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

38

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).

2

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

4

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

5

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

6

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

7

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

8

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.

9

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.

10

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.

11

Figure 1

Map of Baao, Camarines Sur

12

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

14

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

15

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.

16

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.

17

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

18

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.

19

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

20

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

21

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.

22

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

23

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

24

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

25

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.

26

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

27

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,

28

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.

29

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

REFERENCES

Al-Enezi, M. M.. (2002). A study of the relationship between

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.

49

Castroverde, Y. L. (2005). Ethical problems of development.

University of Nueva Caceres Review, Vol. XXXIV, No. 18.

University of Nueva Caceres, Naga City.

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:

Spectrum Publishing Corporation, p.74.

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.

50

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

Pilot Project Implementation in Educational Sector in South

East Asia. Center for Disaster Preparedness (CDP),

Philippines.

Manacsa, R.C. (2006). Neighbors and friends: exploring Muslim

Christian relations in the south. Special Science

Information, 31(2). Ateneo Center for Social Policy and

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

community. National Foundation for Educational Research.

Slough Beskshire.

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