THE PERCEIVED ADVERSE EFFECTS OF FREQUENT FLOODING IN JULIAN B.

MELITON ELEMENTARY SCHOOL, CONCEPCION PEQUENA (A QUALITATIVE

STUDY)

In partial fulfillment of the requirements in English, Araling Panlipunan, and CLVE 10

Naga Parochial School

City of Naga

______________________________________________________________________________

Mrs. Fe Ann M. Romano

Mr. Roy Sherwin D.C. Angeles

Ms. Angelika I. Jacob

Instructors
______________________________________________________________________________

Bagacina, Jeff Andrew D.J. Manalang, Justin Carlo B.

Borja, Josaphat Christian F. Ramos, Ephraim R.

Clores, Raven Kyle V. San Juan, Alwein Francine P.

Ebona, Rimwel Charlz M. Torres, Randy Reuben H.

Lucena, Ghenald T. Zaragoza, Ian Matthew Z.

April 2023
 TABLE OF CONTENTS

Acknowledgement…………………………………………………………………………………i

Abstract……………………………………………………………………………………………ii

Introduction…………………...…………….……………………………………….….…………1

Significance of the Study……………………………………………………………….…………3

Definition of Terms…………………………………………………………………….……….…5

Review of Related Literature.……………………...………………………………...……………7

Scope and Delimitation …………..…………………….….……………………………….……10

Methodology……………………………………………..………………………………………12

Results and Discussion……………………………………………..……………………………13

Conclusion……………………………………………………………………………………….19

Recommendations………………………………………………………………………..……....21

Documentation…………………………………………………………………………………...24

References………………………………………………………………………………………..29

Appendices………………………………………………………………………………………32

Appendix A………………………………………………………………………………32

Appendix B………………………………………………………………………………34
Appendix C……………...……………………………………………………………….42

Appendix D.1……………...…………………………………………………….……….43

Appendix D.2………………………………………………………………………….…46

Certification……………………………………………………………………………...50
 ACKNOWLEDGEMENT

The researchers would like to extend their profound gratitude to the instructors, Mrs. Fe

Ann M. Romano, Ms. Cyra Daniela D. Barbonio, Ms. Angelika I. Jacob, and Mr. Roy Sherwin

D.C. Angeles who gave us an opportunity to conduct this research. For sharing their expertise

and knowledge that significantly guided us throughout the entire rigorous process. The

researchers would also like to thank Naga Parochial School for letting its students experience

creating a research proposal that would be a benefit ahead for their senior high school journey.

To the grade 11 students of Naga Parochial School namely, Keith Vann Soltes, Nina

Jamila Mendoza, and Gian Dela Cruz who allotted their precious time to make any confusions

clear-cut and constantly supporting them as their ‘ates’ and ‘kuyas’.

To all the respondents and interviewees who willingly participated in the data gathering,

the grade five and six pupils who served as the respondents, the selected teachers whose insights

provided us significant data, the school principal, for taking his time catering to our needs and

requests, the barangay captain for having no second thoughts participating in the interview.

Lastly, to the grade 1 teacher at Julian B. Meliton Elementary School who assisted us in

coordinating with the school staff particularly, to the school principal.

Thank you and may the good Lord bless you!

 ABSTRACT

The study determined the adverse effects of extreme flooding in Julian B. Meliton

Elementary School, situated at Concepcion Pequeña, Naga City, Camarines Sur. Specifically, the

challenges that teachers, parents, and most importantly, the pupils went through every time it is

raining and the likelihood of flooding is imminent. Concepcion Pequeña, the most populated

among all the 27 barangays in Naga City contributed to the huge number of cases of improper

segregation and disposal. The methodology focused on the perception of individuals involved

such as the pupils, parents, and selected teachers as well as from a few semi-structured

interviews with the principal and barangay officials. The severity of the situation was evident by

the fact that it had required more than one principal to address it. It was identified that the flood

caused extensive cancellation and disruption of school days and lessons, damage to instructional

materials, and poor academic performance of the pupils due to poor motivation. Because of all

the concerning issues caused by the flood, the school head was compelled to design an entire

new class schedule since a large number of classrooms were identified to be inhabitable,

hazardous, and threatening to the school community during the flood. The principal had

coordinated with the authorities including the barangay, the local government unit, and

Department of Education, but the situation remains the same. In order to reduce the identified

impacts of flooding, the researchers developed a project proposal that was intended for both the

school community and nearby households.

Keywords/ Key Points of the research: Perceived effects, School flooding, Improper waste

Disposal, Naga City, Camarines Sur

 I. INTRODUCTION

Schools are supposed to protect the children from nature-brought catastrophic events;

from earthquakes, floods, and typhoons. When the school year begins, is also the beginning of

the rainy season. School may often be canceled because of typhoons and heavy rainfall that can

quickly create floods around schools. In densely urban areas, streets can get flooded event with

the slightest rainfall. Flooding in and around public schools is a constant hazard in the

Philippines (Atun & David, 2016). An article from the International Committee of the Red Cross

emphasized the aftermath of prolonged flooding after heavy rains in Datu Salibo town,

Maguindanao. Seeing the pupils’ and teachers’ difficult situation, makeshift classrooms for

around 270 kindergarteners up to Grade 6 pupils were built on the empty space but it was near a

busy highway. “Because of the location, the children and even the teachers were prone to

accidents. Moreover, pupils couldn’t participate actively in board work and teachers limited the

activities in the crowded rooms. The children’s leisure time, which is very important for their

social development, was also affected,” said teacher-in-charge Hadja Noriha Abdulkadir.

Although flooding in schools has been studied in detail, insufficient attention has been paid to

the impacts of small-scale floods to school communities (students, teachers and staff)

particularly to the most marginalized pupils where considerable and their cumulative impacts

may be comparable or more important than large-scale floods. Yet, they remain poorly

documented and are not addressed by any disaster risk reduction policies in the country. This

paper set out to highlight the adverse effects of frequent flooding in Julian B. Meliton

Elementary School. Moreover, why it does not seem to be unsolvable despite numerous efforts

exerted by the authorities to reduce the cumulative impacts. This paper first delves into the
varying viewpoints of certain individuals in the school community. The pupils, teachers, and

parents are the chosen primary subjects then goes on to the authorities such as the principal and

barangay captain wherein they will be asked to give their jurisdiction and the procedure they

follow in times of flooding. Also, this study intends to answer the following:

 How did this flood problem become bigger over time and remain unresolved?

 How does flooding affect the delivery of education services to the school

community particularly, the pupils, teachers, and parents?

 What flood-related responses does the school make and what solutions are already

in place?

 What viable solutions can be done to reduce the adverse effects of frequent

flooding in Julian B. Meliton Elementary School?

 IV. REVIEW OF RELATED LITERATURE

Many recent studies about flooding in schools illustrate the lack of understanding of

small-scale hazards and disasters, and their impacts, means failure to recognize the most

impacted groups in the education sector. These groups already suffer greater difficulties in their

daily life (e.g., the poorest and lowest ranking students, as well as staff). And with small-scale

hazards and disasters and their unequal impacts to education sectors being unknown or invisible

in research and policy making, inequities in the education sector and thus global learning crisis

would remain unresolved (Worldbank, 2013).

Julian B. Meliton Elementary School is a public school in Concepcion Pequeña, Naga

City. The school suffers from similar education difficulties as other public schools in the

Philippines, for example, San Antonio Village Elementary School in Makati City is located in

one of the most flood-prone barangays in the city, San Antonio. The school had 6 flooding

incidents in 2013. Since assuming her position in June 2106 just this school year, the principal

Mrs. Romela Sanchez has already seen 5 instances of flooding in the neighboring area. It is so

common that both parents and school children know what to do during floods (Atun & David,

2016). The principal at Julian B. Meliton Elementary School also faced the same dilemma. He

has been at the school for one year and seven months but is already a veteran of overseeing the

devastating consequences of flooding.

Students in the aforementioned community are familiar and not anymore new to what

happens during flooding. It is very common that they know the basic procedure that teachers do
to guarantee their safety. What will they do, when will they relocate, and where will they remain

are indications that they have already been in the same situation numerous times. Especially

those students whose classrooms are located in a low-lying area, put up with the consequences of

V. SCOPE AND DELIMITATION

This study identified the consequences of the school being prone to flooding. It focused

on the effect on the schooling performance of the pupils as well as the other factors that led to a

series of complications and difficulties.

The researchers used the relationship between the frequency of cancellation of classes

and attendance of the pupils to manifest the effect of flooding to their academic performance.

The results of their seatwork, homework, quizzes, and tests were utilized to show how a pupil

performs.

A sample of thirty (30) grade 6 pupils and forty – three (43) grade 5 pupils served as the

respondents while eight (8) interviews took place consisting of four (4) teachers, two (2) parents,

the school principal, and barangay captain of Concepcion Pequeña.

This study was conducted during the Second Quarter of the School Year 2022 – 2023 on

the premises of Julian B. Meliton Elementary School. It was near their semestral break so the

researchers had to work expeditiously in order to gather the necessary data while the school was

still open.

The respondents were selected by performing snowball sampling to ensure that pupils

who will be asked to answer the questionnaire forms have sufficient knowledge about the

flooding problem. The researchers administered a 6-item questionnaire to the respondents to gain
an in-depth understanding of the varying viewpoints between the two grade levels (See

Appendix C). Meanwhile, the data for the respondents’ schoolwork scores were acquired from

their respective advisers. The collected data are handled with the utmost confidentiality as

requested by the school principal and academic coordinator. Content analysis was applied to

determine the presence of certain words and ideas surrounding the given topic.

The study didn’t include the other lower grade levels such as the grade 1 to 4 learners in

answering the questionnaire forms since according to their advisers, they are not yet capable of

providing substantial inputs without supervision from adults hence, only the two higher grade

levels were included.

 VI. METHODOLOGY

Qualitative research was used by the researchers to grasp the lived experiences of the

respondents and interviewees thoroughly. Questionnaire forms containing open – ended

questions were formulated in regards to the research question and problem (See Appendix C).

Since the research is qualitative, multiple choices and Likert scale were excluded. It was

conducted in – person with permission and signature from the principal. Moreover, semi –

structured interviews were used to further encourage the interviewees to participate. All of them

were reluctant to be interviewed unless questions were first provided for them to prepare.

Snowball sampling was used to guarantee that the respondents will be able to provide

substantial and helpful data for the research. The grade 1 teacher who assisted us was the one

who recruited the teachers to be interviewed, particularly those teachers who have been teaching

in the school for at least 10 years and above. While in questionnaire forms, the adviser chose

which students were to answer based on their capability and mental capacity. In total, thirty (30)

grade 6 pupils, forty – three (43) grade 5 pupils, and eight (8) interviewees consisting of four (4)

teachers, two (2) parents, the school principal, and barangay captain were the individuals who

willingly participated in the data collection.

The recorded interviews were first transcribed then content analysis was used by the

researchers. Responses from the questionnaire forms, voice overs from the interviews, social
media posts from the school principal, news articles, and previous studies were meticulously

analyzed.

VII. RESULTS AND DISCUSSION

The following questions and responses were from the respondents and interviewees:

1. How did this flood problem become bigger over time and remain unchanged?

Improper Waste Disposal. The school is located at an extremely compressed area

wherein different types of establishments and residents reside. The Concepcion Pequeña Public

Cemetery, Concepcion Pequeña National High School, public market, and small businesses such

as bakery, fish stalls, meat stalls, and grocery stores are just a portion of what surrounds the said

community. As a result, drainages get easily filled and clogged up usually together with garbage

from the residents. (See Appendix A)

Low Land Elevation. It was mentioned multiple times by the interviewees that the

school is located at an extremely low area. It acts as a basin of water that results in tremendous

flooding. Furthermore, only one up-to-date school building was present in the school which was

atypical compared to other public schools in Naga City. The grade six building was noticeably

constructed high and was clear-cut helpful in reducing cancellation of classes.

Increasing population. As the years passed by, the population of Concepcion Pequeña

continued to grow, now totaling to 25,139 as of the 2020 census, the highest among all the 27

barangays in Naga City. The huge number of people living in the area contributed to the huge
number of cases of improper segregation and disposal. Garbage is usually scattered that

ultimately ends up in the waterways inside the school.

Creek. The creek stretching across inside JBMES started as a tiny canal with no proper

structure. It was only made of cement to ensure that water flowed properly across the school.

However, the authorities did not expect the contrary would happen. The creek became the tool

for the water to accumulate and get trapped inside the school. The fact that the school is much

lower compared to its surroundings contributed as one of the factors why water accumulates

easily.

Lack of Discipline. Discipline of the community was mentioned twice by the teachers

interviewed. According to the barangay captain, during typhoons, as usual, water would

accumulate at those low – lying areas. After a few hours, it would pass through the waterways

then disappear, however the contrary is happening in the present due to lack of proper practice in

the community. (See Appendix B)

2. How does flooding affect the delivery of education services to the school community

particularly, the pupils, teachers, and parents?

Effect on Academic Performance. The first question dealt with the losses and delays

observed and first – handedly experienced by the school community. When asked whether they

still attend their classes before, during, and after the flood, 24 out of 43 respondents from grade

five answered “NO” on the other hand, in grade six, 8 out of 30 respondents. The following are
the challenges mentioned by the respondents arranged from top-most mentioned to the least-

mentioned:

1. Cancellation of classes

2. Coming late to class

3. Getting sick

4. Poor performance in class discussions

5. Absenteeism

6. Damaged belongings

7. Lack of learning materials

8. Poor motivation

9. Flooded and muddy pathways

10. Increased backlogs

Based on their responses, it was apparent that they were fully aware and were not

completely ignorant about flooding in their school. Most especially since they were one of the

batches that experienced the identified cumulative impacts this school year 2022 – 2023. Their

answers were on par with the study of Gregorio Jr Yray Ardales’ “IMPACTS OF FLOODS ON

PUBLIC SCHOOLS IN THE MUNICIPALITIES OF LOS BAÑOS AND BAY, LAGUNA,

PHILIPPINES” in 2016. Moreover, the majority of the responses were primarily taught by the

advisers. This was a prerequisite to secure the understanding of the children and increase

community participation. On the other hand, the rest of the responses were either taught by their

parents or through observation.

 Effect on Instructional Materials. Teacher #1 and Teacher #4 commented on the

teaching materials getting damaged after the flood hence, they have to create new ones again.

Previous instructional materials (IMs) can no longer be used. (See Appendix B) Numerous

classrooms were partially submerged by floods caused by heavy rainfall, which typically lasts

between unsettling conditions brought on by the phenomenon. Teachers regularly clean their

classrooms in order to create a conducive learning environment for their students. In addition,

facilities such as televisions, printers, and speakers that facilitate the teaching – learning process

for students were also damaged by the floods.

Effect on school/class hours. When the teachers were asked how frequently does the

school experience cancellation of classes because of flooding (See Appendix B), there is a

variation of responses. Interruption of classes was extensive during flooding in the school. As a

result, teachers had to work double time in teaching and facilitating the classes while still

keeping the mindset to meet the competences or objectives. On top of that, the school principal

designed a “Two – Shifting Emergency Classes Scheme” that was implemented school wide last

January 9, 2023. The calibrated program includes morning sessions with the primary grade

learners and afternoon sessions with the intermediate grade learners. As stated in the previous

chapters, though reduced class hours mean a safer place for teaching and learning, it cannot be

denied that it is simply not enough to teach all the lessons while still achieving the objectives.

This is one of the concerns and difficulties that the teachers raised during the interviews.

Effect on Health. Both parents that were interviewed were firm to say “no” when asked

whether they still allow their child to attend school even when it is raining and there is a strong

likelihood of flooding. Their primary concern was the diseases that manifest during flooding

such as coughs and colds. Furthermore, based on the questionnaire data, “Getting sick” ranked
third among the challenges that students face during floods just before “Coming late to class”

and “Cancellation of classes”.

They dwell on the effect of being ill to their performance in studies. Not being able to

concentrate and understand the lessons are one of the reasons why they get average and low

scores. Teachers are also not immune to illnesses carried by floods. Since they have to be at the

pedestal of executing different responses to ensure the safety of the students, they are much more

exposed to risks. Once they contract an illness, schooling of children will also be greatly

affected, leading to a series of complications of schedules and lessons.

Effect on classrooms and school buildings. As a result of recurrent occurrences of

flooding, 11 school buildings with 32 classrooms were not used once the two shifting emergency

classes scheme began. The division officials conducted several ocular inspections every time

there were incidents of flooding due to heavy rains, typhoons, or even 10 minutes continuous

hard rain. They came to a conclusion that these classrooms are already inhabitable, hazardous,

and threatening to the pupils’ health and teachers as well.

3. What flood-related responses does the school make, and what solutions are already in

place?

As a result of the recurrent occurrences of flooding, initiatives that had been

recommended were presented to barangays, the Department of Education (DepEd), and local

government units (LGUs). Among these were the building of a new drainage system, cleaning
the stream, and the placement of barriers to stop trash from clogging the drainage system, to

name a few. Despite this, the situation continues to worsen.

Temporary Aid. As a way to prevent the water from reaching teachers’ learning

materials such as textbooks and visual aids, they decided to construct cupboards specially

positioned to prevent the water from destroying their materials. The school’s maintenance and

technical staff give assistance to them by estimating how high water might get during a flood.

However, this is not always useful since oftentimes, floods are unpredictable. As a result, many

of the laboriously crafted instructional materials (IMs) were either washed away or severely

damaged by the flood; consequently, the teachers had to prepare the IMs again.

Two-Shifting Emergency Classes Scheme. The principal rated the school capacity to

withstand flooding a 2 to 3 because during the rainy season, every day, the severity of the

situation manifests that requires them to be at the pedestal of different responses and roles.

Flooding can reach a height of five feet, putting teachers and pupils in danger. The school

principal made the decision to intervene – and was able to have the “Two-Shifting Emergency

Classes Scheme” approved.

Lastly, the researchers included a question “Are you satisfied with the response of the

school administrators in combating the flood in your school?” (See Appendix C). 30 out of 30

grade six learners answered positively while 34 out of 43 grade five answered the like.

4. What viable solutions can be done to reduce the adverse effects of frequent flooding in

Julian B. Meliton Elementary School? (Refer to recommendations section)

 There were two options according to the school principal 1) Relocation of the school and

2) Relocation of the creek. Unless the problem of the community in improper waste disposal is

resolved, there are no other doable options to reduce the frequency of flooding in the school that

ultimately affects the school community negatively.

in Julian B. Meliton Elementary School is seldom due to the fact that we are now in our dry

season. However, it is likely that the findings will happen again soon in the future if no strict

implementation of garbage disposal is established.

The study encountered multiple setbacks when it came to schedules between the

researchers and individuals involved in the school community. When the researchers discussed

the topic of the research and the type of community to study, they failed to consider the whole

procedure, that is how will they gather data if their schedules overlap with one another. In the

end, they were able to overcome it by choosing to sacrifice their classes as there are no other

doable means but to forgo school.

Although the authorities involved specifically the Department of Education and the City

Government identified the root cause of flooding in the school, they must also study why there is

an immense lack of discipline and sense of obligation of the residents of Barangay Concepcion

Pequeña. Current policies have to be reinforced and implemented with utmost strict compliance.

Community-based programs aimed to tackle the lack of proper waste segregation and disposal

can be done quarterly or even monthly. Bias, prejudice, and most importantly, selective justice
must not be observed to any individual regardless of the status. Lastly, any political agenda shall

not be involved throughout the process that might compromise the integrity and efficiency of the

programs to be done. They need to work on with one another as the outcomes of these are

heavily dependent on how the other executes.

IX. RECOMMENDATIONS

The following recommendations are addressed to the school officials and DepEd officials in

relation to the identified adverse effects of frequent flooding to the academic performance in

Julian B. Meliton Elementary School:

1. Old classrooms that have been identified to be inhabitable, hazardous, and threatening to

the pupils and teachers’ health must be replaced with climate – resilient school buildings

to reduce incidents of disruption of classes that negatively impacts the academic

performance of the pupils. They should be well – built and long lasting so that teaching

and learning materials can be preserved and used properly. Furthermore, these new

school buildings will be able to accommodate more students safely.

2. Instructional materials, appliances and equipment, and textbooks among others must be

categorized, organized, and stored at a secured area i.e., a room at a new school building

where its location is accessible and convenient for everyone.

 3. When conducting emergency, make – up, or remedial classes, any alteration of the school

calendar must be recorded and its procedure and duration must still be conducive to

teaching – learning facility.

4. Teachers must be given opportunities to improve themselves whether it be through

attending seminars, workshops, or classes. They must be well – equipped when it comes

to creating feasible and effective teaching strategies under pressure. Managing a large –

size class should also be taken into consideration given that there’s a lack of flood – free

classrooms to accommodate pupils.

5. If within the means, school – initiated interventions such as peer tutorials, home

visitations, consultation services, and remedial classes for failing pupils can be done by

the school. However, this is optional since the goal itself is to reduce the adverse effects

of frequent flooding in the school that generates the need for these interventions.

The following recommendations are addressed to the barangay officials and City Government

officials of Naga:

1. Cancellation of classes should not be prolonged for at least 2-3 school days depending on

the severity. They must provide assistance by dispatching appropriate personnels in

restoring classrooms affected by the flood. They should not just leave the responsibility

alone to the school officials and staff to finish on time and make the classroom available

for usage right away.

2. They ought to coordinate with the Department of Education officials in executing future

projects to reduce the intensity of flooding in the barangay as well as the school.

3. They must recognize the sentiments of the residents in regards to why there is an

immense lack of discipline and sense of obligation despite the numerous approaches done
 by the authorities in the past. If there are any deficiencies on the part of the barangay

officials that they failed to acknowledge that may have been one of the causes why they

are not obeying the rules and regulations implemented.

4. The authorities must implement the proper practice of segregation and waste disposal

with strict compliance. In addition, they should designate areas about where the

biodegradables, non – biodegradables, recyclables, and hazardous should be thrown to. If

necessary, they should form a partnership with Solid Waste Management to further

strengthen the compliance of the residents. parents of Julian B. Meliton Elementary

School:

The following recommendations are addressed to the pupils and parents of Julian B. Meliton

Elementary School:

1. Environment-based topics must be integrated in either the curriculum or extracurricular

activities of the school that both pupils and parents can participate in. Examples of these

are tree planting, clean-up drives also called in Bicol as “rabuz”, and drainage cleansing.

2. The families of the students will be asked to collect plastic bottles and bring them to the

school. The school will then hand them over to the barangay in conjunction with the

program “Kilong Plastic Bottle Mo, Piso Ko!”. This will reduce the garbage piling up

along the streets that gets scattered everywhere because of improper segregation and dogs

rummaging around.

The following recommendations are addressed to the residents of Concepcion Pequeña:

1. Community participation is the key to a successful resolve of a certain problem. Hence,

various engaging programs must be promoted to further strengthen the compliance and its

consistency:

 Seminars

 Demonstrations

 Rabuz

 “Tungod Mo, Linigan Mo!”

 “Ido Mo, Gakodan Mo!”

In the afternoon of April 17, 2023,

the lead researcher went to the

barangay hall to have their research

paper signed and to give a copy to

the barangay captain.

 In the morning of April 19, 2023.

The researchers went to the school to

have their research paper signed and

to give a copy to the principal.

REFERENCES

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FLOODS ON PUBLIC SCHOOLS IN THE MUNICIPALITIES OF LOS BAÑOS AND BAY,

LAGUNA, PHILIPPINES. ResearchGate.

https://www.researchgate.net/publication/320490757_IMPACTS_OF_FLOODS_ON_PUBLIC_

SCHOOLS_IN_THE_MUNICIPALITIES_OF_LOS_BANOS_AND_BAY_LAGUNA_PHILIP

PINES
Barrameda, S. M. (2015, January 2). Foul weather spawns floods in Naga City on New Year’s

Day | Inquirer News. INQUIRER.net. https://newsinfo.inquirer.net/661397/foul-weather-spawns-

floods-in-naga-city-on-new-years-day

Cadag, J. R., Petal, M., Luna, E., Gaillard, J., Pambid, L., & Santos, G. V. (2017). Hidden

disasters: Recurrent flooding impacts on educational continuity in the Philippines. International

Journal of Disaster Risk Reduction, 25, 72–81.

https://www.academia.edu/81067695/Hidden_disasters_Recurrent_flooding_impacts_on_educati

onal_continuity_in_the_Philippines?email_work_card=view-paper

Hoffmann, R., & Muttarak, R. (2017). Learn from the Past, Prepare for the Future: Impacts of

Education and Experience on Disaster Preparedness in the Philippines and Thailand. World

Development, 96, 32–51. https://doi.org/10.1016/j.worlddev.2017.02.016

International Committee of the Red Cross. (2020, October 19). Philippines: Amid floods and

armed conflict, a safer space for students in Pagatin. International Committee of the Red Cross.

https://www.icrc.org/en/document/amid-floods-and-armed-conflict-safer-space-students-pagatin

Magbanua, W. (2022, August 16). Floods destroy school materials in Mindanao | Inquirer News.

INQUIRER.net. https://newsinfo.inquirer.net/1647152/floods-destroy-school-materials-in-

mindanao
Pope Francis (2015, June 18). Laudato Si’.

https://www.vatican.va/content/francesco/en/encyclicals/documents/

papafrancesco_20150524_enciclica-laudato-si.html

Readiness and Emergency Management For Schools (REMS), (nd).

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despite-post-typhoon-flooding-philippines

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Once Flood-Prone Filipino Schools Now Stand Strong | News | U.S. Agency for International

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gKGtl

APPENDICES

Appendix A: Photographs
 ANNOUNCEMENT OF CLASS SUSPENSION DUE TO TROPICAL
DEPRESSION AMANG LAST APRIL 13, 2023

THE TWO ENTRYWAYS OF THE

SCATTERED GARBAGE CREEK

FLOODED CLASSROOMS FLOODED PATHWAYS

THE CREEK’S WATER LEVEL

RISING
 FLOODED PATHWAYS

Appendix B: Interview Transcription

I. Parents

1. Do you allow your child to attend school even when it is raining and there is a strong

likelihood of flooding?

Parent #1: No, I do not allow my child to go to school because of the heavy rain that causes the

school to be flooded.

Parent #2: No, I do not allow my child to go to school when it’s raining.

2. If yes, what safety-related concerns do you have for your kids?

Parent #1: If ever I allow my child to go to school when it’s raining and flooding, I am concerned

about his health because of the diseases present in the flood that can make him sick.

Parent #2: Danger is always present around so as a parent, my only concern for my child is his

health because there are diseases that can be obtained in the flood.

3. Do you believe that your child can remain focused and actively participate during these trying

times?

Parent #1: No, because even though there’s a little rain, our children lose interest and become too

lazy to go to school.
Parent #2: The parent has no answer.

4. Are you satisfied with the response of the school administrators in combating the flood in the

school?

Parent #1: The parent has no answer.

Parent #2: Yes, we have to get up early and be there at exactly 6 am in the morning so that we

will not catch the flood in the school when it’s raining.

5. What suggestions can you give to the school administrators as well as to the barangay officials

to combat flooding in the school?

Parent #1: The parent has no answer.

Parent #2: Trash is the real cause of flooding in this place because trash is just thrown and

scattered everywhere. I think the best solution is that the local government should educate people

on how to throw their trash properly.

II. Teachers

1. How frequently does your school experience cancellation of classes because of flooding?

Teacher #1: Most of the time when the rain forces the whole day, our principal suspends classes,

especially those pupils who are greatly affected by the flood in the low-lying area; however, we,

in grade 6, continue our classes.

Teacher #2: It depends on the weather, if continuous heavy rainfall or overnight rainfall, flooding

occurs.

Teacher #3: Frequent during rainy season but during summer time, there is no cancellation. It

depends on the weather condition.

Teacher #4: We need to work double time to keep up with the competencies. When it’s rainy,

automatically, the parents get worried therefore, they opt to not let their children attend their

classes. In the end, the attendance is only half of the class since the parents already know the

severity of the situation.

2. What difficulties have you encountered in preparing and teaching the lessons because of

flooding?

Teacher #1: In preparation of teaching materials and some of them get damaged, we have to

create new ones again since the previous ones get wet and become unusable.

Teacher #2: Teaching and learning is disrupted, lessons for the day are not carried out, and after

the flood, lessons are still not taught since the classrooms will have to be cleaned up.

Teacher #3: We need to adjust our lesson especially during the rainy season. Sometimes, our

objectives are not achieved due to cancellation of classes.

Teacher #4: We constructed cupboards and drawers specially positioned for the water not to

reach the visual aids. However, flooding indeed, is unpredictable. Our materials get washed up

and damaged by the flood hence, we had to create new ones again which is very tedious.

3. From your observation, how does the extreme flooding affect the student’s well-being?
Teacher #1: Some of the pupils are not motivated to go to school, absenteeism is prevalent

because they already know that once it rains, classes are suspended. Those pupils who are in the

low-lying area, the principal calls them to relocate to the covered court. Lessons are interrupted

and parents are notified to fetch their children through messaging them online.

Teacher #2: Students’ well-being is very much affected, some students catch colds, coughs , and

flu. In terms of mentally, pupils mindset that when flood or even heavy rainfall occurs, they

assume already of class suspension, absenteeism.

Teacher #3: When there is heavy rain, many pupils are not going to school because of the flood

along their way to school. Their parents are fetching their children when there is heavy rain.

Teacher #4: Definitely! In response, the teachers strategize how to facilitate the teaching-

learning process even when it’s flooding and there’s a lack of safe classrooms. They use the

library or the covered court to have their classes there. Although it is working, it has a significant

impact on the concentration and attendance of the pupils.

4. Are you satisfied with the response of the school administrators to combat flooding in the

school?

Teacher #1: Very satisfied, the principal has planned this one emergency class two-shift. The

students are coming to school before 6 am until 12 am. For the teachers, it is 6 am until 2 pm.

Everyone gets here eventually however we give consideration to those pupils who live far away.

Teacher #2: The teacher has no answer.

Teacher #3: Our school administrators are doing their best to find a solution to this problem.

They are asking for assistance from the LGU to have a 3-storey building as they see the solution

to the flooding problem in our school.

Teacher #4: Yes, I am satisfied because as of this moment, the principal is implementing two-

shifting emergency classes. Those classrooms that are prone to flood are temporarily vacated.

5. What existing problems are present in the school that contribute to the worsening of the flood?

Teacher #1: Discipline of the community is one of the reasons why the water gets blocked. It

cannot properly flow because of the garbage piled in the waterways.

Teacher #2: School administrators are very much responsive to flooding situations and they give

interventions to facilitate learning even when flooding occurs.

Teacher #3: The teacher has no answer.

Teacher #4: Discipline of the community in proper segregation and disposal of garbage.

6. What suggestions can you give to the school administrators as well as to the barangay officials

to combat flooding in the school?

Teacher #1: Discipline from the community because even if the barangay council is conducting

campaigns on how to throw garbage even if there is a schedule, there really is no discipline in

proper garbage segregation and disposal,

Teacher #2: The teacher has no answer.

Teacher #3: Solution is impossible unless we are located or built a 2 to 4-storey building.

Teacher #4: Find the root cause of the problem. There should be an inspection of the drainage

system because the volume of the water is not anymore normal. Furthermore, study the map of

Concepcion Pequeña as to why flooding continues to worsen.

III. School principal

1. On a rate of 1 - 10, with 10 being the highest, how would you rate the school's capacity to

withstand floods?

If I would rate this problem in regard to school capacity, 2 to 3 because the school cannot

respond because we are trying to make some solution beyond the function of the teachers and

school head.

2. What existing problems are present in the school that contribute to the worsening of the flood?

Of course, the existing problems are the river because every time there is a hard rain or typhoon

where the river can have a higher level and all the garbage outside the school which comes from

the barangay is going inside our school that prevents the water flow from flowing.

Aside from garbage, as well as what our barangay captain said, are the five sources of water

which are very dirty from the surrounding drainage of the market and at least three sources near

the canal which all connect to the school. If only that they can reroute this canal. How does the

school respond to these? Name at least three ways.

As for our response, I am now implementing the emergency classes so that we are not going to

use all those classrooms that are affected by flood because according to the engineers, it is

hazardous. As of this moment, we are only using 26 classrooms.

4. What limits the school from doing further advanced solutions?

Of course, the means, what we can do is to ask for help. If only we have the means, I, myself,

can start, for example, construction of buildings.

5. What are your proposals to reduce and reinforce the school when it comes to floods?

I have already coordinated this with the LGU and DepEd. If possible, we can relocate our school

with the location to at least nourishment. I have already coordinated with the LGU to have the

authority to conduct this proposal.

IV. Barangay Captain

1. According to the principal of JBMES, you have already coordinated with them when it comes

to flood, in what ways do you give assistance to them?

When it’s rainy, we, the barangay, visit the school and other flood-prone areas to assess the

response to be taken. That’s why I keep in touch with the principal of Meliton. Albeit I cannot

solve the problem automatically, I already know the system that aside from the two of us, the

principal and I, there are officials higher than us – the city government and the mayor

2. Aside from the fact that the school is located at an extremely low-lying area, what other

factors contribute to the worsening of flood?

The lack of discipline of the community in proper garbage disposal. Now, the consequence is the

creek becomes filled with garbage that impedes the water from flowing. What’s important is that

water flows smoothly because being at a low-lying area, flooding is inevitable. We need to

ensure that water flows or disappears in just a matter of minutes not days.

3. As a barangay captain, what do you think limits you and the city government from doing

further advanced solutions?

As I have always said, we cannot always rely on the government when it comes to addressing

certain issues. Participation of the community is necessary because actually, in the past, we have

done multiple dredging of the creek and waterways as a result, all the garbage was removed. It

was effective since after that, the water flowed smoothly. Soon after, it was filled again with

garbage resulting in a never-ending cycle of dredging and reminding the community.

4. Have you implemented consequences for improper waste disposal such as fines?

Yes, actually we have fines in regards to improper waste disposal however, I admit that these

laws aren’t really properly followed. For example, a person was caught and was asked to pay a

fine because of his wrongdoing, what usually happens is that he/she will beg for forgiveness

either because he/she is poor and has no money. In the end, the law is not followed.

5. What are your proposals to reduce and reinforce the school when it comes to floods?

We need to teach the young minds of these students to properly segregate and dispose the

garbage because it starts with the pupil, the family, and the community
Appendix C: Questionnaire forms

1. On a rate of 1-5, with 5 being the highest, how frequently does flooding occur at

your school?

2. Do you still attend class when it’s pouring and there’s a huge chance of flooding?

3. If so, what challenges have you faced? Check all the items that you experienced.

4. Are you satisfied with the response of the school administrators in combating the

flood in your school?

5. What do you consider to be the primary causes of the worsening flooding at your

school? Give at least two.

6. What suggestions can you give to the school administrators as well as to the

barangay officials to combat flooding in your school? Give at least two.

Appendix D.1: Project Proposals

ADDRESSED TO THE BARANGAY CAPTAIN

Issue-based strategic planning addresses a specific community concern therefore, it is the

most suitable for the flooding problem in Concepcion Pequeña that ultimately affects the

schooling in Julian B. Meliton Elementary School. While most of the strategic planning

frameworks start with objectives, this one starts with problems. You’ll identify the challenges

your community is facing right now and create action plans to address them.

BARANGAY FLOOD-BASED STRATEGIC PLANNING

Form a Collaborative Planning Team Members of the core planning team should
include a variety of personnel at the
education agency, student and/or parent
representatives, representatives of teachers
and staff, and community partners. It is
Planning Team Planning Team Planning Team
integral that the following representatives are
Members from School Members from School Members from
members of or coordinate with and contribute
Districts Community Partners
to the core planning team.

•Superintendents •Principal •Parents

•Emergency Managers •Grade Level Deans •Emergency Managers
•Transportation •Custodial Staff •Floodplain
Managers •Maintenance/Technical Administrators
•Facility Managers Staff
Appendix D.2

Project Proposal: Bayanihan! Community’s Participation Against Flooding

Background

The devastating impacts brought by frequent flooding in Julian B. Meliton Elementary

School caused many challenges not only to the school but also to residents of Concepcion

Pequeña. To overcome this obstacle, the researchers prepared this project proposal to bring

awareness to the residents and the school community, to act upon the devastating impacts of

flooding, and promote consistency and ‘bayanihan’ among the barangay, especially the youth.

Objectives

 To build strong community participation/engagement among the residents and school

goers towards combating improper waste disposal.

 To act upon the devastating impacts identified by the researchers brought by flooding to

the school community and residents.

 To promote consistency in addressing community issues and concerns in the future that

might result in other alarming problems in the future.

Scope

The result of this proposal is to have a better environment for the school community,

wherein the school individuals and the residential individuals will work with one another to solve

the flooding problem.

Programs Activities Expected Timefram Responsible

Outcome e Committee
Kilong 1.The residents will be The community May 1, 1.Barangay
Plastic asked to pick up and collect will have lesser 2023 until officials
Bottle Mo, plastic bottles in the area. garbage lying December 2.Volunteer
Piso Ko! They may convert each kilo around that 31, 2023 groups
of plastic bottle collected to ultimately ends up (Subject to
one peso in the barangay. to the waterways change
2.There are no limitations that cause flooding depending
on how many kilos of on the
plastic bottles they may progress)
convert.
3.The barangay will form a
partnership with the Solid
Waste Management in
handling the plastic bottles
collected.

School 1.The authorities will 1.The school’s May 1, 1.Department

Buildings, allocate funding to construct capacity to 2023 until of Education
Higher! new flood-resilient school withstand flooding December 2.Local
Stronger! buildings. will increase. 31, 2023 Government
2.They will recruit workers 2.More pupils will Unit
(https:// from the residents who have be able to be 3.School
 www.icrc.org/ sufficient skills and accommodated. officials
en/document/
knowledge about 3.Pupils will not 4.Barangay
amid-floods-
construction. have to cram inside officials
and-armed-
conflict-safer-
the classrooms
space- anymore.
students-
pagatin)

Operation: 1.Develop alternative ways The school will be (Only 1.School

PLAN B of delivering education; able to minimize during officials
including self-learning the disruption in rainy and 2.Department
(https://
exercises that students can schooling and, at flooding of Education
reliefweb.int/
do if they can't get to the same time, season)
report/
philippines/
school. ensure that children
schools-adapt- 2. Extending school hours, are safe in their
and-continue- shortening holiday breaks or homes; but with
despite-post- holding make-up classes on their learning
typhoon-
Saturday activities
flooding-
philippines)
continued.

Project budget

This project merely has an expense yet is cost effective. The procedure and materials

necessary in this project need not to be purchased because they can be found in every household

such as cleaning materials. The focus of this project is the willingness and community

participation that is proven to be one of the roads in tackling shared concerns.

However, in the second program, the authorities are required to allocate funding enough

to construct the said building. This was recommended by the school principal as well as by the

teachers interviewed.
Key stakeholders

Client  Residents of Concepcion Pequeña, Naga City

 School community including the pupils, parents, teachers, and
school officials
Sponsor  Department of Education officials
CERTIFICATION

This research entitled, “THE PERCEIVED ADVERSE EFFECTS OF FREQUENT

FLOODING IN JULIAN B. MELITON ELEMENTARY SCHOOL, CONCEPCION
PEQUEÑA: A QUALITATIVE STUDY”, prepared and submitted by San Juan, A., Eboña, R.,
Luceña, G., Ramos, E., Bagacina, J., Borja, J., Torres, R., Zaragoza, I., Manalang, J., and Clores,
R. In partial fulfillment of the requirements in English, Araling Panlipunan, and Christian Living
and Values Education 10, has been examined and recommended for approval for Oral
Examination.

MRS. FE ANN M. ROMANO

English Teacher/Research Adviser

APPROVAL SHEET

APPROVED by the panel of examiners on Oral Examination with a grade of passed.

THESIS COMMITTEE

MRS. FE ANN M. ROMANO

Chairman

MS. ANGELIKA I. JACOB MR. ROY SHERWIN D.C. ANGELES

Member Member
ACCEPTED AND APPROVED as partial fulfillment of the requirements in English, Araling

Panlipunan, and Christian Living and Values Education 10.

MR. TRECE Z. MAQUEDA MRS. ROSARIO B. OLALIA

JHS Coordinator Principal
REV. FR. DARIO I. ECHIPARE
School Director