FACILITIES AND LEARNING RESOURCES: ITS INFLUENCE IN THE ACADEMIC PERFORMANCE OF LEARNERS OF A SELECT LOCAL UNIVERSITY: BASIS FOR RECOMMENDATION
Keywords:
facilities, learning resources, accessibility, usefulness, academic performance, General Weighted Average, public administration, PhilippinesAbstract
University facilities and learning resources are widely regarded as supports for student learning, yet their relationship with academic performance in local university settings needs continuing assessment. This study examined the accessibility and usefulness of university facilities (classrooms, libraries, and study areas) and learning resources (books and printed learning materials, instructional materials, online resources, and digital equipment), and their relationship with the academic performance of students at the University of Caloocan City – North, Congress Campus, based on their latest General Weighted Average (GWA). A quantitative descriptive-correlational design was used. The respondents were 100 fourth-year Bachelor of Public Administration students enrolled in Academic Year 2026–2027, selected through purposive and stratified sampling. Data were gathered with an expert-validated, researcher-made Likert-scale questionnaire administered through Google Forms and analyzed using weighted mean, frequency, percentage, ranking, and Spearman’s rank correlation coefficient (α = 0.05). Respondents agreed or strongly agreed that the facilities and learning resources were accessible and useful. Composite means were highest for libraries (3.54, Strongly Agree) and the IT Room (3.46, Strongly Agree), followed by classrooms (3.22), instructional materials (3.25), online resources (3.13), books and printed materials (3.07), and digital equipment (2.99), all interpreted as Agree. Campus internet reliability (2.80) and classroom learning tools (2.86) received the lowest indicator ratings. The largest group of respondents (34%) had a GWA of 1.51–1.75. A moderate positive and significant relationship was found between respondents’ assessments of accessibility and usefulness (Spearman’s rho = 0.4493, p < .001), whereas the relationship between these assessments and academic performance was not statistically significant (rho = −0.500, p = 0.6214). The most frequently reported challenges were limited availability of facilities (f = 61) and limited access to computers or the internet (f = 59). Students generally view the university’s facilities and learning resources as accessible and useful, and those who find them more accessible also find them more useful; however, these perceptions were not significantly related to GWA in this sample. The study recommends improving the availability of study spaces, strengthening internet connectivity, providing adequate and functional digital equipment, and maintaining and upgrading existing facilities and learning resources as a basis for improving the university’s learning environment.
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