Functionality of Educational Facilities and its Perceived Impact on the Academic Performance of Public High School Learners

Abstract

Educational facilities play a critical role in shaping learners’ academic experiences and outcomes in schools. This study assessed the level of functionality of educational facilities and their perceived impact on the academic performance of public high school learners in Sto. Niño District, Schools Division of Samar, for School Year 2025–2026. A descriptive-causal comparative research design was employed using a validated survey questionnaire administered to 290 high school learners. Findings revealed that respondents were predominantly early adolescents, with a majority being male, and were largely from Grades 7–8. In terms of academic performance, most learners demonstrated very satisfactory achievement. In relation to the level of functionality, all educational facilities, including food and sanitation, Science laboratories, ICT and TLE-related facilities, and academic parks, were rated as very functional, with ICT and TLE-related facilities which obtained the lowest mean. Similarly, in terms of perceived impact, all educational facilities were rated as having a very high impact on academic performance, although ICT and TLE-related facilities again recorded the lowest mean. When differences were examined, no significant differences were found in the level of functionality across profile variables. However, a significant difference emerged in the perceived impact of ICT and TLE-related facilities when grouped according to age, with middle adolescents reporting a stronger impact than late adolescents. The study concludes that educational facilities are both functional and influential in supporting learners’ academic performance. In light of these results, it is recommended that schools strengthen age-responsive and innovation-driven integration of ICT and TLE-related facilities while sustaining equitable improvement across all educational facilities.