Fix and Mix: The Lived Experiences of students on the lack

of Classrooms and Learning Materials

A Research Paper

Presented to the Faculty of Ramon Torres National High

School Senior High School Department S.Y 2022-2023

In partial fulfillment of requirements in Research I

Proponents:

Nino Joseph Esteves

Jaycil Carl De Jesus

Joash Dajeno

Kenny John Cetera

Mharfe Canillo

Alwyn John Ignacio

Denmark Gidlayan

Cedney Magbanua

Emman Albada

Humanities and Social Sciences 11 Ephesians

Submitted to:

Mrs. Sheryl S. Medrano

 Chapter 1

Introduction

Background of the Study

The lack of classrooms and learning materials is a

significant issue faced by many students, particularly those

living in low-income areas or developing countries. A

growing body of research has investigated the lived

experience of students who are affected by this issue,

focusing on the challenges they face and the strategies they

use to cope with the situation.

The study found that students faced a range of

challenges, including overcrowding, poor lighting, and

limited access to textbooks and other materials. Many

students reported feeling frustrated and discouraged by the

lack of resources, and some even considered dropping out of

school.

In public schools, students are often unprepared and do

not have the materials that they need in order to complete

the assigned work. This creates a multitude of problems,

including that the student may not be able to complete their

work to their best ability. Because a lack of school

materials can lead to a drop of productivity in students,

public schools should be required to provide low-cost or no-

cost materials for students who are in financial need. This

would ensure that all students were provided an equal

opportunity while in school, while increasing student

productivity and dissolving the gap in student success

between income levels.

"The lack of school infrastructure and resources to

support the ideal teaching process is the most pressing

issue pounding the Philippine basic education," said

Duterte. Most Filipinos believe that the lack of classrooms

is DepEd's most pressing problem, according to a Pulse Asia

survey commissioned by Sen. Sherwin Gatchalian.

Statement of the Problem

This study aims to determine the lived experiences of

the students on the lack of classrooms and learning

materials. Specifically, the researchers sought to answer

the following questions;

1. What are the experiences of students who do not have

classrooms and learning materials?

2. What ways do these students do to overcome these

challenges?

Scope and Limitations

This study is limited only to Grade 11 students who

have experienced the lack of school classrooms and learning

materials of Ramon Torres National High School-Senior

Department enrolled in S.Y 2022-2023.

Significance of the Study

The findings of this study will rebound to the benefit

of the students who lack classrooms and learning materials

of Ramon Torres National High School-Senior High School.

This study is significant to the following;

Students-The students will be able to speak up and share

their experiences especially to those students who have

experienced the lack of classrooms and learning materials in

order for them to be aware of the difficulties and

challenges they might face.

Parents-They would be aware on the experiences of their

child on how they cope about the lack of classrooms and

learning materials.

Teacher-They would be able to improve the way they teach on

the next time the classrooms and learning materials are

sufficient in order to shut the short comings base on the

experiences of the students who have undergone on sufficient

classrooms and learning materials.

Principal-They will be able to know about the students

experiences and opinions if they are satisfied on the

sufficient classrooms and learning materials and they will

be aware on the short coming on their experiment of

sufficient classrooms and learning materials.

 Definition of Terms

Definition of terms about lived experiences of the

students on the lack of classrooms and learning materials.

Lived experience-refers to the personal and subjective

experiences of an individual, shaped by their unique

background, culture, and circumstances.

Lack of materials-refers to the insufficient or inadequate

supply of resources needed for learning or other activities,

such as textbooks, equipment, or facilities.

Learning materials-refers to the rooms and resources used to

facilitate learning, such as textbooks, workbooks,

audiovisual aids, or online resources.

Theoretical Framework

Instructional material theories assume that there is a

direct link between the materials that the teachers use, and

the students’ learning outcomes. These outcomes include

higher abilities to learn, quality strategies to learn and

perform classroom activities and positive attitude towards

learning. Further, these theories assume that instructional

materials have the capacity to develop into students the

highest order of intellectual skills as they illustrate

clearly, step by step how to follow the rules/principles and

elaborate on the concepts, all of which have positive impact

on solving new problems by analyzing the situation and

formulating a plan (Gagné et al. 2005). According to Gagne

et al, instructional material can be used to develop higher

learning abilities to the learners through self-teaching or

guided learning. This implies that the instructional

materials mainly comprise “eliciting performance” and

“providing feedback on performance correctness,” in addition

to “providing learning guidance” for guided discovery

learning. Many of Gagné’s 9 ideas have broad implications

for secondary teachers in community secondary schools in

Rombo district. Many of these ideas have capacity building

undertones with themes of students’ acquisition of critical

thinking and problem-solving skills. However, the theory

does not relate to whether or not students can think

critically in what aspects or how they can solve a

particular problem by themselves. However, I have the

opinion that the purpose of instructional materials or

technology in education is to stretch students’ imagination

and to encourage them to solve problems in their lives.

 Similar ideas are held by Lev Vygotsky, a Russian

psychologist who held a view that tools and signs, which are

in a form of instructional materials, have the capacity to

develop in students higher level of thinking, which is

important in problem-solving activities. However, since they

are considered to be domain-specific, the ways instructional

materials can start cognitive development is yet to be

studied with respect to classroom teaching. Thus, this study

stretches these views.

Sociocultural theory of teaching, learning and

development is the second theory that framed this study.

Largely inspired by the seminal works of Lev Vygotsky, this

theory assumes that human minds do not develop by virtue of

some predetermined cognitive structures that unfold as one

matures. Rather, this theory posits that human’s minds

develop as a result of constant interactions with the social

material world.

According to Vygotsky, human mind develop through

interaction with materials in the learning process where

people learn from each other and use their experiences to

successfully make sense of the materials they interact with.

These experiences are crystallized in 'cultural tools', and

the learners have to master such tools in order to develop

specific knowledge and skills in solving specific problems

and, in the process, become competent in specific

profession. In the classroom, these tools can be a picture,

a model, or pattern of solving a problem. Most often

however, such tools are combinations of elements of

different orders, and human language is the multi-level tool

par excellence, combining culturally evolved arrangements of

meanings, sounds, melody, rules of communication, and so

forth.

Learning by using such tools is not something that

simply helps the mind to develop. Rather, this kind of

learning leads to new, more elaborated forms of mental

functioning. For example, when children master such a

complex cultural tool as human language, this results not

only in their ability to talk but leads to completely new

levels of thinking, self-regulation and mentality in

general. It is the specific organization of this tool (e.g.,

the semantic, pragmatic and syntactic structures of

language) that calls into being and in effect shapes and

forms new facets of the child's mind. Importantly, cultural

tools are not merely static 'things' but embodiments of

certain ways of acting in human communities. In other words,

they represent the functions and meanings of things, as

discovered in cultural practices: they are "objects-that-

can-be used- for-certain-purposes" in human societies. As

such, they can be appropriated by a child only through

acting upon and with them, that is, only in the course of

actively reconstructing their meaning and function. And such

reconstruction of cultural tools is initially possible only

in the process of cooperating and interacting with other

people who already possess the knowledge (i.e. the meaning)

of a given cultural tool.

This short account is presented here to illustrate the

fact that the sociocultural approach, unlike that of

instructional materials by Gagne discussed above, not only

allows for a synthesis of teaching, learning, and cognitive

development; it actively calls for it. This theory implies

that instructional materials lead to cognitive development

because they mediate learners’ thinking through the tools,

and such mediation constitutes the very cornerstone of

mental development.
 In his study Adeogun (2001) revealed a strong positive

link between instructional resources and academic

performance. According to Adeogun, schools that possess more

instructional resources performed better than schools that

have less instructional resources. This finding supported

the study by Babayomi (1999) that private schools performed

better than public schools because of the availability and

adequacy of teaching and learning resources. Adeogun (2001)

noted that there was a low level of instructional resources

available in public schools and hence commented that public

schools had acute shortages of both teaching and learning

resources. He further commented that effective teaching and

learning cannot occur in the classroom environment if

essential instructional resources are not available. Fuller

and Clark (1994) suggested that the quality of instructional

processes experienced by a learner determined quality of

education. In their view they suggest that quality

instructional materials create into the learners quality

learning experience. Mwiria (1995) also supports that

students performance is affected by the quality and quantity

of teaching and learning resources. This implies that the

schools that possess adequate teaching and learning

materials such as textbooks, charts, pictures, real objects

for students to see, hear and experiment with, stand a

better chance of performing well in examination than poorly

equipped ones.

A study by Chonjo (1994) on the physical facilities and

teaching learning materials in Primary schools in Tanzania

supports the above views. Chonjo interviewed teachers and

students on the role of instructional materials on effective

learning. From is his study he learned that performance

could be attributed to adequate teaching and learning

materials and equipments that are in a school. He

recommended that in order to provide quality education the

availability of sufficient quality facilities is very

important. Chonjo’s study was one of its kinds in Tanzania

which directly linked the role of physical facilities with

students’ academic performance in primary schools.

However, Chonjo focused only on physical facilities,

leaving out instructional materials. To me, physical

facilities such as buildings including classrooms, chairs

and desks are not enough to provide quality teaching and

learning. Instructional materials are also necessary. The

study done by Maundu (1987) agrees with my ideas that, in

order for a school to have a good performance it must be

well equipped with relevant and adequate text books and

other teaching and learning resources.

Chapter 2

Review of Related Literature

On October 29, 2018, the Prime Minister of Vietnam, Nguyen

Xuan Phuc, signed Decision No. 1436 / QD-TTg Approving the

Scheme on securing facilities for preschool and general

education programs in the period 2017-2025. The Ministry of

Education and Training of Vietnam further guides a number of

points in organizing the implementation and proposing the

Presidents of the People's Committees of the provinces and

centrally-run cities to direct agencies. Standardization in

education is considered "a necessary processes to make

things and objects in the field of education meet the

standards issued and formally applied to education to

facilitate progress and educational development". In 2014,

the Vietnam Academy of Educational Sciences continued to

implement the topic "Standard design of subject results for

grade levels and classes of general education according to

the orientation of developing students Competence" (code:

2014-37-01). The research team identified the method and

standard design process of subject-oriented competence.

Researchers have been interested in the factors that

affect student success for many years. Studies conducted in

early 1990 have found a positive correlation between

facilities conditions and student performance. In 2013, the

Virginia Department of Education (USA) issued a "Guide to

Technical Facilities of Public Schools in Virginia". In

2013, the Department of Infrastructure (under the Ministry

of Education - Science and Technology) and the World Bank

Experts Research Team proposed, the Kosovo Ministry of

Education - Science and Technology issued "Design

Guidelines. school technical infrastructure - Standard and

Standard". This study presents theoretical issues about

standard facilities, school equipment, is the foundation to

help build standards and manage system of school facilities

and equipment according to standards, meet the requirements

of the new general education program beginning in the 2020-

2021 school year in Vietnam.

 Standard is a theoretical model of principle, openness

and socialization, set out by administrative or professional

power. It is used to identify, measure or evaluate

activities, jobs, products, services, etc. in a certain

field and tend to regulate things according to the needs,

desired goal of the management entity or the subject using

the work, product or service. Standards are provisions about

technical properties and management requirements used as

standards to classify and evaluate products, goods,

services, processes, environment and other objects in socio-

economic activities. There are now thousands of standards ,

including basic standards, terminology standards, standard

specifications, testing methods and sampling standards,

labeling standards, packaging, transportation. Education

economists have found that the effectiveness of education

and training depends in part on the physical and technical

qualifications of pedagogical labor. Two important factors

that have a strong impact on the effectiveness of education

and training are the qualifications, competence of teachers,

and the level of facilities and technology of the school.

There are a number of studies on school facilities and

techniques, such as the International Labor Organization

(ADB/ILO ) which provides 9 criteria and evaluation points

of educational and training institutions for testing sub-

Mekong River's countries.

In this study, the authors investigated spatial

variations in the effects of school amenities on academic

achievements of a cluster of provinces in the Philippines.

Semiparametric geographically weighted regression (SGWR)

techniques were applied to public School facility data to

determine whether the effects of school facilities varied

depending on school locations. The analysis results

presented significant spatial variations and differing

effects of school sizes and utilities on the academic

achievements of top performing Schools across the study

area. SGWR modelling revealed that schools in sparsely

populated rural areas with basic facilities have performed

better than schools in urban areas with poor facilities,

indicating that basic facilities are important in far-flung

schools. Since the effect on academic achievement varies

depending on the social and economic infrastructure, the

provision of school facilities should be based on the unique

needs of each community. A decentralized approach is

beneficial for the management of school facilities in the

Philippines where education resources are limited. Further,

it is possible that other schools do not have facilities at

all. Nonetheless, it is opined that the provision of school

facilities relates to better educational outcomes (Figueroa

et al., 2016). Indeed, student -performance is determined by

a host of school related factors, school climate included

(Sultan & Shafi, 2014).

Adeyemi (2008), opined that performance is a measure of

educational output. Academic performance can be viewed as

the extent to which an individual learner acts or does a

piece of work, how well or poor he/she does the job or the

activities within a learning process. Poor performance,

however can be regarded as having performed below the

required academic performance.Charles (1994), referred to

poor performance as performance that fall below the desired

standard.

Recent studies have emphasized the importance of the

availability of physical facilities. Summarizing Ajayi and

Ayodele (2001), they emphasized that the availability of

these resources are quite important to achieving

effectiveness in instructional delivery and supervision in

the school system. They further buttressed the fact that

non-availability of basic facilities such as classrooms,

office accommodation, workshops, sporting facilities,

laboratories, library et cetera which is being experienced

in secondary schools is a perfect reflection of what obtains

in the university system.

Ogunniyi (1982), claimed that laboratories play a key

role in the teaching and learning of science that is why

Adedeji (1998), noted that these facilities have to be

adequate and should be in good condition for schools to

function properly.

In support of the above Okunola (1985), said that well

sited school buildings with aesthetic conditions, laboratory

and playground often contribute to improved performance in

the school system. He also argued that the availability of

school building and other plant facilities are very

important as they could enhance effective teaching and

learning. Altbach (1998), is of the view that adequate

facilities are essential for academic work. Also, in support

of this Chandan (1999), claimed that for effective teaching

to take place in any educational setting there must be

provision of adequate and quality physical facilities.

 Adewunmi (2000), corroborated Chandan’s (1999) view, he

revealed that the availability of adequate number of

physical facilities had significant influence on pupil’s

academic performance. He further emphasized that adequate

number of physical facilities should be supplied to state

primary schools. Ademilua (2000), in his study observed that

inadequate provision of school resources has been a major

factor of poor students academic performance in Ekiti State.

He equally remarked that without adequate physical

resources/facilities there would be a continuous decline in

students academic performance.

In support of this view, Ajayi (2000), emphasized on

the need for the availability of physical materials in the

school system in other to boost teachers’ job performance.

This would, invariably, enhance academic performance of

students. In a related study carried out by Mba (1994), he

revealed that adequate provision and maintenance of school

plant is a remedy (solution) for any academic encumbrance.

This means that running the school system without adequate

provision and maintenance of school plant can be very

cumbersome for teachers. In support of this, Nwankwo (1982),

also maintained that the provision and maintenance of

physical facilities such as building, laboratories,

libraries, furniture, equipment, et cetera are very

important for effective and efficient school administration

and better academic performance (on the part of students).

Also, in recent studies carried out by Okunamiri

(2003), on the provision and utilization of school

facilities in some selected secondary schools in Nigeria,

his findings revealed that although facilities were

adequately provided in some schools, they were not

effectively utilized. He further emphasized on the need to

ensure effective and efficient realization of the goals and

objectives of the of the educational system. This implies

that the availability of physical facilities alone does not

enhance learning; rather it is the adequate utilization of

these facilities that can only motivate students to learn

and enhance their academic performance.

A review of previous studies conducted by Omotoso

(1991), on the availability of physical facilities and

equipment in African countries is disheartening. His studies

reveal that most secondary schools’ building in Ondo State

were old and in a dilapidating condition. Many of the

classrooms, laboratories, examination halls, libraries and

office furniture were in a terrible state of disrepair and

this has contributed to poor academic performance. Most

windows were out of use, thereby causing hazards to life

while fluorescent tubes for providing electricity were out

of place.

Chapter 3

Methodology

This chapter deals with the procedures used by the

researchers in their study such as Research Design, the

Participants, Research Instrument, Research Procedures, and

Sampling Design.

Research Design
 This study aims to describe the lived experiences of

students who lack Classrooms and School Materials of Ramon

Torres National High School-Senior High School. Since this

is a qualitative research. A descriptive research design was

used in this study.

The participants of this study are the students who

lack Classrooms and Learning Materials enrolled for school

year 2022-2023 of Ramon Torres National High School-Senior

High School participated in the conduct of this study. The

participants were exclusive only for the students who lack

of Classrooms and Learning Materials.

For Husserl, then, phenomenology integrates a kind of

psychology with a kind of logic. It develops a descriptive

or analytic psychology in that it describes and analyzes

types of subjective mental activity or experience, in short,

acts of consciousness. Yet it develops a kind of logic—a

theory of meaning (today we say logical semantics)—in that

it describes and analyzes objective contents of

consciousness: ideas, concepts, images, propositions, in

short, ideal meanings of various types that serve as

intentional contents, or noematic meanings, of various types

of experience. Husserl opposed any reduction of logic or

mathematics or science to mere psychology, to how people

happen to think, and in the same spirit he distinguished

phenomenology from mere psychology. For Husserl,

phenomenology would study consciousness without reducing the

objective and shareable meanings that inhabit experience to

merely subjective happenstances. Ideal meaning would be the

engine of intentionality in acts of consciousness.

Research Instrument

The researchers used a researcher made questions to the

respondents (the students who lack classrooms and learning

materials of Ramon Torres National High School-Senior High

School) which helped to describe the lived experiences of

the said respondents. The researchers used a recorder in

conducting an individual interview to the selected

respondents.

Sampling Design

The purposive sampling was used in this study.

Purposive sampling is a technique widely used in qualitative

research for the identification and selection of

information.
 In this study, the participants were chosen based on

some criteria which included that they must lack classrooms

and learning materials and must be willing to narrate their

personal experiences on how they overcome their struggles.

Research Methodology

The researchers sent a letter first to the principal to

conduct a study about the lived experiences of students who

lack classrooms and learning materials of Ramon Torres

National High School-Senior High School, and the researchers

identified their respondents to be a subject in their study,

and ask consent one by one to the selected participants to

conduct interview.

Chapter 4

Results and Analysis

This Chapter deals with the Results and Analysis of the data

that the researchers gathered.

Table 1.1 shows the profile of the recipients for the study
Profile of the respondents
Codename Sex Age Grade

A Male 16 11

B Female 17 11

C Female 17 11

Note: A,B,C are just code names assigned by the researchers

to the subjects.

Summary of the Interview

Respondent A

Respondent A is a 16 year old man, who experiences

difficulties in his academics. It is very hard for him to

study especially because they have no classroom to stay or

conduct lessons. He is afraid that he might not maintain his

grades due to lack of learning resources and classrooms. He

is still studying hard to keep up with the students that

have classrooms and sufficient learning resources. He always

uses his coping mechanisms for sustainability of his grades.

Respondent B

Respondent B is a 17 year old woman, who is having

difficulties in her studies. For her, having this situation

is very difficult especially because she is a grade

conscious student. Having no classroom and sometimes

borrowing classrooms are a waste of time for her studies,

having insufficient textbooks and even sometimes almost

none, she cannot study well and do activities properly. Her

coping mechanisms with these problems are very helpful to

her. She wants to have a classroom and learning materials

not only for her but also for all of her classmates as well,

because she is also concerned of how her classmates deal

with these problems.

Respondent C

Respondent C is a 17 year old woman, who is having

struggles with her educational status. She is an academic

achiever student but due to her situation in her school. Her

grades might not be as good as she wants, but she is fine

with these problems because it is easy for her to cope with

these problems and she is fine with it because she is having

experience with these problems because she might wanna

experience this again in the future school years.

Theme and Patterns Identified

It's all about the importance of learning and finding

solutions between studies and learning resources.

Respondent A's feelings are envy and sad at the same

time due to knowing that other students are privileged to

have textbooks. “I feel envious because other students have

a textbook and I do not have one, sometimes I feel sad due

to the other students who do not have a textbook too.”

(Nasuya ko kis-a sa iban kay may libro sila ako wala, kis-a

nasubuan man ko kay ang iban nga students wala libro.)

Respondent B's experiences are very difficult and her

feelings too due to the problems that exist in their school.

“I feel difficult because I do not have a textbook to take

information about my studies, it is unfair because other

students have a textbook and others do not have one and

others can answer the questions in case there is a

recitation because they have textbooks.”

(Gakabudlayan kay wala kwaan information, unfair kay ang

iban may libro kag ang iban wala kag ang iban maka answer in

case may recitation kay may libro.)

Respondent C's experiences and feelings are difficult

towards schooling due to these problems she is facing. “I

feel difficult. Example, if the teacher wants you to read

the lesson she or he is teaching, you feel anxious because

you do not have a textbook but others do have textbooks.”

(Nabudlayan, example bi sa iban na subject kun ipabasa ka ga

palak ka kun diin na dampi balasahon kay wala ka libro.)

There are many feelings in them about the situation

that they are in. Not all students receive sufficient

resources that they need in studies, there are cases that

they cannot keep up with the lessons that the teacher is

conducting due to the reason that they do not have textbooks

or any other learning resources. But some of them are

privileged and lucky that they have a sufficient learning

resources to fulfill their needs in studies.

 Analysis

1. Lots of them are having difficulties with their studies,

because of the lack of learning resources that they need to

study more efficiently. Most of them felt difficult because

of the idea that they might not have a good grades. They

feel sad for other students who do not also have sufficient

learning resources like them.

2. The learning resources are known for its great help unto

the students. Most students rely on textbooks or other

learning materials to study. When the time before the quiz

students study on their notes that they have taken from

their lesson but textbooks or other learning materials are

way more helpful because you can gather all information in

the textbooks.

Chapter 5

Summary of Findings

The lack of classrooms and learning materials is a

significant challenge in many educational settings. The lack

of classrooms and materials can negatively impact learning

outcomes, leading to poor academic performance and reduced

opportunities for students. Students' lived experiences on

the lack of classrooms and learning materials are varied and

can be challenging. Some common experiences include limited

access to textbooks, overcrowded classrooms, lack of basic

amenities, limited technology, and teacher shortages.

To address this challenge, a multi-faceted approach is

required, including providing adequate resources, improving

availability, ensuring quality, enhancing teacher training,

and promoting better learning outcomes. It is essential to

address these challenges to ensure that all students have

access to quality education.

Conclusion

The findings of this study shows that the result is all

about learning difficulties. Learning difficulties is one of

the reasons why most students were unable to finish school.

It is rampant here in the Philippines because of unstable

quality education. It is also the reason why students get

low grades. This study implies that most of the students are
having difficulties in studying due to insufficient number

of classrooms and learning materials.

Therefore the researchers conclude that the living

experiences of students who lack classrooms and learning

materials is difficult, they need to be given sufficient

learning resources to study more efficiently.

Recommendations:

For school-Prioritize education funding and allocate

resources to ensure that the school will have adequate

classrooms and learning materials.

For teachers-Encourage students to be resourceful and

creative in their learning by utilizing alternative

resources.
For Students-Manage your time in studies, share textbooks

with your classmates if they do not have one, cope with

these difficulties that you face and help each other.

APPENDICES
GUIDE QUESTIONS:

1. How are you today?

2. What is your name?

3. Age and gender?

4. Grade level and strand?

5. What difficulties do you encounter when it comes to

facilities inside your classroom?
6. Do you have textbooks?

7. What do you feel when your textbooks are few?

8. If the teacher lets you borrow textbooks during class,

can you receive one?

9. If the lessons are inside the textbook that your teacher

discusses, what do you do to keep up with the lessons the
teacher teaches you even if you did not receive a textbook?

10. Are your chairs complete?

11. If the other classrooms were you conduct lessons are

lack of chairs, what do you do to have a seat?

12. Do you have a classroom?

13. If your classroom is under construction, where do you

conduct your lessons?

14. If the classroom you are borrowing will be used, what do

you do?

Interview Transcript

Interviewer: I1 Nino Joseph Esteves I2 Jaycil Carl De Jesus

Respondent A

A= Hmm hi!

I1= pungko bala tarong pre *laughing*

A= Te okay na ni? *laughters*

I1= Huo a goods nana (cut)

I2= Interviewhon ka gali namon (cut)

I1= How was your day pre?

A= Okay lang man

I2= Ah okay malang gale, tarong hambal bala (laughing)

A= Ay gane hahaha

I2= Ano name mo?

A= Alpha gelita

I1= Alpha gelita man?! (Laughing)

A= Huo bala hahaha

I1= Te sige a. Age mo ya?

A= I'm 16

I2= 16 ka palang gali?

A= Huo e daw di kapa ya mag pati.

I2= Huo nalang gane

I1= Ano strand mo ya kag grade ano ka na?

A= Grade 11 nako HUMSS

I1= Ah okay HUMSS ka gle meg

A= (Nods head) (nagkwa panyo kag nanrapo balhas)

I2= Malhas kagd ba, gin-ot gd haw?

A= Huo kay dasig ko ya daan balhason. (sige panrapo balhas)

I1= Ano ang gaka encounter mo nga kabudlayan diri sa school

when it comes sa facilities? Facilities ha like sa mga

classroom kag gamut sulod classroom.

A= Currently, wala kami room to stay, wala man kami libro.

Sa iban nga room kulang ang mga bangko. (Gapang trapo

balhas)

I2= Ay okay, budlayan kaman mag giyo sa amo mo na nga

situation?

A= Huo e kay nd ko ka tuon mayo kag wala kami room para

klasehan sang adviser namon.

I2= Ahh okay. (Nods head)

I1=May libro kmo?

A= Huo pero indi para sa tanan, limited lang. (may hand

gestures samtang ga hambal)

I1= Ano na feel mo kun kulang inyo libro?

A= Nasuya ko kis-a sa iban kay may libro sila ako wala, kis-

a nasubuan man ko kay ang iban na students wala libro. I2=

Kun pahulmon kamo libro samtang ga klase, ka baton ka man?

A= Kis-a wala kay kulang ang libro kay kis-a ka baton pero

gina hatag ko sa iban nga wala kun ang tupad ko may ara man

lang libro.

I2= (Head nodding)

I1= Ano gina himo mo para ka keep up ka sa lesson nga gina

klase sang teacher maski wala ka ka baton libro?

A= Ga pamati lang ko kag ga pamangkot ko sa classmate ko kun

ano idea ya sa lesson kag matapos ang klase gina picturan ko

ang topic para tun-an.

I1= Kompleto man pulungkuan niyo?

A= Indi, kulang ang bangko sa iban namon nga subject.

I2= Kun sa iban nga room niyo nga gina klasehan kulang ang

bangko, ano gina himo mo para may ma pungkuan ka?

A= Mangita ko bangko nga pwede ma pungkuan or ga pa reserve

ko seat sa classmate ko nga una abot if ulihi nako abot sa

class. Kis-a ga una ko sulod para may ma pungkuan ko nga

tarong nga pulungkuan.

I2= Mayo gd nga hilimuon hahaha

A= Gani pa una una nalang niya sulod para ka kwa nami nga

bangko. (laughing)
I1= May classroom kamo?

A= Wala kay gina kayo.

I1= Ay gali. Kun gina kayo classroom niyo diin ka ga tinir?

A= Kis-a sa shed, kis-a ga pangita room nga empty or

available para sudlan.

I1= Hmm mayo mayo.

I2= Kun usaron ang gina hulam niyo nga classroom, ano gina

himo mo?

A= Ga tambay lang sa shed kag himuon ang mga hilimuon

samtang wala pa ang teacher.

I2= Ahh okay. (Head nodding)

I1= Sige salamat gid sa time bol.

----------------------End of Interview---------------------

Respondent B

I1= How's your day?

B= okay man, goods lang (ga smile nga ga tilt ang Ulo)

I1= mayo man. Ready kana mag interview?

B= Huo ah (chuckles)
I1= Sure na na? Daw ga duwa duwa nga sabat haw? (laughing)

B= Huo gani! (Laughing)

I2= Sige ah. Ano name mo?

B= Brava (ga tilt head)

I2= Ha barava?

B= Brava! Daw bungol ka man! (laughing nga ga mudlo ang

mata) (I1 and I2 both laughing)

I1= Age mo ya?

B= 17

I2= baw isa nalang ka tuig pwede ka na ma priso hahahahaha

B= ka damo sang paminsaron amo gd na ya hahahaha

(nanghampak)

I2= Agay, joke lang pate ah.

B= Sige sabi mo e hahahah

I1= Tama na na pag tarong na hahaha (cut)

I1= Ano na grade level mo kag ano strand mo?

B= Grade 11 and I'm a HUMSS student

I2= Wow humanitas

B= Gane hahaha
I2= Ano gaka encounter mo nga kabudlayan when it comes to

facilities? Sa classroom or mga gamit sulod classroom?

B= Kulang bangko, ang iban guba kag kulang electric fan

namon. (Tilts head)

I1= Pa-ang ay? Hahaha

B= Huo e iban samon ga palamalhas na (gapamersa mag hambal)

I1= Ngaa ma mersa ka gid kalma banse ta hahahah

B= Wala ah hahaha

I1= May libro kamo?

B= Sa iban nga subject module lang, may libro sa iban nga

subject pero kulang.

I2= Ano na feel mo kun kulang libro niyo?

B= Gakabudlayan kay wala kwaan information, unfair kay ang

iban may libro kag ang iban wala kag ang iban maka answer

Incase may recitation kay may libro. (Looks sad)

I2= Ah okay. (Head nodding)

I1= Kun pahulmon kamo libro samtang ga klase, ka baton ka

man?

B= Wala, kis-a lang kun may bilin or maka una ko kwa.

I2= Ano Gina himo mo para ka keep up ka sa lesson nga Gina

klase sang teacher maski Wala ka ka baton libro?

B= Ga share kami libro or kung Indi Sila mag share Gina

hulam ko anay para picturan ang topic kag makwa info.

I1= Kompleto man pulungkuan niyo?

B= Huo pero sa iban nga subject kulang kag iban guba.

I2= Kun sa iban nga room nga gina klasehan niyo kulang ang

pulungkuan, ano gina himo mo para may ma pungkuan ka?

B= Ga sulod ko early sa classroom para maka kwa ko tarong

nga pulungkuan. (Ngiting tagumpay)

I2= Baw mayo ka gid hahahaha

B= Sus ako pa ya, ngitaay nalang ni paagi ya hahahahah

I1= May classroom kamo?

B= Wala e kay gina kayo kadugay na indi gyapon namon ma

gamit. (Ga kusamod)

I2= Kun gina kayo classroom niyo diin kamo ga klase?

B= Sa shed pero Kun kis-a wala ga klase teacher namon kay

kabudlay kay indi mayo ma elaborate ang klase, or kis-a ga

borrow kami vacant room nga wala gina klasehan.

I2= Kun usaron ang gina hulam niyo nga classroom, ano gina

himo mo?

B= Gapangita kami vacant rooms nga iban pero if no choice sa

shed nalang gd kami ga tinir.

I2= Ay gali. Okay thank you gd sa time mo!

----------------------End of Interview---------------------

Respondent C

I1= Hi ma conduct kami gali interview saimo.

C= Okay (feeling nervous)

I1= How are you today?

C= Okay lang man (nervous smile)

I1= Ngaa daw na nerbyos ka haw?

C= Kay basi budlay questions niyo bala haw hihihi.

I2= Hindi ah simple lang ni. (smiles)

C= Ay okay. (Smiled)

I1= Ano name mo?

C= Cram
I2= Cram?

C= Yes (nag takod mask)

I1= Suksok ka mask haw? Huya ka samon?

C= Indi ah amo gid ko niya perme ga suksok mask hihi. (ga

kayo face mask)

I1= Ay okay sige sige hehe.

I2= Age mo?

C= 17 nako

I2= Ah okay okay.

I1= Strand mo and Grade ano ka na?

C= Grade 11 nako kag HUMSS akon strand.

I1= Ah okay. Ano ang ga ka encounter mo nga kabudlayan when

it comes to facilities sa sulod niyo classroom?

C= Ano man? Sa classroom?

I1= Huo sa classrooms bala kag mga gamit sulod classroom ano

gaka encounter mo nga kabudlayan?

C= Ah okay. Wala kami classroom nga tiniran kay gina kayo

ang 4th floor so wala kami classroom nga gamiton para sa

adlaw adlaw namon nga klase. (Gina kayo ang face mask)
I2= May libro kamo ya?

C= Ang iban wala kag sa iban nga subject may ara tuod pero

kulang, kun may balasahon indi ka ka basa kay wala ka libro.

I1= Ano na feel mo kun kulang inyo libro?

C= Nabudlayan, example bi sa iban na subject kun ipabasa ka

ga palak ka kun diin na dampi ang balasahon kay wala ka

libro. (may hand gestures mag hambal)

I2= Kun pahulmon kamo libro samtang ga klase, ka baton ka

man?

C= Oo ka baton ko kag ka share kami sang wala libro.

I1= (head nodding) Ano gina himo mo para ka keep up ka sa

lesson nga gina klase sang teacher maski wala ka libro?

C= Gapamati lang kag ga take down notes kis-a kag kun tapos

na klase gina picturan ang libro tas gina copy tas gina tun-

an. (still ga hand gestures kada hambal)

I1= Ah okay (head nodding) kompleto man pulungkuan nyo ya?

C= Sa iban nga subject kulang, maka pungko man ko pero iban

ko nga classmates wala sila bangko nga pungkuan. (ga adjust

face mask)
I2= Kun sa iban niyo nga room nga gina klasehan kulang ang

bangko, ano gina himo mo para may ma pungkuan ka?

C= Ga una nako daan sulod sa classroom para maka pangita

bangko nga pungkuan ko.

12= Gwapo e good idea pa hahahah

C= Gani hahaha

I1= Cram may classroom kamo ya?

C= May ara pero wala gina pagamit saton kay under

construction ligad pero asta subong indi giyapon pwede ma

gamit.

I1= Ngaa indi pa pwede magamit haw?

C= Kay may talapuson pa kuno nga gina ubra da kag kinanglan

pamalahon gid ang mga pinta.

I1= Ay gale okay.

I2= Kun gina kayo classroom niyo diin kamo ga klase?

C= Ga hulam lang room sa iban or kis-a sa shed lang ga

klase.

I1= Kun usaron ang gina hulam niyo nga classroom, ano gina

himo mo?
C= Sa shed nalang ga tinir kun kis-a sa shed man ga klase,

kis-a wala nalang ga klase gina paubra nalang activity.

I1= Ah okay sige thank you cram!

End of Interview

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