Beyond the Commute: Understanding the Lived

Experiences of Grade 11 Students Living

Far Away from School

GALLARDO, ZYRELLE ANNE

GELBOLINGO, ANGEL JOY

INDING, SELWYN

LABAJO, ERICH

LAMAY, CHRISTIAN

LELIS, CARL LUIZ

LOPEZ, KENT LOURENCE

LOPEZ, LILIBETH

MARTIN, ELJEEF

MARAVILLAS, CHEZTER

MIONES, TRICIA JANE,

NINIAN, MAIDEN JOICE

JUNE 2023
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i

ABSTRACT

This qualitative study explores the lived experiences of grade 11 high school
students who live a far away from school. Understanding the challenges faced by the students
living far away from school is its main goal. The study specifically focuses on Calinan National
High School Grade 11 students in the second semester of the 2022–2023 academic year. The
study uses the phenomenological approach to better understand the difficulties faced by
students who live far away from school. This study fills the gap in the literature and offers
insightful information that can help students, parents, schools, and teachers. The findings
provide the development of personalized interventions and support services by enhancing
understanding of the factors influencing the students' experiences. A thorough evaluation of
relevant literature is given to define the research background and identify research needs. -
Purposive sampling, in-depth interviews, and focus group discussions are all part of the
process, and participant confidentiality and protection are ensured by ethical considerations.
The study emphasizes several important themes, including the lack of transportation, expensive
fare, traffic, and the participants' coping mechanisms, such as resilience to wake up early and
time management. Based on these findings, the study recommends that intervention programs
be put in place for students who live far away from school, as well as initiatives to offer
transportation services for the students and designate a specific route for the transportations.
By putting these suggestions into practice, educational institutions and governments can find
practical ways to help students who live far away from school, providing a supportive and
encouraging learning environment.

Keywords: SHS students, living far away from school, challenges, coping mechanisms,
teachers
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CHAPTER 1

Introduction

Some students reside close to their schools. They only need to take one trip to get to
school, or they can choose to simply walk there. On the other hand, some students must travel
farther than other students since they live far from their schools. Before they get to their school,
students may need to use series of public transportation. Due to the fact that there are still many
people who prefer to live in rural places, students attending school must travel long distances
because there are no highways that can be used by vehicles. (Gebre & Gebremedhin, 2019) In
order for the participants to be qualified in this study, they had to be traveling a distance of
four (4) kilometers, up to eleven (11) kilometers.

This study will be conducted by the researchers to learn more about the challenges and
experiences faced by students who travel long distance to school. It will also give possible
solutions for how students who travel a long distance to school manage their situation. The
researchers' desire to hear from the students who are currently dealing with this issue is one of
the reasons they are conducting this study.

From a global perspective, long commutes to school are harmful to students' health and
academic performance, according to a recent study by Germany-based Education International.
"Until date, neither national authorities nor educational authorities have taken into account
how students' health and academic performance are impacted by long commutes to and from
school. It's fairly uncommon to spend up to three hours per day in a car or a bus and wears
down a child's body more than a grownup's," the study showed. (Times Reporter, 2016)

In the Philippines, according to Peteros, et al., (2022), when attending school, students
in these places frequently encounter these difficulties. The long walk to school is one of these
difficulties because the roads leading there are inaccessible by cars. Students who experienced
these difficulties when attending school often have physical and mental fatigue, which may
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have an impact on their academic performance, particularly with subjects like math that are
challenging to learn.

Based on the related literature and studies that were reviewed, it was noticed that there
were still problems, questions, and gaps that needed to be addressed. The lack of
comprehensive understanding of students’ challenges and perspectives when living far away
from school was a gap in the research.

To assist in the possible improvement of these difficulties that the students experience,
researchers intend to understand ways on how to lessen the struggles of Grade 11 students who
has a long distance from their school and gain knowledge.

Statement of the Problem

The purpose of this phenomenological qualitative study is to understand the lived

experiences of students who travel long distance to school for the students studying at Calinan
National High School. At this stage in the research, the Grade 11 high school students that
travel long distance to school will be generally defined as understanding the lived experiences
of Grade 11 students traveling far from school. Specifically, this study will answer the
following questions:

1. What are the challenges the students experienced by living far away from school?
2. What are the coping strategies and support systems that the students use to manage
the challenges faced?

Scope and Delimitation of the Study

The experiences and challenges of ten (10) students from Calinan National High School
will be the major focus of this study. We are interested in learning about the students' long
commute to school experiences. The study's target participants will be Grade 11 Senior High
School students enrolled in the second semester of the academic year 2022–2023 due to the
large number of students at the school.
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Furthermore, the study must not stray from its scope, which is the experiences of
students who travel long distance to school. Therefore, any additional material that is unrelated
to the study will be disregarded. Additionally, the participants had to be traveling the distance
four (4) kilometers up to eleven (11) kilometers.

Benefits and Beneficiaries of the Study

On a worldwide basis, the study on students who travel a long distance to school is
important since it examines both their experiences and challenges. This might address a
number of issues that the students faced. The following individuals, groups, and organizations
benefits from the study:

Department of Education. The study's findings may help schools find ways to assist
and direct students who travel long distance to school. Latecomers are a major problem for
school administrators.

Teachers. This study can help teachers in understanding the challenges students living
far away from school encounter when traveling long distance to school. This may contribute
to a greater understanding among teachers of the significance of creating inclusive and safe
learning environments for students living far away from school.

Students. Since this study focuses on students' everyday experiences, students will
gain most from it. With this study, they will learn strategies for reducing the conflicts and
problems they encounter on a daily basis when coming to school.

Future Researchers. Future researchers may benefit from this study such that they can
use it as a guide when collecting data and learning some background data.
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Review of Related Literatures

The review of related literature and studies is covered in this part. This research is
provided in order to provide a solid foundation for the study and to provide readers with enough
knowledge of the factors being studied. It concentrates on the subject being studied.

Experience. Every day, students traverse six mountains on foot, according to Zamora
(2013). They don't know what they will encounter along the route, such as snakes, which they
frequently encounter, especially during rainy seasons. Also, it is stated that during periods of
intense rain, students are unable to return home to wait for the floodwaters to recede because
the mountains are very slick.

Sleep. According to Moyo (2013), traveling lengthy distances by foot may cause
students to arrive late to class and at home in the evening. Also, it was stated that students from
higher-income families who regularly ride to school had the advantage of arriving at school
earlier without having expended a significant amount of energy compared to students that
travel over long distances, they become drowsy while learning due to exhaustion and hunger
caused by the long walking distance.

Furthermore, additional studies have shown that teachers' lack of use of verbal
reinforcement techniques and students' limited ability to focus on their studies due to distance
can both negatively impact students' academic achievement. Additionally, research indicates
that certain teachers' attitudes toward their students are a contributing factor to low academic
achievement, tardiness, offensive comments about a student's performance, and ineffective
teaching techniques. (Mhiliwa, 2015)

Performance. Garcia (2017) asserts that another element affecting a student's

performance is the school's location. The location of the school must be close to public transit
and other comforts of daily living. Along with the student's age, another factor is their effort
and initiative.

Also, using georeferenced data from Chilean students, Contreras, Hofman, Matas,
Rodriguez, and Suarez (2018) estimated the effect of travel time on academic achievement.
We use instrumental variables and fixed effects at the school level to solve this issue because
the commuting time is an uncontrollable factor. Additionally, since we are unsure of the
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students' preferred mode of transportation, we add machine learning techniques to our study to
forecast it. Our research indicates that, although this effect is not always large, the commuting
duration has a negative impact on academic achievement.

Additionally, the majority of students in rural places like Ladysmith, South Africa, have
to walk more than five kilometers to school every morning, often on an empty stomach,
according to an article by Nene (2017).

Motivation. In order to draw and inspire students for engaged learning in community
secondary schools, (Mhiliwa, 2015) believes that each learner's enthusiasm for education in
these institutions should be complemented by the welcoming environment of the institutions.
When a school is far from where the students live, they stop attending since it takes them longer
to walk there and back.

Safety. Students who travel long distances by foot to get to school confront very real
and constant risks. These risks have the potential to rob individuals of their identities, their
dignity, and even their lives. But these risks can be avoided. Secure and dependable student
transportation would give students the much-needed peace of mind and allow them to be
safeguarded from crime. (Joseph & Carpenter, 2017)

Synthesis

There can be a lot of factors to consider when it comes to students having to travel long
distances to their school. We mentioned a few of them such as experience, sleep, performance,
motivation, and safety. However, knowing these factors won’t help the students in any way.
With these factors, the students suffer a lot just to get to school, they could get hurt on the way
or be already tired when they get to school. So, understanding these factors could really help
the students. Because, by understanding these factors, we can do a lot of things to help them
in such ways like, pave a clear way for them to school or build an affordable school near them
or make an easy road so vehicles can get to where the students are and be able to take them to
school. To sum it all up, everything in this section, the factors, these students’ future relies on
the understanding of these factors. Furthermore, the researcher's research is useful and
significant for ensuring the safety of students who live far away from the school, according to
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the review of related literature. It also displays a larger grasp of the students who live far from
the school and the potential areas of the study.

Theoretical Lens

The theory of rational choice, sometimes called choice theory or rational action theory,
provides a framework for comprehending and frequently formally simulating social and
economic behavior. Rational choice theory's primary principle is that individual actors' actions,
each of whom is acting according to their own personal preferences, lead to aggregate social
behavior. The theory also emphasizes the factors that influence people's decisions
(methodological individualism).

Additionally, according to the rational choice theory, people employ logical

calculations to make rational decisions and arrive at results that are in line with their own
personal goals. These outcomes are also connected to maximizing one's own interests. Given
the restricted options available to them, using rational choice theory is anticipated to provide
results that give people the maximum benefit and happiness. (Ganti, 2022)

Furthermore, hermeneutical phenomenology is a theory that emphasizes the personal

and collective experiences of people. Researchers have utilized it a lot to comprehend lived
experiences. According to Sloan and Bowe (2014), hermeneutics, phenomenology, and
semiotics are utilized to construct a practical literary or linguistic approach to the methodology
of phenomenology and hermeneutics. Phenomenology describes how one orients to lived
experience. Hermeneutics discusses how one interprets the "texts" of lived experience.

Synthesis

In summary, due to the quality of the education, students prefer to attend a school that
is far from home rather than one that is more convenient but offers a lower quality of education.
Due to the decision they have made, which ultimately results in them selecting the greatest
choice for themselves, it also enhances their ability to make decisions.

Also, the researchers will be utilizing the hermeneutical phenomenology theory to

understand the lived experiences of people and to construct a literary approach. This theory
states that individuals are as unique as their life experiences.
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CHAPTER 2

Methodology

The methods and techniques that the researcher will use to complete the study will be
laid out in this chapter. It will include research design, sampling procedure and sample,
research instrument, data collection procedure, data analysis, and ethical standards.

Research Design

This study employed a phenomenological approach and a qualitative methodology to

investigate and comprehend the daily experiences of students who commute a long way to
school. We investigated their feelings using descriptive phenomenology. Phenomenology is a
method of qualitative study that emphasizes the similarities among people who share a
common experience. To arrive at a description of the nature of the specific phenomenon is the
approach's primary objective. (Creswell, 2013)

Furthermore, the phenomenological approach benefits the researchers in this study

because the topics they are investigating was founded on actual lived experiences of people in
relation to a particular occurrence. Additionally, the study aimed to investigate the experiences
of students who commute a long distance to school, and this study design makes it possible to
achieve the study's goal. Additionally, this study was undertaken as the researchers
investigated the actual experiences of students who commute a long distance to school. The
design the researchers employed was anticipated to assist in thoroughly completing the study,
suggesting a forward-looking component.

Sampling Procedure and Sample

People who commute for a long period was purposefully chosen as participants by the
researcher because they are currently experiencing. Samples were selected through purposive
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sampling. The researchers only taken into account students in Grade 11 due to the school's
large population of students. Ten (10) Grade 11 students, four (4) participants in the focus
group discussion (FGD), and six (6) participants in the in-depth interview (IDI) were included
in the study. All participants are enrolled in the second semester of the academic year 2022–
2023. Participants were chosen based on their qualities that made them ideal for this study.

Research Instrument

The key information was gathered by the researcher using an interview guide
questionnaire. Each research question in this study was followed by a specific question that
enabled participants to respond to the research questions. Three experts examined the interview
guide, the audio recordings, and documentation of participant will be marked as a review and
trustworthiness. The researchers first asked for authorization to carry out the study. The
researchers gave informed consent to perform the study from the participants and their adviser.

Data Collection Procedure

All required ethical guidelines were followed during the conduct of this study. The
study acquired the required approval, the researchers gave the participants their positions in
the study and gave them informed consent and assent forms. The researchers next met the other
participants who functioned as in-depth interview informants and set up a face-to-face
interview for the focus group discussion. Mobile phones were used to record the data at the
start of the interview. The crucial information was noted, and the participants had the chance
to learn about and assess the study.

Data Analysis

Thematic analysis technique was employed in this study to examine the data. A
technique for assessing qualitative data is thematic analysis. Usually, it refers to a collection
of texts, such an interview or a transcript. To find common themes—topics, concepts, and
patterns of meaning that recur—the researcher carefully analyses the data. (Caufield, 2022)
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Ethical Standard

To safeguard the safety and welfare of participants and to uphold the validity and
integrity of the study, the following ethical issues were given top priority when conducting the
research. The use of ethical standards in this research referred to a set of rules and regulations
that researchers adhered to in order to make sure that their work was done responsibly and
ethically. These criteria entailed respecting the values of beneficence, non-maleficence, justice,
and respect for participants. They also called for researchers to handle tricky ethical dilemmas
in a morally responsible and legal manner. In this essay, we will talk about the ethical standards
that guided research and look at some of the important factors that researchers thought about
to make sure their work complies with these standards.

Social Value. Social value is a crucial factor to take into account while doing research
because it forces researchers to think about the potential impact and applicability of their work
to society and to make sure that their work produces knowledge and insights that are valuable
to a wide range of stakeholders. Additionally, the results of the study may reveal the actual
difficulties faced by students who commute long distances to school, which will benefit the
community as a whole as well as the teachers and students.

Informed Consent/Assent. In order for participants to participate in a study, informed

consent and assent, a core ethical standard in research, must be obtained from them voluntarily,
in full knowledge of the study's purpose, and on an ongoing basis. Participants who are of legal
age will get full information about the study's purpose from the researchers before giving their
consent. For participants who are 18 years of age or less, the researchers will additionally
provide assent forms so they may fully comprehend the study's purpose and have the
opportunity to choose their own responses. The researchers will meet with the participants to
provide background information and solicit their thoughts.

Risks, Benefits, and Safety. Risk, benefits, and safety are crucial ethical factors in this
study that the researchers carefully considered and handled to safeguard the welfare and rights
of the participants. The researchers ensure the safety of the participants and provide a pleasant
atmosphere for them to respond to the questions.
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Privacy and Confidentiality of Information. To safeguard the participants and keep

their identities secret, the privacy and confidentiality of their information are guaranteed. To
protect their privacy, the participants' identifying details, including age, name, address, section,
and gender, are kept secret from the general public. Only the researchers have access to the
files containing their data, which are concealed on a Universal Serial Bus (USB). The files
including all the obtained data will be completely wiped out once the study is finished.

Justice. Justice demands that researchers conduct their studies with participants in an
equitable and fair manner. Fair distribution of the costs and benefits of research is necessary
for justice. Without bias, participants are fairly selected. Additionally, the researchers check
that they meet the following requirements before selecting them: (1) must be a Grade 11 at
Calinan National High School; and (2) they must be willing to engage in the study. The
participants will also be thanked for their participation in the study by being acknowledged at
the conclusion in the acknowledged section.

Transparency. Transparency is maintained in this study by the researchers. The

researchers will be transparent and up front about the purpose and methods of their research.
Having said that, the researchers are upfront and truthful about the study's goals, procedures,
data collecting, analysis, and reporting, as well as any potential conflicts of interest or biases
that might have an impact on the findings. To foster trust among the participants, the researcher
must be open and honest. Additionally, the study's findings will be made available to them so
they can learn the results of their involvement. Additionally, the full findings and outcomes of
the study will be provided to the school where it was conducted so that they can benefit more
from it.

Qualification of the Researcher. The researcher has the appropriate resources to carry
out the study because they have every necessary requirement, including their teacher's consent,
in place. Furthermore, the researchers are also Calinan National High School students. The
researchers are therefore qualified to carry out the investigation.

Adequacy of Facilities. The location for the participant interviews will be Room No.
14-07 in the Grade 11 building at Calinan National High School. It was in excellent shape and
ideal for holding the interview. They can sit on wooden or metal seats, and there are windows
with sufficient ventilation.
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Community Involvement. The researcher's questionnaire is designed to avoid

bringing up sensitive issues like bias, racism, religion, and other delicate subjects. The study's
findings will be made available to several organizations or individuals so they can make use
of them and benefit the community further. The findings of this study will also be advantageous
to the community as a whole, in addition to the participants.
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CHAPTER 3

Result and Discussion

This chapter contains an exposition of the results and corresponding discussions

derived from the information collected. The content was divided in two sections for the purpose
of organization, presentation and for a better understanding of the data that was collected. First,
the challenges the students living far away from school experiences. Last, is the students’
coping mechanisms and strategies.

The Experiences and Challenges of Students Living Far Away from School

In this section, the challenges of students living far away from school which are; (1)
Lack of Transportation (2) Expensive Fare and (3) Traffic.

Experiences and Challenges

of The Students Living Far
away from School

Lack of
Expensive Fare Traffic
Transportation

Figure 1. Thematic Map of the Presentation of Students’ experiences and challenges Living
Far Away from School.

Lack of Transportation

As the participants stated, they experienced difficulties when living faraway from
school. Below is an example of the statement relating to their difficulties. They stated that:
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Akong mga experiences nga na encounter as a student
kay inig commute kay wala kaayoy mangagi nga
pedicab maong ma late ko sa pag adto sa skwelahan.

(My experiences as a student include encountering

difficulties when commuting because there is often no
available tricycle, which sometimes makes me late for
school. Transcription no.3, a statement from In-depth
Interview Participant 3)

Mamara pa kog ano sakyanan medyo kanang wala

kaayo tarung sakyanan amoang lugar so medyo mag
lisod ko bantog malate ko padung sa skwelahan.

(Another reason why I end up being late for school is

the lack of proper transportation options in our area. It
becomes challenging for me to find a suitable means
of transportation, and that's why I sometimes end up
being late for school. Transcription no.2, a statement
from In-depth Interview Participant 2)

Tas hasol kaayo kay mag atang pakag umbak unya

kanang ma pressure naka kay abi nimog ma late naka.

(And it was very troublesome to wait for transportation

and be worried about being late. Transcription no.10,
a statement from Focus Group Discussion Participant
4)

Kanang ano sya syempre layu man amo balay dili jud
dali maka sakay kay wala kaayu sakyanan.

(That's the thing, our house is far so it's not easy to

commute because there aren't many vehicles available.
Transcription no.7, a statement from Focus Group
Discussion Participant 1)

Lisud mangita og sakyanan samot og puno-puno.

(It's difficult to find a ride, especially when they are all

full. Transcription no.5, a statement from In-depth
Interview Participant 5)

Oum ano kanang dugay ko ka sakay kay limit kaayo

ang trycicle tungod daghan pud estudyente mo sakay
gikan sa babaw maong ma late ko.

(Oum, it takes so long to ride because the tricycle is

very limited because there are many students riding
from there, so I arrived so late. Transcription no.4, a
statement from In-depth Interview Participant 4)
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Lack of transportation is one of the major challenges for students living far away from
school. It's necessary for a student to commute, especially if their home is too far away from
school. Tenner (2016) stated that “One barrier that I wanted to bring awareness to was families
having no access to any forms transportation to take their children to school.”

Furthermore, she stated that households that do not have access to their own or public
transportation are those that cannot acquire enough funds to pay for admission or they live too
far of a distance from bus stops and safety may become an issue. This may cause students to
not be able to travel to important places that are crucial to their daily lives, especially school.
Also, lack of transportation can cause students to either be tardy or have numerous absences.
(Tenner, 2016)

Expensive Fare

Some participants also stated that they experienced having to pay expensive fare
when commuting to school. They stated that:

Usahay pud mag lisud ug kanang pamasahe kay mahal

kaayong pamasahe mao lng to ang experience nga ma
encounter nako.

(It can also be challenging to afford the fare because it

is quite expensive. That's just one of the experiences I
have encountered. Transcription no.3, a statement from
In-depth Interview Participant 3)

Uhm para sako gud kay lisud gyud sya kay layo lage ko
gapuyo, tas layo sa poblasyon, unya sa poblasyon ra
baya maka palit sa mga palitonon, nya layo ang
poblasyon so kalas gyud syag pamasahe.

(Uhhm for me, it's really difficult because I live far away
from the town and the town is where you can buy the
things you need, and it's far so transportation costs are
high. Transcription no.1, a statement from In-depth
Interview Participant 1)

Ug ang pamasahe, back and forth, halang kayo.

(And the transportation fare is also quite expensive for

me, especially with the back-and-forth trips.
Transcription no.6, a statement from In-depth Interview
Participant 6)
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Expensive fare or fare hike is one of the challenges the participants experienced. It
comes after the continuing rise in oil prices in the country. According to Bria Homes (2022),
jeepney drivers demanded a transportation fare hike as they are both impacted by the inflated
prices of gasoline and commodities. The demand and approval of transportation fare hike is
inevitable as drivers are the most vulnerable group impacted by the elevated pricing of
necessities.

Furthermore, according to Ifti (2021), with the fare hike, they have to choose to walk
in an already un-walkable city. While it might be a manageable option for some, students living
a long distance away from their institutions have no other alternatives left.

Traffic

Some participants also stated that they experienced heavy traffic when commuting to
school. They stated that:
As a transferee students nga first time nga nieskwela sa
CNHS (Calinan National High School), dira ko
nakaexperience og daghang encounters, mostly in
traffic kay inig naa ka sa crowded area like Pausta kay
hastang traffika.

(As a transferee student who went to CNHS for the first

time, there I experience a lot of encounters, most of it is
traffic because if you were in a crowded area like Pausta,
there’s so much traffic. Transcription no.9, a statement
from Focus Group Discussion Participant 3)

Unya padulong naka sa skwelahan ma timingan pa jud

ka na traffic sapotun na ka kay syempre late na gud ka
pag abut sa room mangutana dayon ang maestra niya
mangasaba kay nganong late ka di jud lalim nga mag
puyo ka sa layo sa skwelahan.

(By the time you head to school, you often get caught in
traffic, making you even later. Then, when you finally
arrive in the classroom, the teacher asks why you're late
and scolds you. It's not easy to live far away from school.
Transcription no.5, a statement from In-depth Interview
Participant 5)
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Traffic, one of the major challenges experienced not only by students living far away
from school but also the people living in the city. Traffic happens when a lot of vehicles are
moving along a particular area. This usually happens during rush hour - a period of the day
when the demands, especially of traffic or business are at a peak. According to Lamudi (2021),
like regular workers who commute to work, students also have to deal with the physical effects
of traffic in the Philippines. Enduring long hours of commute can lead to tired muscles, on top
of the cognitive stress of undergoing the ordeal. A combination of both will lead to a slugging
feeling of fatigue.

Students Living Far Away from School’s Coping Mechanism and Strategies

Presented in this section are the coping mechanisms and strategies used by the
participants living far away from school which are: (1) Wake up Early, (2) Time Management

Students Living Far Away

from School Coping
Mechanism and Strategies

Resilience to Time Management

Wake up Early

Figure 2. Thematic map of the arrangement of theme of students living far away from school’s
coping mechanisms and strategies.

Resilience to Wake up Early

Some participants stated that they had to be resilient enough to wake up early. They
stated that:
Layu pagyudt ang balay syempre mo mata kag sayu
para dili ka ma late moadtog school.

(The house is so far away, so you have to wake up

early to make sure you're not late for school.
Transcription no.7, a statement from Focus Group
Discussion Participant 1)
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Usahay naay trabaho nga gabii na kaayo mahuman,

dugay ko makatulog nya mo mata mga alas 4, gamay
ra kaayo oras tulog kay sayo man dapat mo mata aron
di ma late tapos sa skwelahan kay dukaon ko di kaayo
makaparticipate sa klase.

(Sometimes there are tasks that take me until very late

at night, so I have a hard time falling asleep and end
up waking up around 4 o'clock or just a short time
before that because I have to wake up early to avoid
being late for school. Due to lack of sleep, I find it
challenging to actively participate in class.
Transcription no.6, a statement from In-depth
Interview Participant 6)

Ang na experience nako as student nga nag puyo layo

sa skwelahan kay kapoy kaayo kay mga alas 4 sa
kadlawon mag mata naka para maka prepare ka.

(The experience I had as a student living far from

school was very tiring because I had to wake up at
around 4 in the morning to prepare. Transcription
no.10, a statement from Focus Group Discussion
Participant 10)

Gina cope nako sya in a way na kailangan mo sayog

mata, syempre layo tas kailangan jud sayo ka para
sayu sa skwelahan

(I cope with it by needing to wake up early, of course,

it's far and you need to arrive early for school.
Transcription no.1, a statement from Participant 1)

Ano lang mo mata og sayo para maka adto sayu sa

school.

(We just have to wake up early to go to school early.

Transcription no.8, a statement from Focus Group
Discussion Participant 2)

Being resilient enough to wake up early is one of the strategies the students' living far
away from school utilized. Resilience is the ability to withstand adversity and bounce back
from difficult life events. According to American Psychological Association, resilience is the
 20

process and outcome of successfully adapting to difficult or challenging life experiences,

especially through mental, emotional, and behavioral flexibility and adjustment to external and
internal demands. Waking up early is rising before most others and has also been described as
a productivity method - rising early and consistently so as to be able to accomplish more during
the day. According to Zuckerman (2018), kids need to get up before dawn to get to school on
time. They have trouble paying attention in class and may be short-tempered with teachers and
other students. After school, they may have a job, athletics, or spend time with their friends.

Time Management

Some participants also stated that they strategized time management. They stated that:

Uhm time management, paspason ang lihok aron nga

dili ma late sa school. On time maabot.

(Uhm, time management means moving quickly so

you won't be late for school. You'll arrive on time.
Transcription no.3, a statement from In-depth
Interview Participant 3)

As a student.... Ang na experience judt nako pag

kanang gikan ko, padung ko sa skwelahan is kanang
pag kanang mata ko kanang... bantog malate ko kay
mas gi prior pa nako unahon pag gamit ang
cellphone, then pag ka human, trabaho-on sa balay,
then kanang basta tapulan kaayo ko so need judt
nako ug time management para masulbad ni nga
problem.

(As a student, one of the experiences I had when I

was going from home to school is that whenever I
wake up, my first priority is to use my cellphone, and
after that, I would do household chores. I tend to be
lazy, so I really need to manage my time well to solve
this problem. Transcription no.2, a statement from In-
depth Interview Participant 2)

Uhmm time management like pressure sya kay taas

imong pag commute kay layu among balay.

(Uhmm, time management becomes challenging

because the long commute puts pressure on me,
considering the distance between our house and
school. Transcription no.4, a statement from In-depth
Interview Participant 4)
 21

Time management can be very useful in a student's hectic schedule. It ensures that
students are well prepared, organized and focused to manage their daily lives and complete
academic assignments on time. It can lead to improved success; however, this is a skill that
students have to learn and practice. Also, having these skills gives students the ability to plan
ahead and prioritize upcoming assignments and events. This is an important factor in keeping
students organized and avoiding procrastination, and ultimately leads to academic success.
(Vences, 2014)

Furthermore, according to Leverage Edu (2023), time management is an art that not
only brings discipline in a student’s life but also optimizes their overall growth.
 22

CHAPTER 4

CONCLUSIONS AND RECOMMENDATIONS

This section covers the study’s conclusions and recommendations after analyzing and
interpreting the findings that have been gathered.

Conclusion

This research has provided us with numerous opportunities to gain an in-depth

understanding of the students’ experiences living far away from school. The study findings
found that students' challenges are; (1) lack of transportation, (2) expensive fare, and (3) traffic.
However, the researchers also discovered that the students’ ways of coping the challenges are;
(1) resilience to wake up early, and (2) time management. After the study, it is found that the
factors that have mentioned has a huge impact on the student’s favorable learning experience.

Understanding the difficulties that the ten (10) Grade 11 students at Calinan National
High School faced as a result of living far away from school will be highly beneficial to the
students, teachers, and the institution as a whole. Understanding the challenges that students
encounter when commuting long distances to school benefits students, teachers, and the
institution. It enables teachers to provide personalized support to students, promotes
professional development among educators, improves the quality of students' travel
experiences, fosters a good environment, and makes it easier to implement certain tactics. By
recognizing and addressing these issues, students can feel more at ease when commuting to
school, teachers can improve their teaching skills, and the institution can provide a
comprehensive pleasant educational experience. Beverly Stills' remark "There are no shortcuts
to any place worth going" emphasizes the significance of hard work and effort, and that you
must work hard to achieve your goals. Examining the difficulties students have while
commuting long distances to school benefits all parties involved, including students, teachers,
and the institution. Teachers and institutions can create a loving and supportive environment
 23

to guarantee the safety and well-being of students who live far away from school. When
traveling a long distance to school, there are no obvious benefits; however, students can make
use of the time spent commuting by reviewing their study notes or doing their assignments.

Recommendations

Based on the results and conclusions drawn from the findings, the following
recommendations are suggested for consideration:

For the Department of Education, they should have clear policies in place to lessen the
commuting fare for students. Providing transportation specifically made for the students living
far away from school with a specific route to avoid heavy traffic and providing them with a
comfortable atmosphere when traveling. Furthermore, the researchers recommend that they
should encourage students to enroll in schools near their homes.

For the teachers, by understanding their student’s situation and providing assistance,
they can lessen their students' problems and provide a comfortable learning experience.

For the students, by honing time management skills, cultivating coping strategies and
seeking assistance, they can effectively tackle their obstacles and lessen their problems.
Implementing the suggested recommendations, they should make use of the time traveling by
either reviewing their study notes or doing their assignments.

For the future researchers, the researchers recommend that they should look into the
reasons why students choose to enroll in schools far from their home in spite of distance.
Additionally, they should look whether living far away from school affects the students’
academic performance.
 24

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APPENDIX A
Interview Questionnaire

Research Questions Questions Response

RQ 1. What are the 1. What experiences did
challenges you experienced you encounter as a
by living far away from
student living far away
school?
from school?
1.1. What are the

challenges you faced

living far from school in

terms of accessing
educational resources and
extracurricular activities?
1.2. How do you navigate

the balance between

academic responsibilities
and the time and energy
required for commuting?
RQ 2. What are your coping 2. How did you cope with
strategies and support the challenges encountered
systems that you use to when traveling long distance
manage the challenges to school?
faced? 2.1. What strategies did you
used to adapt and deal with
the challenges you
encountered when traveling
long distance to school?
 27

APPENDIX B

Sample Validation Letter and Validation Sheet

28
 29

APPENDIX C
Sample Informed Consent and Assent Form
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