THE PERCEIVED ADVERSE EFFECTS OF FREQUENT FLOODING IN JULIAN B.

MELITON ELEMENTARY SCHOOL, CONCEPCION PEQUEÑA (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.

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

Luceña, 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?

 II. SIGNIFICANCE OF THE STUDY

Through the comprehensive exploration of this study on flooding in Julian B. Meliton

Elementary School, varied perceptions of the community inside the school will be unraveled,

investigated, and explained. Moreover, this research will elucidate the recurrent occurrences of

flooding despite countless efforts of the officials to assuage the devastating outcomes of flood to

the school community. The government's projects will be briefly assessed to determine why they

weren't able to fully address the problem and what lessons can be learned for future initiatives. In

this regard, the study aims to benefit the following:

STUDENTS: The findings of this study will bring advantage to the students’ daily learning

within the school and it would prevent learning difficulties among the pupils. Cancellation and

disruption of regular classes would be reduced and it is expected that their performance in class

discussions would greatly improve.

TEACHERS: The results of this study will primarily benefit the teachers by alleviating

the daily struggles they face from preparing lesson plans and materials, teaching and executing

various learning activities, and overseeing the pupils’ performance and progress in the school.

They will be able to have a schedule convenient to everyone hence, reducing any inconvenience.

PARENTS: The outcome of the study will assuage the worries and anxiety that the parents

feel about the safety of their child/ren. They would be able to voice out their opinions and

suggestions to the school and other concerned entities about the problem of frequent flooding.

Department of Education: The findings of this research would provide them information

about the current state of flooding in school. They would gain in-depth understanding that they
may have not paid enough attention up to this day. They would be able to integrate this into any

of their on-going projects in the school.

Local Government Unit: The Local Government Unit, or LGU, in conjunction with the

Department of Education, would be able to react swiftly and effectively. Based on the findings of

the study, they would be able to identify the activities they already engage in that they should

continue to perform as well as those that are not necessary.

 III. DEFINITION OF TERMS

In this part, the important terms used in this study have been defined. The following terms are:

Adverse. It refers to an unfavorable or antagonistic in purpose or effect.

Barangay Captain. It pertains to the highest elected official in a barangay, the smallest level

of administrative division of the Philippines.

Basin. It refers to the area of land where all flowing surface water flows into a single spot.

Creek. It refers to a natural body of running water smaller than a river.

Cumulative. It refers to an increase or growth by accumulation or successive additions.

Exacerbate. It refers to making something that is already bad even worse.

Instructional Materials (IMs). It pertains to a collection of materials including animate and

inanimate objects and human and non-human resources that a teacher may use in teaching and

learning situations to help achieve desired learning objectives.

Makeshift. It refers to a temporary and of low quality, but used because of a sudden need.

Mitigate. It refers to efforts done to reduce the negative impacts of dangers that are still

present.

Perception. It refers to a belief or opinion, often held by many people and based on how things

seem.
Pupils. It pertains to a young person enrolled in elementary or secondary education in a given

school year.

School Principal. It refers to an educator who has executive authority over a school.

Semi–structured Interview. It pertains to a data collection method that relies on asking

questions within a predetermined thematic framework.

Snowball Sampling. It pertains to a non-probability sampling method where new units are

recruited by other units to form part of the sample.

Viable. It refers to being able to exist, perform as intended, or succeed.

Jurisdiction. It refers to the authority of a court or official organization to make decisions and

judgments. that an official has to carry out decisions.

 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
flooding. A study from the University of the Philippines, Los Baños identified similar impacts of

floods both on the delivery of education services and on the schooling of children from public

schools in two lakeshore municipalities of the Laguna Lake. Delivery of education services and

the schooling of children were badly affected by the impacts of floods on the school and at home.

Flood caused cancellation and disruption of classes, physical damages as well as adverse effects

on teachers in school and at home that led to problems in the delivery of education services.

Problems in teaching such as lack of time to finish all the lessons, poor motivation/concentration

of students, lack of classrooms to hold classes, shortage of teaching materials, and difficulty in

preparing lessons were encountered (Ardales et. al., 2016).

An analysis from the International Journal of Disaster Risk Reduction entitled, “The effect

of consecutive disasters on educational outcomes”, found that standardized test scores for students

enrolled in 2017 – 2018 municipalities highly impacted by Hurricane Maria experienced a

significant decrease compared to other groups. Vulnerable students (by poverty or disability) in

medium- and high-impact municipalities have experienced an additional reduction in test scores

to those students whose schools closed permanently due to damage caused by Hurricane Maria

(Segarra-Almestica, et. al., 2022). The analysis further proves the relationship of cancellation and

disruption of classes between the academic performance of the students.

Lastly, Pinagbuhatan Elementary School in Pasig City, on Manila's outskirts, reopened in

late October after a month of clean-up, repairs and re-stocking. Many of the students' homes and

belongings were damaged or destroyed. After weeks of cleaning out the mud, sixth-grader Louie

Mangali said his family's house was still a mess. Like many other students, Louie also lost his

school supplies. But he said some of his classmates had suffered more. They were still finding it

difficult to concentrate on their studies because of what they had experienced during or after the
storms (UNICEF, 2009). Cancellation of classes was the primary issue that Julian B. Meliton

Elementary School experienced since it resulted in other teaching and learning difficulties in the

school. Suspension of classes and absenteeism made a disastrous combination that served as one

of the factors why poor academic performance was prevalent during and after the flood.

In this study, an excerpt from Pope Francis’ Laudato Si’ was emphasized, “Young people

demand change.”. The urgent challenge to protect our common home includes a concern to bring

the whole human family together to seek sustainable and integral development, for we know that

things can change. This phrase was unified and kept in mind by the researchers when creating the

recommendations for the authorities and project proposals for both the school community and the

residents.
 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.

The population was 228 grade six learners, 278 grade five learners, and 63 teaching staff.

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.

VIII. CONCLUSION

The study has obtained substantial information about the perceived adverse effects of

frequent flooding in Julian B. Meliton Elementary School. Attendance of the pupils was badly

affected that led to a series of setbacks such as poor academic performance, reduced school/class

hours, and damage to instructional materials. Health of the pupils was also compromised.

It was discovered that the frequency of flooding is directly related as to how the pupils

perform inside the classroom. Once the rainfall begins, they immediately mind-set that the classes

are over, they will have to be relocated, and their parents will soon be notified by the teachers to

fetch them. Therefore, they get distracted and are not able to grasp the lessons well.

Since the school used to conduct two – shifting emergency classes, class hours were

divided into halves. Teachers had to create strategies on how to maximize the time all while still

meeting the objectives given. This event instilled immense pressure and stress.

In terms of feedback and satisfaction, 30 out of 30 grade 6 pupils answered “YES” while

in grade five were 34 out of 43 grade 5 pupils. It appears that there is a variation of experiences

among students since although they are one community, they do not have the same degree of

struggles.

The study concluded that the root cause of the recurrent occurrences of flooding in the said

community is the improper waste disposal of the residents surrounding the school. One cannot put

the blame on the school nor the barangay officials since they both practice proper segregation,

schedule of trash collection, and the like. Numerous attempts to impart discipline among the

residents were done in the past however, no desirable progress can be observed. Today, flooding
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!”

DOCUMENTATION

The following photographs and descriptions below show the procedure done by the

researchers to obtain essential data in their research. Individuals who have contributed were

included however, most of them insisted that their identity remain anonymous.

In the morning of February 3, 2023,

the lead researcher went to the school

to hand out questionnaire forms to the

selected grade 6 students, and

interview two teachers, two parents,

and the school principal.

The selected grade 6 pupils answering

the questionnaire forms after being

handed out.
 Teacher #1 is a grade 6 adviser and

was recommended to be interviewed

NOT AVAILABLE by a fellow teacher. She insisted that

her identity be not included in the

paper due to personal reasons.

Teacher #2 is a grade 4 adviser and

was recommended to be interviewed

NOT AVAILABLE by a fellow teacher. She insisted that

her identity be not included in the

paper due to personal reasons.

Parent #1 being interviewed after

NOT AVAILABLE fetching her child. She insisted that

her identity remain anonymous.

Parent #2 being interviewed after

NOT AVAILABLE fetching her child. She insisted that

her identity remain anonymous.

The principal was asked how he

would like to be recorded whether

through video camera or voice

recording. He was reluctant in doing

video cameras so we proceeded with

the latter.

In the afternoon of February 10, 2023,

the researchers went to the school to

capture essential photographs and

interview the barangay captain of

Concepcion Pequeña. There were no

classes so they were not able to

interview anyone at the school.

The researchers interviewed the

barangay captain of Concepcion

Pequeña. It lasted for at least half an

hour.
In the afternoon of March 31, 2023,

the researchers went again to the

school to hand out questionnaire

forms to selected grade 5 pupils.

Teacher #3 is a grade 5 adviser and

was recommended to be interviewed

by a fellow teacher. She insisted that

her identity remain anonymous.

Teacher #4 is a grade 2 adviser and

was recommended to be interviewed

by a fellow teacher. She gave us the

permission for her picture to be taken

and to be used in the paper.

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

Ardales, G. J. Y., Maria, V. O., Espaldon, M. V. O., & Zamora, O. B. (2016). IMPACTS OF

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_e

nciclica-laudato-si.html

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

https://rems.ed.gov/docs/K12FloodFactSheet_508C.pdf

Schools adapt and continue despite post-typhoon flooding in the Philippines - Philippines. (2009,

November 25). ReliefWeb. https://reliefweb.int/report/philippines/schools-adapt-and-continue-

despite-post-typhoon-flooding-philippines

Segarra, E., Caraballo-Cueto, J., Cordero, Y., & Cordero, H. (2022). The effect of consecutive

disasters on educational outcomes. International Journal of Disaster Risk Reduction, 83, 103398.

https://doi.org/10.1016/j.ijdrr.2022.103398
Suarez, K. (2016, August 7). A way of life: Flooding in public schools. RAPPLER.

https://www.rappler.com/voices/thought-leaders/142243-way-life-flooding-public-schools/

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

Development. (n.d.). U.S. Agency For International Development.

https://www.usaid.gov/philippines/news/once-flood-prone-filipino-schools-now-stand-strong

Log in or sign up to view. (n.d.).

https://www.facebook.com/neilmanaog/posts/pfbid0gERoyPE7dod4HA27U8ovY9PbzKj

PvyGtRuvbGQWSFuVEaVS5cEpjCDQbUpkYgKGtl
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 integral that the
following representatives are members of or
coordinate with and contribute to the core
planning team.

Planning Team Planning Team Planning Team

Members from School Members from School Members from
Districts Community Partners

•Superintendents •Principal •Parents

•Emergency Managers •Grade Level Deans •Emergency Managers
•Transportation •Custodial Staff •Floodplain
Managers •Maintenance/Technical Administrators
•Facility Managers Staff
 Understand the Situation
Determine Goals and Objectives
Plan Development
Plan Preparation, Review, and Approval
The planning team develops a comprehensive
list of possible threats and hazards by
consulting a variety of data sources. These
sources include assessments, such as site
assessments, behavioral threat assessments,
and capacity assessments.
Using the comprehensive and prioritized list
of threats and hazards, planning teams will
develop goals and objectives to be addressed
in the Emergency Operation Plans.
Planning teams will develop courses of action
for accomplishing the goals and objectives
identified in the previous step. These courses
of action are the specific procedures used to
accomplish goals and objectives and address
the what, who, when, where, why, and how
for each hazard. Using scenario-based
planning can help planning teams imagine the
different ways that flooding may unfold and
the steps your education agency and
community partners should take.
The planning team now formats the material
of the plan into a draft EOP. Using the
traditional EOP format, a Flood Annex will be
in the Threat- or Hazard-Specific Annexes
section of the EOP. The team will also draft
the Basic Plan section and format the
Functional Annexes section.
 Plan Implementation and Maintenance Finally, stakeholders are trained on their roles
and how to exercise the plan. Consider
conducting drills and exercises that practice
the Flood Annex, visiting on- and off-campus
evacuation sites, and posting key information
on floods throughout the building. Whenever
possible, conduct a debriefing after the drill or
exercise to identify gaps and address those
areas of improvement during plan revisions.

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

https://rems.ed.gov/docs/K12FloodFactSheet_508C.pdf

Approval Signatures

_____________________ _____________________

Mr. Neil Romano S. Manaog, Mr. Jewelin G. Regmalos,

School Principal Barangay Captain

_____________________

Alwein Francine P. San Juan,

Project Manager
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 asked The community May 1, 1.Barangay
Plastic to pick up and collect plastic will have lesser 2023 until officials
Bottle Mo, bottles in the area. They may garbage lying December 2.Volunteer
Piso Ko! convert each kilo of plastic around that 31, 2023 groups
bottle collected to one peso ultimately ends up (Subject to
in the barangay. to the waterways change
2.There are no limitations on that cause flooding depending
how many kilos of plastic on the
bottles they may convert. progress)
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://www.i from the residents who have be able to be 3.School
crc.org/en/doc
sufficient skills and accommodated. officials
ument/amid-
knowledge about 3.Pupils will not 4.Barangay
floods-and-
armed-
construction. have to cram inside officials
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://reliefw
exercises that students can schooling and, at flooding of Education
eb.int/report/p
do if they can't get to the same time, season)
hilippines/sch
ools-adapt-
school. ensure that children
and-continue- 2. Extending school hours, are safe in their
despite-post- shortening holiday breaks or homes; but with
typhoon-
holding make-up classes on their learning
flooding-
Saturday activities
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
 • City Government officials
• Julian B. Meliton Elementary School officials
• Barangay officials
Project Manager Alwein Francine P. San Juan

Approval signature

_____________________ _____________________

Mr. Neil Romano S. Manaog, Mr. Jewelin G. Regmalos,

School Principal Barangay Captain

_____________________

Alwein Francine P. San Juan,

Project Manager
 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