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MEASURING SATISFACION ON CALOOCAN HIGH

SCHOOL SENIOR HIGH SCHOOL FACILITIES:
BASIS FOR RESTRUCTING PROGRAM

A Quantitative Research
presented to the Faculty of Senior High School
CALOOCAN HIGH SCHOOL
th
10 Avenue, Grace Park, Caloocan City, Metro Manila

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Bandiola, Christian Paul S.

Casenillo, Jasmine M.
Corpuz, Shella May R.
Narcisso, Mariella S.
Ong, Joseph Vincent E.
Soriano, Rhieza Lei R.
Taladtad, Maynard

Grade 12- 4HUMSS

Engr. Crystian Kobee Empeynado,

Research Adviser
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APPROVAL SHEET

This thesis entitled (Bold letters), prepared and submitted by (all your

names).

(DR. JOSEFINA VICENTE) (DR. OFELIA Y. NAGUIT)

Panel 1 Panel 2

(DR. DIEGO AMID)

Adviser

Accepted in partial fulfillment of the requirements in the Practical

Research 2.

(MELCHOR JULIANES, PhD, DPA)

Grade 12 Coordinator
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Date of Completion

ABSTRACT
Not more three hundred words, single-spaced
Keywords: aaa, bb, c
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ACKNOWLEDGMENT
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TABLE OF CONTENTS
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Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a cornerstone of societal development, and the quality of

educational facilities plays a pivotal role in shaping the learning environment. A

fundamental element in ensuring effective education delivery is the satisfaction

of students, teachers, and administrators with school facilities. This study

seeks to comprehensively assess the satisfaction levels of various

stakeholders within the educational ecosystem regarding school facilities.

Understanding the specific aspects that contribute to satisfaction, as well as

areas that require improvement, is critical for informed decision-making.

Additionally, the findings will serve as a foundation for a structured program

aimed at restructuring school facilities to better meet the needs.

Background of the Study

In the Philippines, as in many countries, education is a vital component

of societal progress, and the quality of educational facilities plays a decisive

role in shaping the learning environment. The condition and functionality of

school facilities significantly influence the educational experience, academic

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performance, and overall well-being of students. According to the Department

of Education (DepED), the impact of school facilities emphasizes positive

correlation between improved school infrastructure and enhanced student

engagement and academic performance. Numerous studies have highlighted

the connection between the quality of school facilities and student learning

outcomes. A study by Earthman (2002) found that well-maintained and

adequately equipped school facilities positively correlated with improved

student achievement. Effective resource allocation is crucial for improving

school facilities. Liddicoat and Alkin (2008) emphasize the importance of data-

driven decision-making in directing resources to areas that require

improvement, ultimately leading to increased student satisfaction. Ensuring

equity and inclusivity in school facilities is a significant concern. Research by

Skiba et al. (2006) underscores the importance of creating environments that

are welcoming to students from diverse backgrounds, addressing issues

related to equity and access. Designing school facility improvements that are

sustainable and adaptable to evolving educational needs is essential.

Brundiers and Eakin (2018) argue for the importance of considering long-term

sustainability in infrastructure planning. This study aims to contribute to this

body of knowledge by conducting a comprehensive assessment of student

satisfaction, providing insights for evidence-based decision-making, and

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addressing the necessity for a restructuring program to improve the quality of

school facilities.

Statement of the Problem

This research aims to answer the following:

1. What is the current level of satisfaction among students regarding

the school facilities, encompassing aspects such as classrooms,

libraries, restrooms, and infrastructure?

2. Which specific areas within school facilities are identified by

students as in need of improvement, and what are their priorities for

restructuring?

3. What strategies can be implemented to ensure that school facility

improvements are sustainable and capable of meeting the long-term

educational needs of the student population effectively?

Research Hypothesis (es)

Null Hypothesis: There is no statistically significant relationship between

student satisfaction with school facilities and the need for a restructuring

program.

Alternative Hypothesis:
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There is a statistically significant relationship between student satisfaction with

school facilities and the need for a restructuring program.

Significance of the Study

This study is poised to offer substantial benefits to the following:

Students: Foremost, students are the primary beneficiaries of this research.

Their satisfaction with school facilities directly impacts their learning

experience, academic performance, and overall well-being. Improvements

resulting from this research will enhance their educational journey.

Teachers and Educational Staff: Teachers and staff who work in these

facilities also benefit. A better learning environment can lead to increased job

satisfaction, improved teaching outcomes, and a more conducive workspace.

Parents and Guardians: Parents and guardians have a vested interest in the

quality of the educational environment. They benefit from knowing that their

children are attending schools with safe, well-maintained facilities that support

learning.
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Educational Authorities: Educational authorities at the district, regional, or

national levels can use the research findings to make informed policy

decisions regarding school infrastructure, which ultimately affects educational

quality and outcomes.

Scope and Delimitation

This study focused to analyze the measurement or level of senior high

students’ satisfaction regarding the facilities provided by Caloocan High

School. This will be conducted by using questionnaires and survey forms that

will be considered as our research instrument. Understanding the students’

satisfaction with school facilities is essential in enhancing their educational

experience and create a more beneficial learning environment.

This research considers every aspect of senior high students’ satisfaction

with school facilities such as libraries, restrooms, clinic, court, and other

facilities that are useful or we can use in the school. It delimits that this may

not be generalized to other students or junior high students in Caloocan High

School.
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Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature (Foreign and Local)

Education has a significant role in driving economic growth, and

ensuring student satisfaction is a vital aspect. According to Kotler (2017),

satisfaction is about fulfilling needs or desires, finding pleasure in a product's

perceived performance in comparison to expectations. If the performance

meets expectations, satisfaction follows. This study explores dimensions

related to student satisfaction, acknowledging that universities function as

educational and service settings simultaneously (Childers et al., 2014).

Improving service quality involves considering students' connection to the

campus and their willingness to utilize available services. Chang and Fisher

(2003) highlight the significance of a student's satisfaction in lessons for

acquiring knowledge or skills, emphasizing that meeting needs and

expectations can boost motivation and positive attitudes towards learning.

Personal Satisfaction of Students

Students' satisfaction is a crucial aspect, and Herdlein and Zurner (2015)

highlighted the importance of considering activities outside the classroom in

European universities. The American tradition values "holistic" education,

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emphasizing student learning and development beyond academic settings.

Students globally engage in extracurricular activities like unions, clubs, and

organizations to complement formal learning and university goals.

The quality of school facilities, as noted by Earthman (2002), influences

student and teacher performance. Resident satisfaction serves as a key

indicator for evaluating student housing. Evenson (2004) observed variations

in physical activity facilities among schools, with private institutions less likely

to have indoor or outdoor facilities.

Maintaining and enhancing student satisfaction is a key goal for education

institutions. The quality of teaching staff is a significant factor, leading to

increased use of student rating scales for evaluation. Mai (2005) and

Deshields et al. (2005) identified factors like overall school impression, teacher

expertise, and IT facilities as influential predictors of student satisfaction.

Guise and Cote (2000) view satisfaction as a variable response tied to

specific aspects of acquisition or consumption. Universities globally conduct

student satisfaction surveys annually, using the data to focus on student

needs, improve educational quality, and shape future directions (Mancao,

2005).
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Higher education values student satisfaction due to its impact on motivation,

retention, recruitment, and fundraising (Schreiner, 2009). Weerasinghe et al.

(2017) define students' satisfaction as a short-term attitude resulting from

evaluating their educational experience, services, and facilities. Wiers-Jenssen

(2002) emphasized the importance of teaching quality, a good physical

environment, and administrative services in impacting student satisfaction and

academic performance. Elliot and Healy (2001) found consistent factors

affecting university student satisfaction to be the performance of academic

personnel and access to campus facilities and resources.

Teacher’s Credibility

In John Hattie's research study (2016), he emphasizes the important role of

teacher credibility in learning. Credibility involves trust, competence,

dynamism, and immediacy. Trust is built through fairness and genuine care for

students' personal and academic development. Competence is demonstrated

through organized and engaging delivery of information. Dynamism requires

teachers to present material with energy and passion, fostering excitement

and engagement. Immediacy involves breaking down barriers through

increased eye contact and creating a sense of collective belonging.

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According to Donna Fong-Yee and Anthony H. Normore's research at Florida

International University (2013), investing in teacher quality is crucial for

student achievement. Educational reform should focus on restructuring

teacher preparation and professional development, connecting clinical work in

schools with effective teaching practices. Teacher quality is linked to cognitive

ability, subject-matter knowledge, licensure, and teaching behaviors.

Improvements in recruitment, preparation, licensing, support, and professional

growth are essential to positively impact students.

Linda Hobbs, in "Too many teachers teaching outside their area of expertise"

(2015), highlights the issue of "out-of-field" teaching and its effects on teacher

well-being, retention, and student attainment. While there's no consistent

relationship between student achievement and teacher qualifications, highly

effective teachers possess a deep understanding of the subjects they teach,

valuing both the subject matter and students' engagement at a profound level.

School Administration

Kamal and Ramzi (2002) delved into the administrative aspects of higher

education, measuring student perceptions of registration, academic/career

advice, and other administrative services across different faculties. This focus

aimed to ensure positive quality services that complement academic offerings.

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Privatization and heightened competition among higher learning institutions

have become widespread issues.

Hill (1995) asserts that higher education is a service industry, with service

quality being a critical determinant of institutional success. In the competitive

landscape of higher education, service quality is essential for success

(Sandhu & Bala, 2011). Institutions must assess the quality of their services to

gain a competitive advantage.

Consumer perceptions of service quality, as outlined by Parasuraman,

Zeithaml, and Berry (2009), result from comparing expectations to actual

service experiences. In higher education, perceived service quality is

evaluated through encounters with administrative staff, lecturers, librarians,

and security personnel. Schmoker (2006) emphasizes the shift in educational

leadership from instructional leader to "learning leader." School administrators

must be visible, student-centered, and willing to address challenging issues

collaboratively with teachers for effective learning environments.

Jurkowitsch et al. developed a framework assessing students' satisfaction in

higher education, considering service and university performance,

relationships with students, university standing, and promotion as

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antecedents. Alves and Raposo (2010) further developed a model determining

student satisfaction in higher education, incorporating institute image, student

expectations, perceived technical and functional quality, and perceived value.

Student loyalty and word of mouth emerge as key successors of satisfaction,

reflecting the level of loyalty and positive reputation spread among friends,

relatives, and interested parties.

Learning Experiences

In Zenawi Zerihun, Jos Beishuize, and Willem Van Os's article (2012) titled

"Student Learning Experience as Indicator of Teaching Quality," the focus

shifts from what teachers present to how students engage in the learning

process. Learning is seen as an activity accomplished by students, guided by

teachers. The emphasis is on students being the major contributors in creating

meaning from their experiences. Assessing teaching effectiveness should

center on students' engagement in the learning process, rather than solely on

teachers' behavior.

Arbaugh (2000) considers learning satisfaction to involve individuals' feelings

and attitudes towards the education process, linked to the perceived fulfillment

of their desire to learn. Harvey, Locke, and Morey (2002) describe learning

satisfaction as the pleasure resulting from students' involvement in activities

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suggested by the curriculum. Individuals with varying learning needs engage

in different activities, resulting in different levels of learning satisfaction.

Astin (2003) delves into various aspects of students' undergraduate

experience, highlighting correlations between variables like student

involvement, student-student interaction, and student-faculty interaction with

overall student satisfaction. The interconnected nature of these aspects

shapes students' satisfaction and impacts their academic journey.

Curriculum

Danilo Sarmiento and Ronald Orale (2016) highlight the historical context of

the Philippines' education system, noting its shift from a 10-year basic

education program to a 13-year cycle through the Enhanced Basic Education

Act (Republic Act 10533). This transition aligns with international practices

outlined in the Washington Accord, Bologna Process, and The Association of

Southeast Asian Nations (ASEAN) and Asia-Pacific Economic Cooperation

(APEC) Mutual Recognition Projects.

The K to 12 Program, as explained in the Official Gazette (2013),

encompasses Kindergarten and 12 years of basic education. The program

aims to provide ample time for mastery of concepts and skills, fostering
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lifelong learners and preparing graduates for various paths such as tertiary

education, middle-level skills development, employment, and

entrepreneurship. The emphasis is on adapting curriculum settings to

students' abilities and incorporating the latest knowledge and technological

innovations.

In terms of curriculum content, there is a need to stay abreast of dynamic

advancements, ensuring relevance and meeting students' evolving needs. The

call for interdisciplinary curricula and theories aims to broaden students'

perspectives, promoting a holistic understanding of subjects. Additionally,

sharing resources across different disciplines and institutions is deemed

essential for a comprehensive and well-rounded educational experience. The

focus is on creating a curriculum that responds dynamically to the changing

educational landscape and prepares students for the challenges of the

modern world.
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Theoretical Framework

Conceptual Framework

Figure 1 shows the concept of the research Measuring Satisfaction of School

Facilities: Basis for Restructuring Program and proposes and evaluate school

facility satisfaction for program restructuring using surveys and interviews with

a standard questionnaire. Compile findings into a report with actionable

recommendations, guiding effective program changes. The researcher uses

an IPO style of conceptual framework to demonstrate the research concept.

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Definition of Terms

Association of Southeast Asian Nations (ASEAN) - a group of 10 nations

that work together.

Asia-Pacific Economic Cooperation (APEC) - established by 12 economies

and became a voluntary forum where economic and cooperation issues are

discussed.

Academic Performance - it refers to the measure of students achievements

or the outcome of their effort to attain educational goals.

Administration - it is the organization and direction of workers in school and

material resources that will be used to achieve the desired ends in school.

Credibility - it is the reliability and integrity of a teacher and if they are

trustworthy.

Curriculum - it is what the workers will do to achieve the satisfaction of

students in school facilities.

Education - the process and act of transmitting knowledge and learnings to

students.

Enhanced Basic Education Act (RA 10533) - law that shifts Philippines'

education from 10 years basic education program to 13 years cycle.

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Extracurricular Activities - refers to the activities that the students do outside

the classroom like sports or athletic, students club, and so many activities that

doesn't carry academic credit.

K-12 Program - a range of years of basic education from Kindergarten to

Grade 12.

Retention - it refers when a student repeats a grade level.

Satisfaction - refers to fulfillment and to please students for what they want in

school facilities.

Service Quality - it refers to the measure of how well a service conforms to a

student's expectations.

School Facilities - it is the services, equipment or technologies that provided

by school and is useful to students.

Teaching Staff - refers to the one who plans, teach, and discuss the lesson to

students.
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Chapter 3
METHODOLOGY

This study will use Quantitative study. This research method are used to

observe events that affect a particular group of individuals, which is the

sample population. In this type of research, diverse numerical data are

collected through various methods and then statistically analyzed to aggregate

the data, compare them, or show relationships among the data, Sreekumar

(2023). We will use this method to measure the satisfaction of facilities in

Senior High School through statistical data.

Research Design

This study will use a descriptive research design to systematically

capture and analyze current satisfaction levels with school facilities. This

approach is ideal for providing a comprehensive overview without

experimental manipulations, allowing us to gain valuable insights into existing

conditions.

The Sample

A Simple Random Sampling was chosen and will be used for selecting

a respondents in our study because this technique leaves any biases and all

Senior High Students in Caloocan High School has a chance and they are
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equal to be selected for the sample. Simple Random Sampling was selected

to assure equal opportunities of Senior High Students being chosen for

collecting their different opinions or their satisfaction regarding the school

facilities in Caloocan High School. This sample would be the easiest way for

us because it might provide the best results.

The Instrument(s)

The research tool used for this study is a well-structured questionnaire.

This questionnaire consists of a section dedicated entirely to a multiple-choice

questions. These questions are intentionally made to gather valuable insights,

opinions, and thoughts from the respondents participating in the study. They

aim to explore different kinds of viewpoints and perspectives concerning the

different statements presented according to the research topic. By using this

questionnaire, the study seeks to completely understand and analyze the wide

range of opinions and perspectives surrounding the subject matter under

research.

Validation of Instruments

Data Collection Procedure

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Our data collection will be conducted within classroom settings to

facilitate a structured and controlled environment. Prior to the survey

administration, we will seek permission from class presidents and teachers.

Participants will receive the standardized questionnaire during a designated

session, ensuring a cohesive and supervised data collection process. This

approach aims to enhance participant engagement and enable any

clarifications to be addressed promptly.

Plan for Data Analysis

The researchers will commence with organizing and validating the

information they have gathered to start the data analysis process. We'll utilize

numerical summaries like averages to understand overall satisfaction trends

and explore potential connections between demographic factors and

satisfaction scores using statistical methods. After the analysis, the

researchers will make sure that the gathered data is unbiased.

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Chapter 4
PRESENTATION AND ANALYSIS OF DATA
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In reporting the results, the researcher stays close to the statistical

findings without drawing broader implications or meaning from them. Further,

this section includes summaries of the data rather than the raw data (e.g., the

actual scores for individuals). A results section include tables, figures, and

detailed explanations about the statistical results

(Based on First Question in the SOP)

Includes results and discussion relevant to the first question of the

research or the first variable of the study.

(Based on Second Question in the SOP)

Includes results and discussion relevant to the second question of the

research or the second variable of the study.

Re-conceptualized Framework

If some or all findings are different from expected, have a section on re-

conceptualized framework at end of Chapter 4 and make diagram of re-

conceptualized framework. Starting with text, cite figure (diagram) of re-

conceptualized framework. Explain changes vis-à-vis Conceptual Framework

of the Study.

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Chapter 5
CONCLUSIONS AND RECOMMENDATIONS
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This chapter presents the conclusions and recommendations of the

study.

Conclusions

The portion that gives meaning to your research and your results. The

objective of the Conclusion section is to examine the results, determine

whether they solve the research question, compare them within themselves

and to other results (from literature), explain and interpret them, and then draw

conclusions or derive generalizations, and make recommendations for

applying the results or for further research.

Recommendations

Write recommendations for beneficiaries of results of study cited in

Significance of Study.

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Bibliograpy/References

Follow the APA, 6th Edition style for referencing.

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Appendices

Appendix A

Appendix B
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Curriculum Vitae

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