female 17 4.2353 .97014 .23529
Q6 Male 17 3.8824 .92752 .22496
Female 17 3.5294 1.12459 .27275
Q7 Male 17 3.7647 .97014 .23529
Female 17 3.1176 1.11144 .26956
Q8 Male 17 3.7647 .83137 .20164
Female 17 3.4706 1.06757 .25892
Q9 Male 17 4.0000 1.00000 .24254
Female 17 4.1765 .95101 .23065
Q10 Male 17 3.6471 .86177 .20901
Female 17 3.4706 .87447 .21209
Grandmean Male 17 3.7765 .62303 .15111
Female 17 3.6824 .70996 .17219
Independent Samples Test
Levene's Test for

Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Q1 Equal variances
.235 .631 .000 32 1.000 .00000 .34237 -.69738 .69738
assumed
41
Equal variances
.000 31.875 1.000 .00000 .34237 -.69748 .69748
not assumed
Q2 Equal variances
.118 .733 1.100 32 .280 .35294 .32084 -.30060 1.00648
assumed
Equal variances
1.100 29.842 .280 .35294 .32084 -.30246 1.00834
not assumed
Q3 Equal variances
.055 .815 .464 32 .646 .17647 .38008 -.59773 .95068
assumed
Equal variances
.464 31.633 .646 .17647 .38008 -.59809 .95103
not assumed
Q4 Equal variances
.257 .616 -.983 32 .333 -.35294 .35902 -1.08423 .37835
assumed
Equal variances
-.983 30.832 .333 -.35294 .35902 -1.08532 .37944
not assumed
Q5 Equal variances -
.490 .489 32 .147 -.52941 .35660 -1.25578 .19696
assumed 1.485
Equal variances -
31.474 .148 -.52941 .35660 -1.25626 .19743
not assumed 1.485
Q6 Equal variances
.701 .409 .998 32 .326 .35294 .35355 -.36722 1.07311
assumed
Equal variances
.998 30.882 .326 .35294 .35355 -.36825 1.07413
not assumed
Q7 Equal variances
.011 .916 1.808 32 .080 .64706 .35781 -.08178 1.37589
assumed
Equal variances
1.808 31.426 .080 .64706 .35781 -.08230 1.37642
not assumed
Q8 Equal variances
.654 .425 .896 32 .377 .29412 .32818 -.37435 .96259
assumed
Equal variances
.896 30.188 .377 .29412 .32818 -.37593 .96417
not assumed
Q9 Equal variances
.073 .789 -.527 32 .602 -.17647 .33470 -.85823 .50529
assumed
Equal variances
-.527 31.920 .602 -.17647 .33470 -.85830 .50536
not assumed
Q10 Equal variances
.002 .963 .593 32 .558 .17647 .29777 -.43007 .78301
assumed
42
Equal variances
.593 31.993 .558 .17647 .29777 -.43008 .78302
not assumed
Grandmean Equal variances
.030 .863 .411 32 .684 .09412 .22909 -.37253 .56076
assumed
Equal variances
.411 31.469 .684 .09412 .22909 -.37283 .56107
not assumed
ONEWAY Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean BY Age

/MISSING ANALYSIS.
Oneway
Notes

Comments
Filter <none>
Weight <none>
Split File <none>
missing.
Cases Used Statistics for each analysis are based on
cases with no missing data for any variable in
the analysis.
Syntax ONEWAY Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
Q10 Grandmean BY Age
/MISSING ANALYSIS.
ANOVA
Sum of Squares df Mean Square F Sig.
Q1 Between Groups 3.799 2 1.900 2.097 .140
Within Groups 28.083 31 .906
Total 31.882 33
Q2 Between Groups 1.242 2 .621 .692 .508
43
Total 29.059 33
Q3 Between Groups .425 2 .213 .169 .846
Within Groups 39.133 31 1.262
Total 39.559 33
Q4 Between Groups 2.451 2 1.225 1.128 .336
Total 36.118 33
Q5 Between Groups .837 2 .419 .359 .701
Total 36.971 33
Q6 Between Groups 1.375 2 .688 .633 .538
Total 35.059 33
Q7 Between Groups 1.632 2 .816 .688 .510
Total 38.382 33
Q8 Between Groups 2.213 2 1.106 1.233 .305
Total 30.029 33
Q9 Between Groups .652 2 .326 .336 .717
Total 30.735 33
Q10 Between Groups .849 2 .425 .559 .577
Total 24.382 33
Grandmean Between Groups .265 2 .133 .292 .749
Total 14.351 33
CORRELATIONS
/VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
44
Correlations
Notes

Comments
Filter <none>
Weight <none>
Split File <none>
N of Rows in
Working Data 34
File
Missing Value Definition of User-defined missing
Handling Missing values are treated as
missing.
Cases Used Statistics for each pair
of variables are based
on all the cases with
valid data for that pair.
Syntax CORRELATIONS
/VARIABLES=Q1 Q2
Q3 Q4 Q5 Q6 Q7 Q8
Q9 Q10 Grandmean
/PRINT=TWOTAIL
NOSIG
/MISSING=PAIRWISE.

Correlations
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean
Q1 Pearson
1 .408* .349* .073 .380* .167 .175 .057 -.006 .283 .437**
Correlation
Sig. (2-tailed) .017 .043 .682 .026 .345 .323 .749 .975 .105 .010
45
N 34 34 34 34 34 34 34 34 34 34 34
Q2 Pearson
.408* 1 .120 .289 .253 .468** .587** .502** .405* .541** .681**
Correlation
Sig. (2-tailed) .017 .500 .098 .149 .005 .000 .002 .017 .001 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q3 Pearson
.349* .120 1 .274 .361* .294 .387* .300 .018 .319 .533**
Correlation
Sig. (2-tailed) .043 .500 .117 .036 .092 .024 .085 .921 .066 .001
N 34 34 34 34 34 34 34 34 34 34 34
Q4 Pearson
.073 .289 .274 1 .568** .468** .417* .606** .291 .353* .665**
Correlation
Sig. (2-tailed) .682 .098 .117 .000 .005 .014 .000 .095 .041 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q5 Pearson
.380* .253 .361* .568** 1 .603** .516** .499** .181 .385* .731**
Correlation
Sig. (2-tailed) .026 .149 .036 .000 .000 .002 .003 .307 .025 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q6 Pearson
.167 .468** .294 .468** .603** 1 .747** .745** .301 .328 .784**
Correlation
Sig. (2-tailed) .345 .005 .092 .005 .000 .000 .000 .084 .058 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q7 Pearson
.175 .587** .387* .417* .516** .747** 1 .699** .223 .478** .799**
Correlation
Sig. (2-tailed) .323 .000 .024 .014 .002 .000 .000 .204 .004 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q8 Pearson
.057 .502** .300 .606** .499** .745** .699** 1 .334 .379* .780**
Correlation
Sig. (2-tailed) .749 .002 .085 .000 .003 .000 .000 .054 .027 .000
N 34 34 34 34 34 34 34 34 34 34 34
Q9 Pearson
-.006 .405* .018 .291 .181 .301 .223 .334 1 .560** .486**
Correlation
Sig. (2-tailed) .975 .017 .921 .095 .307 .084 .204 .054 .001 .004
N 34 34 34 34 34 34 34 34 34 34 34
Q10 Pearson
.283 .541** .319 .353* .385* .328 .478** .379* .560** 1 .686**
Correlation
Sig. (2-tailed) .105 .001 .066 .041 .025 .058 .004 .027 .001 .000
46
N 34 34 34 34 34 34 34 34 34 34 34
Grandmean Pearson
.437** .681** .533** .665** .731** .784** .799** .780** .486** .686** 1
Correlation
Sig. (2-tailed) .010 .000 .001 .000 .000 .000 .000 .000 .004 .000
N 34 34 34 34 34 34 34 34 34 34 34
*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).
RELIABILITY
/VARIABLES=Age Sex Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Grandmean
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA.
Reliability
Notes

Comments
Filter <none>
Weight <none>
Split File <none>
Matrix Input
missing.
Cases Used Statistics are based on all cases with valid
data for all variables in the procedure.
Syntax RELIABILITY
/VARIABLES=Age Sex Q1 Q2 Q3 Q4 Q5
Q6 Q7 Q8 Q9 Q10 Grandmean
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA.
Scale: ALL VARIABLES

47
Case Processing Summary
N %
Cases Valid 34 100.0
Excludeda 0 .0
Total 34 100.0
a. Listwise deletion based on all variables in the

procedure.
Reliability Statistics
Cronbach's Alpha N of Items
.853 13

Effects of Chalk Dust in The Health of Notre Dame of Trece Martires' Teachers

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Effects of Chalk Dust in The Health of Notre Dame of Trece Martires' Teachers

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EFFECTS OF CHALK DUST IN THE HEALTH OF NOTRE DAME OF

TRECE MARTIRES’ TEACHERS

A Research Study Presented to the faculty and Staff of

In Partial Fulfillment to the Requirements of the Subjects

Practical Research II and Inquiry, Investigation and Immersion

like to extend their profound gratitude to the following:

constructive comments, suggestions, and critiquing

spent during the conduct of this study in answering the questionnaire

helping in every chapter to make this study into reality

dust in their health.

This research entitled “EFFECTS OF CHALK DUST IN THE HEALTH

MARY GRACE S. ALVARAN

IRENE M. DULAY ROSELYN D. JAVIER

Date Signed Date Signed

PAUL ANDRO R. DELA CRUZ

PROBLEM AND ITS BACKGROUND

schools, such as Notre Dame of Trece Martires.

teachers and pupils.

SCOPE AND THE LIMITATIONS

exposed from everyday use of chalk, day in and day out.

BACKGROUND OF THE STUDY

children and readers would have put up with the inconvenience.

SIGNIFICANCE OF THE STUDY

conducted the same research.

STATEMENT OF THE PROBLEM

1. What is the socio-demographic profile of respondents in terms of:

2. What is the level of effect of chalk to the health of NDTM teachers?

grouped according to profile.

1. Aftermath – Conceptually, it is a consequence or a result from an event.

2. Allergy – Conceptually, it is an altered bodily re-activity to an antigen in exposure to a first

3. Grappling – Conceptually, it is a hand-to-hand struggle or the act of grabbing/gripping

Operationally, it is defined to be the handling or the experience with discomfort

4. Proximity – Conceptually, it is the quality or state of being proximate or the closeness to an

5. Socio-demographic – Conceptually, it is the demographic study of any human population.

REVIEW OF RELATED LITERATURE

every study is a reference for those to come.

Chalk Use on Dust Exposure and Classroom Air Quality. Taiwan.)

related to the learning environment. In an attempt to understand the constructiveness of

classroom environments towards learning, a study is done to investigate the performance of

classrooms in a typical secondary school in Singapore. Performance is indicated by the

institution in Singapore. Singapore.)

social work environment was measured by a self-administered questionnaire, using analogue

Wall Materials and Volatile Organic Compounds (VOC).)

percentage or frequency counts of the participants.

RESPONDENTS OF THE STUDY

effect on the health of the respondents in chalk dust.

researchers to gather data from them.

DATA GATHERING INSTRUMENT

DATA GATHERING PROCEDURE

the development of the study.

The following Statistical Tools were used in this study.

sex and age, frequency distribution table was used.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

identify the effects of chalk dust in the health of the teachers.

The objectives of the study were to identify the NDTM teachers’:

1. knowledge regarding chalk dust

findings were discussed according to the sections of the questionnaire.

The sections of the questionnaire were:

Demographic Profile Frequency Percentage

Descriptive statistical analysis was used to identify frequencies and percentages to

respondent (11.8%) were 24 yrs. old and above.

Question 2 generated more negative responses (low, moderate) indicating a negative

responses) as 1-3 (very low-moderate) on the same scale.