Chapter 4 Pancho

1
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA
Profile of the respondents in terms of the variables age, and civil

status
Table 2
Profile of the respondents in terms of
variables used in this study
XVariables Categories Frequency Percentage
Younger (below 27 years
33 53.20
old)
Age Older (27 years old and
29 46.80
above)
Total 62 100
Single 46 74.20
Civil Status Married 16 25.80
Total 62 100
Discussion…………..
Extent of challenges encountered of the newly-hired teachers

assigned in the far-flung schools according to the areas Mode of
2
Transportation,Physical Facilities/Water and Food Supplies, and

Learning Environment/Resources
Table 3
assigned in the far-flung schools according to the areas Mode of
Transportation, Physical Facilities/Water and Food Supplies, and
Learning Environment/Resources
Areas Mean Interpretation

A. Mode of Transporation
1. Riding in “habal-habal” just to reach the station. 3.84 High Extent
2. Rent out vehicles everyday just to reach the school. 3.37 Moderate Extent
3. Using “Balsa” / Boats to cross the rivers. 2.98 Moderate Extent
4. Riding on a personal vehicles. 2.79 Moderate Extent
5. Walking for almost 20-25 kilometers. 4.26 High Extent
6. Riding on a truck with sugarcane sometimes because of
3.47 Moderate Extent
unavailability of vehicles.
7.Waiting a vehicle for almost 1 hour. 4.21 High Extent
8.Riding on a carabao, horses and etc. to reach the station. 4.21 High Extent
9.Walking for almost 1-3 hours just to reach the school. 4.23 High Extent
10.Climbing hills and carrying bags and supply of foods. 4.35 High Extent
Overall Mean 3.77 High Extent
B.Physical Facilities/Water and Food Supplies
1. Poorly maintained comfort rooms. 3.29 Moderate Extent
2. Having poor lighting. 3.94 High Extent
3. Inadequate chairs and tables in schools. 3.65 High Extent
4. Inadequate materials and equipment for the SBM Wins
3.77 High Extent
Program.
5. Using candles and “king-ki” and other lighting materials. 3.82 High Extent
6. Electricity is available but usually experienced power
3.98 High Extent
interruption.
7. Lack of classrooms. 3.85 High Extent
8. Having poor ventilation in each classrooms. 3.81 High Extent
9. Insufficient water supply. 3.81 High Extent
10. Going to some rivers just to seize water supply and use for
3.60 High Extent
cooking.
C. Learning Environment/ Resources
1. Handling Multi-Grade group of students/ Pupils. 3.48 Moderate Extent
2. Mismatch of the subject taught. 3.45 Moderate Extent
3. Some of the people are on the low level of literacy. 3.95 High Extent
4.Experience culture schock and adapting to a new set of
4.05 High Extent
cultural expectations and social norms.
5. Difficult to understand different language. 4.06 High Extent
6. Adjusting the topic on the level of the students. 4.32 High Extent
7. Students combined in one class. 4.05 High Extent
8. The school is vulnerable in floods and landslides. 3.90 High Extent
9. Having poor attendance of the students. 3.66 High Extent
10. Lack of Modules or books. 3.71 High Extent
3

assigned in the far-flung schools when they are grouped according to
age and civil status
Table 4
assigned in the far-flung schools when they are
grouped according to age
Categories Younger Older

Mean Interpretation Mean Interpretation
1. Riding in “habal-habal” just to reach the station. 3.91 High Extent 3.76 High Extent
2. Rent out vehicles everyday just to reach the school. 3.48 Moderate Extent 3.24 Moderate Extent
3. Using “Balsa” / Boats to cross the rivers. 2.70 Moderate Extent 3.31 Moderate Extent
4. Riding on a personal vehicles. 2.85 Moderate Extent 2.72 Moderate Extent
5. Walking for almost 20-25 kilometers. 4.21 High Extent 4.31 High Extent
6. Riding on a truck with sugarcane sometimes
3.45 Moderate Extent 3.48 Moderate Extent
because of unavailability of vehicles.
7.Waiting a vehicle for almost 1 hour. 4.18 High Extent 4.24 High Extent
8.Riding on a carabao, horses and etc. to reach the
4.15 High Extent 4.28 High Extent
station.
9.Walking for almost 1-3 hours just to reach the
school.
10.Climbing hills and carrying bags and supply of
foods.
Overall Mean 3.75 High Extent 3.80 High Extent
1. Poorly maintained comfort rooms. 3.30 Moderate Extent 3.28 Moderate Extent
2. Having poor lighting. 3.97 High Extent 3.90 High Extent
3. Inadequate chairs and tables in schools. 3.64 High Extent 3.66 High Extent
4. Inadequate materials and equipment for the SBM
Wins Program.
5. Using candles and “king-ki” and other lighting
materials.
6. Electricity is available but usually experienced
power interruption.
7. Lack of classrooms. 3.88 High Extent 3.83 High Extent
8. Having poor ventilation in each classrooms. 3.85 High Extent 3.76 High Extent
9. Insufficient water supply. 3.94 High Extent 3.66 High Extent
10. Going to some rivers just to seize water supply
3.76 High Extent 3.41 Moderate Extent
and use for cooking.
1. Handling Multi-Grade group of students/ Pupils. 3.42 Moderate Extent 3.55 High Extent
2. Mismatch of the subject taught. 3.45 Moderate Extent 3.45 Moderate Extent
3. Some of the people are on the low level of literacy. 4.00 High Extent 3.90 High Extent
4.Experience culture schock and adapting to a new
set of cultural expectations and social norms.
5. Difficult to understand different language. 4.27 High Extent 3.83 High Extent
6. Adjusting the topic on the level of the students. 4.45 High Extent 4.17 High Extent
7. Students combined in one class. 4.15 High Extent 3.93 High Extent
8. The school is vulnerable in floods and landslides. 3.91 High Extent 3.90 High Extent
9. Having poor attendance of the students. 3.55 High Extent 3.79 High Extent
10. Lack of Modules or books. 3.79 High Extent 3.62 High Extent
Discussion………………………..
4
Table 5
assigned in the far-flung schools when they are
grouped according to civil status
Categories Single Married

Mea Mea
n Interpretation n Interpretation
1. Riding in “habal-habal” just to reach the station. 3.78 High Extent 4.00 High Extent
2. Rent out vehicles everyday just to reach the school. 3.39 Moderate Extent 3.31 Moderate Extent
3. Using “Balsa” / Boats to cross the rivers. 2.98 Moderate Extent 3.00 Moderate Extent
4. Riding on a personal vehicles. 2.78 Moderate Extent 2.81 Moderate Extent
5. Walking for almost 20-25 kilometers. 4.26 High Extent 4.25 High Extent
6. Riding on a truck with sugarcane sometimes
3.41 Moderate Extent 3.63 High Extent
because of unavailability of vehicles.
7.Waiting a vehicle for almost 1 hour. 4.26 High Extent 4.06 High Extent
8.Riding on a carabao, horses and etc. to reach the
station.
9.Walking for almost 1-3 hours just to reach the
school.
10.Climbing hills and carrying bags and supply of
foods.
1. Poorly maintained comfort rooms. 3.35 Moderate Extent 3.13 Moderate Extent
2. Having poor lighting. 4.02 High Extent 3.69 High Extent
3. Inadequate chairs and tables in schools. 3.63 High Extent 3.69 High Extent
4. Inadequate materials and equipment for the SBM
Wins Program.
5. Using candles and “king-ki” and other lighting
materials.
6. Electricity is available but usually experienced
power interruption.
7. Lack of classrooms. 3.89 High Extent 3.75 High Extent
8. Having poor ventilation in each classrooms. 3.89 High Extent 3.56 High Extent
9. Insufficient water supply. 3.83 High Extent 3.75 High Extent
10. Going to some rivers just to seize water supply
3.74 High Extent 3.19 Moderate Extent
and use for cooking.
1. Handling Multi-Grade group of students/ Pupils. 3.50 High Extent 3.44 Moderate Extent
2. Mismatch of the subject taught. 3.43 Moderate Extent 3.50 High Extent
3. Some of the people are on the low level of literacy. 4.00 High Extent 3.81 High Extent
4.Experience culture schock and adapting to a new
set of cultural expectations and social norms.
5. Difficult to understand different language. 4.09 High Extent 4.00 High Extent
6. Adjusting the topic on the level of the students. 4.43 High Extent 4.00 High Extent
7. Students combined in one class. 4.13 High Extent 3.81 High Extent
8. The school is vulnerable in floods and landslides. 3.91 High Extent 3.88 High Extent
9. Having poor attendance of the students. 3.74 High Extent 3.44 Moderate Extent
10. Lack of Modules or books. 3.74 High Extent 3.63 High Extent
5
Level of coping of the newly hired teachers assigned in the far-flung

schools according to the areas Mode of Transportation, Physical
Facilities/Water and Food Supplies, and Learning
Environment/Resources
Table 6
schools according to the areas Mode of Transportation, Physical
Facilities/Water and Food Supplies, and Learning
Environment/Resources
Areas Mean Interpretation

1. Ride with only light materials to carry/ bring. 4.18 High Level
2. Rent a vehicle you are comfortable in. Choosing an owner who you can trust on. 4.06 High Level
3. Ride with life jacket provided or floatation devices that can be used in case of
3.55 High Level
emergency.
4. Ride in a squad together with the co-teachers. 3.35 Moderate Level
5. Bring supply of water, food, umbrella, an coat. 4.65 Very high Level
6.Carefully chose drivers who are trust worthy and ride together with the group. 4.39 High Level
7. Preparing ahead of time and manage the time. 4.63 Very high Level
8. Choosing an owner who you can trust on. 4.77 Very high Level
9. Have some rest, bring water and walk together with the co-teachers. 4.65 Very high Level
10. Walk/ Ride with only light materials to carry or bring. 4.58 Very high Level
Overall Mean 4.28 High Level
1. Educating students/ pupils about the cleanliness and maintenance of the
4.37 High Level
comfort
2. Asking support from the LGUs and private individuals to cope up with the
4.63 Very high Level
lighting at school.
3. Tap the parents and other stakeholders to make provisional charis, tables, and
classroom or even ask support from LGUs.
4. Asl assistance from stakeholders and parents to make some provisional program
for SBM Wins.
5. Procure candles and king-ki from the MOOE budget. Asking help from the LGUs
and other stakeholders to support solar flashlights.
6. Raise the problem to the school head and always prepare candles or even “king-
ki” all the time.
7. Make improvised classrooms by asking support from private individual, LGUs or
4.45 High Level
even parents.
8. Askig support from private individuals and LGUs to address with the
ventilations in school.
9. Raise the problem to the school head and make some action plan and pass it to
4.47 High Level
the LGU to address the problem.
10.Getting water in the rivers together with the squad or co-teachers for safety. 4.35 High Level
Overall Mean 4.51 Very high Level
1. Establishing strategies and activites in multi-grade pupils or students. 4.18 High Level
2. Learning from other subjects and make some research and techniques.
Preparing ahead of time doing istructional planning and details on how to meet the 4.27 High Level
needs of the students.
3. Respect and deal them with passion and sincerity. 4.71 Very high Level
4.Learning as much as you can their way of life and their culture at the same time. 4.66 Very high Level
5. Adapting and respecting to different language. 4.65 Very high Level
6. Adjusting the topic on the level of the students. 4.69 Very high Level
7.Considering the level of understanding of the different students. 4.76 Very high Level
8. Staying in the evacuation center and safe areas if possible. 4.61 Very high Level
9. Home Visitations every month if possible. 4.61 Very high Level
10. Inform the school heads, make some plan, ask support from the Deped and
stakeholders.
Overall Mean 4.57 Very high Level
6

schools when they are grouped according to age and civil status
Table 7
Level of coping of the newly hired teachers assigned in the
far-flung schools when they are grouped
according to age
Categories Younger Older

1. Ride with only light materials to carry/ bring. 4.27 High Level 4.07 High Level
2. Rent a vehicle you are comfortable in. Choosing an owner who
4.21 High Level 3.90 High Level
you can trust on.
3. Ride with life jacket provided or floatation devices that can be
3.24 Moderate Level 3.90 High Level
used in case of emergency.
4. Ride in a squad together with the co-teachers. 3.52 High Level 3.17 Moderate Level
5. Bring supply of water, food, umbrella, an coat. 4.61 Very high Level 4.69 Very high Level
6.Carefully chose drivers who are trust worthy and ride together
with the group.
7. Preparing ahead of time and manage the time. 4.61 Very high Level 4.66 Very high Level
8. Choosing an owner who you can trust on. 4.82 Very high Level 4.72 Very high Level
9. Have some rest, bring water and walk together with the co-
4.73 Very high Level 4.55 Very high Level
teachers.
10. Walk/ Ride with only light materials to carry or bring. 4.58 Very high Level 4.59 Very high Level
Overall Mean 4.30 High Level 4.26 High Level
1. Educating students/ pupils about the cleanliness and
maintenance of the comfort
2. Asking support from the LGUs and private individuals to cope
up with the lighting at school.
3. Tap the parents and other stakeholders to make provisional
charis, tables, and classroom or even ask support from LGUs.
4. Asl assistance from stakeholders and parents to make some
4.70 Very high Level 4.28 High Level
provisional program for SBM Wins.
5. Procure candles and king-ki from the MOOE budget. Asking
help from the LGUs and other stakeholders to support solar 4.45 High Level 4.55 Very high Level
flashlights.
6. Raise the problem to the school head and always prepare
candles or even “king-ki” all the time.
7. Make improvised classrooms by asking support from private
individual, LGUs or even parents.
8. Askig support from private individuals and LGUs to address
with the ventilations in school.
9. Raise the problem to the school head and make some action
plan and pass it to the LGU to address the problem.
10.Getting water in the rivers together with the squad or co-
teachers for safety.
Overall Mean 4.53 Very high Level 4.49 High Level
1. Establishing strategies and activites in multi-grade pupils or
students.
2. Learning from other subjects and make some research and
techniques. Preparing ahead of time doing istructional planning 4.18 High Level 4.38 High Level
and details on how to meet the needs of the students.
3. Respect and deal them with passion and sincerity. 4.76 Very high Level 4.66 Very high Level
4.Learning as much as you can their way of life and their culture
at the same time.
5. Adapting and respecting to different language. 4.70 Very high Level 4.59 Very high Level
6. Adjusting the topic on the level of the students. 4.70 Very high Level 4.69 Very high Level
7.Considering the level of understanding of the different students. 4.82 Very high Level 4.69 Very high Level
8. Staying in the evacuation center and safe areas if possible. 4.67 Very high Level 4.55 Very high Level
9. Home Visitations every month if possible. 4.55 Very high Level 4.69 Very high Level
10. Inform the school heads, make some plan, ask support from
the Deped and stakeholders.
Overall Mean 4.58 Very high Level 4.56 Very high Level
7
Table 8
Level of coping of the newly hired teachers assigned in the
far-flung schools when they are grouped
according to civil status
Categories Single Married

1. Ride with only light materials to carry/ bring. 4.11 High Level 4.38 High Level
2. Rent a vehicle you are comfortable in. Choosing an owner
who you can trust on.
3. Ride with life jacket provided or floatation devices that can
3.46 Moderate Level 3.81 High Level
be used in case of emergency.
4. Ride in a squad together with the co-teachers. 3.39 Moderate Level 3.25 Moderate Level
5. Bring supply of water, food, umbrella, an coat. 4.70 Very high Level 4.50 Very high Level
6.Carefully chose drivers who are trust worthy and ride
together with the group.
7. Preparing ahead of time and manage the time. 4.59 Very high Level 4.75 Very high Level
8. Choosing an owner who you can trust on. 4.74 Very high Level 4.88 Very high Level
9. Have some rest, bring water and walk together with the
co-teachers.
10. Walk/ Ride with only light materials to carry or bring. 4.57 Very high Level 4.63 Very high Level
Overall Mean 4.27 High Level 4.32 High Level
1. Educating students/ pupils about the cleanliness and
maintenance of the comfort
2. Asking support from the LGUs and private individuals to
cope up with the lighting at school.
3. Tap the parents and other stakeholders to make
provisional charis, tables, and classroom or even ask 4.54 Very high Level 4.63 Very high Level
support from LGUs.
4. Asl assistance from stakeholders and parents to make
some provisional program for SBM Wins.
5. Procure candles and king-ki from the MOOE budget.
Asking help from the LGUs and other stakeholders to 4.57 Very high Level 4.31 High Level
support solar flashlights.
6. Raise the problem to the school head and always prepare
candles or even “king-ki” all the time.
7. Make improvised classrooms by asking support from
private individual, LGUs or even parents.
8. Askig support from private individuals and LGUs to
address with the ventilations in school.
9. Raise the problem to the school head and make some
4.46 High Level 4.50 Very high Level
action plan and pass it to the LGU to address the problem.
10.Getting water in the rivers together with the squad or co-
teachers for safety.
Overall Mean 4.53 Very high Level 4.48 High Level
1. Establishing strategies and activites in multi-grade pupils
or students.
2. Learning from other subjects and make some research
and techniques. Preparing ahead of time doing istructional
planning and details on how to meet the needs of the
students.
3. Respect and deal them with passion and sincerity. 4.67 Very high Level 4.81 Very high Level
4.Learning as much as you can their way of life and their
culture at the same time.
5. Adapting and respecting to different language. 4.63 Very high Level 4.69 Very high Level
6. Adjusting the topic on the level of the students. 4.74 Very high Level 4.56 Very high Level
7.Considering the level of understanding of the different
students.
8. Staying in the evacuation center and safe areas if
possible.
9. Home Visitations every month if possible. 4.65 Very high Level 4.50 Very high Level
10. Inform the school heads, make some plan, ask support
from the Deped and stakeholders.
Overall Mean 4.57 Very high Level 4.55 Very high Level
Discussion………………….
8
Level of performance of the newly-hired teachers assigned in the far-

flung schools when they are grouped according to age and civil
status
Table 9
Level of performance of the newly-hired teachers assigned in the far-
flung schools when they are grouped according to age and civil
Variable Category N Mean Interpretation
Younger 33 4.27 Very Satisfactory

Age
Older 29 4.45 Very Satisfactory
Single 46 4.37 Very Satisfactory
Civil Status
Married 16 4.33 Very Satisfactory
9
Comparative Analysis in the extent of challenges encountered of the

newly-hired teachers in the far-flung schools when they are grouped
and compared according to the aforementioned variables
Table 10
Significant difference in the extent of challenges encountered of the
newly-hired teachers in the far-flung schools on the area Mode of
Transportation when they are grouped and compared according to
the aforementioned variables
Mann
Categor Sig.
Variable N Mean Whitney p-value Interpretation
y level
U
Younger 33 3.75
Age 420.50 0.412 Not Significant
Older 29 3.80
0.05
Single 46 3.77
Civil Status 35.500 0.790 Not Significant
Married 16 3.77
Table 11
newly-hired teachers in the far-flung schools on the area b.
Physical Facilities/Water and Food Supplies when
they are grouped and compared according
to the aforementioned variables
Mann
p- Sig.
Variable Category N Mean Whitney Interpretation
value level
U
Younger 33 3.80
Older 29 3.69
0.05
Single 46 3.82
Civil Status 246.500 0.050 Significant
Married 16 3.57
10
Table 12
newly-hired teachers in the far-flung schools on the area Learning
Environment/Resources when they are grouped
and compared according to the
aforementioned variables
Mann
Categor Sig.
y level
U
Younger 33 3.91
Older 29 3.81
0.05
Single 46 3.91
Married 16 3.73
Discussion………………..
11
Comparative Analysis in the level of coping of the newly-hired

teachers in the far-flung schools when they are grouped and
compared according to the aforementioned variables
Table 13
Significant difference in level of coping of the newly-hired teachers
in the far-flung schools on the area Mode of Transportation when
they are grouped and compared according to the aforementioned
variables
Mann
Categor Sig.
y level
U
Younger 33 4.30
Older 29 4.26
0.05
Single 46 4.27
Married 16 4.32
Table 14
Significant difference in the level of coping of the newly-hired
teachers in the far-flung schools on the area b. Physical
Facilities/Water and Food Supplies when
they are grouped and compared according
to the aforementioned variables
Mann
Categor Sig.
y level
U
Younger 33 4.53
Older 29 4.49
0.05
Single 46 4.53
Married 16 4.48
12
Table 15
Significant difference in the level of coping of the newly-hired
teachers in the far-flung schools on the area Learning
Environment/Resources when they are grouped
and compared according to the
aforementioned variables
Mann
Categor Sig.
y level
U
Younger 33 4.58
Older 29 4.56
0.05
Single 46 4.57
Married 16 4.55
13
Comparative Analysis in the level of performance of the newly-hired

teachers assigned in far-flung schools when they are grouped and
Table 16
Significant difference in the level of performance of the newly-hired
teachers assigned in far-flung schools when they are grouped and
Mann p- Sig.
Variable Category N Mean Interpretation
Whitney U value level
Younger 33 4.27
Age 321.000 0.026 Significant
Older 29 4.45
0.05
Single 46 4.37
Married 16 4.33
14
Relational analysis between the extent of challenges encountered of

the newly-hired teachers assigned in the far-flung schools and the
level of performance
Table 17
Relationship between the extent of challenges encountered of the
newly-hired teachers assigned in the far-flung schools
and the level of performance
Variable rho p-value Sig. level Interpretation
Challenges Encountered
-0.071 0.585 0.05 Not Significant
Level of Performance
15
Relational analysis between the level of coping of the newly-hired

teachers assigned in the far-flung schools and the level of
performance
Table 18
Relationship between the level of coping of the newly-hired

teachers assigned in the far-flung schools and
the level of performance
Coping Mechanism
0.092 0.476 0.05 Not Significant
Level of Performance
16
Relational analysis between the extent of challenges and level

coping mechanisms of the newly-hired teachers assigned in the far-
flung schools
Table 19
Relational analysis between the extent of challenges and level of
coping mechanisms of the newly-hired teachers assigned
in the far-flung schools
Challenges Encountered
0.299 0.018 0.05 Significant
Coping Mechanism

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1

PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA

Profile of the respondents in terms of the variables age, and civil

Extent of challenges encountered of the newly-hired teachers

Transportation,Physical Facilities/Water and Food Supplies, and

Areas Mean Interpretation

Extent of challenges encountered of the newly-hired teachers

Categories Younger Older

Categories Single Married

Level of coping of the newly hired teachers assigned in the far-flung

Areas Mean Interpretation

Level of coping of the newly hired teachers assigned in the far-flung

Categories Younger Older

Categories Single Married

Level of performance of the newly-hired teachers assigned in the far-

Variable Category N Mean Interpretation

Younger 33 4.27 Very Satisfactory

Comparative Analysis in the extent of challenges encountered of the

Comparative Analysis in the level of coping of the newly-hired

Comparative Analysis in the level of performance of the newly-hired

Relational analysis between the extent of challenges encountered of

Variable rho p-value Sig. level Interpretation

Relational analysis between the level of coping of the newly-hired

Relationship between the level of coping of the newly-hired

Variable rho p-value Sig. level Interpretation

Relational analysis between the extent of challenges and level

Variable rho p-value Sig. level Interpretation

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