Background of the Study

Classroom is the very important factors of effective learning, it is the heart of any educational
system. No curriculum planning is complete without implementation and evaluation, both of which are
mainly carried out in the classroom. Most of the class activities take place while students are seated.
The seating arrangement is therefore too important to suffer the kind of neglect being experienced by
many secondary schools in the country. As rightly observed by Cohen and Manion (1983:221) "a careful
attention to seating arrangement contributes as effectively as any other aspect of classroom
management and control to overall success with a class subsequently."(Cruz,1994) also affirms that one
potent index for evaluating educational standards and quality is an examination of the physical facilities
available for learning experiences". The seating arrangement can make or mar any lesson. Ideally, in a
secondary school, especially in a mixed ability grouping, as found in Nigerian schools, seats should be
arranged in rows with a reasonable amount of space between them to allow for proper teacher -
student and student - student interactions, as well as allow for individual and group work (Cohen and
Manion, 1983).
III.Statement of the problem:

1.What are the disadvantages of having a classroom insufficiency in public elementary school?

2. Why does the lack of public elementary classroom occurs?

3. How does our government specially the DepEd give emphasis on how to resolve the shortage
of
Classroom in public elementary school?
4.How does the lack of elementary classroom affect elementary pupils?
5.What are the contribution of parents and government in resolving the lack of classroom in
elementary schools?

IV. The disadvantages of having a classroom insufficiency in public

elementary school.
Overcrowded schools are a serious problem in many school systems,

particularly in the inner cities, where space for new construction is at a

premium and funding for such construction is limited. As a result, students find

themselves trying to learn while jammed into spaces never intended as

classrooms, such as libraries, gymnasiums, laboratories, lunchrooms, and

even closets(Alcomber, 2014) Although research on the relationship between

Lack of classroom and student learning has been limited, there is some evidence,

particularly in high-poverty schools, that overcrowding can have an adverse

impact on learning. A study of overcrowded schools in New York City found that students in

such schools scored significantly lower on both mathematics and reading exams

than did similar students in underutilized schools. In addition, when asked,

students and teachers in overcrowded schools agreed that overcrowding

negatively affected both classroom activities and instructional techniques.

(Rivera-Batiz and Marti, 1995)

Corcoran et al. (1988) found that overcrowding and heavy teacher workloads

created stressful working conditions for teachers and led to higher teacher

absenteeism. It also cause of high number of street children in some places in our country.
V. Reasonof having lack of public elementary classroom in Philippines?
Effectiveness requires minimum input. With classroom shortages and poor working conditions for
teachers, the Philippines cannot expect a good outcome from its school system. Philippine basic
education also suffers in terms of efficiency. The reason here is its focus on excellence and
competition. There are elite schools that are very selective in its enrollment and at the same time,
these schools likewise attract the best teachers. Hence, much of the resources which are already
severely limited go to where these are least needed. The emphasis on excellence sacrifices equity.
Students who need most and schools that require more resources are simply neglected and ignored.
Such school system therefore takes pride in producing quite a few excellent alumni while leaving
most of the population poorly educated. Clearly, in order for the Philippines to improve its education
system, it must dramatically change its culture. It must switch from a focus on excellence to an
emphasis on equity. This addresses efficiency and solves half of the problem. For the other half,
there is no solution other than increasing the budget for education. The number of children in the
Philippines has grown significantly in the past decade. This alone requires greater funding.

With the above in mind, it should be crystal clear that changing the curriculum does not address any
of these problems. DepEd's K+12 does not and can not solve the problems of Philippine basic
education.
 VI. DepEd give emphasis to resolve the shortage of Classroom in public elementary
school.
In the Philippines, we take pride in basic education as a right and not a privilege as mandated by
the Constitution. ‘Section 1. The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make such education accessible
to all. (1987 Phil. Const. Article XIV, Section 1), and that it is the State’s responsibility to
establish, maintain, and support this kind of education. (1987 Phil. Const. Article XIV, Section
2).’ The undertaking of this mandate however is not without challenges. One persistent crisis in
our educational system is the shortage in classrooms as evident in some major public schools in
Metro Manila. DepEd announced that three additional alternative solutions are being considered:
the alternative delivery modes, busing system and three-day school week in several areas in
Metro Manila. Under the alternative delivery modes, students are required to go through their
learning modules under parental guidance and meet with their teachers only once or twice a
week for monitoring and testing. There had been some criticisms on the intentions and nature of
the program but If we look at its advantage, it offers an alternative to all willing students to learn
at home without going to school regularly. This would reduce number of students at schools
while still providing students at home the means to learn and graduate, go to college and even go
abroad. Under the “busing” system, on the other hand, students from overcrowded schools are
transferred via vans to nearby schools that have the capability to absorb large number of
students. This one is promising especially that according to DepEd Secretary Armin A. Luistro,
FSC, unequal distribution of students across the country and “lack of buildable spaces” are two
factors that cause overcrowding in some schools and “an excess of classrooms” in others. While
the government is still looking for potential school sites where new classrooms will be built on,
the “busing system” is a good alternative for stabilizing if not equalizing, the student population
in some most populated schools. Last but not the least, the three-day school week scheme where
students are required to attend classes for only three or four days but with additional class hours.
This proposal hasn’t been implemented yet for it requires an in depth analysis and consultations
with the parents and other learning institutions if indeed it would be an effective tool for
learning.. DepEd is still currently conducting further studiesto ensure its effectiveness to the
students. The government’s commitment on its aims to broaden the access of students to quality
education was shown on all of its effort to provide alternative solutions. Easier said than done
though. The fact that classroom shortage has outlived the past governments says what kind of
problem we are dealing with. But whatever the current government has to do to permanently
eliminate this educational crisis, the end goal should always be for the betterment of its people to
whom it is accountable. Somehow, knowing that the Aquino administration can show statistical
data supporting its commitment to make education accessible to all is comforting. The priority of
education in the national budget as shown in the 2014 education budget (P309.43 billion), the
reduction of highly congested schools in the National Capital Region (NCR) from 120 schools in
SY2011-2012 to 20 schools in 2014,and the construction of 66,813 classrooms that would cover
the 2010 classroom backlog left by the Arroyo administration are some beautiful things to be
proud of. I know, we still have a long way to go but as long as everybody believes in the power
of education and of what it could bring to this country and to the world, then there’s still hope for
us Filipinos.
VII. Lack of elementary classroom affect elementary pupils.
The study observed that some teachers employed the lecture teaching method; they rarely applied

questions and answers teaching strategy. Beniamin (2005) argued that, with lecturing method, pupils

are pretty much omitted to their own capacity of understanding and in big classes it becomes more

difficult for teachers to recognize slow learners. Some of the respondents argued that the use of lecture

method was contributed by several factors such as overcrowded classrooms, and lack of motivation.

Teachers were very conscious about the situation. They perceived the circumstance as leading them to

use lecture method. Among the shortcomings of lecture teaching strategy is that individual difference is

neglected. To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by

the size of the classrooms. But what one finds in many of these classes is between ratio 1:50 and 1:150

incertain cases. It was observed that the interaction between teacher and pupils was not effective due

to a large number of pupils per class and sitting arrangements. It was observed that pupils did not get

enough individual assistance from their teachers during teaching-learning process. All pupils who were

interviewed complained that they did not get enough individual help from their teachers.
VIII. Contribution of parents in resolving the lack of classroom in elementary
schools
In the natural course of things, there is hardly any logic to that. Unless, of course, one equates
Responsible Parenthood with the overpopulation myth or the most contentious Reproductive
Health Bill―which actually he grossly does. But granting that the good President meant
overpopulation as the cause of classroom shortage, there is still no iota of plausibility because
according to the National Statistics Office, the number of babies born per year has stopped
increasing since 2000—and it even dropped by 2.2% to 1.745 million babies born in 2009 vs.
1.784 million babies per year in 2008. Thus from the national count, there is hardly any increase
in Grade One enrollees because of the stagnant birth rate. Admittedly, there is shortage of
classrooms—and of almost everything—in Metro Manila and in some urban centers. And the
reason is migration. The centralization of the population is the reason why in the rural areas
classrooms are becoming less and less occupied. Well-meaning demographers will agree that
what is needed is not really population deceleration but decentralization. At the end of the day, it
will all boil down to population and resource management or the lack of them—and not careless
legislation that grossly oppose the logic of even economics and ethics.
IX.Conlusion
X. Recomendation
Bibliography
Beniamin, K., 2005. Education for all or enrolment for all. Unpublished Dissertation, Vaxjo University.

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714fa9a176c9%40sessionmgr12&bdata=Jn

2.Jones, D. (2012, October 14). Underfunded Schools = Overcrowded Classrooms.. EBSCO Publishing
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3.Kuczynski-Brown, A. (2012, September 26). New York Class Size: Nearly Half Of Public Schools
Have Overcrowded Classrooms, UFT Says. Breaking News and Opinion on The Huffington Post.
Retrieved December 2, 2012, from http://www.huffingtonpost.com/2012/09/26/new-york-class-size-
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Conclusion:
From the findings of this study, one can conclude that seating arrangement in over-populated classes
places limitations on the quality and quantity of interactions between the teachers and the students as
well as on the quality of teaching and learning. The findings also cast some doubt on the skills of the
teachers in dealing with the problems. Indulging in negative reinforcement like punishment, is not
educationally expedient. These are direct consequences on inadequate classrooms and furniture as well
as poor quality training of teachers. In view of the above, the following suggestions are made. Shortages
of classrooms and teachers in secondary schools need to be treated as a national crisis worthy of the
attention of both the Federal and State Governments, A lasting solution is therefore building of
additional classrooms and employing more teachers, hi fact, judging by Table 1, there is a need to
double existing facilities. A ratio of 1:35 teacher to students is hereby suggested. Federal and State
Governments should lift embargo specifically on the employment of teachers. On students' furniture,
the Ministries of Education should direct schools to treat them like school uniform which is organized by
each school in order to ensure uniformity. In the alternative, the Government could design a standard
set (chair and desk) for students to buy from specified local furniture shops at an affordable price. On
the coping skills of the teachers, a more positive approach as suggested by Nolasco and Arthur (1988) is
to establish some formality in class activities right from the beginning of the lesson. This could be in
form of class routines and convention that would keep the students busy as soon as the lesson starts.
Adequate planning and implementation of lessons would also keep them busy throughout the lesson. To
this end, seminars and workshops should be organised for teachers to sharpen their skills of teaching.