Title: Effect of Inadequate Facilities on the Learning Students of Senior High School of

Universidad De Manila

Introduction.

Facilities are basic support to teaching and learning of students. These are
supposed to be provided well for the students to understand and know better the
procedures and processes that requireds demonstration of the practical side of the
subject matter. On the teaching process, the teacher may encounter difficulty in
delivering the subject matter without the support of facilities e.g. laboratories, shops or
the like. Many studies had proven that learning by doing is most effective for most
learners in which only hands on approach can provide. This kind of approach can only
be possible if the students are exposed to actual and practical activities of the where
they will be guided by their teacher and student can be able to manipulate and apply in
reality whatever theoretical knowledge they have acquired.

With the new K to 12 curiculum, which is directed towards developing skills and
competencies for practical life’s use. These are meant to provide job opportunities to the
students whether employment, entrepreneurship and or for pursuing higher education
after finishing senior high school. This means, standardization of competencies are
required and providing for adequate facilities that will ensure the employability of
graduates with the recognized competency certificates given after evaluation.

The study on the Effect of Inadequate Facilities on the Learning Students of

Senior High School of Universidad De Manila will establish the level of adequacy of
facilities used by the Senior High School in developing the standardized criteria in
getting the Certificate of Competencies or National Competency Certificates issued by
TESDA. The status of the provision of facilities to students and the level of competency
of the students will be assessed to determine the relationship of facilities and the
effectiveness of student’s learning.

Further more after determining the level of adequacy, the institution can be able
to make necessary improvements based on the note inadequacies by means of
upgrading or acquiring the necessary equipment or facilities to standardize the
instruction and the learning experiences of the student in any particular competency that
they have chosen management decisions are important in the provision of what is
required by the standardized education to give the student the opportunity to have equal
access to affordable yet quality education in public learning institutions. The notion that
private institution are more likely to provide better learning opportunities than the public
school, must be banished as the law provides for equal opportunity to education to all
student rich or poor.

Therefore , it is the responsibility of the learning institution to work on the fulfilment of

the goals of education that no individual will be left behind everyone must be provide
what is essential for the person’s total development. The environment to create support
for developing primarily life skill through functional literacy is the utmost object of
learning in the present educational system. The long term impact that is foreseen by the
educators that every student to be better, progressive, productive and confidently selt
assured to be independently working, earning and creating jobs for others in an
entrepreneurial mind-set kind of perspective.

STATEMENT OF THE PROBLEM

1. Are the student competent their skill required for competency certificate using the
facilities?

2.Are there enough functionals facilities in school ?

3.How do student perceived the effect of inadequate facilities to their competency-
based performances?
SCOPE AND DELIMITATION

This study is focused on the determination of effect of inadequate facilities on

the learning of Señior High Student of Universidad De Manila in term of performance of
student, Status of facilities and effect of inadequate facilities are perceived by the
student.

The Señior High Student of Universidad De Manila are target respondent of

their study who are undergoing laboratory activities in line with their choosen skill.
The conduct of their study will utilize survey questionnaire and checklist for a
period covering the first semester of SY: 2017-2018

SIGNIFICANCE OF THE STUDY

The result of this study will generate information that will be useful to the
following.

SCHOOL ADMINISTRATORS - the administrators can make use if the information

generated in order to further improve the status of facilities of it need additional
equipment, maintenance, repair or calibration.

TEACHERS - The teachers are facilitations can be able to assess the quality of
equipment and if the learning of student are facilitated will in the present status of the
facilities based on the result of their study.

STUDENTS – The students as user of the facilities are the best judge of how the status
of the facilities can improve or impede their learning and performance.

PARENTS – The parents as partners of the school in the learning of the students can
extend support in making sure that school facilities are working will for the benefits of
their children.
 CHAPTER II

REVIEW OF LITERATURE

This study examines the impact of inadequate school facilities on outcomes in selected Señior
high schools. This chapter is included to provide insight, as evidenced by a review of pertinent
literature, into the content of school facilities and their bearing on school improvement efforts.
The chapter opens with a description of the condition of Universidad De Manila school facilities.
The examination then ensues on the relationship between school design and student variables
such as achievement, attendance, behaviour, and dropout rate. The review of literature then
focuses on the role of school facilities in the professional development of educators and on the
establishment of community. The chapter concludes with an investigation of facility assessment
and with the manner in which school facility design has evolved as a result of modern research.

Effective of inadequate facilities in schools for poor and minority schoolchildren repudiate the
notion that family background and/or socioeconomic status are determinant of a student’s
ability to learn and achieve success in school. Studies (Edmonds, 1979; Purkey and Smith, 1983)
have shown that effective schools for poor and minority students share the following
characteristics: strong and supportive administrative leadership, instructionally effective
teachers, professional development opportunities, consistent monitoring of pupil 14 progress,
parent involvement and support, and a climate of high expectations for all students. In addition,
urban schools that successfully educate poor and minority children believe in the educability of
all children and maintain orderly, safe physical learning environments conducive to teaching
and learning.

Paradoxically, Ronald Edmonds (1979) discusses the educational progress that has eluded many
urban schools by deconstructing the social order responsible for advancing issues of equity in
public education. Edmonds (1979) contends that progression toward equity in education
requires public policy that “begins by teaching poor children what their parents want them to
know and ends by teaching poor children at least as well as it teaches middle-class children” (p.
15). These educational inequities have been fueled by our nation’s general failure to educate
children of the poor. Along these lines, Edmonds (1979) alleges that “schools teach those they
think they must and when they think they needn’t, they don’t” (p. 16). In an ideological sense,
such complacency distances educators from their professional responsibility to provide a
quality education to poor and minority students. School officials who maintain the environment
of urban educational facilities have a significant impact upon teaching and learning. Arguably,
an essential component of effective schools is that they “are as eager to avoid things that don’t
work as they are committed to implementing things that do” (Edmonds, 1979, p. 21). In effect,
because research (Earthman, 1996; Edwards, 1991; and Hines, 1996) has shown certain aspects
of school climate (for purposes of this study—orderly, safe, and appropriate educational
facilities which are conducive to teaching and learning) to be determinant of academic
achievement, it is incumbent upon district and school administrators to make 15 improvements
in the physical climate of urban schools so as to establish gains in academic achievement on
behalf of poor and minority students. Substandard pupil performance in deteriorating urban
schools is often connected to policies and/or decisions which negatively affect the physical
learning environment. Research (Carnegie Foundation for the Advancement of Teaching, 1988;
Edwards, 1991; Poplin and Weeres, 1992) suggests that the depressed physical environment of
many urban schools is believed to reflect society’s lack of policy and priority for urban students
and their education; deferred maintenance, building age, and dramatically reduced operating
budgets have each contributed to the substandard physical nature of urban schools. Along
these lines, Poplin and Weeres (1992) contend that the depressed nature of urban schools is
most problematic in middle schools and high schools. Citing facilities where “temperatures
inside classrooms can and do reach 110 degrees . . . ceiling tiles are missing, lighting is poor,
new paint is spare, and landscaping minimal,” Poplin and Weeres (1992) maintain urban
students are also “crowded into rooms where, unless students are absent, there are not
enough desks” (p. 35).

It therefore reasonably follows that learning amidst substandard conditions fosters decreased
student motivation and sense of responsibility for maintaining the physical learning
environment. In such situations, it is also thought that student conduct actually mirrors the
condition of the facility (Carnegie Foundation for the Advancement of Teaching, 1988). When
asked to draw or write about the perfect school, student illustrations have depicted beautiful
schools complete with landscaping, spacious classrooms, and swimming pools—albeit flanked
by police helicopters and security personnel (Poplin and Weeres, 1992). Research indicates
poor and minority students 16 have a desire to learn in aesthetically pleasing and physically
comfortable schools. Teachers often support these sentiments. Poplin and Weeres (1992) offer
the following remarks of a middle school teacher: “How many executives in businesses sit in
rooms like that. Show me one, I haven’t met any . . . no professional who day after day tries to
maintain some kind of integrity. What really upsets me is that I do go home to air conditioning.
I’ll cool off eventually. But I’ll bet nine-tenths of my kids don’t. And they don’t deserve this all
day long. They don’t.” (p. 35).

Researchers and institutions closely aligned with the plight of urban children educated in
deteriorating school facilities have long perceived the situation as a social crisis. The Carnegie
Foundation (1988) describes the situation as a “major failure of social policy, a piecemeal
approach to a problem that requires a unified response” (p. xv). Edmonds (1979) similarly holds
that inequity in American education belies the need for effective schools capable of providing
“children of the poor those minimal masteries of basic skills that now describe minimally
successful pupil performance for the children of the middle class” (p. 16). Such thinking implies
that schools and districts hoping to progress toward increased student achievement should
begin with safe and secure physical learning environments. The alternative, as advanced by the
Carnegie Foundation (1988), is a future “imperiled if disadvantaged young people are not
economically and civically prepared. So long as failure is accepted, the lives of millions of
children clustered in our big city school systems will be blighted . . . . and the nation’s future will
be threatened” (p. 55). Toward this end, luxurious, grand environments are not prerequisites
for quality education, but neither can quality education be accomplished 17 in an atmosphere
of neglect. Successfully rebuilding the nation’s educational infrastructure need only require a
response as urgent and dire as the problem