Chapter I

Introduction

Background of the Study

Through the years, the Philippines has envisioned the inclusion of human capital

as a great factor for its growth and development. That is why it puts high regard on the

importance of education. This is done through the provision of quality basic education,

competitive technical vocational skills training and relevant and responsive higher

education can be seen in the Philippine Development Plan 2011 – 2016.

It is a firm belief of every Filipino as cited in by Fernandez,(2015) “Education has

always played a vital role in human development. It is considered as a firm pillar in

which a race or culture is being developed. It plays a very significant role that life is

unthinkable without it. It is only through education that an individual has the chance to

undergo a process of gaining knowledge, specialized skill as well as talent so as to

function fully and feel life. Thus, education is essential for everyone. It is the level of

education that helps people earn respect and recognition. It is an indispensable part of

life both personally and socially. However, the unequal standard of education is still a

major problem that needs to be solved.

The importance of education is undeniable for every single person. It goes

without saying that education has a positive effect on human life. All people need to

1
study. Only with the advent of education can people gain knowledge and enlarge their

view over the world.

The aforesaid concepts will never happen without thinking on the value of the

learner as the most important character of education. Whatever is being conceptualized

on the part of education, the be-all and the end –all of it is the learner. As the 21 st century

education affirms, the central focus of education is the learner. It is within this premise,

that the Department of Education has been on things all for the welfare of the learner.

Numerous programs have been conceived all for the benefit of the Filipino learner. One

of these is scaling . Group Handwashing with Soap in Schools. Basic cleanliness is

absolutely necessary for the existence of a person and to maintain a healthy lifestyle.

Negligence of personal hygiene can subject a person to infections and diseases. In many

societies, poor hygiene is deemed as an objectionable offense. Contrary to common

belief, hygiene is not just restricted to personal grooming but extends itself to domestic,

professional and civic health of a society. In other words, cleanliness is not restricted to

Washiing your body and getting rid of germs alone, but is also concerned with the well-

being and mental health of a person. After family homes, schools are considered as

important places for children where they spend long hours learning. Schools become

risky of hygiene-related diseases causing harm to children, if water is inadequate or have

inferior quality, if water and sanitation (WATSAN) facilities are inadequate or badly

maintained and if children in schools lack oral health care and hygiene education and

training.

2
 With the increase in health risks to humans, it has become very important to stay

hygienic. The lack of hygiene in the world has played a vital role in triggering

several chronic diseases such as swine flu and dengue. It has become mandatory to fight

the war of hygiene in order to provide a healthy world to our future generations. This

habit of hygiene needs to be developed from a younger age. The children need to be

taught the importance of both personal hygiene and maintaining healthy surroundings.

Listed below are some famous cleanliness quotations & sayings that will help you

understand its importance better.

It is for a fact that basic cleanliness is absolutely necessary for the existence of a

person and to maintain a healthy lifestyle. Negligence of personal hygiene can subject a

person to infections and diseases. In many societies, poor hygiene is deemed as an

objectionable offense. Contrary to common belief, hygiene is not just restricted to

personal grooming but extends itself to domestic, professional and civic health of a

society. In other words, cleanliness is not restricted to Washing your body and getting rid

of germs alone, but is also concerned with the well-being and mental health of a person.

With the increase in health risks to humans, it has become very important to stay

hygienic. The lack of hygiene in the world has played a vital role in triggering

several chronic diseases such as swine flu and dengue. It has become mandatory to fight

the war of hygiene in order to provide a healthy world to our future generations. This

habit of hygiene needs to be developed from a younger age. The children need to be

taught the importance of both personal hygiene and maintaining healthy surroundings.

3
Listed below are some famous cleanliness quotations & sayings that will help you

understand its importance better.

WINS in Schools aims to support the provision of safe drinking water and

improved sanitation facilities, and promotes lifelong health for children and their

families. Ensuring access to water, sanitation and hygiene (WINS) in every school for

every child can be a huge challenge, especially during emergencies. When disaster

strikes, education is often disrupted as families become primarily focused on survival.

Schools become shelters for large numbers of displaced people, putting additional

pressure on physically damaged buildings and facilities. Ensuring schools can reopen

with adequate WINS facilities is an essential part of recovery.

Returning to school or participating in activities in a child-friendly learning space

during an emergency marks the re-establishment of routines for children, with many also

gaining their first experience of formal education. Schools are an important place to

access basic water and sanitation services and learn about hygiene practices.

WINS program provides simple strategies for use and adaptation with all

children to ensure a smooth and healthy transition to a healthy and accessible learning

environment. Being in school or participating in activities in a child-friendly learning

space marks the re-establishment of routines for children, with many also gaining their

first experience of formal education. Schools are an important place to access basic water

and sanitation services and learn about hygiene practices.

4
 Furthermore, WINS prepares learners even in cases of emergencies which can be

are traumatic for everyone, especially children. When surrounded by chaos, schools can

provide children with a sense of normality and personal safety, helping them to recover

psychologically. In these situations, children remain open to new ideas and often want to

be involved in their community’s recovery. They can also take part in helping other

children and in sharing WINS messages with adults. Water sanitation and hygiene are

central to recovery and the quality of a child’s life during and after the emergency. The

practices and behaviors adopted during the emergency will serve children for a lifetime.

THE APPROACH

The approach is flexible so as to encourage adaptation and extension. It describes a

simple, structured way to learn about WINS that is:

 Visible-everyone knows school is WINS-friendly

 Inclusive-all children, including those with disabilities, have ownership of the

information and activities.

 Sustainable- WINS messages are repeated over time to encourage lasting

behavior change.

Definitely WINS program enable children to practice the behaviors being taught.

There are six WINS themes, one for each day of the school week. If a school operates

five days or less, the themes are rotated to make sure each area is covered. It is advised

that themes one, two and three are covered within three months of a school opening

because these are most critical for health. This also allows more time to plan themes four,

5
five and six, When time is extremely limited themes one, two and three should always be

prioritized.

Practical activities are suggested for each theme. These can be stand-alone or

integrated within mainstream subjects such as math, language and science. Where

materials are needed, these are provided by partners working on the ground or can be

developed locally. All of the activities are adaptable to the needs of younger or older

children. Indeed it is helpful to note that WINS in schools could also prevent diarrhea and

gastro-intestinal diseases (Lopez-Quintero et al. ; Jasper et al. ). It is estimated that 94%

of the causes of diarrheal diseases are attributed to environmental factors, which include

unsafe drinking water, poor sanitation and hygiene (Prüss-Üstün & Corvalán ). For

example, in 2012, out of the total 1.5 million diarrhoea-related deaths that were reported,

an estimated 502,000 and 280,000 deaths were associated with inadequate water and

sanitation, respectively. An all-inclusive access to improved water and sanitation has also

been estimated to result in 1.9 billion school days gained due to a reduction of diar-rhoeal

diseases among students (Hutton & Haller.2009)

The importance of daily group hand Washing has been recognized and integrated

into the UNICEF/G12 Three Star Approach (TSA) to WINS in Schools (WiNS) Program

which has gained appreciation around the world. With the focus of having usable, cost-

efficient and adaptable infrastructure the TSA provides a realistic stepwise concept to

improve WiNS Infrastructure. It also creates opportunities for school communities and

decision makers in the education and other relevant sectors to establish a healthy

learning environment for children to establish a good hygiene habit in the school setting.

6
 Because of these health and educational benefits, national governments and

multilateral agencies such as the United Nations Children’s Fund (UNICEF) have

emphasized frequent monitoring of WINS key indicators in schools to target resources

and programmatic interventions to improve coverage. The provision of and maintenance

of adequate water, sanitation and hygiene (WINS) infrastructure remains a challenge not

only in the Philippines but in the whole world as well. Since hygiene education is

commonly taught in theory as part of the school curriculum. Schools have to be opened

on the idea that somehow it just cannot be taught practically due to lack of usable and

clean handwashing facility. That they have to start literally with the pre-requisites of the

presence of hand soap and water. From this, schools can schedule a supervised group

handwashing activity daily depending on the scheduled time of a certain grade level.

Schools can even enhance the situation with the provision of habit formation through a

multitude of cues, social interactions and routine practices. Scheduled activities

performed daily in school provide the necessary practice to complement the theories.

These may even be tools to overcome the barriers to individual handwashing behavior.

Nonetheless, handwashing with soap and water is widely recognized as most

essential and impactful hygiene activity.. Thus, the reason for the promotion of group

handwashing activity with soap and water. With this, prevention of common infectious

diseases is expected thus encouraging healthy behavior. Why? It is because a healthy and

hygienic school environment starts the promotion of essential hygiene skills school

children need to develop. So to say, health and education go hand in hand. Healthy

children have higher chances of benefiting from education and better education increases

7
socio-economic status and long – term health gains. Thus, schools have to be aware that

water and necessary consumables such as soap as well as appropriate sanitation facilities

should be available. This opens doors for school children to health education and related

practices become visible.

It was August 2017 when various SDO I Personnel together with the medical

team were sent for a training for the proper implementation of WINS in the schools

within the Divison. Roll-Out was made sometime in November 2017 when all school

heads were also trained on such. And on its first tranche, it came out that out of 549

Elementary Schools only four landed with three stars. But upon validation from the

School Management Monitoring and Evaluation Unit, Only two emerged with two stars.

And the other two landed with zero star. While in the secondary only one school had

three stars. Upon Validation, it turned out that it should have only two stars.

The writer, being a school head and is an advocate of the aforesaid program took

his own stand on the implementation of WINS Program in Public Elementary Schools

particularly the Central Schools in the Third Congressional District in SDO I thus,

coming up with this study. He set his parameter with the Central Schools in Schools

Division Office I as the main respondents.

Theoretical Framework

For clarity and emphasis, this study was anchored on the Theory of Change

which states that All Programs are based on three integrated pillars, The writer could not

really traced as to when The Theory of Change started however, a hint at its origins can

8
be found in the considerable body of theoretical and applied development in the

evaluation field, especially among the work of people such as Huey Chen, Peter Rossi,

Michael Quinn Patton, and Carol Weiss. These evaluation theorists and

practitioners, along with a host of others, focused on how to apply program

theories in evaluation for many decades. Theory of Change is essentially a

comprehensive description and illustration of how and why a desired change is expected

to happen in a particular context. It is focused in particular on mapping out or “filling in”

what has been described as the “missing middle” between what a program or change

initiative does (its activities or interventions) and how these lead to desired goals being

achieved. It does this by first identifying the desired long-term goals and then works back

from these to identify all the conditions (outcomes) that must be in place (and how these

related to one another causally) for the goals to occur. Its three pillars are:

1. Empower communities to demand quality services and to practice healthy

behavior;

2. Create a supportive, enabling environment in which all stakeholders are aware of

their roles and responsibilities, work together and can be held accountable;

3. Ensure that people use affordable, suitable and sustainable WINS and SRHR

services. This is the core of the Theory of Change – it’s designed to ensure that

everyone involved, from community to governmental level, works together

towards realizing sustainable improvement of basic health.

Conceptual Framework

9
 Several concepts have proven the significance of group handwashing in schools.

According to UNICEF (2016) the concept of group handwasing has practical advantages

and long-term impacts. Doing activities in a group is a natural way of interaction in the

school context, fostering inclusion and general participation thus reducing the need to

encourage and ensure individual behavior. Observing others and being observed may

create peer pressure and positively influence hygiene behavior norms. This might even be

enhanced when school children are able to use a facility from both sides so that they do

the group handwashing face – to- face. By this, it becomes realistic for school children to

WINS their hands with soap and water within a minimal amount of time and disruption

of lessons, thus, making it easier to manage and integrate the activity into the daily

schedule.

In cognizance to this, the researcher conceptualized this study. It employed the

The Input-Process- Output (IPO) design. The INPUT variables were the

Demographic Profile of the respondents in terms of age, sex, highest educational

attainment and relevant trainings attended; and the existing practices promoting WINS

program by the school- respondents.

The PROCESS included the Analysis and interpretation of the data gathered through

survey questionnaire, While the OUTPUT included The correlation of the WINS

Activity and the learners’ performance and the proposed measure on WINS to be adopted

by Elementary Schools.

10
11
 Schematic Presentation of the Study

INPUT PROCESS OUTPUT

WINS Program
Demographic profile of the
respondents

Age Implementation
Sex Analysis and Model of WINS in
Highest Educational interpretation of the SDO I Pangasinan
Attainment data gathered through
d. Relevant Trainings survey questionnaire
Attended

2. Existing Practices
Promoting WINS employed
by school-respondents

- - - - - - - - - - - - Feedback - - - - - - - - - - - - - -

Figure 1.1 The Paradigm of the Study

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Statement of the Problem

This study aimed to assess the level of implementation of WINS program in the

central schools of the Third Congressional District of Schools Division Office I

Pangasina

Specifically, it sought to answer the following problems:

1. What is the demographic profile of the respondents in terms of;

a. Age;

b. Sex

c. Length of Service as School Head;

d. Highest Educational Attainment?

2. What are the WINS practices being employed by Central Schools in SDO I

Pangasinan?

3. What are the challenges met in the implementation of WINS program in the

elementary schools of SDO I Pangasinan?

4. What star does the school is into in terms of WINS Program.

5. What measures may be proposed based on the findings?

Research Hypothesis

At the 0.05 level of significance the hypothesis below was tested:

1. There is no significant relationship between the implementation of WINS

Program and the demographic profile of the respondents.

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Scope and Limitations of the Study

This study focused on the Assessment of the Level of Implementation of the

WINS Program in the Central Schools in the Third District of Schools Division

Office I Pangasinan. This was limited to own perceptions of Public Elementary School

Heads whose schools implement the said program. A limitation of this study was the

sample size of the respondents. This sample size might be small from which to draw

solid conclusions regarding the WINS practices employed by the respondents and how

they affect the academic performance of their learners, For the purpose of affirming the

best practices of the Three Stars Schools and for other schools to benchmark to such best

practices these schools were used as respondents.

Beyond these stipulations, and by virtue of uncontrolled circumstances, no other

claims were made.

Significance of the Study

Dornyei and Sizer, (2002) stressed that a particular strategy has no absolute

general value. Accordingly, such strategy has to be implemented in dynastically changing

and diverse learning contexts in which the personality of the individual learners and the

structure of the learner group will always interplay with the effectiveness of the strategy.

The researcher believes that this particular study is deemed significant to the

following entities.

School Administrators - This study will help school administrators by

considering it as a fine basis for them to develop standards which are relevant to the

14
school type even in different contexts as well as for them to plan and carry out any

improvements required.

Teachers–This study can be a great inspirational factor to teachers as it is hoped

to provide them valuable information on WINS so that they will push through enhancing

the implementation of the WINS Program in the school and will be more committed and

happy to supervise the daily Group handwashing Activity of the school children. They

can also help in the assessment whether the school is leading to Three Stars Approach in

the monitoring of the WINS Program.

Learners. As their learning maybe affected by the poor implementation of the

WINS Program, no matter how diverse these learners are, they are the main beneficiary

of this research study. All benefits that maybe gained from the study are all directed

toward them.

Future Researchers. This study can be of great help to future researchers who

wish to conduct a parallel study.

Definition of Terms

To provide a common base of understanding of this study, the following terms are

operationally and conceptually defined.

Age. This is the variable pertaining to the chronological age bracket where the

respondents belong.

15
 Group Handwashing. The daily supervised activity of the children as they

altogether WINS their hands with soap and water depending on the grade level’s

schedule being programmed by the WINS Coordinator.

Highest Educational Attainment. This is in referral to the highest academic

attainment the respondents have as either baccalaureate, masteral, with masteral units,

doctoral or with doctoral unit

Hygiene. The things being practiced by school children to keep themselves and

their environment clean in order to maintain good health.

Length of Service .This pertains to the number of years the respondents have

been teaching in the public service.

Relevant Trainings Attended. These count for the seminars, trainings and

workshops the respondents have attended.

Sex. The biological characteristics of the respondents as either male or female.

WINS. The program being implemented in schools in advocacy of having clean

water, sanitation and hygiene in school.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains related literature and research studies which served as

supplementary and complimentary ideas dealing with the focus of the study which is the

implementation of Water, Sanitation and Hygiene WINS) in schools.

Related Literature

A large fraction of the world’s illness and death is attributable to communicable

diseases Sixty-two percent and 31% of all deaths in the world respectively, are caused

by infectious disease This trend is especially notable in developing countries where acute

respiratory and intestinal infections are the primary causes of morbidity and mortality

among young children . Inadequate sanitary conditions and poor hygiene practices play

major roles in the increased burden of communicable disease within these developing

countries.

Previous hand hygiene studies have indicated that children with proper hand

Washing practices are less likely to report gastrointestinal and respiratory symptoms .

Hand Washing with soap has been reported to reduce diarrheal morbidity by 44% and

respiratory infections by 23%. However, globally, the rates at which hands are Washed

with soap range from only 0-34% of the time

17
 A study conducted by the Global Public–Private Partnership for Hand Washing

(PPPHW) which included several sub-Saharan African countries (i.e. Kenya, Senegal,

Tanzania, and Uganda) reported that 17% of participants Washed their hands with soap

after using the toilet, while 45% used only water.

Lack of resources, namely soap and water, as well as inadequate sanitation

facilities may be two of the main reasons why children do not WINS their hands.Overall

in rural Ethiopia, only 8% have access to adequate sanitation facilities .In the rural

Amhara region of the country, only 21% of latrines had hand Washing facilities, none of

which contained soap, and less than 4% of households had access to adequate sanitation

facilities.

In addition to having proper resources and facilities, hygiene practices are heavily

influenced by students’ knowledge and attitudes towards hygiene. In a study conducted in

Senegal, reasons given for not Washing hands included stubbornness (not wanting to

follow what adults say), laziness, the rush to go to breaks, the time it takes away from

playing, and the dirt and smell of the toilet .Despite these negative attitudes towards hand

Washing, many children practice good hand Washing behavior .Based on the PPPHW

study conducted in sub-Saharan Africa, motivating factors behind proper hand Washing

included avoidance of disgust (i.e. avoid dirt and smell of defecation), nurture (i.e. teach

children to WINS hands so they stay healthy), status (i.e. clean people are more

accepted), affiliation (i.e. cleanliness is associated with better socioeconomic status),

attraction (i.e. cleaner people are more attractive), comfort (i.e. hands feel and smell

fresh), and fear (i.e. avoid the risk of disease) . Furthermore, students did not want to

18
miss school due to illness because they would not be able to spend time with their

friends. Also, if the children had clean hands, they would have clean books, resulting in

better grades

Importance of adequate water supply, sanitation and hygiene in schools

Disease Prevention

Diseases related to inadequate water, sanitation and hygiene are a large burden in

developing countries. It is estimated that 88% of diarrheal diseases are caused by unsafe

water supply and inadequate sanitation (WHO, 2004 Many schools serve communities

that have a high prevalence of diseases related to inadequate water supply, sanitation and

hygiene particularly lack of handWashing, and where child malnutrition and other

overlying health problems are common. If it can only happen that everyone in the world

has an access to a regulated water supply and sewage connection in their houses. Then

less percentage of absenteeism of school children will be gained. (WHO,2004)

Schools then particularly those in rural areas, often completely lack drinking

water and sanitation facilities, or have facilities that are inadequate to both quality and

quantity. Schools with poor water, sanitation and hygiene conditions and intense level ofs

of person-to-person contact are high risk environments for children and staff and

exacerbate particular susceptibility to environmental health hazards.

Learning

19
Children’s ability to learn maybe affected in several ways. Diarrhoeal diseases, dengue

and helminth infections force many school children to be absent from school. Poor

environmental conditions in the classroom can also make both teaching and learning

very difficult. The effect of disease in teachers-impairing performance and increasing

absenteeism also has a direct impact on learning and teachers’ work is made harder by

the learning difficulties faced by school children.

Gender and Disability

Girls and boys including those with disabilities, are likely to be affected in

different ways by inadequate water, sanitation and hygiene conditions in school and this

may contribute to unequal learning opportunities.

The wider community

Children who have adequate water , sanitation and hygiene conditions of school

are more able to integrate hygiene education into their daily lives and can be effective

messengers and agents for change in their families and the wider community.

Life-long skills

The hygiene behavior that children learn in school made possible through a

combination of hygiene education and suitable water, sanitation and hygiene –enabling

facilities- are skills which are likely to maintain as adults and pass on to their own

children

The Three Star Approach for WINS in Schools.

A healthy and hygienic school environment is the starting point for promoting

healthy behavior and for developing essential hygiene skills in children. Health and

20
education go hand in hand. Healthy children have higher chances to benefit from

education while better education increases socio- economic status and long –term health

gains. Only if water and necessary consumables such as soap, as well as appropriate

sanitation facilities are available opportunities for health education and related practices

become tangible for children and have a chance to form lasting habits. However, the

realities of school environments worldwide, and particularly in low- and middle –income

countries are oftentimes very different. The Three Star Approach for WINS is a new and

innovative concept developed by UNICEF and was first published in 2013. It aims at

changing the traditional way of programming. It aims to facilitate realistic and stepwise

improvements in order to make usable facilities and practices in WINS. Universal

features in all schools, even when only limited resources are available.

DepEd pushes hand-Washing program to protect student health

In an effort to ensure a more sustainable positive outcome and to enhance the

program in support of public health goals, the Department of Education (DepEd) is

looking into reviewing the effectiveness of the hand Washing campaign among students.

“Let’s look at the impact of the advocacy campaign and all other activities that we may

have embarked on to promote Global Hand-Washing, vis-a-vis the incidence of infectious

diseases, prevalence of illness that may be avoided by just doing the simple act of hand-

Washing so that we will know whether we are effective in our campaign or not,” said

Undersecretary Tonisito M.C. Umali during the Global Hand-Washing Day celebration

held at the DepEd Central Office recently.

21
 To ensure learning outcomes through proper hygiene practices in schools, the

DepEd – through the School Health Division (SHD) of the Bureau of Learner Support

Services (BLSS) – spearheaded the celebration of the 2017 Global Hand-Washing Day

(GHD).

Annually observed on October 15, GHD is not only a celebration to advocate for and

raise awareness on the significance of Washing hands with soap; it also aims to bolster

investment in global hand Washing efforts and uphold the well-being of schoolchildren.

The theme “Our Hands, Our Future” exemplifies the importance of sustained and

habitual hand-Washing with soap to ensure that learners, as well as citizens, are

physically healthy to conquer future challenges.

Importance of physical health 

In a video message, Secretary Leonor Briones underscored the importance of

striving to “teach our children how important this simple procedure is to the maintenance

of physical health.”

Hand-Washing with soap is one of the key elements of DepEd’s comprehensive

Water, Sanitation and Hygiene (WINS) in Schools (WinS) Program, stipulated in DepEd

Order No. 10, s. 2016, which advocates correct hygiene and sanitation practices among

schoolchildren, and promotes an environment conducive to learning to keep learners safe

and healthy.

“With the support of all partners, DepEd is committed to expand and improve the

implementation of the WinS Program towards the realization of our goal to deliver

quality, accessible, relevant, and liberating basic education for all Filipino learners to

22
have a better start in life, and thereby contribute to a better, brighter future for this

nation,” Briones added.

The key components of WinS Program are: availability of safe drinking water on

a daily basis; safe water for cleaning in school; adequate, clean, and functional toilets;

supervised daily group hand-Washing with soap and brushing of teeth with fluoride

toothpaste among learners; environmental sanitation; semi-annual de-worming of

schoolchildren; safe practices in food handling and preparation; effective menstrual

hygiene management; health education for all students and personnel; and capacity

building for all DepEd program implementers.

The WinS Three Star Approach (TSA) implements School-Based Management as

a pathway for schools and stakeholders to take local action towards improving and

sustaining WINS services gradually. WinS TSA bolsters the capacity of school to:

identify their own needs; effectively introduce solutions; manage and sustain WinS;

enhance stakeholders’ involvement; and mobilize local resources.

DepEd Order No.172, s. 2016 better known as “Global HandWashing day

Celebration” gives emphasis on the theme “ Our Hands, Our Future”. This order

mandates all public schools to celebrate and be one with the National handWashing day

and national Tooth brushing day. This calls on the importance of nonetheless but proper

hygiene of schoolchildren.

Sustainability – maintaining what is done

Water, sanitation and hygiene in schools creates an enabling environment which

secures children’s dignity, safety, health and attendance in classes. Children are more

23
receptive and quick to adopt and sustain change. They become agents of change among

their peers, families and communities. Teachers as influential individuals, supported by

the school management committees, play an important catalytic role. In India, central and

state governments have committed to ensure inclusive access to WINS facilities in

schools. Policies, programmes and commensurate resource allocations demonstrate the

political will.

Related Studies

A study conducted by the United Nations Children’s Fund (UNICEF) and the

Ethiopian Ministry of Health found that study participants in rural Ethiopia had poor

status regarding knowledge, attitudes, and practices (KAP) of hygiene. Approximately

60% of children surveyed did not know about the possible transmission of diseases

through human waste .Simple hygienic measures such as Washing hands with soap were

poorly practiced, especially in rural areas .Another study conducted by the Research-

inspired Policy and Practice Learning in Ethiopia (RiPPLE) on 2009 a program surveying

rural households in the southwest region of Ethiopia, found that hand Washing practices

were also poor .New hand Washing facilities, in addition to awareness and knowledge

about proper hygiene, have led to some changes in behavior and attitude, yet the

prevalence of hand Washing remains low in this region.

There was also a study conducted by the Global Public–Private Partnership for

Hand Washing (PPPHW) which included several sub-Saharan African countries (i.e.

Kenya, Senegal, Tanzania, and Uganda) reported that 17% of participants Washed their

hands with soap after using the toilet, while 45% used only water .

24
Lack of resources, namely soap and water, as well as inadequate sanitation facilities may

be two of the main reasons why children do not WINS their hands . Overall in rural

Ethiopia, only 8% have access to adequate sanitation facilities .In the rural Amhara

region of the country, only 21% of latrines had hand Washing facilities, none of which

contained soap, and less than 4% of households had access to adequate sanitation

facilities .

In addition to having proper resources and facilities, hygiene practices are heavily

influenced by students’ knowledge and attitudes towards hygiene.

In a study conducted by Senegal (2014) reasons given for not Washing hands

included stubbornness (not wanting to follow what adults say), laziness, the rush to go to

breaks, the time it takes away from playing, and the dirt and smell of the toilets Despite

these negative attitudes towards hand Washing, many children practice good hand

Washing behavior . Based on the PPPHW study conducted in sub-Saharan Africa,

motivating factors behind proper hand Washing included avoidance of disgust (i.e. avoid

dirt and smell of defecation), nurture (i.e. teach children to WINS hands so they stay

healthy), status (i.e. clean people are more accepted), affiliation (i.e. cleanliness is

associated with better socioeconomic status), attraction (i.e. cleaner people are more

attractive), comfort (i.e. hands feel and smell fresh), and fear (i.e. avoid the risk of

disease) (12). Furthermore, students did not want to miss school due to illness because

they would not be able to spend time with their friends. Also, if the children had clean

hands, they would have clean books, resulting in better grades.

25
 While a study conducted by the United Nations Children’s Fund (UNICEF) and

the Ethiopian Ministry of Health found that study participants in rural Ethiopia had poor

status regarding knowledge, attitudes, and practices (KAP) of hygiene Approximately

60% of children surveyed did not know about the possible transmission of diseases

through human waste Simple hygienic measures such as Washing hands with soap were

poorly practiced, especially in rural areas .Another study conducted by the Research-

inspired Policy and Practice Learning in Ethiopia (RiPPLE), a program surveying rural

households in the southwest region of Ethiopia, found that hand Washing practices were

also poor. New hand Washing facilities, in addition to awareness and knowledge about

proper hygiene, have led to some changes in behavior and attitude, yet the prevalence of

hand Washing remains low in this region 

Creating lasting barriers to stop transmission

Faecal-oral transmission stops when barriers, or blocks, are routinely put in place by

children and adults. There are three essential barriers that stop the spread of disease:

 Everyone must WINS their hands with soap after using the latrine or cleaning a

small child and before touching food or eating.

 Everyone must use a latrine – no open defecation

 Everyone must drink water that is collected, transported, treated, stored and used

correctly.

Children need to understand how to protect themselves from disease, especially

diarrhea. Their level of understanding will deepened on their age and how simple and

appropriate an explanation is given to them.

26
 Because WINS facilities are inaccessible to them. Girls and boys may have too

little time for learning because they spend long periods at water collection points. Finding

out how poor WINS conditions have a negative effect on children and their education

will help schools and communities find solutions. This information can be gathered

through surveys and by letting children act as ‘eyes and ears’, reporting what they see and

hear. Involving children in this way also helps them think about how WINS affects their

own families.

Everyone in school can support the introduction of WINS. Child-led action

groups such as health clubs and committees can take responsibility for different activities

with support from a teacher or parent-volunteer. Parent-teacher associations (PTAs) can

help motivate other parents to join in. where the community and school are reasonably

settled, it may be possible to coordinate an annual WINS plan for the school, which

designates roles and responsibilities for all participants. This plan could outline the

facilities that will be improved, the supplies that are needed each month (e.g., soap), a list

of dates for activities that include the community and a monitoring plan. According to

Walsh and Warren (2000), the estimated cost of improved water supply and sanitation

projects was too high. However, Okun (1999) argued that the price of low-cost water

technologies ranged from $US 14 to 38 per capita and basic sanitation cost as low as $US

3 to 5.50 with a life span of 20 years and more. Moreover, these costs compared

favorably with the cost of child survival interventions, with the lowest cost of fully

immunizing a child standing at $US 11.75 in 1989 (Claquin, 1989). Lieberson, Miller,

Eckerson and Keller (1987) reported that the cost of the use of ORT for the treatment of

27
diarrhea in Gambia was $US 1.56 per child per annum. Thus, it can be argued that SPHC

focused on the treatment of symptoms rather than the problem and did not tackle the root

cause of many deaths in developing countries (Yacoob et al., 2009). Furthermore, it can

be argued that the provision of a clean, convenient water supply and basic sanitation

should be an important aspect of PHC since many deaths in developing nations are a

result of unclean water and a lack of or poor sanitation. Drs Walsh and Warren neglected

an important aspect of CPHC which is community participation. According to sectorial

experience, water is universally the first and most immediate need that communities

recognize (Okun, 1987). Improved provision of water through the installation of piped

water systems could be expensive. However, an array of low-cost, rural technologies is

available, such as hand-pumps, hand-dug wells; water jars primarily for drinking water

and the use of filters (Brieger, Otusanya, Adeniyi, Tijani & Banjoko, 1997). Moreover,

such technologies can complement existing water sources for activities such as laundry,

Washing floors, watering the garden etc. where the purity of the water is of little or no

consequence (Yacoob et al., 1999). Thus, CPHC should incorporate appropriate

technology. Gunnerson, Julius and Kalbermatten (2008) defined appropriate technology

as “that process or technique which provides a socially or environmentally acceptable

level of service or quality of product at the least social cost”. In other words the product

must be cheaper, installation must be simple, and it should be easy to operate and

maintain using the knowledge available in the community (WHO, 1981). However, it is

argued that such technology has not been appropriately 19 | Water sanitation and hygiene

in community and home-based care for people living with HIV/AIDS applied in

28
developing countries. For example, the water and sanitation decade was deemed the

decade of hand pumps. According to Walters (2003), 80% of these pumps are out of

order at any one time. While local users have experienced difficulty in operating and

maintaining hand pumps, Brieger et al. (2007) argue that they can be easily fixed. A

convenient water supply is crucial for the development of a community. Water, sanitation

and hygiene interventions in poor communities with poor quality water and inadequate

sanitation have been shown to reduce the risk of water-borne and water-related diseases

such as ascariasis, dracunculiasis, hookworm infection, schistosomiasis and trachoma

(Esrey, Potash, Roberts & Shiff, 1991; Strunz et al., 2014). Thus, the provision of low

cost WINS technologies at different levels such as the individual, household and the

community is crucial in preventing such diseases in poorly resourced regions (Dreibelbis

et al., 2013). Interventions such as providing hand Washing soap, an integrated water

supply and sanitation and household and village level treatment, water storage and

hygiene education have successfully reduced the occurrence of water-borne and

waterrelated diseases (Aiello, Coulborn, Perez & Larson, 2008; Curtis & Cairncross,

2003; Nanan, White, Azam, Afsar & Hozhabri, 2003).

A study conducted in Kenya found that the risk of diarrhea attributed to WINS

can be curbed by improving excreta disposal, hygiene practices and water quality

(Bisung, Elliot, Abudho, Karanja & Schuster-Wallace, 2015). When water is not easily

accessible, women who are traditionally responsible for fetching water for the household,

spend a disproportionate amount of time doing so. When water can be easily accessed,

women have the time to discuss and solve prominent problems in the community and to

29
engage in economic development (Bisung et al., 2015; Brieger et al., 1997; Falkenmark,

1982). Conversely, when women spend several hours fetching water, they are less able to

contribute to development in their community (Akintola, 2008; 2010; Brieger et al.,

1997). Moreover, they may also not have sufficient time and energy to adopt the child

survival measures propagated by SPHC such as breastfeeding, taking the child to the

nearest clinic for immunization or ORT, etc. (Yacoob et al., 1989). Hence, the provision

of water is crucial to the development of communities.

All these reviewed literature and studies, are associated with the present study

stressing on the details of the implementation of WINS program. It must then be

asserted that these studies are needed to give light and direction with what the present

study wants to imply.

30
 Chapter 3

RESEARCH METHODOLOGY

This chapter covers an overview of methodology used in the study. The

discussion was structured around the research design, the sources of data, instrumentation

and data collection and the tools for data analysis.

Research Design

This study employed the descriptive method of research. It is descriptive because

it assessed and analyzed the information gathered on the implementation of WINS

Program. It employed the descriptive method of research. It is descriptive because it

assessed and analyzed the information gathered on the implementation of WINS Program

According to Shuttleworth (2010) descriptive research design is a scientific

method which involves observing and describing the behavior of a subject without

influencing it in any way. It is also useful where it is not possible to test and measure the

large number of samples needed for more quantitative types of experimentation.

31
 This study utilized a questionnaire survey in the data gathering. The rationale

for adopting a survey design allows the researcher to collect the data using a

questionnaire at a particular point in time from a sample of participants and from a target

population in order to determine the current status of that population with respect to one

or more variables (Orodho, 2009).

32
Sources of Data

The respondents of this study were the school heads and teachers in the central

school of the Third Congressional District of SDO I Pangasinan. Table 3.1 presents the

samples of the study.

For the purpose of affirming the best practices of the Three Stars Schools and for other

schools to benchmark with, the researcher, as suggested by the panel during his proposal

defense, included these three stars schools as respondents also. These are Gueset ES in

Bugallon, Mangatarem Central School in Mangatarem I and Liwa-Liwa IS in Bolinao.

Table 3.1 Samples of the study

School Sample
f
1.Calasiao Central School 57
2 Bayambang Central School 53
3. Malasiqui CS 55
4. Mapandan CS 55
6. Sta Barbara CS 43
7.Gueset ES 12
8. Managatarem I CS 58
9.Liwa-Liwa IS 12
TOTAL
345

Instrument and Data Collection

Data gathering is the precise, systematic gathering of information relevant to the

research sub problems, using methods such as interviews, participant observation, focus

group discussion and narrative and case histories. (Burns and Grove 2003)

33
 After intensive research and collaborative efforts with her able adviser, the researcher

came up with a survey questionnaire based on the DEPED Survey Questionnaire on

WINS Program Implementation.

The researcher made use of the said survey questionnaire as the primary tool in

gathering the necessary data for the study. Such questionnaire is made up of two (2)

parts. Part I deals with the profile of the respondents in terms of age, educational

attainment, sex and length of service In Part II, the researcher will based the survey on

the categories of water access .sanitation and hygiene .

Prior to the administration of the questionnaire, its content validity was verified.

Content validity is a non-statistical type of validity that is associated with the

achievement test and other survey questionnaires. To establish content validity of the

instrument, the researcher sought help from five competent educators and authorities in

the field to judge or evaluate the adequacy and suitability of the survey items, to benefit

from their valuable comments and modifications. In light of their comments and

suggestions the final shape of the questionnaire will be constructed. An evaluation

checklist was used to established content validity of the instruments. A mean rating of 4.5

was posted which exceeds the cut off five point scale which was set by the researcher.

After which, reliability testing wias conducted by the researcher in his own school, the

Primicias Elementary School. He tried out his questionnaire to non-respondents on

_January 2017. The coefficient of reliability that was used was the Cronbach’s Alpha..

After the establishment of the validity and reliability of the instrument, the

researcher formally secured a letter of permission from the Dean of the Institute of

34
Graduate School of Colegio de Dagupan to conduct a survey outside the institution. In

fact, Polit and Hungler (1999) stated confidentiality means that no information that the

participant divulges is made public or available to others. The anonymity of a person or

an institution is protected by making it impossible to link in aspects of data to a specific

person or institution. Confidentiality and anonymity are guaranteed by ensuring that data

obtained are used in such a way that no other person than the researcher knows the

source. (Lo Bimelo & Herber, 2002) In this study, no names were attached to the

information that will be obtained. The researcher will approximately spend three months

in his data gathering. even went to the extent of questioning the title of the study.

Tools for Data Analysis

The information which was collected through the questionnaires was managed

and organized, tabulated, analyzed and interpreted using descriptive statistical tools as

frequency counts, percentages, and mean. All data analyses pertinent to this study were

derived using Statistical Package for Social Sciences (SPSS).

Frequency counts, percentage, and mean will be used in profiling

demographically the respondents for the purposes of numerical quantification. To

determine the implementation of WINS Program, Survey questionnaire based on

DepEd’s On Line Monitoring on WINS Program was utilized.

35
 Chapter 4

PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS

This chapter presents the data analysis and interpretation of the salient findings of

this research. Specifically, the data from the survey questionnaire were collected,

tabulated, and analyzed as basis for any probable interpretation on the implementation of

WINS program in the Central Schools of the Third Congressional District in Schools

Division Office I Pangasinan.

Demographic Profile of the Respondents

According to Salkind N. (2010) demographic information provides data regarding

research participants and is necessary for the determination of whether the individuals in

a particular study are a representative sample of the target population for generalization

purposes. Usually demographics or research participant characteristics are reported in the

methods section of the research report and serve as independent variables in the research

design. Demographic variables are independent variables by definition because they

cannot be manipulated. In research,

Profile of the Respondents

In this section, the profile of the respondents with respect to their age, sex, length

of service and highest educational attainment. Through frequency counts, and percentage

distribution the descriptions of the indicators were derived. It can also be noted that

36
educational attainment is a powerful explanatory factor influencing a number of

economic phenomena, most notably both participation and success in the labor market

(e.g. Card, 1999; Hartog, 2000; Jenkins and Siedler, 2007). Education is also important in

far less obvious fields such as health (e.g. Desai and Alva, 1998; Kunst and Mackenbach,

1994; Lindeboom et al., 2009; Ross and Wu, 1995)

Table 4.1 shows the demographic profile of the respondents. It could be seen

from the table on the next page that one hundred seventy-two (172) or 41.05 percent of

the respondents belonged to 26 - 35 years old while another one hundred fifty – six (156)

or 37.23 percent belonged to 36 - 45 years old and above. Finally, only ninety-one (91)

or 21.72 percent belonged to 25 years old and below. The data on the age of the

respondents show that majority of them are still on their prime age and still are on their

peak performance.

In terms of sex among the respondents, majority or two hundred eighty four (284)

or 67.78 percent of them are females while one hundred thirty-five (135) of them or

32.22 percent of them are males.

Meanwhile, in terms of the length of service, one hundred twenty nine (129) or

30.79 percent of them belonged to 11 - 20 years while one hundred fifteen (115) or 27.45

percent of them belonged to 31 years and above. Further, ninety-eight (98) or 27.45

percent of them belonged to 21 - 30 years. Lastly, seventy-seven (77) or 18.38 percent of

them belonged top 10 years and below.

Ultimately, in terms of the highest educational attainment the bulk of the

respondents have earned already their units in masteral degree as one hundred sixty seven

37
(167) or 39.86 percent. On the other hand, one hundred three (103) or 24.58 percent

have already their masteral degree. It is notably seen also that forty (4) ) or 9.55 percent

of the respondents earned already their doctoral units while ten (10) or 2.39 percent of

them have their doctorate degree.

Table 4.1
Demographic Profile of the Respondents
n=419
f Percentage
Age
36 - 45 years old and above 156 37.23
26 - 35 years old 172 41.05
25 years old and below 91 21.72
Total 419 100.00
Sex
Male 135 32.22
Female 284 67.78
Total 419 100.00
Length of Service
31 years and above 115 27.45
21 - 30 years 98 23.39
11 - 20 years 129 30.79
10 years and below 77 18.38
Total 419 100.00
Highest Educational Attainment
Bachelors Degree 99 23.63
with Masteral Units 167 39.86
with MA degree 103 24.58
with Doctoral Units 40 9.55
With Doctorate Degree 10 2.39
Total 419 100.00

WINS practices being employed by central schools in SDO I Pangasinan vis-à-vis Water

Access

38
 Table 4.2a shows the WINS practices being employed by central schools in SDO

I Pangasinan vis-à-vis Water access. It can be gleaned from the table below that all

schools school provide drinking water, drinking water provided by the school for free, he

school coordinate with the LGU or water district to test the quality of drinking water and

the test result show that water is safe for drinking were answered with a 100 percent

“YES”.

Notably, Water from an accessible water source is boiled in which 100.00 percent

of the respondents answered “NO”.

According to World Health Organization (2009) a healthy school environment

and appropriate use of water supply, sanitation and hygiene facilities should be promoted

systematically through the application of clear regulations and the participation of staff,

schoolchildren and parents in planning and managing facilities and the school

environment. One of the most important hygiene behaviors to promote among

schoolchildren is handwashing with water and soap (or ash) — at least before eating and

after using the toilet. As with other hygiene behaviors, such as correct use of toilets, this

often requires helping younger schoolchildren and monitoring older ones to ensure that

they perform the activity correctly and consistently

Table 4.2a
WINS practices being employed by central schools in SDO I Pangasinan

39
 vis-à-vis Water Access
n=419

Indicators Yes Percentag No Percentage

e
1 Does the school provide drinking water? 419 100.00 0 0.00

2 Is the drinking water provided by the school 419 100.00 0 0.00

for free?
3 Does the school coordinate with the LGU or
water district to test the quality of drinking 419 100.00 0 0.00
water?
4 Did the test result show that water is safe for 419 100.00 0 0.00
drinking
5 What other mechanisms are used to ensure
that drinking water in school is safe? Check
all applicable
 5a Teachers ask the learners to bring their own 200 47.73 219 52.27
drinking water to school
 5b If drinking water is from a refilling station, 154 36.75 265 63.25
the school requires a water quality certificate
 5c Water from an accessible water source is 0 0.00 419 100.00
boiled
 5d Water from an accessible water source is 115 27.45 304 72.55
filtered

WINS practices being employed by central schools in SDO I Pangasinan vis-à-vis

Sanitation

Table 4.2b shows the WINS practices being employed by central schools in SDO

I Pangasinan vis-à-vis sanitation. It could be seen from the table below that 296 or 70.64

percent do not have functional toilets secure, private and have door with lock, while 324

or 77.33 percent do not functional toilets have lighting (incudes natural light or

alternative sources) Do all functional toilets have adequate ventilation).

40
 Notably, majority or 350 out of 419 respondents of the school burn their wastes.

This practice of the school is against the DENR policy. Further, 100 percent of the school

respondents do not have policies/sanctions which promote the practice of solid waste

segregation and also soak pit (a water catchment area which contains gravel, sand, or

other materials that absorbs water to prevent pooling) is not existing in all schools.

In terms of canteen practices, all food handlers been oriented on food safety

measures and all food handlers in the school have health certificates 100 percent

answered “YES”.

Notably, 400 among the 419 or 95.50 percent of respondents answered “YES”

that all toilets in the school have functional septic tank/s and another 375 or 89.50 percent

of schools have a functional drainage from the kitchen and all wash areas to ensure that

there is no stagnant water

Table 4.2b
WINS practices being employed by central schools in SDO I Pangasinan
vis-à-vis Sanitation
n=419
Indicators Yes Percentag No Percentage
e
1 Are all functional toilets secure, private and 123 29.4 296 70.64
have door with lock?
2 Do all functional toilets have lighting?
(incudes natural light or alternative sources)
Do all functional toilets have adequate 95 22.7 324 77.33
ventilation?
3 Do all exclusively female toilets have
wrapping materials and trash bins for used 29 6.9 390 93.08
sanitary pads?
4 Are detached toilets for girls within view of 300 71.6 119 28.40
school building and people?

41
5 Are there toilet/s designed for persons with
limited mobility? (These toilets must have a
ramp, railing and adequate space for a 225 53.7 194 46.30
wheelchair)
6 Does the school burn its waste? 350 83.5 69 16.47

7 Are segregated trash bins with cover

available in the following areas?
 7a Classrooms 215 51.3 204 48.69

 7b Toilets 145 34.6 274 65.39

 7c Canteens 162 38.7 257 61.34

 7d Offices 250 59.7 169 40.33

 7e Clinics 419 100.0 0 0.00

 7f Play areas 199 47.5 220 52.51

 7g Gardens 124 29.6 295 70.41

 7h Hallways 121 28.9 298 71.12

 7i Gyms/Stage 129 30.8 290 69.21

8 Are the students segregating their solid 216 51.6 203 48.45
waste properly?
9 Does the school have policies/sanctions
which promote the practice of solid waste 0 0.0 419 100.00
segregation?
10 Does the school have a compost pit for 345 82.3 74 17.66
biodegradable waste?
11 Does the school have a refuse pit for non- 256 61.1 163 38.90
biodegradable waste?
12 Does the school have a materials recovery 120 28.6 299 71.36
facility (MRF)?
13 Do all toilets in the school have functional 400 95.5 19 4.53
septic tank/s?
14 Does the school have a functional drainage
from the kitchen and all wash areas to 375 89.5 44 10.50
ensure that there is no stagnant water?
15 In the past year, did the school experience 400 95.5 19 4.53
any floods?
16 Does the school adopt the following
mechanisms to address stagnant water?

42
 16a Pumping out of water 120 28.6 299 71.36

16b Filling of stagnant water 100 23.9 319 76.13

16c Soak pit (a water catchment area which

contains gravel, sand, or other materials that 0 0.0 419 100.00
absorbs water to prevent pooling)
16d Treatment of stagnant water to prevent
breeding of mosquitoes (use of larvicides, 156 37.2 263 62.77
fish, etc.)
16e Not applicable (e.g., no stagnant water 10 2.4 409 97.61
because of sandy soil)
17 Does the school have a canteen? 419 100.0 0 0.00

18 Does the school canteen have a sanitary 419 100.0 0 0.00

permit?
19 Do food handlers practice the following 419 100.0 0 0.00
food safety measures?
20 Wearing of hairnet, gloves, masks and 350 83.5 69 16.47
apron
21 Handwashing 419 100.0 0 0.00

22 Separate the storage of dry and wet food 350 83.5 69 16.47
materials
23 Have all food handlers been oriented on 419 100.0 0 0.00
food safety measures?
24 Do all food handlers in the school have 419 100.0 0 0.00
health certificates?

WINS practices being employed by central schools in SDO I Pangasinan vis-à-vis

Hygiene

Table 3.2c shows the WINS practices being employed by central schools in SDO

I Pangasinan vis-à-vis hygiene.

It can be noted in the table that majority of the respondents answered “No”,

saying there is no regular supply of soap for hand washing. It was shocking revelation

that no soap is available in the toilet and in the play area. What is also revealing was that

43
majority of the respondents answered “No” …telling that the children do not wash their

hands before eating. On the contrary, 100 percent of the respondents answered “YES”…

that the children are washing their hands after using toilet, handling soil and animals and

after cleaning activities activities/handling garbage and also 100 percent answered

“No”…revealing that there is no designated rest space/changing room for girls with

menstrual discomfort

It was also a revealing fact that, 100 percent of the respondents answered “Yes”

on the repair and maintenance requirements for WASH facilities reflected in the School

improvement plan (SIP) and Annual improvement plan (AIP).

Table 3.2c
WINS practices being employed by central schools in SDO I Pangasinan
vis-à-vis Hygiene
n=419
Indicators Yes Percenta No Percentage
ge
1 Is there a regular supply of soap for 50 11.93 369 88.07
handwashing?
2 Are handwashing facilities with soap
available in the following areas?
 2a Classrooms 350 83.53 69 16.47

 2b Toilets 0 0.00 419 100.00

 2c Canteen/Eating Areas 419 100.00 0 0.00

 2d Play areas 0 0.00 419 100.00

 2e Clinics 419 100.00 0 0.00

 2f Laboratories 419 100.00 0 0.00

 2g Agricultural areas (eg. Gulayan, 129 30.79 290 69.21

livestock area)

44
3 Do children perform individual hand
washing the following times?
3a Before meals/eating/handling food 100 23.87 319 76.13

3b After using the toilet 419 100.00 0 0.00

3c After handling soil and animals 419 100.00 0 0.00

3d After cleaning activities 419 100.00 0 0.00

activities/handling garbage
3e After playing 200 47.73 219 52.27

4 Is there a regular supply of toothbrush and

128 30.55 291 69.45
toothpaste for tooth brushing?
5 Are the repair and maintenance requirements
for WASH facilities reflected in the
following:
5a School improvement plan (SIP) 419 100.00 0 0.00

5b Annual improvement plan (AIP) 419 100.00 0 0.00

6 Where can learners avail of sanitary pads?

6a School Canteen 419 100.00 0 0.00

6b School Clinic 350 83.53 69 16.47

6c Guidance Office 0 0.00 0 0.00

6d Class Adviser/Teacher 167 39.86 252 60.14

6e Others 0 0.00 0 0.00

7 Is there information on proper disposal of 220 52.51 199 47.49

sanitary napkins in the girls toilet?
8 Are there DepEd Approved Instructional 300 71.60 119 28.40
materials on Menstrual Health for Teachers?
9 Are there DepEd Approved Information,
Education and Communications (IEC)
210 50.12 209 49.88
materials on Menstrual Health for Students?
10 Is there a designated rest space/changing 0 0.00 419 100.00
room for girls with menstrual discomfort?

45
WINS practices being employed by central schools in SDO I Pangasinanvis-à-vis

Deworming

Table 3.2c shows the WINS practices being employed by central schools in SDO

I Pangasinan vis-à-vis Deworming. The table revealed that all schools dewormed the

pupils semi-annually.

Table 3.2c
WINS practices being employed by central schools in SDO I Pangasinan
vis-à-vis Deworming
n=419

Indicators Yes Percenta No Percentage

ge
1 Is deworming done semi-annually? 419 100.00 0 0.00

WINS practices being employed by central schools in SDO I Pangasinan vis-à-vis

Health Education

Table 3.2d shows the WINS practices being employed by central schools in SDO

I Pangasinan vis-à-vis Health Education. It is notably seen in the table below that all of

the respondents or 100 percent fo them answered “Yes” revealing that “there organized

structures (eg. TWGs, student clubs) to promote WinS”, “WinS a part of INSET”,

“learning materials available for teaching WinS”, “there are planned and organized

activities for advocating WinS to parents/stakeholders” and “WinS part of the co/extra-

curricular program for students”.

46
 Table 3.2d
WINS practices being employed by central schools in SDO I Pangasinan
vis-à-vis Health Education
n=419
Indicators Yes Percenta No Percentage
ge
1 Are there organized structures (eg. TWGs, 419 100.00 0 0.00
student clubs) to promote WinS?
2 Is WinS a part of INSET? 419 100.00 0 0.00
3 Are learning materials available for teaching 419 100.00 0 0.00
WinS?
4 Is WinS being advocated in the GPTCA 419 100.00 0 0.00
assembly?
5 Are there planned and organized activities 419 100.00 0 0.00
for advocating WinS to parents/stakeholders?
6 Is WinS part of the co/extra-curricular 419 100.00 0 0.00
program for students?

Challenges Met in the Implementation of WINS Program in the Elementary

Schools of SDO I Pangasinan

Table 4 shows the challenges met in the implementation of WINS program in

the elementary schools of SDO I Pangasinan. It can be notably seen in the table below

that, “Hardheadedness of pupils”, “Lack of Facilities”, and “Inadequate supply of

materials to be used.”, topped the list of challenges being met in the implementation of

the WINS as 100 percent of the respondents answered “Yes”.

Further, “Poor communication to stakeholders. “, came in second with 350 of the

respondents or 83.53 percent and “reluctant parents” with 300 or 71.60 percent answered

“Yes”,.

47
 Table 4
Challenges Met in the Implementation of WINS Program in the Elementary Schools of
SDO I Pangasinan
n=419
Indicators Yes Percentag No Percentage
e
1 Lack of budget. 224 53.46 195 46.54

2 Uncooperative PTA officers and members. 125 29.83 294 70.17

3 Reluctant parents. 300 71.60 119 28.40

4 Poor communication to stakeholders. 350 83.53 69 16.47

5 Hardheadedness of pupils 419 100.00 0 0.00

 6 Lack of Facilities 419 100.00 0 0.00

 7 Inadequate supply of materials to be used. 419 100.00 0 0.00

8 Lack of information dissemination. 168 40.10 251 59.90

CHAPTER 5

48
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, the conclusions drawn and the

recommendations made in the study.

Summary

This study aimed to determine the implementation of WINS Program in the Central

Schools of the Third District of Schools Division Office I Pangasinan... Descriptive

method of research was employed. It is descriptive because it assessed and analyzed the

information gathered on the implementation of WINS Program. The null hypothesis was

tested at alpha 05 level of significance.

The respondents of this study were the school heads and teachers of Central

Schools in the Third District of Pangasinan. For the purpose of exploring the best WINS

practices, the Three Star Schools’ school heads and teachers were also utilized as

respondents.

Salient Findings of the Study

It was found out among the respondents, 156 of them (37.23%) are in the age

bracket of 36-45, 172 (41.05%) are in the age bracket of 26-35 years old while 91

respondents (21.72%) are relatively young aged 25 years old and below..

With regard to the gender of the respondents, males comprised 32.22% or 135

resppondents while 284 were females comprising 67.7% of the total respondents.

49
 As to the educational attainment, there are 99(28.63%) of the respondents who

only finished bachelor’s degree, 167 (39.86%) are armed with masteral degree, 40

(9.55%) have Doctoral Units while 10 (2.39%) are with Doctoral degree.

As regard to the WINS practices employed by the school - respondents vis –a-vis

water access, 4 indicators have garnered 100% which only means that the school-

respondents are implementing these 100% in their own schools.

As to Sanitation, the indicator “treatment of stagnant water” has a bulk of 156

schools not complying with it. The school heads reason out that they no longer exert

effort for it since they have tried once and the water is not really potable.

As to handwashing indicator, a great majority of schools are 100% compliant to

this.

Deworming indicator also had a 100% indicator of compliance among the school

respondents.

As to Health Education, all indicators garnered 100% this only shows how

committed the schools are in educating the learners about health.

Lastly, with regard to challenges being met in the implementation of WINS,

common problems of the school-responts are: hardheadedness of pupils, lack of

facilities,, inadequate supply of materials and lack of information dissemination.

Conclusions

From the results of the study, the following conclusions are drawn:

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 The school – respondents are with middle –aged teachers which is an advantage

as this age reflects people who are so energized very indefatigable in carrying out their

tasks.

Generally, the education sector is indeed wrapped with a great majority of

females. This shows how fitting women are in molding and guiding the young learners.

The education sector in the third district of Pangasinan are with teachers who are

in the middle age of service. Not too old and not too young in the sevice. This is a good

indicator that old teachers have retired and pupils are with young educators.

It is good to note that majority of the teachers in the third district are armed with a

masteral degree, an indicator that shows how committed the teachers are not wanting to

be just one page ahead of the learners.

Generally, with the result yielded from the survey, the WINS program in the third

district of SDO I pangasinan is in good track. Schools are not left behind in implementing

this Deped program..

Recommendations

In the light of the results of the study, the researcher recommends the following:

The Division Office should develop a greater flexibility in the implementation of

the WINS program..As to the three stars approach ,schools must be rated according to

their category whether they belong to small, .medium or big school

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 School heads as this study indicates, need to enhance their leadership skills in

implementing WINS in their very own school and should be able to motivate the teachers

for the 100% implantation of it.

Schools must have a WINS coordinator to properly implement the program.

The people in authority should ensure support to WINS Program English

teachers by providing materials and trainings pertaining to the proper implementation of

such program.

Further, a replica of this study is highly recommended.

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