PUPILS’ LEVEL OF SATISFACTION ON SCHOOL FACILITIES: BASIS FOR

DEVELOPMENT PLAN

RODRIGUEZ, MARJORIE G.

LIZADA, MARYJILL B.

SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF

OF THE CENTRAL PHILIPPINES STATE UNIVERSITY

IN THE PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE

DEGREE

BACHELOR OF ELEMENTARY EDUCATION

BEED

JANUARY 2019
 CHAPTER 1

INTRODUCTION

Background of the Study

Education is universally acknowledged as a veritable instrument for socio-

economic transformation. Ogbonna (2005) states that education is a panacea for

addressing underdevelopment and a practical means of improving the welfare of

individuals.

Education for All (EFA)- an enactment that holds educational institutions

accountable in providing quality education and maintaining high academic achievements

for all students in the country- appears to be almost unfeasible for many schools, which is

highly challenged to meet EFA’S requirements. To fully attain the provisions of this

enactment, several factors are need to be consider: (1.) a curriculum that ensures student

proficiency in taking standardized tests; and (2.) the adequate number of teachers who

can effectively translate the curriculum into meaningful instructional practices. And (3.)

is the physical school facility which considers to be an overlooked factor that influence

knowledge and kills acquisition of learners. Hughes (2005) and Lyons (2001) opined that

student performance and achievement depended upon the age, design, and condition of

the school facility.

According to Lyons (2001), learning is a complex process that puts students’

and schools’ physical conditions into constant evaluation. In this process, school facility
must be equally viewed as an active contributor. Thus, stakeholders must be aware of the

different ways by which the conditions of the school facilities make or break the students’

education.

Satisfaction with the own school is a major aspect of children’s quality of life. It

is important that children have a right to feel god about themselves and the institutions in

which they function. Schools should be caring and have a supporting setting that children

value and enjoy.

The degree of satisfaction with the school is essential because it affects

psychological well being of the pupils in the school, as well as school engagement,

absenteeism, drop-out rate, and behavioral problems. Hence, it is important to understand

how children rate their and know which factors are related to the level of satisfaction with

the school.

This study seeks to determine the quality of school facilities and the pupils

satisfaction with it; specifically, the researcher indicated the components of physical

school facility that yields the heaviest weight in the satisfaction of pupils while they are

learning. The findings of this study provide implications for policy revisions and

considerations in curriculum planning that can effective address the needs of the learners.

These installation and improvement measures are hoped to provide avenues for students

to proficiently translate theory into practice and to aim for lifelong and meaningful

learning.
 Theoretical Framework

The Conceptual Framework

The purpose of this study is to determine the quality of school facilities and the

satisfaction of the pupils with it during the teaching and learning process. The result of

this study will make the researchers come out with a plan that will help the stakeholders

to develop the school, specifically the facilities in it to meet the needs of both the teachers

and learners and make the teaching and learning process worthwhile.
 Schematic Diagram

Antecedent Independent Variable Dependent Variable

Figure 1. Schematic diagram, shows the relationship between the variables in the study.
 Statement of the Problem

This study aims to give the right information about the pupils’ level of satisfaction on

school facilities of Congressman Vicente Gustillo Sr. Memorial School for the school

year 2018-2019.

1. What is the socio-demographic profile of the respondents in terms of:

a. Age;

b. Sex; and

c. Grade level

2. What are the available school facilities?

3. What is the extent of pupils’ level of satisfaction?

4. What development plan can be propose for the improvement of school facilities?

Hypothesis

1. There is no significant difference exist on the extent of pupils’ level of

satisfaction on school facilities.

 Scope and Delimitation

The respondents of this study will be the 200 Grade 6 pupils in Congressman

Vicinte Gustillo sr. Memorial school for the school year 2018-2019.

Significance of the Study

The result of this study would be of great importance of the following:

Administrator. The result of this study will help to ensure that every

child in a particular school had access to quality education in school facilities that

provide an educational setting that was suited for teaching and learning.

Teachers. The result of this study will help them to improve the condition

of school equipment and facilities needed for the pupils learning and teachers

teaching.

Parents. The result of this study will help them to insure that their

children are comfortable enough inside the classroom and to make sure that they

have acquired the right amount of learning with the help of school facilities.

Students. The result of this study will serve as a tool for the students to

know the importance of school facilities in learning and for the future educators
 specially to those who are currently enrolled in CPSU, for them to be aware the

facilities needed in the school for the better learning.

Future Researchers. The result of this study will help them as a reference

for future studies.

Definition of Terms

In order for you to fully understand this study, the following terms are defined

conceptually and operationally.

School facilities. Conceptually, this term refers to as all facilities within the school,

which are used by the members of the school community (Abraham, 2003).

Operationally, this term refers to as instructional materials, space,

equipment structures, machines and accessories within the school which facilitates the

teaching and learning activities at the same time protects the physical well-being of the

students.
 CHAPTER II

REVIEW OF RELARED LITERATURE

Foreign Literature

School Facilities defined through the use of the total learning environment

assessment (TLEA), developed for a prior study of schools (O’Neil 2000). It is an

instrument that rates facility conditions on such factors as educational adequacy,

environment for an education, space flexibility, and cosmetic condition. The adequate

number of school facilities positively affects the teaching and learning process in the

school (Earthman, 2002). The condition of school facilities has an important effect on

pupils performance and teacher effectiveness. The facilities provided extra learning and

leisure opportunities for the whole school community.

Primary education as the first stage basic education is the foundation of any

educational system. If this foundation is not strong enough, the whole educational system

will be weakened. Over several decades there has been gradual deterioration in the

facilities provided by the government for the running of education at the primary school

level. Adeyemi (2007) posited that the public schools, pupils’ learning environment

typically has few facilities, and that many classes had up to 50 pupils which is higher

than 30 to 40 pupils indicated in the National policy on Education (Federal Government

of Nigeria, 2004).

One way schools can gain a competitive advantage in global competition is by

offering versatile facilities and high quality services to its two main stakeholders groups:

the staff and the pupils. School campuses are used for school related functions and
support schools’ core activities, such as teaching, researching and learning. Thus,

versatile facilities on the school campuses play an important role in achieving

institutional goals and thus have strategic values for these educational institutions and

their stakeholders, such as pupils and staffs (DenHeir,2011).

Kok, H.B., Mobach M. and Onno, S.W.F. (2011) claimed that the more facility

services directly affect the educational process, the higher their potential contribution to

educational achievement will be. Hence they suggested and constructed a typology

facility management services such as lighting systems, heating, ventilating, and air

conditioning (HVAC) systems; acoustic systems, the design of classrooms, audiovisual/

information technology (IT) equipment, cleaning and maintenance have a direct and

major effect on the educational outcome.

Asiabaka (2007) lamented the unhealthy nature of school buildings, with some

uncompleted, old and antiquated and sometimes dilapidated. Asiabaka also lamented the

overcrowded and un-conducive classrooms, unsightly and unhygienic toilets, inadequate

laboratories and workshops. With these short comings, he posited that pupils start

learning in already deprived and disadvantaged school environment. He noted further that

several primary schools I most parts of the country, the buildings were half completed or

dilapidated. He painfully noted that population explosion, insufficient desks,

overcrowded classrooms, inadequate learning materials, preponderance of unqualified

teachers, poorly educated and ill-motivated teachers characterized the entire system, and

that many school administrators focused mainly on infrastructural facilities such as

buildings, classrooms, chairs, tables and so on but neglected other school facilities as well

as the school environment.

 The need for both public and private primary schools to co-exist is to promote

education; parents prefer to put their children in schools with the good facilities. Most

parents patronize private primary schools, because the schools have very inviting, serene

environment and facilities that are attractive to the children. Meanwhile these facilities

are lacking in most public primary schools. But then there are several primary schools in

the state that are doing well in terms of physical infrastructural development. The school

physical environment includes the buildings, classrooms, furniture, equipment, libraries,

play grounds and so on.

Level of Satisfaction

Satisfaction with own school is a major aspect of children’s quality life. It is

important that children have a right to feel good about themselves and the institutions in

which they function. Schools should be caring and supporting settings that children value

and enjoy.

The level of satisfaction with the school is important because it affects psychological

well-being of the pupils in the school, as well as school engagement, absenteeism, drop-

out rate, and behavioral problems. Hence, it is important to understand how children rate

their schools and know which factors are related to the level of satisfaction with the

school. Although children spend a great deal of their time in school, there is relatively

little attention for school satisfaction. Positive experiences are satisfying in themselves

and can be expected to contribute to school tend to be more satisfied with school. Good

school results can be expected to lead to school satisfaction because they lead to

gratifying feeling of being academically competent. Pupils who are accepted by their
peers have been found to be more likely to enjoy school and their classes (Osterman

2000). Pupils may be satisfied with the schooling when the school environment is

conducive, if they have the opportunity to play around freely in a sport arena where

running, jumping, climbing, throwing and other activities are done. In other words pupils

may prefer to go to school with well-constructed classrooms and facilities that they can

be proud of (Omotere 2013).

Local Literature

According to Jeffrey A. Lackney and Lawrence O. Picus, an effective school

facilities is responsive to the changing programs of educational delivery, and at the

minimum should provide a physical environment that is comfortable, safe, secure,

accessible, well illuminated, well ventilated and aesthetically pleasing. The school

facilities consists of not only the physical structure and the variety of building systems,

such as mechanical, plumbing, electrical and power, telecommunications, security, and

the fire suppression system. The facilities also includes furnishing, materials textbooks,

and supplies, equipment and information technology as well as the various aspects of the

building grounds, areas for outdoor learning, and vehicular access and parking.

The school facility is much more than a passive container of the educational

process: it is rather, an integral component of the conditions of learning. The layout and

of the facility contributes to the place experience of pupils/students, educators, and

community members. Depending on the quality of its design and management, the

facility can contribute to a sense of ownership, safety and security, personalization and

control, privacy as well as sociality, and spaciousness or crowdedness. When planning,

designing, or managing the school facility, these facets of place experience should, when

possible, be taken into consideration.

The 1987Philippine constitution puts special premium on education and accords

it with the highest budgetary priority. Article XIV, Section 1, in particular, explicitly

provides: “ The State shall protect and promote the right of all citizens to quality

education at all levels.” Article XIV, Section 5. Clearly mandates the Sate to” assign the

highest budgetary priority for education.” However, despite these constitutional

guarantees, current performance indicators showed a dismal picture of the quality of

education in the country. Participation rates have worsened, dropout rates remain high

and the Philippines continues to perform poorly in both national and international

assessment test.

Despite efforts by the government to make basic education accessible to all, lack of

access to quality education remains a major policy concern. The Philippines, a signatory

to the Millennium Declaration, has committed to achieve the goal of 100 percent net

enrolment rate by 2015. However, there is a low probability that this target will met given

the current trend. Pupil-input ratios reflect the extent of shortages, especially when

disaggregated on regional levels. While the national average is 38.9 for pupil classroom

ratio, it could go to as the high as 77 students in one classroom in the National Capital

Region, 35 to 40 students in a classroom is considered to be the manageable class size

(UNESCO, 2009).
 CHAPTER III

Research Methodology

This chapter deals with methods of research used. It includes the Research

Design, Respondents of the Study, Sampling Procedure, Data Gathering, Validity and

Reliability of the Instruments, Data Gathering Procedure and Data Analysis.

Research Design

This study was employed a descriptive research design particularly the survey

method. Descriptive-survey method will use to describe the characteristics of a

population that are being studied. The purpose of employing descriptive-survey method is

to describe the nature of a condition, as it took place during the time of the study and no
explored cause or causes of a particular condition. The researcher will use this kind of

research to acquire first hand data from the respondents so as to formulate rational and

sound conclusions and recommendations for this study. Since this study is focused on

determining the level of satisfaction of pupils towards the school facilities of the said

school, the descriptive-survey method will be the most appropriate to used.