IAMURE:

Vol. International
1 January 2012 Journal of Social Science IAMURE: International Journal
International Peer Reviewed Journal of Social Science

The Living Conditions of University

Students in Boarding Houses and
Dormitories in Davao City, Philippines
RUEL A. BRILLIANTES
iro@hcdc.edu.ph
patwel_18@yahoo.com
NELIA B. AGA
FE C. TIPACE
Holy Cross of Davao College
CESAR A. ADEGUE
MERCELEE P. PEREZ
Brokenshire College
ADORICO M. AYA-AY
EMMA V. SAGARINO
University of the Immaculate Conception

Abstract - Living in a boarding house or dormitory is necessary

for students who come from far places. In Davao City, an observable
statistics of university students from neighbouring provinces and the
city’s outskirts live in these temporary residences. However, reports
reveal that these housing facilities, most of the time, fail to consider
students’ safety and welfare. This study determined the living
conditions of university students in boarding houses and dormitories.
This is anchored on the premise that the physical and environmental
components of these residential facilities could afect students’ holistic
well-being. Data elicited through survey involving ive hundred
seventy-one (571) respondents and focused group discussion among
selected groups of student-boarders/dormers, reveal that a student’s
stay in a boarding house and dormitory has signiicant contributions
to his/her personal, social, academic and emotional growth. But, this
has nothing to do with the development of his/her spirituality. Results

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demonstrate further, that respondents have recognized their boarding

houses and dormitories possessing good basic housing facilities.
However, they felt the deiciency in the provisions of safety and security
facilities especially on ire escapes or exits and ire extinguishers. This
manifests that most operators have violated some requirements set
under the Building Code of the Philippines.

Keywords - Living conditions, university students, boarding

houses, dormitories, Davao City

INTRODUCTION

Students particularly those from the provinces stay in boarding

houses or dormitories which are considered temporary dwellings.
Their living conditions in these dwellings may result to beneicial and/
or prejudicial contributions to their holistic well-being.
Some reports reveal that students’ temporary dwellings fail to
consider the provisions of basic and other facilities that will meet the
various needs of the occupants. These indings suggest administrative
interventions and legislative actions on the part of the school and the
Local Government, respectively.
Most school administrators consider the quality of life of their
students living in boarding houses or dormitories not as a pressing
concern. Their responsibility to them is conined only within the
boundaries of the school or those of – campus but school-sanctioned
activities. Although, they have no control over the students’ other
activities and whereabouts, administrators are in agreement that things
that happen outside the campus afect academic performance. Thus,
it is imperative that administrators are informed of the conditions of
student boarders/ dormers to anticipate problems that may possibly
occur. As a result, they may provide precautionary and proactive
measures. Legislative interventions may also address boarding house
or dormitory living-related concerns. In Davao City, there has been an
evident dearth of an ordinance related to the mater. Hence, it is timely
for the City to build such.

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Our collaborative study aims to establish the current conditions

of college students living in boarding houses and dormitories.
Speciically, its indings hope to formulate programs and may serve as
bases to create a speciic set of guidelines on boarding house operation
and regulations in the City.

FRAMEWORK

The Student Development Theory underpins our study. This states

that the total environment of the student is educational and must be
used to help the student achieve full development. This further solicits
support from some proponents or authors as follows.
Clarkson (2006) explains that this theory founded on general
theories of human development, creates explanations and descriptions
of the growth processes that are common in the student experiences.
She uses Maslow’s Hierarchy of Needs in explaining her thoughts in
her An Introduction to Student Development Theory. Clarkson believes
that acquiring a good night sleep, receiving necessary nutrients and
staying free of life threatening illnesses or injuries are critical to
well being, however, these are generally insuicient to most college
students. She also adds that college students are generally able to
satisfy their needs of safety and security; nevertheless, this can only be
achieved when they live in a familiar environment free from danger.
Lastly, Clarkson pronounces that new students typically spend a lot
of time and energy seeking acceptance from peers and developing
friends on the campus, hence, forming social groups is not that easy.
De Larrosa (2000) elucidates that one particular theory of student
development can be explained using the Chickering’s model known
as the “Seven Vectors of Student Development” (1969). She expounds
that these vectors atempt to picture out how a student’s development
in the college seting afects his or her emotional, social, physical and
intellectual being in a college environment.
Chickering and Raisser (1993) includes the following additional
vectors: developing competence, managing emotions, moving
through autonomy toward interdependence, developing mature
interpersonal relationships, establishing identity, developing purpose,
and developing integrity (De Larrosa, 2000).

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Underlying concepts that claim support to this study include that

of Chickering (1974) as cited by Kane (1990) saying that a life in a
residence hall greatly afects students in all stages of development.
A positive efect of staying in residence halls on their personal
development is stated by Edwin as cited by Kane (1990). Conversely,
living in a residence hall does not guarantee a student rich educational
experiences according to Blimling (1993) as cited by Pike, Schroeder,
Thomas (1997). Figure 1. demonstrates the conceptual paradigm of the
study.

Figure 1. The Conceptual framework of the Study

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OBJECTIVES OF THE STUDY

The study endeavours to determine the living conditions of

university students in boarding houses and dormitories. It also aims
to assess how their stay in the boarding houses and dormitories afects
their overall well-being. In a narrower view, this answers questions
pertaining to; proile of the respondents, features of their boarding
houses and dormitories; respondents’ perception on the efect of
boarding house and dormitory habitation to their well-being.

METHODOLOGY

Research Design

The study made use of the descriptive design integrating

qualitative information to quantitative analysis of the data. This
employed a triangulation method in which survey was reinforced and
validated with focused group discussions (FGDs) among students
and structured interviews among landlords/ landladies. In addition,
the study considered the conduct of incidental interviews to some
students and observations of the building components of boarding
houses / dormitories to gather supplementary and supporting data.

Locale and Participants

The respondents of this study were purposively and conveniently

selected. They were composed of 571 student-boarders/ dormers
and ten (10) boarding house and dormitory owners/ operators. The
student-respondents were enrolled during the 2nd semester of S.Y.
2008-2009 in HCDC, IUC and Brokenshire College. The operators or
owners of boarding houses/ dormitories were chosen based on area -
location considerations, that is, nearness of the structure (building or
house) to the school.
An ocular survey was made to at least ten sections/classes in each
school to get the average rate of student-boarders/ dormers. It was
done to make an approximate total number of student-boarders/
dormers considering the absence of data on this mater. The survey

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found that 40 % of the class sizes are student boarders/ dormers; thus,
accounted for the estimated number of students living in boarding
houses/ dormitories.
The average was multiplied with the total college student population
of each institution. Ten percent of the approximate number of student
boarders was considered as the sample size.
The distribution of the respondents per school and the manner how
number of samples was computed are shown in the matrix.

Distribution of respondents

Institution No. of Enrolled Estimated No. A. Sample

Students for the of Student Size
2nd Semester, S.Y. Boarders/ Dor- ( C X 10%)
2008-2009 mers (B X 40%)

HCDC 7,725 3,090 309

UIC 3,300 1,320 132
BC 3,250 1,300 130
Total 571

Research Instrument

The data were primarily gathered through survey and focused

group discussions.
A researchers-made survey tool was used in the study. It passed
the testing and reliability procedures. The tool received a Cronbach’s
Alpha coeicient of .845.
Separate researchers-made focused group discussion guide and
interview guide were also developed for the conduct of the group
discussion and in-depth interview among selected students and
boarding house and dormitory operators/ owners, respectively. Ethical
considerations were looked into by the researchers such as consent
on voice recording during the conduct of interview and focused
discussion, and ield note taking during area visits.

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Data Analysis

Data transcription was done manually by the researchers. Data

presentations (tables) and analysis followed, together with the thematic
coding and interpretation of the FGD results and interviews. Statistical
analysis is limited to frequencies and mean.

RESULTS AND DISCUSSION

Student – Respondents Demographic Proile

Majority of the 571 student-respondents are 1st year (29.77%)

followed by 2nd yr. (24.86%); 3rd yr. (19.61%); 4th yr. (14.01%) and a
parcel of the percentage (11.73%) was unidentiied. In terms of gender,
majority are females (67.12%) compare to males (43.33%). The inding
illustrates that there are more females staying in boarding houses/
dormitories than males.
Respondents come from the provinces where the sources of income
come from proceeds of harvested seasonal rice and fruits. They claim
this in some ambush interviews made. In addition, they are either
unaware of or are not privy to the real income of their parents.
Majority of those staying in the boarding houses come from far
provinces with no housing provisions while studying in the City of
Davao. While those from the outskirts of the city proper, still stay in
boarding houses and dormitories for economic, safety and convenient
reasons as well as meeting the demands of various school requirements.

Features of the Boarding House/ Dormitories

Most of the respondents are residing in commercial and residential

types of boarding houses and or dormitories than apartments which
are considered as whole-house lodging.
Majority of them lives in boarding houses that are walking distance
from their respective schools. Proximity and location are two of the
major reasons why respondents chose their current boarding house/
dormitory (Lindsey, 2008). As a consideration, this is not only limited
to the distance of the student’s boarding house and dormitory to school

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but to public places like markets and malls, facilities like internet cafés
and the like. Furthermore, this will provide them easy access to some
school facilities.
One hundred ity-eight respondents (28 %) are paying a monthly
rental fee of P 501 to P 800; this constitutes a big parcel of the total
sample. About 21 percent are paying P 1,701 and above, and 17 percent
are paying P 801 - P1, 100. Some student-renters are willing and capable
of renting a room or living in a boarding house/ dormitory with a
relatively high rental fee. A participant of the FGD says, “It’s okay even
if the rental is relatively higher as long as the place is safe in the sense that it
is located in a neighbourhood which is free from gangsters.” Some students
prefer to stay near their school campus to save transportation cost but
some are willing to pay a higher monthly rental for a more secure and
safe place.
The result of the interview conducted among landladies and
landlords declare that they are also looking into their boarders’ paying
capacity. This means that boarding house or dormitory operation is for
income-generation, especially among dwellings located near the three
locales of this study.
Majority of the interviewed boarding house operators have no
business permits to operate. A boarding house owner reveals that,
most of the surrounding boarding houses in his area are residential-
turned boarding houses with no operational permits. The operator’s
testimony can be considered as a violation of the National Building
Code of the Philippines, as the Code bars modiications on the original
character of occupancies or uses of any building which would replace
the building in a diferent division (Sec. 01.02 of the Republic Act No.
654).
Most operators agree that the requirements set by the Business
Bureau, Engineering Department and the Fire Department of the City of
Davao are not reasonable. They further explain that said requirements
include expensive equipment and high fees aside from the alleged
misdemeanours of some ire department oicers. From these given
grounds, it can be inferred that some boarding house owners failed to
consider safety and security provisions.
On the respondents’ source of food, 51.66% of them prepare and
cook their own food while 48.34% buy only from “carenderias”.

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The study also shows that thirty-six percent of the respondents

live in double- occupancy room type of lodging. However, around 45
percent are sharing the room with 2 other occupants or more. This
concurs with the study conducted by the City of Davao regarding
boarding houses/ dormitories in the city, inding out that majority of
the bedrooms in the boarding houses are provided with double deck
beds (Bagaman and Jumawan, 2009).
The signiicant numbers of the boarding houses accommodate less
than ten (10) student-renters or occupants (36.08 percent). About 22
percent houses ten to twenty occupants. However, 23.29 percent of the
respondents did not disclose the issue; hence, explains that they are
not aware of the total number of occupants in their respective boarding
house and dormitory. The statistics shows that most dormitories/
residence halls/ boarding houses are overcrowded by most standards
(Beals, 2011).
Majority of the respondents believe that their current boarding
house/ dormitory provides them appropriate housing facilities
needed, as the total mean of these items registers ity-six percent (56
%). As atested by the thirty-two percent (32%) of the total mean, most
of these facilities do not exist in their boarding houses and dormitories.
These include alarm system (66%), ire extinguisher (54%), and ire
exit (42%); all of which concern the safety and security of the residents
but unfortunately felt by the majority of the respondents as non-
existing facilities. This suggests that some boarding house operators
have violated the R. A. 6541, Section 3.01.09 when they failed to meet
the requirements of safety to their occupants (Building Code of the
Philippines). Study rooms and bathrooms are likewise considered
non-existing by the 47 % and 39 % of the population, respectively.
The aspect on the functionality of the provided facilities was not
able to note a strong evidence for majority of the respondents did
not give any answer. The indings could somehow convey that there
are some boarding houses and dormitories that provide facilities
which do not function well at all. To enumerate some are ire exit, ire
extinguisher, alarm system, study room, clotheslines, kitchen, laundry
area, and even bathroom, among others.
Majority of the boarding houses/ dormitories house both male
and female (52.36%). According to Collen and Anderson (2003) as

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cited by Villanueva et. al. (2007), a gender-mixed or co-ed boarding

house/ dormitory can draw intimate relationship among female and
male boarders. This is alarming as sexual intimacy which may lead to
engagement of male and female boarders to relationship, pre-marital
sex and unwanted pregnancies may take place (Villanueva et. al, 2007).
In addition, Rockler-Gladen (2007) concedes that sexual harassment
can be a big problem in co-ed dorms. Vulgarity and lewdness of
some guys are also huge treats for women dormers; hence, they feel
uncomfortable even if harassment is not concretely taking place.
With this kind of living orientation, dormitories and boarding
houses most of the time fails to provide privacy as an important
human need (Estrada, 2008). Furthermore, privacy is important for
residents of boarding houses and dormitories, more importantly for
women, as it is for everyone. Should a person want to be in private, he/
she cannot make it so in this orientation, since it is implied that one is
being surrounded by many individuals (Deasy, C.M., 1985).
Policies in boarding houses/ dormitories are normally set but the
implementation is sometimes inconsistent. Operators have felt the need
of seting speciic rules in a mixed-gender boarding house/ dormitory.
These include the prohibition of both sexes to enter the opposite sex’s
rooms among other important rules.
Similarly, curfew, visitation policies and all others for
implementations must be intensiied because the study of Villanueva
et. al. (2007) reports that looseness or laxity of the rules or policies and
their implementation especially on visitation is one of the common
causes why student-renters are deem to involve in some worthless
activities. Furthermore, a respondent of their study said that due
to non-existence or laxity of policies in the boarding house, they
are encouraged to bring partners and engage in some conducts like
drinking spree and sexual activities among others. They also conclude
that the concern of the landlord/ landladies apparently is more focused
on the bills and rentals and not merely on their welfare.
Visitations are regulated if not restricted in boarding houses and
dormitories. Operators or owners most of the time allow parents
and close relatives to stay in or enter the occupant’s room. However,
other visitors who are considered non-relatives (friends, boyfriends/
girlfriend, classmates, etc.) are allowed to visit but are to be entertained
in the receiving area (sala or terrace), not inside the room.
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Well-being/Lifestyle of Student-Renters in Boarding Houses and

Dormitories

Spiritual Aspect. In almost all places, churches and chapels are

located close to residential areas. This is clearly manifested in the
responses made by the respondents where the item on the presence
of nearby religious institutions and structures got the highest rating
(3.06) in the spiritual aspect.
It is also noted that most boarding houses do not have planned
activities to nurture the spirituality of the boarders. Landlords and
landladies usually leave the mater on spirituality to the students
because, for them, it is not their concern. It is diicult to hold a common
spiritual activity in a boarding house where students may come from
diferent religious denominations.
Emotional Aspect. Peers are inluential in the life of a college student.
Most college students prefer to conide to their friends when they
have problems. Furthermore, respondents agree that friends call
their atention when they misbehave. In addition, respondents have
signiicantly identiied and recognized the support system that can be
given by their friends to them, especially in cases when they feel sad
or lonely.
According to Kane (1990), similarities and diferences between
college roommates can act as important sources of support and
challenge. He emphasizes that the roommate relationship provides an
opportunity for the students to develop interpersonal problem-solving
skills in the context of the stresses (Kane, 1990). Further, an association
of College and University Housing Oicers’ research study reports
that residence hall roommates regard each other as a “best friend” 79.3
% of the time ater having roomed together for seven weeks (Kane).
It is noteworthy to discuss that the dormers/boarders have
tendencies to acquire greater stress in the boarding house/dormitory
than at home. This is so because in the boarding house and dormitory
they are on their own while they are pampered by parents at home.
Homesickness might also be the cause why student-renters believe
that living in a dormitory or boarding house is stressful. Brewin, et. al.
(1989) AND Stroebe, et.al. (2002) provide igures showing that eighty
percent (80%) of students living in residence halls experience the

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phenomenon at some time or other. Homesickness in boarding houses

and dormitories must be properly addressed for it can be increasingly
accompanied by many cognitive problems such as poor memory or
poor concentration, and can lead to academic problems if it becomes
severe or chronic (Burt, 1993; Fisher and Hood, 1988)
Personal Aspect. Respondents agree that their stay in a boarding
house/dormitory has helped them become more independent and
responsible. It is a human nature that when one is alone he tends to
be self-reliant considering that he has no one to depend on. This is
a good consolation to parents for allowing their children to stay in
boarding houses. Although rated lowest in the personal aspect, the
respondents still perceive their stay in a boarding house/ dormitory as
a way of achieving freedom and independence. Although hardships
are inevitably encountered once a person is alone, this will lead him/
her to develop his/her independence and thereby relying most on his/
her own capacity to deal with things. Personal maturity is hastened
when a person has the opportunity to deal independently with
his own concerns. In addition, this new living environment oten
requires signiicant efort on the part of the students. They must learn
to accomplish tasks that were previously not their responsibility.
Consequently, Estrada et. Al. (2008) concluded that living in a
dormitory develops the independence of the students.
Academic Aspect. On the academic level, the respondents agree
that their academic performance has improved during their stay
in the boarding house or dormitory. They also agree that they can
accomplish academic requirements eiciently during their stay in the
boarding house or dormitory. This is probably because no household
chores will interrupt them whenever they review their lessons or do
their school projects/requirements. In addition, board mates help in
academic related needs, thus, they perform beter in school. This is
usually observed if one has a senior board mates willing to assist the
needs of boarders of lower years.
Roommates seem to have an important inluence on the academic
success and personal growth of residence halls students. Kane (1990)
inds a high positive correlation existed between paired high-ability
roommates and high grade-point averages while the reverse efect on
grades was found when high-and low-ability students were paired.

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If a student resides with board mates or roommates who really value

education and who extend time in studying, he will eventually become
like them, thus, academic success is inevitable.
Living away from home has set both detrimental and beneicial
efects to the academic life of the students. Based on the responses, the
respondents are thinking maturely as they are assuming responsibilities
towards themselves vis-à-vis their academic endeavours despite
being away from the comfort of their own family. Some tend to be
inluenced by their peers, as they perceived living in a dormitory or
boarding house a way of achieving independence. Predominantly,
the respondents claim that living in temporary shelters having lesser
chores give them ample time to study; thus, this plays a signiicant
contribution to their academic performance.
Social Aspect. The respondents claim that they become friendlier
when they stay in a boarding house/dormitory. Moreover, they are able
to establish friendships among the other occupants. This is expected in
a situation when one needs to have a sense of belongingness. In an
environment where everyone is all transients, the necessity to atach
to others is vital to sustain. To be with friends or to socialize is one of
the most important needs of a human being as relected in Maslow’s
Hierarchy of Needs. The conduct of social gatherings such as parties
and the like are allowed in the respondents’ places. Respondents also
respond to invitations from their board mates/co-boarders and land
lady/ land lord when opportunity to be with them comes.
Sibling-like relationships also are present and easily observable
on any college campus dormitory. Students tend to form this kind
of relationship before others. The sibling-like relationship is formed
between roommates. Like siblings, roommates live in constant contact
with each other and are forced to live with this person no mater what
the situation. (Christopher, Ohlinger, McDermot and Lim, 1999).
Social activities in boarding houses/ dormitories create essentialities
in the lives of the students. Since, being away from one’s family creates
the feeling of homesickness and loneliness; experts agree that one of
the best ways to cope with these is to get involved in activities (Estrada
et al., 2008). Allowing one’s self to get bored lead to great depression
and students have to make sure that they always have something to
do.

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Living in a dormitory will vastly improve the sociability of the

students in college. Especially for freshmen, living in a dormitory
helps students meet new people and make friends with other students
they might not have otherwise met. Dormitories are usually diverse,
multicultural, and co-ed, permiting a wide range of friendships to
develop. Moreover, the large numbers of students will make friends
with a wider variety of people than they would otherwise. Instead
of focusing only on students who share the same schedule or classes,
those who live in the college dormitories make friends with students
with diverse academic interest and ethnic backgrounds (Living in
a…2002).
Lastly, according to living away from home increases leadership
and interpersonal skills and cultural awareness (De Larrosa 2000).
Therefore, a student moves towards interdependence. Another research
inding states that students living at home are “less fully involved” in
social, academic, or extracurricular activities in school with others as
compared to those students who live in the dorms (Chickering and
Kytle, 1999 as cited by De Larrosa, 2000).

CONCLUSIONS

In Davao City, most boarding houses are actually converted

residential dwellings located particularly in areas nearby higher
educational institutions. Majority of these boarding houses/ dormitory
admit both male and female students and ofer multiple room-
occupancy orientation. It is believed that boarding house/ dormitory
operations is a good business and are sources of additional income
for the house/ building owners. However, some operators of these
boarding houses do not have permit to operate; failure of securing for
permits are atributed to numerous requirements and the high costs of
fees as gleaned form the interviews made among operators/ owners.
For the students, proximity and afordability are the two major
requirements in choosing a boarding house or dormitory. Nearness
of the boarding house or dormitory to the school and to other
establishments is a great factor. Moreover, the price of the rent is a
thing to be greatly considered.

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Most boarding houses are providing basic housing facilities to the

renters; however, some boarding houses/ dormitories fail to furnish
facilities for safety, thus, most have violated the provisions stipulated
in the Building Code of the Philippines. Other facilities like study
rooms, bathrooms and safety lockers are missing in several boarding
houses/dormitories. In addition, sound-bufering is a problem in
most boarding houses/ dormitories; noise is a big problem to students
especially during study periods. Lastly, respondents assessed lightings
in study rooms and supply of natural air as abated.
On the efects of boarding house/ dormitory habitation, most of
the respondents who live in these temporary dwellings are orderly,
independent, responsible and time-conscious; likewise they are
concerned about their academic performance. Furthermore, they still
have the time to be sociable and friendly.

RECOMMENDATIONS

Basic housing ixtures such as but not limited to alarm system,

ire extinguisher, ire exit, study rooms, exclusive bathrooms for male
and female, and safety lockers must be furnished in boarding houses/
dormitories.
Household policies such as on curfew, visitation, and utilization of
facilities and control of noise must be considered by landlords and
observed by student-renters. Operators/ owners may also integrate
plans to nurture the spiritual growth of their student-renters. They
might also tap the help of the Religious Education Programs or the
Oice of the Chaplain of the colleges/ universities in this endeavour.
Most importantly, the student-renters must consider the responsibilities
and liabilities accompanying their freedom.
Parents should regularly monitor their children’s situation in the
boarding houses/ dormitories. Likewise, the Oice of the Student
Afairs and Discipline (OSAD) and/ or Guidance and Counselling
Centers of schools may take the initiative to address boarding house/
dormitory-related issues. Speciically, these oices may build good
relationships with identiied boarding house/ dormitory operators
and jointly create programs that consider the welfare of the student-
renters. In addition, the OSADs and Guidance Oices can make a

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policy which advices and requires the students to report the address
and location of their current boarding houses/ dormitories.
Owners of carenderias, food stalls, school canteens, cafeterias,
speciically food handlers must comply with the proper health
requirements with close monitoring by the local government so as to
secure good health and safety of the students.
Individuals or entities who would like to venture into boarding
house/ dormitory operation should consider elements of accessibility,
proximity, afordability, sanitation, safety and privacy. Universities
and colleges if possible must be open to the idea of puting up their
own.
The local government should see to it that there is strict compliance
of the requirements in operating boarding houses/ dormitories by
landlords/ landladies and monitoring of the same. Sanitation should
also be given importance. In addition, a concrete government ruling
on boarding house operations must be formulated and passed by the
City Council of Davao.

LITERATURE CITED

Bagaman, S. and Jumawan, H.

2009 The Social Condition of Occupants of the Boarding Houses in
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Beals
2011 Life in a Box: The Psychological Efects of Dormitory
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Blimling, G. S.
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Brewin, C.R. et. al

1989 Demographic and psychological determinants of homesickness and
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1993 Concentration and academic ability following transition to
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Chickering, A. W. and Kytle, J.

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Chickering, A. W. and Reisser, L.

1993 Education and identity. 2nd Ed. San Francisco: Jossey-Bass.

Collen, M. and Anderson, C.

2003 Emotional Convergence. NJ: Wiley and Sons

Christopher, R., H. Ohlinger, M. McDermot, and C. Lim

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