1

Background of the Study

The most iconic vehicle of public transportation in the Philippines has to be the jeepney.

With its colorful and eye-catching appearance, it symbolizes the significantly rich and practical

culture of the Filipinos. Along with other modes of public transportation such as the tricycle and

the padyak or tri-sikad, jeepneys are a pivotal part of day-to-day life. People use them to get

from one town to another or around the cities – to get to school, to work, and to meet up with

friends.

In particular, many students use public transportation to get around the city. Students

whose families do not have the privilege of owning private vehicles rely heavily on jeepneys to

get to school. The same is true for most students in Iloilo National High School (INHS). Many

get up early in the day to catch the first jeepney for school and avoid the heavy traffic

Access to public transportation is a key aspect of sustainable urban living (Murray,

Davis, Stimson, & Ferreira, 1998). Commuting becomes more a pervasive activity when access

to private modes of transport is scarce (Molina-Garcia, Castillo, & Sallis, 2010). Furthermore,

there are many demographic and psychographic differences between non-commuter students and

commuter students (Newbold, Mehta, & Forbus, 2011).

According to the Nielsen Global Survey of Automotive Demand, 47% of Philippine

households do not own cars while only 16% own more than one car (Nielsen, 2014). Half of the

population is left with no choice but to use public transportation. Coupled with the suboptimal

state of public transportation in the country, the commuting experience can become a nightmare,

especially for students who have classes very early in the morning.
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Objectives of the Study

Using a research design of narrative inquiry, the main objective of the researchers is to

extract the participant’s narrative of commuting daily to school from a distant place.

Specifically, the researchers would also like to find answers about what the narrative

revealed about (1) the participant in question, (2) the nature of decision-making in the family for

the participant’s choice of school, (3) the academic performance of the participant, (4) the main

factor that prompted the family to send the participant to INHS, and (5) how the narrative can be

interpreted to provide an understanding of student life commuting daily from a distant place all

the way to INHS.

Therefore, the specific questions that guided this study were:

1. What does the narrative reveal about the student commuting from distant hometown to

catching up with early morning first-period class at INHS?

2. What does the story reveal about the nature of decision-making in the family regarding

INHS as the choice of school?

3. How does commuting affect the academic performance of the student in a particular

academic strand?

4. What main factor prompted the family in sending the student to the INHS?

5. How can this narrative be interpreted to provide an understanding of student life,

commuting daily from distant hometown to INHS?

The overall purpose of this study is to provide key insight and understanding into the

struggles many students face commuting every day. By shedding light on the experiences of one

of these students, the researchers hope that concrete steps will be actualized in order to properly

address their current plight.

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This study aimed to discuss the experiences of a senior high school student commuting

from out of the city every day to make it in time for the first period of class. Moreover, how the

student adjusted to the challenge of commuting to class was also discussed.

The researchers used the interpretivist type of theoretical research. According to

Dudovskiy (2017), interpretivism is a subjective type of research approach that uses interviews

and observations of the subjects as the primary data collection methods and views reality based

on meanings with its goal to understand, rather than predict.

In order to collect data from the participant, the researchers used a face-to-face interview

to understand how commuting daily from so far away has affected the participant’s life. The

researchers analyzed the data using narrative analysis based on Labov’s (1997) six elements of a

story: (a) Abstract; (b) Orientation; (c) Complicating action; (d) Evaluation; (e) Result or

Resolution; and (f) Coda.

Research Paradigm

INPUT PROCESS OUTPUT

Participant’s Insightful
Labov’s
narrative revelations,
structural
account on significance,
framework in
commuting and
analyzing the
from distant implications of
elements of
hometown to the narrative
narrative text
school text

Figure 1: The research flow showing the three phases of reconstructing the participant’s life
story from storytelling to identification of plot structure to the interpretive revelations
of the narrative text
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Review of Related Literature

The Filipino population relies heavily on the presence of public transportation. Despite

this, there are still many measures yet to be put in place in order to improve its lackluster state

(Baylosis, 2019). Compared to owners of private vehicles, users of public transportation

frequently complain about delays which result in stress and/or boredom (Gatersleben & Uzzell,

2007). This makes the process of commute a very tedious affair.

The quality of one’s commute sets the tone for the entire day. Satisfaction with

work/school commute ultimately affects a person’s overall happiness, making it a key

determinant for work productivity and efficiency (Olsson, Gärling, Ettema, Friman, & Fujii,

2013). Interestingly enough, people show more happiness with their commute when comparisons

of their experiences are much better than that of others (Abou-Zeid & Ben-Akiva, 2011).

Comparative happiness shows itself to be a factor in commute satisfaction. Personal preferences

are also key indicators of commute satisfaction, showing that active travelers find more

enjoyment in leisurely hikes to their destination (Páez & Whalen, 2010).

Many experts have attempted to devise new solutions for improving one’s commute

experience. A proposed solution to mitigating traffic congestion and improving morning

commute is to enlarge central parking lots, but oddly enough, doing so might not always be

desirable (Qian, Xiao, & Zhang, 2012). Improving the public transportation system in the

country remains to be the most obvious solution for improving commute quality. In fact, high-

quality public transportation increases productivity and economic efficiency (Weisbrod & Reno,

2009).
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With that said, commuting is no easy task. It is especially difficult to do so in the context

of a developing Philippine economy. For your average student, the stress and exhaustion of

commuting daily to school may have implications on their academic performance and overall

happiness. It is important that the school sees to the proper integration of these commuting

students so that their needs can be addressed (Wolfe, 1993). Understanding the hardships these

students face on a daily basis will help the school implement programs to better involve them in

learning (Jacoby, 2000). Handing their voices an opportunity to be heard is essential for the

community’s growth and welfare.

Methodology

Research Design

The research design used in the study is narrative inquiry. Connelly and Clandinin (1990)

state that narrative inquiry is “the study of the ways [whereby] humans experience the world”.

Thus, through the active collaboration between the researchers and the participant, an in-depth

inquiry and understanding of the latter’s experiences was successfully undertaken.

The Research Participant

In order to protect her identity, the participant of this study was given the pseudonym

“Joy”. She is a student of INHS-SHS, HUMSS 11-A. She transferred school for her senior year

and commutes 15 kilometers daily from Sta. Barbara, Iloilo to INHS situated at La Paz District

in Iloilo City. Purposive sampling was used when choosing the participant. A face-to-face

discussion was held to request the participant’s permission for the interview.
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Ethical Considerations

After securing the permission of the participant, the interview began last February 19,

2020, inside the school grounds of INHS. Before the interview, they were given full disclosure

on the purpose and procedures of the research, potential risks, possible benefits, storage of data,

assurance of confidentiality and anonymity, and the participants’ right to withdraw at any time.

Data Collection and Sources

On February 19, 2020, the interview took place inside the INHS library. The interview

lasted for 17 minutes and 15 seconds. With the participant’s approval, the researchers recorded

the interview via a voice recording application on their mobile phones. Questions covered the

participant’s experiences commuting daily from Sta. Barbara to INHS, her academic

performance, challenges and difficulties faced, adopted strategies, and factors that influenced her

decision to transfer to INHS. Interview data was then transcribed.

Data Analysis

The recorded data were analyzed using narrative analysis. According to Allen (2017),

narrative analysis makes diverse, equal, substantial, and meaningful interpretations and

conclusions by giving focus on how elements are sequenced and are evaluated differently. After

transcription, the researchers validated the report’s accuracy and conferred with the participant

on the interpretation of her story.

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Analysis and Findings

The participant, aka “Joy”, is an INHS student of HUMSS 11-A. She transferred from her

former school in Sta. Barbara this school year, and commutes to Iloilo City from Sta. Barbara on

school days. To make it in time for the first period of class, she has to wake up before sunrise.

The participant has to battle with time every day and she cannot afford to stay in the city for too

long. She takes three rides going to school and back on normal school days, but when she has

schoolwork to finish, she ends up going home later than usual. The participant’s narrative was

written in Hiligaynon and translated into English afterwards, as follows.

Ang Biyahe ni Joy

Halin sa una ko nga eskwelahan sa Sta.Barbara, nagsalin ko sa Nasyo. Gusto ko mag-

eskwela sa ciudad para bag-o naman ang palibot ko – makakilala sang bag-o nga mga tawo kag

makahibalo sang mga butang nga wala ko pa nahibaluan. Lingid dara kilala ang pangalan sang

Nasyo kung kalidad sang academics ang paga-isturyahan, muna na-enganyo gid ko sang una.

Sa akon nga mga baga nakasalalay ang kabug-aton sang desisyon nga magsalin.

Suportado sang nanay ko ang akon nga mga desisyon; biskan “minimum wage” lang ang

ginakita sang pamilya ko taga-bulan, ang tuod nga isyu nga sa desisyon ko nga magsalin

nagakadto gid laban sa akon nga allowance. May iban nga naga-kwestiyon sang akon nga

panindugan, pero sa una pa lang, bal-an ko na kung ano ang gusto ko para sa kaugalingon ko.

Gatinir man ko gihapon sa akon pamilya sa Sta.Barbara. Kabudlay gid magbiyahe permi

pakadto eskwelahan – kinanglan gid disiplina para makaabot sa una nga klase kung aga, nga

nagaumpisa taga 6 sang kaagahon. Sa pamaagi sang mga pribado nga salakyan, ang byahe
 8

halin Sta.Barbara pakadto ciudad kag pabalik ginalab-ot mga 20 ka minutos. Pero ga komyut

ko, muna mas dugay siya. Gab-e bag-o magsugod ang klase, ginahanda ko na ang mga gamit

nga kinanglan ko kag ginasulod sa bag amo man sa mga bayo ko. Ang akon sapatos nabutangan

na shoe polish nga daan, kag nagaan na ko ni nanay allowance. Gina-set ko na ang alarm clock

sa 4AM kag magtulog timprano para handa ang kaugalingon ko pagkabwas. Tatlo ka byahe ang

pagsakay pakadto eskwelahan – ang una sa tricycle, ang duwa naman sa dyip. Gagastos ko 28

pesos taga komyut ko halin balay pakadto eskwelahan kag pabalik. Galing kabudlay magbalik

papuli kung pasado 5 PM na. Mas galala ang traffic kung rush hour kag mas mabudlay mangita

sang dyip nga masakyan. Hindi gid na ya malikawan, bilang estudaynte kayanon ko na lang.

Kululbaan mag-komyut kung kaagahon. Mas delikado kapin na gid kung ikaw lang isa –

basi may mabutwa nga landong okun ido malagas sa imo. Kaisa – mga 5 AM guro- ang hilamon

sa likod gulpi lang naghulag, kag ang man-og, gamay nga man-og, ang naglabay sa akon. Di ko

gid malimtan ang amo to nga natabo kag ginteksan ko si nanay. Luwas sa mga butang nga akon

ginaagyan adlaw-adlaw wala pa ako kaagi late biskan kaisa.

Ang kalayuon sang pag-komyut wala naga-apekto sa akon nga pag-eskwela kag natapos

ko pa ang ligad nga semester “With High Honors”. Ang tanan nga ini gakinahanglan sang

disiplina kag pagsunod sa routine.

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Joy’s Commute

I transferred to Natio from my former school in Sta. Barbara. I wanted to go to school in

the city so that I could be in a different environment – to meet new people and learn novel things.

Aside from that, Natio has an excellent academic reputation, which is why it has been very

appealing to me ever since.

The burden of the decision to transfer was all on my shoulders. My mother was very

supportive of my decision, even if my family’s monthly income is within minimum wage. The

only real financial issue with my decision to transfer schools lies mostly in my allowance. Some

questioned my disposition, but I knew what I wanted for myself right from the start.

I still live with my family in our home in Sta. Barbara. Commuting to school every day is

a struggle. It takes discipline to make it in time for the first period of class, which usually starts

at 6 in the morning. Through private transportation, the trip from Sta. Barbara to the city, and

vice versa would take around 20 minutes. But since I commute, it takes longer than that. The

night prior to any school day, I would already place the things I need in my bag and prepare my

clothes. My shoes have already been shined, and my mother hands me my allowance. I set the

alarm to 4 AM and sleep early to get myself ready the next day. The trip to school takes about

three rides – the first one through tricycle, and the other two on jeepneys. I spend about 28 pesos

each time I commute from home to school, and back.

However, it is troublesome to return home later than 5 PM. The traffic gets worse during

rush hour, and finding a jeepney ride becomes more difficult. This is unavoidable though, given

the work I have to do as a student. All I can do is endure the situation. It is terrifying to commute

early in the morning. It feels more dangerous especially when you’re alone – someone could

appear from a shady part, or a rabid dog might chase you. Once, it was around 5 AM, the grass
 10

behind me suddenly began to rustle. A snake, a baby snake, slithered past me. It was a jarring

experience, and I texted my mother about it. Despite all of the things I go through daily, I’ve

never been late to school.

Commuting from far away hasn’t significantly affected my academic performance, and I

even finished the past semester “With High Honors”. It all boils down to discipline, and setting a

routine for myself to follow has made the biggest impact.

Results and Discussion

After carefully analyzing “Joy’s” narrative using narrative analysis, the researchers were

able to find pertinent answers to their research questions. These answers provided significant

insights into student life commuting from Sta. Barbara all the way to INHS every day. In

addition, many layers of the commuting experience were revealed.

What does the narrative reveal about the student commuting from distant hometown to

catching up with early morning first-period class at INHS?

The participant, “Joy, shows dedication and discipline commuting daily from Sta.

Barbara to INHS. Having to travel so far early in the morning did not deter Joy from continuing

her studies. Placed in a new set of circumstances, she felt it was important to adapt. On nights

before each school day, she would already be preparing the things she might need. Consistently

maintaining an eagerness to arrive for school on time displays how devoted Joy is to her studies.
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What does the story reveal about the nature of decision-making in the family regarding the

INHS as the choice of school?

The participant’s family did little to meddle with her decision to transfer to INHS for

senior high school. Joy had free rein to choose for herself, but not without first consulting her

mother. Joy’s mother was very supportive in her decision to transfer and go to school in the city.

It is worth noting important considerations parents take into account when evaluating the

possible schools for their child to enroll in. These are: the school’s reputation, the child’s

willingness to study there, good examination results, and ease of access (West & Varlaam,

1991). It was an easy decision for Joy and her mother since INHS is widely known for

cultivating ample academic growth among its students. When it came to financial concerns,

Joy’s allowance would be the biggest issue, albeit something that would be manageable.

How does commuting affect the academic performance of the student

in a particular academic strand?

Time management was also a significant concern of the participant. Joy needed to fix her

schedule properly to find time for schoolwork. Research shows that students who manage their

time effectively tend to perform better academically, and express greater satisfaction with life

(Macan, Shahani, Dipboye, & Phillips, 1990). Joy, who already showed academic promise

during junior high school, proved to be a diligent student. Managing her time effectively was the

biggest determinant in finishing the first semester with high honors. Having to commute to

school every day appeared insignificant when it came to her academic performance.
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What main factor prompted the family in sending the subject to the INHS?

Coming from a low-income background, it was important for Joy to enroll in a school

that would not be financially draining. It would also be of great benefit to her mother considering

that the latter’s monthly income is only within minimum wage. In this regard, it has been

observed that economically disadvantaged parents are less optimistic about their adolescent’s

educational chances (Crosnoe, Mistry, & Elder Jr., 2002). By enrolling in INHS where the

tuition is free, it would be like killing two birds with one stone for the participant’s family –

high-quality education for free. It would only further motivate Joy’s family to enroll her in

INHS.

How can this narrative be interpreted to provide an understanding of student life, commuting

daily from a distant hometown to the INHS?

Commuting daily from Sta. Barbara to INHS is definitely hard to do, but it is not an

insurmountable challenge. In the life of students who commute regularly to and from school,

what one needs is discipline and prudence in his/her decision-making. Withdrawn from the

privilege of owning a private vehicle, it is important for the student to manage their time

properly. Their lives become a more meticulous affair since the slightest misalignment in their

schedule could lead to inconvenience and stress. Nevertheless, these experiences eventually

strengthen a student’s resolve to become better, so that one day, they too can follow in Joy’s

example.
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Implications and Reflections

Through the participant’s experiences expressed in her narrative, the researchers were

able to understand what it means to commute daily to school from distant places. It is a challenge

that demands the student to be expedient when making choices and orients him/her to a strict

regimen that must be followed. Being able to effectively manage one’s time should be

highlighted. Part of this is to prepare the things needed for school beforehand so that it will be

easier to focus on studies and other more important matters. Nevertheless, an obstacle like this is

essential for character development. Being adaptable is important if anyone hopes to flourish in

life.

Moreover, the researchers realized the stark differences in their commuting experiences

when compared with that of the participant. Having to commute so early in the day is an entirely

different world. To walk out by yourself before the sun can even rise appears terrifying. Danger

may arise at any time. Being alone in the dark is not a comforting feeling. For the participant, it

is a circumstance she has to go through every day. Although she has not yet experienced

anything significantly dangerous, she still gets scared. Obviously, it is definitely much safer to

commute during the day when it is bright and there are other commuters around.

For the readers of this study, the researchers hope to provide key insights into the lives of

financially underprivileged students taking public transportation from faraway areas. By

addressing the plight of these students, the researchers wish to initiate meaningful discussion into

the solutions that might remedy these problems. They also encourage our academic institutions

to take concrete action to make the lives of these students less burdensome. Consequently, the
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students would be able to study better, and in turn, contribute in strengthening the country’s

educational system in the hopes of producing brighter minds and a more competent workforce.

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