Chapter I

INTRODUCTION

Background of the Study(Research Gap…Observations/Current Situations, and

WHY?)

Every learner’s facility dreams to be reworked with an improved atmosphere

which is able to open its gate to learners who will shortly be the leaders of

modification. The learners can spearhead innovations into different fields of

endeavour. The struggle of each learner becomes even complicated now owing to the

standards set by different accrediting agencies in pursuit of quality education which is

able to function gate pass of learners in making a formidable image towards world

competitiveness (Mallig Plains Colleges, INC., 2008).

Design is important because it can benefit not only buildings but also pursuing

a more creative and open-minded approach to life. Like for example; design

behaviors, collaboration, empathy towards others, prototyping new ideas, and

continuous improvement. These are important when delving into new experience

(Columbia University, 2019). According to Gallego, et.al., (2019), everything in the

world has its own design and it’s very important because without design it’s too

uninteresting if the whole thing in the world doesn’t have any design that serves as

beauty or aesthetics to make it interesting.

Architectural plans means two-dimensional representations reflecting a

proposed development/redevelopment of an enclosed/semi-enclosed or open area

showing features or elements such as columns, walls, partitions , ceilings, stairs,

doors, windows, floors, roof, room designations, etc… this is also a representation of

1
a lateral section for a proposed building/structure and at a height of from1.0-1.5

meters above the finished floor. This term may also collectively refer to the

architectural designs such as cross/longitudinal sections, elevations, roof plan and

reflected ceiling plan (Handbook on R.A 9266 and P.D. 1096, p.30, 2009). (mabalin

ikkaten etuy?)(siguro mas better nu ipan etuy idjay related chu chu)

*A school buildingfacility is receptive to the changing projects of instructive

conveyance, and at any rate ought to give a physical domain that is agreeable,

protected, secure, available, very much lit up, all around ventilated, and stylishly

satisfying. The school office comprises of not just the physical structure and the

assortment of building frameworks, for example, mechanical, plumbing, electrical

and power, media communications, security, and fire concealment frameworks.

Based on the researchers’ observations, Department of Education designs its

senior high school buildings according in the National Building Code of the

Philippines. And it has standard color scheme and designs. It is also designed

according to the number of students that will use each room of the building.

According to Philstar in 2016, the Department of Education has come up with a

multiple-design concept for school construction in the country. Education Secretary

Leonor Briones said the “concept attempts to adapt the buildings to its characteristics

in their respective locations.”

As for materials and equipment, it is important to monitor the delivery of the

learning materials through the school’s Property Custodian. If the delivered quantities

areinsufficient, school heads should send a letter of request to the Learning Resources

Management Section of the Schools Division. To receive the schools allocated

computer package as part of the DepEd Computerization Program (DCP), school

2
heads should fulfill the counterpart requirements as listed in DM 106, s. 2015. Check

the suggested e-classroom layout in the DM. In case of integrated SHS, there should

be a separate computer room for SHS. Students are allowed to use the computers of

both the SHS and the JHS.

The researchers came up with this study because due to their observations on the

different senior high school buildings. It opened their mind to more opportunities to

learn and explore beyond their knowledge. In addition, there were a continuous

modifications and difference between the buildings which led the researchers to

investigate how the union of architects and engineers planned to workflow of the

buildings and the improvements that is about to arrive every year.

Objectives of the Study

This study aimed to differentiate the designs of senior high school buildings

that were built in the year of 2015 up to 2018 in Ilocos Norte.

Specifically, this study bought answers to the following research questions:

1. What are the similarities and differences of the designs of Senior High School

buildings in terms of:

a. Architectural Design

b. Structural Design

c. Electrical Design

d. Sanitary and Plumbing Design

e. Mechanical Design

f. Budget

2. What are the other features and design that can be added to the designs of

Senior High School buildings school year 2019-2020?

3
Significance of the Research

The significance of this study is to look at the comparison of the different

senior high school buildings in terms of its different designs that were built way back

2015 up to 2019 that can be a good learning paradigm for the researchers and

everyone whose interest is to dig various information through comparative research

study.

Contractors.

Students. The researchers aim to enhance student’s knowledge about this and

possibly let them gain more information. It can also benefit the students who will take

up architecture as their desired course in college because they can gather knowledge

about the designs, measurements, and functions etc. Moreover, Students will also

familiarize themselves from the workflow of both engineers and Architects on this

field.

Teachers and Administrators. This research is set to discover the different

features, the improvements that were added every year in order to promote a more

comfortable and better learning facility for both students and teachers.

Future Researchers. This study would also help the future researchers to

identify the necessary redoes or improvements of the facility. This research would

also be a good instrument to predict the future problems of the facility and plan for an

immediate action to counteract these issues.

Scope and Limitations of the Study

4
 This study was conducted on December 2019 to March 2020. The researchers

were limiting the study in terms of the similarities and differences of senior high

school buildings that were built year 2015 to 2018. To determine the future design

that can be added in the 2019 DepEd senior high school building. To interview private

contractor, architect and engineer that was able to fulfill the data that is needed.Lastly,

to compare the different kinds of senior high school buildings that was built in Ilocos

Norte in terms of the architectural design, structural design, electrical design,

plumbing and sanitary design, mechanical design and budget.

Definition of Terms(Edit…Revise)

The terms used in this study are operationally defined for better understanding

of the study by the readers.

Architectural Design. This refers to design the components and exterior of a building

such as floor plans.

Structural Design. It is an investigation that gets economical specification of a

structure to carry the predicted load safely.

Electrical Design. Planning, creating, testing, or supervising the development and

installation of electrical equipment, including lightning equipment, power systems,

power distribution, fire and life safety systems, electronic components, and voice and

data communications and infrastructures of a building.

Sanitary and Plumbing Design. Any work involved in fixing or unfixing any pipe,

plumbing fixture or appliance such as any trap, waste or soil pipe, ventilation pipe, or

overflow pipe and any pipe that supplies or is intended to supply water.

5
Mechanical Design.It refers to design the parts, components, products, or systems of

the mechanical nature of a building such as heating, ventilation, water, gas, soils and

wastes, and fire protection services.

Private Practitioners/Contractors. These are professionals that work in different

companies that are not owned by the government agencies.

Program of Works. It is a document that contains all of the works constructed by

Department of Works and Highways such as school buildings, roads and highways.

6
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature & studies that have

relevance to the investigation of the problem under the study. It provides the basic

conducting the present study and similarity and differences with the previous

researches conducted relevant to the subject.

NEW DEPED SCHOOL BUILDING DESIGNS (LLEGO, 2016)

In the first national conference of DepEd Engineers and Architects, it

considers the following design coordination; function and needs of its user, economy

in construction, utilization and maintenance, human dimensions, applicable building

codes, green building adaptation, effect on climate change, calamity-resilient school

buildings, designed to windstand 250 kph wind velocity and major earthquakes, and

complies with the national structural code of the Philippines (NSCP) 2010. The

available designs in one (1) storey building consists one to 5 classrooms, two (2)

storey building consists four to 12 classrooms, three (3) storey building consists three

to fifthteen classrooms and four (4) storey building consists four to 20 classrooms. In

addition, facilities for Senior High School follows design considerations in terms of

space/area requirements, required equipment/tools/furniture, function of building,

number of users and existing school building designs. This includes a single storey

science laboratory building (7m x 18m), science laboratory on a multi-storey building,

single storey computer laboratory building (7m x 9m & 7m x 18m), computer

laboratory on a multi-storey building, and a multi-purpose Tech-Voc building for

Senior High School (Llego, 2016).

7
DEPED ORDERS FOR SENIOR HIGH SCHOOL BUILDING

According to K-12 Basic Education Program, all 221 divisions of Department

of Education (DepEd) have finished the plan and enrollees a year in advance in the

fifth year of the implementation of the K-12 program including classrooms. DepEd

has issued provisional permits to 2, 847 private schools set to offer Senior High

School in 2016 as of June 22, 2015. From 2010 to 2013, 66, 813 classrooms have

been built by DepEd. While in 2014, there are 33, 608 classrooms completed and

undergoing construction. As of DepEd were planning to establish 5, 899 Senior High

Schools nationwide.

In DepEd Order No. 64, s. 2017, Department of Education issues this DepEd

Order to guide the department and other stakeholders in the preparation of plans such

as architectural, structural, electrical, fire protection and sanitary to ensure the comfort

and safety of the would-be occupants of the school buildings. It stated that a well-

designed school building, that considers ergonomics, anthropometrics, thermal

comfort, illumination, ventilation, acoustics, color, and compliance with the law,

contributes to improved student performance and makes a lasting impression on the

community with regard to importance of education. (Briones, 2017).

DepEd Order No. 07, s. 2018 emphasized that issuance of the guidelines aims

to facilitate and standardize utilization of financial subsidy funds to sustain and scale

up partnership initiatives at the regional and school division levels. And non-

compliance may result in the exclusion from the provision of financial subsidy for the

succeeding fiscal years. These guidelines are consistent with the thrust of DepEd to

continuously engage the support of stakeholders to provide additional resources that

8
will enhance the learning environment and expands learners’ access to quality

education in public schools and learning centers (Briones, 2018).

On DepEd Order No. 037, s. 2019, an additional to the DepEd Order No. 051,

s. 2018 stated that the regional directors and schools division superintendents and the

school heads (for IU schools) are authorized to make adjustments in the approved

budget for the contract (ABC) and/or quantities of LTE (Science and Math Equipment

and TVL tools and equipments) to be procured as originally listed on the Central

Office (Briones, 2019).

According to DepEd memorandum no. 147, s. 2016, for schools with limited

space, consider the demolition of existing single-storey structures which is more than

25 years old. Likewise, the DEO and SDO may propose building types with more

than the total required number of classroom to maximize the use of available

buildable space.

The school building information system maintains and monitors information

on school buildings. Maintained by the Education Facilities Division (EFD) of

DepEd, it covers all physical facility activities undertaken by DepEd and the

Department of Public Works and Highways (DepEd Order No. 7, s. 2016).

Base on DepEd Order No. 69, s. 2015, single or clustered contracts for

projects amounting to two million pesos and below which are limited to the

construction of single to two- storey classroom buildings or repair and rehabilitation

of existing classrooms which are not subject to structural rehabilitation for Division

Office Level. For Regional Office Level, it is more than two million but not

exceeding four million pesos. While in Central Office Level, it is more than four

9
million pesos whether construction/repair/rehabilitation of classrooms and all the

projects subject to structural rehabilitation.

The architectural design standards of Senior High School Building are

classroom sites, windows, doors, floor, ceiling, roofing, corridors, stairways, fire

protection, chalkboard, painting, roof marking, wall marking, ventilation and

illumination. The structural design standards are classification of structure, wind load,

seismic load, design life, building foundation and wall vibration. The electrical design

standards are lighting and fixtures, wires and wiring devices. The sanitary and

plumping design standards are provision of toilets and sanitary facilities, waste and

vent line piping system, water line piping system, plumbing fixtures, drainage system

and septic vault (Dep-Ed, 2017).

DIFFERENT KINDS OF PLANNING

Planning refers to physical planning at site, community or urban level by an

Architect. It includes the physical planner which refers to an architect who specializes

in the detailed physical planning of land or property. Physical planning is the detailed

physical planning of land or property on which vertical structures such as buildings,

facilities are to be proposed (Handbook of R.A. 9266 and P.D. 1096, p.33, 2009).

SCHOOL PLANNING GUIDELINES

According to Marquez, et.al (2009), school site must be considering

requirements. The location or environment that provides environment conducive to

learning, easily accessible to the greatest number of pupils/students, the contour of the

land should be level and have no irregular boundaries. And sandy loan soil is the best

for school sites, as the topsoil is properly balanced to support vegetation and permit

10
surface drainage without erosion because the subsoil provides a proper base for

economical and substantial foundation of buildings to be constructed on the

site.Classroom standards based on DepEd Order No.19, s.1994, the minimum

classroom size shall be seven (7) meters wide by eight (8) meters long, which

considered adequate for a class of 56 pupils/students. Desks or chairs may be arranged

in eight (8) rows with seven (7) desks in each row.

In the National Building Code of school building has requirements such as

window opening shall be at least 10% of the floor area of a room and not be less than

one square meter except those in toilets and baths which shouldn’t be lesser than 240

square millimeters of the floor area of such rooms. Ceiling height of rooms must be

less than 2.70 meters measured from the floor to the ceiling and it must be 2.40

meters. And it must be a dropped ceiling with natural ventilation. All roofs shall be

framed and tied into framework and supporting walls to form an integral part of the

whole building; dark stops, roof drains, flushing, etc. shall be provided. It must be a

cathedral type with a slope of greater than 1.5 over 3.5 and painted with dark green

roof paint. The roof overhang shouldn’t less than 1.50 meters where exit doors are

located and not less than 1.20 meters along the rear of the classroom. Its roof frame

shall be preferably being at least 20 mm thick steel frame, or alternatively 5 cm x 1.25

cm (2” x 5”) thick wood frames. Doors shall be at least two located on opposite ends

on the same side of the classroom, or flush type swing out, and with a minimum

opening of .90 meters by 2.10 meters. It shutters shall swing in the direction of the

exit travel and be capable f opening at least 90 degrees. Corridors shall not be less

than 1.10 meters wide and should be unobstructed. Exterior walls shall be 1.5 meter,

(6”) wide concrete hollow blocks, with 12 mm, (1/2”) reinforcing bars with .60 meters

spacing. Interior wall partitions shall be at least 10 cm, (4”) concrete hollow blocks

11
with reinforcing bars. Columns shall be at least .06 square meters (96 Sq. inches)

reinforced concrete, preferably .20 meters by .30 meters with four 16 mm vertical bars

and 10 mm lateral ties with -0.15 outside centers. And lastly, stairways must be 1.10

meters wide. The rise of every step shall not exceed 200 millimeters. The thread shall

not be less than 250 millimeters. And handrails should be provided on each side of

every stairway having more than four steps (Marquez, et.al, 2009).

BUILDING PLANS

School Building is classified according to structure, design and function. In

structure it is considered as permanent, semi-permanent and temporary that function

in terms of instructional, administrative, and non-programmed (School Building,

n.d.).

Two types of building plan

There are two types of plans for the design and specifications of public

elementary and secondary school buildings.

Standard Building Plan. This is usually prepared by the architects and

engineers of the DepED and the DPWH and approved for general use in all schools

throughout the country.

Special Building Plan. This 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. A special building plan may originate from the field.

The site development plan should show the following: (a.) property/boundary

lines and the direction of the North; (b.) relative positions and description of existing

school buildings and structures inside the school site. Identify structures used as

12
evacuation; (c.) Relative position of existing features in the site such as creeks, large

trees which shall be allowed to remain; (d.) relative position of existing circulation

elements; (e.) contour lines, if possible (road at 0.00 elevation); (f.) proposed and

future needs of the school in terms of school buildings/classrooms; (g.)

measurements/distance of existing structures and open spaces, including setbacks; (h.)

Reflect boundaries of the school site; (i.) Existing structures such as building, walk,

playground, etc. shall be clearly shown in solid lines and the proposed structures

drawn in broken lines.

TYPES OF BUILDINGS(Insert Pictures…don’t forget to take down note the

sources)

Source: http://gabaldon.ivanhenares.com/2006/03/silay-north-elementary-school.html?

m=1

Gabaldon Type.It is used as reference to the Philippine heritage school

buildings built during the colonial American period is Gabaldon School Buildings that

is also known for their “bahaynabato” and “bahaykubo” influenced architecture

(Parsons, 2019).

Source: http://wikimapia.org/30064896/Sto-Rosario-Elementary-School

Army Type.This is assembled at two rooms per unit constructed by the army in areas

that are affected by typhoons in

13
the 50’s with sheets for roofing wooden jalousies for windows on one side(Palaez,

2013).

Source:

https://www.teacherph.com/deped-nsbi-forms-and-system/

Magsaysay Type. The first prefabricated school building started in 1957

predominantly timber- framed with adobe walls and corrugated asbestos roof.

Windows are of wooden jalousies on one side of the room with one door entrance and

exit(Palaez, 2013).

Source: https://maahaselem.wordpress.com/facilities/marcos-type-building/

Marcos Type. Are a pre-fabricated 2 to 3 room school building in the 60’s

with light steel frame, concrete hollow block walls, concrete flooring, with an area of

6.0 meters by 7.35 meters per room, usually with galvanized iron sheets, steel rafters

and steel doors. The per pupil place is 1:1.25 square meters (Palaez, 2013).

14
 Source: https://glanpadidunhs.wordpress.com/category/uncategorized/page/2/

Bagong Lipunan I, II, III. Adapted from 1974 to 1981, the structure is

similar to the RP-US bayanihan type but of modular design intended for prefabricated

style. It has a floor area of 6.0 by 8.0 meters dimension per classroom, usually

consisting of 3 rooms. It has 3 types:

Type I. 1-storey (3-classroom)

Type II. With post beams, timber roof frames, concrete hollow block

walls.

Type III. With diagonal bracket supporting the eaves, roof has steep

slope, steel columns. (Palaez, 2013)

Source: http://www.ffcccii.org/ffcccii-activities-活动图辑/barrio-schools-捐獻農村校舍/

Federation of Filipino Chinese Chamber of Commerce and Industry, Inc.

A school building donated by thenfederation of Federation of Filipino Chinese

Chamber of

Commerce and

Industry, Inc

under the

‘‘Schools in the

barrio Project’’ assembled at two rooms per unit, usually with a floor area of 6.0

meters by 7.0 meters with glass jalousies for windows, concrete hollow blocks walls

and corrugated galvanized iron roofing sheets(Palaez, 2013).

15
 Source:

http://wikimapia.org/30131333/Alauli-Elementary-School

Little Red School House.A three room school building in priority multi-grade

schools with 0ne toilet in each room and water system, classroom furnishings (tables

and chairs)donated to fifty schools by the Coca-cola Foundation Philippines,

Incorporated (Palaez, 2013).

Source: https://commons.wikimedia.org/wiki/File:Nabua_National_High_School.JPG

Spanish Grant School Building package. Assistance from the Government

of Spain provided to areas affcted by typhoons Unding, Winnie and Yoyong in

December 2004 in aurora, Quezon Ctiy and Ilo-Ilo City and those by armed conflict

in Mindanao, specifically, to 36 elementary school and 29 seconadary schools.

Clasroom dimension is 7m x 9m (2 to 4 classrooms per school) with basic furniture

(desktop, armchairs,

teacher’s table and

chairs, blackboards

and cabinets (Palaez,

2013).

Source: http://wikimapia.org/30056628/Mandasig-Elementary-School

(Picture) Imelda

concrete

16
structure adopted only in four cities of Metro Manila (Manila, Quezon, Caloocan and

Pasay Cities) and other large cities in the country due to non – availability or very

limited sites for horizontal expansion and the high-cost of land in this areas. It has

minimum of 18 classrooms, concrete hollow blocks (CHB) walls, capiz inlay

windows and red bricks for roofing (Palaez, 2013).

OTHER RELATED REVIEW LITERATURE(Revise the Citation…Used other

citations pwera According to, Based on, and (dhbaj,2020)...in short haan da dapat

agpapada amin citations nga alternate lang)

The Handbook of R.A. 9266 and P.D. 1096, p.34, 2009 states that thesite

planning is detailed site development planning of all areas surrounding a

building/structure and/or group of building structures but only within the property

limits of the land on which such buildings/structures are to be erected.

In addition to the information, Urban designs is a physical and systemic design

undertaken by an Architect on a community and urban plane, more comprehensive

and an extension of the architecture of buildings, spaces between buildings,

entourage, utilities and movement systems.

According to Implementing Rules and Regulation (IRR) of Republic Act

No.9266, section 14-Part IV: Theory and Principles of Planning; Part I-III of 2009,

17
pp. 122-123, structural design understanding of the fundamentals of mechanics,

strength of materials, and theory of structures that consists of general design,

principles, and analysis of the structural elements of various types of construction

materials and systems. Building materials and methods of construction is an

understanding of the properties of building construction and finishing materials,

application articulation, systems and methods of specifying and construction. It is an

application of the principles of design and construction methods of various types of

materials used in construction. And lastly, utilities must understand the basic

practices, principles, general design and installation, and/or construction of utilities

required for a building or structure and its premises; analysis of utility, facility, and

equipment requirements in relation to aesthetic, function, and strength of a building.

R.A. No. 6541, s.104 by Pres. Ferdinand E. Marcosemphasized that the

general building requirements that all buildings or structures as well as accessory

facilities shall conform in all respects to the principles of the safe construction and

must be suited to the purpose for which they are designed. Buildings intended to be

used for the manufacture and/or production of any kind of article shall observe

adequate environmental safeguards. And all parts thereof as well as all facilities found

therein shall be maintained in safe, sanitary and good working condition.

Architectural plans means two-dimensional representations reflecting a

proposed development/redevelopment of an enclosed/semi-closed or open area

showing features or elements such as columns, walls, partitions, ceilings, stairs, doors,

windows, floors, roof, room designations, etc… this is also a representation of a

lateral section for a proposed building/structure and at a height of from 1.0-1.5 meters

above the finished floor. This term may also collectively refer to other architectural

designs such as cross/longitudinal sections, elevations, roof plan and reflected ceiling
18
plan. The information was also retrieved from the handbook on R.A 9266 and P.D.

1096, p.30, 2009.

WBDG Subcommittee (2017) states that the educational facilities are

becoming progressively more specialized in following a general trend across many

building types. For example, classrooms planned for pre-school are fundamentally

different from high school seniors or the training of mid-career professionals. For an

environment perspective, concerns for the health and well-being of students

particularly young students has an interest in the improved performance and fabric of

school structures. The specification of sustainable and non-toxic building materials

and the use of renewable energy sources are gaining attention in school design. (paki

check nu usto etuy or naan. Ngem feel ko maikkat dapat etuy.

Kaslang awn unay connect na)

Secondary school buildings have the potential to enhance the learning process.

It needs to be comfortable, healthful, safe and secure. Community colleges and high

schools are often intended as joint use facilities for other community programs that

provide accessibility, flexibility, and durability. A school building that is attractive

and consistent with the design and content of the neighborhood, builds a sense of

pride and ownership among students. And the exterior should complement the

neighborhood and reflect the community values while the interior should enhance the

learning process. To reduce the total cost of owning a building while ensuring its

quality, it’s necessary to balance the initial design and construction costs with the cost

of lighting, heating, cooling, repairing and operating and maintaining the facility. And

also, communities should study the history of the schools and become involved in the

planning of new schools in order to make wise decisions regarding renovation versus

19
new construction. And its pros and cons of renovating an old school should be

weighed (Vaughan, 2017).

It is believed that with the implementation of K-12 Senior High School

program, the Philippines will improve the compatibility of the Filipino students and

professionals around the world. The additional years in high school is believed to

provide sufficient time for mastery of concepts and skills, develop lifelong learners,

and prepare graduates for tertiary education, middle-level skills development,

employment, and entrepreneurship. Specifically, a 12-year program is found to be the

adequate period for learning under basic education and is a requirement for

recognition of professionals abroad following the Bologna and Washington Accords

(International Engineering Alliance,2010).

Department of Education is in lack in budget for the implementation of K-12

but increasing the budget of the government on education can resolve this issue.”

There is no harm in a society prioritizing education of its people, for education is one

of the essentials of an effective society, he added. Since the roll-out of Senior High

School Program in Lapu-Lapu City Division particularly in Science & Technology

Education Center, there has been no study made on assessing the implementation of

the Program. It is in the aforementioned rationale that the researcher who is a research

enthusiast and Senior High School research teacher in STEC finds it necessary to

assess the status of the implementation of STEC SSHS academic track so that

whatever findings are made maybe utilized to improve the SHS program in action

planning, policy formulation and development. This is in accordance of what Seamo

Innotech, 2010 has stated.

20
 A growing understanding of how our learning environments affect people

suggests that a school building is an important tool for learning and teaching, and, like

any tool, can enhance or hinder the process. School facility factors such as building

age and condition, quality of maintenance, lighting, color, noise, temperature, and air

quality can affect student health, safety, and sense of self and psychological state. The

information is retrieved on the National Research Council, 2007).

According to Sanoff (2016), school size in the 1970s and 80s, the United

States and other countries built very large schools in most of their cities. Reasons for

this were the expectation of economic advantages as well as the benefit of being able

to offer students a wider and more comprehensive curriculum. And a trend of

separating the large schools into smaller, more personal units developed. School

systems, like other public and private organizations, are becoming increasingly aware

that design and construction strategies that reduce harmful impacts on the natural

environment also contribute to creating a more productive and economically feasible

facility. One hundred fifty years ago, classrooms represented a common teaching

method. Today teaching methods have changed, but often the design of the classroom

has remained static. An examination of current learning styles and teaching methods

suggests a new form of learning environment characterized by different activity

settings and small-group activities.

As school systems seek to improve the performance of their facilities and

reduce costs, they are relying on (or creating) a variety of guides to assist them with

design, construction, and operation/ maintenance. These documents are often region

specific and reflect the priorities of the authoring agency, but they may also be

appropriate for other regions and used by school systems across the country. Intended

to educate stakeholders about the concepts of high-performance facilities, these

21
documents are important vehicles for implementing research in sustainability, school

design, environment and behavior involved with the development of these guidance

documents have reviewed similar documents when developing their guides; however,

this information has not been published. This is by Bosch year 2003.

Kennedy 2003 also gave an addendum, those who pursue high-performance

design and construction have common goals, such as environmental protection, eco-

education, and superior building performance. “Ecologically friendly” is considered

one of the top 10 design and planning solutions for school facilities today.

The separate classroom was a sign that teachers were trusted to be independent

and had greater privacy. The classroom was designed and built to represent and shape

a particular form of teaching behavior. The way a school is designed to work reflects

social ideas about institutions and the education these institutions are created to

further. This is byGrosvenor et al., 1999.

Briones stated that DepEd will be working closely with the DOST

(Department of Science and Technology) in looking at the different characteristics of

various locations because, for example, a school in an island will require different

materials and will cost differently from a school on the top of a mountain and a school

located in a crowded urban area. The concept, DepEd added, would recognize the

specific and unique qualities of the locality where the classrooms are to be built. Part

of the concept is the use of satellite images to help in designing the buildings. Briones

also said she also wants to address problems on connectivity by continuing the

portable classroom concept called EGG, introduced by her predecessor, Armin

Luistro. Moreover, Briones also said that they are developing this prototype of a

classroom, which will seat 50 learners. It produces its own connectivity. It will even

22
produce its own water. Everything is complete, computer systems, whether there is

signal or not. Whether there is storm or not, it will be very safe and it’s called an

EGG.

All schools that will be implementing SHS have been allocated funds for

classroom construction under the 2014, 2015, and/or 2016 Basic Education Facilities

Fund (BEFF), with the exception of schools that have extra classrooms. The number

of classrooms allocated per school was based on the SHS implementation plans

submitted by the SDOs to the Central Office. This was retrieved from the website

named Teacherph 2018.

Related studies

ARCHITECTURAL ASPECTS IN SCHOOL BUILDING DESIGNS

Location. Based on Kusumastuti, et.al., (2009), school’s site location

selection plays an important role not only in building a proper simple earthquake

resistant building but also in creating conducive learning environment. School sites

should be evenly distributed to minimize students’ travelling distance from their

homes. The site is also preferably located adjacent to the sports facilities, parks,

community centers, and other recreational facilities to enable use of these facilities. In

the contrary, the site should not be located close to express way/major arterial roads,

military camps and firing ground, a funeral parlor, a factory, a bus interchange, a

market, or a large electrical substation. The noise generated from these places is

considered to be disruptive to the learning activities within the site. The site for a low-

rise school is preferably located on a relatively fair ground, without any significant

level changes and excessive embankments, free of drainage, sewerage, or road

reserves and service lines.

23
 Building’s Orientation. In the humid tropical climate, the building’s layout

and orientation must allow the air to flow through the buildings and the reflected

sunlight to penetrate into the buildings without letting the heat and rain water to come

into the building. An ideal buildings’ site should enable the classroom blocks to be

located with the longer facades facing north and south to minimize the penetration of

direct sunlight through the buildings. Deep verandahs and wide overhangs are also

usually used to provide shadings and better weather protection. The school playing

field and games court should have their longer axis along the north-south direction to

avoid the glares from direct sunlight (Kusumastuti, et.al., 2009).

Massing Configuration. Kusumastuti, et.al., (2009) study stated that as an

earthquake resistant building, the buildings blocks should be shaped as simple as

possible. Also, the building’s length is also preferred to be as short as can be. The

massing configuration may be shaped a U, an L, a double L, or an O. With these

configurations, the school complex may have an open space that can be used as

parade square, sports field, and/or playing field. The teachers must have a full visual

access to the entire school corners to watch over the students. The massing

configuration must not leave any undefined spaces between buildings to avert misuses

of space by the students. Shown below is the example of an L massing configuration.

OTHER FOREIGN RELATED STUDIES(Revise also…must be read with

understanding…and haan da dapat agpapada amin citations nga alternate lang)

Earthman (2011) said that school facilities had an impact on teacher

effectiveness and student performance. Older facilities had problems with noise level

and thermal environment. Therefore, the age of school buildings played an important

part in students’ performance. There are reported that there were about 42 million

24
public school students who attended school in a building that needed major building

repair. These old buildings did not have the features to control the thermal

environment, good roofs, adequate lighting, and adequate space that were necessary

for good learning environment. In addition, school facility conditions do affect

student academic achievement. He concluded that school building design features and

components have a measurable influence upon student learning.

Building design had been associated with teacher motivation and student

achievement. When maintenance and repairs occurred at schools, health of the school

improved, teachers were retained in the school, and the school environment became

more conducive to high-quality teaching and learning (Filardo, 2008).

The present study aims at exploring the influence of school design on student

performance. Student performance, defined by the average of their final achievement

scores, was compared to measures of school environmental characteristics. Design

characteristics of the schools and students’ performances have been studied.

Quantitative data, subjected to set of descriptive statistics, showed that school design

was a strong factor for students of public and private school. The finding indicated

that characteristics of physical learning space and design of public and private school

had fundamental effects on student performance. That is, learning space as a strong

component can motivate students to study and progress (Ariani & Mirdad, 2015).

Based on the study of Arup (2020), education estates face varied challenges.

In many parts of the world, access to primary education is still hampered by poor

facilities. Elsewhere, shifts in funding models, advances in technology and new

teaching approaches are transforming expectations of learning environments.

Educators need high performance facilities that are cost-effective to build, run and

25
maintain. It is also important that buildings are engaging, pleasant environments,

equipped with quality systems, helping institutions to attract and retain students and

staff.

According to the study of Yaojun and Yin (2013), domestic new

commercial complex in the city as the object, focus on city complex building design,

as well as to commercial buildings city complex carrier for various uses functions.

Structure professional needs in considering structural safety and reasonable at the

same time, through structural transformation, increased column and beam combining

section steel structure design, to meet the security under the premise of realization of

these functions and the need for mutual transformation. Because commercial

buildings there is a change in nature, often in the sales process after the completion of

the main construction be modified according to the requirements of owners of

commercial use, operation of the process and there will be some variability, which

adds to the difficulty of the professional work structure.

In the study of Kim (2013), building construction projects include design,

financial, estimating, environmental consideration, and legal review. Building

engineering is the application of theory, knowledge, technology, etc. to building

construction. Building engineering can be classified into three categories: Structural

Engineering, Mechanical, Electrical, and Plumbing (MEP), and Construction.

Structural engineering includes the analysis and design of the structural frame. MEP

engineering is a significant component of the building supply system and is the most

important part of the building, which must be carefully coordinated before design and

installation. In the field of architecture, construction consists of construction

technology and construction management. Construction technology includes materials

engineering, construction methods, etc. Also, construction management is a process

26
encompassing the planning, coordination, and control of design, financial, and

estimation of a project, from starting to completion. Building planning is classified

into three categories, which are architectural theory, architectural design, and

sustainable architecture design. Architectural theory involves thinking, discussing and

writing about architecture. Architectural design is a plan for architecture, i.e. the

written documentation and graphical descriptions of building projects. Lastly,

sustainable architecture refers to eco- friendly design techniques in the field of

architecture, and has recently been considered as a priority.

Via the American Bauhaus pedagogical developments taking place at the IIT

and the GSD, Swedish architecture education adopted the artistic ‘learning by doing’

approach. The most interesting structure signifying this was a permanent exhibition of

building materials located in the foreground of the 1957 KTH architecture school.

When the new KTH architecture school was completed its architecture illustrated

another image: that of the new architecture curriculum, A68, put into practice the

same year as the building was designed (Rosenberg, 2012).

Han and Moon (2010) study aims to evaluate the methodological strategies for

the architectural design field of study mainly focused on qualitative and quantitative

research designs. Firstly, this paper addresses the characteristics of the six approaches

including their methodological aspects in general. Each strategy is assessed by the

different approaches to give full insights in it. Secondly, it distinguishes the

differences among six research approaches especially derived from qualitative and

quantitative research designs. The differences are discussed in terms of the strengths

and weaknesses of each strategy. Finally, this paper attempts to discuss about possible

applications for introducing approaches to the research topic with which the

exemplified research topic, a design evaluation system, deals. To investigate the

27
applicability of the design methods employed, the following topic has been stated;

how to develop a design evaluation system and what to be considered for unfolding

the thrown topic in terms of strategic approaches in the field of architectural design

researches reviewed through the study.( pati etuyyy. Kaslang haan. Paki

double check man. Hahaha)

Gomes, et.al. (2019) research is to improve aspects of architectural design

education produced a collection of research-supported best practices and these lessons

need integration into the studio environment. Design instructors must innovate, but in

ways that allow previous result analysis. Action Research (AR) is seen as a valuable

asset for providing an opportunity for systematic documentation and reflection of

tested variables. This paper presents an AR-enriched architectural design studio

teaching experience delivered to third year Architecture and Urban Design students

and devised to support individual design process development of students, framed by

bioclimatic and sustainable design of school buildings. A 5-year AR project sought to

identify (1) the points where undergraduate architecture students “got stuck” during

design development; (2) why they had difficulties to fully understand and integrate

sustainability concepts into their proposals; and (3) which contents and approaches

could help them to overcome design blocks and produce sustainability responsive

quality designs. Our research involved 150 students while taking the studio between

2013 and 2018. As a design process takes time to be consolidated and assimilated,

positive response was clearer in relation to students’ interest, behavior and

demonstration of understanding of the body of knowledge. Significantly improved

student design outcomes were not yet confirmed. However, our findings validate AR

to improve a design studio setting through accumulated learning by instructors and

detailed documentation and systematic analysis of the effects of a collection of

28
approaches, tools and protocols could be applied to independent analysis to increase

the quality of architectural design with sustainability in mind.

Classroom ventilation rates often do not meet building standards, although it is

considered to be important to improve indoor air quality. Poor indoor air quality is

thought to influence both children’s health and performance. Poor ventilation in The

Netherlands most often occurs in the heating season. To improve classroom

ventilation a tailor made mechanical ventilation device was developed to improve

outdoor air supply. This paper studies the effect of this intervention (Brunekreef,

N/A).

The study of Akadiri, et. al (2012) presents a conceptual framework aimed at

implementing sustainability principles in the building industry. The proposed

framework based on the sustainable triple bottom line principle, includes resource

conservation, cost efficiency and design for human adaptation. Following a thorough

literature review, each principle involving strategies and methods to be applied during

the life cycle of building projects is explained and a few case studies are presented for

clarity on the methods. The framework will allow design teams to have an appropriate

balance between economic, social and environmental issues, changing the way

construction practitioners think about the information they use when assessing

building projects, thereby facilitating the sustainability of building industry.

The study of Doris, et. al. (2018) presents an analysis procedure to improve

school design. The procedure uses design parameters, precedent examples and

comparisons for a Brazilian context. A literature review on methods and tools to

analyze and evaluate architectural school design projects was undertaken. Three

methods were singled out to structure the procedure. Design parameters were selected

29
specifically for the Foundation for Educational Development. The FDE manages over

5,000 public (non-private) school buildings in the State of São Paulo, Brazil. The

literature on school architecture supplied the precedent examples. The procedure

contains a structured design analysis method based on design parameters and

comparisons between precedents and local design solutions. A test on 34 design

proposals brought to light important parameters for school design and decision-

making was more transparent and efficient. The procedure broadens reflections on

multidisciplinary aspects of the contemporary school environment and is seen as a

design process tool for various contexts to inspire school architecture with users and

learning in mind.

D’Ayala, et. al. (2018) stated that the Philippines is one of the most

earthquake-prone countries in the world, regularly subjected to destructive seismic

events, inflicting loss of lives and costly damage to the country’s infrastructure.

Educational facilities are often among the most exposed and vulnerable infrastructure,

requiring special attention in terms of seismic risk assessment and prioritization for

structural retrofitting and disaster risk reduction. Hence, this study first investigates

the seismic performance of two index buildings representing typical existing schools

in the Philippines. The selection of the two index buildings follows a recently

conducted rapid visual survey in the region and the gathering of detailed structural

drawings of typical schools. The results obtained through nonlinear static analysis of

the modeled index buildings indicate the possibility of a soft storey mechanics at the

ground floor of both structures. To mitigate the identified structural deficiencies and

improve the overall seismic performance of the two case-study structures, a

retrofitting measure is then proposed. Specifically, fiber reinforced polymer (FRP)

wrapping is designed for all beams and columns following recent international

30
provisions and state-of-the-art practice. Furthermore, the effect of FRP retrofitting on

the seismic capacity of the selected structures is measured through derivation of

fragility functions for various damage states. The results of the analysis indicate a

considerable improvement in the overall seismic performance of each considered

structural system, particularly as the structure enters its inelastic behavior. This study

represents the first step toward identifying the most technically feasible and

economical mitigation strategy for the vulnerable schools in the Philippines.

Every education institution in the world has its own share of problems that

need to be addressed. Some issues besetting the school system, especially the public

school include high dropout rate, quality educational service, high repetition rate, and

limited holding capacity of the schools. Over the past decades, many initiatives and

reform efforts have been implemented to arrest these problems. One key response of

the national government is the adoption and implementation of School-Based

Management anchored on the decentralization trend of the 70s. SBM, a framework of

governance, transfers the power and authority as well as the resources to the school

level on the assumption that the school heads including teachers, key leaders in the

community, parents know the root and solution to the problem. In the Philippines,

SBM was officially implemented as a governance framework of DepEd with the

passage of RA 9155 in 2001 as legal cover. TEEP, SEDIP and BEAM – two pilot

projects implemented by DepEd – support the SBM as an effective mechanism to

improve the quality of education in the basic level. Thus, SBM is a viable structural

reform intervention used to improve the quality of education in the public school so as

to produce functionally literate Filipinos. The big challenge ahead of the DepEd is the

implementation nationwide of SBM after the pilot testing (Abulencia, 2012).

31
 In recent decades, shear walls and tube structures are the most appropriate

structural forms, which have caused the height of concrete buildings to be soared. So,

recent RC tall buildings would have more complicated structural behavior than

before. Therefore, studying the structural systems and associated behavior of these

types of structures would be very interesting. Here in this paper; we will study the

structural aspects of one of the tallest RC buildings, located in the high seismic zone,

with 56 stories. In this Tower, shear wall system with irregular openings are utilized

under both lateral and gravity loads, and may result some especial issues in the

behavior of structural elements such as shear walls, coupling beams and etc. To have

a seismic evaluation of the Tower, a lot of non-linear analyses were performed to

verify its behavior with the most prevalent retrofitting guidelines like FEMA 356. In

this paper; some especial aspects of the tower and the assessment of its seismic load

bearing system with considering some important factors will be discussed. Finally

after a general study of ductility levels in shear walls; we will conclude the optimality

and conceptuality of the tower design. Finally, having some technical information

about the structural behavior of the case would be very fascinating and useful for

designers (Epackachi, et. al. 2014).

In Bosnia-Herzegovina there is a phenomenon, two schools under one roof,“

which actually means that children attend schooling in one building, but they are

divided not according to the abilities, mental and physical characteristics, but

according to their nationality. Croats go in school according to the curriculum of

Croatia, and Bosnjaks, according to the curriculum of Bosnia-Herzegovina. That

segregation is overwhelmed in every single part of World, but in Bosnia-Herzegovina

it started to be practiced as a result of unfortunate war (1992-1995). Therefore,this

paper will analyze the relationship between national identity, nationalism and

32
segregation in schools. The method used predominantly in this paper is basic

theoretical analysis. As a result of our analysis it can be concluded that segregation in

schools based on extreme national identification foster youth generation gap and

increased hate and intolerance. Actually, segregation in schools inevitably leads to the

strengthening of extreme national aspirations of Bosniaks, Serbs and Croats but at the

same time it also contribute towards social segregation (Hasanagic, et.al 2013).

The effects of reducing school budgets and approaches to proceeds a

successful educational program in era of budget disparity with concentrating on New

Jersey public education. Effective administrative practices including budget is

continually redefined by states, districts, and schools. The administration attempts to

keep up with all changes and meet with the expectations such as reconstructing the

budget. Furthermost, the school budgeting practices are within collaborative decision-

making context which include the manners to link educational goal development to

management. Panic began in New Jersey when Governor Christie (R) cut $1B in

education budget in 2010 (Corbett, 2010; Chakrabarti & Sutherland 2012) and again

announced $1.6 billion cut in 2013 (Shinski 2013). This action meant that not only

many teachers were discharged but also programs were eliminated. In a small

measure this paper examines the effects of reducing school budgets and approaches to

proceeds successful educational programs with concentrating on New Jersey public

education (Abdi, 2015).

The study of Mapolisa (2014) sought to find out the challenges faced by

school heads in the management of school finances in Nkayi District. The population

comprised all the 30 secondary schools in the district. Random sampling was used to

come up with a sample of ten (10) schools from where 40 respondents were

purposefully selected. The study adopted the descriptive survey design and the
33
questionnaire and interview were used as the research instruments for collecting data.

The study established that most heads lacked the accounting literacy required for

effective management of school finances, and that there was little or no supervision at

all from the Ministry of Primary and Secondary Education finance department

personnel on financial management issues. The study recommends that there should

be capacity building program for heads of schools, deputy heads as well as members

of the school development committees. The Ministry of Primary and Secondary

Education should increase both announced and unannounced visits to schools to

monitor the use of finances in the schools.

Chapter III

METHODOLOGY

34
 This chapter presents the methods and procedures that were applied in this

study. It includes research design, the locale of the study, research process and the

collection of data.

Research Design

The researchers chose a qualitative research design because it best served to

answer the questions and the purposes of the study. This research design describes the

data and information on the designs of senior high school buildings that were built

year 2015 up to 2018. Through the employment of a comparative research design, it

primarily aimed to compare the design of these senior high school buildings from

2015 up to 2018 of DepEd in terms of architectural design, structural design,

electrical design, plumbing and sanitary design, mechanical design and budget.

Research Instrument

Interview guide was employed because it provides an accurate portrayal or

else account of the characteristics. This guide will be used to meet the objectives of

the study namely to determine the similarities and differences of senior high school

buildings from 2015 up to 2018. And also, the other features that will be added in the

designs of senior high school buildings.

Locale of the study

The sample was collected by interviewing some engineers and architects from

Department of Public Works and Highways, Municipality of San Nicolas, Ilocos

Norte. Interviewing private contractors/practitioners to seek opinion and information

to help us understand the senior high school buildings plan. And lastly, researchers

35
will interview the engineers and architects of DepEd assigned in the design of senior

high school building year 2019 in Laoag City and Division Office of Batac.

Data Collection Process(see if grammatically incorrect)

The researchers followed logical steps to elicit objective data.

Step 1:Requesting a letter for D.E Mathias L. Malenab of DPWH INED II. First,

writing a request letterfor District Engineer Mathias L. Malenab in DPWH INED II.

Second, submitting the request letter in DPWH INED II. Then, wait for the request

letter to be signed and approved by the district engineer. And lastly, following up the

request letter in the Department of Works and Highways if it’s already approved or

not.

Step 2: Gathering all the Senior High School Building plans in Ilocos Norte. Once

the request letter is approved, finding the blueprints of senior high school buildings in

DPWH (PDS Annex) is the next thing to do.And then, collecting and suggesting the

soft copies of the senior high school buildings if possible.

Step 3: Printing out all of the Senior High School Building plans collected.First,

the fifteen (15) senior high school building plansin Ilocos Norte gathered should be

printed also, the program of works of DPWH INED II to know the budget or financial

status used to built these SHS buildings. Then, separate it in terms of their different

design standards: architectural, structural, electrical, plumbing and sanitary, and

mechanical of the SHS building plans. Lastly, organizing the fifteen (15) SHS

buildings according to the year it was built and budget.

36
Step 4: Search for professionals.To seek private practitioner/contractor for help and

educate the researchers to understand the SHS buildings plans based on the difficult

words they might encounter like acronyms and symbols.

Step 5: Data gathering from the Senior High School building plans.Analyzing

first the content of the fifteen (15) SHS buildings in terms of their different design

standards these are architectural, structural, electrical, plumbing and sanitary and

mechanical. Also, gathering the construction financial status/budget used of each

building on the program of works of DPWH INED II. Then, put them all together

based on the data in each year design standard and separately combine all the budget

of each SHS building every consecutive year. Lastly,summarizing all of the

information gathered from different design standards mentioned until financial

status/budget of the SHS buildings.

Step 6: Interviewing Architects and Engineer.First, constructing interview

questions answered by DPWH INED II architect, DepEd Division Office of Laoag

architect and DepEd Division Office of Batac engineer.From DPWH INED II

interviewing Mr. Linario Damo an Architect II in planning and design section

(annex). From DepEd Division Office of LaoaginterviewingMr. Jomar R. Agoy, he is

an architectwho was planned the 2019 DepEd SHS building design. From DepEd

Division Office of Batac interviewingEngr. Mary Grace Soriano about the design

planned for thenew 2019 SHS building ofDepEd. Second, analyzing and interpreting

the information gathered from the interviews. Lastly, tallying all of the information

gathered from the interviews.

Step 7: Outcome. Finalizing all the data gathered from DPWH INED II and DepEd

Division Office of City of Batac and Laoag City.

37
 Chapter IV

RESULTS & DISCUSSION

(kitan a nasayaat…below the tables put explanations, importantly…what are their

differences and similarities…similarities first, take note.)

This chapter presents the results and analyses of the data gathered from the

different senior high school building that were built year 2015 up to 2018.

According to Architect Linario S. Damo (2019) from DPWH INED II in

planning and design (annex), the design of senior high school buildings is standard

but if you check its plan, you can observe their differences. The design of SHS

buildings changes from time to time because the Dep-Ed wants to make sure that

these buildings that will be built will be resilient from any hazards. The septic tank

must have a distance of 15-20 meters from the water source of the school to avoid

contamination of the water. Since the province takes over a huge volume of works in

implementing buildings, the need for man power and technical assistance becomes a

shortage so even though Dep-ed has its own architects and engineers, they are still

incapable of working solely so they still need the assistance or consultation of DPWH.

38
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This part of the study summarizes the findings from the result data and draws

conclusion from them. Based on the findings and conclusion offered

recommendations for action and further researches are generated.

Summary(Summary of Problem & Methodology)

Findings(Make this better and add it more of your observations of our data

collected…also based it on our Objectives of the Study)

Based on the results of the data the findings are summarized as follows:

1. This study proved that there are significant similarities and differences of

the different Senior High School Buildings that were built from 2015 up to 2016 in

terms to their architectural designs, structural designs, electrical designs, plumbing

and sanitary design, mechanical design and budget.

2. The new DepEd 2019 Senior High School Building is added so many

features and also has new designs that solves the problems of the previous SHS

building that were built.

Conclusion(Implication)

Recommendations (Answer your Implication)

39
 Based on the conclusion, the following recommendations are suggested from

the study.

APPENDICES

40
 APPENDIX 1
DOCUMENTAIONS

41
Copying the soft copies of the different Senior High School Building plans in Ilocos
Norte from 2015 up to 2018

Printing out the program of works of Department of Public Works and Highways
INED II year 2014 up to 2018

42
Printing out all of the Senior High School Building plans

43
 APPENDIX 2
BIODATA

PERSONAL INFORMATION

Name:Haziel Joy O. Gallego

Contact Number: 09488552960

Email: hashypots@gmail.com

Birthday: March 10,2002

Age: 18 years old

Father’s Name: Jaime F. Gallego

Occupation: Farmer

Mother’s Name: Jocelyn O. Gallego

Occupation: Housewife

44
EDUCATIONAL ATTAINMENT

Senior High: General Artemio Ricarte Senior High School

Brgy. 35 Bil-loca City of Batac

Junior High: Batac National High School

Brgy. 14Bungon, City of Batac

Elementary: Baay Elementary School

Brgy. 13 Baay, City of Batac

45
PERSONAL INFORMATION

Name: Eddie Mar C. Quiaoit

Contact Number: 09567017965

Email: eddiemarcristobalediwow@gmail.com

Birthday: October 08, 2001

Age: 18 years old

Father’s Name: Danilo P. Quiaoit Sr.

Occupation: Driver

Mother’s Name: Judelyn C. Quiaoit

Occupation: Housewife

EDUCATIONAL ATTAINMENT

Senior High: General Artemio Ricarte Senior High School

Brgy. 35 Bil-loca City of Batac

Junior High: Batac National High School

Brgy. 14Bungon, City of Batac

Elementary: Baay Elementary School

Brgy. 13 Baay, City of Batac

iii
PERSONAL INFORMATION

Name: Marjorie S. Salvador

Contact Number: 09062859538

Email: Confidential

Birthday: April 19, 2002

Age: 17 years old

Father’s Name: Alymer R. Gragaslao

Occupation: Driver

Mother’s Name: Mila A. Salahay

Occupation: Beautician

EDUCATIONAL ATTAINMENT

Senior High: General Artemio Ricarte Senior High School

Brgy. 35 Bil-loca City of Batac

Junior High: Batac Junior College

Brgy. 1-S Valdez City of Batac

Elementary: Naguirangan Capacuan Elementary School

47
 APPENDIX 3
BIBLIOGRAPHY

Abdi, Ellie. (2015). Theeffects of reducing school budgets. Retrieved from

https://www.researchgate.net/publication/283521285_The_effects_of_reducing_scho
ol_budgets_and_approaches_to_proceed_toward_successful_educational_programs_i
n_era_of_budget_disparity_with_concentrating_on_New_Jersey_public_education

Abrahamsen, R., et. al. (2016). Some structural design issues of the 14-storey timber framed
building “Treet” in Norway. European Journal of Wood and Wood Products. 74.
10.1007/s00107-016-1022-5. Retrieved from
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_of_the_14-storey_timber_framed_building_Treet_in_Norway

Abulencia, A., (2012). School-Based Management: A Structural Reform Intervention. 6. 30.

Retrieved from https://www.researchgate.net/publication/277957224_School-
Based_Management_A_Structural_Reform_Intervention

Ariani, M. G. & Mirdad, F. (2015). The effects of school building who student performance.
Retrieved from http://dx.doi.org/10.5539/ies.v9nlp175.

Arup (2020). Industries Education. Retrieved from

https://www.arup.com/expertise/industry/education.

Bosch, S. J. (2003). Sustainability in public facilities: Analysis of guidance documents.

Journal of Performance of Constructed Facilities , 17 (1), 9–18.

Briones, L. M., DO 64, S. 2017- ESTABLISHING THE MINIMUM PERFORMANCE

STANDARDS AND SPECIFICATIONS FOR DEPED SCHOOL BUILDING.
Retrieved from https://www.deped.gov.ph › ...PDF C:\Users\jlcabiles\Documents\tije
ljilippiite 1D.tif - DepEd

Briones, L.M., DO 07, S. 2018 – GUIDELINES ON THE UTILIZATION OF PROGRAM

SUPPORT FUNDS FOR PARTNERSHIP BUILDING AND LINKAGES FOR
FISCAL YEAR 2018. Retrived from https://www.deped.gov.ph/2018/02/15/do-07-s-
2018-guidelines-on-the-utilization-of-program-support-funds-for-partnership-
building-and-linkages-for-fiscal-year-2018/

Briones, L.M., DO 037, 2019- ADDITIONAL POVISION TO DEPED ORDER NO. 051, S.
2018 (Guidelines on the Fiscal Year 2018 Release and Utilization of Science and
Mathemathics Equipments and Tech-Voc Livelihood funds to the Regional Offices).
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sa=t&source=web&rct=j&url=https://www.deped.gov.p h/2019/12/13/december-13-2019-do-
037-s-2019-additional-provision-to-deped-order-no-051-s-2018-guidelines-on-the-fiscal-year-
2018-release-and-utilization-of-science- and-mathematics-equipment-technical-
voca/&ved=2ahUKEwjP1r3y3v7nAhX8yYsBHSO6BxwQFjAAegQIBxAC&usg=A
OvVaw2bNPUVdnPwFo_m7K4JQjqz

Cruz, D. I. (2010, September 28). Presentation Notes for K-12. K-12, pp. 44-46

D'Ayala, D., et. al. (2018). Increasing Seismic Resilience of Philippines’ School
Infrastructure through Structural Retrofitting. Retrieved from https://

48
Department of Education, 2017. DepEd Order No. 65, s. 2005;IMPLEMENTING
GUIDELINES FOR THE 2005 DEPED SCHOOL BUILDING PROGRAM (SBP)
FOR RED AND BLACK SCHOOLS. Retrieved
fromhttps://www.deped.gov.ph/2005/12/29/do-65-s-2005-implementing-guidelines-
for-the-2005-deped-school-building-program-sbp-for-red-and-black-schools/

Department of Education, (2008).DepEd Order No. 28, s. 2008. Amendments to DepEd Order
77, S. 2003 “ GUIDELINES FOR COORDINATION AND MONITORING OF
DPWH –CONDTRUCTED SCHOOL BUILDINGS”. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2008_028.pdf

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