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.... APPROVAL SHEET.. TABLE OF CONTENTS.... LIST OF TABLES.. LIST OF FIGURES CHAPTER I THE PROBLEM.... Background of the Study... Statement of the Problem.. Significance of the Study. Scope and Delimitation. Assumptions.. Hypotheses.... Locale of the Study.. Notes II REVIEW RELATED LITERATURE AND STUDIES... Related Literature... Related Studies . Synthesis of the State of the Art.... Gap Bridged by the Study.... Theoretical Framework.... Conceptual Framework. Definition of Terms.. Notes RESEARCH DESIGN AND METHODOLOGY... Research Design... Respondents.. Procedure. Data Gathering Tools.. Statistical Treatment of Data Notes i ii iii iv v 1 1 6 7 9 10 11 11 12 15 15 25 33 34 27 39 41 43 46 46 47 48 49 49 50 51 56

III

REFERENCES APPENDICES...

LIST OF FIGURES

Figure No. 1 2 3 Map of Baao Theoretical Paradigm Conceptual Paradigm

Title

Page 14 38 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

3 of these, we expect 2012). On its part, the Department of Education through DepEd Memorandum No. 231, series of 2006, Assessment of the School Buildings 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 10,000 for this year (SONA, July 23,

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. ii. safe access, egress, and travel distance 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. iii. iv. accoustic visual aesthetic

c. Building Features i. ii. iii. iv. v. vi. vii. roofs framing, floors, foundations exterior walls, finishes, windows and doors interior finishes, and trims plumbing electrical power provision for the disabled

2. What is the extent of compliance of the buildings to the standards with regard to: a. Structural Soundness i. ii. iii. earthquake proof flood proof typhoon proof

b. Plumbing and Sanitation i. ii. sanitation adequacy 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 birds 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 and soundness, and plumbing use by and the

sanitation,

electrical,

accessibility

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 basedpoultry, egg farming, aquaculture (tilapia fingerling production), rice and coconut farming.

11

Figure 1 Map of Baao, Camarines Sur

12 The municipalitys 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 wellstructured 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 wellarranged 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, because of these poor components maintenance may or well be

compromised

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 and

development community sector-based

(self-help, organizing advocacy

education,

income-generation), cause-oriented some cases,

(cooperatives, groups). In

and/or 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 peoples 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 nations 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 peoples 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 schools 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 in building conditions high and student A academic step-wise

achievement

Pennsylvanias

schools.

regression analysis identified that a relationship exists between high school building conditions and student academic

achievement in Pennsylvanias 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, found a negative acoustics and age. upon student

Researchers have

impact

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 boys

21 schools in the Sciences major; building conditions had a lesser impact on academic achievement in the boys 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 buildings 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 maintenance. over the years, in the absence of proper

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 buildings 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 soilbearing 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 barriers for to participation representation and by

bureaucratic

structure;

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 nongovernment 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 earths 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 nonecological areas/ activities, the findings were: there is no centralized waste management program in the school; majority of the schools in reported minimal student a interest very and

participation

environmental

activities;

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 Maslows 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 buildings 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. Maslows 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

PUBLIC SCHOOL BUILDINGS IN BAAO, CAM. SUR

Figure 2 Theoretical framework showing the different theories that describe the necessity for the school buildings to be safe.

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. Selfesteem needs for recognition and a belief in oneself is the next level. 5. Finally, the progression leads to the need to realize ones 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 researchers 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

INPUT
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

PROCESS

OUTPUT

-Preparation of Survey Questionnaire -Validation and Reliability test of Research Instrument -Administration of the Instrument -Analysis -Interpretation

Proposed Measures for the Enhancement of the Building Condition of the High School Buildings

FEEDBACK

Figure 3 Conceptual Paradigm of the Study

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 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. by the faculty, administrators/school heads and

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 parentrespondents 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 Masters Thesis Baguio Central University, Baguio City. Cash, C.S. (1993). Building condition and student achievement and behavior. Virginia. Virginia Polytechnic Institute, Blacksburg,

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.149150. 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 Schools 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. UCLAs Institute for Democracy, Education & Access. University of California, Los Angeles. Estrellado, M.B. (2002). Financial management of state colleges in the Bicol region. Unpublished Masters 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

51 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 Pennssylvanias 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 Masters Thesis, Baguio Central University, Baguio City. Tello, A.M. (2005). The infrastructure planning, programming and design of Benguet province. Unpublished Masters 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 4 3 Quantification Very Satisfactory Satisfactory Description The component is sound and is in good condition to be used by the students. 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. The component is in its near deterioration and requires preventive maintenance. 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.

2 1

Unsatisfactory Very Unsatisfactory

A. Conditions of School Building I. Location a. Access and Egress, Travel Distance 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 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 4 3 2 1

57 where noisy activities take place normally Exterior noise and surrounding environment do not disrupt learning Entrances and walkways are sheltered from sun and inclement whether Site and building are well landscaped Site is large enough to meet present and future educational needs Trees and shrubs are used as barriers between buildings and streets which serve as acoustic barriers Surrounding Development vs Deterioration of the General Environment 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 Located in Areas Already Assessed in terms of Man-Made and Natural Hazards 1. Location is free from undesirable business industry, traffic and natural hazards 2. Site has stable, well-drained soil free of erosion

3. 4. 5. 6. 7.

c.

d.

II. Environmental Factors a. Thermal 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 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 doublewalled c. Visual 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, lowsilled, 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 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 dcor provides an impetus to learning 5. Large flexible space are available to accommodate students projects III. Building Features a. Roofs 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 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 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 1. Color schemes, building materials, and dcor 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 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 4 3 2 1

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 4 3 2 Quantification Very Much Complied Complied Somehow Complied Description The component is very much observed and conformed according to the standards. The component is observed and conformed according to the standards. 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. The component is totally not observed and conformed according to the standards.

Not Complied

I. a. 1. 2.

Structural Earthquake Proof Located far from identified faultlines Standard sizes of structural members do not have cracks or leaning of walls.

62

b. Flood Proof 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 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 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

63 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 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 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

64 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 4 3 2 1

Accessibility and Use by Handicapped 1. ramp is provided 2. finding a persons 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 slipresistant material 4. handrails is installed at both sides of ramp and stairs 5. accessible washroom and toilet is provided for the disabled