A Case Study

DEPARTMENT OF EDUCATION
REGION 3
SCHOLLS DIVISION OF AURORA
SCHOOLS DISTRICT OF MARIA AURORA (east)
A CASE STUDY OF A HIGH SCHOOL STUDENT WHO LACKS IN ECONOMIC

RESOURCES
DOMAR S RAPAL
ALFREDO C PARROCHA
JABES G RIVERA
LOUIECITO D CLA-OR
RODOLFO E SALINAS
ANGELO E DAPON
JAMES ENRICO A.FABIONAR
A Qualitative Research
Presented to the faculty of
Senior High School Department
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL HIGH SCHOOL
Practical Research 1
MARCH 2020
REGION 3
INTRODUCTION
Educational resources are the resources which are freely
accessible openly licensed text. Media, and other digital assets
which is used for acquiring knowledge, teaching sharing your
knowledge learning as well as for research purpose, it is
something which supports the education (https//www.quora.com)
Lack of finding means an inability to invest in what matters
for students in addition to providing resources for higher
teacher pay there is arrange of ways in which greater spending
is likely to positively affect on student learning
(https//www.americanprogress.org)
REGION 3
According to (Michael Gaotlhobogwe)lack of resources has
resulted in declining student enrolment in design and technology
in butswana junior secondary school by up to 6% per year over 10
years despite positive encouragement by the government base on
the patt (pupils attitude towards technology) theoretical frame
work this study indicated in Botswana junior secondary school
impacted upon student attitudes towards design and technology
researcher from most part world indicates that attitudes toward
technology is increasingly becoming an impact on society has
resulted in a shift of perceptions about the rule of technology
education the world over. Views of students expressed during

REGION 3
focus group interviews and analyzed thought a highbred of a
data driven inductive approach indicated that of resources impact
upon student enjoyment and performance of design and technology.
By (Chris documbe) persistent gaps in test scores and collage
enrollment between students from low income families and other
more financially secure student are well documented, as are the
challenges school faced in trying to improve student outcomes. To
open this disparities are seen as inevitable and the challenges
insurmountable increase investment are characterized as wasteful,
rather than necessary .yet, there are concrete and measurable
deficiencies in the educational opportunities available to
students in high poverty schools.
REGION 3
These report takes an in- depth look at resources and
classes available to over 1800 public schools across Virginia.
The findings are clear: student who have fewer resources outside
of the school building are getting shortchanged in the classroom
as well. In the differences are striking.
Student in high poverty schools have less experienced
instructors, less access to high level science, math, and
advanced placement courses, and lower levels of state and local
spending on instructors, and instructional materials the about
46,000 in the 2013-2014.school year compared to over 57,000
REGION 3
low poverty schools. The students are the ones who feel the
impact of these dis parities, and the consequence-are worst
outcomes when it comes to attendance, school performance and
graduation rates. Only about the third of highly poverty schools
were fully accredited by the state
REGION 3
This is tragic because it’s precisely in this schools that
heightened funding can have the biggest impact and its high
poverty communities that could benefit most from having most
skilled, batter educated workers.
Its largely Virginia’s Black and Hispanic students that
are being deprive of the opportunity to pursue their goals and
career ambitions. That because students of color are extremely
over-represented in high poverty schools. About one of every six
student of color(15 percent) in Virginia attended a high poverty
school in the 2013 – 2014 school year, as did more than one out
of every five(22 percent) black student-compared to just 3
percent of white students.
Alarmingly, this-challenges are not shrinking- they are
becoming more widespread across the state. The number of schools
with high concentrations of students from low income families has
doubled since the 2002 – 2003 school year, while enrollment
REGION 3
in this schools has more than double. The lack of sufficient
resources and offerings represent a lost opportunity for our
children, communities and the future economy of Virginia. This
needs to be addressed by Virginia leaders by better targeting
resources to high poverty schools and by promoting enrollment
policies that encourage racially and economically diverse
schools. At the same time, they should also be skeptical of using
public funds for private schools, particularly if funding is not
targeted to low income students or the benefit Is inadequate
for tuition as that can further segregate schools.
Course offerings
High poverty middle schools and high schools are also less
likely to offer advance coursework compared to school with low
concentration of poverty. For example, the vas majority of middle
school (93 percent)
With law concentration of poverty offered algebra 1, while
only three quarter (75 percent) of middle schools with high
REGION 3
building foundational math skills and creating a gate way to
higher level math. It is also a required course for acceptance at
some specialty high school such as some of Verginia’s governor’s
schools. Similarly, almost all high school with low concentration
of poverty where over to provide calculous and physics , which
are important admission criteria for many colleges and
universities meanwhile with high poverty high
REGION 3

school, only 57 percent offered calculous and less than half
(43 percent) offered physics.
And, it’s not just the math and science – students in high
poverty high schools are also less likely to offer any advance
placement (AP) or international baccalaureate (IB) class. Less
than three quarters (71 percent)of high poverty schools offered
atleast one AP or IB class compared to 99 percent of low poverty
high schools. For those high poverty high schools. That did offer
an ap or ib class, they offered only about half as many –about 10
on average – than low poverty high school, which offered 19 of
these classes on average.
(https://www.quara.com} educational resources which are freely
accessible, openly licensed text, media and other digital assets
which is used for acuiring knowledge, teaching, sharing your
knowledge, learning as well as for research porpuses. It is
something which supports the education
REGION 3

CHAPTER 1
RESEARCH PROBLEM
Research Problem:
Lack of economic resources
Research Topic:
Life experience of a high school student who experience lack
of economic resources.
General Questions:
What are the challenges faced of an individual student who
experiencing lack of economic resources.
Specific Questions:
REGION 3

FINDINGS
what are the challenges faced by a student experienced lack of
economic resources?
As a student I experience lack of resources or equipment like
uniform and other resources in school sometimes I’m late in
passing projects or school requirements and sometimes I feel I’m
not belong in my friends specially because they have complete
resources .
I faced those challenges because some of my friends help me to
finish my requirements and submit it in time but sometimes I
choose to work except doing my projects because I don’t have
enough resources to do some requirements and I choose to help my
parents.
For a parent it is hard to see my child to a lack of resources
because I cant give them enough resources in school because I
cannot get extra income to give them a better life.
REGION 3
SCHOOL DIVISION OF AURORA

SCHOOL DISTRICT OF MARIA AURORA (east)
BIOGRPHICAL SKECTHES
THE first researcher is the first amoiung two children of
Mr.dominic noveras rapal and Mrs. Narssisa onia sermonia. He was
born on the 12th day of may, 2001 at Brgy. Dikildit, Maria
Aurora. He currently lives at Brgy. Dikildit Maria Aurora. Hen
finished his elementary education at Dikildit Elementary School
and graduate his junior high school in Eliseo C. Ronquillo sr
Memorial National High school.He is now enrolled at grade 11
senior high school Class in the same school.
During his elementary years, he participated at school activity
such as boy scout of the Philipines.
In the future, he aspires to be mechanic. He believes in saying “
noting last forever we can change the future”.
REGION 3

The second researcher is the second yuomgest among six
children of Mr. alfredo parrocha sr. and cristina parrocha he was
born on the 13th day of December 2001 at maria aurora he current
lives at brgy quirino maria aurora aurora he finished her
elementary education at quirino elementary school and graduated
her junior high school at eliseo c ronquillo sr memorial national
high school he is enrolled in grade 12 senior high school class
in the same school.
In the future he wants to be a soldier he believe in the
saying “Effort are surely better than promise”.
ALFREDO C. PARROCHA JR.
REGION 3

The third researcher is the eldest among five children of
randy the fabionar and mrs. Mercedes sagun Andres. He was born on
February 20 2002 at barangay quirino maria aurora aurora. He
currently lives at barangay quirino maria aurora aurora. He
finished his elementary education at quirino elementary school
and he graduated his junior high school at eliseo c. ronquillo
memorial national high school . he is now enrolled in grade 11
senior high school class in the same school.
During his elementary years, he participated in activities such
as acout encampment, school drum and lyre and attended aurora
province athletic association meet.
In the future, he asphire to be scout ranger. He believes in the
saying “mistakes are also discoveries
JAMES ENRICO ANDRES FABIONAR
REGION 3

TABLE OF CONTENTS
Title Page-------------------------------------------i
Biographical Sketches-------------------------------ii
Acknowledgement--------------------------------------viii
Table of contents--------------------------------------ix
CHAPTER I
Research Problem-------------------------------------1
Intruduction and Related studies---------------------2
CHAPTER II
Background of a client----------------------------------8
CHAPTER III
Description of the case----------------------------------
CHAPTER IV
Action Taken-------------------------------------------
CHAPTER V
Findings----------------------------------------------
REGION 3

Appendices
Letter of the clients---------------------------------
Pictorials-------------------------------------------
REGION 3
ACKNOWLEDGEMENT
The researchers wishes to express their heartfelt gratitude
to the following persons who helped them made this research
possible:
First of all, to our almighty father god, for the gift of life,
good health, wisdom, and courage;
Ms. Angelica t. dalit, our researcher adviser and personal
development teacher, for her valuable and constructive insight,
time, effort and guidance for the success of this study;
Mrs. Laura hulipas, our principal for her support and approval
And our beloved parents, sibling and friends, for their,
sacrifices, and unending financial and moral support
The researchers
REGION 3
BACKGROUND OF THE CLIENT
The researcher have choosen a client who is a mother of a
student who experiencing lack of economic resources, named Ricky
b.Batingan. The client is the second child of Mr. Renato D.
Barril and Mrs.ejena B. Batingan. He was born on
the_______________
He complete his elementary education at debucao Elementary
School. He continue his studies at Elise c. Ronquillo sr.
Memorial National High School.
REGION 3
CHAPTER IV
ACTION TAKEN
Sampling Method:
The researcher haved used purposive or judgemental sampling
under non probability sampling method. This because the
researcher have choosen a client whom they are sure could
correspond to the objectives of the study.
Interview Method:
Unstructured interview is used because the client to the
questions. The researcher also used an individual interview
approach because only one client was intervied.
Questionnaire:
Self-administrated is used together data needed. The
researcher acted as the interviewer and the interviewee at the
same time because they first asked questions while recording then
wrote the clients answer on paper.
REGION 3
CHAPTER IV
The fourth researcher is the first youngest children of
Leonardo g. cla or and mrs. Terisita b. ducha. He was born on
30th of april 2001. At Brgy, debucao maria aurora, aurora. He
currently lives at Brgy debucao maria Aurora. He finished his
elementary Education at Brgy Debucao Elementary school and
graduated his junior high school at Eliseo C. Ronquillo sr.
Memorial National High School. He is now Enrolled in grade 11
senior high school class in the sames school.
During his elementary years, he participated in activities such
as scout encampment
In the future, he aspired to be a fireman. He belief in the
saying.”its better to give than to receive”.
REGION 3
ACKNKOWLEGEMENT
The researchers wishes to express their heartfelt gratitude
to the following persons who helped them made this research
possible:
First of all, to our almighty father god, for the gift of life,
good health, wisdom, and courage;
Ms. Angelica t. dalit, our researcher adviser and personal
development teacher, for her valuable and constructive insight,
time, effort and guidance for the success of this study;
Mrs. Laura hulipas, our principal for her support and approval
And our beloved parents, sibling and friends, for their,
sacrifices, and unending financial and moral support
The researchers
REGION 3
The 5th researcher is the first children of Mrs. Asuncion g.
Rivera. He was born on the 19th day of june 2003 at Brgy. Bagtu
Maria Aurora. He currently lives at Brgy Bagtu Maria Aurora
Aurora. He finished his Elementary education in Bagtu elementary
school And graduated his junior high at Eliseo c. ronquillo sr
Memorial National high school. He is now enrolled in grade 11
senoir high school class at the same school
During his elementary school,he receive awards as most
responsiple and participated in activities such as scouts
encampments
In his junior high school years, h receives awards such as most
responsible
In the future he aspires to be a police, he believes in the
saying “study hard to achieves your dreams”.
JAVES RIVERA
DDJH

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DEPARTMENT OF EDUCATION

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

A CASE STUDY OF A HIGH SCHOOL STUDENT WHO LACKS IN ECONOMIC

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

Educational resources are the resources which are freely

accessible openly licensed text. Media, and other digital assets

which is used for acquiring knowledge, teaching sharing your

knowledge learning as well as for research purpose, it is

something which supports the education (https//www.quora.com)

Lack of finding means an inability to invest in what matters

for students in addition to providing resources for higher

teacher pay there is arrange of ways in which greater spending

is likely to positively affect on student learning

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

According to (Michael Gaotlhobogwe)lack of resources has

resulted in declining student enrolment in design and technology

in butswana junior secondary school by up to 6% per year over 10

years despite positive encouragement by the government base on

the patt (pupils attitude towards technology) theoretical frame

work this study indicated in Botswana junior secondary school

impacted upon student attitudes towards design and technology

researcher from most part world indicates that attitudes toward

technology is increasingly becoming an impact on society has

resulted in a shift of perceptions about the rule of technology

education the world over. Views of students expressed during

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

focus group interviews and analyzed thought a highbred of a

data driven inductive approach indicated that of resources impact

upon student enjoyment and performance of design and technology.

By (Chris documbe) persistent gaps in test scores and collage

enrollment between students from low income families and other

more financially secure student are well documented, as are the

challenges school faced in trying to improve student outcomes. To

open this disparities are seen as inevitable and the challenges

insurmountable increase investment are characterized as wasteful,

rather than necessary .yet, there are concrete and measurable

deficiencies in the educational opportunities available to

students in high poverty schools.

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

These report takes an in- depth look at resources and

classes available to over 1800 public schools across Virginia.

of the school building are getting shortchanged in the classroom

as well. In the differences are striking.

Student in high poverty schools have less experienced

instructors, less access to high level science, math, and

advanced placement courses, and lower levels of state and local

spending on instructors, and instructional materials the about

46,000 in the 2013-2014.school year compared to over 57,000

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

impact of these dis parities, and the consequence-are worst

outcomes when it comes to attendance, school performance and

graduation rates. Only about the third of highly poverty schools

were fully accredited by the state

SCHOLLS DIVISION OF AURORA

SCHOOLS DISTRICT OF MARIA AURORA (east)

This is tragic because it’s precisely in this schools that