THE EFFECT OF THE DISTANCE FROM HOME TO SCHOOL TO SENIOR HIGH

SCHOOL STUDENTS

MARCH 2018

PETER MICHAEL BONHOC

DEBIE LOUISE GARCIA

NIKKO PALMA

ANGELO PINTAL

CHRIS ADRIAN TABALE

JOHN ONEILL VALCORZA

CHAPTER 1

THE PROBLEM AND ITS SETTING

Presented in this chapter are the Introduction, purpose of the study, research

question, theoretical lens, conceptual framework, importance of the study, delimitation

and limitation of the study, definition of terms, and review related literature and study.

Introduction

Gone are the days when students used to walk miles to access school, thanks to

the emergence of alternative means of transport like school buses and private cars.

However, even with these developments, there are students who still trek long distances

to school, perhaps, due to high transport fairs. Also with determination and the likeness

to go to their dream school even if it’s far away from home. Time is the main enemy of

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students that is why they have to be responsible enough to manage their time. “Students

who cover shorter distance to school tend to be reluctant because they know they can

make it to school any time,” (Mutazihana 2016) But living near the school is not a

guarantee success.

Purpose of the Study

The purpose of this study is, for us to know the senior high students effect, and

development of their performance by the distance on going to school. At this stage in

the research, we will make a survey that asks the students about how difficult or easy it

is to go to school. And also for us to know what help does it provide.

Research Question

1. Do you always wake up early?

2.Do you have a hard time going to school?

3.On your time frame of going to school, does this affect your studies?

Theoretical Lens

This study was informed by two theories: Self-Determination Theory (SDT) which

was developed by psychologists Deci and Ryan (1985), and the Motivational theory

developed by Maslow (1940).

Self-Determination Theory (SDT) postulates the ability that educators have for

moving the learner from a motivation state developed, regulated, 10 and maintained

through the teacher or classroom rules to become self-motivated students.

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Conceptual Framework

THE DISTANCE FROM HOME TO SENIOR HIGH SCHOOL STUDENTS

SCHOOL

Independent Variable Dependent Variable

Figure 1. Conceptual framework of study

Variables of Study

The Independent variable of the study is the distance travelled from home to school. It is

determining the impact or effect, travel distance does to SHS students.

Importance of the Study

This study will provide the students awareness of the different factors of going to school

in being affected by the distance. The administration may use these results as a guide

in improving the school’s curriculum and properly adjust their schedules for the better

good to the majority of the student’s long travel, to reduce the time they travel, and lead

to producing a high quality Senior High school student.

Delimitation and Limitation of the Study

The study will conduct only 50 Senior High School students from DMMA College

of Southern Philippines. Specifically, 25 students from grade 11 and 25 students from

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grade 12. The study will focus on their answer on their questionnaires as the result of the

surveys. Also due to time limitation, this study will be done before the Second Semester

ends in School Year 2017-2018 at DMMA College of Southern Philippines, Davao City.

The respondents will be randomly chosen to participate. The data used in this study will

be gathered through a survey questionnaire.

Definition of terms

The following terms are defined operationally and in the context of their usage on this

study;

1. Distance- How far is your home from school

2.Home- where the students live

3.School- where students study

Review of Related Literature

The underlying reason of absenteeism was rather interesting. It was reported that,

in most schools, especially public schools, meals were not provided, forcing students to

go back home during lunch hour to eat. However due to long distances to and for school,

some of these students do not go back, resulting in high rates of students’ absenteeism

in the afternoon. This also applies also to teachers. This results in less time spent in

constructive learning. For instance, the study found out that teachers spent 1.3 hours a

day teaching compared to the recommended 6 hours. In addition, it was reported that

the most common means of transport by teachers who live long distances away from

schools is walking or cycling.

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 CHAPTER 2

METHODOLOGY

Presented in this chapter are the research design, research locale, sampling

design, respondents, research instrument and statistical treatment of data.

Research Design

In this study, the researchers will be using descriptive design. Descriptive research

design is aimed at casting light on current issues or problems through a process of data

collection that enables them to describe the situation more completely than was possible

(Ethridge, D.E. 2004) . This study aimed to come-up with rich data on the effects of the

school location on learner‘s academic performance

Research Locale

This study will be conducted at DMMA College of Southern Philippines (DCSP)

which is located at Tigatto Road, Buhangin, Davao City. It specialized maritime courses

such as Bachelor of Science in Maritime Transportation and Bachelor of Science in

Marine Engineering. And now it offers Senior High School Program. The school was

established in October 1993

SAMPLING DESIGN

A sampling technique is a tactic used to select study a sample. A sample should

be carefully selected, because through such selection the researcher is able to determine

major characteristics required of the population (Leedy & Ormrod, 2001). In this research,

random sampling will be utilized as the researcher will randomly pick 25 respondents in

grade 11 and grade 12 students in DMMA College of Southern Philippines.

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Respondents

The participant of this study will be the students of Senior High School students of

DCSP, Buhangin, Davao City, and S.Y 2017-2018. They were chosen because they have

different attitudes of today's generation. We believe that they need to be surveyed

regarding this case for us to know that the DCSP provides a high standard students.

Research Instrument

The research instruments used by the researchers are survey method,

observation, and interviewing Senior Highschool Students of DCSP for them to determine

easier the effects of the distance from their home to school in their academic

performance.

Statistical Treatment of Data

The researchers will be analyzing the persons, events, decisions, periods,

projects, policies, institutions, or other systems that are studied historically by one or more

method in this topic. To attain this, data collection in a case occur over a sustained period

of time.

Chapter 3

RESULTS AND DISCUSION

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 This chapter deals on the presentation, analysis and interpretation of the data

gathered in answer to the statement of the problems posed in Chapter 1.

Table.1 Respondent’s Travel Habit

Question 1: How far is your home from school?
Answers Total
Very close to home (0-5km) 17
Far from home (6-12km) 14
Very far (more than 12km) 19
Number of respondents 50

Question 2: What is your means of transportation in going to school?

Answers Total
Public Utility Vehicles 37
Driving a car 1
Motorcycle 5
Walking 8
Bicycle 0
Carpool 0
No of respondents 50

Question 3: Typically, how long does it take for to get to school from home?
Answers Total
5 mins. or less 7
6 mins. -15 mins. 6
16 mins. 9
26 mins. - 35 mins. 7
36 mins. – 45 mins. 7
Over 50 mins. 15
No of respondents 50

Table.1It shows the distance and how much time the travel consumed from home to

school and what do they use as transportation. In this table this indicates on how hard

and

Table 2. Effects of Distance of School from Home

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 Indicators Mean S.D.

1. I find it difficult to live away from school. 3.1

2. I am late in my classes because of the distance of my home to 2.64

school.

3. I believe that students who live near the school get better 3.02
academic performance than those living away from school.

4. I am having a hard time focusing on my lessons because I get 2.92

tired from my travel in going to school.

5. I can perform better if I do not need to travel in going to school. 3.06

6. I believe that the distance I traveled in going to school affect my 2.66

grades somehow.

7. I think living near the school encourages laziness. 3.08

8. I consider living away from school exhausting. 3.46

9. I could no longer study in our home because I am already tired 3.36

from my travel.

10. I come to class unprepared because of my travel time. 2.94

11. I meet all my project and requirement deadlines. 3.36

12. I can actively participate in class discussion despite of the 3.34

distance of the school from our home.

13. I often sleep in class because I feel tired from my travel. 2.98

14. I am determined to wake up early to avoid traffic. 2.92

15. I am inspired to go to school despite the long transport. 3.6

Total= 3.1

Overall

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Note: 5.00 – 4.00 Strongly Agree; 3.99 – 3.00; Agree; 2.99 – 2.00; Moderately Agree;
1.99 – 1.00 Disagree; 0.99 – 0.00 Strongly Disagree.

The question number 15 got the highest mean 3.6 in which means that there are more

students who are inspired to go to school despite of the long transport. These students

moderately agreed that even though the long way on going to school can be hassle they

are still motivated to graduate.

The question number 8 has the second highest mean 3.46 which the students consider

that living away from school can be exhausting, they consider it as moderately agree

because of the time that they travel in daily routine of their day.

The question number 9 and 11 have the same mean 3.36 where they moderately agree

that they could no longer study in their homes because they are already tired from the

travel but they can still meet all the projects and requirements deadlines.

The question number 12 have the fourth highest mean 3.34 which students moderately

agree that students can still actively participate in class discussions despite of the

distance of the school from their homes.

The question number 1 has the fifth highest mean of 3.1 which students find it difficult

to live far away from school. They are moderately agreed that it is actually difficult that

living away can really affect their performances in school.

The question number 7 has the sixth highest mean of 3.08 which students moderately

agreed that living near the school can encourage laziness to the students. It means those

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who live near the school tend to rely on taking advantage that they can be tardy in

mornings because they don’t have to travel far unlike to the other students.

The question number 5 have the seventh highest mean of 3.06 which students

moderately agreed that they can perform better if they do not need to travel farther like

the other students.

The question number 3 is the eighth highest mean 3.02 which the students moderately

agreed that the students who live near the school get s a better academic performance

than those living away from school.

The question number 13 has the ninth highest mean 2.98 where the students disagree

that most students often sleeps because they feel tired from the travel. They actually

sleep because they don’t have enough sleep at night.

The 10th question is the tenth highest mean 2.94 which students disagree that they come

to class unprepared because of the travel time.

The question number 4 and 14 has the same mean 2.92 which the students disagree

that they are having a hard time in focusing their lessons because they get tired from the

travel on going to school and they are not having a hard time on coping on the lessons.

The question number 6 has a mean 2.66 which places 2nd to the last where the students

disagree that the distance they traveled in going to school can affect their grades.

The lowest mean 2.64 is the question number 2 which most students disagree that they

are late in their classes because of the distance from home to school.

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 In these questions we concluded that the total mean is 3.1 which means most students

moderately agreed that the distance from home to school ca affect their performances in

school.

Respondent’s Degree of Satisfaction

Table.2 Respondent’s Degree of Satisfaction in Accessibility and Convenience

CRITERIA TOTAL MEAN RATING DESCRIPTION

Near to mini market 178 3.56 Satisfied
Near to school 200 4.00 Strongly Satisfied
Near to internet cafe 202 4.04 Strongly Satisfied
Availability of Wifi connection 164 3.28 Satisfied
Total 748 3.72 Satisfied
Note: 5.00 – 4.00 Strongly Satisfied; 3.99 – 3.00; Satisfied; 2.99 – 2.00; Moderately
Satisfied; 1.99 – 1.00 Dissatisfied; 0.99 – 0.00 Strongly Dissatisfied

Table.2 shows the respondent’s degree of satisfaction in terms accessibility

and convenience. As seen on the table, the students were strongly satisfied that their

dormitory is ‘near the internet café’ giving the highest mean of 4.04. It is followed by ‘near

to school’ with a mean of 4.00 with an equivalent description of strongly satisfied. Both

‘near to mini market’ and ‘availability of wifi connection’ received the description of

satisfied with mean ratings of 3.56 and 3. 28 respectively.

Table.3 Respondent’s Degree of Satisfaction in Cost

CRITERIA Total Mean Rating Description
A person in a room cost 1500 pesos 158 3.16 Satisfied
2 persons in a room cost 1300 pesos 140 2.80 Moderately Satisfied
3 persons in a room cost 1200 pesos 124 2.48 Moderately Satisfied
4 or more persons in a room cost 118 2.36 Moderately Satisfied
1000 pesos
Total 540 2.7 Moderately
Satisfied
Note: 5.00 – 4.00 Strongly Satisfied; 3.99 – 3.00; Satisfied; 2.99 – 2.00; Moderately
Satisfied; 1.99 – 1.00 Dissatisfied; 0.99 – 0.00 Strongly Dissatisfied

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 Table.3 shows the respondents degree of satisfaction in terms of Cost. From the

four criteria above, a person in a room cost 1500 pesos got the highest mean rating of

3.16 described as satisfied. Two persons in a room cost 1300 pesos acquired a mean

rating of 2.8 described as moderately satisfied. Whereas, three persons in a room cost

1200 pesos acquired a mean rating of 2.48 described as moderately satisfied. Lastly,

four persons in a room cost 1000 pesos acquired the lowest mean rating of 2.36 described

as moderately satisfied.

Table.4 Respondent’s Degree of Satisfaction in Safety and security

CRITERIA Total Mean Rating Description

Available CCTV 162 3.24 Satisfied
Curfew hours policy implemented 180 3.6 Satisfied
Guard on duty is available 161 3.22 Satisfied
Available emergency equipments 150 3 Satisfied
Total 653 3.26 Satisfied
Note: 5.00 – 4.00 Strongly Satisfied; 3.99 – 3.00; Satisfied; 2.99 – 2.00; Moderately
Satisfied; 1.99 – 1.00 Dissatisfied; 0.99 – 0.00 Strongly Dissatisfied
Table. 4 illustrates the degree of satisfaction with regards to safety and security

among four criteria’s available CCTV got the highest mean rating with 3.24 and described

as satisfied. Study area acquired a mean rating of 3.22 described as satisfied. Curfew

hour’s policy implemented available for the students acquired a mean rating of 3.6

described as satisfied. The next criteria which is the least in mean rating is the available

of emergency equipments and was described as satisfied.

Table.5 Respondent’s Degree of Satisfaction in Privacy

CRITERIA Total Mean Rating Description
Study area 177 3.54 Satisfied
Smoking area is available for smokers 154 3.08 Satisfied
Prayer room 134 2.68 Moderately satisfied
Comfort room 194 3.88 Satisfied
Total 659 3,29 Satisfied
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Note: 5.00 – 4.00 Strongly Satisfied; 3.99 – 3.00; Satisfied; 2.99 – 2.00; Moderately
Satisfied; 1.99 – 1.00 Dissatisfied; 0.99 – 0.00 Strongly Dissatisfied

Table.5 illustrates the respondent’s degree of satisfaction with regards to privacy.

Among the four criteria’s, comfort room got the highest mean rating with 3.88 and

described as satisfied. study area acquired a mean rating of 3.54 described as satisfied.

Smoking area is available for smokers acquired a mean rating of 3.08 described as

satisfied. The next criterion which is the least in mean rating is the prayer room and was

described as moderately satisfied.

Table.6 Respondent’s Degree of Satisfaction in Space

CRITERIA Total1 Mean Description
Rating
Washing area is enough for all 179 3.58 Satisfied
Living room has enough space for visitors 172 3.44 Satisfied
Enough space of fire exit 157 3.14 Satisfied
Enough space for the washed clothes 163 3.26 Satisfied
Total 671 3.35 Satisfied
Note: 5.00 – 4.00 Strongly Satisfied; 3.99 – 3.00; Satisfied; 2.99 – 2.00; Moderately
Satisfied; 1.99 – 1.00 Dissatisfied; 0.99 – 0.00 Strongly Dissatisfied

Table.6 shows the degree of satisfaction of the respondents in terms of space. The

data gathered states that most of the respondents are satisfied on the criteria of washing

area is enough for all, Having a mean rating of 3.58 which is the highest among all. Living

room has enough space for visitors acquired a mean rating of 3.44, enough space for the

wasted clothes acquired 3.26 and the enough space of fire exit acquired 3.14. Despite

having differences in mean rating all were described as Satisfied.

Table. 7 Relationship Between the Problems Identified and Dormitory Facilities

Satisfaction of the Respondents
Criteria Accessibility Cost Safety and Privacy Space
and Security
Convenience
Problem Pearson Correlation (r – value)
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 .127 .075 -.060 -.022 .122
P - value
.380 .606 .680 .881 .398

No Relationship

References

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www.sciencedirect.com/science/article/pii/S0967070X15300196

Engelbrecht et al. (1996) Morakinyo (2003) Adeboyeje, Olaniyi and Adepoju

(2003) Galabawa (2002)

http://repository.out.ac.tz/1296/1/Dissertation_-_Joseph_A._Mhiliwa.pdf

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aphrc.org/post/6016

Engelbrecht et al. (1996) Morakinyo (2003) Adeboyeje, Olaniyi and Adepoju

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http://repository.out.ac.tz/1296/1/Dissertation_-_Joseph_A._Mhiliwa.pdf

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0175117

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https://www.brookings.edu/blog/education-plus-development/2016/06/08/the-distance-

to-school-is-not-only-about-the-distance-you-walk/

http://www.newtimes.co.rw/section/read/201440/

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