ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

BUILD ME FOR YOUR MENTEE: THE PERSPICACITY OF SCHOOL

HEADS TO THE IMPLEMENTATION OF SCHOOL BUILDING llll
PROGRAM FOR TEACHERS AND LEARNERS
____________________

A Qualitative Research

Presented to
The Faculty of Science Technology Engineering and Mathematics (STEM)
Ilocos Sur National High School
Senior High School
Vigan City

____________________

In Partial Fulfillment of the

Requirements for the Subject
Practical Research 1

____________________

Darren Dale P. Domondon

John Benedict S. Guerrero
Maria Lorraine V. Lazo
Chelsie Mariz B. Remigio

2023
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Chapter I

THE PROBLEM

Introduction

The Council of Teachers and Staff of Colleges and Universities of the

Philippines (CoTeSCUP) brought a petition to the court following policy concern in an

effort to support the argument against the K-12 Law, that it merely widens the

resource gap by increasing the demand for resources. Before the enactment of the K to

12 Law, the Philippines was the only country in Asia and among the three remaining

countries in the world that had a 10-year basic education program.

To be at par with international standards and in line with the country’s

commitment in “Education for All” 2015, the Philippine Congress, on May 15, 2013,

passed the K to 12 Law, which took effect on June 8, 2013. The K to 12 Law sought to

achieve, among others, the following objectives: (1) decongest the curriculum; (2)

prepare the students for higher education; (3) prepare the students for the labor market;

and (4) comply with global standards. The implementation of the K-12 program in

many countries has increased the demand for resources, including educational

materials, classroom space, and qualified teachers. One of the salient features of the K

to 12 Law is the expansion of basic education from ten (10) years to thirteen (13)

years, encompassing “at least one (1) year of kindergarten education, secondary

education includes four (4) years of junior high school and two (2) years of senior high

school education.”

The poor which constitutes a considerably large chunk of the population argued

that adding two more years to the secondary education is no less than a prolongation of
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 2

the economic burden brought about by sending students to school. Still others asserted

that the proposed program is impossible and is far from being actualized at least in

terms of logistics (infrastructure, human resource, and equipment).

Despite the challenges associated with implementing the K-12 program, many

countries have seen positive outcomes, such as improved student performance and

higher graduation rates. However, ensuring that all students have access to quality

education and buildings remains a challenge, particularly in less developed areas

where resources are limited.

Required infrastructure as one of the major challenges in implementing the K-12

program reflects the seemingly impossibility of its actualization. At present, classroom

shortage is a serious subsisting issue not to mention the shortage of other facilities and

equipment. And Sergio (2012) claimed that implementing the K-12 program vis-à-vis

the annual budget allocated to the Department of Education would substantially

increase the shortage.

However, despite the plans and visions of the K-12 program, it cannot be hidden

that the lack of buildings for classrooms can be a significant challenge for education

systems, particularly in areas where there is a high demand for education but limited

infrastructure or resources. For instance, Ilocos Sur National High School (ISNHS) is

in just need of classroom for utilization.

There are several reasons why there are school building programs in the

Philippines. One of the primary reasons is to address the shortage of classrooms in

public schools, particularly in rural areas. The lack of adequate facilities makes it
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 3

difficult for students to access education and can lead to overcrowding in existing

classrooms, which negatively impacts the quality of education.

In addition to addressing the shortage of classrooms, school building programs aim

to provide better learning environments for students. This includes the construction of

libraries, laboratories, and other facilities that can enhance the learning experience.

Another reason for the school building program is to promote equal access to

education for all students, regardless of their socioeconomic status or geographic

location. By improving school infrastructure in underserved areas, the government

hopes to provide opportunities for students who may not otherwise have access to

quality education.

There have been several school building programs in the Philippines over the

years, aimed at improving access to education and providing better learning

environments for students. Some of the most notable programs include: a.) Basic

Education Facilities Fund (BEFF), b.) School Building Program (SBP), c.) Public-

Private Partnership (PPP) for School Infrastructure Project (PSIP) and d.) Adopt-A-

School Program. These programs have had varying levels of success, and there are still

challenges to be addressed such as inadequate funding, lack of resources, and

bureaucratic inefficiencies. However, the government and private sector continue to

work towards improving the education system in the Philippines through school

building programs and other initiatives.

In the school year 2022–2023, ISNHS students struggle to retain their good marks

because of the overcrowded hallways and the noisy environment. As a result, ongoing
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 4

classes can be disrupted and the attention of students may be diverted to something

else. Due to the increase of enrollees per school year, the resources and facilities are

not enough to sustain the needs of every, learners and teachers, therefore, decreasing

their learning capacity and not able to deliver quality education, respectively. Shifting

of classes can be a factor that can affect students’ learning experience. Shifting of

classes can also affect students health by disrupting their sleep patterns, a student's

class schedule changes frequently making it harder for them to get enough sleep at

night.

This study aimed to benefit the following: Students, Teachers, Parents and

Future Researchers.

Moreover, this study aimed to analyze the perceptions of school heads

concerning on the significance of implementing school building programs on schools

in the Philippines, particularly in Ilocos Sur National High School (ISNHS) and

Pantay-Tamurong Elementary School (PTES) in addressing the challenges they are

currently facing especially inadequate facilities and the growing student population. In

addition, education is critical to economic development, and prioritizing facilities and

resources in schools can help ensure that students are prepared for the workforce and

can contribute to the economic growth of their communities as well as teachers for

improved teaching environment, professional growth opportunities and better work

conditions. Prioritizing resources and facilities in schools can also help reduce the

achievement gap and promote equity in education.

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Research Questions

This study entitled Build Me For Your Mentee: The Perspicacity of School Heads

to the Implementation of School Building Program for Teachers and Learners aims to

know how school building programs are implemented, what are the problems faced

and its benefits for learners and teachers.

Specifically, this study sought answers to the following questions:

1. What are actions taken by the school towards construction of more

classrooms?

2. What can cause the implementation of school building program?

3. What problems can be solved by implementing this program?

Scope and Delimitation of the Study

This research is focused in studying the perspicacity of School Heads at Ilocos

Sur National High School and Pantay-Tamurong Elementary School in the

implementation of school building programs and its benefits for its learners and

teachers.

The participants of the study included the School Heads of Ilocos Sur National

High School and Pantay-Tamurong Elementary School for first-hand knowledge.

The participants perceptions were only limited to the appropriateness of having

adequate facilities and benefits of school building programs.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 6

Since the study relies mainly on a perceptual basis, the data gathered from the

survey may not be perfectly reliable. With this being said, the researchers did not

consider the present study as perfectly accurate.

The research design to be used will be Phenomenological. Utilizing a

phenomenological research methodology that tries to understand the contexts, lived

experiences, and insights of the participants. Focused on the idea that the truth is made

up of all the diverse interpretations that different individuals have of the same event.

Purposive/Judgmental sampling on the other hand, involves the researcher using

their expertise to select a sample that is most useful to the purposes of the research.

The researchers interviewed the participants in the span of 1 week between the dates

May 8-12 of the year 2023.

Operational Definition of Terms

The following terms are defined as they will be used in this study:

Achievement gaps. The disparity in academic performance between groups of

students.

Class Shifting. The means of addressing the classroom shortages and reducing

class size. A temporary solution over populated schools. And

Equity in education. When every children receives the needed or required

knowledge to properly learn and acquire basic working skills.

Implementing School Building Program. The actualization of certain plans of

School Building Program on public schools.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 7

Infrastructure/Facilities. Are the basic physical systems and organizational

structures in a certain place that a school needs for utilization.

K-12 Law. The expansion of the country’s basic education from ten years to

thirteen (13) years.

Overcrowding. Condition or a occurs when enrollees of a school are increasing

per school year.

Quality of Education. Refers to the type of education a student is receiving.

The standard of what the school is capable to provide.

Shortage of Buildings. The main problem of this study. The reason why this

study is conducted.

Review of Related Literature

This part of the study presents the review of related literature and studies which

the researchers gathered to strengthen the basis of the topic selected.

In Implementing School Building Program

"An Assessment of the Implementation of the School Building Program in the

Philippines" by Lina M. Castro and Marlene M. Salazar - This study, published in the

Journal of Research in Education and Society in 2019, assessed the implementation of

the Basic Education Facilities Fund (BEFF), which is the government's main program

for constructing classrooms and school buildings. The study found that while the

BEFF has been successful in increasing the number of classrooms in the country, there

are still several challenges to its implementation, including delays in the release of
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funds and inadequate planning. Meanwhile, according to Arsyad (2013) the

completeness of learning facilities and the use of learning facilities will make

improvements and attention to students which will motivate students' interest in

learning.

Reform programs in the education sector are anchored on providing equity,

access, and quality. The Philippine government envisioned providing better basic

education to school-aged children by focusing and addressing backlog of facilities and

instructional materials, and establishing inclusive education practices such as the

Alternative Learning System (ALS) (Macasaet, 2013).

Additionally, infrastructure and educational facilities are important building

blocks for achieving educational objectives (Herawati et al, 2020).

The research study by Arsyad (2013) suggests that the presence of complete

and adequate learning facilities is crucial for motivating students' interest in learning.

Arsyad argues that the use of such facilities can lead to improvements in student

attention and motivation. Similarly, Herawati et al. (2020) emphasize the importance

of infrastructure and educational facilities as building blocks for achieving educational

objectives.

Overall, these studies suggest that investing in complete and adequate learning

facilities is a crucial component of improving educational outcomes. By doing so,

policymakers and educators can create a more supportive learning environment that

promotes student interest, attention, and motivation, and ultimately leads to better

learning outcomes.
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On the K-12 Law of the Philippines

"Assessing the K-12 Curriculum of the Philippines: Insights from Teachers and

Administrators" by Krista Danielle Yu, et al. - This study, published in the Journal of

Educational and Social Research in 2019, assessed the K-12 curriculum in the

Philippines from the perspectives of teachers and administrators. The study found that

while there are positive aspects of the K-12 curriculum, such as the focus on 21st-

century skills, there are also challenges such as the lack of resources and support for

teachers.

As the Philippine government moves for this goal and perspective, the Basic

Education Act of 2013 (Republic Act 10533), commonly referred to as the K-12

Program, was raised and implemented in the whole island of the Philippines

(Abulencia, 2015).

However, as this program implementation gains compliments, it also gains many

disadvantages raised by the people who will experience the K-12 program, both

parents and students of the Philippines (Montebon, 2014).

According to Mohammad (2016), the K – 12 Program will be a burden on

parents and students, not just for emotional, physical reasons but also in financial

aspects because this program will prolong the years of stay in the school of the

students. Thus, students tend to adapt and learn to their new educational system even

though it has so much to burden them. They even motivate themselves and work on
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their mindsets to overcome the stress and pressure that the new educational system has

brought.

Nevertheless, Mohammad (2016) stated in his article that we should have a

receptive mind to assess and adopt the ideas and suggestions of people about this

educational system as they are part of what we call society.

Also, (Mohammad (2016) in his article ‘the perception of the parents and

students on the implementation of k-12 basic education program in the Philippines’

emphasized that the K – 12 Program’s primary goal is to calibrate graduates with

knowledge and skills that will arm Filipino with excellence in the global standards. In

addition, Buabeng-Andoh (2015) reveals that the K-12 education program can

integrate information and communication technology in education. However,

Abulencia (2015) stressed in his article ‘the unravelling of the k-12 program as an

education reform in the Philippines’ that there are beneficiaries of the K-12 Program,

but some sectors will be drastically affected.

K – 12 Program aims to equip the graduates with knowledge and skills that will

arm Filipino graduates to be at a solid ground where if not for excellence with foreign

countries but at least, quality workers (Nhelbourne, 2016).

The implementation of the K-12 Program in the Philippines, which is aimed at

equipping graduates with the necessary knowledge and skills for excellence in global

standards, has received both positive and negative feedback.

Despite these concerns, Mohammad (2016) highlights the need for an open

mind to assess and adopt the ideas and suggestions of the people affected by the
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 11

program. However, as Abulencia (2015) notes, the implementation of the K-12

Program has both beneficiaries and those who will be drastically affected.

Nonetheless, the program aims to produce graduates who are not only excellent but

also quality workers, as noted by Nhelbourne (2016).

Overall, the implementation of the K-12 Program in the Philippines has its pros

and cons, but the goal of producing globally competitive graduates with the necessary

skills and knowledge for quality work remains at the forefront of the program.

On Class Shifting

This related literature is gathered from the book of Mark Bray Published in

2008 by the United States.

Most educators agree that the atmosphere of double-shift school is more

inferior to that of single-shift schools. In double-shift systems they point out:

 The school day is more pressurized. Everybody always seems to be in a hurry.

Breaks are shortened and teaching time mmay be reduced.

 When morning classes begin very early, children sometimes miss their

breakfast. They later become hungry and find it difficult on concentrating on

lessons.

 Especially in hot climates, children find it difficult to study in the afternoons

because they are tired. Teachers are also tired in the afternoon, particularly if

they have already taught full morning sessions.

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 The large student population makes it difficult for the staff to know all

students personally, and can exacerbate discipline problems. Pupil may stay

on the school compound but evade classes, pretending that they are members

of the out-of-lessons shift.

 If afternoon-shift learners come to school early, they may be noisy and may

disturb the lessons of the morning-shift learners. Similar problems arise if the

morning-shift learners stay late instead of going home as soon as their classes

are finished.

 On the other hand, if afternoon-shift pupils are prohibited from arriving until

it is time for their lessons, and if all the morning-shift children leave school as

soon as classes are over, then the transition period may be chaotic. The

sudden emptying and refilling of the school reduces the children's and

teachers' sense of belonging. It makes the school seem like a ‘teaching

machine' or factory.

The related literature presented discusses the disadvantages of a double-shift

school system compared to a single-shift system. Educators agree that the double-shift

system brings pressure to the school day, with shortened breaks and teaching time.

This can lead to hunger for students who miss breakfast and difficulty in concentrating

on lessons in the afternoon due to tiredness, especially in hot climates. The large

student population can also make it difficult for staff to know all students personally,

which can exacerbate discipline problems. Additionally, if morning and afternoon-

shift learners do not leave and arrive at the appropriate times, it can cause chaos and
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 13

reduce the sense of belonging for both teachers and students, making the school feel

like a factory or teaching machine. This literature can be useful for policymakers and

educators in evaluating the effectiveness and feasibility of implementing a double-shift

school system.

On Equity in Education

The Philippine education system is beleaguered by debilitating challenges,

including: rising dropout rates and out-of-school rates, worsening teacher shortages,

and a chronic lack of resources and buildings for learners and teacher to utilize. At the

same time, the system is weighed down by an organizational structure that can be

described as a dysfunctional bureaucracy (Reyes, 2016). This situation is further

exacerbated by systemic corruption (Reyes, 2010). On top of this, we would argue,

there is a lingering discourse of disaster, stimulated by repeated natural and man-made

calamities. As a result, equity goals in education, as represented by the mantra of

‘Education for All’ (National Education for All Committee, 2006), may remain

unachieved in an education system impaired by both imagined and real dearth and

disaster. This is a situation made much worse with the explosion of the Covid-19

global pandemic and the cataclysm it has caused on education.

The Department of Education (DepEd) through Basic Education Sector Reform

Agenda (BESRA) attempts to achieve functional literacy for all adults and to ensure

that all school-age children enroll in and stay in school, toward completing basic

education (Department of Education, 2006).

One of the most important aspects of Basic Education Sector Reform Agenda

(BESRA is the Republic Act 9155 (RA 9155) ‘Governance of Basic Education Act of
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2001’ also known as the ‘Principal Empowerment Act’. Rooted in the principles of

School Based Management (SBM), RA 9155 adopted under BESRA was envisioned

to ‘help even out average school attendance across provinces’ (Capuno & Kraft, 2011,

p. 178) and to definitively address the lingering malaise of inequality in Philippine

schools.

This inquiry responds to emerging debates about leadership for social justice

(Shields, 2004; Teoharis, 2007), in particular the notion that such an approach is

‘dynamic and protean’ and does not reside ‘superhero leaders who inspire those

around them to rise up against inequity’ (Brooks et al., 2007, p. 403).

The obstinate dearth of vital resources has had a continual and substantive

impact on education. The most recent Functional Literacy and Education, Mass Media

Survey (FLEMMS) conducted in 2013, 2 found that ‘one in every 10 Filipino children

and youth 6–24 years old, or roughly 4 million people, was out-of-school’

(Bersales, 2015). This reinforces the sobering reality that the ‘Philippines is still in the

top ten countries with the highest out-of-school population’ (Diola, 2014).

The experiences of two school leaders informs debates about how leadership for

social equity is indeed ‘dynamic and protean’ (Brooks et al., 2007).

The Philippine education system faces multiple challenges, including rising

dropout rates, teacher shortages, and a lack of resources and buildings. To address

these issues, the Department of Education has launched the Basic Education Sector

Reform Agenda (BESRA), which aims to achieve functional literacy for all adults and

ensure that all school-age children enroll in and stay in school. One key aspect of

BESRA is the adoption of School Based Management (SBM) under the Governance of
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Basic Education Act of 2001. The goal of School Based Management (SBM) is to

even out average school attendance across provinces and address inequality in

Philippine schools.

Leadership for social justice is a topic of emerging debate in the Philippines,

with some arguing that it requires dynamic and protean approaches that do not rely on

superhero leaders. The lack of vital resources continues to have a significant impact on

education, with one in ten Filipino children and youth being out-of-school. However,

the experiences of two school leaders suggest that leadership for social equity can be

achieved through innovative approaches that address the unique challenges faced by

each school.

On Overcrowding

"Overcrowding in Philippine Public Schools: Issues and Recommendations" by

Jerelyn S. Advincula - This study, published in the Journal of Education and Practice

in 2015, analyzed the causes and effects of overcrowding in public schools in the

Philippines. The study found that overcrowding has negative effects on student

learning and wellbeing and identified several recommendations to address this

problem, including the need for additional classrooms, teachers, and funding.

In a similar view, Okebukoka (2012), teaching as an activity consists of verbal

interaction between the pupils and their teacher as teacher aims to influence behaviour

of his/her student/pupils. The roles of the teacher according to the author include:

imparting knowledge, ensuring the physical development of the child, helping to

improve the child’s behaviour, taking care of the interest of the child, helping the child

with his personal problems and ensuring spiritual development of the child. These
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roles of the teacher cannot effectively take place in an overcrowded situation, because

there is a limit to the number of students /pupils a teacher can manage effectively well.

Meanwhile, Okebukola (2012) highlights the role of the teacher in shaping the

behavior and development of their students, including imparting knowledge,

promoting physical and spiritual growth, and addressing personal problems. However,

an overcrowded classroom can impede a teacher's ability to effectively manage and

fulfill these roles, given the limitations on the number of students they can effectively

attend to.

On Infrastructure/Facilities

The primary determinant factor in ensuring excellent teaching and learning is

school facilities. It is a tool for measuring educational growth and development. The

importance of school delivery and supervision in achieving educational goals cannot

be overemphasized. School facilities come at a high cost to the school structure, and if

they are not properly managed and conserved, they will disrupt students' academic

performance (Ahmodu & Sheu, 2018).

According to Adamu, Okerele and Hamidu (2022), they observed that with the

recent population explosion secondary schools are not well equipped, and even those

with facilities do not have an adequate number of facilitators. They also stressed that

most classrooms are short of required facilities which makes teaching and learning at

this level of education to be of low quality. However, public schools have a poor

maintenance culture, which means that school facilities are rarely maintained. One of

the major issues impeding school facility maintenance culture was a lack of funding.
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School facilities are a crucial factor in ensuring high-quality teaching and

learning. The state of these facilities can significantly impact educational growth and

development. Ahmodu and Sheu (2018) highlight that poorly managed and conserved

school facilities can lead to disruption in students' academic performance. In the face

of the recent population explosion, Adamu, Okerele, and Hamidu (2022) observed that

secondary schools are not well-equipped, and even those with facilities do not have an

adequate number of facilitators. Moreover, classrooms often lack the necessary

facilities, leading to a low quality of teaching and learning at this level of education.

Unfortunately, public schools tend to have a poor maintenance culture, resulting in the

infrequent upkeep of school facilities. This issue is exacerbated by a lack of funding,

which significantly impedes school facility maintenance culture.

On Achievement

On the contrary, experience shows that insufficient physical facilities lead to

some negative effect on students‟ interest to learn. Hence, their academic performance

is adversely affected. It is observed that students have low performance when they are

not having access to standard facilities such as library equipment and inadequate seats

in the classrooms (Akomolafe, C. O. & Adesua, V. O.,2016) Therefore, all of these

physical facilities will have an impact on the effectiveness of teaching and learning

process.

"School Facilities, School Attendance, and Academic Achievement: Evidence

from Rural Schools in the Philippines" by Vicente B. Paqueo and Aniceto C. Orbeta

Jr. - This study, published in the Philippine Review of Economics in 2016, analyzed

the impact of school facilities and attendance on academic achievement in rural

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 18

schools in the Philippines. The study found that school facilities and attendance are

significant predictors of academic achievement, with better facilities and attendance

associated with higher achievement.

In summary, research has shown that school facilities play a crucial role in

ensuring effective teaching and learning. When schools lack proper facilities such as

libraries, equipment, and adequate seating, it negatively impacts students' academic

performance and reduces their interest in learning. Inadequate facilities have been

found to result in poorer test scores and lower achievement. On the other hand,

providing decent facilities at schools enhances the learning process and is a booster to

students' achievement. Hence, it is essential to ensure that schools are adequately

equipped with the necessary facilities to promote effective learning and teaching.

Overall, the synthesis describes the importance of learning facilities, challenges

in the Philippine education system, and the advantages and disadvantages of the K-12

program.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 19

Conceptual Framework

The conceptual framework of the study is shown below.

INCREASE OF ENROLLEES

QUALITY OF EDUCATION
OVERCROWDING

IMPLEMENTATION OF
SCHOOL BUILDING
PROGRAM

CLASS SHIFTING

Figure 1. The Conceptual Framework

As shown in the illustration, four related factors are constituted for the

Implementation of School Building Program namely; a. increase in enrollees, b.

overcrowding, c. class shifting and d. the quality of education. This study considered

School Heads of Ilocos Sur National High School (ISNHS) and Pantay-Tamurong

Elementary School as the primary informants of the study.

Research Methodology

This chapter presents a discussion of the research design, sources of data,

locale of study, population of study, population of the participants, data gathering

instrument, data gathering procedure, data analysis, and ethical considerations.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 20

Research Design

The research design that was used was Phenomenological. Utilizing a

phenomenological research methodology that tries to understand the contexts, lived

experiences, and insights of the participants. Focused on the idea that the truth is made

up of all the diverse interpretations that different individuals have of the same event.

Studying the experiences of school heads' perspectives on the implementation of

school building programs is essential for ensuring that the program is implemented

effectively, and its impact on schools and their stakeholders is maximized. It can also

inform policymakers and program implementers on how to improve the program to

better meet the needs of schools and their stakeholders.

Sources of Data

Data were obtained through the answers of the participants on the interview.

The researchers also considered questionnaires, observation and social media as

secondary sources of data. By carefully selecting and analyzing the data sources,

researchers gained a comprehensive understanding of the experiences of students and

teachers and identify strategies to address the challenges of inadequate building

facilities. Answers were interpreted through analysis to easily understand the obtained

data and produce a general result and conclusion.

Locale of Study and Informants

This study was conducted on the school heads from Ilocos Sur National High

School (ISNHS) and Pantay-Tamurong Elementary School. It is important to consider

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 21

a few key factors that can influence the experiences of school heads with inadequate

building facilities. Some of these factors include: a. school size, b. socioeconomic

status, c. geographical location and d. teacher and student demographics.

PARTICIPANTS GENDER AFFILIATION AGE

Mrs. Editha C. Bagcal F Principal IV 54

Mr. Roberto B. Domondon M Principal III 53

Table 1. Profile of Participants

Population and Sample

Participants of this study were chosen by using purposive sampling. Taken

from the school heads of Ilocos Sur National High School (ISNHS). In criteria based

on the following:

1. A school head of Ilocos Sur National High School (ISNHS) and Pantay-

Tamurong Elementary School;

2. has first-hand knowledge about the implementation of school building

programs; and

3. willing to participate and to be a participant

Data Gathering Instrument

Data was obtained by interviewing respondents face-to-face and by utilizing

audio recording device to gather information. Utilization of paper and pens are also

essential for documenting data.

The researchers used a variety of data gathering instruments to collect

information from participants. Here are some included instruments and how they

might be used in this context:

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 Surveys: The researchers will design the survey with open-ended questions to

gather qualitative data from participants about their experience with inadequate

building facilities.

 Interviews: interviews can be used to collect in-depth qualitative data from a

smaller number of participants. The researchers will conduct individual or group

interviews with students and teachers to gain a better understanding of their

experiences with inadequate building facilities. Interviews will be structured or

unstructured and can be conducted in person or remotely.

 Observations: observations will be used to collect qualitative data on how students

and teachers interact with their learning environment. The researchers will observe

classroom activities, take note of the physical condition of the building, and

observe how students and teachers navigate the space. Observations will be

conducted in person or remotely and can be supplemented with photographs or

video recordings.

When selecting data gathering instruments, researchers should consider the

research questions and the needs of the participants. The researchers should also

ensure that the data gathering instruments are valid, reliable, and ethical, and that they

accurately reflect the experiences of the participants.

Data Gathering Procedures

The researchers followed a strict procedure to be conducted on May-June

2023. The procedure will be as follows:

a. Prepare a content-validated interview schedule in English.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 23

b. Secure permission to conduct the study from the Principal of Ilocos Sur

National High School, advisers of the participants, and the participants.

c. Conduct and assist the participants during the interview and explain the

objectives and requested extent of their participation in the research.

d. Analyze and interpret the collected data from the interview.

e. Support results of the data gathered through credible sources found in the

theoretical framework.

Data Analysis

Narrative analysis can be a useful approach for analyzing data in a study on

inadequate building facilities, particularly when it comes to understanding the

experiences of students and teachers. Narrative analysis involves examining the

stories, anecdotes, and personal accounts shared by participants to identify recurring

themes, patterns, and meanings.

In the context of inadequate building facilities, narrative analysis can help

researchers to: a. understand the experiences of teachers and learners, b. identify the

emotional impact by inadequate building facilities and c. develop recommendations in

addressing inadequate building facilities.

Narrative analysis can be a useful approach for analyzing data in a study on

inadequate building facilities, as it allows researchers to gain a deeper understanding

of participants' experiences, emotions, and perspectives.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 24

Ethical Considerations

As with any research study involving human participants, there are several

ethical considerations that researchers should keep in mind when conducting a study

on inadequate building facilities in education settings. Here are some key ethical

considerations:

Informed Consent

The participants in this study offer their consent knowingly, voluntarily,

intelligently, and clearly. Prior to the study, participants provided written consent and

were fully informed about the evaluation. Informants are informed about the project's

aim, how the findings will be used, and who will have access to the findings.

Voluntary Participation

Participation in this study is entirely voluntary, and there are no consequences

for refusing to participate. Participants are free to choose whether or not to participate,

with no pressure or force. In the event of a withdrawal, the researchers sought other

willing individuals to be included in the sample.

Respect for anonymity and confidentiality

Anyone other than the researchers has no access to or knowledge of any

identifying information. The participants' anonymity and confidentiality are of the

utmost concern, with any identifying information being eliminated from any published

report or document.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 25

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 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 29

Interview Questions

1. What has been your experience with the school building program? How has it

impacted your school?

2. What were some of the challenges you faced during the implementation of the

school building program? How did you overcome these challenges?

3. How did you prioritize the construction or renovation of school buildings?

What criteria did you use?

4. How has the school building program affected the learning and teaching

environment at your school? Has it had any impact on student academic

performance?

5. What support have you received from the government or other stakeholders

during the implementation of the school building program? What additional

support would you like to receive?

6. How have you involved teachers, students, and parents in the implementation

of the school building program? What feedback have you received from them?

7. What lessons have you learned from the implementation of the school building

program? What would you do differently if you had the opportunity to

implement it again?

Interview Questions (ILOKO)

1. Aniya ti kapadasan iti programa ti panagbangon ti pagadalan? Kasano ti epekto

na iti eskuelaanyo?
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 30

2. Ania dagiti sumagmamano a karit a naipasango kenka bayat ti

pannakaipatungpal ti programa a panagbangon ti pagadalan? Kasano a

naparmekmo dagitoy a karit?

3. Kasano nga inyun-unam ti pannakaibangon wenno pannakapabaro dagiti

pasdek ti pagadalan? Ania a pagalagadan ti inusarmo?

4. Kasano nga inapektaran ti programa ti panagbangon ti pagadalan iti aglawlaw ti

panagsursuro ken panangisuro iti pagadalam? Adda kadi epektona iti

akademiko a panagrang-ay dagiti estudiante?

5. Ania ti naawatmo a suporta manipud iti gobierno wenno dadduma pay a

maseknan bayat ti pannakaipatungpal ti programa a panagbangon ti pagadalan?

Ania a kanayonan a suporta ti kayatmo nga awaten?

6. Kasano nga inramanyo dagiti mannursuro, estudiante, ken nagannak iti

pannakaipatungpal ti programa a panagbangon ti pagadalan? Ania a feedback ti

naawatmo kadakuada?

7. Ania dagiti nasursurom iti pannakaipatungpal ti programa ti panagbangon ti

pagadalan? Ania ti naiduma nga aramidem no adda gundawaymo a

mangipatungpal manen iti dayta?

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 31

Conceptual Framework

The conceptual framework of the study is shown below.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 32

Popular
Words
Related to Distance Distance Learning Related
Reactions
Words: Predictors of Student's Response
Learning Evoked upon Hearing
"Distance Learning"

Feelings Associated kDistance

Learning

Figure 1: The Research Paradigm

This study entitled “Distance Learning Related Words: Predictors of Student’s

Response” has three (3) variables – Popular Words Related to Distance Learning,

Reactions Evoked upon Hearing Words Related to Distance Learning, and Feelings

Associated with these words to which can be seen above.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 33

Data will be collected through interviews and responses will be interpreted by

applying a phenomenological research design combined with narrative analysis.

Theoretical Framework

This section includes the discussion of hypotheses, principles, and observations

gleaned from available sources that are helpful in conceptualizing this study.

On Problem 1/ Variable 1:

(EXPLAIN, THEORIES THEORIES THEORIES, CITE SOURCE)

On Problem 2/ Variable 2:

(EXPLAIN, THEORIES THEORIES THEORIES, CITE SOURCE)

GAWIN ITO HANGGANG MA EXPLAIN LAHAT ANG VARIABLES)

Review of Related Literature

A useful framework for understanding Implementation of learning should

ideally not only pursue learning outcomes but also pay attention to student learning
process. Students activities and creativity are developed through various interactions
and learning experiences. As a basic element of learning that needs to be developed is
student learning activeness. School infrastructure is a facility that influences student
learning so that it can run optimally.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 34

Related Studies

Put researches here related to your topic

Operational Definition of Terms

The following terms are defined as they will be used in this study:

Key words and the variables ang ilagay dito. How it look like, see sample below

Research. Blah blah blah blah (naka bold diay word nga ma define then

followed by a period. Then the OPERATIONAL DEFINITION NA NG WORD)

RESEARCH METHODOLOGY

This chapter presents a discussion of the research design, sources of data,

locale of study, population of study, population of the participantss, data gathering

instrument, data gathering procedure, data analysis, and ethical considerations.

Research Design

This study uses a ______________________________

Sources of Data
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 35

Data will be obtained through the answers of the participants on the interview.

Answers will be interpreted through analysis to easily understand the obtained data

and produce a general result and conclusion.

Locale of Study

This study will be conducted on 60 students from Ilocos Sur National High

School ranging from the Salindeg, Tamag, and San Pedro area.

Population and Sample

Participants of this study will be chosen by using purposive sampling. Taken

from different sections to ensure data collection is done in a diverse manner. In criteria

based on the following:

Data Gathering Instrument

Data were obtained by using an interview to gather information on

__________________________________________________________

Data Gathering Procedures

The researchers will follow a strict procedure to be conducted on June 2021 –

July 2021. The procedure will be as follows:

f. Prepare a content-validated interview schedule in English.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 36

g. Secure permission to conduct the study from the Principal of Ilocos Sur

National High School, advisers of the participantss, and the participantss.

h. Conduct and assist the participantss during the interview and explain the

objectives and requested extent of their participation in the research.

i. Analyze and interpret the collected data from the interview.

j. Support results of the data gathered through credible sources found in the

theoretical framework.

Data Analysis

This study will use a narrative analysis design in interpreting data.

Narrative analysis is a ………………………………….

Ethical Considerations

Informed Consent

The informants of this study knowingly, voluntarily, intelligently, in a clear,

and manifest way gives their consent. Full consent from the participants was obtained

prior to the study and is fully informed about the evaluation conducted. Informants are

made aware of the purpose of the project, how the findings will be used and who will

have access to the findings.

Voluntary Participation

Participation in this study highly voluntary and no penalties are involved in

refusal to participate. Participants are freely given decision whether or not to do so,
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 37

without the exercise of any pressure or coercion. In case of any withdrawal in

participation, the researchers sought other willing participants to be included in the

sample.

Respect for anonymity and confidentiality

Any identifying information is not made available to, or accessed by anyone

other than the researchers. Anonymity and confidentiality of the participants are a

paramount importance, ensuring that any identifying information is excluded from any

published report or document.

Chapter II

PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data obtained as

specified in the statement of the problem in Chapter I. These data helped the

researcher to generate conclusion of this study.

Problem 1.

Problem 2.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 38

Chapter III

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, the conclusion, and the

recommendations forwarded by the researcher.

Summary

Findings

Recommendation
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 39

DOCUMENTATION
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 40

REFERENCES

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Teacherph. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021.
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 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 43

APPENDICES

Appendix A

LETTER OF REQUEST
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 44

Appendix B

LETTER OF REQUEST

Appendix C

LETTER OF REQUEST

Appendix D

LETTER OF REQUEST
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 45

Appendix E

Appendix E

CURRICULUM VITAE