Teacher Gap Analysis

CHAPTER FOUR
Results and Discussion

This chapter describes the analysis of data followed by the discussion of the
research findings. The data were gathered organized and processed using scientific
methods to obtain the required information. The discussion of the results are presented
and arranged according to the Statement of the Problem in Chapter 1.
The following shows the result of assessment of the status of Mandatory Review
provisions as to the actual, standard and gap per teachers, classrooms, textbooks, seats,
toilets other learning facilities including, computer and science laboratories, libraries and
library hubs, and sports, music, arts and workshops needs.
Table 1 Status of teachers
Gap
Gap Rate
Rank
Bognuyan National High School

Buenavista National High School
Landy National High School
Marinduque National High School
Matuyatuya National High School
Mogpog National Comprehensive High School
Standard
Name of School
Actual
TEACHERS
35
35
23
117
20
19
35
42
27
127
22
20
0
7
4
10
2
1
0.0%
16.0%
13.8%
7.6%
7.7%
5.0%
6
1
2
4
3
5
Table 1 shows the status of teachers in the six (6) selected schools in the Division
of Marinduque. The schools were ranked accordingly based on the gap rate in relation to
the actual and standard number of teachers based on enrollment.
As revealed the ranking registered Buenavista National High School on top of
the rank with thirty five (35) secondary school teachers. The standard required teachers
fitted for their enrollment is forty two (42) which results to seven (7) gaps equivalent to
1
16 %gap rate. This is due to budget constraints, the plantilla item was not enough. The
enrollment in School Year 2014-2015 reaches to 1,016. The enrollment is continuously
increasing due to some students who opt to enroll in Buenavista NHS despite the fact that
there are Barangay High Schools or annexes available in their area like Buenavista NHS
-Sihi Annex, Buenavista NHS Buenavista NHS -Daykitin Annex, Buenavista NHS
-Bagacay Annex, Buenavista NHS Buenavista -NHS Lipata Annex and Yook National
High School. When parents were asked about their school preference and the reason the
common answer given was: they want their children to experience to commute to the
town proper and they wanted to have a different environment.
It is a common factor that shortages are getting bigger mostly in some urban
centers.
And the reason is migration or centralization.
The centralization of the
population is the reason why in the rural areas classrooms are becoming less and less
occupied.
The school has two (2) programs viz. Science Class and Regular Class or K to
12 Basic Education Program therefore the specialization of teachers must also be
considered. They cannot just combine classes with different program.
Solutions made by the School Head
to comply with the teachers gap.
In order to address the gap or shortages of teachers the School Head
of
Buenavista National High School introduced these strategies:

First, every year the School Head requested teachers from the Division Office and
follow up request persistently. Second, the principal included the request to the annual
budget and annual procurement plan. Third, maintain a bigger class size, with an average
of 46 per class. Fourth, the subjects were distributed among the teachers that resulted to
six to seven classes a day per teachers.
Ranked second is Landy National High School with twenty three (23) secondary
school teachers. The standard required teachers fitted for their enrollment is twenty seven
(27) resulted to four (4) gaps equivalent to 13.8 %. This is due to budget constraints, the
plantilla item was not enough. The increase in the enrollment from 521 in year 2011 and
588 in 2014 which is equivalent to 67. The school has three (3) programs, namely Special
Education (SPED), Science Class and Regular class, also known as K to 12 Basic
Education Curriculum hence the students cannot just be merged and the specialization of
teachers must also be considered.
of Landy
National High School introduced these strategies:
First, every year the School Head
requested teachers from the Division Office
and follow up request persistently they received two (2) additional teachers for the
School Year 2014-2015 but still not sufficient to meet the gaps. Second, the principal
included the request to the annual budget and annual procurement plan. Third, the
administrator distributed the excess load to available teachers resorting to overloading

and bigger class size.
Ranked third is Matuyatuya National High School with twenty (20) secondary
school teachers. The standard required teachers fitted for their enrollment is twenty two
(22) resulted to two (2) gaps equivalent to 7.6 % gap. This is due to budget constraints.
Three new teacher items arrived in School Year 2014-2015 but still not enough to fill the
gap. The increase in the enrollment from 470 in SY 2011-2012 and 516 in SY 20132014 which is equal to 46. This makes the school a larger school, with 251 more students
than the average school and 303 more students than the average school in Torrijos. The
increase in the enrollment was not properly projected.
of
Matuyatuya National High School introduced these strategies:

First every year the School Head
this resulted in three (3) additional teachers for the School Year 2014-2015 but still not
sufficient to meet the gaps. Second introduced proper projection and follow up request
from the Division Office. Third revision of School Programs has made in order to address
Overlapping of works and schedule.
Ranked fourth is Marinduque National High School with one hundred seventeen
(117) secondary school teachers. The standard required teachers fitted for their
enrollment is one hundred twenty seven (127) resulted to ten (10) gaps equivalent to 7.6
% gap rate. This is due to an increase in the enrollment from 3055 in the school year
2013-2014 to 3276 school year 2014-2015 which is about 221 students. New teacher item
arrived, but still not enough to fill the gap. Marinduque NCHS is the biggest school in the
Division of the Marinduque.
Since Boac is the Capital of Marinduque it is expected that they have the largest
enrollment in the whole province. The common factor is that shortages located in are
getting bigger mostly in some urban centers.
And the reason is a migration or
centralization. The centralization of the population is the reason why in the rural area
classrooms is becoming less and less occupied. The school has two (2) programs
viz.
Science Class and Regular Class or K to 12 Basic Education Program.
of
Marinduque National High School introduced these strategies:

and the school requested by the Division Office and received seven (7) additional
teachers for the School Year 2014-2015. The items were already included in the table, but
still not sufficient to meet the gaps. Second, distributed the students to available
classrooms and teachers, bigger class size of 47. Third, requested from the Division
Office and included additional teacher item in the school improvement plan.
Ranked fifth is Mogpog National Comprehensive High School with nineteen
(19) secondary school teachers. The standard required teachers fitted for their enrollment
is twenty (20) resulted to one (1) gap equivalent to 5 %. This is due to decrease in the
enrollment from 579 in the school year 2008-2009 to 508 in the school year 2014-2015,
which is about 71. One plantilla item borrowed by Ilaya National High School was
returned to the school. Based on the record the number of teachers in the school was just
enough since the average class size was just 37 and the bigger class size is 50. Despite of
the decrease in the enrollment the school principal does not allow teachers to be
transferred to other schools that needs additional teachers, hence they maintain to have a
small gap in the teacher provision.
of Mogpog
National Comprehensive High School introduced these strategies:

and follow up request persistently by lobbying request. Second, instead of dividing grade
8 classes into four they just maintain three sections with the biggest class size of 50 to
avoid overload of subjects. Third, took the item borrowed by Ilaya National High
School. Fourth minimizes the break time to meet the eight subject periods schedule per
day for a more convenient schedule both for teachers and students.
Ranked sixth is Bognuyan National High School thirty-five (35) secondary school
teachers which is also equal to the standard required teachers (35) fitted for their
enrollment resulted with no gap. It is the only school among the six selected respondents
that was able to comply with the standard. It is one of the oldest school and very much
established. It has fiscal autonomy hence; the needs can be addressed easily through
proper planning.
of

First every year the School Head
requested additional teachers from the
Division. Second, always persistent to follow up request.

Generally, each school received the plantilla item from the Division Office (DO)
except for the Marinduque National High School since it is the biggest school with
complete administrative and promotional staff which is responsible for hiring processes.
The DO selects and hires the teachers. The School Head s can request and follow-up for
additional teachers, but the decision and approval still lie in the hands of the Division
Superintendent.
The most common reasons as to the level of compliance of teachers per school
were proven in a study of Mkandawire S. B. (2010) one of the impediments in
implementing the new curriculum is the shortage of teachers. We cannot deny the fact
that human resource in curriculum implementation is very important since they are the
ones the adopt and implement the ideas and aspirations of the designers. This implies that
the success of the curriculum depends on the teachers (Okello and Kagoire 1996). A
sufficient supply of trained teachers is, therefore, needed if the implementation of the
curriculum is to be effective. According to Jesus Mateo, DepEd assistant secretary, said
that the shortage is due to the lack of budget for the salaries of new teachers.
When
school
does
not
have
enough
teachers,
the
few
are
overstretched/overloaded; in the case of high schools, for example, where there is

specialization in terms of teaching subjects, some subjects are taught by Non Major
because of trained teachers in those subjects are not available; this also results in multiple
subject preparation for teachers hence they are overworked which in return affects their
capacity to teach effectively. Such hindrances are also found in all schools which is also
true in the study of Mkandawire.
In an article Malipot stated that in a policy paper published on October 5 in time
for 2014 World Teachers Day (WTD) celebration, UNESCO, said that chronic lack of
trained teachers remains a challenge in achieving the Education For All (EFA) goals and
without action, it will be impossible to get all children into school by 2030.
Despite of the press released of DEPED that there will be no shortages in the end
of SY 2014-2015 a shortage of more than 200,000 classrooms and 100,000 teachers faces
students in elementary and high schools this coming school year 20152016 with the
implementation of the K to 12 program, a lawmaker said.
In an article published in Manila Standard on May 21, 2015, Kabataan Party-list
Rep. Terry Ridon said that with over 21 million basic education students in all levels
expected to enroll for school year 2015-2016, the Philippines will still need a total of
209,539 classrooms, given the ratio of one classroom per 30 students.
Table 2 Status of Classroom

19
22
15
70
14
14
21
25
16
76
13
12
2
3
1
6
0
0
10%
12%
6%
8%
0%
0%
Rank
Rate
Gap
Name of School
Standard
Actual
CLASSROOM
2
1
4
3
5.5
5.5
Table 2 displays the status of classroom in the six (6) selected schools in the
Division of Marinduque. The schools were ranked accordingly based on the gap rate in
relation to the actual and the standard number of classroom based on the enrollment.
Ranked first is Buenavista National High School (Buenavista NHS) with 22
available instructional rooms. The standard required rooms fitted for their enrollment is
twenty five (25) resulted to three (3) gaps equivalent to 12 %. This is due to budget
constraints, no additional funds were given and aside from that they shared the budget
with the annexes. The school has no buildable space that is why in the initial planning it
was not selected as one of the SHS provider instead it was Daykitin National High
School. The school has no strong link with the stakeholders. They were able to asked
support from the Philippine Chinese Chamber of Commerce, they received one storey
building with two classrooms.
to comply with the classroom gap.
In order to address the gap or shortages of classroom the School Head
of

First, Requested from the DEPED. Second, solicit support from stakeholders to
find resources like (PCCI) or Philippine Chinese Chambers of Commerce, one building
was donated by the LGU others were donated
by JAICA (Japan International
Corporation Agency). Third, distributed the excess students to available classroom

resulting in a bigger class size of 47. Fourth, asked the help of the DEPED District of
Buenavista, they were able to find assistance by allowing them to use the hall as
temporary classrooms. Fifth, included additional classroom in the school improvement

plan and Senior High School Projection Tool.
Ranked second was Bognuyan National High School with nineteen (19)
available instructional rooms. The standard required rooms fitted for their enrollment is
twenty one (21) resulted in a gap of two (2) or equivalent to 10%. This is due to no
available funds. Since the school has no buildable space they divided the standard
classroom into two. Despite of the small area the school was able to receive additional
classroom in the school Year 2014-2015. The school had tried to look for other sources
and still working on it.
of
Bognuyan National High School introduced these strategies:
First, requested additional classroom from the Division Office thru Parent Teacher
Associations. Received One-storey building in the SY 2014-2015 with two classrooms
from DepEd but not enough to fill the gap. Second, sent letters and resolution to linkages
like private companies in Manila as for possible donations. Third, always follow up
request from different companies in Manila. Fourth, split or divided two classrooms to
avoid bigger class size since they have enough teachers, but it was not recorded since it
is still considered as one classroom. Fifth, the new building (ESEP) was converted it to
AVR and Workshop
10
Ranked third is Marinduque National High School with seventy (70)

instructional rooms. The standard required classrooms fitted for their enrollment is
twenty seven (27) resulted to four a gap of six (6) equivalent to 8%. This is due to budget
constraints, no fund available. No buildable space available. Fire gutted 18-room, 2-story
building on August 2007, although it was replaced but not enough for their increasing
enrollment.
of

First, requested additional classroom from the Division Office. Second, solicit
support from stakeholders like Philippine Chinese Chambers of Commerce, Local
Government unit JAICA (Japan International Corporation Agency) and Alumni. Third,
included in the school improvement plan and Senior High School Projection Tool.
Fourth, distributed the excess load to available classroom resulting in overloaded teachers
and bigger class size.
Ranked second was Landy National High School with fifteen (15) available
instructional rooms. The standard required rooms fitted for their enrollment is sixteen
(16) resulted in a gap of two (1) or equivalent to 6%. This is due no additional budget
was given. The school has no buildable space available, but the school has strong
linkages with the stakeholders, particularly with their alumni hence the maintenance of
their classrooms is not a problem. Classrooms are not used as additional or other
facilities.
11
of
Landy National High School introduced these strategies:

First, requested additional classroom from the Division Office. Second, solicit
support from stakeholders like LGU and luckily received one building, but a shortage of
one classroom still remains. Third, distributed the students to available classrooms
resulting in overloaded teachers and bigger class size. Fourth, used income from the
canteen for the maintenance of the rooms and other expenses.
Tie on Rank 5.5 were Matuyatuya National High School and Mogpog National
High School. They met the standard and even surpass to that standard with an excess of
1 and 2 rooms consecutively.
Matuyatuya NCHS has 14 instructional rooms, the standard required classrooms
fitted for their enrollment is just 12 resulted to an excess of 2.
Mogpog NCHS has 14 instructional rooms, the standard required classrooms
fitted for their enrollment is just 13 resulted in an excess of 1.
This is because Matuyatuya NHS has 2 new buildings, one from DEPED and the
other one donated by the LGU. Mogpog National Comprehensive High School has
buildings donated by the Philippine Chinese Chambers of Commerce, Department of
Labor and Employment thru the resolutions made by the Parent Teachers Association;
one reason for the excess was the decrease in enrollment corresponding to two classes.
Buenavista NHS and Mogpog NCHS both received building from PCCC but due
to different trends in the enrolment it yield different results, shortage for Buenavista
NHS and excess room for Mogpog NCHS.
12
These records imply that there are still huge gaps in the classroom. Information
gathered, exposed that shortages still distresses Deped Division of Marinduque. The
result is supported by the different articles in the newspaper and surveys.
Despite of the Deped claims several reports showed that there were schools which
classrooms are jam-packed with students. ACT Teachers Party Rep. Antonio Tinio in
2013 reported that during his morning visit in some Quezon City public schools, he
observed that the standard classroom was divided into two, school corridors were
converted into makeshift classrooms, some classrooms have no blackboards and chairs,
other facilities such as covered courts are converted into classrooms, chairs are still
lacking and some students were relegated to the home study program. The situation of
schools in the Division of Marinduque is not far from other Divisions.
According to IBON Foundation the severe lack of education facilities inevitably
reflects on Filipino students poor performance. The results of the National Achievement
Test (NAT) for elementary supposedly showed improved students performance from
previous years, but with a low achievement rate of 68% in school year 2009-2010 and
68.9 MPS in SY 2012-2013 percentage score was still 6 percentage points away from the
targeted 75 percent
NAT results in the secondary level show even poorer performance with a 45.6%
in school year 2009-2010 and 51.4 MPS in SY 2012-2013 achievement rate. The national
mean percentage score was 23 percentage points away from the set target.
13
Table 3 Status of Learning Materials
4,918
4,193
12,49
5
15,24
0
9,780
15,89
6
2,919
45,70
5
7,740
3,186
7,125
5,435

Mogpog National Comprehensive High
School
Rank
Rate
Gap
Name of School
Standard
Actual
LEARNING MATERIALS
7,577
60.64
%
9,805 64.34
%
5,587 57.13
%
29,80 65.22
9 %
4,821 62.29
%
3,939 55.28
%
4
2
5
1
3
6
Table 3 shows the status of learning materials among six selected schools in the
Division of Marinduque they were ranked accordingly based on the gap rate in relation to
actual and standard number of textbooks based on the number of subjects and enrollment.
Ranked first is Marinduque National High School with 15,896 available learning
materials, the standard required learning materials fitted for their enrollment is 45,705
resulted in a gap 29,809 equivalent to 65.22 %. This is because Marinduque NHS is the
biggest school in the Division with an enrollment of 3047. It is expected that they have a
huge gap. The supplies of the books come from the central office school administrator
lacks control over the supply of learning materials.
to comply with the learners materials gap.
In order to address the gap or shortages of the learning materials School Head
of

First, encouraged students to photocopy the needed learning materials or module.
14
Second, reminded teachers to use ICT by searching online for the topics or lessons
based on the curriculum guide.
Third, advised teachers used technology like laptops to show important
information or activities to their students.
Fourth, permitted the used by other available reference like old textbooks.
Fifth, encouraged students and teacher to adopt independent learning using
technology and to become resourceful.
Sixth, supports the used of multimedia tools and equipment in the classrooms.
Ranks second is Buenavista National High School with 5,435 available learning
resulted in a gap 9,805 equivalent to 64.34%. This is due to the increase in the
enrollment. The school was not able to receive all the required learning materials.
Learning materials for Grade Seven were not yet complete. Only part of each learners
module was delivered like first and second quarter module for math 7. English Learners
Modules were not available for Grade seven to Grade 9.
of

First, allowed teachers to use the available copy issued during the training and a
few copies delivered from DEPED.
Third, encouraged teachers to use technology like laptops and projectors to show
important information or activities to their students.
15
Fourth, permitted some teachers to use Manila Paper or blackboard to copy

important information from the teachers guide.
Fifth, supports the used of multimedia tools and equipment in the classrooms.
Sixth, teamed up with the School Head of Mogpog NCHS to acquire donations of
books from Children International. The books are good reference materials for students.
Rank third is a Matuyatuya National High School with 2,919 available learning
materials; the standard required learning materials fitted for their enrollment is 7,740
resulted in a gap 4,821 equivalent to 62.29%. Matuyatuya NHS was not able to receive
the complete learning materials for all subjects same situation with other school. The
learning materials for grade seven are not yet complete.
of

Third, teachers made use of technology like laptops and projectors to show
important information or activities to their students. Fourth, permits teachers to use a
substitute reference like old textbooks that contains the same competencies. Fifth,
permitted the used by other available reference like old textbooks. Sixth, supports the
used of multimedia tools and equipment in the classrooms.
Rank fourth is a Bognuyan National High School with 4,918 available learning
materials; the standard required learning materials suited for their enrollment is 12,495
resulted in a gap 7,577 equivalent to 60.64%. Bognuyan NHS was not able to receive the
16
complete learning materials, especially for Grade Seven, same situation with other
school.
of
Bognuyan National High School introduced these strategies:

Third, encouraged teachers to use technology like laptops and projectors to show
important information or activities to their students.
Fourth, permitted some teachers to use Manila Paper or blackboard to copy
important information from the teachers guide. Fifth, advised the teachers t to have an
agreement with the parents that the students will pay the expenses to get a copy of the
materials. Sixth, allowed the used with substitute reference like old textbooks that
contains the same competencies.
Ranks fifth is a Landy National High School with 4,193 available learning
resulted in a gap 5,587 equivalent to 57.13%. Landy NHS was not able to receive the
complete learning materials for all subjects same situation with another school. The
Landy NHS school used the school resources to produce additional copies of learning
materials like their own internet connection and printer.
First, allowed teachers to search online based on the curriculum guide, utilizing
their own internet connection and printer donated by the alumni.
17
of
Second, encouraged students to photocopy the learning materials or module if

needed.
Third, encouraged teachers to use technology like laptops to show important
information or activities to their students.
Fourth, motivated teachers and students towards independent learning by giving
advance topics to their students as assignment. Many students in Landy NHS have their
own laptop and internet connection, therefore students research the topic on their own.
Fifth, make use of substitute reference like old textbooks that contains the same
competencies to achieve 1:1 ratio.
Rank sixth is Mogpog National Comprehensive High School with 3,186
available learning materials, the standard required learning materials fitted for their
enrollment is 7,125 resulted to a gap 3,939 equivalent to 55.28% gap rate. This is because
to it has the smallest enrollment of 475; the school has its own photocopy machine and
printer which is used for the reproduction of the learning materials like curriculum guide
and teaching guide. If there were only one copy or no hard copy available teachers can
request few copies for the students and/or for themselves.
of

First, advised teachers to use the photocopier in the school to have additional
copies of learning materials. That is for free since the operational cost and the machine
were from the payment of the test paper.
Second, motivates and acknowledge the initiative of the teachers in finding
available resources like borrowing materials from other Division and photocopy it.
18
Third, inspired teachers to utilize and maximized the use of technology by being a
good example and providing the technology by purchasing printers, LCD projectors.
LED large screen TV and Multimedia player.
Fourth, supports the concepts of diversity among learners by the used of
multimedia tools and equipment in the classrooms and other learning activities suited for
learners.
Fifth, supports the needs of the teachers by providing enough supplies of manila
paper, inks, markers, bond paper, pen and other school/office supplies
Sixth, solicited the support of NGO to acquire reference books. Childrens
International granted the requested books of the School Head
of Mogpog NCHS which
is about 20,000 pcs or one truck. The transportation expenses of the books were
shouldered by the Division office of Marinduque. Some books were distributed to other
schools. The donated books were not part of the inventory and it can only use as a
substitute or additional reference, hence it cannot fill the gap since there are specific
books for each curriculum or subjects.
It is noticeable that there is a massive gap for the textbooks or learning materials
in all selected schools with an average of 60.82 % gap rate. During the time of study and
after the third year of implementation the learning materials of Grade 7 are not yet
complete there are no modules for English Grade 7 to 9. There are no available learners'
materials (LM) for TLE 9 and 10, the teachers/trainers are encouraged to make their own
LM. The percentage of gap rate is very much close to one another. During seminars and
trainings, teacher shares the same burden like they shoulder the cost of printing and
photocopy of materials needed for their lessons. Teachers bought a laptop and internet
19
modem to find the required resources. Based on the curriculum guide, teachers search
online for the topics or lessons and pay the expenses on their own. They use old
reference materials or any materials that can be used as substitute specially in Filipino.
The most common reasons as to the level of compliance of the School Head
per
school were also stated in the reports in Philippine Daily Inquirer. During the school year
2013-2014, the workbooks for Lakan Dula High School in Tondo, Manila, arrived during
the 3rd and 4th quarters. Before these arrivals, teachers had to photocopied materials and
distribute these to their students. The unavailability of learning materials is just one of the
problems still hounding the countrys new basic education program, K to 12, in the three
years of its implementation.
Yen Paunan, a Grade 7 Filipino teacher at Caloocan High School, said they are
utilizing Kayumanggi, a textbook used in the previous curriculum, in their classes due
to the absence of reference materials from DepEd. This situation is very similar to the
schools in the Division of Marinduque.
In an article published in gmanetwork.com on June 12, 2014, Conrado Contreras,
head of Lakan Dula High Schools Music, Arts, Physical Education and Health (MAPEH)
department, said the lack of learning materials, facilities and manpower were among the
problems teachers are facing in the implementation of K to 12. He said that the problem
with K to 12 is the distribution or delivery of Learning Materials because of that teacher's
shoulder the shortages like paying the photo copy of additional copies. Yung iba ngang
teachers nagdadala ng sarili nilang overhead projectors. E saan naman kukunin ng mga
teachers ang pera kundi sa sarili nilang bulsa? He added
20
In the same article Dr. Elvin Uy, K to 12 program coordinators of the Department
of Education, admitted that there have been delays in the past in the delivery of learning
materials such as activity sheets and modules for the students. Last year, they were
targeting to deliver them during the first week of classes but they still failed. Uy admitted
that there were really situations where in the materials were not received by the schools.
Table 4 Status of Seats

840
1050
1047
1250
450
800
3201
3800
483
650
650
600
210 20.00
%
203 16.24
%
350 43.75
%
599 15.76
%
167 25.69
%
0 0.00%
Rank
Rate
Gap
Name of School
Standard
Actual
SEATS
3
4
1
5
2
6
Table 4 uncover the status of seats among six selected schools in the division of
Marinduque they were ranked accordingly based on the gap rate in relation to actual and
standard number of seats based on the enrollment.
Ranked first is Landy National High School with 450 available seats, the
standard required seats for their enrollment is 800 resulted to a gap of 350 corresponding
to 43.75 %. This is because chairs really need replacement; their available chairs are just
being repaired. There was an increased in the enrollment, from 521 in year 2011 and 588
in 2014 but no additional supply of chairs arrived. They split the big class and puts
additional classroom to make the class size smaller, since the standard number of chairs is
21
fifty pieces per classroom. The needed chairs based on the enrollment are not projected
properly. The procedure on procurement of chairs took quite long.
to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head
of Landy

First Requested chairs from DEPED through the annual procurement plan. Second,
repaired some chairs through the assistance of the PTA. Third used the income from the
canteen to buy other needs of the school such as chairs.
The shortages of chairs become plastic gap because those chairs which were
repaired and bought outside MOOE were not included in the inventory.
Rank second is Matuyatuya National High School with 483available seats, the
to 43.75 %. This is due to the increase in the enrollment from 167 in SY 2011-2012 to
516 in SY 2014-2015. With the present enrollment this makes the school a larger school,
with 251 more students than the average school in Marinduque and 303 more students
than the average school in Torrijos. Other chairs are not recorded to receive additional
chairs for the preparation of incoming students in senior High school.
to comply with the gap for seats.
of Matuyatuya

First, requested chairs from DEPED and included chairs in the Annual
Procurement Plan. Second repaired chairs.
22
Rank third is Bognuyan National High School with 483available seats, the
standard required seats for their enrollment is 650 resulted to a gap of 350 Since the
school has a higher enrollment they also need more chairs. The computation of the
standard number of chairs depends on the number of standard rooms.
of Bognuyan

Procurement Plan. Second repaired chairs.
Rank fourth is Buenavista National High School with 483 available seats, the
to 43.75 %. The school only borrowed excess chairs from other annexes like Sihi Annex.
Some of their chairs are not in good condition like lacking strips of wood no arm chairs
etc.
of Buenavista

Procurement Plan. Second repaired chairs. Third borrowed chairs from Sihi Annex.
Rank fifth is Marinduque National High School with 483 available seats, the
to 43.75 %. This is a little lower compared to enrollment. The school acquires chairs
through MOOE. The School Head
noted that the gaps were basically because there
were no additional budget.
23
of

Procurement Plan. Second, asked the support of parents to repair chairs . Third presented
the problems to the stakeholders through meetings and Alumni Homecoming the alumni
granted their request.
Mogpog National Comprehensive High School ranked number sixth again and
has no gap for the chairs because of the decreased in the enrollment due to the Alternative
Learning System (ALS) offered by the school. Classroom Maintenance plays an
important factor for the excess of chairs. The teachers required the students to maintain
the orderliness of the seats as part of clearance by means of repainting, scrubbing
replacement of some parts at the end of the school year or as needed.
According to IBON Foundation Shortages are still blatant. There is a shortage of
more than 150,000 water and sanitation facilities and some 13.23 million school chairs in
the year 2013.
In the latest article publish in Sun Star (201) the shortage of classrooms is just one
of the many problems the Department of Education (DepEd) is encountering as it
implements the K-to-12 education scheme nationwide. Cayetano added that there are
some schools that are ready but as whole there are still shortages. sa kabuuan kulang sa
classroom, walang science laboratories, walang auditoriums, walang multi-media
equipment at walang mga gym.
24
Table 5 Sanitation facility

SANITATION FACILITIES
Toilets
Urinals
Standard
Gap
Rate
Rank
Actual
Standard
Gap
Rate
Rank
Actual
Standard
Gap
Rate
Rank
Bognuyan
National High
School
Buenavista
National High
School
Landy National
High School
Marinduque
National High
School
Matuyatuya
National High
School
Mogpog
National
Comprehensive
High School
Hand washing
Actual
Name of
School
19
19
10
79%
76%
26
22
0.0%
11
82%
10
80%
24
14
0.0%
72%
69%
40
62
22
35.7%
31
27
87%
10
30
20
67%
17
10
0.0%
61%
61%
10
6.6%
59%
37%
Table 5 disclosed the status of sanitation facilities among six selected schools;
they were rank accordingly based on the gap rate in relation to actual and standard
number of toilets, urinals and hand washing facilities.
Two schools were not able to comply with the standard for toilet. Marinduque
National High School ranked first with a gap of 22 at 35.7 % because of very large
enrolment. The projects of stakeholders were diverted into other projects such as speech
laboratory, computer laboratory, sports materials and other needs.
Mogpog National Comprehensive High School ranked second with a gap of one
(1) with 6.6% rate. This is because it is not the top priority of advisers and stakeholders
such as PTA, due to lack of water supply. Only Grade nine and Grade seven classroom
has comfort room.
25
The remaining four schools namely Bognuyan National High School, Buenavista
National High School, Landy National High School and Matuyatuya National High
School were able to comply with the standards. In Landy National High School all
classrooms has its own comfort room, most of them were project of stakeholders such as
PTA and alumni. Alumni plays important role in the progress of Landy NHS they visits or
communicate with the school administrators and offered or asked about their needs.
The solutions provided by the School Head s were basically the same they utilize
stake holders to generate funds and put sanitation facilities.
The table revealed that all schools have enormous gap with urinals because the
toilets are shared toilets same goes thru with hand washing facility they use lavatory
instead. This only explained that all school does not follow standards.
In a study entitled A Review of Sanitation Policies and Programs in Philippine
Public Elementary Schools it was stated that the Philippines is not lacking in policies
regarding health and sanitation. However, the implementation of such policies on a
national level remains weak, sporadic, and inconsistent. DepEd currently implements a
toilet pupil ratio (TPR) incompatible with the standard set forth in the Implementing
Rules and Regulations (IRR) of the Sanitation Code (PD 856). The IRR specifies a TPR
of at least 1 toilet bowl per 49 male students and 1 toilet bowl and 1 lavatory per 29
female students. The Department of Health (DOH) does not monitor the implementation
of PD 856 in public schools, nor does it properly disseminate new provisions. Neither are
toilets prioritized as important educational facilities by the LGUs that are tasked to
enforce PD 856. Instead, it is the principals, teachers, parents, donor agencies, and
volunteers from civil society groups that play an active role in improving public school
26
infrastructure through programs. Not all of these programs, however, provide for the
construction or maintenance of sanitation facilities.
According to IBON Foundation Shortages are still blatant. There is a shortage of
more than 150,000 water and sanitation facilities which is the same situation with the six
selected schools.
27

School
Rank
Rate
Gap
Name of School
4.
5
Standard
Table 6 Status of Computer Laboratory and Access to Technology
4.
5
3
12
11
70
%
75
%
70
%
92
%
52
%
80
%
4.
5
1
6
2
Table 6 shows the status of computer laboratory among six selected schools; they
were rank accordingly as to the gap rate in relation to actual and standard number of
computer laboratory based on the enrollment and curriculum offering. Each of the six
schools has their own laboratory
Rank First is Marinduque National High School
with 1 computer laboratory,
the standard required laboratory for their enrollment is 12 resulted to a gap of 11

corresponding to 92 %. This is due to its very large enrollment. As expected it is the
biggest school with only one computer laboratory. One of their Tech-Voc strands is
Information and Communication Technology (ICT) that requires computer units and IT
workshop. Computer laboratory needs huge amount of budget and there is no available
fund. Each schools in the division was only given fifty (50) sets of computer good for one
laboratory only. MOOE cannot be used to purchase computer units since it is considered
as capital outlay: the procedure on procurement of computer took quite long. The process
of acquiring computer lab/computer is a very tedious process. It requires counterpart of

the school and PTA such as laboratory room (tables, grills, air-condition unit etc). The
school first received computer from Department of Trade and Industry but they were not
able to maintain it. The school has fast internet connection since it is located in Boac.
Most of its student are digital natives especially those who were born in municipal areas
of Boac.
In order to address the gap or shortages of the computer laboratory and access
to technology School Head
of Marinduque National High School introduced these
strategies:
First, requested computer units from DepEd. Received new E-classroom Package
with latest software such as Microsoft Office 2013 and with the required specification.
Secondary E-classroom Package:
Eight (8) Host PC,
Forty Two (42) Monitors,
42 Access Terminals / Desktop Virtualization Kits,
8 UPS,
1 Printer,
1 switch
Second, the School Head
made used of the old computer laboratory as
counterpart of the school and as required by the DEPED.
Third, limits the use of computer laboratory. The new Computer laboratory is
being used by the Junior High School TechVoc Track such as Contact Center Services
(CCS) and Computer Hardware Servicing (CHS). It is also use for Basic Computer for
the Science Class and Grade 7 and 8 Exploratory subjects in ICT under Technology and
Livelihood Education subject. However other students who do not belong to any of these
will not be able to use computer and might not be able to acquire basic computer skills.
Fourth, placed six sets of computer with internet connection in the library which
can be used by students during their library period in order for them to have access to
information and be equipped with ICT skills
Fifth, acknowledged the effort of the teachers in using the available resources in
the vicinity or at home to encourage students for their research work. The location of the
school is very strategic for the access of information through Internet because there is
several internet providers available which offers fastest connection unlike other schools.
There are many internet shops or kiosks that offer computer services with a very
reasonable price and sometimes offer student promo like 2+1 which means there is a free
one (1) hour for every two hours rental.
Sixth, took advantage of the characteristics of the students being digital natives
especially those who were born in municipal areas of Boac, thus
the school staff
particularly the teachers used this as an advantage to equip their students with Media
and Information Literacy skills.
Seventh, recognized the effort of teachers who still consumed their own salary to
provide the needed technology for their students like bringing their own laptop and
buying or availing internet access in school and at home.
Rank second is Mogpog National Comprehensive High School
with
computer laboratory, the standard required laboratory for their enrollment is 5 resulted to
a gap of 4 corresponding to 80 %. This is due to its enrollment. No funds available to
procure computer units. With the registration of 475 and with only one computer
laboratory the school really needs additional computer units and laboratory. Mogpog
NCHS also offers Computer Hardware Servicing that requires computer units and IT
workshop. One computer laboratory is not enough to cater all students. Before the
implementation of K to 12 the school teaches Computer subject for Third Year and
Fourth year but at presents it is only use for Computer Hardware Servicing (CHS)
Workshop. The MOOE cannot be used to purchase computer units since it is considered
as capital outlay. The procedure on procurement of computer took quite long. The process
of acquiring computer lab or computers is a very tedious process. The school used only
the old computer units donated by the Department of Trade Industry and Commission on
Information and Communication Technology. The computer units really need
replacement or updates to adapt with the brusque development in ICT.
Another problem of the school is the internet access. The speed given by We Are
IT Philippines Incorporated (WIT) is just 54 kbps hence only one computer can access
the internet because of its very low bandwidth. This only implies that the students and
teachers have difficulty in accessing information through information superhighway
(INTERNET). Both the teachers and the students have to pay their own internet access to
obtain the resources needed. Students from of Mogpog NCHS from different Barangays
need to go to the town proper to have their research works or computer related
assignments. This only means that aside from computer rentals the parents need to
shoulder transportation cost which is additional burden for the family.
to technology
School Head
introduced these strategies:
of Mogpog National Comprehensive High School
First, Strengthen linkages with stakeholders. Mogpog NCHS received 10 units

from Department of Trade Industry during the school year 2001-2002 and 21 units from
Commission on Information and Communication Technology in the school year 20072008. Even the units are a little bit old maintenance of computers is one of key factor
why the school has 14 available workstation or computers as of the start of school year
2015. The rest of the non-functional computer units are being used for computer
assembly and disassembly.
Second, requested computer units and was granted with a complete set of Eclassroom Package but not yet delivered.
Third, made the necessary preparations for the incoming sets of computer.
Acquiring computers and computer laboratory requires collaborative effort and
partnership with all stake holders hence the School Head
prepared for their counterpart
such as Laboratory room, computer tables, mono chairs, sufficient lighting, windows and
doors with iron grills, proper electrical wirings with circuit breaker and proper electrical
grounding, standard electrical outlets with appropriate load capacity.
Fourth the School Head
coordinated with the Barangay Captain for the
assistance of Barangay Officials for security mechanism and assigned one Barangay
Police as Security at night.
Fifth, found donor for two stand fan and still looking for stakeholders or linkages
for the air-condition unit. The stand fan or air-condition unit are requirements for
laboratory to maintain proper ventilation.
Sixth, acknowledged the initiative of the ICT Coordinator who maintains and
trouble shoot computers to prolong the lives of computer.
Seventh, executed the following measures to answer the need to have ICT
Integration and 21st Literacy skills the school particularly Basic Computer skills:
i.
For the old curriculum known as Revised Basic Education Curriculum

(RBEC), administrator divided TLE subject for the Third and the
Fourth year students into two clusters the Computer Class and
Cookery Class. They have to attend both subjects as scheduled. With
this program students of Mogpog NCHS graduated as computer
ii.
literate.
For K to 12 Basic Education Curriculum (K to 12) the administrator
scheduled 2 hours a week computer class for Grade 7 and Grade 8.
This serve as special class program since in K to 12 TLE teachers
should specifically follow the curriculum guide; teachers/trainers
cannot just alter the content and competencies. Although Basic
Computer based on workplace or job requirement is part of TLE
TecVoc Track Specialized subjects for Grade 9 to 12 they still opt to
iii.
provide computer class.

School Head
encouraged teachers to support ICT Integration
Program of the Division Office not just by using technology in
teaching but by
reinforcing skills by integrating the acquired
knowledge to develop information and outputs.
Rank third is Buenavista National High School with 1 computer laboratory, the
standard required laboratory for their enrollment is 4 resulted to a gap of 3 corresponding
to 75 %. This is due to its enrollment. With the enrollment of 1016 and with only one
computer laboratory the school really needs additional computer units. The school has no
available fund. MOOE cannot be used to purchase computer units since it is considered
as capital outlay. The administration cannot withstand the cost of technical service for the
maintenance of computers. The procedure on procurement of computer took quite long.
The process of acquiring computer lab or computers is a very tedious process. It requires
counterpart of the school and PTA such as laboratory room (tables, grills, air-condition
unit etc). One computer laboratory is not enough to accommodate all students. Only First
Section and Science Classes were able to have computer class.
of Buenavista National High School introduced these
strategies:
First, requested computer units and was granted with a complete set of Eclassroom Package but not yet delivered.
Second, made the necessary preparations for the incoming sets of computer. such
as Laboratory room, computer tables, mono chairs, sufficient lighting, windows and
doors with iron grills, proper electrical wirings with circuit breaker and proper electrical
grounding, standard electrical outlets with appropriate load capacity.
Third, obtained a strong linkage with Philippine Long Distance Telephone
Company (PLDT).
School Head
PLDT provided an opportunity for trainings and seminars. The
and ICT Coordinator of BNHS together with other ICT Coordinator of
other schools were able to attend a three days free training program in Networking and
Fundamental Operations in Computer. They were also able to attend a Pay tribute to
teachers in Manila courtesy of PLDT through the initiative of the school of Buenavista
NHS.
Fourth, the School Head
together with BNHS Supreme Student Government
(SSG) conducted a signature campaign entitled Star Ng Pasko 2014. This project helped
the school acquire Multimedia Package. They were able to procure a sound system,
microphone and multimedia player which can help students to develop their Multimedia
Literacy and address Diversity of Learners.
Fifth, received an Acer LED projector a donation from their Alumna, which
completes the Multimedia Package of the school.
Sixth, executed the following measures to answer the need to have ICT
Integration:
i.
To provide students with the Basic Computer skills the administrator

scheduled Computer Subject for the Science Class and Fourth year
ii.
classes for four days a week.

Took advantage on the available resources aside from WIT, like 3G
technologies where internet connection is quite good and fast.
Students who live in central or downtown areas have better chances to
acquire gadgets such as laptop, smart phones, modem or pocket Wi-Fi
they have a choice to look for other internet provider but due to
availability of funds the administration together with the teachers just
provide students activities that will engage them to use their computer
iii.
skills.
The administration and the parents made an agreement that students
can bring their own gadgets like laptops especially during computer
class. The parents and the teachers are willing to shoulder their own
expenses for the accessibility of the technology. This is one of the
reasons why most of the students and teachers are research oriented
especially the science classes.
Tie on rank four point five (4.5) are Bognuyan National High School and Landy
National High School with 1 computer laboratory, the standard required laboratory for
their enrollment is 3 resulted to a gap of two (2) gaps or equivalent to 70%. This is
because both schools have no available fund. One computer laboratory is not enough to
cater all students. Only first section and science classes were able to have computer
subject. MOOE cannot be used to purchase computer units since it is considered as
capital outlay. The procedure on procurement of computer took quite long. It is a very
long process and requires counterpart of the school and PTA such as laboratory room
(tables, grills, air-condition unit etc).
Landy NHS also offers Computer Hardware
Servicing that requires computer units and IT workshop.

of Bognuyan National High School introduced these
strategies:
First, requested computer units from DepEd. Their request was granted but not yet
delivered. Second, solicits support of different stakeholders for other materials needed for
the computer laboratory.
Third, conducted consultation and planning with school
officials and personnel to solicit ideas and support to solve problems. Fourth, scheduled
regular meeting with stakeholders such as PTA, Barangay Official and other volunteers.
Fifth, involve stakeholders on relevant school activities to solicit more supports. Sixth,
used the computer fee for the maintenance and other expenses related to computer.
Seventh, executed the following measures to answer the need to have ICT Integration:
i.
For Basic Computer skills the administrator scheduled Computer

Subject for the Science Classes and Fourth year classes for four days a
ii.
week.
Provided short but meaningful hands-on exercises by using relevant
and up to date software such as Power Director and others.
to technology the School Head
of Landy National High School introduced these
strategies:
First, requested computer units from DepEd.
Second, solicited support of different stakeholders for other materials needed for
the computer laboratory as a result they received 11 computer units from Department of
Education Computerization Program Batch 6 and 1 unit from Hon. Gina Reyes
Third, asked the support of alumni and received one HP printer from them.
Fourth, executed the following measures to answer the need to have ICT
Integration:
i.
Scheduled Computer Subjects for all Grade 10 students and Grade 8
ii.
iii.
Science class.
Used the laboratory for Computer Hardware Servicing Workshop.
Allowed students to bring their own laptop and other gadgets for their
school activities. Encourage teachers and students to engage in ICT
Literacy or ICT Integration.
Fifth, acknowledge the effort of teachers who shoulder their own expenses to
access technology in order for them to provide meaningful learning experience for the
students.
Sixth, acknowledge the support of the stakeholders specially the parents in
proving the needs of the learner. Promote
Seventh, Brigada Eskwela to achieve 100participation of stakeholders
Rank sixth is Matuyatuya National High School with 1 computer laboratory, the
standard required laboratory for their enrollment is 3 resulted to a gap of two (2) gaps or
equivalent to 52%. Even though Matuyatuya NHS ranked last the gap rate are still high
and it has the same situation with all secondary schools in the Division.
to technology the School Head
of Matuyatuya National High School introduced these
strategies:
First, requested computer units from DepEd.
Second, solicited support of different stakeholders
Third, executed the following measures to answer the need to have ICT
Integration:
i.
Scheduled Computer class for TLE Exploratory subjects Grade 7 and

Grade 8. They divide the program as laboratory and lecture to fit in
ii.
iii.
the schedule.
Used the laboratory for Computer Hardware Servicing Workshop.
Allowed teachers to bring their own laptops.
Fourth, Promote Year Round Brigada Eskwela to achieve 100% participation of

stakeholders
Information and Communications Technologies (ICT) education is basically our
societys efforts to teach its current and emerging citizens valuable knowledge and skills
around computing and communications devices. ICT is the heart and hands of education
in this generation.
The technology includes computer laboratory, computers or smart phones,
internet connection, software that operates them, applications that run on them and
systems that are built with them. Without these tools learning process will not be realistic
since these are the important components for ICT or Digital Literacy.
Today, everyone needs a basic understanding of ICT and how to use it
productively. Students should know how are they deployed, assembled, managed and
maintained to create productive outputs or systems. How they are used in specific
business and industry settings. They should understand the underlying science and
technologies behind them and how might those be developed to advance ICT fields.
ICT curriculum standards for K-12 schools in the Philippines will serve as a
framework for technology integration in various academic content area instructions from
kindergarten through grade 12, function as a guide for curriculum decisions by providing
student performance expectations in the areas of knowledge, skills and attitudes, and
provide examples of classroom activities and instructional strategies utilizing ICT that
will guide teachers as they design instruction to help their students meet learning
expectations.
As the data disclosed there is very huge gap in Computer Facilities. Even
all schools have internet access the bandwidth is not enough to provide the services and
speed needed to be able to use the technology efficiently. This data is justified by the
research conducted by Tinio in 2002 which is also supported by other articles.
Table 7 Status of Science Laboratory
1
1
1
3
1
1
0
0
0
2
0
1
Rank
1
1
1
1
1
0
Rate
Gap

Standard
Name of School
Actual
SCIENCE LABORATORY
0%
0%
0%
67%
0%
100
%
3
3
3
2
3
1
Table 7 shows the status of Science Laboratory among six selected schools, they
were rank accordingly as to the gap rate in relation to actual and standard number of
computer laboratory based on the enrollment and curriculum offering. Mogpog National
Comprehensive High School and Marinduque National High School were the only two
schools they were not able to comply with the standard. Mogpog NCHS ranked first with
100% gap rate because it is the only school that has no Science Laboratory; it is the
youngest school among the selected schools. The instructional room of Grade 10 was
used as stockroom/science room. The administration has other priorities.
In order to address the gap or shortages of the science laboratory and access to
technology the School Head
introduced these strategies:
of Mogpog National Comprehensive High School
First, monitored tools, equipment and materials available.

Second, realigned MOOE fund to purchase the needed construction materials for
the science lab.
Third, used the excess room as the target science laboratory, hence the excess
room became one.
Marinduqe NHS ranked number two with 67 % because with the enrollment of
the school it really requires at least three science labs. No buildable space. Lack of funds
no additional budget was given. One laboratory is not enough for their big population of
students. On the contrary the computer laboratory of Marinduque National High School
is the most sophisticated science lab and has the latest equipment and materials all over
Marinduque. As the biggest school in the division and since they will offer Academic
Track with Science Technology Engineering and Mathematics (STEM) strand putting
additional science laboratory is a requirement for the school.
strategies:
First, sough the support of the stakeholder to obtain the building. JAICA granted
their request. Second, sough the support of alumni for materials. Laboratory tables, chairs
and demo table were donated by Mr. Rodolfo Mascarenas in the Year 2014 for the
science lab. Third, used the excess room as the target science laboratory, hence the
excess room became one.
Four schools were able to comply with the standard with the help of its
stakeholders with zero gap Bognuyan National High School, Buenavista National High
School, Landy National High School and Matuyatuya National High School.
Landy National High School has a standard size laboratory with standard
equipment, tables and chairs it was acquired through the Secondary Education
Development Program (SEDP). The School Head
converted the science classrooms as
Chemistry Room, Physics Room, Biology Room each rooms are equipped with basic
materials and tools needed for the specific subjects like convertible/multifunctional board
and other modeling devices the funds are from the income of School Canteen.
The three remaining schools namely Bognuyan National High School, Buenavista
National High School, Landy National High School and Matuyatuya National High
School converted the regular classroom into science laboratory.
Table 8 Status of Library and Library Hub
Name of School
Actual
Standard
Gap
LIBRARY AND LIBRARY HUB

1
1
1
1
1
1
1
1
1
1
1
1
0
0
0
0
0
0
Table 8 shows the status of Library and Library Hub among six selected schools
as to the gap rate in relation to actual and standard number of library and library hub. All
schools were able to comply with library and library hub because each school has one
library and only one library hub is required for the entire division this was already
provided by the Marinduque Division Office.
Table 9 Status of Sports Facilities, Music Room, Arts Room and Workshop Needs
Actual
Standard
Gap
Rate
Rank
19
15
79%
100%
100%
19
15
79%
100%
100%
19
14
74%
100%
100%
12
19
37%
0%
0%
19
15
79%
100%
100%
19
15
79%
100%
100%
Rate
Gap
Rank
Mogpog National
Comprehensive High
School
Gap
Matuyatuya National
High School
Standard
Marinduque National
High School
Actual
Landy National High

School
ARTS ROOM
Rank
Buenavista National
High School
MUSIC ROOM
Rate
Bognuyan National
High School
Actual
Name of School
Standard
SPORTS FACILITIES
Table 9 shows the status of sports facilities, music room, and arts room they were
rank accordingly based on the gap rate in relation to actual and standard number of
required facilities. Almost all schools tie on ranked 1 in different facilities, they do not
have facilities for educational development and this is due to no available funds. Schools
depend only with its stakeholders as it is being enforced to the School Head
as a
solution to the bloating gap or shortages.

Sports Facilities
Ranked first are Bognuyan National High School, Buenavista National High
School, Landy National High School, Matuyatuya National High School, Mogpog
National Comprehensive High School. The school has no standard sports facility they
only provide improvise court for each sports as needed arise especially during Intramural
or Cluster Meet. The only available are balls and net for sports namely volleyball, sepak,
table tennis and basketball. For softball ball, bat and incomplete set of gloves sometimes
the protective gear is damaged or substandard.
Ranked last is Marinduque National High School it has twelve (12) out of (19)
sports facilities. They were able to comply in almost all facility provisions specifically
Volleyball Court, Softball Diamond, Baseball Diamond, Taekwondo, Boxing Arnis, Sipa,
Sepak Takraw, Badminton, and Table tennis. They still lack Jumping Pit, a standard track
oval with a distance of 400 meters or less, gymnastics floor area, football field,
swimming pool and archery despite of the fact that it is the biggest and first established
secondary school in Marinduque. Marinduque NHS is one of the oldest school since it
was founded in the year 1914 but still the amenities and educational facilities are still
lacking.
Music Room
Ranked first are the five schools namely Bognuyan National High School,
Buenavista National High School, Landy National High School, Matuyatuya National
High School, Mogpog National Comprehensive High School. The schools have no
music room and no available music instruments and materials.
Arts Room
Ranked first are the five schools namely Bognuyan National High School,
Buenavista National High School, Landy National High School, Matuyatuya National
High School, Mogpog National Comprehensive High School. The schools have no art
room and no available instruments and materials.
Ranked last is Marinduque National High School it is the only school that has
music and arts room, However the music and art room are also used as regular classroom
therefore it is also counted in the number of available instructional room.
Marinduque National High School is the only school in the Division that has a
speech laboratory equipped with It is the only school that has music, art room and speech
laboratory, however the music and art room are also used as a regular instructional room;
Their speech laboratory is equipped with all high tech tools and equipment which are all
donated by MNHS Batch 1977 Marinduque NHS has strong linkages among its alumni.
In order to address the gap or shortages of the Educational Facilities the School
Head
of Landy National High School introduced these strategies:
First, strengthen linkages and open communication with the alumni. Second,
promotes the products in the school canteen for additional income, which can be used for
the procurement of materials. Third, Supports the activities of the TLE teachers
specifically in Foods to be more innovative, productive and income generated. Fourth,
used MOOE to purchased materials.
In order to address the gap for Educational Facilities the School Head
of
Bognuyan NHS National Comprehensive High School had implemented the following:
First, strengthen linkages and open communication with the alumni. Second,
looked for other sources by looking for linkages outside Marinduque. Third, used MOOE
for purchased materials.
In order to address the gap or shortages of the Educational Facilities the School
Head
of Benavista National High School introduced these strategies:
First, strengthen linkages and open communication with the alumni and
stakeholders for possible donations. Second, looked for other sources by looking for
linkages outside Marinduque. Third, used MOOE to purchased materials. Fourth,
conducted income generated project to purchase the needed materials.
strategies:
First, strengthened linkages and maintained an open communication with the
alumni. Second, they conduct yearly anniversary or reunion for their alumni and this
promotes partnership between them.
Their alumni always support their needs the
evidences are visible with their facilities. Third, scheduled different activities like to
promote camaraderie and partnership among its stakeholders. Fourth engaged Alumni in
meetings and decision making. Fifth, used MOOE to purchased materials needed.
Almost all school do not have sports facilities for educational development and
this is due to no available funds. Schools depend only with its stakeholders as it is being
enforced to the School Head
as a solution to the bloating gap or shortages.

Rank
Rate
Gap
Standard
Name of School
Actual
Table 10 Status of Workshop Needs

WORKSHOP NEEDS
62
61
99%
62
61
99%
1
4
30
16
3
12
29
15
9
8
97%
98%
2.
5
2.
5
5
4
70%
40
40
100
School
%
Table 10 shows the status of workshop needs, they were rank accordingly based
on the gap rate in relation to actual and standard number of workshop facilities.
Ranked first is Mogpog National Comprehensive High School with no (0)
available workshop. The standard required workshop for the number of students and
curriculum offering is (40) which results to forty (40) gaps equivalent to 100% gap rate.
This is due to budget constraints, no available facilities were put up. The school offered
five different qualifications under the TechVoc strands from Junior High School, these are
Computer System Servicing, Contact Center Services, Housekeeping, Food Trades,
Cookery and Shielded Metal Art Works. Each qualifications have different required
workshop are prescribed in the training regulation from the Technical Education and
Skills Development Authority (TESDA).
In order to address the gap or shortages for the needed workshop the School Head
of Mogpog National Comprehensive High School introduced these strategies:
1. First, sough the support of the stakeholders
2. Requested from the division office.
Tie on second Rank are Bognuyan National High School and Buenavista
National High School with one (1) available workshop. The standard required workshop
for the number of students and curriculum offering is (62) which results to sixty one (61)
gaps equivalent to 99% gap rate. This is due to budget constraints, no available facilities
were put up. The only available in the school is the Home Economics Room (HE) which
can be used as one laboratory.
of Bognuyan National High School and Buenavista National High School introduced
these strategies:
1. First, Requested from the division office.
2. Second, sough the support of the stakeholders
Ranked fourth is, Marinduque National High School with four (4) available
workshop. The standard required workshop for the number of students and curriculum
offering is (163) which results to forty (159) gaps equivalent to 98% gap rate. This is due
to budget constraints, no available facilities were put up. The school has Home
Economics Room (HE), welding shop and Computer lab.
of Marinduque National High School introduced these strategies:
1.
2.
First, Requested from the division office.

Second, sough the support of the stakeholders
Ranked fifth is Landy National High School with one (1) available workshop
The standard required workshop for the number of students and curriculum offering is
(30) which results to forty (29) gaps equivalent to 97% gap rate. This is due to budget
constraints. The school has canteen and HE they have a very functional TLE laboratory
which generates big income. They produced bread and pastry products which is
profitable. Hey received orders from different clientele.
1.
2.

Ranked sixth is Matuyatuya National High School with one (1) available room
that can be converted into four workshops. The standard required workshop for the
number of students and curriculum offering is (12) which results to forty (8) gaps
equivalent to 70% gap rate. This is due to budget constraints. The school was able to have
one new room donated by the stakeholders they also have one Home Economics Room.
1.
2.

The schools offered four different qualifications under the TechVoc strands. Each
qualifications have different required workshop prescribed in the training regulation from
the Technical Education and Skills Development Authority (TESDA). The shortages in
needed workshop are not different from other provisions. This is totally afar from the
message of the Philippine President Benign (Piney) Aquino Jr. mentioned in State of the
Nation Address last July 27, 2015.
In an article published in deped.gov.ph, Secretary Br. Armin Luistro FSC shared
the triumphs of the education reform in a formal gathering of partners and stakeholders
held in Cebu City. He presented the current situation of the K to 12 roll-out, such as the
decrease of out-of-school children and the departments update on the basic inputs -learner materials, school seats, teacher hiring, classroom construction, among others. He
also explained the Senior High School (SHS) Program and the vital role of the industry
partners in the implementation of SHS.
It is true that there were additional teachers and learning materials arrived but
these are not enough to fill the gap. Teachers and modules are not enough to provide
quality education. The required workshop needs were based from the tracks strands and
qualification offered by the school.
CHAPTER FIVE 5
Summary, Conclusions and Recommendations
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapter. Some limitations
have been identified.
SUMMARY OF THE RESEARCH
This study is conducted to determine level of compliance of six selected
Secondary Schools in the Division of Marinduque when relates to Implementing Rules
and Regulation (IRR) of Republic Act 10533 under Rule IX Section 34, specifically
known as Mandatory Review. It aims to determine the assessment of the status of
Mandatory Review provisions as to the actual, standard and gap per teachers, classrooms,
textbooks,
seats, toilets other learning facilities including, computer and science
laboratories, libraries and library hubs, and sports, music, arts and workshops needs.
The respondent of the study were the six selected big schools in each municipality
they were supposed to offer Senior High School Implementation Program, listed
alphabetically Bognuyan National High School, Buenavista National High School, Landy
National High School, Marinduque National High School, Matuyatuya National High
School, Mogpog National Comprehensive High School.
The results revealed enormous gaps in all provisions except library and library
hub. In spite of the fact that each school meet the standard number of library required but
the regular manpower such as librarian and other materials are not yet met.
The promise of the Aquino administration to fill the gap from the previous
administration was not accomplished. The average gap arte is 51% which is more than
half of the standard. This implies that they were only able to accomplish almost half of
the required number per provisions. Based on the outcome there is no difference with the
findings presented in the news article and other forms of media.
The total shortages among all six selected schools were of 23, teachers, and 11
classrooms, 61538, learning materials, 1529 seats, 26 toilets, 69 urinals, 37 hand washing
facility, 23 computer laboratory or 1150 computers, 3 science laboratory, 81 different
sports facilities, 5 music room, 5 arts room and 362 workshop areas.
All these provisions are important to provide quality education. All schools have
gaps with teachers not to mention the needed trainings for each subject to be taught.
Only two schools received new building for School Year 2014-2015, namely
Bognuyan National High School and Matuyatuya National High School. Bognuyan NHS
received the fund from DEPED and built by DPWH. The building of
National High School was donated by private individual.
Matuyatuya
Only Mogpog National
Comprehensive High School met the classroom standard and with an excess of 2 and
with large buildable space like Matuyatuya National High School. The four schools,
Bognuyan NHS, Buenavista NHS, Landy NHS and Marinduque NHS dont have
buildable space.
Another impediment in the Secondary Public Schools was the sanitation facilities
like urinals comfort room and hand washing facility. All schools have a vast gap with
urinals and hand washing area. Instead of urinals they settle to have shared comfort room
and instead of hand washing facility they have lavatory. The administrators and teachers
settled for all in one instead of having separate facilities this is attributed to budget
constraints. Majority of these facilities were just donated by the stake holders like PTA
and Alumni.
Only Marinduque National High school was able to have speech laboratory, music
room, and arts room which are all donated by their Alumni. The remaining five schools
do not have any of those. These facilities are very much essential in providing quality
education for all (EFA).
The study revealed that stakeholders specifically the Alumni of the school play a
very important role in achievement and development of the school. Marinduque National
High School and Landy National High School have a very harmonious relationship with
their alumni. Many projects like equipment and facilities were sponsored by their alumni.
In order to solve the gaps the school administrators must toughen their linkages with the
internal stakeholders and external stakeholders.
CONCLUSSION
The study revealed that with the average gap rate of 51% in all provisions hence
the study says that all six schools in the Division of Marinduque were not able to comply
with the standards. The actions of the School Head s to fill the gap are not effective or
need to be revised.
Each provision listed in the Mandatory review are very important in delivering
quality EFA and these are all needed to equip students with the different skills they need
to be able to compete globally. Under the K to 12 programs, every graduate is expected to
be equipped with information, media and technology skill; learning and innovation skills;
effective communication skills; and life and career skills. But in this situation teachers
have to shoulder the shortcomings of the government, like classroom, learning materials,
equipment and facilities.
The educational system in the Philippines is not a standalone body. The success of
the new curriculum lies in the hands of everyone. Among the different solutions provided
it all ends with linkages. Even the implementation of school building it is properly
coordinated with the Department of Public Works and Highway. With this a need to
enforce linkages is a must. Public information is also imperative in implementing the
program.
In the Division of Marinduque the gap or shortages of teachers and classroom
requires a huge amount of budget however it is still manageable because public school
teachers are understanding, committed and tolerant.
RECOMMENDATION
Public information can be one of the solutions to the enormous gaps among all
provision. If they have suggestion and clarification, the government should entertain it
and be open to the public and different schools. The informations and findings on this
study should be publish for public information this may lead to awareness and
involvement specially parents and DEPED employees.
Instead of criticizing or opposing to the implementation of the new curriculum
promote BAYANIHAN. Filipinos should work hand in hand. The given gaps in the
different provision should serve as an information vehicle to achieve the common goal
and that is to promote quality life among all Filipinos.
Table 10 Solutions of School Head s to Teacher Gap and its Effectiveness
Bognuyan National
35
35
High School
Effectiveness
Gap
Standard
Name of School
Actual
TEACHERS
Solutions
Requested from DEPED
Effective
Always follow up
Buenavista National
35
42
Not
High School
Landy National
23
27
Requested from the DEPED based on the needs since the school
Effective
Not
High School
Marinduque
117
127
10
have (3) Programs: SPED, Science Class and Regular

Effective
Not
Depends on the need of the school and subject to availability of
Effective
funds
Not
National High
School
Matuyatuya
20
22
National High
School
Mogpog National
Effective
19
20
Request from DEPED
Not
Comprehensive
Always follow up from the Division
Effective
High School
Took the item or plantilla which is intended for the school
Table 11 Solutions of School Head s to Classroom Gap and its Effectiveness
Standard
Gap
Bognuyan
19
21
2 Request from DEPED -Always follow up
National
DEPED project with the help of DPWH
High School
Split Rooms into two
Effectiven
ess
School
Actual
Name of
CLASSROOM
Solutions
Effectiv
e
the new building (ESEP) and converted it to AVR and

Workshop
Sent letter and resolution to linkages like private company
Buenavista
19
25
as for possible donations

6 Request from DEPED -Always follow up
Not
National
DEPED project implemented by DPWH
Effectiv
High School
One building with 2 classrooms were donated by
Philippine Chamber of Commerce

Clarify issues and proper motivation to the proposed
Landy
19
16
project
0 DEPED Based on the needs since the school have (3)
National
Programs: SPED, Science Class and Regular
High School
DEPED
Marinduque
70
76
Stakeholders (PTA and Alumni)

6 DEPED; PTA Donations
Effectiv
e
Not
National
One building was donated by the LGU
Effectiv
High School
JAICA (Japan International Corporation Agency)
PCCI Philippine Chambers of Commerce
Make used of available fund

Matuyatuya
14
13
0 Asked the assistance of the LGU -one building was given
National
Proposal for New Building with classrooms and Social
High School
Hall
Effectiv
e
Year Round Brigada Eskwela has something to do to

achieve 100% participation of stakeholder
Mogpog
14
12
Looking for other possible donors

0 Asked the support of different stakeholders
National
Rooms are donated by Philippine Chamber of Commerce
Comprehensi
and Industries; DPWH and DOLE
ve High
Informing stakeholders thru report and asking 100 %
School
support
Effectiv
e
Table 12 Solutions of School Head s to Learning Materials Gap and its

Effectiveness
491
8330 3412
National
School
High School
Effectivene
ss
Standard
Bognuyan
Name of
Gap
Actual
LEARNING MATERIALS
Solutions
DEPED
Not
Teacher and parents made an agreement to
Effectiv
photocopied the available learning materials
or module
Buenavista
843
1016 1725
Based on the curriculum, teachers search
Not
National
online for the lesson and pay the expenses on
Effectiv
their own.
High School
Write the materials in manila paper

Landy
419
National
6520 2327
High School
Make use of substitute reference

In most cases the ratio is 1:1 but if there is no Not
available textbook students find their own
Effectiv
or research on their own
Use available resources like old reference

Marinduque
789
3047 2257

students find their own or research on their
Not
National
own
Effectiv
High School
Students Photo copy some materials
Matuyatuya

DEPED
Not
291
5160 2241
National
Use available resources like old reference
Effectiv
Photo copy some materials budget is from
e
Not
MOOE
Effectiv
Comprehens
Students Photo copy some materials
ive High
Based on the curriculum, teachers search
School
online for the lesson and pay the expenses on
High School
Mogpog
288
National
4750 1864
their own.
Write the materials in manila paper
Borrowed materials from other Division and
photo copy it

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CHAPTER FOUR

Results and Discussion

Bognuyan National High School

And the reason is migration or centralization.

The centralization of the

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

Buenavista National High School introduced these strategies:

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

National High School introduced these strategies:

First, every year the School Head

requested teachers from the Division Office

administrator distributed the excess load to available teachers resorting to overloading

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

Matuyatuya National High School introduced these strategies:

requested teachers from the Division Office

And the reason is a migration or

Science Class and Regular Class or K to 12 Basic Education Program.

Solutions made by the School Head

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

Marinduque National High School introduced these strategies:

requested teachers from the Division Office

Solutions made by the School Head

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

National Comprehensive High School introduced these strategies:

requested teachers from the Division Office

to comply with the teachers gap.

In order to address the gap or shortages of teachers the School Head

Matuyatuya National High School introduced these strategies:

requested additional teachers from the

Division. Second, always persistent to follow up request.

overstretched/overloaded; in the case of high schools, for example, where there is

Table 2 Status of Classroom

Bognuyan National High School

Solutions made by the School Head

to comply with the classroom gap.

In order to address the gap or shortages of classroom the School Head

Buenavista National High School introduced these strategies:

by JAICA (Japan International

Corporation Agency). Third, distributed the excess students to available classroom

temporary classrooms. Fifth, included additional classroom in the school improvement

Solutions made by the School Head

to comply with the classroom gap.

In order to address the gap or shortages of classroom the School Head

Bognuyan National High School introduced these strategies:

Ranked third is Marinduque National High School with seventy (70)

to comply with the classroom gap.

In order to address the gap or shortages of classroom the School Head

Marinduque National High School introduced these strategies:

to comply with the classroom gap.

In order to address the gap or shortages of classroom the School Head

Landy National High School introduced these strategies:

Table 3 Status of Learning Materials

Bognuyan National High School

Buenavista National High School

to comply with the learners materials gap.

Marinduque National High School introduced these strategies:

to comply with the classroom gap.