Quality and Condition of Public High School Buildings of Baao Cam. Sur
description
Transcript of Quality and Condition of Public High School Buildings of Baao Cam. Sur
QUALITY AND CONDITION OF PUBLIC HIGH SCHOOL BUILDINGS OF BAAO, CAMARINES SUR
RAY ROMULO P. PENOLIO
Submitted in Partial Fulfillment of the Requirements for the Degree Master in Public Affairs
Major in Local Governance and Development
in the
School of Graduate Studies and Research Partido State University
Goa, Camarines Sur
August 2012
APPROVAL SHEET
The thesis attached hereto, entitled “QUALITY AND CONDITION OF PUBLIC HIGH SCHOOL BUILDINGS OF BAAO, CAMARINES SUR” prepared and submitted by Ray Romulo Penolio, in partial fulfillment of the requirements for the degree of Master in Public Affairs, Major in Local Government and Development is hereby accepted. Adviser
PANEL OF EXAMINER
Approved by the Committee on Oral Examination with the grade of __________.
Chairman
Member Member
Member
Accepted in partial fulfillment of the requirement for the degree of Master in Public Affairs, Major in Local Government and Development. Comprehensive Examination passed on ________________________.
Dean College of Education
TABLE OF CONTENTS
Page TITLE PAGE………………….………………………………………………….…..…………… i APPROVAL SHEET…………………………………………………………….………………. ii TABLE OF CONTENTS…………..……….……………………………….………………… iii LIST OF TABLES…………………….………………………………………………….……… iv LIST OF FIGURES……………………………………………………………………………… v CHAPTER
I THE PROBLEM……………………..………………………………..………… 1 Background of the Study…………………….……..…………………… 1 Statement of the Problem……………………………..………………… 6 Significance of the Study……………………………………….………… 7 Scope and Delimitation………………………………….………………… 9 Assumptions………………………………………………………..…………… 10 Hypotheses………………...…………………………………………….……… 11 Locale of the Study……………………………..…………………………… 11 Notes………………………………………………………………………………… 12
II REVIEW RELATED LITERATURE AND STUDIES…..…………. 15 Related Literature…………………….……………..……………………… 15 Related Studies ……………………………………….……………………… 25 Synthesis of the State of the Art……..…….………………….…… 33 Gap Bridged by the Study………………………………...……………. 34 Theoretical Framework………………………………………..…..……… 27 Conceptual Framework……………………………………….…………… 39 Definition of Terms………………………….……………………….……… 41 Notes………………………………………………………………………………… 43
III RESEARCH DESIGN AND METHODOLOGY……...……………… 46 Research Design………….………….………………………….…………… 46 Respondents…………….…………….………………………………………… 47 Procedure………………….……………………………………………………… 48 Data Gathering Tools…………………………..…………………………… 49 Statistical Treatment of Data…………………………………………… 49 Notes………………………………………………………………………………… 50
REFERENCES……………………………………………………………………………………… 51 APPENDICES………………………………………………………………………………..……. 56
LIST OF FIGURES
Figure No.
Title Page
1 Map of Baao 14 2 Theoretical Paradigm
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3 Conceptual Paradigm 40
CHAPTER I
THE PROBLEM
Background of the Study
School buildings are valuable structures in the community.
Primarily, it caters to the educational needs of the children; as
evacuation centers during calamities; as polling centers during
elections; as billeting areas during athletic events and as venues
for multifarious social and cultural activities.
There are about 50,000 schools nationwide considered as
second homes to about 20 million school children. Some of them
built during the pre-war and post-war periods (such as Gabaldon
and Army-type school buildings). Most schools are dilapidated or
ready for demolition or are no longer fit and safe for occupancy.
While it is true that there are repairs and maintenance activities
in schools, there were few assessment made on its present
condition and safety (Good Practices-Education and School
Safety EAPRO-Philippines, 2007). The perception is that people
are still far from the situation that they accept good design in
schools as standard (Assessing Secondary School Design Quality
Research Report, 2006).
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President Benigno Aquino III stressed that the government
should be able to finish 14,000 public school buildings before the
end of 2013, to offset the backlog of his predecessor. Hopefully,
these school buildings are safe and more conducive to learning.
Adding to the fact that there are 55,230 schools in the
Philippines, 22,214,895 students (based on enrollment 2010)
wherein 1,474,644 pre-schoolers, 13,934,172 elementary
students, 6,808,079 high school students. Teachers in the
secondary are 197,684. These are the driving forces to make
schools safe (DepEd, 2010).
Disaster disrupt and deter provision of educational
services; educators and learners are put into risk and lastly,
schools in the poorest and hazard prone areas are most
vulnerable (DepEd, 2010). In 2006, typhoons alone destroyed
7,000 public elementary and secondary school buildings and
more than 600 day care centers affecting about 470,000 school
children and 21,5000 pre-schoolers (Good Practices-Education
and School Safety EAPRO-Philippines, 2007).
The burgeoning population necessitates construction of
more classrooms. It was mentioned by President Aquino that the
government “before the next year ends, we will have built
66,800 classrooms needed to fill up the shortage we inherited –
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of these, we expect 10,000 for this year” (SONA, July 23,
2012).
On its part, the Department of Education through DepEd
Memorandum No. 231, series of 2006, Assessment of the School
Building’s Structural Integrity and Stability (Assist) Nationwide,
states that the Department of Education (DepEd) through the
Physical Facilities and School Engineering Division (PFSED) will
conduct a nationwide assessment of the structural integrity of
the school buildings and other structures being used for
classroom instruction. The assessment aims to provide safe,
stable deterioration through periodic assessment and inspection
in terms of the structural strength, stability, and load bearing
capacity. The assessment specifically will identify school building
that are not safe for occupancy and recommend demolition or
major repair/rehabilitation as the case may be. However, the
implementation of this Memorandum remains to be seen. In the
case of the Municipality of Baao which is the subject of this
study, there are five (5) existing public secondary schools which
are yet to be assessed on its present condition and extent of
compliance to standards.
With the foregoing, the researcher, being a licensed and
practicing engineer believes that an assessment of the conditions
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and quality of school building with the participation of the
community stakeholders is necessary in order to ensure safe and
conducive infrastructure for learning.
Statement of the Problem
This study will assess the quality and condition of existing
public high school buildings in Baao, Camarines Sur. Specifically,
this will answer the following questions:
1. What are the conditions of the public high school
buildings in the Municipality of Baao in terms of:
a. Location
i. safe access, egress, and travel distance
ii. appearance, freedom from noise, smoke and
odors
iii. surrounding development vs. deterioration of
the general environment
iv. location assessed in terms of manmade and
natural hazards (e.i. reasonable distance from
faultlines, or not located in low lying areas/flood
prone)
b. Environmental Factors
i. thermal
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ii. accoustic
iii. visual
iv. aesthetic
c. Building Features
i. roofs
ii. framing, floors, foundations
iii. exterior walls, finishes, windows and doors
iv. interior finishes, and trims
v. plumbing
vi. electrical power
vii. provision for the disabled
2. What is the extent of compliance of the buildings to the
standards with regard to:
a. Structural Soundness
i. earthquake proof
ii. flood proof
iii. typhoon proof
b. Plumbing and Sanitation
i. sanitation adequacy
ii. housekeeping quality
c. Electrical
i. fire safety
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d. Accessibility and Use by the Handicapped
3. Is there a significant difference in the assessment of the
different respondents on the conditions of the public high
schools?
Significance of the Study
The present study may be beneficial to the following
individuals and entities:
Schools Administration. The results of the present study
may give a better bird’s eye view of the structurally sound
classrooms that would suit the needs for optimal academic
learning of the students.
Occupants/End-Users. The students will be occupying
room that is conducive to learning activities and free from
building hazards. This also applies to the teachers. The teachers
and school heads can work effectively and efficiently when the
classroom atmosphere is favorable. The parents and other
members will be inspired occupying rooms that are
built/constructed properly.
PTA. The result of the present study may provide them
the feeling of security for their students. Furthermore, this may
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also serve as their guidance in choosing classrooms with regard
to their safety.
Constituents of Baao. The results of the present study
may provide them with data as to the safety of the buildings of
the secondary public schools in Baao. In the same manner, the
proposed measures may also provide better and safer
educational haven to the students.
Community. The findings of the present study may
contribute to the awareness of the community on the condition
and extent of compliance to standards of the secondary public
school buildings on the locality.
LGU Officials. The results of the present study may
enable the Executive and Legislative departments of Baao to
enact, promulgate and adopt effective policies and innovations
that will strengthen the school system in the municipality.
School Building Project Implementer. The DPWH
District Engineering Office engineers will be aware that the
Department of Education monitoring system and evaluation
model of the school building project is a potent arm that helps
ensure that school buildings will be constructed as planned. On
the other hand, the contractors will be aware that constructions
of school buildings are comprehensively monitored based from
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existing plans and specifications. This will give them ample
chances in improving their projects based on work specifications.
Department of Education. The result of the present
study may serve as guide if and when monitoring system and
evaluation model may be adopted for the safeguarding of the
public school buildings not just in the municipality of Baao but in
the Philippines.
Other Researchers. The present may provide researchers
with baseline data that can be used for future researches.
Scope and Delimitation The present study will assess the quality and condition of
public high school buildings in Baao, Camarines Sur. The present
study will include the conditions of school building which will be
measured in terms of a) location; b) environmental factors; and
c) building features.
In the same manner, the extent of compliance of the
buildings in public high schools will be measured in terms of a)
structural soundness; b) plumbing and sanitation; c) electrical;
and d) accessibility and use by the handicapped.
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The significant difference in the assessment of the different
respondents on the conditions of school buildings will likewise be
tested in the study.
The public high schools that will be considered will be Baao
National High School, Agdangan High School, Caranday High
School, Eusebia Paz Arroyo Memorial High School, and Nonito
Paz Arroyo Memorial High School. The respondents will be the
faculty, administrators and parents of the respective schools.
The study will be conducted in Baao, Camarines Sur in the
months of September to October 2012.
Assumptions The present study is guided by the following assumptions:
1. The conditions of the public high schools as assessed by
its faculty, administrators and parents can be measured in terms
of location, environmental factors and building features.
2. The extent of compliance of the buildings in public high
schools differs along structural soundness, plumbing and
sanitation, electrical, and accessibility and use by the
handicapped.
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Hypotheses
1. There is no significant difference in the assessment of
the different respondents on the conditions of the public high
schools.
Locale of the Study The present study will be conducted in the municipality of
Baao, Camarines Sur which is approximately 30 kilometers south
of Naga City and 438 kilometers south of Metro Manila. It is a
political subdivision of the Fifth (5th) District in the province of
Camarines Sur. It is composed of 30 barangays with eight
thousand four hundred ninety six (8,496) households, has a total
land area of fourteen thousand three hundred four (14,304)
hectares and has an estimated population of fifty two thousand
four hundred sixty six (52,466) as of year 2007 census.
The Office of the Municipal Development and Planning
Council of Baao, pegs its annual per capita income at
Php5,283.84, equivalent to roughly US$101.61 as of 2000.
Poverty incidence is estimated at 63.7 percent. In spite of the
high incidence of poverty, the municipal government envisages
Baao as a potential agro-industrial area. Economic activity is
mainly agriculture based—poultry, egg farming, aquaculture
(tilapia fingerling production), rice and coconut farming.
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Figure 1
Map of Baao, Camarines Sur
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The municipality’s mission statement for the economic
services sector, which identifies agriculture, commerce, trade
and industry, and tourism as its key development areas, is “to
provide favorable business opportunity on agro-industry” (Baao,
2001). Baao is classified as a third class municipality and Baao
has five (5) secondary public school buildings.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and
studies. Books, journals, and other printed and unpublished
materials including the net were used which provided the
researcher a better perspective about the present work.
Related Literature
The related literature presents information about past
researches related to the use of educational games in developing
problem solving skills among the pupils. These include written
reports on books, journals, magazines, hand-outs and public
documents.
Conditions of Schools Buildings
The Prairie Spirit School Facilities (2007) reported various
aspects of school building. Among the aspects are: a) school
sites which should be large enough, functional, with good
dimensions, playground equipment, an asphalt play area, a bus
loop and adequate parking facilities, must have proper drainage,
good landscaping and set up to accommodate individual and
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group games, activities and sports and healthy environment; b)
area per student which is an indicator of school capacity derived
by dividing the total gross area of a building by the actual
students enrolment; and school capacity which is based on the
classroom count (number of regular classrooms, science labs
and art rooms only) multiplies by an average enrolment of 25
students.
Savage (2007) noted that physical arrangement can affect
the behavior of both students and teachers and that a well-
structured classroom tends to improve students’ academic and
behavioral outcomes. Furthermore, the classroom environment
acts as a symbol to students and others regarding what
teachers’ value in behavior and learning.
Weiner (2007) stated that if a classroom is not properly
organized to support the type of schedule and activities a
teacher has planned, it can impede the functioning of the day as
well as limit what and how students learn. However, a well-
arranged classroom environment is one way to more effectively
manage instruction because it triggers fewer behavior problems
and establishes a climate conducive to learning.
Earthman (2002) stressed that the age of the school
building has been tested as a factor in relationship to student
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achievement. Age of building in and of itself is usually not an
important factor in influencing student performance, but the
building components that are necessary for good student
learning (e.g. thermal quality and acoustical control) are usually
absent in older buildings. If older buildings do have some of the
important components, these components may well be
compromised because of poor maintenance or retrofitting
practices. Moreover, he explained that older buildings usually do
not have the main attributes of a modern building that are
associated with a positive physical environment conducive to
student learning. Normally such buildings do not have positive
thermal control in the classrooms where the temperature can be
controlled. Even when an older building has classroom control of
the heating/cooling/ventilation, the old shell of the building is
not sound enough to eliminate drafts of air coming into the
space. Likewise, older structures characteristically do not have
proper illumination. In most modern buildings acoustical control
measures have been installed, but older buildings do not have
such measures to control noise. Many of the building factors that
are necessary for proper learning environments are simply
absent in older buildings, but are present and functioning in new
buildings.
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According to Manacsa (2006) the participation and
influence of societal organizations are more manifested on the
level of local government and at the implementation phase of
policy making. This is understandable since in many developing
countries, sub-national levels of government, and of the
bureaucracy in particular, enjoy less access to resources and
welcome all forms of external help. Complementarily, societal
organizations at this level have emphasized parallel alternative
project-based activities, often not incompatible with local
government objectives. These have included organizations for
relief and welfare provision, technology transfer, human
development (self-help, education, income-generation), and
community organizing (cooperatives, cause-oriented and/or
sector-based advocacy groups). In some cases, societal
organizations have even cooperated with local governments and
sub-national bureaucratic offices in implementing various
development projects.
Accordingly, Franco (2005) pointed out that the state of
the school environment can influence teachers and students. He
also stated that a good school environment conducive to
teaching-learning apparently supports the improvement of
pupils/student performance.
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Castroverde(2005) noted that there is a need to point out the
conditions accompanying people’s efforts for nation building and
development. The concept of development in the five decades
have been expanded and enlarged. Development was at first,
thought of as improving a nation’s techno-economic capability to
enable it to achieve progress and modernization. After a decade,
it was realized that the social outcome is economic growth in
terms of people’s improved quality of life have to be considered.
However, this idea of development modified due to failure to
achieve significant economic growth and raise the standard of
living. This kind of ethical dilemma comes in when the opposing
development views have reasons and preferences hat are valid
and important in their own right, so that the choice between
alternatives is making a decision difficult to make because of
national development priorities at the expense of the
reformatory alternatives.
Chaney, et al. (2007) reported on a survey of school
principals conducted by the National Center for Education
Statistics (NCES) in the Institute of Education Sciences, U.S.
Department of Education. They presented current information on
the extent of the match between the enrolment and the capacity
of the school buildings, environmental factors that can affect the
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use of classrooms and school buildings, the extent and ways in
which schools use portable buildings and the reasons for using
them, the availability of dedicated rooms for particular subject
areas (such as science labs or music rooms), and the cleanliness
and maintenance of student restrooms. The data were collected
from mid-September 2005 through late January 2006 from
public elementary and secondary schools in the 50 states and
the District of Columbia. T-tests were used to test for statistical
significance. It was found that more than half of the principals
reported that their school has fewer students than the school’s
design capacity. There were nine specific environmental factors
examined: artificial lighting, indoor air quality, size or
configuration of rooms, acoustic or noise control, physical
condition, ventilation, heating, natural lighting, and air-
conditioning. Overall, for eight of the nine environmental factors,
almost all said that each factor was either satisfactory or very
satisfactory in their permanent buildings. The only exception was
air conditioning in which a few of the schools did not have air
conditioning in their permanent building, and thus, did not rate it
as either satisfactory or unsatisfactory. Almost half of the
principals were very satisfied with the cleanliness and
maintenance of school restrooms at the school.
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The study of Sullivan (2006) investigated the relationship
between school building conditions and student academic
achievement in Pennsylvania’s high schools. A step-wise
regression analysis identified that a relationship exists between
high school building conditions and student academic
achievement in Pennsylvania’s high schools. As the building
conditions in the participant high schools surveyed improved, a
corresponding increase in the academic achievement of its
students was noted. It did not appear to matter if the
improvement in a school buildings condition was cosmetic or
structural; any improvement in a school buildings condition was
associated with an increase in student academic achievement.
This would seem to indicate that a relationship exists between
student academic achievement and school building conditions in
Pennsylvania high schools.
Earthman (2002) determined the correlation of the school
facility conditions and student academic achievement. It was
found that school building design features and components have
been proven to have a measurable influence upon student
learning. Among the influential features and components are
those impacting temperature, lighting, acoustics and age.
Researchers have found a negative impact upon student
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performance in buildings where deficiencies in any of these
features exist. In addition, overcrowded school buildings and
classrooms have been found to be a negative influence upon
student performance, especially for minority/poverty students.
Moreover, it was further concluded that the overall impact a
school building has on students can be either positive or
negative, depending upon the condition of the building. In cases
where students attend school in substandard buildings they are
definitely handicapped in their academic achievement.
Correlation studies show a strong positive relationship between
overall building conditions and student achievement.
Al-Enezi (2002) explored the relationship between school
building conditions and the academic achievement of twelfth
students in selected public high schools in Kuwait. It was
concluded that a significant positive relationship was found
between the overall, structural, and cosmetic building condition
and student achievement in the Sciences major when all 56
school buildings were analyzed. There was a significant positive
relationship between the overall and structural building condition
and student achievement in the Arts major when all 56 school
buildings were analyzed. A significant relationship was found
between building conditions and academic achievement in boy’s
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schools in the Sciences major; building conditions had a lesser
impact on academic achievement in the boy’s schools in the Arts
major; in the girls’ schools, building conditions did not affect
academic achievement in either the Sciences major or Arts
major; and graffiti and roof leaks were main predictors of
physical aspects of a building’s condition that accounted for
student achievement.
Extent of Compliance
According to Chakrabarti (2012) an existing building which
may not comply with requirements of the earthquake building
codes because of various codes. These are as follow: 1) the
building may not have been designed initially to resist
earthquake loads, as it may have been constructed before such a
code was adopted, or even if adopted it may not have been
mandatory; 2) even if the building was initially built to the
earthquake code provisions, the seismic resistance requirements
may have been revised upwards in the later revisions of the
code; 3) the use of building may have changed requiring higher
level of safety; and 4) the condition of the building may have
deteriorated over the years, in the absence of proper
maintenance.
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Shrestha et al. (2010) noted that the solutions for
mitigating earthquake hazard for school buildings are different
for new buildings and existing buildings, with respect to the
challenges faced by each category. The common procedure for
earthquake mitigation buildings is as follow: a) for new
buildings, the mitigation measures include the designs and
construction process. The design of the buildings must comply
with the current building code and the construction must be
appropriate following design specifications and drawings; 2) for
existing buildings, the mitigation measures consist of assessing
the structural performance to resist design earthquake forces
based on current building codes. If the assessment found that
structures are not adequate, retrofitting strategies should be
designed to improve the building’s performance.
Accordingly, Wade et al. (2007) pointed out that there are
factors associated with the fire as noted by school staff, pupils
and parents as disrupting teaching and learning. These include:
the time of year that the fore occurred; changes in
accommodation; and loss of resources or facilities. Moreover,
with schools that are maintained by a local education authority,
responsibility for fire safety is usually shared between the
governing body and the head teacher. Thus, with this, it is
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required that every part of a school building, and of the land
provided for a school, shall be such that the safe escape of the
occupants in case of fire is reasonably assured particularly the
likely rate at which flames would spread across exposed
surfaces; resistance to fire of the structures and of the materials
of which the structures are made, and their other properties;
and the means to escape in case of fire.
The DepEd Educational Facilities Manual (2010) stressed
that the availability of an acceptable building is an important
requirement for the operation of a school. To be acceptable, a
building shall be safe, sanitary and adequate. It was further
stated that a safe school building is structurally stable to resist
lateral forces, such as strong winds, earthquakes, etc.; shall be
free from structural defects and deficiencies so as to resist
distortion and rapid deterioration; and design and construction
shall include provisions for fire resistance, fire prevention, and
against accidents; provisions for persons with disability, and
other necessary facilities to secure it against thieves, stray
animals, and intruders. Moreover, it should be hygienic and
sanitary condition at all times to protect the health of the
pupils/students and the teachers. Finally, there shall be a
sufficient number of standard classrooms to accommodate the
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school enrolment as well as enough internal spaces for other
basic curricular and administrative needs.
Luna et al. (2008) reported in the Advocacy and Plot
Project Implementation in Educator Sector in South East Asia for
Center for Disaster Preparedness in the Philippines that there are
two types of plans for the design and specifications of public
elementary and secondary buildings, the Standard Building Plan
and Special Building Plan. The Standard Building Plan is prepared
by the architects and engineers of the Department of Education
(DepEd) and the DPWH and approved for general use in all
schools throughout the country. On the other hand, the Special
Building Plan is a plan designed specifically for a particular
school for a special purpose or because of certain unique or
peculiar features of the school site. Special building plans are
designed for schools that pose danger for occupants in cases of
calamities and man-made hazards. The following are considered,
as suggested by DepEd architects and engineers: 1) Soil
Stability, a special foundation/footing is constructed when soil-
bearing capacity is too low on a particular area. His does not
conform to the uniform guidelines that is being followed by
DepEd and it might double or triple the expenses for the
materials and construction itself; 2) Wind Forces, a Hip-truss is
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constructed to counteract wind pressure that is usually caused
by string typhoons. I coastal areas, a roof deck is usually
constructed so that no wind pressure is absorbed; 3) Floods, in
flood prone areas, the school building is elevated and special
foundations are designed for this purpose.
According to Luna et al. (2008) new school buildings are
usually acquired through allocation from the national
government by donations and from voluntary contributions.
Under the national government school building program, funds
are provided in the national budget every year for the
construction of new school buildings. The school buildings are
allocated according to a prioritized list prepared based on the
following criteria: 1) to replace school buildings destroyed by
natural calamities and fortuitous events; 2) to replace old and
dilapidated school buildings which have been condemned; 3) to
provide new school with high shortages (Red and Black Schools)
to accommodate the increase in school population or to
decongest existing ones; 5) to replace makeshift and temporary
school buildings; and 6) to provide school buildings to
accommodate classes currently housed in rented buildings,
school stage, gymnasiums, etc.
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They further detailed the design requirement that
conforms with the National Building Code of the Philippines and
considered in the design of school buildings: a) Windows,
windows openings shall be equal to or at least ten (10) percent
of the floor area of the room, provided that such opening shall
be not less than one square meter; b) Ceiling Height, ceiling
height of rooms with natural ventilation shall not be less than
2.70 meters measured from the floor to the ceiling, rooms
provided with artificial ventilation shall have ceiling heights not
less than 2.40 metes; c) Floor Construction, all floors shall be
framed and secured into the framework and supporting walls so
as to form an integral part of the whole building; the type of
floor construction used shall provide means to keep the beam
and girders from lateral buckling; d) Roof Construction, all roofs
shall be so framed and tied into framework and supporting walls
so as to form an integral part of the whole building, dark stops,
roof drains, flushing, etc. shall be provided; e) Exit Doors: At
least two (2) Exit Doors are required where the number of room
occupants is over 50 in the case of classrooms, conference
rooms, exhibit rooms, gymnasia, school shops, vocational
institutions, laboratories, and auditorium; a door shall not be
less than 2.10 meters high and 900 millimeters wide; f) Door
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Shutters, door shutters shall be swing out and be capable of
opening at least 90 degrees so that the clear width of the exit
way is not less than 700 millimeters. No door shutter shall
exceed 1.20 meters in width; g) Corridors, every corridor shall
not be less than 1.10 meters wide and shall be unobstructed;
and h) Stairways, Stairways serving an occupant load of 50 or
less must be 1.10 meters wide; those serving more than 50 shall
not be less than 1.50 meters. The rise of every step shall not
exceed 200 millimeters and the tread shall not be less than 250
millimeters. Handrails shall be provided on each side of every
stairway having more than four steps (Luna et al., 2008)
Alejandro as cited by Clemente (2006) promotes school
building of future where classroom is known as the home. He
stressed its relevance even where some barangays still do not
have schools or have not enough buildings, books and teachers.
Some hold class under the trees. He further pointed out the need
to know what the future holds; the need to upgrade to a level
that the students can compete globally. The school building of
the future maybe composed of knowledge resource center where
computers, library, work stations, communication multi-media
workshops are housed, science and technology centers, parks,
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auditorium, teacher corner and rooftop discussion could be
found.
Camhit (2007) concluded that projects in the Municipality
of Kapayan showed that there are factors hampering the better
implementation of such projects. Among others, lack of funds,
lack of supervision and monitoring, delay in preparation of
papers, political intervention, dummy contractors/sub-contracts
system, personal interest of contractors and inactive monitoring
of officials.
Geventa (2006) concluded that legal frameworks are
necessary but not sufficient for guaranteeing citizen
participation. They are subject to both constraining and enabling
factors that affect how they are taken up in practice.
Constraining factors identified in this report include: limited local
government powers and participatory bodies, particularly fiscal
power; conflict between channels for participation and
bureaucratic structure; barriers to representation by
marginalized groups; corruption and lack of accountability; and
policy frameworks that are themselves restrictive. Enabling
factors include mobilization by citizens and action by civil society
for policy reform, monitoring of local government and developing
participatory forms of consultation.
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Tanacio (2005) reported that monitoring and evaluation of
infrastructure development projects in Benquet revealed that the
objectives of the project monitoring and evaluation system
pointed out were elimination of ghost safeguard project funding
duplication, maximizing local resources and improving social and
economic areas of development.
Tello (2005) found that the level of implementation on the
policies and guidelines of infrastructure planning, programming
and designing at Benquet Provincial Engineering was moderately
implemented as perceived by the implementer and clientele
respondents. It was further revealed that infrastructure projects
are planned programmed and designed as to funds, feasibility
study, priorities by political leaders, availability of sufficient data
and development needs.
Mores (2003) determined the relationship between work
ethics and quality infrastructure, concluded that along
observance of the code of ethics, most observed was no
nepotism in upholding public interest. Along professionalism,
most and least observed, were performing duties with excellence
and professionalism, respectively. Along justness and sincerity,
most and least observed were being true to people and acting
just and sincere dealing with everyone respectively. Along
30
political neutrality, most and least observed were implementing
plans, and controls and monitoring, respectively. Significantly
correlated were work ethics and preliminary survey, work ethics
and program of work, work ethics and public bidding, work
ethics and project implementation, work ethics and project
monitoring respectively in the four Engineering Districts.
Furthermore, commitment to public interest and simple living
were significantly correlated with the extent of implementation;
while professionalism, justness and sincerity and political
neutrality were found not correlated. Among districts, there was
no significant difference in the extent of observance of the
ethical standards among the areas; however, there was a
significant difference in the extent of observance of the ethical
standards among the four districts.
Serrano (2002) concluded that the environmental
management policies of tertiary schools were generally evident.
Along waste management, environmental management were
less evident while the practices on resource management,
energy conservation and water conservation were evident,
respectively. Institutional factors associated with implementation
of policies were: type of school, location of school, number of
buildings, size of campus and population size. There were
31
significantly differences between the government and non-
government schools along waste management, water
conservation and energy conservation practices.
Estrellado (2002) determined the financial management of
state college in Bicol Region, revealed that one school has the
biggest financial requirements for personal services,
maintenance and other operating expenses and capital outlay
among three schools. Furthermore, the study revealed that one
school was weak in fund sourcing but string in budget
preparation and in utilization of resources while another school
was weak in financial planning and in budget preparation but
strong in financial control. It was thus, concluded that the level
of management and number of employees were directly
associated with financial management of the state colleges,
while budget, length of operation and curriculum offerings were
inversely associated.
Dizon et al. (2002) reported a case study conducted which
aimed to transform the La Sallian schools in the Philippines into
“green schools” where physical surroundings, management
systems, values and lifestyles of the people reflect care and
stewardship of the earth’s resources. The findings of the green
analysis under resource management were: the use of
32
incinerators in most schools; dependence on government
garbage collection in many schools; dumping of wastes in creeks
and rivers; burial in dump sites; the adoption of paper recycling
in most schools; the implementation of waste segregation by
maintenance personnel in some schools; and the practice of
energy conservation measures in some schools. For non-
ecological areas/ activities, the findings were: there is no
centralized waste management program in the school; majority
of the schools reported minimal student interest and
participation in environmental activities; a very strong
dependence on the janitors for the cleanliness and maintenance
of the surroundings; integration of environmental-related values
has to be strengthened in the following areas: science-related
subjects; specific courses on waste management; social
sciences; values education; community development program;
community extension and reach-out programs; health education
and practical arts; and special ecological seminars. The ongoing
environmental activities are: implementation of smoking ban;
coral reefs rehabilitation; reforestation/ tree planting; ecology
farm; adopt-a-mountain program; care for the topsoil and paper
recycling.
33
Synthesis of the State of the Art
The contextual basis of the policies and memorandums
with regard to public school buildings in the Philippines were
resented for further realization as to how infrastructures in the
schools are maintained according to the implementation of the
Department of Education and DPWH.
The related studies presented here were selected on the
basis of their significance in promoting directions for this present
study. Numerous studies have been conducted to determine the
conditions of the school buildings. The research conducted by
Sullivan, Earthman, and Al-Enezi looked into the condition of the
school buildings and its relationship with the performance of the
students. On the other hand, Tanacio, Tello and Mores delved
into the evaluation of the infrastructure as implemented by
provincial government. With regard to the evaluation on
capacity of school building, Chaney et al. reported on survey
conducted to the school principals. Accordingly, Camhit
concluded on the factors that hamper the better implementation
of projects while Geventa concluded on the legal frameworks
necessary for guaranteeing citizen participation.
34
Gap Bridged by the Study
As revealed in the foregoing studies, it is apparent that no
study has been conducted to assess the condition of the high
school buildings in Baao, Camarines Sur specifically with regard
to location, environmental factors and building features; and
extent of compliance of the buildings to the standards in terms
of structural soundness, plumbing and sanitation, electrical, and
accessibility and use by the handicapped as assessed by the
faculty, administrators/ school heads and parents. Moreover, this
will conclude on the significant difference in the assessment of
the different respondents on the conditions of the public high
schools. This is the gap that the researcher bridged.
Theoretical Framework
The present study is anchored to the theories of Cash
Theoretical Model on Building Condition (1993), Social Exchange
Theory of Blau, (1964), and Maslow’s Hierarchy of Needs (1954).
Figure 2 presents the framework of the different theories.
Cash Theoretical Model on Building Condition (1993)
Cash (1993) designed a theoretical model which addressed
the relationship between building condition and selected student
35
outcomes would be incomplete if it failed to address the set of
circumstances which preceded current building condition.
The model contends building condition potentially affects
student achievement and student behavior directly and
indirectly. The direct impact to student achievement and student
behavior might come from climate control, illumination, density,
acoustics, color or availability of resources. The indirect impact
to both student achievement and student attitude behavior
might come from student attitude which can be influenced by
both faculty and parental attitudes. More so, she stated that all
might be affected by how well-maintained a building appears.
The building’s appearance could be viewed as an indication of
the importance the leaders place on education. If building
appearance is the physical expression of the community and if
appearance is good, it provides positive influence on those who
view it.
Social Exchange Theory - Blau, (1964).
This study is also anchored to the Social Exchange Theory
as explained by Blau (1964), that in order for the different
stakeholders participate in making sure that the school buildings
were built in accordance to mandated rules and regulation, they
should perceive that in doing so, they can satisfy their own
36
interest such safety for own school children. Accordingly, Social
Exchange theory posited that the individuals will enter into and
maintain a relationship with that as long as they can satisfy their
self-interests and at the same time ensure that the benefits
outweigh the costs. An individual will seek to maximize his or her
profits and minimize losses in interactions with others. In terms
of continuing relationships, individuals will try to maintain those
exchanges which have proven to be rewarding in the past, and
break off those which proved to be more costly than rewarding,
and to establish new relations which have a good chance of
being more rewarding than costly.
Maslow’s Hierarchy of Needs (1954)
Maslow (1954) outlined the most influential of content
theories. He suggested a hierarchy of needs up which progress.
Once individuals have satisfied one need in the hierarchy, it
ceases to motivate their behaviour and they are motivated by
the need at the next level up the hierarchy.
1. Physiological needs such as hunger and thirst are the first
level on the hierarchy.
2. Security needs such as shelter and protection are the next
level.
37
Figure 2 Theoretical framework showing the different theories that describe the necessity for the school buildings to be safe.
PUBLIC SCHOOL
BUILDINGS IN BAAO,
CAM. SUR
38
3. Social needs such as need for satisfactory and
supportive relationships are the next level.
4. From these needs, the individual can move up the
hierarchy to higher order needs. Self–esteem needs for
recognition and a belief in oneself is the next level.
5. Finally, the progression leads to the need to realize
one’s full potential, which is termed self – actualization.
Only a small proportion of the population achieves this
level.
Safety is the feeling people get when they know no harm
will befall them, physically, mentally, or emotionally; security is
the feeling people get when their fears and anxieties are low.
According to Maslow's hierarchy, if a person feels that he or she
is in harm's way, higher needs will not receive much attention.
Once physiological needs are met, one's attention turns to safety
and security in order to be free from the threat of physical and
emotional harm. Such needs might be fulfilled by: living in a safe
area, medical insurance, job security, or financial reserves.
In this study, the researcher posits that school buildings
should maintain a certain condition that would affect student
achievement and student behavior directly and indirectly. The
direct impact to student achievement and student behavior
39
might come from climate control, illumination, density,
acoustics, color or availability of resources. In order to attain this
building condition, the different stakeholders should participate
in the construction itself, their participation can be elicited
through social exchange proving to them that in doing so they
could uphold their own interest by making the building safe and
conducive to learning. Furthermore, the school buildings should
also provide one of the basic needs which is safety. It means
that students, together with their parents, and their teachers are
not that anxious on safety condition of the school thus they
could focus more in learning.
Conceptual Framework
The Conceptual Paradigm of the study served as the
researcher’s guide, concept and ideas as well as the main thrust
of the study. This study will focus on the condition and extent of
safety of the selected high school buildings in Baao, Camarines
Sur. Figure 3 presents the conceptual paradigm of the present
study.
Input. This consists of all the things actually entered into
the system. These are the quality and conditions of the existing
high school buildings.
40
FEEDBACK
INPUT PROCESS OUTPUT
Figure 3
Conceptual Paradigm of the Study
Proposed Measures for the Enhancement of
the Building Condition of the
High School Buildings
1. Conditions of School Buildings • Location • Environmental
Factors • Building Features
2. Extent of Compliance to Standards • Structural
Soundness • Plumbing and
Sanitation • Electrical • Accessibility and
Use by the Handicapped
3. Significant difference in the assessment of the different respondents • Conditions of
public high schools
-Preparation of Survey
Questionnaire -Validation and
Reliability test of Research
Instrument -Administration
of the Instrument -Analysis
-Interpretation
41
Process. This referred to the transfer or transformation
function which transforms the input to output. This includes all
the needed information in determining the condition and extent
of safety of the selected high school buildings.
Output. This is the product or accomplishment of the
system in which in this study regard as the proposed measures
for the enhancement of the building condition of the high school
buildings.
Definition of Terms
The following terms are defined conceptually and
operationally for better understanding of the readers.
Condition. This refers to the state and situation with
regard to external circumstances or influences, or physical or
mental integrity, health and strength. In this study, this refers to
the state and situation with regard to the buildings of the public
secondary school buildings in Baao, Camarines Sur.
Extent of Compliance. This refers to the degree of
acting according to certain standards. In this study, this refers
to the degree of acting according to the accepted standards of
the public high school buildings in terms of structural soundness,
42
plumbing and sanitation, electrical, and accessibility and use by
the handicapped.
Quality. This refers to the measure of excellence or state
of being free from defects, deficiencies, and significant
variations, brought about by strict and consistent adherence to
measurable and verifiable standards to achieve uniformity of
output that satisfies the user requirements. In this study, this
refers to the inherent or distinguishing characteristics of the
buildings of the public high schools in Baao, Camarines Sur as
assessed by the faculty, administrators/school heads and
parents.
School Buildings. These refer to the institution where
instruction is given. In this, this refers to the secondary public
school institutions where instruction for secondary students is
given specifically in Baao, Camarines Sur.
CHAPTER III
RESEARCH DESIGN AND METHODOLODY
This chapter is a presentation of the methods and
procedures which are used in the study. This further presents
the respondents of the study and statistical tools as well.
Through this the goals of the study will be realized.
Research Design
The present study was quantitative research which
employed the descriptive comparative method. This will assess
the quality and condition of existing high school buildings in
Baao, Camarines Sur.
The main goal of this type of research is to describe the
data and characteristics about what is being studied. The
descriptive method is designed for the investigator to gather
information about presenting existing conditions. In this study,
the descriptive method will describe the conditions of the school
buildings in terms of location, environmental factors and building
features and extent of compliance of the buildings in public high
schools along structural soundness, plumbing and sanitation,
electrical, and accessibility and use by the handicapped.
44
On the other hand, the comparative method will be
designed to compare two or more things with a view to
discovering something about one or all of the things being
compared. This method provides an explanation about the
extent of relationship between two or more variables. It
examines the relationships including similarities or differences
among several variables. In this study, this will be utilized to
determine the significant difference on the assessment of the
different respondents on the conditions of the public high
schools.
Respondents of the Study The respondents of the present study will be from different
groups namely: the faculty, administrators/school heads and
parents of the respective schools.
The respondents of the different groups will be chosen
through purposive sampling that will be selected in accordance
with the purpose of the present study. The administrators/school
heads and faculty respondents will be composed of one (1) and
five (5) respectively in each school. On the other hand, the
random sampling method will be utilized to select the parent-
respondents in which ten (10) per school-subject will be
45
selected. The date will be gathered through one of the scheduled
PTA monthly meetings.
Procedure of Data Gathering
Permission to Conduct the Research. The researcher
will personally give the letter to the respective school heads of
the different subject-schools requesting to conduct the study.
Formulation of the Questionnaire. The organization of
the items in the questionnaire will be formulated based on the
literature gathered. The present study will utilize a validated
questionnaire which will be used by the different groups of
respondents.
Validation of the Instrument. The researcher will
conduct a dry-run of instrument in one of the high schools in
Naga City. Respondents for the dry-run will be faculty,
administrators and parents in one of the public high schools in
Naga City. Their suggestions will also be basis for finalizing the
questionnaire.
Distribution of Questionnaire. The set of questionnaires
will be distributed personally by the researcher to the
respondents during assessment to the subject public high
schools. The buildings will be assessed in each school by going
46
together by the groups of respondents with the researcher to the
buildings that will be assessed.
Tabulation of the researcher Data. The researcher will
collect the data sheets after the respondents had finished
answering the questionnaire and will be tabulated using the
excel.
Analysis and interpretation. After the data had been
tabulated, it will be analyzed and interpreted accordingly. These
will be interpreted with the aid of graphs, tables and statistical
tools to facilitate understanding by interested parties.
Data Gathering Tools
The instrument that will be used by the researcher is a
survey questionnaire. The questionnaire will be closed-type in
which the respondents will make use of a checklist type survey.
Additional interview will be conducted to validate the responses.
Statistical Treatment of Data
The data which were gathered were treated using the
following:
47
1. Frequency count, rank, percentage technique, will
be used to determine the condition and extent of compliance of
the selected high school buildings.
2. Weighted mean will be utilized to assess the
condition and extent of compliance of the selected high school
buildings in Baao, Camarines Sur.
3. One-Way Analysis of Variance (ANOVA). This will
be used to determine the significant difference in the assessment
of the different respondents on the conditions of the public high
schools.
48
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school building conditions and academic achievement of
twelfth grade students in Kuwait public high schools.
Unpublished Dissertation, Virginia Polytechnic Institute and
State University.
Baao.(2001). Municipality of Baao strategic development vision
2001-2005. Comprehensive Matrix.
Blau, P. Social Exchange Theory. Exchange and Power in Social
Life. New York: Wiley.
Calderon, J.F. & Gonzales, E. C. (1993). Descriptive research.
Methods of Research and Thesis Writing. National Book
Store, Inc., pp. 61-62.
Camhit, G.A. (2007). Infrastructure projects in the municipality
of Kapayan. Unpublished Master’s Thesis Baguio Central
University, Baguio City.
Cash, C.S. (1993). Building condition and student achievement
and behavior. Virginia Polytechnic Institute, Blacksburg,
Virginia.
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Castroverde, Y. L. (2005). Ethical problems of development.
University of Nueva Caceres Review, Vol. XXXIV, No. 18.
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Chakrabarti, D. (2012). Rapid structural and non-structural
assessment of school and hospital buildings in SAARC
countries. New Delhi: SAARC Disaster Management Center.
Chaney, B., Lewis L. & Greene, B. (2007). Public school
principals report on their school facilities: fall 2005:
statistical analysis report. National Center for Education
Statistics, Institute of Education Sciences, US Department
of Education.
Clemente, A.W. (2006). Philippine education into the 21st
Century. Quezon City: Valerio Publishing House, pp.149-
150.
Datu, G. J. (2002). Material resource management. Manila:
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Department of Education. (2010). Basic education statistics.
DepEd Educational Facilities Manual. (2010). Revised Edition of
the 2007 Handbook on Educational Facilities – Integrating
Disaster Risk Reduction in School Construction, Physical
Facilities and School’s Engineering Division Office of
Planning Service. Department of Education, Pasig City.
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DepEd Order No. 1, s. 2010. Amendments to DepEd Order No.
28, s. 2008. Guidelines for Coordination and Monitoring of
DPWH-Constructed School Buildings. January 11, 2010.
DepEd Memorandum No. 231, s. 2006. Assessment of the School
Buildings’ Structural Integrity and Stability (Assist)
Nationwide. June 20, 2006.
Dizon, R. & Belleza, F. (2002). The greening of La Sallian
schools: a systems case study. Save Mother Earth, Phoenix
Publishing Co., Inc.
Earthman, G. I. (2002). School facility conditions and student
academic achievement. UCLA’s Institute for Democracy,
Education & Access. University of California, Los Angeles.
Estrellado, M.B. (2002). Financial management of state colleges
in the Bicol region. Unpublished Master’s Thesis, University
of Nueva Caceres, Naga City.
Franco, E. (2005). Secondary education sector study findings.
Educational and Culture Journal, p. 114.
Geventa, J. (2006). Legal and policy frameworks for citizen
participation in local governance in east africa: a regional
report. Unpublished Report, Brington.
Luna, E. M., Bautitsta, M. L. P. & De Guzman, M.P. (2008).
Advocacy and pilot project implementation in educator
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sector in south east asia: impact of disaster on the
education sector in the Philippines. Under Advocacy and
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Philippines.
Manacsa, R.C. (2006). Neighbors and friends: exploring Muslim
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Public Affairs. Quezon City: Ateneo de Manila University,
Loyola Heights.
Maslow, A. (1954). Hierarchy of needs. The Journal of Social
Psychology, 12, 255-270.
Mores, A.A. (2003). Work ethics and infrastructure development.
Unpublished Dissertation, University of Nueva Caceres,
Naga City.
Prairie Spirit School Division. (2007). Assessment of school
facilities.
Rivera, M.M. & Rivera R.V. (1996). Samples and sampling
techniques. Practical Guide to Thesis and Dissertation
Writing. KATHA Publishing, Inc., pp. 59-60.
Savage, T.V.. (2007). Teaching self-control through
management and discipline. Boston: Allyn and Bacon.
52
Serrano, R.O. (2002). Environmental management practices of
the tertiary school in Region V. Unpublished Doctoral
Dissertation, University of Nueva Caceres, Naga City.
Shrestha, H. D., Pribadi, K. S., Kumumastuti, D. & Lim, E.
(2010). Manual on retrofitting of existing vulnerable school
buildings – assessment to retrofitting. Part I Save the
Children Construction Quality and Technical Assistance
(CQTA) in Colaboration with Center for Disaster Mitigation
– Institute of Technology Bandung (CDM-ITB).
Sullivan, S. O. (2006). A study of the relationship between
building conditions and student academic achievement in
Pennssylvania’s High School. Virginia Polytechnic Institute
and State University.
Tanacio, A.E. (2005). Project monitoring and evacuation system
of infrastructure development projects in Benguet
province. Unpublished Master’s Thesis, Baguio Central
University, Baguio City.
Tello, A.M. (2005). The infrastructure planning, programming
and design of Benguet province. Unpublished Master’s
Thesis, Baguio Central University, Baguio City.
Wade, P., Teeman, D., Golden, S., Wilson, R. & Woodley, V.
(2007). The impact of school fires: a study of the wider
53
economic and social impacts on schools and the
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53
APPENDICES
54
Appendix A Letter of Permit
_______________________ _______________________ _______________________ _______________________ My name is Engr. Ray Romulo Penolio and I am also currently taking my masteral degree in Public Affairs in Partido State University. At present, I am engaged in conducting research for my masteral degree. My research addresses the quality and condition of existing high school buildings in Baao, Camarines Sur. I am aware of your very busy schedule, but in order to successfully conduct this valuable research I need your assistance. I would request from your good office to allow me to conduct my study in your school which will be participated by the faculty, administrators and parents
Rest assured that the confidentiality of the information of gathered from your school will be guaranteed. I firmly hope for your kind consideration and approval. Thank you and God bless. Yours sincerely, Engr. Ray Romulo Penolio Researcher Recommending Approval: Thesis Adviser Dean of Graduates
55
Appendix B Questionnaire
Profile of the School Building. Some part will be gathered based on available data.
I. General Information Name of Building Address: Zoning: Accessibility Number of Classrooms Number of Floors/Storey Year of Construction
II. Disaster History What are the major natural disasters in this area? What are the recent disasters in this area? (year, type and damages occurred) Has this building damaged by the natural disaster? If yes, when and what type of disaster? Is the building ever been reconstructed/retrofitted after damaged?
III. Building Materials Foundation: [ ] Concrete [ ] Stone [ ]Others Tie Beam: [ ] Concrete [ ] Steel [ ] Wood [ ] Others Column: [ ] Concrete [ ] Steel [ ] Wood [ ] Others Roof Trusses: [ ] Wood /light weight Wall: Below are items to gauge your assessment on the quality and condition of existing high school buildings in Baao, Camarines Sur. In each parameter, you will find statements which describe the quality and condition of the buildings, kindly respond on these items, through the way you might observe, think, or feel. Please rate each statement that best describe your response. Kindly use the following scales to quantify your responses by checking on the columns provided:
56
Scale Quantification Description 4 Very Satisfactory The component is sound and is in
good condition to be used by the students.
3 Satisfactory The component is still in its adequate performance at the moment, but may require preventive maintenance to prevent further deterioration and to restore it to a good condition.
2 Unsatisfactory The component is in its near deterioration and requires preventive maintenance.
1 Very Unsatisfactory
The component cannot continue to perform its original function without repairs or is in such a condition that its failure is imminent. It exceeds its useful life and requiring replacement.
A. Conditions of School Building I. Location a. Access and Egress, Travel
Distance 4 3 2 1
1. Building is located at reasonable distance from the street
2. Site is easily accessible and conveniently located for the present and future population
3. Student loading areas are segregated from other vehicular traffic and pedestrian walkways
4. Walkways, both on and offsite are available for safety of pedestrians
b. Appearance, Freedom from noise and odors
4 3 2 1
1. Building is located in quiet neighborhood of community
2. Building is in proper zoning of the school so that academic building, where silence is required, is located at a reasonable distance from home economics, and other buildings
57
where noisy activities take place normally
3. Exterior noise and surrounding environment do not disrupt learning
4. Entrances and walkways are sheltered from sun and inclement whether
5. Site and building are well landscaped
6. Site is large enough to meet present and future educational needs
7. Trees and shrubs are used as barriers between buildings and streets which serve as acoustic barriers
c. Surrounding Development vs Deterioration of the General Environment
4 3 2 1
1. Location of facility enhances the leaving climate of the school
2. No swamps and irrigation ditches around
3. Has suitable frontage on a public road on a quiet street
4. Not shut in from the main highway by private property
d. Located in Areas Already Assessed in terms of Man-Made and Natural Hazards
4 3 2 1
1. Location is free from undesirable business industry, traffic and natural hazards
2. Site has stable, well-drained soil free of erosion
II. Environmental Factors a. Thermal 4 3 2 1 1. Building is narrow so that breeze
can blow through rooms easily from one side of the building to the other.
2. Providing adequate fenestration (design and placement of windows
58
in a building) to allow the maximum amount of wind to blow through the building
3. natural ventilation is preferred 4. backup solutions for natural
ventilation is provided such as electric fans.
5. ventilating system provides adequate quiet circulation of clean air
6. the majority of classrooms have windows
b. Acoustic 4 3 2 1 1. Acoustical treatment of ceilings,
walls and floors provide effective sound control
2. Partition in classrooms is up to the ceiling
3. Plywood partition is double-walled
c. Visual 4 3 2 1 1. Lighting provides proper intensity,
diffusion and distribution of illumination for affective task visibility
2. Rooms have windows on both sides of each classroom to secure daylight from both left and right sides of the classrooms
3. Classroom windows are wide, low-silled, and high-topped to insure maximum daylight illumination
4. Rooms have proper combination and intensity of colors to provide proper brightness
5. Building has proper shading to avoid glare inside the classrooms
6. natural day lighting is preferred 7. has artificial back-up (fluorescents,
etc.) for cloudy or overcast sky condition
8. color schemes provide impetus to learning
59
9. ceilings are painted in off white, flat paint with reflectorant factor
10. the color of the chalkboard is much stronger contrast with chalk used on it
d. Aesthetic 4 3 2 1 1. Overall design is aesthetically
pleasing and appropriate for the age of students
2. Site of the building is well landscaped
3. Building materials provide attractive color and texture
4. Furnishings and décor provides an impetus to learning
5. Large flexible space are available to accommodate students projects
III. Building Features a. Roofs 4 3 2 1 1. roof is properly tied to roof trusses
and supporting walls
2. there are no visible indications of roof leaks in the facility
3. roofs appear sound, have positive drainage, and are weather light
b. Framing, Floors and Foundations
4 3 2 1
1. Size of learning areas meet the standards
2. The floor plan of the building helps direct student movement and minimizes student disruptions
3. Foundations are strong and stable with no observable cracks
4. Flooring (including ramps and stairways) is maintained in a nonslip condition
5. the foundation is fully covered with soil and full supported by the soil
6. all beams are free from damage (cracking, splitting or spalling)
7. the walls are made from strong
60
materials c. Exteriors, Walls, Finishes,
Windows, Doors 4 3 2 1
1. the windows are opened outwards 2. the windows and door frames are
anchored to the column or wall
3. proper maintenance (exterior) of the school facility is a priority and vandalism and/or graffiti are repaired/removed quickly
4. exterior wall, windows or trim are in excellent condition
5. exterior and interior walls are free of deterioration
6. entrances and exits are located so as to permit efficient student traffic flow
7. there are two exit doors in each classroom
8. corridor is not less than 1.10 meter wide and unobstructed
9. windows have security grills with emerging exit
10. walls are smooth finished to prevent injury to highly active, playful and mobile students
d. Interior, Finishes, Trims 4 3 2 1 1. Color schemes, building materials,
and décor provide an impetus to learning
2. Year round comfortable temperature and humidity are provided throughout the building and proper maintenance (interior) of school facility is a priority and vandalism or graffiti are repaired/removed quickly
3. Interior walls, including classroom spaces were painted less than 8 years ago or are in excellent condition
61
e. Electrical Power 4 3 2 1 1. Sufficient and well located
electrical outlets available in instructional areas of the building
2. Adequate light sources are well maintained, properly placed and are not subject to overheating
3. Electrical controls are safely protected with disconnect switches easily accessible
COMPLIANCE.Below are items to gauge your assessment on the compliance on building standards of existing high school buildings in Baao, Camarines Sur. Kindly use the following scales to quantify your responses by checking on the columns provided:
Scale Quantification Description 4 Very Much
Complied The component is very much observed and conformed according to the standards.
3 Complied The component is observed and conformed according to the standards.
2 Somehow Complied
The component is in a way observed and conformed according to the manual but materials may have been used are not in accordance with the standards.
1 Not Complied The component is totally not observed and conformed according to the standards.
I. Structural a. Earthquake Proof 4 3 2 1 1. Located far from identified faultlines 2. Standard sizes of structural
members do not have cracks or leaning of walls.
62
b. Flood Proof 4 3 2 1 1. Building is away from flood plains 2. Building in flood-prone area is
elevated above expected flood levels to reduce the chances of flooding and limit potential damage
3. Building is watertight or dry-flood proofing to prevent water entry
4. Levees and floodwalls are incorporated into site design to keep water away from building
5. Building has storm water drainage c. Typhoon Proof 4 3 2 1 1. Roof trusses and gables are braced 2. Building foundations rest on stable
grounds to provide adequate resistance against over-turning
3. Design of school building considered the topography of the site
4. Non-structural elements are properly and adequately anchored/connected to the structural members to avoid uplift or toppling during strong winds
5. Roofs and walls shed rainwater to keep the interior space dry such as using roof drainage
II. Plumbing and Sanitation a. Sanitation Adequacy 4 3 2 1 1. the pipes are free from corrosion
that could be damaged by movement in an earthquake
2. there are wide drainage canal, covered and provision of manhole for safety and sanitation purposes
3. Septic tank is at least 2 meters away from the building it serves
4. Septic tank is 25 meters away from any source of water supply to avoid
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contamination 5. Number and size of restrooms meet
requirements
6. Drainage system are properly maintained
7. Building water supply is sufficient and available for normal usage
8. Has standard water system and regular inspection is conducted and maintenance is important and necessary
9. Has potable water supply, plumbing installation and suitable waste water treatment or disposal system
10. Provision of one (1) toilet seat for every 25 students at one time
b. Housekeeping Quality 4 3 2 1 1. Custodial daily routines are
maintained in keeping facility clean and attractive
2. Ceiling and walls throughout the building service areas are easily cleaned and resistant to stain
3. Floor surfaces throughout the building require minimum care
III. Electrical a. Fire Safety 4 3 2 1 1. wirings and fixtures have protective
covering
2. affordable fire alarm system is installed
3. has environment friendly fire extinguisher
4. no defective electrical wiring and fixtures
5. adequate fire safety equipment is properly located
6. fire-resistant materials are used throughout the structure
7. automatic and manual emergency alarm system with a distinctive sound and flashing light is provided
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8. materials and construction, and assembles or combinations are classified t their fire-retardant or flame-spread ratings as determined by general accepted testing methods
9. smoke and fire protective signaling system are installed
10. fire resistive floor or rock ceiling are used
11. used of fire-retardant roof coverings
12. has reserved water in water tank to be used in case of fire
IV. Accessibility and Use by Handicapped Accessibility and Use by Handicapped
4 3 2 1
1. ramp is provided 2. finding a person’s way inside and
outside of a building or open space is easy for everyone
3. walkways are kept as level as possible and provided with slip- resistant material
4. handrails is installed at both sides of ramp and stairs
5. accessible washroom and toilet is provided for the disabled