STRUGGLES OF STUDENTS WHO LIVED IN A FAR – FLUNG

AREAS STUDYING AT MAKILALA NATIONAL HIGH SCHOOL

Susane Hanna R. Silab

Vennehra Sophia C. Itol
Christian Paul D. Singgo

MAKILALA NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

STEM STRAND
2023
 ABSTRACT

Far- flung areas refers to regions or places that are located far – away from urban

centers or major cities and are often difficult to access due to geographical barrier or water

bodies. The lack of access to resources and opportunities can make it challenging for people

living in far-flung areas to meet their basic needs. This study aimed to determine the struggles

of students who lived in far-flung areas studying at Makilala National High School.

Specifically, this answered the following questions: 1. What are the struggles of students who

lived in a far-flung areas? 2. What are the coping strategies of the participants? It was

revealed that the participants encountered different struggles such as: Roads as Factor in

Going to School, Rainy Season as Factor in Going to School, May Cause Tardiness,

Distance, Crossing Rivers which May Be a Risk, and Lack of transportation in their areas. In

terms of their coping strategies, they expressed that Bringing of extra clothes and slippers,

Waking up early and preparing things ahead of time, and Make use of alternative roads are

the ways to cope up with the struggles they encountered.

 INTRODUCTION

Background of the Study

Far-flung areas refer to regions or places that are located far-away from urban center

or major cities and are often difficult to access due to geographical barrier or water bodies.

These areas are usually sparsely populated and lack basic infrastructure and amenities such as

roads, hospital, schools, and clean drinking water. The lack of access to resources and

opportunities can make it challenging for people living in far-flung areas to meet their basic

needs and achieve economic prosperity.

According to Warren, E. (2023), “a good education is the foundation for a better

future”. However, not all children are guaranteed of a good education and consequently, a

good future. This has been a challenge for student living in far-flung areas who face

difficulties in going to school such as walking great lengths to reach their destination,

including going up the mountains, or crossing rivers and lakes.

It was observed by the researchers that there are students who came late to school

specially those students who lived in a far-flung area. To the best knowledge, researchers

want to explore the struggles of students who lived in a far-flung area studying at Makilala

National High School.

The purpose of this study is to explore the struggles of students living in a far-flung

area. This will be beneficial to teachers and future researchers.

Research Questions
This phenomenological study was conducted to discover the struggles encountered by

the students who lived in a far-flung area studying in Makilala National High School.

Specifically, the study seeks to answer the following questions:

1. What are the struggles of students who live in a far-flung areas?

2. What are the coping strategies of the participants?

Scope and Delimitation

This research focused in determining the struggles of students living in the far-flung

areas studying in Makilala National High School.

The respondents of this research will be the students from Makilala National High

School who lives in far-flung areas. Specifically, in Baranggay Luayon, Buhay, Bato and

Malungon.

This study was conducted at Makilala National High School within the S.Y. 2022-

2023.

Significance of the Study

The research was conducted to explore the struggles of the students living in a far-

flung areas. With a purpose of giving response on how they cope up with this problem, and to

let everyone aware if they have some good experiences on dealing with it or are they taking it

with so much of difficulties. And this study would be beneficial from the following:

To the teachers, this study will give them knowledge about the struggles of students

who lived in a far-flung areas.

To the future researcher, the result of this study can be used for future discussions

about the struggles of students who live in remote areas.

 REVIEW OF RELATED LITERATURE
This research utilized different literature and reviews to explore the interplay of the

variables using the existing literature relevant to the study conducted. The following are as

follows:

Every country made efforts to make education accessible to all because education is

significant in the country's development. However, these efforts differ in every country

(Getachew, 2018). In developing countries like the Philippines, poor quality of education is

linked to different factors such as the school and community (Saeed, 2003). The population

that the school caters to and the distance that students need to travel every day is one the

essential aspects that the government needs to consider in building schools (Duze, 2010). In

rural areas where people in the community are from each other, school distance is often a

problem for students because they need to travel long distances every day to reach school.

There are two modes that students can travel to school: the passive and active modes. The

passive mode of traveling refers to transporting through motorized vehicles, while the playful

way refers to walking or cycling (Baliyan & Khama, 2020). In mountain areas with few road

infrastructures, a passive mode of traveling is only sometimes applicable to students. This

results in walking long distances to reach school. A distance of one or more than one

kilometer of walking is considered a long-distance walk for students. Students in this

situation to attend school could suffer the adverse effects of long-distance walking (Duze,

2010; Thomas, 2016).

Students who are far from school will have difficulties completing outside-school

tasks because of the time spent walking from school to home and vice versa (Waswa, 2015;

Nelson, Misra, Sype, & Mackie, 2016). Other than that, students who need to walk long

distances would arrive home or school late, aside from experiencing fatigue and hunger

(Onderi, Kiplangat, & Awino, 2014). A considerable amount of energy is lost when students
are exposed to walking long distances, which can also lead to poor concentration on their

school tasks, promoting absenteeism and school drop - outs (Marique, Dujardin, Teller, &

Reiter, 2013; Moyo, 2013; Taiwo, 2019). Students who are far from school need to wake up

early so they can return home late, which sacrifices their time for studying. This could also

affect their sleep patterns (Pradhan & Sinha, 2017).

Mhiliwa (2015) investigated the degree to which distance influenced the scholastic

accomplishment of the students in secondary schools in Makambako Town Council. Results

revealed that more extended distance traveled by the students to school made them late and

with empty stomachs. The school distance has disappointed students because of the long walk

they must take to reach school.

Moyo (2013) analyzed the impacts of walking over a long distance to and from

school. It was found that long-distance travel will result in arriving at school late and home

after school late at night. It was additionally clarified that exhaustion and hunger lead

students to fatigue during learning because of more extended walking. Further, walking at a

stretched distance to class makes students arrive at school with empty stomachs and delay,

badly influencing their academic performance.

Baliyan and Khama (2020) investigated the impact of distance to the school of 168

students in Botswana on their performance in mathematics. Results revealed that distance to

school significantly affects their mathematics performance. Further, the Post Hoc analysis

revealed that long traveling distances hurt the students' math performance. Thus, they

recommend that students stay closer to school and have reliable school transportation.

Moreover, Duze (2010) examined the average distance traveled to school by students in

primary and secondary schools in the three states of Nigeria and its effect on attendance.
Results revealed that most students traveled up to five kilometers, negatively affecting their

attendance.

Ebinum et al. (2017) investigated the relationship between school distance and

academic achievement of primary school pupils in Ovia North-East LGA. Results revealed

that the pupils traveled a long distance to school. Further, the test showed a significant

relationship between school distance and academic achievement of male primary school

pupils while no significant relationship for the female primary school pupils. It was

recommended that the primary schools be strategically located to lessen the distance traveled

by the pupils.

Moreover, there are different research findings regarding the effects of school location

on the student's academic performance in mathematics. School location is categorized here as

rural and urban schools. Schools in rural areas have concerns about their proximity, such as

the distance from the residents and accessibility. Alordiah, Akpadaka, and Oviogbodu (2015)

stressed that students from rural areas who attend schools encounter more challenges than

students from urban schools, which significantly affects their performance in mathematics.

Owoeye and Yara (2011) added that students' school location influences their academic

performance in school. Rural areas are characterized by poor school mapping, lack of

passable roads, and students' unwillingness to attend school because of their isolated villages.

However, many research findings argued that students' school location does not influence

their performance in mathematics (Ezeudu & Obi, 2013; Ezeudu et al., 2014; Ntibi & Edoho,

2017; Osadebe & Oghomena, 2018). Hence, no established literature would answer concerns

regarding this matter.

A significant factor underlying the attrition of distance students has been reported as a

sense of isolation, influenced by physical isolation and a sense of not belonging to the
learning institution (Alston, 2005; Bontempi, 2003; Buchanan, Myers, & Hardin, 2005;

Galusha, 1997; Macauley, 2000). A recent study on levels of engagement of Australian

tertiary students found that campus-based students reported higher levels of engagement than

did distance students (Australian Council for Educational Research, 2008). Distance students,

including those who study in isolated and remote locations, report a perception that their

course needs to be delivered differently (and less adequately) compared to on campus

students (Rovai & Barnum, 2003).

 METHODOLOGY

Research Design
This study used a qualitative design particularly Phenomenology. Phenomenology is

appropriate to use because it aims to know the lived experience of students and their coping

strategies.

Research Participants

The participants of the study were the students from Makilala National High School

who lived in a far-flung areas such as; Baranggay Luayon, Buhay, Bato and Malungon.

Sampling Technique

This study used purposive sampling because the researchers only picked those

students in Makilala National High School who lived in a far - flung areas.

Data Source

The researchers performed an in-depth interview that was recorded to get reliable

accounts. During the interview, the researcher used open-ended questions and took notes. The

key tools of the research process were the researchers, who served as data observers, data

collectors, transcribers, recorders, and interpreters.

Data Collection

Seek permission. We asked permission to the participants to participate in this study

then let the participants signed the consent form.

Interview. We conducted interviews to the 5 participants.

 Transcription. We transcribed the data we have gathered from our participants.

Coding. We coded the transcribed data from general to specific that would answer

our research question.

Categorizing. We categorized the coded data from general to specific that would

answer our research question.

Thematic Analysis. We assigned themes to the categorized data to be discussed in

the results and discussions.

Data Analysis

The qualitative data was analyzed through coding and thematic analysis to determine

the struggles of students who lived in a far - flung areas which taken from the transcript

interview.

RESULTS

This section presents the struggles of students who lived in a far - flung areas and

their coping strategies.

Struggles of Students who lived in a far-flung areas

Table 1 presents the different struggles of students who lived in a far - flung areas

studying in Makilala National High School. Participants expressed Roads as factor in going

to school, Rainy season as factor in going to school, May cause tardiness, Distance, Crossing

Rivers which may be a Risk, and Lack of Transportation in their areas.

 Themes Core Ideas

1. Roads as Factor in going to school Some roads are not well-maintained which

sometimes a determining factor in going to

school

2. Rainy season as Factor in going to school There are times students can’t go to school

because of heavy rain.

3. May cause Tardiness Some students are running late due to the

distance they have to travel.

4. Distance Students often have to travel long distances

to reach the school.

5. Crossing Rivers which may be a risk Sometimes the students had a difficulty in

crossing the river because of the overflowing

of water.

6. Lack of transportation in their areas Other students needed to walk distances to

reach the transportation terminals.

Roads as Factor in going to school

The participants who live in a far - flung areas expressed one of the factors in

going to school is the road condition. As shared by the participants they had difficulties in

going to school because some roads are not well - maintained.

“Batsi kaayo daghag dagkong bato ga atang sa dalan” (The road is very rough there’s many

big stones in the road) Participant 5

Rainy season as Factor in going to school

The participants stated that one of the struggles they encountered is the rainy

season or rainy days which sometimes the reason why the students can’t go to school.

“Sometimes ga ulan, di ko ka sulod sa skwelahan” (Sometimes when it rains, I cannot go to

school) Participant 4

May Cause Tardiness

The participants expressed that they encountered being late in the class due to the

distance they must travel.

“Permi ko ma late kay layo kayo” (I’m always late because it’s too far) Participant 4

Distance

Participants living in remote areas often must travel long distances to reach their

school, which can be physically and mentally exhausting.

“Kapoy kay layo kaayo ang school”(tiring because the school is too far away) Participant 2

Crossing Rivers which may be a Risk

The participants also shared that when it rains the river will overflow. This is also one

of their struggles which the participants cannot cross the river.

“Ga overflow ang sapa di mi kaagi” (The river is overflowing we cannot cross) Participant 4

Lack of transportation in their areas

Lastly the participants also expressed that they had a struggle in finding a motorcycle

in their areas, so they had to walk distances to reach the terminal.

“Walay gaagi na motor sa amoa, kailangan pa namo baktason ang terminal”(There is no

motorcycle passing by, we need to walk to the terminal) Participant 3

Coping Strategies of Students who lived in a far-flung areas

Table 2 presents how the students overcome the struggles they encountered living in

remote areas. It shows that students Bringing of extra clothes and slippers, Waking up early

and preparing things ahead of time, Walking until they reached the transportation terminal,

and Make use of alternative roads.

Themes Core Ideas

1. Bringing of extra clothes and slippers For them to have something to change if

ever they get wet.

2. Waking up early and preparing things Preparing the important things ahead of time

ahead of time such as their food and clothing.

3. Walking until they reached the They have to walk distances to reach the

transportation terminal terminal.

4. Make use of alternative roads Using of alternative roads or paths that can

take them to school without crossing the

river.

Bringing of extra clothes and slippers

Rainy season can truly affect the students who lived in remote areas. To cope up with

this struggle the participants choose to bring extra clothes and slippers.

“Magdala kog extra sinina if ever mabasa ko naa koy pampalit”(I will bring extra clothes so

that if ever I get wet, I have something to change) Participant 2

Magdala kog tsinelas para dili mabasa ug ma hugaw akong sapatos (I will bring slippers so

that my shoes don’t get wet and dirty) Participant 2

Waking up early and preparing things ahead of time

The participants from remote areas frequently arrived late to their respective class. To

address with this struggle, the participants decided to get up early and prepare their

belongings ahead of time to deal with this struggle.

”Magsayo kog mata para maka prepare ko sa akong suoton ug kanoon” (I wake up early so I

can prepare what I will wear and eat) Participant 4

Walking until they reached the transportation terminal

Walking until the participants reached the terminal is one of their strategies. In order

to overcome struggle they’d encounter which is having no motorcycle passing by in their

areas.

“Sayo ko mag sugod ug baktas padulong sa terminal” (I started walking to the terminal early)

Participant 4

Make use of Alternative roads

In order for them to go to school even though the river is overflowing, the participants

use alternative road that can take them to school safely without crossing the river.

“Sa pikas agianan nalang mi mag-agi, bahalag medyo layo maka-adto lang sa school or

makauli lang sa balay na safe” (We just have to go through a different road, it’s a bit far but

we can go to school or go home safely) Participant 3

 DISCUSSIONS

In this study, a phenomenological type of qualitative research was employed to

identify the different struggles of students who lived in remote areas and their coping

strategies. It was expressed that in terms of the participants struggles they encountered Roads

as Factor in going to school, Rainy season as factor in going to school, May cause tardiness,

Distance, Crossing Rivers which may be a risk, and Lack of transportation in their areas.

Owoeye and Yara (2011) shared that students' school location influences their

academic performance in school. Rural areas are characterized by poor school mapping, lack

of passable roads, and students' unwillingness to attend school because of their isolated

villages.

The role of weather in determining important outcomes such as school attendance,

truancy and absenteeism was identified several decades ago. Ellis (1973) noted that in

nineteenth century England, for example, in some parts of the Fen country in North Riding,

children living more than 2 miles (3km) from school were excused from compulsory

schooling due to their access having been impeded by muddy cart tracks and winter snow.

Apart from weather elements, there is a number of factors affecting school access, attendance

and dropout rates in different parts of the globe (Pryor and Amphiah, 2003; No et al., 2012),

ranging from individual to institutional factors (Nicaise et al., 2000; Natriello, 2002).

In rural areas where people in the community are from each other, school distance is

often a problem for students because they need to travel long distances every day to reach

school. There are two modes that students can travel to school: the passive and active modes.

The passive mode of traveling refers to transporting through motorized vehicles, while the

playful way refers to walking or cycling (Baliyan & Khama, 2020).

 Dozens of drivers around the world are swept away in their vehicles every year when

attempting to cross overflowing rivers or flooded areas, and many of them die drowned.

Human behaviour contributes greatly to fatalities during floods: accidents crossing

overflowing rivers are mainly due to overconfidence and underestimation of risk (Ashley &

Ashley,2008).

In terms of coping strategies, they expressed that Bringing of extra clothes and

slippers, Waking up early and preparing things ahead of time, Walking until they reached the

transportation terminal, and make use of alternative roads.

According to Warren, E. (2023), “a good education is the foundation for a better

future”. However, not all children are guaranteed of a good education and consequently, a

good future. This has been a challenge for student living in far-flung areas who face

difficulties in going to school such as walking great lengths to reach their destination,

including going up the mountains, or crossing rivers and lakes.

Since such schools may provide a viable alternative route to higher-performing

schools for low-income families, it seems likely that such decisions would disproportionately

affect those families and contribute to worsening educational inequalities (Ferrari and Green,

2013).
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 APPENDICES

Interview Guide Questions

1. Unsa imong mga kalisod nga naagian padulong sa skwelahan?

2 .Unsa imong kalisod pauli?

3. Giunsa nimo pag overcome ni nga mga kalisod?

Coded Transcript

Legend: Research Question 1

Research Question 2

Transcript 1

Researcher: Good afternoon po ya! among PR is about sa struggles sa students nga nagpuyo

layo sa school. So naa mi mga questions diri. Una, sa imong pag byahe padulong sa

skwelahan naa bakay kalisod nga naagian?

Participant: So, mga kalisod nga naagian nako kay first is maglisod kog pangitag masakyan

kay walay tricycle ga sulod sa amoa dapit. Second kay mo sulod sa room nga basa tungod sa

ulan.
Researcher: Unsa imong kalisod nga naagian pauli sa inyung balay?

Participant: Kuan ang mabasa sa ulan jud po.

Researcher: So, base sa imong mga gipang ingon nga mga struggles nimo po unsay mga

paraan nga imong gibuhat para ma overcome nimo ni?

Participant: So, ang mga paraan nga akong gibuhat kay ang maghinay hinay kog baktas

hangtud maabot ko sa terminal tapos pag muulan naga dala nakog extra pang ilis.

Researcher: Thankyou po!

Transcript 2

Researcher: So, among research is about sa struggles sa students nga naga puyo layo sa

school so naa mi mga questionds diri nga ahh basta question. So, sa padulong sa skwelahan

naa bakay mga kalisod nga naagian?

Participant: Naa, usahay kay kanang ma late ,unya slide pud kayo ang dalan kay sigeg ulan

tapos kapoy kaayo kay layo kaayo ang school nya sigeg ulan mabasa mi.

Researcher: Sa pagpauli sa inyung balay unsay mga kalisod nga imong naagian?

Participant: Kanang kuan kanang habang ga byahe mo kalit rag ulan jud mao na.

Researcher: Giunsa nimo pag overcome ni nga mga kalisod nimo?

Participant: Kuan po magdala kog extra sinina ug tsinelas if ever mabasa ko naa koy

pampalit po mao lang, tapos magsayo nakog mata po para dili nako ma late.

Reasearcher: Thankyou po!

Transcript 3
Reasearcher: Hi te, kanang ahm naa mi questions about sa PR tapos ang title po is struggles

sa students nga naga puyo layo sa school. Then una nga question po, sa imong pagbyahe

padulong sa skwelahan naa ba kay mga kalisod nga naagian?

Participant: So, kay taga Luayon man ko no, layo siya diri, then ang struggle is kanang

walay gaagi na motor sa amoa kailangan pa baktason ang terminal tapos lisod kaayo ang

dalan unya pila pa ka sapa among maagian usahay ga overflow pajud dili mi kaagi.

Reasearcher: Sa pagpauli po unsa imong mga kalisod nga naagian?

Participant: Kanang…...kanang murag parehas ra japun sila.

Researcher: Base sa imong giingon po unsay mga paraan nga imong gibuhat para ma

overcome ni nga mga struggles po?

Participant: Kuan po kanang sayo ko magsugod ug baktas padulong sa terminal po then

pag mag overflow kay sa pikas agianan mi mag agi bahalag layo maka adto lang sa school or

makauli sa balay na safe.

Researcher: Sige, Thankyou po!

Transcript 4

Researcher: Goodmorning po, so among question po kay, unsa imong kalisod nga naagian

padulong sa skwelahan. So among question po kay, unsa imong kalisod nga naagian

padulong sa skwelahan po?

Participant: Aysa, so akong struggles padulong sa skwelahan is ano kananag pirme mi ma

late kay syempre no layo kaayo then ano kanang sometimes mo ulan di ko ka sulod sa

skwelahan tapos kapoy kay layo kaayo then lubak-lubak ang dalan mao ra.

Researcher: Sa pag uli po unsay mga kalisod nga imong naagian po?

Participants: Kuan kanang like overflow sa sapa kana ga overflow ang sapa di mi kaagi.
Researcher: Base sa imong giingon po paano nimo ni sya na overcome?

Participant: Kuan aron di na ma late kay magsayo kog mata para maka prepare ko sa akong

suoton ug kaunon tapos mag prepare daan sa mga dalhonon nako pa school para diko ma late.

Researcher: Sige po Thankyou po!

Transcript 5

Researcher: Hello po good afternoon ya! so among PR kay about sa struggle sa students nga

nag puyo layo sa school. So, first question. Unsa imong mga kalisod nga naagian padulong sa

school ya?

Participant: Kanang kuan kanang basta muulan lisod kayng dalan unya batsi kaayo daghag

dagkong bato mag atang sa dalan nya slide pud kaayo ang uban nga maagian namo.

Researcher: Sa pagpauli ya naa ba kay mga kalisod nga naagian?

Participant: Mao ra japun basta kanang among kalaban jud kay ang dalan ug ulan kana.

Researcher: So, base sa imong gi pang ingun ya unsay mga coping strategies nimo ya?

Participant: Kuan ding magdala kog t-shirt para naay pang ilis tapos magdala pud kog

tsinelas para dili mabasa ug mahugaw akong sapatos.

Researcher: Thankyou ya!