Title of the study: SIGNIFICANCE OF SAFE AND HEALTHY

ENVIRONMENT ON THE LEARNING OF

GRADE 7 STUDENTS OF PAMPLONA

NATIONAL HIGH SCHOOL

Authors: GRADE 12-ICT SAFARI

SCHOOL: PAMPLONA NATIONAL HIGH SCHOOL

SCHOOL ADDRESS: CAMBALUD PAMPLONA NEGROS

ORIENTAL

YEAR: SY: 2018-2019

 TABLE OF CONTENTS

Pages

Table of contents -------------------------------------------------------------- 1-2

Acknowledgement ------------------------------------------------------------- 3

Abstract --------------------------------------------------------------------------- 4

Chapter I: The Problem and Its Scope

Introduction -------------------------------------------------------- 5

Theoretical Background ------------------------------------------------ 6–8

Review of Related Literature ------------------------------------------ 9 – 12

Conceptual Framework ------------------------------------------------ 13 – 14

Significance of the Study ---------------------------------------------- 15

Research Methodology --------------------------------------------------------- 16 - 18

Research Design

Research Respondents

Research Locale

Research Instruments

Definition of Terms

Chapter II : Presentation, Analysis and Interpretation of Gathered Data

Table 1 ---------------------------------------------------------------- 16

Table 2 ---------------------------------------------------------------- 17

Table 3 ---------------------------------------------------------------- 18 - 20

1
Chapter III : Summary of Findings, Conclusions, and Recommendations

Restatement of the problem

Restatement of the Hypothesis

Summary of Findings

Recommendations

Bibliography

Appendices

Letter Request

Questionnaire

References ---------------------------------------------------------------------------- 25
 Acknowledgement

This research work would not be possible without the help of some people.
The researchers would express their deepest gratitude of the following:

Mrs. Goldy Ann Buquiran, The guidance disciplinarian of Pamplona National High
School and Senior High School, for her support to the educational policies of
programs in PNHS/SHS; and other faculty and staffs;

Mr. JunJun Catacutan, principal of Pamplona National High School, for

persistently guiding and reviewing our manuscript and his profound concern for
the welfare of the students;

To our beloved parents who always believe, support and never let us down. They
served as our inspiration in the pursuit of this study; and most of all;

To the Heavenly Father for the gift of perseverance to continue this endeavor.

The Researchers
 ABSTRACT

3
The purpose of this study was to determine the significance of safe and healthy
environment on the learning of Grade Seven Students of Pamplona National High
School.

Descriptive-correlation design was used with a sample consisting of thirty

participants of the overall Grade Seven students of Pamplona National High School.

Based on the data gathered as the salient findings of this inquiry, the results
show that eighty-three percent(83%) of the overall respondents answered that safe and
healthy environment is very important to their learning and remaining seventeen
percent(17%) of population said it is important.

To complete the actual task of gathering the vital data, the respondents were ask
on how is safe and healthy environment effects their learning and the result show that
eighty-seven percent(87%) of the overall participants answered that safe and healthy
environment is completely affecting their learning remaining thirteen percent(13%) of
the participants answered that their learning was a little bit affected by their environment

Finally, the respondents were ask on how safe and healthy environment affects
their growth and development and the result shows that ninety-three percent(93%) of
the overall population answered that their growth and development is completely
affected by this factor and the remaining seven percent(7%) of the participants
answered that their growth and development was a little bit affected by this factors.

Based on the foregoing findings, it was found out that safe and healthy
environment plays a very vital role when it comes to children’s learning. Study has
found out that that safe and healthy environment does not only affect children’s learning
but also their growth and development.

4
 CHAPTER I: The Problem and It’s Scope

INTRODUCTION

The vision that motivates this book is simple: It is a vision of safe, healthy school
in which children can feel well, learn and play safely,thrive,and reach their full potential
and in which teachers and staff can perform effectively without fear of work-realated
injury or illness. Accordingly, the mission of this book is to provide a practical tool to
help make that vision a reality.

The environment we live affects our moods, ability to form relationship,

effectiveness in work or play-even our health. In addition, the early childhood group
environment has a very crucial role in our children’s learning and development.

Providing student a healthy and inviting learning environment where they are
protected from physical and emotional harm is central to the mission of all school. Safe
school are not just places that help students develop assets that allow them to succeed
even in difficult circumstances.

Safe shcool encourage healthy behaviors that help students learn about fitness,
nutrition, and healthy choices. A safe school includes a safe and clean school facility,
caring teachers, and caring, respectful relationship with peers.

5
THEORITICAL BACKGROUND

Andrew Tannahill was one of the Public Health Science Directorate in NHS
Health Scotland. Tannahill (2009) proposed a new definition of health promotion as the
sustainable fostering of positive health and prevention of ill - health through policies,
strategies, and activities in the overlapping action area of social, economic, physical
environmental and cultural factor equity and diversity education and learning services,
amenities and products community-led and community-based activity.

This produces seven domains which can be used to classify a wide range of
health promotion measures and so provides a good basis for classification in policy
analysis.Each of the domains incorporates both the prevention of ill health and the
health promotion objectives of good health and well-being. Domains 5,6 and 7 cover
measures that focus primarily on the well-being objective and domains 1,2,3 and 4
focus on measures that have prevention at the forefront. For each domain where health
education is included the purpose is either to educate professionals and policy makers
or the public (i.e. domains 2,4,5, and 7). Each domain and the range of measures
included have been described by Downie, Fyfe and Tannahill (199113).

Domain 1: Preventive services: for example, immunisation, screening, self help

groups, nicotine gum for smoking cessation, hypertension case finding.

Domain 2: Preventive health education: Education which is aimed at encouraging

changes in an individual's health behaviour in order to prevent ill health, and education
for service providers to encourage the use of preventive services. For example, to
encourage health professionals to offer alcohol screening or the public to use such
facilities.

Domain 3: Preventive health protection: For example, water fluoridation, seatbelt

legislation, fiscal policy for tobacco/alcohol

6
Domain 4: Protective health education for preventive purposes. For example,
lobbying for seatbelt legislation, for increased tobacco taxation and other efforts to
influence the social environment to enhance the probability of effective preventive
services being provided.

Domain 5: Health education for well being gains (defined by Downie et al as positive
health). This involves education aimed at encouraging changes in an individual's health
behaviour in order to promote health gains, such as encouraging a more physically
active use of leisure time or changing dietary habits and empowering individuals/groups
to achieve well-being gains (e.g. by increasing their self esteem).

Domain 6: Health protection for well being gains. For example, the provision of
public funds to promote the construction of leisure facilities with the objective of
enhancing the well being of the community, the development of workplace no-smoking
policies on the grounds of the general health benefits of clean air.

Domain 7: Protective health education for well being gains.For example, lobbying
policy makers for more leisure facilities for the increased well being of the community,
and encouraging and supporting members of the community to express a desire for
such facilities.

The use of health education as part of local community development strategies is

located across domains 4 and 7. The aim is to use health education to teach life skills
and improve knowledge of the social, economic and personal factors that affect health,
and to lobby for changes in the social environment through influencing policy.

This health promotion model contains of each area which needed to doing a
good health promotions application. In other side this model has a limitation especialy
with policies system.

7
All of intervention are aimed at achieving changes in lifestyle, as well as improving
knowledge and influencing attitudes towards positive healthy behaviours. However,
there is a need to take into account the socio-economic and cultural contexts within
which they are located. For instance, an intervention to promote healthy eating within an
affluent locality might involve a rather different approach from one undertaken in an
area of low income and high unemployment.

Tannahill's health promotion model correlates with our study. In a way that a safe
and healthy environment plays a vital role on the learning and behaviour of thestudents
not just in school premises but also in the society as a whole. With that, teachers must
also teach health education inorder to promote and give more knowledge on students
so that they will be aware of the importance of safe, healthy and friendly environment.
could also help students to be far and be protected from engaging substance abuse and
vices. The effective learning of students relies on how safe and healthy the environment
they belong with.

8
REVIEW OF RELATED LITERATURE

This section presents a review of related literature and studies which is directly
related to this work.

Creating safe and health school is a step-by-step process. If resource limitations

prevent addressing all safety and health concerns immediately, schools should identify
those issues that can be managed in the short term, deal with them, and plan for
additional improvements over the long term. No school was built in a day, and no set of
problems can be solved overnight, but with sustained dedication, we can achieve safe
and healthy school environment (Geller et al,2006).

Teachers have special role: They not only teach but they also model attitudes
and behaviours for students. Teachers can take the lead in promoting safe and healthy
environment by learning about them, taking steps to prevent or control hazards, and
demonstrating to students the importance of this initiatives (Rubin et al,2006).

Schools are an opportunity to promote health. In the same way that schools merit
special concern because of children’s vulnerability, schools present an unparalleled
opportunity to promote children’s health. Healthy school environment reduce risks of
respiratory illness, injury, musculoskeletal pain, and other ailments in a more positive
sense. Wholesome school environments promote health and well-being in many ways,
for example: environmental cues at school can result in healthier eating habits (Perry et
al, 2004).

Providing students a healthy and exciting learning environment where they are
protected from physical and emotional harm is central to the mission of all schools. Safe
schools are not just places with advanced security procedures. They are also places
that help students develop assets that allow them to succeed even in difficult
circumstances, safe schools encourage healthy behaviours that help students learn
about fitness, nutrition, and healthy choices
(http://pubs.code.ea.gov/tesiieh8/safe1thyenviron.aspx).

9
 A positive, respectful school climate provides a solid foundation for supporting
children’s academic achievement and development of positive attitudes and behaviours.
Children who are connected to school (I.e., feel safe, perceive themselves to be treated
fairly by adults, are happy to be in school, feel they are part of the school community
and feel close to people at school) experience less distress and engage in fewer risks
taking behaviours (Blum, 2002).

A healthier school environment is one in which the school setting supports health
and well-being and helps them build a strong foundation for learning. In this
environment, good nutrition, physical activity, basic safety, clean air and water, access
to care and education about making healthy choices allow students to thrive. In a
healthy school, students learn-through lessons and by example to value their own
health and that of the environment
(http://healthyschoolscampaign.org/about/our_vision/).

Children with high levels of schools connectedness demonstrate lower levels of

violence and report more factors that protect them from engaging in risks sexual and
substance abuse behaviours. Teachers report that children’s with a commitment to
school have high self-esteem. The school socio-emotional climate is predictive of
mother’s reports of their school-age children’s substance abuse concept student
absenteeism, and suspension rates. Students who feel safe, eared for, appropriately
supported, and sensitivity encouraged learning in changing and meaningful ways
experience increased academic achievement (Pariet et al, 1999).

When students find their school environment to be supportive and caring, they
are less likely to become involved in substance abuse, violence, and other problem
behaviors. They are more likely to develop positive attitudes toward themselves
prosocial attitudes toward others. Much of the available research shows that supportive
schools foster these positive outcomes by promoting students sense of connectedness,
belongingness or community during the school day (Schaps et al, 1997).

A learning situation requires a high level of sustained attention; in the classroom,

children must pay attention for extended periods of time. In addition to the school
material, other sources of stimulation, (e.g.,bulletin board displays, visuals on
classroom, walls, other students) are present in the classroom. Constant interaction with

10
other people, a result of large group size or high spatial density, adds further
stimulation. Classrooms offer the potential for conversation, interactive activities, and
noise. High levels of stimulation require high level of psychic energy. Maintaining an
adequate level of concentration in high-density classrooms especially for adults, difficult
or complex material, and can lead to intentional overload or cognitive or become
inattentive because of intentional overload (Evans, 1994).

Schools play a very critical role in promoting the health and safety of young
people and helping them establish lifelong healthy behaviours. Research shows that
school health programs reduce that prevalence of health risk behaviours among young
people and have a positive effect on academic performance. Schools are a primary
environment for children, and the classroom is the primary environment in a school
setting. The majority of teaching the learning activities take place in the classroom, and
this is where children from relationships with other students and with teachers
(Schneider, 2002).

In general, crowding has a negative effect on children. The perception of being

crowded elicits an emotional response, with feeling of stress, which may contribute to
poor mental health. Feeling crowded may also elicit behavioural responses such as
aggressive behaviour in children and adults, disruptive behaviour in children, social
withdrawal, and/or departure (Gifford, 2002).

These psychological and behavioural reactions have implications for school

performance. Finally, crowding is also associated with poor health, including high blood
pressure and heart disease in both children and adults (Evans et al, 1976).

Crowding can have serious implications for children psychological development.

Children from crowded homes are at risk for developing motivational problems, which
researchers call learned helplessness (Rodin, 1976).

When confronted too much stimulation, such as the constant presence of and
interaction with other people. Children lose the motivation to pay attention or complete a
task. This is more likely to happen when a task is complex or difficult. When confronted

11
with a crowded situation for an extended period of time, children learn to be helpless;
they simply give up when things get difficult (Maxwell, 2003).

Children in crowded classrooms engage in more disruptive, aggressive, and

hostile behaviours. Although boys show these responses more than girls, both boys and
girls are affected (Saegert, 1982).

In contrast, some children in crowded classrooms may withdraw from classroom

participation or become inattentive because of intentional overload (Evans, 1994).

12
CONCEPTUAL FRAMEWORK

The conceptual framework of the study has its input that presents the profile of
the respondents, and the significance of the safe and healthy environment to the
learning of grade seven students.

The process of this study includes the research methodology, tabulation,

presentation, analyses, interpretation, conclusions, recommendations, and statistical
measures.

He researcher dwells on the significance of safe and healthy environment to the

learning of grade seven students of Pamplona National High School.

13
 INPUT

Profile of the respondents

Significance of a sale and healthy

environment to the learning grade seven
students of Pamplona National High
School

Process

Formulations of Questions
Conducting an Interview
Presentation
Analysis
Interpretation
Conclusion
Recommendation
Statistical Measure

Action Plan to sustain the Significance of safe and

healthy environment

14
THE PROBLEMS

SIGNIFICANCE OF THE STUDY

The outcome of this study is the importance of safe and healthy environment of
the Grade Seven Students of Pamplona National High School and how does it effect on
their learning and to their growth and development.

Grade Seven Students can benefit on this study because this study aims to give
importance to their safety and health with respect to the environment where they
interact and learn.

Teachers can also gain benefits on this study because the findings of this study
may serve as their guide in generating new methods and techniques in conducting
practical and efficient way of teaching.

And lastly, to the parents fort whom they can really ensure that their children are
not only physically and mentally safe but are competitive on their study

Significance of safe and healthy environment of the learning of Grade Seven

Students of Pamplona National High School

General problem:

This study aims to identify the importance of healthy and safe environment on the
learning of Grade seven students of Pamplona National High School.

Specific problem:

1. How important a safe and healthy environment in the learning of Grade

SevenStudents of Pamplona National High School?
2. How does safe and healthy environment affect the learning of Grade
SevenStudents of Pamplona National High School?
3. How does safe and healthy environment affect the growth and development of
the Grade Seven Students of Pamplona National High School?

15
RESEARCH METHODOLOGY

Research Design

This study employed the descriptive correlation design in conducting interviews

and observations administered by the researcher. The design was appropriated for this
study because it aimed to explore and describe and relationship between the variables
stated in the research question.

Research Respondents

The respondents of the study were the selected Grade Seven Students of
Pamplona National High School specifically the researcher selected five students per
section of the said department. The researchers utilized the random sampling method in
selecting their chosen respondents.

Research Locale

This study was conducted at Pamplona National High School at juniors

department where the target respondents of the researchers are the Grade Seven
Students of the said school. Only theGrade Seven Students of Pamplona National High
School were the target respondents of the study. Questions was only limited to the
significance of safe and healthy environment on the learning of Grade Seven Students
of Pamplona National High School.

Research Instruments

It was decided to use in-depth interviewing as the main method to collect data for
the study since on interpretative approach (qualitative in nature) was adopted to
investigation. The central concern of the interpretative research understands human
experiences at a holistic level because of the nature of this type of research,
investigations are often connected with methods such as in-depth interviewing,
participant observation and the collection of relevant documents (Maykut & Morehouse,
1994).

16
Definition of Terms

Descriptive Correlation- is one on which information is collected without changing the

environment (i.e., nothing is manipulated). Sometimes this are referred to as
“Correlational” or “Behavioural” studies.

Development- is the product of Psychological and social growth, emphasized by the

environmental and individual behavioural factors, sometimes more referred to as
maturity.

Grade Seven Students- refer to the children between ages of 12 (twelve) to 13

(thirteen) years of age. They are the researchers chosen respondents.

Healthy Environment- is deteriorating for many ranging causes that can create
adverse effect on human health, but it is up to people to understand the consequences
and implement the right thing.

Growth- is taken to mean an increase in the size of an object or a living being. Growth
describes the process of growing.

Learning- is the act of acquiring new or modifying and reinforcing existing knowledge,
behaviours, skills, values, or preferences which may lead to a potential change in
synthesizing information, depth of the knowledge, attitude or behaviour relative to the
type and range of experiences.

Random Sampling- refers to a variety of selection techniques in which sample

members are selected by chance, but with a known probability of selection.

Safety Environment- it involves creating organize efforts and procedures for identifying
workplace hazards and reducing accidents and exposure to harmful situations and
substances.

Safe School- is a formal and safe commitment that school makes to create an inclusive
and safe environment for their school community, including LGBTI students, families
and teachers.

Pamplona National High School- is a public institution located at Cambalud,

Pamplona, Negros Oriental Philippines. This is the place where interviewers and
observations of the study were conducted.

17
DATA COLLECTION PROCEDURE

As soon as the questions were finalized and ready for the actual interview of the
actual respondents, the researchers sought permission from the adviser of the subject
Practical Research I. After the approval was granted was granted by the adviser of the
subject, the researchers next asked permission to the respective teachers as the
chosen respondents.

After the approval, the researchers immediately and personally conducted the
data collection process by interviewing the chosen respondents one-on-one. The
researchers selected a set of five pupils per grade level.

The respondents were made to respond to the questions raised by the

researchers individually.

18
CHAPTER II: Presentation, Analysis, and Interpretation of Gathered Data

This chapter presents, analyses, and interprets the data which are derived from
the investigation.

Question 1: How important safe and healthy environment in your learning?

Twenty out of thirty participants answered these ways:

This is very important because this helps me to be more comfortable and safe in
my study. This also helps me to learn a lot and away from illness. Through this also I
can be able to attend school every day, I can meet my teacher’s expectations in me and
I can pass all my requirements in all my subjects on time.

With this first question answered by the respondents spontaneously, this clearly
states that safe and healthy environment plays a very vital rule when it comes to
children’s learning. This clearly shows that children’s learning mostly depends on their
environment, meaning that if children are in a very supportive and caring environment
they have a greater chance to learn while on the other hand if students find their school
environment to be unsupportive and not caring they have the lesser chance to learn and
are much likely to become involved in substance abuse, violence, and other problem
behaviours. They have less chance to develop positive attitudes toward themselves and
prosaically attitudes and behaviours toward others.

A healthy school environment is one in which the school setting supports health
and well-being and helps them build a strong foundation for learning. In this
environment, good nutrition, physical activity, basic safety, basic safety, clean air and
water, access to care, and education about making healthy choices allow students to
thrive. In healthy school, students learn-through lessons and by example to value their
own health and that of the environment
(http://healthschoolscampaign.org/about/our_vision/).

19
 CHAPTER IV

This chapter presents the result/findings of the data gathered. In order to

facilitate a better understanding the researchers presented the data gathered in a
tabular form and arranged based on sequence of the specific problem asked. Each
presentation is arranged with the illustration of a table and followed by the textual
interpretation.

This study utilizes a statistical treatment which is the simple percentage used to
established the environment on the learning of the Grade Seven students of Pamplona
National High School. The formula is:

P= f/nx100

Where:

P= Percentage

F= Frequency

N= number of samples

20
Table 1: Profile of the respondents on how important safe and healthy environment in
their learning.

Responses Frequency Percentage Rank

Very Important 25 83% 1

Important 5 17% 2

Not Important 0 0% 3

Total 30 100

Table 1

Presents responses of the respondents of how important are safe and healthy
environment in their learning. The table is divided into four columns, consisting of the
respondents’ responses, the frequency or the number of samples, the percentage and
the rank. As shown in the table above, it can be observed that twenty five out of thirty
participants or 83% out of 100% of the overall respondents answered very important
and the remaining five participants or 17% out of 100% answered important.

With the result shown above, this clearly states that safe and healthy environment
plays a vital role to children’s learning. Children’s learning depends mostly on their
environment meaning the safer the environment the bigger the chance of learning,
when school environment is unhealthy and unsafe, the lesser the chance of learning.

21
TABLE 2: Profile of the respondent on how safe and healthy environment affect their
learning.

Responses Frequency Percentage Rank

Completely 26 87% 1
Affecting

Affecting a Little 4 13% 2

Not Affecting 0 0% 3

Total 30 100%

TABLE 2

Presents the responses of the respondents on how safe and healthy environment
affect their learning. As shown in the table above twenty six out of thirty respondents or
87% out of 100% answered that safe and healthy environment has completely affected
their learning and four out of thirty participants or 13% out of 100% answered that safe
and healthy environment has affected their learning a little. Thus, the result means that
has a really direct effect on children’s performance in school.

When children find their school environment supportive and caring, they have
greater chance of becoming more participative and more attentive during class
discussion.

22
TABLE 3:

Profile of the student on how safe and healthy environment affect their growth and
development.

Responses Frequency Percentage Rank

Completely 28 93% 1
Affecting

Affecting a Little 2 7% 2

Not Affecting 0 0% 3

Total 30 100%

Table 3

Presents the responses of the respondents on how safe and healthy environment
affects their growth and development. As shown in the table above twenty eight out of
thirty participants or 93% out of 100% answered that safe and healthy environment has
completely affected their growth and development. On the other hand two out of thirty
participants or 7% out of 100% of the overall participants answered that safe and
healthy environment has affected a little growth and development.

The results above clearly states that the effect of safe and healthy environment
does not only limit on the children’s learning but also on their growth and development.
Because of safe and healthy environment children can easily connect with each other
which in return helps them develop a good social relationship with peers.

When students find their school environment to be supportive and caring, they are
less likely to become involved in substance abuse, and other problem behaviors. They
are more likely to develop positive attitudes toward themselves and prosocial attitudes
and behaviours toward others much of the available research shows that supportive
schools foster these positive outcomes by promoting students sense of connectedness;
belongingness or community during the school day (Schaps et al, 1997).

23
Question 2: How does safe and healthy environment affect your learning?

Twenty five out of thirty participants answered these ways:

Safe and healthy environment really affect my learning in a way that I can be at
ease and be more focus during class hour therefore I can be able to understand what
my teacher trying to discuss in front. This helps me do a lot of things, a lot of activities
with regards to my study and on top of the most is that I can earn good grades and I can
be on top no matter what type of activities in school I’m joining.

The answer above clearly states that school environment has really a direct
affect to children’s performances in school. In a broader perspective, learning is not just
only limited inside the classroom but also outside the school campus where interaction
between two individuals and the environment occur.

Children can learn more because there is a lesser chance of class disturbances
like crowding. When children find their school a very much crowded place they are more
likely to develop behavioural responses such as aggressive behaviour in children and
adult.

In general crowding has a negative effect on children. The perception of being

crowded elicits an emotional response with- feeling of stress, which may contribute to
poor mental health. Feeling crowded may also elicit behavioural responses such as
aggressive behaviours in children and, disruptive behaviour in children, social
withdrawal, and/or departure (Gifford, 2002).

This psychological and behavioural reaction has implications for school

performance. Finally, crowding is also associated with poor health, including high blood
pressure and heart disease in both children and adults (Evans et al, 1998).

24
 Crowding can have serious implications for children’s psychological
development. Children from crowded homes are at risk for developing motivational
problems, which researchers call learned helplessness (Rodin, 1976).

When confronted too much stimulation, such as the constant presence of and
interaction with other people. Children lose the motivation to pay attention or complete a
task. This is more likely to happen when a task is complex or difficult. When confronted
with a crowded situation for an extended period of time, children learn to be helpless;
they simply give up when things get difficult (Maxwell, 2003).

Children in crowded classrooms engage in more disruptive, aggressive, and

hostile behaviours. Although boys show these responses more than girls, both boys and
girls are affected (Saegert, 1982).

In contrast, some children in classrooms may withdraw from classroom

participation or become inattentive because of attentional overload (Evans, 1994)

Question 3: how does safe and healthy environment affect your growth and
development?

Twenty six out of thirty participants answered these ways:

Because of safe and healthy environment children like me can develop social
relationships with other children which in return helps us boost our self-esteem and self-
confidence in school. This helps us also to be unlikely develop eating disorders and we
can perform better in sports.

25
 As shown in the answer above, the importance of safe and healthy environment
does not only limit its effect to children’s learning but this has also an effect on their
growth and development. Because of safe and healthy school environment children’s
can easily connect with each other and can have greater opportunities to develop good
social relationships with peers. A safe and healthy school environment consist of a well-
designed educational program for children, this includes activities that enhance gross
motor skills. Children boost large muscle development through games. They learn
techniques for running, jumping, hopping and skipping.

When children are in group stings, they have greater opportunities to develop
social relationship with peers. This helps foster an understanding of how children relate
to each other. They work together and learn to respect boundaries and limits. They
understand the need for routines as they navigate their way around a classroom.
Interacting with other children means learning how to wait, taking turns and listening.
Young children learn social skills when they cooperate with other children while building
castles or enjoying dramatic play (LoBello, 2004).

Teachers have a special role: they not only teach but they also model attitudes
and behaviours for children. Teachers can take the lead in promoting safe and healthy
environment by learning about them, taking steps to prevent or control hazards, and
demonstrating to children the importance of these initiatives (Rubin et al, 2006).

26
CHAPTER V: Summary of Results, Conclusions, and Recommendations

SUMMARY OF RESULTS AND CONCLUSION

This chapter states the specific problems in this study. However, the most
important context devotes on the summary results and conclusion.

This study is intended to determine the significance of safe and healthy

environment on the learning of grade 7 students of Pamplona National High School. It
seeks further to find out the effect of these factors on their growth and development.
Specifically, this study aimed to provide answers to the following questions:

1. How important is safe and healthy environment on the learning of grade seven
(7) students of Pamplona National High School?

2. How does safe and healthy environment affect the learning of grade
seven(7)students of Pamplona National High School?

4. How does safe and healthy environment affect the growth and development of
the grade seven(7) student of Pamplona National High school?

27
SUMMARY OF RESULTS

In reference to the specific problems offered at the onset of this study have been
answered by the following:

PROFILE OF THE RESPONDENTS ON HOW IMPORTANT SAFE AND HEALTHY

ENVIRONMENT ON THEIR LEARNING.

The result shows that 83% of the overall participants answered that safe and
healthy environment is very important in their learning and the remaining 17% of the
respondents answered that these two factors are important in their learning.

PROFILE OF THE RESPONDENTS ON HOW SAFE AND HEALTHY ENVIRONMENT

AFFECT THEIR LEARNING.

Out of overall thirty respondents, twenty six or 87% of the participants answered
that safe and healthy environment has completely affected their learning. The remaining
13% of the participants answered that safe and healthy environment has affected their
learning a little.

Profile of the Respondents on how safe and healthy environment affect their
growth and development. The result shows that 93% of the respondents answered that
safe and healthy environment has completely affected their growth and development.
On the other hand the remaining 7% answered that safe and healthy environment has
affected a little their growth and development.

28
 CONCLUSIONS

Based on the data gathered and the salient findings of this inquiry, the
researchers hope that this study will be useful to parents, teachers, school
administrations, health-care providers and public health agencies. The commitment to
other great places for children to school where they can learn is a widely shared
commitment, one that transcends differences in location, politics, and creed. It is a
pledge that can inspire and propel us all.

Finally, the researchers conclude that safe and healthy environment is a powerful
tool that serves as a burning torch that will help enhance children’s learning. Providing
safe and healthy environment for children, the concerned persons help them develop
assets that will allow them to succeed even in difficult circumstances.

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 RECOMMENDATIONS

1. Teachers must strictly guide the students to be more than awareabout the negative
effects of being irresponsible to the environment.
2. Student should cooperate in every task especially on how to maintain the cleanliness
of the surrounding.
3. Students should be responsible enough to do their duties most importantly the
proper waste disposal.
4. Higher level students should serve as a role model in maintaining safe and healthy
environment.
5. Teachers should conduct clean and green activities so that students will learn the
importance of cleanliness.
6. A parallel study should be conducted in other higher grade level to validate the
findings of the study.

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 REFERENCES

Eric Schaps. (2012, August 4). The role of promoting school environments in promoting
Academic success. Retrieved from http://www.collaborativeclassroom.org/research-
articles-and papers-the-role-of supportive-school-environment-in-promoting-
academic-success

Howard Frumklin, Robert Geller, I. Leslie Rubin, and Janice Nodvin. (2012,June 29).
Safe and Healthy School Environment. Retrieved from
http://www.sde.ct.gov/sde/lib/sde/pdf/deps/Student/sec7sh.pdf

Karen LoBello. (2015, September 3). Safe and Supportive Environment for Children.
Retrieved from http://https://sites.google.com/site/literacyonline/support/creating-a-
safe-and-supportive-learning-environment

Kate Jones. (2011, June 4). How school environment affect children's development.
Retrieved from http://mom.me/toddler/5366-how-healthy-and-safe-environment-
affect-childrens-development

Terry Hurley. (2013, January 19). Why is school safety important. Retrieved from
http://safety.Lovetoknow.com/why-is-school-safety-important

Yvette D'Ath. (2014, May 1). Building a safe and supportive school environment.
Retrieved from http://education.qld.gov.au/actsmartbesafe/schoolleaders/building-
safe-environment.html

William H. Pariet and Kathleen M. Budge. (2015, November 26). Fostering a healthy,
safe and Supportive learning environments. Retrieved from
http://www.ascd.org/publications/109003/chapters/fostering-a-healthy-safe, -and-
supportive-learning-environment@-how~HP~HP-schools-Dv-it.aspx

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