Abstract
A congested classroom was one in which the number of students exceeded the ideal level, causing disruption to the teaching and learning process and potentially impeding student engagement and performance. This research aimed to unveil the primitive effects of a congested classroom and the extent of its impact on the well-being and learning processes of Grade 12 General Academic Strand (GAS) and Humanities and Social Sciences (HUMSS) students at Talisay City National High School. A descriptive approach was utilized in this study with a sample size of 165 respondents taken from the eight sections of GAS and HUMSS using stratified random sampling and Slovin’s formula with a 5% margin of error. The collected data were analyzed using a weighted mean and percentage. The research findings revealed an average weighted mean of 2.87 with an interpretation of “Often”, implying that the primitive effects of a congested classroom harmed students' well-being and learning processes. The researchers concluded that the student’s well-being and learning processes in terms of classroom compatibility and health-related concerns were certainly influenced by classroom congestion.
