Phenomenological Study On Lived Experie

New Era University
No.9 Central Avenue, New Era,

Quezon City 1107, Philippines
“Phenomenological Study on Lived Experiences of 15 Grade 11

Students who Travels a Long Distance from their School”
A Thesis presented to the Faculty

INTEGRATED SENIOR HIGH SCHOOL
New Era University
In Partial Fulfillment of the Requirements for the

Subject RESEARCH IN DAILY LIFE 1
GROUP MEMBERS
Bautista, Jhescell
Gariguez, Sophia Mae
Gimena, Jasmin
Palmera, Kyla
Taga-an, Alexis
MARCH 2019
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APPROVAL SHEET
This thesis entitled “Phenomenological Study on Lived Experiences of 15 Grade 11 Students who
Travels a Long Distance from their School” is prepared and submitted by Jhescell Bautista,
Sophia Mae Gariguez, Jasmin Gimena, Kyla Palmera and Alexis Taga-an in partial fulfillment of
the requirements for the subject RESEARCH IN DAILY LIFE 1 of HUMSS Senior High School
has been examined and is recommended for acceptance and approval for Oral examination.
Approved by the Research Committee on Oral Examination with a grade of ___________
on March 16, 2019.
Ma’am Everly Chavez

Chairperson
Ma’am Emely Refugio Ma’am Joyce Dela Cruz

Member Member
Approved and accepted in partial fulfillment of the requirements for the subject RESEARCH IN
DAILY LIFE 2.
DR.RONNIE G. CAINGLET
I.S (SHS) Vice-Principal
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ABSTRACT
Title: Phenomenological Study on Lived Experiences of 15 Grade 11 Students who
Travels a Long Distance from their School
Researchers: Jhescell Bautista, Sophia Mae Gariguez, Jasmin Gimena, Kyla Palmera
and Alexis Taga-an
Adviser: Dr. Joseph A. Asuncion
Name and Address of Inst.: New Era University, No.9 Central Ave. New Era, Quezon
City
Travelling for a long distance can be such a big struggle for any people if they have
a certain time to meet. And in the case of students, the time of their class could be hard
to meet especially if they are in the AM class because they have to wake up really early
just to make it on time.
This study sought to answer the following questions based on the demographic
profile of the respondents which is their gender, address, waking time, and class
schedule. In addition, this study will also provide an answer on the reasons why these
students chose to enroll in a school that is far from their home, how the participants
manage to travel a lengthy time everyday, how they overcome the hindrances that occur
when travelling to school, and lastly how their health respond to the harsh environment
while travelling.
This study made used of a descriptive-survey method. Descriptive quantitative
method was employed since it utilized survey questionnaire. According to De Leon
(2002), descriptive-survey method of research means; “Descriptive research is an
organized attempt to analyze, interpret, and report the present status of a social
institution. It deals with cross section of the present time. Its purpose is to get groups of
classified, generalized, and interpret data for the guidance of application in immediate
future.”
The results of this study had revealed that all of the participants who travels a
long distance from a school has a class scheduled at 7:00 AM and most of them are
females. In addition, majority of the participants are waking up early in order to be able
to manage to travel a lengthy time every day. In this study, the researchers found out
that most of the
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participants considered harsh environment as one of the main factors that affect their
travel to school. Other than that, waking up early was seen to be the second factor that
affects their travel to school because of their inability to control and manage the time
that is needed for travelling.
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ACKNOWLEDGMENT
First and foremost, finishing a research is one of the greatest achievement that the
researchers would attain. The researchers would like to thank the Almighty God, for giving
the strength and knowledge that was needed throughout the research to complete the
work successfully.
The researchers would like to extend their deep and sincere gratitude to the
following.
To the Principal of SHS Dr. Rebecca S. Supan and Dr. Ronnie G. Cainglet who
supported the researchers by allowing them to conduct such a study.
To their thesis adviser and mentor, Dr. Joseph A. Asuncion, the researchers would
like to express their deepest gratitude for the things that he have done to them. Having
him as a professor was a big help to each and every one of the researchers and was the
luckiest thing that ever happened to researcher’s lives. Thank you so much sir.
The researchers would like to express their sincerity to thank their family and
friends who have helped them pursue the certain task until the end. Thank you very much.
J.B
S.M.G
J.G
K.P
A.T
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DEDICATION
This work is dedicated to Almighty God who provided knowledge and wisdom.
He has been the source of the strength throughout this whole research, and of course to
their parents who made so much efforts than their children did in research.
The researchers also dedicate this to their friends and classmates who gave
never ending support during tough times. They really have shown great support in order
for us to finish the task.
J.B
S.M.G
J.G
K.P
A.T
New Era University
TABLE OF CONTENTS
Title Page…………………………………………………………………………… i
Approval Sheet…………………………………………………………………….. ii
Abstract…………………………………………………………………………….. iii
Acknowledgment……………………………………………………………………v
Dedication………………………………………………………………………….. vi
Table of Contents…………………………………………………………………. vii
Chapter 1: PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………………………… 1
Background of the study………………………………………………………….. 2
Statement of the Problem………………………………………………………… 4
Significance of the Study…………………………………………………………. 5
Scope and Limitation…………………………………………………………….... 6
Definition of Terms………………………………………………………………… 7
Theoretical Framework…………………………………………………………… 9
Conceptual Framework…………………………………………………………... 10
Chapter 2:REVIEW OF RELATED OF RELATED LITERATURE AND STUDIES
12-46
Chapter 3: RESEARCH METHODS
Research design………………………………………………………………….. 47
Population and Sampling………………………………………………………… 47
Sources of Data…………………………………………………………………… 48
Data Gathering Procedure……………………………………………………….. 50
Data Analysis……………………………………………………………………... 51
Chapter 4: PRESENTATION, INTERPRETATION AND

ANALYSIS OF DATA …………………………………………………………….52-67
Chapter 5: PRESENTATION, INTERPRETATION AND
ANALYSIS OF DATA……………………………………………………………68-71
Summary of Findings...…………………………………………………………… 68
Conclusions……………………………………………………………….……….. 69
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Recommendations………………………………………………………………... 70
Bibliography…………………………………………………………………...…... 72
APPENDICES
Appendix A – Letter……………………………………………………………….. 86
Appendix B – Questionnaire……………………………………………………… 87
Appendix C – Personal Information and responses……………………………. 88
Appendix D – Curriculum Vitae……………………………………………………..100
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Chapter 1
INTRODUCTION
Some students live near from their school. They can just walk their
way to school or they can be just one ride away and they can already arrive
to their school. On the other hand, there are some students who live far
away from school and needs to travel for a longer time than other students.
In certain instances, it requires them to ride many public vehicles before
they arrive to their school. Often times, time management can also affect
why these students tend to arrive late to their class. Maybe they wake up
late and they get stuck in the middle of traffic because it is already rush
hour. Sometimes they even forget to eat their breakfast because they are
too preoccupied on thinking that they will be late.
Because of this, it may affect their academic performance or grades.
Even times, their professors lecture them about time management and to
show up early on their next meeting. This may also affect their emotional
stability because of the confrontation of his/her professor in front of other
students. In this research, the researchers aim to feed the curious minds of
individuals and to understand the lived experiences of students who travel
farther from their school.

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BACKGROUND OF THE STUDY
In the previous studies, it is a fact that there are some students that
lives a long distance from their school. And they have encountered some
problems in their academics and other aspects of their life because of the
said problem. Also, the time spent by commuting from school back to the
homes of the students could be used in other things such as doing school
works, taking a rest, and other things they need to do but since their travel
time is longer, it can be wasted just by sitting on traffic.
In the context of the theory of choice, parents choose the school that
maximizes their utility as a function of both school and student
characteristics, such as the expected academic achievement a given school
can oﬀer to the child and time and travel costs related to the commuting
from home to school (Hastings, Kane, and Staiger, 2005). time of students
itself is one of the inputs into the educational process (Becker, 1965), and
the additional time spent traveling from home to school could be otherwise
allocated to studying, practicing physical activities and sleeping, activities
positively related with academic achievement (Ahrberg et al., 2012;
Perkinson-Gloor, Lemola, and Grob, 2013).
Similarly, a recent study conducted by Germany-based Education
International showed that long journeys to school have a negative impact

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on students’ health and on their education achievement levels. “Up until
now, neither
education authorities nor national governments have considered the impact
of long travel hours, to and from schools, on students’ health and learning
abilities. Sitting in a car or a bus for up to three hours per day is not rare,
and tires a child’s body more than an adult’s,” the study said. (Times
Reporter, 2016)
Echoing similar sentiments, Charles Mutazihana, the head teacher
of Kigali Parents School, says that long distances cause fatigue as the day
commences which kills a learner’s concentration. “The lengthy footing of
kids to school disorganises their concentration in class. Some of them arrive
at school sweaty, stressed and exhausted both physically and
psychologically, which compromises their performance,” he says. (Times
Reporter, 2016)
Seth Ndahoyo, a teacher at Nyabitse Primary School in Musanze
District, explains that students who travel long distances are more likely to
get to school late and miss an entire lesson or the introductory part of it
which affects their overall learning in the long run. “For the case of day
scholars, absenteeism can become a syndrome due to the long distance.
Thoughts about how distant it is to get to school keep running in children’s

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mind whenever they wake up. This, coupled with the pile of homework
assignments demoralises them,” Ndahoyo adds. (Times Reporter, 2016)
Increase in the daily commuting distance of a worker is a
consequence of such development that has become a potential cause of
reduced duration of sleep in the population. The problem of sleep
deprivation persists across individuals of all age groups (Pradhan et al.,
2017)
To assist in the possible improvement of these difficulties that the
disciples experience, researchers intends to understand ways on how to
lessen the struggles of students who has a long distance from their school
and gain knowledge.
STATEMENT OF THE PROBLEM
This study attempts to determine the lived experiences of Grade 11
students of New Era University who travels a long distance from their school
every day.
Specifically, it aims to answer the following questions:
1. What is the respondents profile in terms of:
a. Gender;
b. Address;
c. Waking time; and

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d. Class schedule?
2. Why do the participants chose to enroll in a school far from their home?
3. How do the participants manage to travel a lengthy time every day?
4. How do the participants overcome the hindrances that occur when
travelling to school?
5. How does the participants’ health responds to the harsh environment
while travelling?
SIGNIFICANCE OF THE STUDY
The following recipients will benefit from this study:
Students Most benefit of the study will be received by students for this
study focuses on their daily experiences. This study will provide them with
ways on how to lessen the struggles and disputes of their daily routine when
coming to school.
Parents As much as students are affected as well as the parents, helping
their child in preparing for school requires them extra effort specifically in
waking up early, with this study it can help them manage their time to not
waste any efforts and to know other ways to do hard chores easily.
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School Administrators Latecomers are big problems to school
administrators, with this study it could give schools a way to help and guide
students who travels a long way from school.
Future researchers This study could help future researchers in such way
that they can use the research as a reference for gathering data and
gaining some knowledge in advance.
The researchers themselves This study can help them for they can jump
from one knowledge to another, this will help them a lot in understanding
people from different perspectives.
SCOPE AND LIMITATION
This research is conducted to study the experiences of students who
encounters a long travelling time from their school as experienced by Grade
11 students of New Era University during the academic year of 2018-2019.
The aspects that were looked into were the reasons why the students chose
to enroll in a school far from their home, how they manage to travel a lengthy
time every day, how do they overcome the struggles that happens when
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traveling to school and how do their health respond to the harsh
environment while traveling.
The conducted study had a number of limitations. First, this study
had 15 participants under the phenomenological approach which limited the
participants’ statements about the experiences and description based on
the researchers’ knowledge and interpretations on the said topic which
made it difficult to find significant statistical data. Further research should
include surveys in order to determine the percentage of the students who
experience this hardship. Second, the performed research has a limited
time to process due to the diminished time that was given to gather the
required information which made the researchers find the dilemma in
acquiring the said evidences that was needed. Further research should
compromise a longer time so that the research associates would be able to
gather the descriptions and attests that will be needed in the research.
DEFINITION OF TERMS
The following are defined operationally to better understand the study.
Academic is the performance of the learners or students in a certain subject
or in her whole course study.

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Commute is the travelling of the students from their homes to their school
and vice versa.
Distance is the length of space between the students’ house and their
school.
Health is the state of mind and body of the student while travelling from
their home to their school.
Late is that the arrival of the students is after the proper time of arrival given
by school.
Long distance is a travel for more than 20 kilometers from home to school.
Time is the duration of the travel done by the student from their home to
their school.
Time management is a practice that a student should learn, so that they
could arrive on time to their school, especially in they live far from school.
Traffic is the congestion of vehicles that students experience while
travelling to their school.
Travelling is the transport of the students from their homes to their
school.
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THEORETICAL FRAMEWORK
Rational choice theory, also known as choice theory or rational action
theory is a framework for understanding and often formally modeling social
and economic behavior. The basic premise of rational choice theory is that
aggregate social behavior results from the behavior of individual actors,
each of whom is making their individual decisions. The theory also focuses
on the determinants of the individual choices (methodological
individualism).
Rational choice theory then assumes that an individual has
preferences among the available choice alternatives that allow them to state
which option they prefer. These preferences are assumed to be complete
(the person can always say which of two alternatives they consider
preferable or that neither is preferred to the other) and transitive (if option A
is preferred over option B and option B is preferred over option C, then A is
preferred over C). (Blume & Easley, 2007).
Students tend to choose a school far from their home because of the
quality education instead of choosing a school that is convenient but does
not have the same quality education. It also stimulates their capacity to
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make decisions because of the choice that they have made and ending up
in making the best decision for themselves.
CONCEPTUAL FRAMEWORK
Reasons for
Enrolling in
NEU
Time Students who travels a Health
Management Condition
long distance to school
Struggles
Going to
School
Academic Performance
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Fig. 1 Illustrates the Researcher’s Conceptual Framework
This framework illustrates the factors on 15 Grade 11 Students of
New Era University who travels a long distance to school because their
home is distant from school. The researchers also claim that the factors on
students who travels a long distance to school has something to do with
academic performances whether they are beneficiaries or not.
In the illustration, the given factors shows the relationship of the four
factors that affects the students’ academic performance, it also shows the
students’ capability in decision-making. The box of students who travels a
long distance to school in the diagram is surrounded by boxes which are
the factors that students’ experience while travelling to school and those
also affects the students’ academic performance.
This illustrates that 15 Grade 11 Students in New Era University
chose to study far because they want to experience commuting far from
their home because of lack of experience and to be an independent person
that can be significant for their future. Also, so that they could find a
university with a better quality of education.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Every day, millions of learners hoping to better themselves through
education wake up early to get to school. But for learners who have long
distances to travel, the journey can be much more difficult. (Joseph &
Carpenter, 2017)
Local Literature
Experience
In the Philippines, there is a lot of traffic all over the city. Hence, it is
harder for the students to reach their school because it takes them more
time to travel. But for the students who live in rural places, it might be harder
for them to reach their destination because there are limited public vehicles
in some places. Because of this, they need to walk risky and dangerous
paths for a long period of time just so that they can reach their school.
As stated by Zamora (2013), students cross six mountains by foot
every day. They are uncertain about what they’ll meet along the way like
snakes, which they often see, especially during rainy seasons. It is also said
that when heavy rains come, students’ can’t go home and wait for the
floodwaters to subside, and the mountains are very slippery.

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Jenel, 8, needs to walk almost 2 hours a day to reach school before
the 7:30am start time. His journey starts from his family’s small house, with
walls that are made of bamboo and dried and woven nipa leaves that serve
as roofing. Next Jenel walks downhill. He faces a small but deep stream
and without hesitation, he jumps over it expertly. He makes the long journey,
“Because my father said that going to school will give me a better future.”
His favorite subject is math he explained, “I love multiplication and division.”
Sometimes to quicken his trip, he takes a shortcut through a field of tall
sugarcane plants, even though the leaves are itchy on the skin and snakes
are said to dwell in the fields. He is already soaked in sweat, weariness
evident on his face. The school was built in the middle between the lowlands
and the uplands so that it could be shared. Despite its strategic location,
children from both communities still need to tread through difficult terrain to
reach the school. When it rains, the terrain poses more danger for the young
learners because of the muddy, slippery slopes. After more than an hour of
walking, Jenel trekked uphill with long strides and ran downhill with tiny,
careful steps, crisscrossing sharp rocks along his way. The clouds have
also started to disappear, giving way to the sun’s rays. A small bridge is
ahead, but Jenel shares that most kids prefer to cross the river instead
because it cools down their feet after the tiring and dusty walk. Rainy
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weather is the only time the students use the bridge since the stream swells
and becomes dangerous to cross. After more than two hours of hiking uphill
and downhill, crossing streams and walking under the sun’s heat, Jenel
finally arrives at his destination. As he enters the school gate, the tiredness
falls away and he is focused and motivated to begin his studies. Jenel’s
story is the same among the hundreds of students going to the public
schools in the middle of the mountain ranges. They share the same
enduring journey to school and back. But again, same as Jenel, they are
also equipped with sheer determination to attend class and to have the
opportunity for a better future. (Jimenez, 2015).
In Tomas Oppus, Southern Leyte, High school students get up
around 5:00 a.m. or earlier just to prepare for school. Then they have to
walk about an hour, a long six kilometers, just to reach a school before the
start of classes at 7:20 a.m. This is not "Ang Daan Patungong Kalimugtong,"
the documentary film by Mes de Guzman about highland school children
who have to traverse streams and mountain passes just to get to school.
The same youthful perseverance for an education is seen in this small town
of Tomas Oppus, Leyte. After school, at around 5:00 p.m., the kids have to
walk again an hour or more, six kilometers back to their homes, to study
and prepare for the next day’s school work. For a high school student of the
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Rizal National High School located in this town, a remote area in a hilly
location of Southern Leyte, the daily exercise is just par for the
course. Sometimes, when the weather is bad, the students walk through
rain and mud before they even start the day at school, school officials told
reporters during a tour of the province arranged by the Asian Development
Bank and the Department of Education (DepEd). But in spite of all the
hardships, including financial difficulties, the children mostly coming from
poor families are serious in finishing their studies, and one day hope to help
their parents and siblings live a better life.(Sandy Araneta, 2006).
Kids walk 2-3 kilometers or more to and from school every day. They
have to cross rivers and climb hills with their book bags. The ones that can
afford it take a tricycle, but that is a luxury. Schools are sometimes too far
for the most remote communities to practically access. So the families can’t
afford to pay and the children are pulled from school. (Weinstein, 2010)
the students of the Oro Elementary School in Dapitan City, Zamboanga del
Norte, literally climb the mountain just to get into school.
“Mga kabataang buwis-buhay ang pagpasok sa paaralan” (2016)
stated that every day, they are at the foot of the steep mountains of Oro to
climb it, regardless of the danger they face. But it does not mean that their
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calvary ends. The team of the program "Kapuso Mo, Jessica Soho" went to
Zamboanga del Norte to determine the difficulty of the students.
It was only early morning that the KMJS team reached the long
queue of students at the foot of the Oro Mountain. They are all preparing to
start a steep journey in their school. Slippers, in their arms, children climbed
up one by one, they did not mind the sharp stones that could bruise their
feet. They spit their spears, and they held their hands on anything they could
do. But even though they are very precarious, they only pick up the climbs,
just keep in mind that they are accustomed to doing what they do.
But going up to Mount Oro is just a morning of their "morning ritual."
Because they are still waiting for their more taxable way - what they call the
shore! Compared to Mount Oro, students are getting more and more
arduous.
Upon reaching the shore, the KMJS team identified the 11-year-old
Aibe. Aibe includes his mother, Aida, who is a Day Care teacher, to help
her climb. It's here where Aibe's life was once in danger. In 2010, it was
very rainy when Aibe was on the shore. She had a tremendous stroke in the
climb. "It was almost gone. There I felt that fear. I thought she'd fall below”,
recounted Aling Aida. It was in the meantime Aibe was traumatized because
of the incident. She was still planning to finish her studies. But because she
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was determined to graduate, Aibe fought her fears. And with her mother's
help, she once again went through the dense mountain.
Aida and Aibe have been living for eight years as a mountain life tax.
Because Aida wants Aibe to graduate from High School, they try to go every
day to Mount Oro, even though their lives are at risk.
"I just say to myself, the Lord is up to us because we are poor. I tell them,
'All right, let's just endure this. Just study well. 'I want them to finish their
studies so that they'll not be like us that is poor,' Aling Aida said.
As the KMJS team arrives at the school, there are many students
and teachers in school. Most of them, do not go through the mountain Oro.
Here it is learned that there is still a better way to go to school - by riding
habal-habal. The ride is only half an hour long. You just have to pay P50
per ride.
But in families that see gold equivalent to one cent or a peso, the
luxury of riding habal habal is considered to be a luxury. So most of them,
persevering just to climb the mountain and pay for the money incomes.
"When we ride every day, we're four of us P200. We have no money to use.
If we have P200, we will buy rice for our meals. We just endure that, every
day we come in, "explains Aling Aida. Almost a month ago, Aling Aida was
just over P800 as a teacher. Other families, just fishing, usually live.
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To save money, some students are endearing lambs walking on the flat
road for almost three hours. But because the walk is still long, the mountain
climbs the way they see the shortcut.
With over 130 students at Oro Elementary School and Oro National
High School, there are about 30 students living on a mountain climb to just
enter.
Thus, the population of the school is now very large. Because for others, if
the school is not punitive, it will break their pockets of expensive fares.
Sleep
Most students away from school wake up early to go to school in a
right time. Some students have a lack of sleep because they need to finish
their homeworks so they sleep late at night it can cause insomnia and they
can’t focus on their lesson or lectures because they feel tired and sleepy.
Moyo (2013) associated walking over long distances to and from
school might lead to late coming at school and at home after school in
evening. It was also explained that because of longer walking distance,
fatigue and hunger lead students to drowsiness during learning as a result
of walking over long distances compared to students from rich families who
usually cycled to school making them at the advantage of arriving at school
early without having lost any considerable amount of energy.

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Other studies have found that the performance of students can be
affected by little time to concentrate in studies due to distance as explained
with and non-use of verbal reinforcement strategy by teachers. In addition,
studies show that the attitude of some teachers to students lead to poor
attendance in lessons, lateness to school, unsavory comments about
student‘s performance that could damage their ego, and poor method of
teaching. (Mhiliwa, 2015)
Performance
Traveling from home to school has affected students’ performance.
The reason might be they are late because of the long distance travel and
struggles to cope up with the lessons because they have failed to attend on
time which results to lack of motivation and starts to slack off.
According to Garcia (2017) The geographical location of the school
is another factor that affects the student’s performance. The school setting
must be accessible to the transportation and other public amenities that add
comfort to the ways of life. Student’s effort and initiative is another factor
being considered as well as the age of the student.
According to a study performed by University of California, Irvine in
2007, roughly 63 percent of commuters are able to understand their class
material more and think critically as opposed to the 58 percent of residents.
It is also assumed that commuters are the likely candidates to skip classes
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because they live farther away, but it is quite the opposite. Attendance is
more valuable to commuters because it is harder for them to get notes or
talk to professors since they are not on campus at all times. When residents
are absent, they can ask a roommate or another resident to collect notes
and can even study for tests together in the dorms. There is more pressure
to finish homework ahead of time and have everything organized because
they have to get up early and get to class. Residents can run to their rooms
if they forget something, but commuters have to be more responsible. In
many cases, commuters have their academic lives better thought out than
residents because they have to manage their time more efficiently.
Commuters’ lack of a typical college experience does not serve as an
obstacle but, in some ways, a vehicle to stimulate them academically. It is
never easy being a college commuter. It is harder to socialize and be more
involved on campus (Kamrun Nesa, 2013).
As studied by Dante Contreras et al.(2018), taking advantage of
georeferenced data from Chilean students, we estimate the impact of
commuting time over academic achievement. As the commuting time is an
endogenous variable, we use instrumental variables and fixed effects at
school level to overcome this problem. Also, as we don’t know which mode
of transport the students use, we complement our analysis using machine
learning methods to predict the transportation mode. Our findings suggest

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that the commuting time has a negative effect over academic performance,
but this effect is not always significant.
According to an article of Nene (2017) in South Africa, most pupils in
rural areas such as Ladysmith, getting to school every morning remains a
daunting task as they have to walk more than five kilometers, and usually
on an empty stomach.
According to Equal Education spokesperson Mila Kakaza, teachers
and principals complained of having to teach pupils who were hungry and
exhausted after their long walk to school.
“As a result, learners struggle to concentrate or stay awake in class.
They attribute the high incidence of late-coming, absenteeism and learners
dropping out of school to the lack of scholar transport.”
He said a lack of transport also led to poor school attendance on
days of heavy rains or lightning storms, particularly during the summer
rainfall season.
“Walking long distances also comes with safety risks; learners who
walk long distances to school are also vulnerable to theft and sexual
violence,” Kakaza said. (Nene, 2017)
The inability to concentrate in class is a clear and direct result of
having to walk unreasonably long distances to school. It places rural
learners at a great disadvantage compared to their urban counterparts, and

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places immense pressure on the educational programme of the school.
Teachers must often repeat lessons when learners can’t concentrate or are
absent due to inclement weather. Bad weather has other consequences
besides high absenteeism and late arrival. It causes learners to be wet in
class and unable to concentrate. Learners also invariably get sick more
often. (Joseph & Carpenter, 2017)
According to Coady and Parker, (2002) as cited by Kithokoo, (2011)
in Mexico, students who walked long distances to secondary schools had
consistently negative effect on students’ attendance and hence affected
their academic performance. The impact in general was much larger for girls
than boys. For girls, a reduction of distance to the nearest secondary school
by one kilometer would result in an increase in the probability of attending
by 8.6% whereas for boys the corresponding increase would be
approximately 6.3%.
According to Mchelu and Abdalah, (2015) a study that was
conducted in Songea Municipality involving five day community secondary
schools. This study investigated the effect of long commuting on students’
academic performance in day community secondary schools in Tanzania.
The study specifically investigated the influence of long commuting on
student’s tardiness, truancy, school transfer and drop outs and its effects
on teaching and learning processes and its relationship to poor academic

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performance. A total of 163 long commuting students, class teachers and
school heads participated in this study. A descriptive survey research
design was used to obtain data through questionnaires, interviews, and
documentary review. The study findings showed that long commuting
students faced a lot of challenges that affected their academic performance.
Factors like lateness, tiredness, tardiness, truancy, and unfair treatment,
incompletion of class work, frequent school transfers and drop outs were
reported to affect them a lot academically. The study recommends that the
government through MoEVT and the PMORALG should introduce the
boarding system in day community secondary schools especially to long
commuting students, prepare policy that will guide the location of day
secondary schools, students’ catchment area, MoEVT and PMORALG in
collaboration with communities should build other new day secondary.
Furthermore, the government through the MoEVT and PMORALG in
collaboration with Non-Government Organizations to initiate cycling to day
community secondary schools campaign with the aim to encourage parents
to buy bikes to their children and the government through the PMORALG
especially at the councils and wards level to improve roads that go to day
community secondary schools.

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Motivation
Students who receives good marks in their academics makes them
feel motivated. And with this, they are going to do their best in every aspect
and will even start to go at school at a very early time just to get an extra
credit for it and even get a complement from their professors because of
being punctual.
According to Mhiliwa (2015) Individual learners‘motivation towards
education in community secondary schools should be complemented by
schools‘friendly environment to attract and motivate students for engaged
learning in community secondary school. When a school is located far from
where the students reside, they would drop from schools due to longer
walking distance to and from the school.
Safety
Some students encounters dangers while traveling to their school. In
some cases, there are unavoidable dangers which makes the students feel
terrified and anxious by their environment.
Children who walk long distances to school face very real and ever
present dangers. These dangers can strip them of their identity, their dignity,
and possibly their lives. But they are avoidable dangers. Safe and reliable
scholar transport would allow learners to be protected from crime, and give
them much needed peace of mind. (Joseph & Carpenter, 2017)

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In addition to Joseph and Carpenter’s (2017) literature, the safety of
learners is also threatened by criminals. A young female learner told EE of
her ordeal one afternoon on the way home. When we were about an hour
and a half away from the school we were walking in an open area when the
man grabbed me. The man raped me … The man was waiting for us close
to the river. He grabbed the girl that was walking with me and beat her. She
ran away. After he beat my friend, he grabbed me and choked me and then
raped me. He didn’t rape the other girl. She ran away… [Now] I struggle to
concentrate in class. Every time when school is about to end, I am worried
and scared, because I have to walk home. Another female learner explained
how she and some friends were offered a lift by a man in a bakkie while
walking home. They accepted the lift because they were tired. The driver
dropped her friends off but kept her in the truck. He sped off with her, and
she became very scared. She struggled and managed to jump out of the
speeding vehicle, waking later in hospital, having suffered a broken arm and
other injuries.
Parents
Parents tend to pick a school that has a good quality education. Even
though commuting costs lots of money, parents would set the expenses
aside just to get the proper education that their child needed.
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According to Hastings et al., (2005, 2006) as cited by Santos (2014)
In the context of the theory of choice, parents choose the school that
maximizes their utility as a function of both school and student
characteristics, such as the expected academic achievement a given school
can offer to the kid and time and travel costs related to the commuting from
home to school. In contrast with parents of shorter commuting students,
parents of longer commuting students tend to place more weight on
expected academic gains than on travel costs when choosing schools,
since they predominantly choose where to enroll their kids based on
information about academic standards, instead of proximity or ease of
enrolling their children.
An Educated Individual
Some students does not mind the distance from their school because
of the education that they need. In their perspective, far away distance of
home from school does not affect their performance because they can
manage the everyday struggles that they encounter.
There is a longstanding literature on the unequal geographical
distribution of welfare. In this paper we argue that increasingly geography
is becoming the basis for rationing access to some forms of welfare.
Focusing on access to secondary schools in East London, England, where
the demand for places at the more popular schools generally far exceeds
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the number of places available, we show how distance from school has now
become the primary means of allocating places. Rather than educational
resources attempting to compensate for geographical disadvantage,
geography (in the form of distance from school) has become the rationale
by which those living in advantaged areas continue to have privileged
access to educational resources. Whereas previously the role of the state
was to compensate for the unfairness of such geographical inequalities,
geography (via distance to school) is now used to justify the unequal
allocation of scarce school places. The paper demonstrates that not only
does the near universal adoption of distance‐based allocation policies in
East London lead to the reproduction of social advantage and
disadvantage, but also it is creating new hierarchies of school popularity
and more important unpopularity which are not always clearly related to
issues of school attainment.(Chris Hamnett, Tim Butler, 2011)
As studied by C Katharina Spiess, Katharina Wrohlich (2010), we
analyze the role of distance to the nearest university in the demand for
higher education in Germany. Distance could matter due to transaction
costs or due to neighbourhood effects. We use data from the German
Socio-Economic Panel (SOEP) combined with a database on university
postal codes to estimate a discrete choice model of the demand for higher
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education. We show that – controlling for other socio-economic and regional
characteristics – distance to the nearest university at the time of completing
secondary school significantly affects the decision to enrol in a university.
Our empirical results further suggest that the distance effect is driven mainly
by transaction costs rather than by neighbourhood effects.
A number of studies have long shown that the probability of studying
at university is influenced by the distance to the next university. This study
shows for the first time that distance to university also influences the choice
of subject/faculty and institution. Moreover, these findings are important
because the distance effect in terms of these decisions is associated with
significantly less risk of endogeneity than the effect in the analysis of the
willingness and ambition to attend university. The results also show that
distance does not influence study choices among students from the highest
socioeconomic group, a finding that further indicates that distance to
university is an expression of differences in the cost of a university
education.(Denzler, S., et al., 2011)
Peer Relationships
Because of long distance from their home, students tend to have less
socialization because they have to go home early. And with this, they are
having conflicts to meet up with their friends.

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Commuter students encounter many challenges that residential
students do not. Commuter students, particularly first-year students, often
have a difficult time "fitting in" to the campus community. Commuters often
find the task of meeting students challenging because their only point of
contact with other students is in the classroom, a small part of the total
college experience. Residential students live, eat, study, and socialize
together in residence halls, thus having greater opportunities to make
friends and to become socially integrated into the campus community. A
great amount of socialization for college students also occurs in the
cafeteria, student center, recreation center, through extracurricular
activities, or during late-night study sessions. In Alexander Astin’s (1993)
study, has shown that this peer group interaction positively affects critical
thinking skills, cultural awareness, leadership development, and academic
development. As a result of not living in residence halls or spending a
substantial amount of time on campus, commuter students miss out on
these opportunities to "connect" to the university and other students and to
enhance their learning and development.
Not only is frequent contact with students outside the classroom is
difficult to obtain, but commuters often face limited contact opportunities
with faculty and staff members as well. Commuters must make additional
trips to campus to meet with faculty members during their designated office
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hours. Unlike residential students, commuter students rarely have the
opportunity to observe faculty and staff members on campus involved in
non-classroom activities, such as playing sports in the recreation center or
interacting with students in the student center. These informal student-
faculty interactions have been linked to academic performance and to
personal and intellectual development for students, (Pascarella, E.,
Terenzini's, P., 1991). The interaction time for commuters with faculty
members is often limited to a few minutes between classes or briefly during
office hours, leaving commuter students feeling disconnected from the
academic system of the university. Commuters often find forming
relationships with faculty and administrators difficult because of these
limited interactions outside of the classroom.
Transportation issues are a large part of commuter concerns. First,
because of limited parking availability on most campuses, commuters have
difficulty finding parking spaces and must often allow extra time to do so.
Further, commuters often readjust their course schedules to attend classes
in large blocks of time, again reducing the hours spent on campus outside
of the classroom and the opportunity to become socially and academically
integrated into the college community. Some classes may be scheduled at
difficult times for commuters to attend, such as early morning or
midafternoon. Because of long commutes to school, these students may

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encounter difficulty attending such classes, which are easily accessible for
students.
Because of the short amount of time spent on campus each day,
commuter students have a limited knowledge of the university itself,
including the location of buildings, functions of university departments,
campus policies and procedures, and current events. Residential students
become familiar with the university by spending a substantial amount of time
on campus, taking part in student forums, and discussing current campus
events in the residence hall or in small groups. Therefore, residential
students often have a better understanding of the status of the university,
because commuter students must wait to receive pertinent information
through mailings or newspaper articles. In addition, greater proximity gives
residential students more frequent occasions to establish personal
relationships with faculty and staff, who serve as resources and mentors.
These mentors may provide assistance and information regarding new
policies and procedures.
Finally, research indicates that commuter students have lower
retention rates than those living on campus. A study by Vincent Tinto (1987)
indicates that students who have high interaction with their university's
academic and social systems are more likely to persist in college. Because
commuter students spend limited time on campus and limited time creating
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relationships with other students, faculty, and staff, they have fewer
opportunities to engage in quality interactions with these individuals.
Therefore they are less likely to make a strong commitment to the university
or its programs and are more likely to drop out of school than residential
students. (Pascarella, et al. 1993)
According to Liza Thomas and Robert Jones (2017) Once on site
students experienced a lack of ‘place’ to spend time, store things, and
where they could ‘belong’, and they also felt restricted by the food available.
More generally there was a sense of ‘othering’ as being a commuter student
is not acknowledged within the institutional discourse; it is assumed that
students are living nearby, with other students, and engaging in a hectic
social life. The institutional culture and discourse do not assume that
students are making tiring journeys to study, with little time or inclination for
wider engagement – and this is compounded by TV and media images of
students relaxing and socialising, not struggling and studying. But many
students feel that have no choice but to commute for a range of reasons.
Health and Learning Abilities
Smoke that the students inhale and waking up early might be the
factors that affect the health of the students. And by that, it might also result
to have an impact on their learning abilities.

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Education experts say it is important for parents to factor the
distances their children cover daily to and from school, whether by car or on
foot. Numerous studies both international and local show that long journeys
to school have a negative impact on students’ health and their education
achievement levels.
“The issue of taking students to far away schools strains them. In
most cases, these children spend the whole day at school. In local
Government schools there is hot sitting which gives a child enough time to
rest. It also allows them to concentrate better in school. But for schools
without hot sitting, it can be punitive for the learners,” (Rafomoyo, M., 2018)
Experts say very little is being done to address the impact of long
travel hours, to and from schools, on students’ health and learning abilities.
They suggest that sitting in a car or a bus for up to three hours per day is
not rare, and tires a child’s body more than an adult’s. Many bemoan that
long distances cause fatigue, which kills a learner’s concentration. “Some
of them arrive at school sweaty, stressed and exhausted both physically
and psychologically, which compromises their performance,” a school
teacher said.
Many students who travel long distances are more likely to get to
school late and miss an entire lesson or the introductory part of it which
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affects their overall learning in the long run, another expert said. For day
scholars, it’s worse and reports of absenteeism abound.
“Thoughts about how distant it is to get to school keep running in
children’s mind whenever they wake up. This, coupled with the pile of
homework assignments, demoralises them,” said one teacher.
According to Madelein MclIheran (2018), while over 4,000 students
are enrolled in undergraduate programs at St. Edward’s University,
approximately 1,578 students live on campus. This means that around
2,478 undergraduate students commute to St. Edward’s. Commuters face
one variable on the way to class that students who live on campus do not-
traffic. Forbes lists Austin as the eighth-fastest growing city in the US in
2018, with an annual growth rate of 2.57%. The city’s highways can’t seem
to keep up with the growing population, and commuters suffer longer
commute times in the worsening traffic. According to student commuters,
traffic in Austin seems to have significantly worsened in recent years. A
2017 study showed the negative effects of commuting. The study found that
long commutes times make workers 33 percent more likely to suffer from
depression, 46 percent more likely to get less than seven hours of sleep
each night and 21 percent more likely to be obese. While commuters at St.
Edward’s are likely to experience these negative effects due to longer
commute times, no correlation has been found between academic

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performance and housing on campus or off campus. Commuters face
worsening traffic, but they continue to come to class and keep stride with
their on-campus peers.
But as studied by Manas, Active commuting to school provides an
opportunity for increasing levels of physical activity on school days
(Larouche et al., 2014). However, in many countries the prevalence of
active commuting to school has declined in recent decades (Black et al.,
2001, Buliung et al., 2009, McDonald, 2007, van der Ploeg et al., 2008).
Understanding the correlates and determinants of active commuting to
school aids the development of strategies to increase rates of active
commuting in young people (Tudor-Locke et al., 2001). Travel distance has
been shown to have the strongest association with active commuting to
school, with shorter distances associated with higher rates of active travel
(Panter et al., 2008, Pont et al., 2009), and is also associated with changes
in active commuting (Hume et al., 2009, Panter et al., 2013). However, little
evidence is available on the distance that children are willing to walk to
school. In Belgian children, walkable distances of 1.5 km and 2 km for 11–
12 year olds and 17–18 year olds, respectively, have been reported
(D’Haese et al., 2011, Van Dyck et al., 2010), whereas an Irish study
reported an acceptable walking distance of 2.4 km for 15–17 year olds
(Nelson et al., 2008).

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School Choice
No matter how far or near the location of the school is, some students
or parents would still choose the good-quality education that is needed. On
the other hand, some would still choose the most convenient ones even
though the quality education is at low rate.
According to Corcoran (2018) Access to “high quality” high schools
varies across cities, race and ethnicity, and on the quality measure used.
However, ninth-grade students, on average, tend to live about a 10-minute
drive from a “high quality” high school. Access to a car can significantly
increase the number of schools available to a family. Typical travel times to
school by public transit are significantly greater than by car, especially in
cities with less efficient transit networks. Just as there are inequalities and
differences in students’ academic performance across these cities, we see
parallel inequalities and differences in the distances that students travel and
in the availability of nearby school options.
Children are traveling longer distances to school, and the share
traveling by car is increasing. the effects of school attributes on school
choice, which in turn gives rise to travel distance and mode choice. It is well
known that school quality is capitalized into residential land values.
Households willing and able to pay price premiums may choose to live
closer to good-quality schools. In contrast, households with less ability to

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pay are likely to live in places with schools of lower quality. The California
public school system has an open enrollment policy, which allows students
to transfer out of their neighbourhood school when places are available.
When this option is exercised, students may travel longer distances to
school compared with students who attend their neighbourhood schools.
We used travel diary data from the 2001 Post Census Regional Household
Travel Survey to model school destination choices for K-12 students in the
Los Angeles region, California. Parents may choose to send their children
to neighbourhood schools, other schools within their home district, or out-
of-district schools. We find that location, school quality, and other school
features influence the probability of a school being chosen, and the extent
to which these factors influence choice varies depending on the
characteristics of the residential district and the attributes of the household
(He, S.Y. & Giuliano, G., 2018).
As studied by Eva Andersson, et al. (2012), twenty years ago the
Swedish school system underwent serious change in that students were
given the right to choose their school, though those living near each school
had priority. Since then, there has been a new geographical debate
concerning where students live and go to school and possible implications
of this on student educational achievement and educational equality, as well
as on students’ daily lives. In studies of changes in the school system, travel

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distances to school have so far been less studied in the Swedish context.
In this paper we will analyze the changes in distance to school for 15-year-
olds, from 2000 to 2006, in order to identify who, and in which context, is
traveling shorter/longer distances, and thus performing a school choice. We
use register data from the database PLACE, Uppsala University. The focus
is not on effects on achievement, nor school composition, but instead on
the difference in ability/possibility of using school choice as measured by
distance. A time-geography approach concerning variation in constraints
between students is used. School choice may be a matter of preference for
certain schools, but importantly, it might also be a matter of time and space
restrictions for families with fewer resources; that is, with less spatial capital
and a limited opportunity structure. Results show that travel to school
distances have increased since the year 2000. Foreign-born students are
traveling shorter distances, except for those with highly educated parents.
Shorter distances are also travelled by students from families with social
assistance and for visible minorities in areas where such minorities exist.
As of the Australian Parenting Website, decisions about where your
child goes to school are very personal and can be difficult. It’s common and
normal for parents to feel anxious about getting this decision right. For some
parents, the decision is simple. Their children go to the local public school
– the school in the same government zone as their house. Other parents
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might want to look further afield at other government schools (‘out-of area’
schools) or private schools. And others consider homeschooling (Charles
Darnish, 2017).
Cognitive Development
Traveling has some positive effects on one’s health. By walking, it
could help students have a healthier life and would help to burn the calories
in their bodies.
Despite the journey to school comprising a universal experience for
those attending school there is surprisingly little evidence of the contribution
which the school journey experience makes to children's development
(EPPI, 2001). However, based on available research some conclusions can
be made: Exercise can improve the cognitive performance of children if
taken mid-morning or early afternoon (McNaughten, 1993), but there is no
reliable evidence that walking or cycling at the start of the day as part of a
journey to school has a similar effect (Craft, 1983). Research is needed in
this area to allow more conclusive findings but there is no evidence that
exercise in itself can have negative effects. Younger children who are wholly
or partly responsible for directing their route to school by walking, perform
better at tasks in the classroom that require spatial skills. (Foreman 1990).
Long journeys to school have a negative effect on children's educational
performance. Long travel times in an uncomfortable bus or an inability to

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participate in extracurricular activities reduce academic achievement (EPPI
2001). Focus groups suggested that children had improved their
organizational skills including time and money management as a result of
their independent travel to school (EPPI 2001).
Social Development
When some students commute through public vehicles, they can
interact with other people that can be in their same age group and can
develop friendship. However, there can be dangers in carpooling. They can
experience pickpocketing while riding public vehicles.
School travel decisions have been shown to affect social
development as follows: (Adler, 1994) found many positive influences on
children's social development as a result of carpooling. This research found
that the car pool environment was influenced by school, family, and peer
group pressures. Children in the car pools displayed friendship and
cooperation across normal boundaries of age and sex and parent drivers
interacted with children in a variety of ways, widening social experiences of
participants in the car pool. Children also derived status from the use of their
family's car. Participants in any car pool often shared similar social values
and norms and when these values were threatened the car pool often
dissolved. In contrast it was suggested that the school bus could have
negative influences on self-image for children from low income groups

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(Reid, 1994). Factors which reduced children's sense of belonging to a
community were shown to be associated with poor academic achievement.
Participation in non-school social activities was found (O'Brien, 1982) to be
lower for those with longer travel to school journey times but is still a minor
factor compared with perceived abilities and self-image. Participation in
school based activities was not found to be greatly affected by travel time.
Exercise was shown (Basile, 1995) to be a positive influence in reducing
the disruptive influence of children. There are strong relationships between
children's friends at school and travel to school decisions. This is partly
explained by friends outwit school also being friends within school, with
many children drawing friends from those who live nearby. However,
frequency of contact with friends is important in developing and sustaining
friendship and time travelling to school is seen as a key element within this
(King, 1973). The approach to management and efficient use of school
buses in North America introduces a much wider social function for schools.
High school cafeterias provide a waiting and social area allowing buses to
make several runs at opening and closing time. However this introduces
additional supervisory costs to schools (NSTA 2001).
There was no conclusive evidence on whether mode shift on the
school journey was resulting in general social change. Some have identified
possible negative consequences of mass car travel (Hillman,1993) and

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focus groups have suggested a range of possible positive and negative
impacts from mass use of particular modes on the atmosphere at the school
and the local sense of community (EPPI, 2001). This suggests that school
travel changes are one of many factors reflecting more general changes in
society.
Experience
There are some students who receive low grades because they
arrive late in their first subject and sometimes they can’t even attend to that
class. Therefore, they are not able to absorb the lecture and they are always
trying to catch up to their lessons and activities.
Impacts in the mid-1980s the mean distance travelled to school by
11–16 year olds in the UK was just over 2 miles; by 2013 this had almost
doubled, increasing to 3.7 miles (Department for Transport, 2013). This
lengthening of the high school commute has been influenced by some of
the urban structural processes which have occurred over the past 50 years.
Firstly a marked increase in the size of high schools, which began
in the post-war decades (Rigby, 1979) has resulted in secondary schools
drawing their pupil intakes from wider catchment areas on average. Second,
the suburbanization and decentralization which has occurred in many cities
has dispersed some school-aged children to family housing in low density
new-build housing estates on the outskirts (Hoare, 1975), which involves

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both longer travel distances and an urban form that favours car use
(Dieleman et al., 2002, Newman, Kenworthy, 2006). A third factor that has
also influenced the length of children's journey to school is legislation
promoting parental choice, which has encouraged the selection of out-of-
area schools (Parsons et al., 2000, Hoare, 1975). In recent studies it has
been estimated that less than half of all school age children now attend their
nearest school (Allen, 2007, Ferrari, Green, 2013). These changes in the
spatial configuration of schools and urban space have been accompanied
by significant social change such as the rise of the dual-working family and
growing private car ownership, a corollary of increased household
affluence. These have occurred over a period that has seen the cost of car
travel decrease in real terms compared to other forms of transport
(especially following deregulation and privatization of public transport which
occurred in the 1980s (Fairhurst, Edwards, 1996). The rise in volume of
road traffic associated with increased private car use has also led to rising
concerns about road safety, which has in turn contributed to decreasing
child independence and increased parental surveillance. Parental
strategies to cope with this dual challenge often most conveniently involve
driving children to school en route to work.
According to The Guardian (2018) It is not only a moral imperative
but a practical one, says Hillman. “The data shows that commuter students
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are less likely to get good degrees and more likely to drop out,” he says.
However, he adds that other factors might also explain their
underperformance. Students who live at home are more likely to come from
low-income households, to struggle financially and do paid work. They are
also more likely to be careers, parents, or mature students. “That makes
them even more worthy of support on campus,” he says.
Higher education could learn from boarding schools, says Hillman.
“Long ago, they developed the concept of ‘day boarders’ who are members
of a boarding house while not actually living there. Giving commuter
students membership of halls with access to the facilities and opportunities
to socialize would cost little and could quickly pay for itself through better
academic outcomes and lower drop-out rates.”
The high cost of rents and transport in London contributes to a large
number of commuter students in the capital. Yousef El-T, a medical student
at King’s College London, lives at home with his family for financial reasons
and is the vice-president for education (health) of the King’s College London
students’ union. The student union’s events at the start of the academic
year help students connect, he says.
Benefits and Costs
When a student commutes for a long distance, it requires them to
pay more money for their fares. In contrast, students who live nearer to their
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school only pays less money. Therefore, living nearer the school can be
more beneficial to the students.
A 2018 Urban Institute report, The Road to School, focused on the
demands for transportation in five cities where school choice rates are high
and found that most students’ commutes seem manageable at less than 20
minutes. But some students go to extraordinary lengths to get to school
every day (Blagg et al., 2018). An accompanying feature, “The Early Bell:
When School Choice Means Crossing Town,” profiles a high school student
in Washington, DC, who commutes to school with her grandmother starting
at 7:30 a.m. in rush-hour traffic that can make her 10-mile commute as long
as an hour and a half. This commute allowed her to attend one of the city’s
high-performing schools, but her family could not sustain the schedule and
enrolled her in the neighborhood school. This student’s experience shows
the benefits and costs of opting out of neighborhood schools Theory and
evidence suggest that opting out of the nearest school can offer students
benefits in school quality and educational programs, and analyses of school
choice suggest that parents and students seek these benefits. Research
consistently shows that school quality—typically measured by standardized
test scores or local performance ratings—is one of the most influential
factors in parents’ and students’ school choices. Qualitative interviews with
parents reveal that, after ruling out low performing schools, parents consider
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school culture (e.g., safety, discipline, and relationships between students
and teachers and among students) when making choices (Gross,
DeArmond, and Denice, 2015). Application data show that students,
especially high school students, are drawn to schools that offer
extracurricular programs (Harris, Larsen, 2015).

47
New Era University

Chapter 3
METHODS
This chapter will present the procedures and techniques that is going
to be used by the researcher in completing the study. It will include research
design, population and sampling, sources of data, data gathering
procedures, and data analysis.
Research Design
This study will use a phenomenological research, through qualitative
approach to explore and understand the everyday life experiences of
students who travels a long distance to their school. Their feelings are going
to be explored through descriptive phenomenology. Phenomenology is an
approach to qualitative research that focuses on the commonality of a lived
experience within a particular group. The fundamental goal of the approach
is to arrive at a description of the nature of the particular phenomenon
(Creswell, 2013).
Population and Sampling
The study population will comprise of 15 students who travels a long
distance to school in New Era University, Quezon City. The researcher will
purposively select individuals who commutes for a long amount of time as
participants because they are undergoing or had undergone the experience

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of travelling for a long time. Sample were selected using purposive sampling
method (Abedi, 2010, Burns and Grove, 2010)
Purposive sampling is designed to enhance understanding of
selected individuals’ experiences (Boyd, 2001). Thus, the researcher will
accomplish this goal by selecting “rich information” participants to provide
the greatest insight into the phenomena. The study will involve 15
participants. In phenomenological studies, owing to the large amount of
data generated which is complex to analyze participants lie within a range
of 5 to 25 as determined by saturation point.
Sources of Data
For this study, the researchers will consider both secondary and
primary sources of data which include the following:
Study period will be from March until April 2019. Informed verbal
consent will be taken from each participant. A total of 15 participants who
travels a long distance everyday will be interviewed. A questionnaire will be
developed containing questions on: 1) Demographic profile, to obtain
information about age, gender, city, waking time, and class schedule, 2) the
reason why they chose to enroll in a school far from their home, 3) how they
manage to travel a lengthy time every day, 4) how they overcome the
hindrances that occur when travelling to school and 5) how the environment
of the places that they go to when travelling to school affect their health.
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Data will be collected from the participants using structured interview
schedule. The questionnaire will be prepared.
To understand the variety of experiences of people who commutes
for a long distance, interviews will be conducted from March to April 2019.
This will be done to build trust and help participants feel confident to talk
about the issues they faced in daily life. The interviews will be conducted
with single participants and will be commenced in an exploratory manner
and then progressed towards more in-depth enquiry. Topics will be
addressed in the interviews are 1) general information, 2) life
history/background, 3) character evaluation, 4) environment situation, and
finally 5) health situation.
To understand the perspective of the students, a survey will be
conducted to 15 participants. Participants will be students of New Era
University who live distant from school. The survey will be conducted on
March 4, 2019. The survey aims to collect information from different
informants about the situation of students who travel a long distance to
school. The common themes will be 1) managing time, 2) distance from
home to school, 3) overcoming hindrances when travelling, 4) struggles of
travelling to school, and 5) recommendations for strategies to overcome and
to lessen the struggle in going to school.

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The surveys and the transcripts will be entered and analyzed. The
survey will be conducted in person so that the researchers and the
respondents can communicate freely, It will be conducted during the
respondents’ free time at New Era University.
The survey will serve as one of the tools that will enable the
researchers to explore and understand the everyday life experiences of
students who travels a long distance to their school. This must be answered
truthfully as possible to avoid false facts towards the said topic. The
possibility that the survey works as a tool for the production and processing
of the meanings in action.
The survey will be based on the lived experiences of students who
travels a long distance to their school, their time management, health status,
choice of school and experiences while travelling.
Data Gathering Procedures
Prior to the actual gathering of data, the researchers themselves will
ask the respondents as co-students, which are next to the researchers
respective classrooms, about the topic being researched. The researchers
will ask the respondents through surveys about the respondents experience
in travelling a long distance to New Era University.

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Data Analysis
The researchers will collect possible answers and guide the surveys.
The data will be analyzed through five processes: (1) all the results of the
survey will be read thoroughly to gain an understanding; (2) each written
summary will be summarized; (3) relevant parts of the survey will be
selected; (4) the interpretation will be reviewed; (5) the general meaning will
be identified. The textual descriptions that will be in the qualitative study
include: (1) use of the categories mentioned by each participant; (2) survey
results, (3) use of varied results from each participant; (4) narrative or story;
and (5) established keywords found based on the interpretation of the
researcher and the participants.

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Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents the data gathered from the focus group
discussion following the key informants’ description of the experiences of
student who travels a long distance to school. These were presented in a
manner by which questions were presented in the statement of the problem.
1. What is the respondents’ profile in terms of: gender, address,
waking time, and class schedule?
Respondents’ Profile
Gender
The percentage of males who travels a long distance to their school
whom the researchers have interviewed is 40%. While there are 60% of
females whom the researchers have interviewed who travels a long
distance to their school.
Address
There are 20% of participants who travels from Caloocan City to New
Era University which is approximately about 15 kilometers. Also, there are
30% of participants who travels from San Mateo, Rizal to New Era
University which is approximately about 15 kilometers. The participants who
travels from Rodriguez, Rizal to New Era University which is approximately

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about 27 kilometers is 33.33%. Moreover, there are 13.33% of the
participants who travels from Marikina to New Era University which is
approximately 10 kilometers. Lastly, 13.33% of the participants travels from
Valenzuela City to New Era University which is approximately 13 kilometers.
Waking Time
There are 13.33% of the participants wake up at 3 AM just to go to
school. While there are 40% of the participants who wakes up at 4 AM.
While the other 40% of the participants wake up at 5 AM. Also, there is
6.67% of the participants who wakes up at 6 AM.
Class Schedule
100% of the participants that the researchers have interviewed have
the class schedule of 7 AM which means they are all in the AM class.
2. Why do the participants chose to enroll in a school far from their
home?
Reasons why NEU was the school choice
This theme emerged from categories namely: self-responsibility,
teaching method, new experiences, religion, quality education, parents’
choice, dream school, lack of school choice, school since pre-school
Quality Education
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Picking the right school for having a good quality education is one of
the main factors that a student should consider. It is important because of
wanting to gain more knowledge and apply the skills that have learned to
themselves.
Participants 6, 10, 12 stated that quality education was their main
factor why they chose to enroll in a school that requires them to travel a long
distance from their home.
P6 said, “Because I know that I’ll get higher education here (NEU)
and would help me more about gaining more knowledge on the subjects
that I have enrolled”
P10 said, “I choose it because although it’s a bit inconvenient but a
school with high quality of education”
P12 said, “Because of the teaching method and would help me
enhance my skills that I might use in future experiences”
Religion
Religion makes a great influence to an individual and some needed
to balance out their duties in church while studying hence; the choice was
to pick a school that is understanding when it comes to religion matters.
Participants 1,4 and 15 stated that their religion made them choose
the school for them.

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P1 said, “NEU, our God called me here and thought it would be the
best choice for me”
P4 said, “Because I think there’s more opportunity and it is connected
to my religion (INC) that made me decide to enroll in here”
P15 said, “Religion, because it is the only school that has a lot of INC
members and would be easier for me to attend worship services because
there is a church nearby”
Parents’ Choice
Parents deciding to choose a school that they think has the best
quality education. On the other hand, they chose a school that is safe
enough for their children to attend. Participants 8, 13 stated that their
parents’ choice had made them to attend the school that is far from their
home.
P8 said, “Influence of parents, because they thought that this school
(NEU) is good when it comes to quality education
P13 said, “It’s because of what my parents like, and they think that
NEU is a safe school to attend to”
Self-responsibility
Students tend to start wanting to develop their self, not only in
physical matter but also in their behavior. By that, disciplining themselves
going to school independently may help them decide and do things on their
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own and gain new experiences. Participants 3, 5, 14 stated that self-
responsibility made them choose the school that they are attending.
P3 said, “Because I wanted to try something new and to be ready in
the future”
P5 said, “Because I want to experience to have a long ride far from
my home and to be responsible for myself.”
P14 said, “I want to get used to travelling so that in the future, I can
be independent enough to do things on my own”
Previous schools’ incapacity to accommodate more students
Schools that lack of capacity to hold enrollees affects the students
who are applying to a school that is convenient to them, in that case they
have no choice but to enroll to a school that requires them to travel for a
long period of time from their home. Participant 7 stated that there were no
slot that was available to be able to enroll in the previous school and the
choice that was left was to enroll a to a school where it requires more travel
time.
P7 said, “There were no slots available when I tried to enroll near my
hometown”
School since pre-school
Instead of transferring to a school that is near to them, some chose
to stay to their school even though it was far from their home because they
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have been studying there since then and was afraid that other school’s
environment might affect their performances and their social interaction
factors. Participants 2 and 9 stated that NEU was their school since they
started to attend in classes.
P2 said, “Because I’ve been studying here since preschool and I do
not want to enroll to another school because of other school’s environment”
P9 said, “Because, I started studying in Neu since my preschool
days, and it will be hard for me to leave my friends, and the school there's
where I’m more comfortable”
Dream school
Even though school is far away from their home, some still choose
to follow their standards when it comes to choosing the school that would
not only benefit them, but would also satisfy them because of their
willingness to enter a school that they thought would be best for them.
Participant 11 stated that he/she have decided to follow his/her school
choice.
P11 said, “I’ve enrolled in this school (NEU) because this is my
dream school and thought that it would benefit me because of my
enthusiasm to attend this school even though it’s far from my home”
3. How do the participants manage to travel a lengthy time every day?

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Techniques in managing time effectively
This theme emerged from categories namely: Setting Priorities, Self-
Discipline, Implementing self-rules and enjoying the time.
Setting Priorities
Setting priorities helps a lot in determining the tasks that needs to be
done in an early time. Knowing goals improves how one can do a task
productively in a short period of time. Participant 14 stated that setting
priorities helped her in managing her travel.
P14 said “I manage my time and always put on priority the things that
should come first”
Self-Discipline
The capability of a person to control their own emotion and overcome
their fragility gives them the ability to set goals for themselves and stick with
the decision they believe in, with this kind of mindset more tasks and
responsibility are more likely to be done in a short period of time. This
includes things like waking up early so they won’t be late in class.
Participant 3, 4, 6, 10, 11, 12 13 stated that waking up early and
leaving early helps them in managing their travel time
P2 said “It’s very traffic so I strive to wake up early. I go with my sister
and grandparents to school in a car so I am able to sleep for a couple of
minutes”
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P3 said “I try to wake up as early as possible and I’m also used to
this environment”
P4 said “I always wake up early to be able to come to school early.”
P6 said “I will wake up early so that I came on school on time.”
P10 said “It's just like waking up and traveling it's not that hard.
P11 said “I manage my time by depart in my home early”
P12 said “ I wake up 5:30 – 6:00 AM”
and P13 said “I use to wake up early for me to prepare myself and
the hour that I need to travel”
Implementing Self-Rules
Possessing self discipline requires having your own rules that you
yourself should obey to accomplish your own objectives. Setting own
guidelines helps a person in determining their own strengths and
weaknesses that has and still needs room for improvement.
Participant 8 stated that implementing his own rules helped him in
managing his travelling times.
P8 said that “I always have "1 and a half hours rule" for myself.
Example: if the class will start at 7:00 am, I will leave our house at 5:30 am”
Enjoying the Time
When in a tough situation keeping positivity is a must, with positivity
moods lighten up and the chances of doing something according to your

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plan is very high. With positivity you tend to enjoy tasks that are stressful
and you tend to change the anxiety into confidence. Keeping yourself busy
is also a way to turn the pressure from not being successful on something
into persuasion that you succeed in it.
Both participants 1 and 7 declared that they manage to travel for
long time by enjoying their whole time of travel and keeping themselves
busy.
P1 said “By simply making myself busy at the bus”
P7 said “I enjoy the time spent during the period I am commuting”
4. How do the participants overcome the difficulties that occur when
travelling to school?
Ways to Overcome Travelling Difficulties
This theme emerged from 4 categories namely: Time Management,
Being Patient, Being Optimistic, Self-discipline and Having Faith in God.
Time Management
Time management is the ability to use one’s limited time in a
productive and effective way. With time management, works could be done
orderly and could be finished on time.
Both participants 4 and 5 used time management to overcome the
difficulties that occurs while travelling. They both valued time and managed
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it well by planning what they will do when they will be travelling a long
distance to school.
P4 said, “I always wake up early at 5:00 A.M and manage my time
to take a bath, eat, and go to school at the exact time.”
And P5 said, “I overcome the difficulties by managing my time, so
that I do not have to struggle on competing with other passengers.”
Being Patient
Patience is a virtue. It is very important to have patience to avoid self
conflict or even conflict to other people. Patience also helps in avoiding
stress, for example, a person travelling a long distance and there was
vehicle congestion while he or she was travelling, if that person doesn't have
patience he or she will end up being stressed by the situation.
Participants 10, 11, and 14 chose to be patient while travelling a long
distance from their houses to their school. They used this method to
overcome the difficulties that occurs while travelling, such as
P10 said, “I face those difficulties by having patience.”
P11 said, “I overcome the difficulties while travelling by listening to
music and patiently wait until I reach school. I enjoy listening to songs, so, I
don’t notice that I have travelled a long distance.”
P14 said, “I sleep while I travel and when I get back home I sleep
again after that long distance travel from school, so that I can gain energy
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for tomorrow’s travel to school, by that I know I am patient and I do not have
to worry about being tired because I slept.”
Being Optimistic
One characteristic an individual should possess while travelling a
long distance is being optimistic to avoid having difficulties in travelling.
When you are positively thinking you can overcome anything because you
still have the right mind to decide if a complex situation may come.
Participants 1, 3, 6 and 12 used this characteristic to overcome the
difficulties that they encounter while travelling a long distance.
P1 said, “I bare in mind my goals, and I use that goals to motivate
myself that I should go to school even if it’s far from home.”
P3 said, “When I go to school, sometimes I am late for my first class,
and I hurriedly run to catch up in class but sometimes I just walk calmly and
accept that I am late because of travelling far. And I stay positive to assure
myself that I will not be late.”
P6 said, “I’ll just accept that I would really have to travel a long
distance because I chose this school. And I am optimistic that while
travelling I won’t encounter difficulties.”
P12 said, “I actually can’t overcome it. Because traffic can happen
anytime and anywhere. But I have a positive thinking that if this may happen
to me, I will still be assured that I’ll arrive to school.”

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Self-discipline
Self-discipline is self-love. When you love yourself, you are
determined to do what will benefit you. And having self-discipline will give
you a lot of benefits, for example, disciplining yourself on waking up and
going to school early, you will profit with that by the fact that you’ll get a
perfect attendance and you’ll have a good academic performance because
you had listened to the first lesson the teacher had taught you.
Just like how participants 2, 8, and 13 did, they all had self-discipline
that waking up and going to school early will help them overcome or even
avoid the difficulties while travelling a long distance to school.
P2 said, “I try to prepare (the night before) the things that I could do
in the car. I try to make myself busy so I could still be productive while
travelling to school.”
P8 said, “Since I need to do it 6 times a week, I adjust myself by
sleeping at most 11:00 PM. And wake up 4:15 in the morning.”
P13 said, “The difficulty that I experience while travelling is the time
of travel. For example, I need to leave my house at 6 AM because we need
to reach the school at 7 AM or before. I wake up early at 4:50 AM, so that I
can be at school at exactly 7AM or earlier than that.”
Having Faith in God

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Based on our participants’ answers, faith in God helps them to
overcome the difficulties that occurs while travelling a long distance to
school. Having faith in God strengthens an individual's’ mental and physical
health and it leads them to positively overcome those difficulties that they
have experienced while travelling.
Participants 7, 9, and 15, all agreed that having faith in God can help
them as a student to get on time to school and avoid difficulties while
travelling a long distance.
P7 said, “I relax, I play music, and I rely on God's fate for me.”
P9 said, "I always make sure I pray before I travel, so I can assure
myself and my family that I can overcome the difficulties while travelling to
school.”
P15 said, “I can overcome the difficulties that happen to me while
travelling to school by praying and being alert in with my surroundings.”
5. How does the participants’ health responds to the harsh
environment while travelling?
Health problems
This theme emerged from 3 categories namely: Skin problems,
health condition, and lack of sleep
Skin problems
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Most of the teenage students suffer from skin problems like pimples
because they are exposed to pollution while travelling. Participant number
5, 8,and 13 experience this when they travelled. Participant number 5 said
”I’m having a pimple because of the pollution” Participant number 8 said “It
gives me more pimples and less sleep time for myself” and participant 13
said “ I experience acne and pimples because of the pollution, especially in
part of Payatas, Quezon City.
Obviously the three respondents have a same statement that one of
the effects of their skin problem is the pollution that sticks on their face when
they travelled.
Health condition
It is important to us having a healthy lifestyle for us to do our duties
and responsibilities in life. Health conditions or problems in our health can
weaken us if we abuse your health your body will break down. Some
students encountered this while travelling because of the pollution and dust
that may cause illness. Pollution can kill millions of people every year.
Participant 15 said “It affects my health because there are people
who are sick that might infect me as well as the pollution and temperature”
P14 said “I’m having difficulties in breathing and I always cough
constantly during travelling.”

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P11 said “Sometimes the pollution is too much, so i get sick and I
can't go to school.”
P10 said “I sometimes get colds and cough because of smoke and
dust.”
P7 said “The smokey atmosphere makes my breathing capacity to
decrease and that also made me more asthmatic.”
Participant 6 said “It affects my health because of the dirt and dust
outside our environment.”
Participant 3 said “I get cold sometimes because when I travel early
in the morning and when I commute my way home and the places I’ve been
through was a bit dusty.”
Participant 2 said “I am now always sick because of lack of sleep

then waking up early so I won’t be late.”
Lack of sleep
Sleeping on time is the most important because we can boost our
energy and its make you feeling better, it can also a key of a healthy
lifestyle but travelling for a long distance can make us tried and haggard.
Some participants of this research experience lack of sleep because they
wake up early to prepare to go to school so they can't be late on their class.
Participant number 15 wake up at 3:00 am to prepare to go to school
he said that travelling for long distance can affect his health because of
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pollution and a temperature. Participant number 1 said “I get too tired
because I have to travel and wake up early”
Participant number 2 said “I am now always sick because of lack of
sleep then waking up early so I won't be late”
Participant number 8 said “It gives me more pimples and less sleep
time for myself

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter analyzes the data and information gathered in the study,
reviews the significant aspects and summarizes its findings. This chapter
also draws conclusion and offers recommendations based on the findings.
SUMMARY OF FINDINGS
Based on the data gathered and analyzed in chapter 4 of the study, the
following are the findings:
1. Five themes emerged respondents’ profile, reasons why New Era
University was the school choice, techniques in managing time
effectively, ways to overcome travelling difficulties, and health
problems.
2. The students’ reasons why they chose a school far from their home
is because of the quality of the education that they may acquire,
because of the influence of their religion, because of the own
decisions of their parents, and to develop independence.
3. The student participants encountered difficulties in travelling and try
their best to go to school early, just to make it on time to their first
class. Some of the students experience various health problems
because of the long travel time to their school. Some of them

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experience having skin problems and some others have weak
immune system because of the pollution that is caused through
travelling. Some of them experience lack of sleep because they have
to wake up early just to make it to their class on time.
4. The student participants becomes more responsible and self-
disciplined because of the experiences that they encounter while
travelling a long distance to school. As we all know, we learn by
experience. And as the participants go through difficulties while
travelling they learn how to deal with it and find ways to overcome
those difficulties all by themselves.
5. The participants manages their time and they are optimistic about
achieving their goals even if they live far from school.
CONCLUSION
Based from the findings of the study, the following conclusions were drawn:
1. Students really do have different reasons why they chose a school
far from their home.
2. On the other hand, students who are travelling to school daily affects
their health negatively.
3. Students who travel a long distance to school have different ways on
how they will distract themselves from the stress the travel causes.
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4. The students who chose to study far from their home are able to learn
by experience and they are more exposed to the reality of life.
5. Student participants struggle sometimes in managing their time and
because of being far from school, they are obligated to learn how to
manage their time as students.
RECOMMENDATIONS
Based on the findings of the study, the following recommendations are
provided for the improvement of the life of students who travels a long
distance to their school.
1. Choosing a school that has a good quality education, wanting to balance
out church duties while studying, or the choice of their parents might be the
reasons why they are experiencing a long distance travel from their home
to school. Picking a school that would benefit the most would be the best
choice.
2. We all know that our world is becoming more advanced than before, and
as we go through this change, we also gradually destroy our planet and this
causes pollution that can harm our health. As the student participants travel
a long distance they also complain about pollution that affects their health
condition. The researchers recommend them to be more cautious about
their health and to always keep themselves safe and healthy.

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3. Students travelling a long distance to school must have a high tolerance
to stress and we recommend them to wear anti-radiation glasses if they'll
use electronics to distract themselves from the stress the traffic causes
while travelling.
4. As we grow up, we should be more observant with our surroundings,
especially for those students or teenagers who travel a long distance. Since
their travel time is lengthy, they have time to observe their surroundings.
Being observant would make them more mindful, be great listeners, have
better organizational skills, have a strong sense of orientation, and have
more keenly-developed comprehension and critical thinking skills, those
stated benefits of being observant would really help them as a student and
as a traveler.
5. If the students are really having a hard time in coping with the difficulty of
travelling far from their home, they should talk to their parents about the
other alternatives that they can do to prevent the struggles that they
encounter in a day to day basis.
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philippines
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APPENDIX A- Letter
March 14, 2019
Dr. Rebecca Supan

Integrated School Principal
New Era University
Dear Ma’am:
Good day!
We are students from grade 11 - HUMSS AM 1 and we are presently finishing our
Thesis entitled: “A Phenomenological Study on Lived Experiences of 15 Grade 11
Students who Travels a Long Distance from their School.”
In this regard, we would like to ask permission to conduct an interview with different
students from grade 11 level inside the campus.
We are hoping for your favorable response to this request.
Very truly yours,

Researchers:
Bautista, Jhescell Palmera, Kyla Gimena, Jasmin
Gariguez, Sophia Mae Taga-an, Alexis
Sir Joseph A. Asuncion Ed. D., DPA Dr. Rebecca S. Supan
Research Adviser Principal

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APPENDIX B- Interview Guide Questions
Interview Guide Questions
1. Personal Profile
1.1 Gender:
1.2 Address:
1.3 Waking Time:
1.4 Class Schedule:
2. Why did you chose to enroll in a school far from your home instead of enrolling to
a school that is more convenient to you?
3. How do you manage to travel for a long period of time every day?
4. How do you overcome the difficulties that happen to you while travelling to
school?
5. How does the environment of the places that you go to when travelling to school
affects your health?

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APPENDIX C- Personal Information and responses (Unedited or raw answers to
the guide questions)
JHUBI LLOYD S. TULAGAN

Case #1
1. Personal Profile
1.1 Gender: Male
1.2 Address: 156 Virgo St. Pangarap Village Caloocan City
1.3 Waking Time: 3:00 AM
1.4 Class Schedule: 7:00 AM
- NEU, our God called me here and thought it would be the best choice for me
- By simply making myself busy at the bus
school?
- I bare in mind my goals, and I use that goals to motivate myself that I should go
to school even if it’s far from home.
- Lack of sleep, I get too tired because I have to travel and wake up early
HANNAH KARRYLLE S. SERRANO

Case #2
1. Personal Profile
1.1 Gender: Female
1.2 Address: Newtown Ave., Ampid Uno, San Mateo, Rizal
1.3 Waking Time: 5 AM
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- Because I’ve been studying here since preschool and I do not want to enroll to
another school because of other school’s environment
- It’s very traffic so I strive to wake up early. I go with my sister and grandparents
to school in a car so I am able to sleep for a couple of minutes
school?
- I try to prepare (the night before) the things that I could do in the car. I try to
make myself busy so I could still be productive while travelling to school.
- I am now always sick because of lack of sleep then waking up early so I won’t be
late.
FRANZENE LEANA Z. PELAGIO

Case #3
1. Personal Profile
1.1 Gender: Female
1.2 Address: Blk. 1 Lot 22 Dona Maria Subd. Burgos, Rodriguez, Rizal
1.3 Waking Time: 4:15 AM to 4:30 AM
- Because I wanted to try something new and to be ready in the future
- I try to wake up as early as possible and I’m also used to this environment
school?
- When I go to school, sometimes I am late for my first class, and I hurriedly run to
catch up in class but sometimes I just walk calmly and accept that I am late because of
travelling far. And I stay positive to assure myself that I will not be late.
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- I get cold sometimes because when I travel early in the morning and when I
commute my way home and the places I’ve been through was a bit dusty.
MARTINA SAN DIEGO

Case #4
1. Personal Profile
1.1 Gender: Female
1.2 Address: #12 Concepcion St. Sta.Ana San Mateo, Rizal
- Because I think there’s have more opportunity and it is connected to my religion
(INC) that made me decide to enroll in here
- I always wake up early to be able to come to school early.
school?
- I always wake up early at 5:00 A.M and manage my time to take a bath, eat, and
go to school at the exact time.
JOHN MARIE BORJA

Case #5
1. Personal Profile
1.1 Gender: Female
1.2 Address: #5 Guyabano St. Nangka, Marikina City
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- Because I want to experience to have a long ride far from my home and to be
responsible for myself.
- Because it was more fun than a short period of time of travelling.
school?
- I overcome the difficulties by managing my time for me not to have struggle on
competing to other passengers.
- I’m having a pimple because of pollution
JAMES PACHECO
Case #6
1. Personal Profile
1.1 Gender: Male
1.2 Address: Mapulang Lupa, Valenzuela City
- Because I know that I’ll get higher education here (NEU) and would help me
more about gaining more knowledge on the subjects that I have enrolled
- I will wake up early so that I came on school on time.
school?
- I’ll just accept that I would really have to travel a long distance because I chose
this school. And I am optimistic that while travelling I won’t encounter difficulties.
- It affects my health because of the dirts and dust outside our environment .
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DAPHNE LYN ASUNCION

Case #7
Personal Profile
1.1 Gender: Female
1.2 Address: San Jose, Rodriguez, Rizal
1.4 Class Schedule: 7:00 AM-1:30 PM
- There were no slots available when I tried to enroll near my hometown.
- I enjoy the time spent during the period I am commuting.

school?
- I relax, I play music, I rely on God's fate for me.
- The smokey atmosphere makes my breathing capacity to decrease and that it
also made me more asthmatic.
MARK VINCENT SANTIAGO

Case #8
1. Personal Profile
1.1 Gender: Male
1.2 Address: B5 L29 Boston St., Christine Ville, San Jose, Rodriguez, Rizal
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- Influence of parents, because they thought that this school (NEU) is good when it
comes to quality education
- I always have "1 and a half hours rule" for myself. Example: if the class will start
at 7:00 am, I will leave our house at 5:30 am
school?
- Since I need to do it 6 times a week, I adjust myself by sleeping at most 11:00
PM. And wake up 4:15 in the morning.
- It gives me more pimples and less sleep time for myself.
AUDNEY ISON
Case #9
1. Personal Profile
1.1 Gender: Female
1.2 Address: B27, L2 Phase 2-C Santa Barbara Villas 2, Brgy. Silangan, San Mateo,
Rizal
1.3 Waking Time: 4:45am
1.4 Class Schedule: 7:00am
2. Why did you choose to enroll in a school far from your home instead of enrolling
to a school that is more convenient to you?
-Because, I started studying in Neu since my preschool days, and it will be hard for me
to leave my friends, and the school there's where I’m more comfortable.
- Maybe because I already adjusted, and my dad sometimes drive me to school or pick
me up when he's available.
school?
- I always make sure I pray before I travel, so I can assure myself and my family that I
can overcome the difficulties while travelling to school.
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-It is not that it affects my health, but being a commuter makes you deal with the dirt,
smokes made by the cars, and cigarettes but I make sure to be careful whenever I
travel.
DARA DELA CRUZ

Case #10
1. Personal Profile
1.1 Gender: Female
1.2 Address: Tagumpay Rodriguez, Rizal
1.3 Waking Time: 5:00am
- I choose it because although it’s a bit inconvenient but a school with high quality
of education.
- It's just like waking up and traveling it's not that hard.
school?
- I face those difficulties by having patience.
- I sometimes got colds and cough because of smoke and dust.
BRIAN NICHOLAS C. CRUZ

Case #11
1. Personal Profile
1.1 Gender: Male
1.2 Address: 23 Sandalwood st. Concepcion dos, Marikina City
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- I’ve enrolled in this school because this is my dream school (NEU) because this
is my dream school and thought that it would benefit me because of my enthusiasm to
attend this school even though it’s far from my home
- I manage my time by depart in my home early
school?
- I overcome the difficulties while travelling by listening to music and patiently wait
until I reach school. I enjoy listening to songs, so, I don’t notice that I have travelled a
long distance.
- Sometimes the pollution is too much, so i get sick and I can't go to school.
JAMES VILLARAMA
Case #12
1. Personal Profile
1.1 Gender: Male
1.2 Address: Blk. 9 Lot 3A Village Homes Parkwood Hill Payatas, Bagong Silang,
QC
1.3 Waking Time: 5:30 – 6:00 am
- Because of the teaching method and would help me enhance my skills that I might
use in future experiences
- I wake up 5:30 – 6:00 AM
school?
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- I actually can’t overcome it. Because traffic can happen any time and anywhere.
But I have a positive thinking that if this may happen to me, I will still be assured that I’ll
arrive to school.
- It affects me because of the pollution in the area
JEN CLAVITE
Case #13
1. Personal Profile
1.1 Gender: Female
1.2 Address: B7-6 Tagumpay houses, Rodriguez Rizal
1.3 Waking Time: 4:50 a.m
- It’s because of what my parents like, and they think NEU is a safe school to
attend to
- I use to wake up early for me to prepare myself and the hour that I need to travel
school?
- The difficulty that I experience while travelling is the time of travel. For example, I
need to leave my house at 6 AM because we need to reach the school at 7 AM or
before. I wake up early at 4:50 AM, so that I can be at school at exactly 7 AM or earlier
than that.
- I’m experiencing acne and pimples because of the pollution. Especially in the
part o Payatas QC
HANNAH MAICA SY
Case #14
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1. Personal Profile
1.1 Gender: Female
1.2 Address: #9 Forsythia St. Decastro Valenzuela City
1.3 Waking Time: 4:50 a.m
- I want to get used to travelling so that in the future, I can be independent enough
to do things on my own
- I manage my time and always put on priority the things that should come first
school?
- I sleep while I travel and when I get back home I sleep again after that long
distance travel from school, so that I can gain energy for tomorrow’s travel to school, by
that I know I am patient and I do not have to worry about being tired because I slept.
- I’m having difficulties in breathing and I always cough constantly during travelling.
JUSTIN NOEL PINEDA

Case #15
1. Personal Profile
1.1 Gender: Male
1.2 Address: #81 Tugatog St. Bagong Barrio Caloocan City
- Religion, because it is the only school that has a lot of INC members and would
be easier for me to attend worship services because there is a church nearby
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- Persevere and Be positive
school?
- I can overcome the difficulties that happen to me while travelling to school by
praying and being alert in with my surroundings.
- It affect my health because of people who are sick that might infect me as well as
the pollution and temperature
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APPENDIX D – CURRICULUM VITAE
PERSONAL INFORMATION
Name : Ms. Jhescell E. Bautista
Date of Birth : January 26, 2002
Civil Status : Single
Address : 52 B Manansala St. UP Diliman Quezon City
Home Address : UP Diliman Quezon City
Contact Number : 09453162329
EDUCATIONAL BACKGROUND
Elementary : Kruz na Ligas Elementary School
Secondary : New Era University Integrated School

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Name :Ms. Sophia Mae F. Gariguez
Date of Birth :May 11, 2001
Civil Status :Single
Address :4504 Sagana Condo 1, Culiat, Quezon City
Home Address :Barangay New Era, Quezon City
Contact Number :09052148162
Elementary : New Era University Integrated School

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Name :Ms. Jasmin M. Gimena
Date of Birth :October 8, 2001
Civil Status :Single
Address :B21 L29 Navarro Street, Maligaya Park
Subdivision, Caloocan City
Home Address :Erenas, Victoria, Northern Samar
Contact Number :09176493341
Elementary : Erenas Elementary School
Secondary : Tan Ting Bing Memorial Colleges Foundation Inc.

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Name : Ms. Kyla A. Palmera
Date of Birth : February 4, 2001
Address : 31 Cebu Street Pael Subdivision Culiat,
Quezon City
Home Address : Visayas Avenue, Quezon City
Elementary : Ste. Anne De Beaupre School
New Era University Integrated School

New Era University
No.9 Central Avenue, New Era
104
Name : Ms. Alexis Taga-an
Date of Birth : December 28, 2001
Address : #5 Abel st. Metrogate Complex Villages
Meycauayan Bulacan
Home Address : Meycauayan Bulacan
Elementary : St Joseph College
: Olongapo City Elementary School
Secondary : Bagbaguin National High School

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New Era University

No.9 Central Avenue, New Era,

“Phenomenological Study on Lived Experiences of 15 Grade 11

A Thesis presented to the Faculty

In Partial Fulfillment of the Requirements for the

Gariguez, Sophia Mae

Approved by the Research Committee on Oral Examination with a grade of ___________

on March 16, 2019.

Ma’am Everly Chavez

Ma’am Emely Refugio Ma’am Joyce Dela Cruz

supported the researchers by allowing them to conduct such a study.

for us to finish the task.

Chapter 4: PRESENTATION, INTERPRETATION AND

New Era University

In certain instances, it requires them to ride many public vehicles before

too preoccupied on thinking that they will be late.

Because of this, it may affect their academic performance or grades.

stability because of the confrontation of his/her professor in front of other

individuals and to understand the lived experiences of students who travel

farther from their school.

time is longer, it can be wasted just by sitting on traffic.

maximizes their utility as a function of both school and student

characteristics, such as the expected academic achievement a given school

allocated to studying, practicing physical activities and sleeping, activities

positively related with academic achievement (Ahrberg et al., 2012;

Perkinson-Gloor, Lemola, and Grob, 2013).

Similarly, a recent study conducted by Germany-based Education

International showed that long journeys to school have a negative impact

education authorities nor national governments have considered the impact

Echoing similar sentiments, Charles Mutazihana, the head teacher

commences which kills a learner’s concentration. “The lengthy footing of

kids to school disorganises their concentration in class. Some of them arrive

at school sweaty, stressed and exhausted both physically and

psychologically, which compromises their performance,” he says. (Times

Seth Ndahoyo, a teacher at Nyabitse Primary School in Musanze

scholars, absenteeism can become a syndrome due to the long distance.

Thoughts about how distant it is to get to school keep running in children’s

assignments demoralises them,” Ndahoyo adds. (Times Reporter, 2016)

Increase in the daily commuting distance of a worker is a

consequence of such development that has become a potential cause of

reduced duration of sleep in the population. The problem of sleep

deprivation persists across individuals of all age groups (Pradhan et al.,

To assist in the possible improvement of these difficulties that the

disciples experience, researchers intends to understand ways on how to

and gain knowledge.

STATEMENT OF THE PROBLEM

This study attempts to determine the lived experiences of Grade 11

Specifically, it aims to answer the following questions:

1. What is the respondents profile in terms of:

c. Waking time; and

3. How do the participants manage to travel a lengthy time every day?

4. How do the participants overcome the hindrances that occur when

5. How does the participants’ health responds to the harsh environment

SIGNIFICANCE OF THE STUDY

The following recipients will benefit from this study:

Parents As much as students are affected as well as the parents, helping

students who travels a long way from school.