32

CHAPTER IV
PRESENTATIONS, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the findings of the study based from the responses and based on the
information gathered given by the student of BUCSSP who are staying in the boarding houses which
helped to determine their life experiences. For a better and orderly presentation of data, this chapter is
divided into five parts. The first part includes the socio-demographic profile of the respondents. The second
part includes respondents reasons for staying in the boarding houses. The third part is the experiences of
the respondents in terms of self-management and social dealings. The fourth part includes the problems
encountered by the respondents in line of the said experiences. And the last part includes the coping
mechanism of the respondents to the problems encountered. The data were interpreted and analyzed by the
researcher.

Socio-demographic Profile of the Respondents

Age. The second year students of BUCSSP who are staying in the boarding house mostly belong
to the age of eighteen (18) with the percentage of sixty-two point nine percent (62.9%), other are in the age
of seventeen (17) or twenty-seven point four percent (27.4%). While five (5) of the respondents belong to
the age nineteen (19) or eight point one percent (8.1%), lastly, out of the total sixty-two (62) respondents of
the second year student boarders there is only one (1) student who belong to the age sixteen (16) with the
percentage of one point six percent (1.6%). In addition, It was also shown on table 2 the age of the third
year student boarders of BUCSSP, the most common age are belong to the age of nineteen (19) with the
percentage of fifty percent (50%) that is half of the total no. of the respondents, followed by the age of
eighteen (18) or forty point six percent (40.6%), other are twenty (20) years old with the percentage of six
point two percent (6.2%) and lastly, both seventeen (17) and twenty-one ( 21) years old got the lowest
percentage of one point six percent (1.6%) out of sixty-four (64) respondents (see Table 1 below).

Table 1: Age of the Respondents

2ND YEAR TOTAL

AGE SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
16 1 0 0 0 0 1 1.6%
17 3 2 1 5 6 17 27.4%
18 6 8 3 8 14 39 62.9%
19 0 0 1 1 3 5 8.1%
TOTAL 10 10 5 14 23 62 100%

3RD YEAR TOTAL

AGE SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
17 0 0 0 0 1 1 1.6%
18 2 5 2 6 11 26 40.6%
19 5 5 4 10 8 32 50%
20 1 0 0 2 1 4 6.2%
21 0 0 0 1 0 1 1.6%
TOTAL 8 10 6 19 21 64 100%
 The researcher was able to see that the second year students of BUCSSP are mostly at the age of
eighteen (18) years old, and in the third year the student belong to the age of nineteen (19) years old. The
data implies that the common or appropriate year for the student of second year is at the age of eighteen
(18) years old and in the third year is nineteen (19) years old. The data shown above signifies that majority
of the respondents meet the average range of age and only few of the respondents are in above or under
age.

Gender. As clearly shown in table 2 which pertains to the Gender of the second year and third
year student of BUCSSP, that second year student boarder has forty-eight (48) female boarders with the
percentage of seventy-seven point four percent (77.4%) and fourteen (14) male boarders with the total
percentage of twenty-two point six percent (22.6%), out of the total no. of sixty-two (62) respondents.
While in the third year student boarders out of sixty-four (64) respondents, (51) of this are female with the
percentage of seventy-nine point seven percent (79.7%) and (12) of this are male with the total percentage
of eighteen point seven percent (18.7%), and lastly gay with the percentage of one point six percent (1.6%)
(see Table 2 below.)

Table 2: Gender of the Respondents

2ND YEAR TOTAL

GENDER SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Male 4 2 3 5 0 14 22.6%
Female 6 8 2 9 23 48 77.4%
TOTAL 10 10 5 14 23 62 100%

3RD YEAR TOTAL

GENDER SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Male 1 2 2 5 2 12 18.7%
Female 7 8 4 14 18 51 79.7%
Gay 0 0 0 0 1 1 1.6%
TOTAL 8 10 6 19 21 64 100%
The data shows that the Bicol University College of Social Sciences and Philosophy is highly
dominated by female which implies that the number of students that staying in the boarding house enrolled
in BUCSSP is mostly female than male.

Religion. The table 3 shows that Roman Catholic has the highest frequency of fifty-six (56) from
second year with the percentage of ninety point three percent (90.3%) and fifty two (52) from third year
with the percentage of eighty-one point two percent (81.2%); followed by Born Again with three point
three percent (3.3%) from second year and three point one (3.1%) from third year, and also the Baptist,
United Pentecostal and Lord Saints Day in which the second year and third year got the same percentage of
one point six percent (1.6%), lastly twelve point five percent (12.5%) answers none (see the table 3 below).

Table 3: Religion of the Respondents

2ND YEAR TOTAL

RELIGION SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Roman Catholic 9 8 5 13 21 56 90.3%
Born Again 0 0 0 0 2 2 3.3%
 Baptist 0 0 0 1 0 1 1.6%
Lord Day Saints 1 0 0 0 0 1 1.6%
United Pentecostal 0 1 0 0 0 1 1.6%
None 0 1 0 0 0 1 1.6%
TOTAL 10 10 5 14 23 62 100%

3RD YEAR TOTAL

RELIGION SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Roman Catholic 5 6 4 19 18 52 81.2%
Born Again 2 0 0 0 0 2 3.1%
Baptist 0 0 0 0 1 1 1.6%
Protestant 0 0 1 0 0 1 1.6%
None 1 4 1 0 2 8 12.5%
TOTAL 8 10 6 19 21 64 100%

. The data affirms that most of the BUCSSP student boarders religion was a Roman Catholic. This
implies that student boarders of Bicol University College of Social Sciences and Philosophy are
predominantly Roman Catholic. The student boarders treat religion as their guide in their daily life were
God becomes their strength to help their selves to handle every situations and struggles or challenges of
being a boarder and continue their lifestyle with new day. And it is not an issue if what is your religion
because the most important thing is your belief and faith in God.

Address Hometown/ Province. The respondents of the study from second year are mostly came
from Masbate City with the total frequency of twenty-three (23) or with the percentage of thirty-seven
point two percent (37.2%), followed by Sorsogon City and the province of Albay with the total frequency
of seventeen (17) or with the percentage of twenty-seven point four percent (27.4%), then the province of
Camarines Sur with the total percentage of four point eight percent (4.8%), and lastly from the province of
Catanduanes and Leyte with the total percentage of one point six percent (1.6%). In addition, the
respondents from third year are mostly also came from the province of Masbate City with the total
percentage of forty-two point two percent (42.2%), followed by twenty-six point six percent from Sorsogon
City and from Albay with the percentage of twenty-four point two percent (24.2%) then from Camarines
Sur with the total percentage of four point seven percent (4.7%) and lastly from the Camarines Norte and
Northern Samar with the percentage of one point six percent (1.6%) (see table 4 below).

Table: 4 Address Hometowns/ Province of the Respondents

2ND YEAR TOTAL

PROVINCE SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Albay 2 4 1 2 8 17 27.4%
Cam Sur 1 0 1 0 1 3 4.8%
Catanduanes 0 0 0 0 1 1 1.6%
Masbate 4 5 1 6 7 23 37.2%
Sorsogon 3 1 2 6 5 17 27.4%
Leyte 0 0 0 0 1 1 1.6%
TOTAL 10 10 5 14 23 62 100%
 3RD TOTAL
YEAR

PROVINCE SOCIO PHILO PEACE POL. SOWO F (f) P (%)

STUD SCIE
Albay 3 1 2 4 5 15 24.2%
Cam Norte 0 0 0 0 1 1 1.6%
Cam Sur 1 0 0 2 0 3 4.7%
Masbate 4 5 1 10 7 27 42.2%
Sorsogon 0 3 3 3 8 17 26.6%
Northern Samar 0 1 0 0 0 1 1.6%
TOTAL 8 10 6 19 21 64 100%

Boarding House Address. The table 5 shows that the respondents of the study are mostly stayed
in the Daraga, from the second year they have a total frequency of forty-two (42) or with the percentage of
sixty-seven point seven percent (67.7%) and from the third year thirty-five (35) student boarders with the
percentage of fifty-four point seven percent (54.7%), and in Legazpi City there are twenty (20) student
boarders with the percentage of thirty-two point three percent (32.3%) and from the third year forty-five
point three percent(45.3%) (see table 5 below).
This result jived with the study of Brilliantes 2012, based from the survey, as sighted by the study
Living in a boarding house or dormitory is necessary for students who come from far places. In Davao
City, an observable statistics of university students from neighboring provinces and the citys outskirts.

Table: 5 Boarding House Address of the Respondents

2ND YEAR TOTAL

BOARDING SOCIO PHILO PEACE POL. SOWO F (f) P (%)

HOUSE ADRESS STUD SCIE
Daraga 8 5 3 9 17 42 67.7%
Legazpi 2 5 2 5 6 20 32.3%
TOTAL 10 10 5 14 23 62 100%

3RD YEAR TOTAL

BOARDING HOUSE SOCIO PHILO PEACE POL. SOWO F (f) P (%)

ADRESS STUD SCIE
Daraga 4 5 5 10 11 35 54.7%
Legazpi 4 5 1 9 10 29 45.3%
TOTAL 8 10 6 19 21 64 100%

Table: 6 Reasons of staying in the boarding house by the respondents

Frequency Rank
The distance of school to residence 115 1
Hectic schedule in school 36 5
Problem in time management 24 7
 Having conflict with other family members 4 10
Increased Personal Freedom 27 6
My parents decision 47 2
To experience new environment 46 3
To have new companions 23 8
To save school allowances 42 4
Just to experience the life of being a boarder 15 9

*Multiple Responses

The table six (6) present the reasons of the student why they stay in the boarding house. Based
from the data above, the high frequency is one-hundred fifteen (115) which is the distance of school to
residence that got rank one (1), Followed by the decision of their parents with the frequency of (forty-
seven) 47 which is the rank two (2), The rank three (3) based from the survey is to experience new
environment with the frequency of forty six (46), next is to save allowances with the frequency of (42)
which is the rank four (4), then rank five (5) hectic schedule in school, rank six (6) increased personal
freedom, rank seven (7) problem in time management, rank (8) to have new companions, rank nine (9) just
to experience the life of being a boarder and lastly, having conflict with other family member.

One of the majority reasons of BUCSSP student why they stay in the boarding house is because of
the distance of the school to the residence in which it is accessible for them. Based from the result of the
study, this jibed with the research of Reyes 2016 that the boarding houses where the student boarders
stayed were 1 kilometer and below (68.72%) from the school with very few staying in boarding houses
situated in farther locations. The data implies that the students stay in boarding houses which are walking
distances to and from the school. Another reason was the decision of their parents in which most of the time
parents is the one who decide for their child, according to higher educator consultants Levitz 2015 As
much as kids dont like to admit that their parents affect their decisions, parental input does matter, Nearly
60% of prospective college students report they research colleges with their parents, and 61% of parents
say that the final decision on where to enroll is made together. And then other students said that they want
to experience new environment because this will be a new learning for them to have

STUDENT EXPERIENCES AND PROBLEMS

a. SELF- MANAGEMENT

Table a.1: Experiences encountered in terms of personal needs by the Respondents

Frequency Rank
I bring kilos of rice and other available groceries from home. 77 2
If there is a good budget I buy enough groceries good for a 90 1
week or for a month.
Do not waste food instead make it useful again (e.g fried rice 47 3
for breakfast)
Always have reserve batteries and a fully charged power bank. 36 5
I do not stock laundry clothes instead I wash it after bath 21 6
I become health conscious 44 4
I have medicine or first aid kit in case of emergency 11 7

*Multiple Responses
 The table presents the experiences encountered by the student in terms of personal needs. The
information gathered emphasizes that the students plot a scheme on how they are going to compromise the
personal challenges along their experiences in staying at the boarding house. This implies that most of the
key informants experiences encountered staying at the boarding house affects their personal need that is
necessary for their welfare. And based from the survey the rank one (1) answer based from the response of
90 (ninety) respondents is if there is a good budget they buy enough groceries good for a week or for a
month, followed by the answer of they bring a kilos of rice and other available groceries from home which
is the rank two (2) with seventy-seven (70) response, then, the rank three (3) is, do not waste food instead
make it useful again (e.g fried rice for breakfast) with forty-seven response (47) and rank four (4) they
become health conscious in every food they intake with forty-four (44) response by the respondents, And
as part of their personal need the respondents also answered that they always have reserve batteries and a
fully charged power bank with thirty-six (36) response, rank six (6) answered is they do not stock laundry
clothes instead they wash it after bath with twenty-one (21) response, and lastly, have medicine or first aid
kit in case of emergency with eleven (11) response.

Based from the answer of the student boarders about their experiences in personal needs, the data
revealed that food is one of the most important needs of the student boarders, if you analyzed the ranking
above the top three (3) answered are mostly about food. And this was supported by the study of Bocales
2012 that the highest monthly expenditure of the respondents went to foods, followed by transportation.
Their lowest expenditure went to cosmetics. Respondents staying in boarding houses/dormitories were
spending a higher amount on foods than the respondents staying with their families.

Table a.2: Problems encountered in terms of personal needs by the Respondents

Frequency Rank
No time for washing my clothes 58 3
Not enough allowance to buy healthy foods 47 4.5
Not enough time for self-relaxation 61 2
Not enough allowance for leisure 47 4.5
When laziness occur 95 1
Absence of love and affection from family 46 6
Absence of love and affection from friends / love ones) 41 5
Lack of self-motivation 36 7

*Multiple Responses

The information gathered along the problems encountered by the respondents when it comes to
their personal needs is evident through the responses manifested in the table (a.2). All the respondents
struggles are basically have something to do with their standard living as occupants in a particular boarding
house that affects their personal needs. This implies that students who stay in their boarding houses affect
their way of living. One of the top answers of the respondent on their problems in personal needs is when
laziness occurs with ninety-five (95) response, followed by not enough time for self-relaxation with sixty-
one (61) response which is the rank two (2), then, rank three (3), no time for washing their clothes with
fifty-eight (58) response, rank four (4) Not enough allowance to buy healthy foods and Not enough
allowance for leisure with forty-seven (47) response, absence of love and affection from family with forty
six (46) response or rank five (5), rank 6 absence of love and affection from friends and love ones with 41
responses, and lastly, lack of self-motivation or rank 7.
Based from the result on table a.2 about the problems encountered of the BUCSSP student
boarders this was jibed with the study of Olivares 2015 which found out that College students have to
overcome the problem of laziness which could cause them some serious problems in the future. With many
students being in their 20s, its common for them to not want to do hard work. These are known as college
slackers. Theres a saying, Its easier to do something, than it is to do anything. Many college slackers
clearly relate to this phrase. There could be serious consequences to their laziness and its something that
should be known. Other times they dont get any work done at all. Its hard for people to break from this
habit but its a bad habit that they must break away from before it ruins their educational future. Another
problem of the student boarders was not enough time for self-relaxation this was supported by the research
of Mental Health America, that if they arent getting enough time to relax, they may find their selves
feeling tense and stressed out. Long-term stress, if not addressed, can cause a host of health issues,
including chest pain, headaches, digestive issues, anxiety, depression changes in sexual desire and the
ability to focus. And then, their third problem was no time for washing their clothes. Ness 2008 said that
Students wash their clothes to remove stains and to prevent them from smelling. Some students wash their
clothes after wearing them once, whereas others wash them more infrequently.
Table a.3: Coping Mechanism in terms of Personal Needs by the Respondents

Frequency Rank
I buy enough groceries like egg, noodles, canned goods, fruits, 77 2
and vegetables and etc.
I will cook instead of eating or buying in the fast food chain 49 4

Whenever I feel stressed out, I will go with my friends to 70 3

hangouts/ listen music
Whenever I feel bored, I watched a movie 80 1
To avoid a stock of laundry I washed my clothes daily after 24 6
school
To maintain the good body I will Exercise 19 7
To maintain the good body I will eat healthily 40 5
*Multiple Responses

All the respondents manifested their coping strategies to provide themselves the personal needs
significant to sustain their necessity. Based on the information gathered, majority of the respondents shared
that their coping mechanisms is whenever they feel bored, they watched a movie with eighty (80)
response. Followed by, they buy enough groceries like egg, noodles, canned goods, fruits, and vegetables
and etc. which is the rank two (2) with seventy-seven (77) response, then, rank three (3) answer, whenever
they feel stressed out, they go with their friends to hangouts/ listen music with seventy (70) response. And
other is, rank four (4), they cook instead of eating or buying in the fast food chain with forty-nine (49)
response, rank five (5) to maintain the good body they eat healthily with 40 responses and lastly, to
maintain the good body they Exercise which is the rank 7 based from the survey.

The data imply that most of the student boarders of BUCSSP can easily cope up to their problem
experience based from their response. One of the coping mechanisms that they do when they felt bored
they watched some movies, according to Li et. al 2015 participants described that they engaged in different
activities including online shopping, video watching, and website browsing. Other participants described
use of a specific application for a long period of time, including playing video games and watching videos
(e.g., TV shows and movies) on the Internet.

Participants described their current patterns of Internet use with respect to the daily amount of time they
spent on the Internet and longest period they ever spent on the Internet in one continuous session of use.
The amount of time students reported spending on the Internet daily ranged from 5 hours to all day, due
to the widespread use of mobile devices (e.g., smartphones and tablet computers) with data coverage (e.g.,
I feel like Im on the phone all the time constantly checking). Many participants noted they could not
accurately differentiate the amount of the time spent on the Internet for school work or work-related
purposes from that for non-school/non-work-related purposes (e.g., If Im writing a paper, then Ive got
my browser open, or Im on my phone). The longest period of time participants reported spending on the
Internet in one continuous session ranged from 3 hours to all day (e.g., Once its summer, Ill be on it [the
Internet], like, an entire day). During those sessions, The age at which participants reported they first
accessed the Inte

Table a.4 Experiences encountered in terms of Time Management by the Respondents

Frequency Rank
Following daily time schedules 81 2
Doing priorities 94 1
Be a time conscious person 80 3
More leisure activity than completing school requirements 26 5
More time to hang-out with friends 22 6
I have self-discipline 58 4
Others

*Multiple Responses

Based on the information gathered, there are certain experiences faced by the respondents,
particularly when it comes to time management. As to the totality of the data, doing priorities is the rank
one from the survey with ninety-four response, rank two (2) following daily time schedules with eighty-one
response, rank three (3) Be a time conscious person with eighty (80) response, rank four (4) I have self-
discipline with 58 response, rank five (5) More leisure activity than completing school requirements with
26 response and lastly, rank six (6) More leisure activity than completing school requirements with 22
response.

The result of the gathered information revealed that most of the student conscious to their time
especially When they are taking on the heavy workload of classes, homework, studying, and etch. That is
associated with college. While some of them are procrastinating or wasting their time for some
inconsequential matter. The result jibed with the study of Strang, 2015 which stated that large percentage of
students said that they dont struggle more in college with time management, an overwhelming majority
(88%) said that they have changed their methods of managing their time, underlining that college is,
indeed, a very different environment than high school. Plenty of college students find that the experience is
not necessarily more difficult, its just different.

Table a.5: Problems encountered in terms of Time Management by the Respondents

Frequency Rank
Doing rush school projects 80 1
Short time or no time for reviewing lessons before an 55 3.5
examinations
More stock work 40 7
 Temptation from peers 53 6
Social media addiction 65 2
Procrastination 54 5
Failing to manage destruction (e.g playing games and texting/ 55 3.5
calling during work time)
Others

*Multiple Responses

The data presented the result of the findings with regards to the problems encountered by the
respondents in time-management. Rank one (1) Doing rush school projects with eighty (80) responses,
rank two (2) Social media addiction with sixty-five (65) responses, rank three point five (3.5) Short time or
no time for reviewing lessons before an examinations and Failing to manage destruction (e.g playing games
and texting/ calling during work time) with 55 response, rank five (5) is the procrastination with fifty-four
(54) response, rank six (6) is temptation from peers with fifty-three (53) response and rank seven (7) with
forty response is under more stock work.
This data implies that the common problem of students in time-management is doing their
projects, paper works and other requirements in a rush hour because of some loaded works and failing to
manage some destruction by the surroundings, especially technology, gadgets and social media that can
also affect to their academic performance and daily lifestyle.

Table a.6: Coping mechanism in terms of Time Management by the Respondents

Frequency Rank
I do my paper works on time 44 4
I review all my lesson every after class/ every free time 31 6
I prioritize some task that is important/ urgent 92 1
Whenever my friends invite me for hangouts, I make an alibi/ 48 3
excuses to them so that I can focus on my due
I get an early start on my work to avoid procrastination 82 2
I turn key task into habits 15 7
I become conscientious of amount of TV/Internet/gaming time 36 5

*Multiple Responses
The table a.6 above revealed that the majority answer of the respondents is they prioritize some
task that is important/ urgent with ninety-two (92) response. Followed by they get an early start on work to
avoid procrastination with 82 response, then rank three (3) is Whenever their friends invite them for
hangouts, they make an alibi/ excuses to them so that they can focus on their due with forty-eight response
(48), and other rank four (4) answer is they do their paper works on time with forty-four response, rank five
(5) they become conscientious of amount of TV/Internet/gaming time with fifty-five (55) response, rank six
(6) they review all their lesson every after class/ every free time with thirty-one (31) response and lastly,
they turn key task into habits with fifteen (15) response.
This result jibed with the study of Nguyen 2012 stated that prioritizing your coursework is
important especially if you are on a tight deadline and cant finish your work in time. Its absolutely
important that you decide to work on the things that have the biggest impact (perhaps to your grade), and
not because its easy, Prioritizing is one of the most important time management skills for college students
who have a lot on their plate., and according to the American Psychological Association, between 80 and
95 percent of college students procrastinate on their schoolwork. Some are able to justify this behavior by
claiming working under pressure is the best method for them but according to Cutspec, this may not be the
whole truth.

Table a.7: Experiences Encountered in terms of Financial Management by the Respondents

 Frequency Rank
Make a list of needed things before having groceries and 83 2
prioritize only the needs and not the wants.
Listing each product bought with its cost for tallying purposes 46 4
Saving money through investments (e.g capital for dealing 17 7
small food business at school )
Avoid realigning your money for its allotted school payments. 26 6
Proper allocation of school allowances 87 1
Water and electricity conservation for lower bills 25 5
Walking instead of commuting 61 3
Others

*Multiple Responses

Based from the table above the data revealed that the majority answer from the survey is proper
allocation of school allowance with eighty-seven (87) response, rank (2) Make a list of needed things
before having groceries and prioritize only the needs and not the wants with eighty-three (83) response,
rank (3) Walking instead of commuting with sixty one (61) response, rank (4) Listing each product bought
with its cost for tallying purposes with forty-six (46) response, rank (5) Water and electricity conservation
for lower bills with twenty five (25) response, rank (6) Avoid realigning your money for its allotted school
payments with twenty-six (26) response, and lastly, rank (7) Saving money through investments (e.g capital
for dealing small food business at school with seventeen (17) response.

This study revealed that the respondents are more conscious on how they budget their allowances
and based from the research of Bocales 2007, the data were gathered from 400 students; 120 from CCDC,
90 from ELC and
190 from BSU. More than half (50.90%) of the respondents parents/guardian were
farmers thus, most of them derived their income from farming. Students staying in
boarding houses received higher allowances, on a monthly basis, compared to students staying at home
with their parents. Most of the students staying at home receive their allowances on a daily basis.

Table a.8: Problems encountered in terms of Financial Management by the Respondents

Frequency Rank
Difficulty in budgeting money due to other priorities 99 1
Receiving late allowances 54 5
Inadequate allowances 35 7
Poor knowledge in budgeting 31 8
Wasting of money 50 6
Too much bills in school 56 4
Overspending on one need/want 66 2
Misuse of allotted money 57 3
Others

*Multiple Responses
The table a.8 shows the problems encountered by the respondents in terms of financial
management. And the result of the study is rank one (1) Difficulty in budgeting money due to other
priorities, rank two (2) Overspending on one need/want, rank three (3) Misuse of allotted money, rank four
(4) Too much bills in school, rank five (5) Receiving late allowances, rank six (6) Poor knowledge in
budgeting, rank seven (7) Inadequate allowances and rank eight (8) Poor knowledge in budgeting.

Based from the findings the top three common answered of the student boarders in terms of the
problem in financial management was the difficulty in budgeting money due to their other priorities, over
spending on one need and wants and misused of allotted money. On the other hand, the boarding house can
make negative impact for the students. Most of them spent their time just to have fun with their friends or
go somewhere. So, it can make their money over for the things that are not useful (Selasa, 2012). The
result also jibed by the study of Bocales 2007 that the Male respondents have higher expenditure on
clothing, liquor and cigarettes and recreational activities than females, but female respondents spend higher
amount on cosmetics than male respondents. The problems met by the respondents were the following:
delayed allowance, inadequate allowance, high cost of commodities and high transportation cost. Majority
of the students had problem on delayed allowance followed by inadequate allowance.

Table a.9: Coping mechanism in terms of Financial Management by the Respondents

Frequency Rank
I have other source of income such as yema, peanuts and etc. 6 5
I prepare food to bring on school for my lunch 13 4
I have a coin bank so that I can save some allowance 57 2
I will start to plan how to spend or save my money, and I am in 88 1
control of my personal finances.
Whenever I encounter short comings I borrow money to my 49 3
board mates, friends or classmates
Others

*Multiple Responses

The table a.9 shows some strategies of student on how they cope up in managing their finances and
based from the result of the data gathered the majority of the respondents answered that they start to plan how
to spend or save their money with, and they in control of to their personal finances which is the rank one (1)
based from the survey with eighty-eight response, followed by the answer, they have a coin bank so that they
save some allowance which is the rank two (2) with fifty seven (57) response. Then, rank three (3), whenever
they encounter short comings they borrow money to their boardmates, friends or classmates with forty-nine
(49) response and lastly, they have other source of income such as loader, gown rentals and etc. with six (6)
response.

The finding of the study was supported by De Guzman et al. that Students on the other hand, learn
to save their allowance as they grow and meet different requirements in school as well as things they want to
buy for their own. Budgeting is one of the practical skills that come in useful for them. It helps them to attain
a better understanding of financial matters that would become handful in their future. However, with
escalating responsibilities and opportunities as they go towards higher level of education, particularly in
college, it becomes very challenging for students to manage their money. Tuition, textbooks and
transportation are not the only things they need to worry about; there are the housing, food and supplies
together with socializing. With their young age and lack of experience, it might be hard for college students to
budget their allowance on their own. In fact according to a research of Westwood College in U.S., most
college students spend the least of their allowance in transportation, books and supplies but spends 40% on
discretionary activities- entertainment, apparel and services, travel and vacation.

Table a.10: Experiences encountered in terms of Psycho-Spiritual management by the Respondents

 frequency Rank
Having self-time for devotion 53 4
Easily reflect in a silent place 69 2
Sharing some word of God 26 5
Church visit 78 1
Reading the Bible 20 6
Praying for guidance and Divine Intervention 54 3
Reciting a rosary 11 7
Others

*Multiple Responses

The table a.10 shows that the majority of the respondents or seventy-eight of them answered that
they do a Church visit which is the Rank one (1) with seventy-eight (78) response based from the survey,
followed by rank (2) Easily reflect in a silent place with sixty-nine (69) response, rank (3) Praying for
guidance and Divine Intervention with fifty four (54) response , rank (4) Having self-time for devotion with
fifty-three (53) response, rank (5) Sharing some word of God with twenty-six (26) response, rank (6)
Reading the Bible and rank with 20 response and lastly rank seven (7) Reciting a rosary with eleven (11)
response.

Table a.11: Problems encountered in terms of Psycho-Spiritual management by the Respondents

frequency Rank
Less conversation with church mates 25 4
Low guidance and counselling due to farness 29 3
Always near to temptation (e.g destruction of peers and 72 1
gadgets)
No time for church 31 2

The findings of the survey that the majority answer in the problem encounter in terms of psycho-
spiritual is rank one (1) Always near to temptation (e.g destruction of peers and gadgets) with seventy-two
(72) response, followed by No time for church which is rank two (2) with thirty-one (31) response, then,
rank three is Low guidance and counselling due to farness, and others, rank four (4) Less conversation with
church mates with twenty five (25) response.

This result jibed to the problem experience of Ashley tripp 2014, that attending church doesnt
make one a Christian, and yet, this is a lie many college students believe. Even as someone who grew
up in a Christian family, I struggled too with living out my faith instead of saving it for Sundays.
Certain barriers pushed me away from experiencing the fullness of my relationship with Jesus. The
majority of my first semester revolved around sorority life, school, dance and Alabama football. I didnt
get plugged in a campus ministry because I would make up excuses. I was becoming a part of the
growing trend of saying goodbye to my faith.

Table a.12: Coping mechanism in terms of Psycho-Spiritual management by the Respondents

Frequency Rank
 I allocate/ give a time on church 67 2
I share my problems and ask for an advice to my church mates 10 4
I set a time to read bible 17 3
I always asking guidance and protection to God through prayer 71 1
I join or participate any Christian group or ministry 11 5
I create any Christian group or ministry 4 7
I invite my friends to have a bible study 7 6

*Multiple Responses
Rank one (1) I always asking guidance and protection to God through prayer with seventy one (71)
response (1) Rank one (2) I allocate/ give a time on church with sixty-seven (67) response, rank (3) I set a
time to read bible, rank four (4) I share my problems and ask for an advice to my church mates with ten
(10) response, rank five (5) I join or participate any Christian group or ministry with 11 response, rank
six(6) I invite my friends to have a bible study with 7 response, and lastly rank seven (7) I create any
Christian group or ministry with four (4) response.
The result was supported by the study of Cox 2011 that Spiritual people have a host of resources
available to them that enable them to cope in tough circumstances. In addition to providing social support
and inspiration, spirituality enhances academic outlooks by decreases stress, changing perspective and
providing a sense of meaning and purpose to life. This result also shows that there are multiple variables
that affect academic outcomes, namely spirituality, demographic variables, access to social supports, and
how a person copes in challenging circumstances.

b. SOCIAL DEALINGS

Table b.1: Experiences encountered along Family relationship by the Respondents

Frequency Rank
Always find time for communication 86 4
They send me good allowance 75 7
Always ask about life updates through text or call 85 5
My family is always supportive in whatever I do 89 3
Informed me about family happenings 81 6
Let me become independent 92 2
Let me learn dispositions in my own life 73 8
Having communication with them through cellphone/ social 104 1
media
Set up a routine communication schedule 20 10
Establish a visitation schedule 32 9
Others
*Multiple Responses

Rank (1) Having communication with them through cellphone/ social media, rank (2) Let me
become independent, rank (3) My family is always supportive in whatever I do, rank (4) Always find time
for communication, rank (5) Always ask about life updates through text or call, rank (6) Informed me about
family happenings. Rank (7) they send me good allowance, rank (8) Let me learn dispositions in my own
life, rank (9) Establish a visitation schedule and rank (10) Set up a routine communication schedule.
 According to smith et al. 2012 for many first-year college students in their late teen years,
communicating with parents provides crucial social support. When going to college involves moving away
from home for the first time, students and their parents must rely on technologies to keep communication
channels open. We studied the ways in which college freshmen communicate with their parents and the
various communication technologies they use. Interviews with nineteen first-year students at a major
United States university revealed insights into students perspectives of their communication and
relationships with parents. We found students to use a variety of tools to connect with their parents and
identified some considerations they make when choosing tools. Furthermore, the use of these
communication tools played a significant role in mediating students social and emotional closeness with,
and independence from, their parents. We conclude by discussing technical and social implications for
social support of students and student-parent relationships.

Table b.2: Problems encountered along Family relationship by the Respondents

Frequency Rank
Less communication due to incompatibility of time (e.g busy 64 3.5
with work)
No full sense of trust in my ability 14 10
Too strict parents 19 9
Misunderstandings 41 7.5
Obligating me to find work so I could have allowances 2 11
Getting affected when theres a problem in family 41 7.5
relationships
Homesickness 82 1.5
Missing the care of family 82 1.5
No one to comfort me every time I feel alone 63 5
No one will give advice every time I make a mistakes 46 6
No parents help to do some responsibilities 64 3.5
*Multiple Responses

Based on the findings the majority problem encountered by the respondents along family
relationship are Homesickness and Missing the care of family that got the Rank of one point five (1.5) with
eighty-two (82) response, followed by rank three point five (3.5) which are Less communication due to
incompatibility of time (e.g busy with work) and No parents help to do some responsibilities with sicty-four
(64) response, then rank five (5) No one to comfort me every time I feel alone with sixty three (63)
response, and other are No one will give advice every time I make a mistakes which is the rank six (6) with
forty-six (46) response, then rank seven point five (7.5) Getting affected when theres a problem in family
relationships and Misunderstandings with forty-one (41) response. Rank nine (9) Too strict parents with
nineteen (19) response, and lastly, rank ten (10) No full sense of trust in my ability with fourteen response.

Social activities in boarding houses/ dormitories create essentialities in the lives of the students.
Since, being away from ones family creates the feeling of homesickness and loneliness; experts agree that
one of the best ways to cope with these is to get involved in activities this result of the study jibed (Estrada
et al., 2008).

Table b.3: Coping mechanism in terms along Family relationship by the Respondents

Frequency Rank
I give some updates about me and school matters 94 1
I always follow their instructions and advices because they 70 4
know if what is the good and best for me
 I set a time so that I can communicate to them regularly 55 5
I maintain my good relationship with my parents and siblings 87 2
If there is a misunderstanding happen I am the one to reach out 44 6
and give an apology
Whenever I feel sad or experiencing homesickness I make 71 3
myself busy
*Multiple Responses

The table b.3 revealed that majority of the student boarders give some updates about them and
school matters with ninety-four (94) response, followed by, they maintain good relationship with their
parents and siblings which is the rank two (2) with eighty-seven response, then rank three (3) is Whenever
they feel sad or experiencing homesickness they make themselves busy, other are rank four (4) they always
follow the instructions and advices because they know if what is the good and best with seventy (70)
response, rank five (5) they set a time so that they can communicate to them regularly with fifty-five (55)
response, and lastly If there is a misunderstanding happen they are the one to reach out and give an apology
with forty-four (44) response.

The result of the study was supported by the study of Hadwen 2015 on how to cope up in the
problems experience by the students that the first research question used qualitative data to explore the
experiences of boarding parents. Findings suggested parents appeared to be more affected by their children
leaving home than did the majority of boarding students. The following strategies were suggested as helpful
to support positive transitions: preparing both parents and their children effectively for the move; making
contact with other boarding parents at least six months prior to the transition; having meaningful
connections with the staff caring for their children, communicating and visiting their children regularly; co-
developing with their children communication and visiting plans; and, keeping busy.

Table b.4: Experiences encountered along Peers relationship by the Respondents

Frequency Rank
They giving me advice every time I have a problem 79 3
I share my problem with them 85 2
I treat them like my brothers and sisters 87 1
They are my stress reliever 75 4
I spend more time with them (e.g. school works, party) 53 5
Others
*Multiple Responses

Table b.4 shows that majority of the experience encountered buy the BUCSSP student is Rank (1) they treat
everyone like brothers and sisters with eighty-seven (87) response, rank (2) they share problem with one
another with eighty-five (85) response, then rank (3) They give advice every time there is a problem with
seventy-nine (79) response, rank (4) They are the stress reliever with seventy five (75) response, lastly they
spend more time with them (e.g. school works, party) with fifty-three (53) response.

Table b.5: Problems encountered along Peers relationship by the Respondents

Frequency Rank
Bad influence (e.g they smoke, drinking alcohol, trouble maker 26 3
and etc..)
 Misunderstanding 75 1
Less communication due to incompatibility of time 47 2
Make advantage of you (e.g abusing your being kind, rich, and 21 5
intelligent and etc...)
Repeated foolishness to you (e.g lying and broken promises) 24 4
When there is intimidation, harassment or bullying 13 6
Others
*Multiple Responses

Table b.5 shows the response with regards to the problems encountered along peers relationship, Rank (1)
from the finding is Misunderstanding with seventy five (75) response, rank (2) Less communication due to
incompatibility of time with forty-seven (47) response, rank (3) Bad influence (e.g they smoke, drinking
alcohol, trouble maker and etc..) with twenty six (26) response, rank (4) Repeated foolishness to you (e.g
lying and broken promises) with twenty-four (24) response, rank (5) Make advantage of you (e.g abusing
your being kind, rich, intelligent and etc..) with twenty-one (21) response and rank (6) When there is
intimidation, harassment or bullying with thirteen (13) response.

Table b.6: Coping mechanism along Peers relationship by the Respondents

Frequency Rank
Whenever I sense my friends are bad influence, I tend to stay 54 2
away
If there is a misunderstanding I tried to talk on it and ask an 78 1
apology
Whenever they take too much advantage on me I decline to 46 3
their request or favors
Others

*Multiple Responses

The table b.6 show the result of how they cope up the experiences and problems along peers
relationship, based from the survey the majority answer is If there is a misunderstanding they tried to talk
on it and ask an apology with seventy-eight (78) response, then Whenever they sense that their friends are
bad influence, followed by they tend to stay away with fifty-four (54) response or rank two, then rank three
(3)Whenever they take too much advantage they decline to their request or favors with forty-six (46)
response.

Table b.7: Experiences encountered along Boardmates relationships by the Respondents

Frequency Rank
Develop a sense of belongingness like a brother or sister 79 2
relationship
Have a division of labor (assigned task) 37 6
Establish considerations in times of need (e.g letting them to 70 3.5
barrow your extra allowance)
Not too sensitive and not too insensitive 65 5
Learned a good continuative relations 70 3.5
Understanding companion 87 1
Others
*Multiple Responses

The table b.7 show that understanding companion with one another is the top answer with eighty-
seven (87) response, followed by they develop a sense of belongingness like a brother or sister relationship
with seventy-nine (79) response, Establish considerations in times of need (e.g letting them to barrow your
extra allowance) and Learned a good continuative relations got the same rank of three point five (3.5) with
seventy (70) response, and other, rank five (5) Not too sensitive and not too insensitive with sixty five
(65) response, ad lastly, Have a division of labor (assigned task) which is the rank six (6) with thirty-seven
(37) response.

Table b.8: Problems encountered along Boardmates relationships by the Respondents

Frequency Rank
When there is a clash of values 45 3
Minding religion beliefs and orientations 10 7.5
Misunderstandings 60 2
Having inconsiderate board mates (e.g smoking and drinking 34 5
alcohol inside the room)
Have no self-initiatives towards house rules 68 1
When there is intimidation, harassment or bullying 10 7.5
Selfishness 22 6
No privacy 38 5
Not respecting one another (e.g making noise) 43 4
Others
*Multiple Responses

Table b.8 presents the problems encountered along boardmates relationships. Majority or sixty-
eight (68) of the respondents answer that boarders have no self-initiatives towards house rules that rank
one, and second Misunderstandings with sixty (60) response, then rank three (3) when there is a clash of
values with forty-five response, other are rank four (4) not respecting one another (e.g making noise) with
forty-three (43) response, rank five (5) no privacy with thirty-eight response rank six (6) Selfishness with
twenty-two (22) response, and lastly, rank seven point five (7.5) Minding religion beliefs and orientations
and When there is intimidation, harassment or bullying with ten (10) response.

Table b.9: Coping mechanism along Boardmates relationships by the Respondents

Frequency Rank
Whenever there is a clash of values / conflict I stand by my 40 3
conviction, tried to talk to him/her
If ever we topic about religion ,beliefs and orientations, I tried 30 6
to understand his/ her opinion or perspective
If there is a misunderstanding that happen, I try to make an 47 2
arrangement
Whenever there is a inconsiderate boarders, I talk to him or her 31 5
in private about his or her acts
If there is a bullying or harassment happen I will try to stop 20 7
them
If there is a violation of privacy, I advise him/ her to be 39 4
responsible about his or her
 I respect my board mates and build a good relationship 92 1
*Multiple Responses

The table b.9 shows the coping mechanism of the student along boardmates relationship. Ninety-
two (92) of the respondents said that they respect their board mates and build a good relationship which is
the majority answer based from the survey, followed by if there is a misunderstanding that happen, they try
to make an arrangement with forty-seven (47) response, whenever there is a clash of values / conflict they
stand by their conviction, tried to talk to them which is the rank three (3) with forty (40) response, other are
rank four (4) if there is a violation of privacy, they advise them to be responsible about their acts with
thirty-nine (39) response, rank five (5) Whenever there is a inconsiderate boarders, they talk on it in private
about their acts with thirty one (31) response, rank six (6) if ever we topic about religion ,beliefs and
orientations, they tried to understand their opinion or perspective with thirty (30) response and lastly rank
twenty (20) If there is a bullying or harassment happen they will try to stop them with twenty response.

c. AMENITIES, RULES AND POLICIES

Table c.1: The experiences that being encounter in terms of Rules and Policies by the
Respondents

Frequency Rank
Inviting friends to sleep over on boarding house even it is 26 7
forbidden by the landlord
Allowing boyfriend/ girlfriend to stay on bedroom even it is 5 11
forbidden by the landlord
Forgot to switch off/ unplug the electricity 47 1
Not be able to come home on the curfew time because of some 38 3.5
school activities or paper works
You may entertain visitor but only at the Living Room 38 3.5
All visitors must have a prior permission from the host 25 8
Going outside (malls, movies, beach resorts, city tour, island 34 5
hopping, etc.) is at your own risk, the host is not responsible for
you safety outside the house
The Internet access is free through the host wi-fi (wireless 13 10
connection) but for a limited time only for access of e-mails or
research.
For my safety, I always get the landlord/ landlady permission 31 6
when I get out from the house to go around the city, to the
malls, movies, beach resorts or other places
I never leave my valuables (money, jewelries, etc.) unattended 42 2
inside the bedroom
No rules and policy at all 22 9
Others

*Multiple Responses

As reflected on the table above shows the experience of the respondents in terms of rules and
policies in which the most highly answer is they forgot to switch off or unplug the electricity with 47
response, as we notice some of the rooms has a simple reminder but sometimes we forgot to follow it and
sometimes it ends to an unexpected incidents. And the Rank two (2) result based from the survey is they
never leave their valuables (money, jewelries, etc.) unattended inside the bedroom. The respondents also
experience that they cannot be able to come home on the curfew time because of some school activities or
paper works and they can entertain visitor but only at the Living Room, which is rank 3.5 with 38 response,
others are Going outside (malls, movies, beach resorts, city tour, island hopping, etc.) is at your own risk,
the host is not responsible for the safety of the student outside the house which is the rank 5 with 34
response, rank 6 is For their safety, they always get the landlord/ landlady permission when they get out
from the house to go around the city, to the malls, movies, beach resorts or other places with 31 response,
rank 7 is inviting friends to sleep over on boarding house even it is forbidden by the landlord with 26
response, rank 8 All visitors must have a prior permission from the host with 25 response, rank 9 No rules
and policy at all with 22 response, rank 10 The Internet access is free through the host Wi-Fi (wireless
connection) but for a limited time only for access of e-mails or research with13 response, and lastly
Allowing boyfriend/ girlfriend to stay on bedroom even it is forbidden by the landlord which is the rank 11
with 5 response.

The result of the study was supported by the study of Bomogao et al. 2010 state that just like on
the study of these are the problem indicators of no abode policies and contracts executed The problems of
the student boarders were generally moderately serious a. Having no abode policies, rules and regulations,
and contracts executed between the landlady/landlord and the boarders, and common bath and comfort
rooms were very the very serious problems identified

Table c.2: The problems that being encounter in terms of rules and policies in the

Boarding House by the Respondents

Frequency Rank
Loss of property (money, jewelry, gadget,etc.) 31 4
No proper implementation of house rules 40 3
No sanctions for those who violate the boarding house policy 44 2
Disobedience of fellow occupants or boarders to the boarding 60 1
house policy
*Multiple Responses

Table c.2 indicaes the problems encounter in terms of rules and policies. The table shows that sixty
(60) respondents said that the Disobedience of fellow occupants or boarders to the boarding house policy
that rank one (1). Followed by no sanctions for those who violate the boarding house policy with forty-four
(44) response, rank three (3) no proper implementation of house rules with forty (40) response and lastly
rank 4 Loss of property (money, jewelry, gadget,etc.) with thirty-one response.

Table c.3: Coping mechanism in terms of Rules and Policies by the Respondents

Frequency Rank
Whenever there is a loss of property I will report it 44 2
immediately to the landlord or landlady
If there is house rules and policy, I will suggest to establish 45 1
proper regulations
I suggest to my fellow boarders to create fines or punishments 25 4
for those who violate policies
I call the attention of the involve people to correct the actions 41 3
has been observe
Others

*Multiple Responses
 Table c.3 presented the coping mechanism of the student in terms of rules and policy. Rank 1
result is if there is house rules and policy, they suggest to establish proper regulations with forty-five (45)
response, followed by, Rank two (2) whenever there is a loss of property they will report it immediately to
the landlord or landlady with forty-four response, then, Rank three (3) they call the attention of the involve
people to correct the actions has been observe with forty-one (41) response, and lastly Rank 4 they suggest
to their fellow boarders to create fines or punishments for those who violate policies with twenty five (25)
response.

Table c.4: The experiences that being encounter in terms of Amenities

by the Respondents

Frequency Rank
Sometimes I experience that the rooms are not in a good 36 1
condition in terms of calamity (e.g floods, typhoons)
Sometimes there is a stranger enter the room 20 3.5
The homestay landlord/ landlady normally serves good or 20 3.5
delicious foods to his or her boarders
Complete equipment on different facilities (e.g fire 31 2
extinguisher, emergency lights and etc.)
There is no kitchen for cooking 14 6
There is no tools for cleaning the room 19 5
Others

*Multiple Responses

Table c.4 shows the experiences encountered in terms of amenities. Thirty six (36) of the
respondents said that sometimes they experience that the rooms are not in a good condition in terms of
calamity (e.g floods, typhoons) which is the rank one (1), followed by they experience Complete equipment
on different facilities (e.g fire extinguisher, emergency lights and etc.) with thirty-one (31) response, then
rank three point five (3.5) are Sometimes there is a stranger enter the room and The homestay landlord/
landlady normally serves good or delicious foods to the boarders with the same response of twenty (20),
rank five (5) there is no tools for cleaning the room with nineteen (19) response and lastly, There is no
kitchen for cooking with fourteen (14) response.
the houses before deciding where their child or children will stay while studying at the College or
State University. Students who lives in housing facilities are expected to have better performance in school
than who live in substandard homes. Good housing facilities with clean environment, sanitary waste
disposal system, portable water supply, and peaceful surrounding will enable students to concentrate better
in their studies. They are afforded the materials, gadgets, supplies, and equipment needed in school work
(Bomogao, et.al., 2010).

Table c.5: The problems that being encounter in terms of amenities in the boarding house by the
Respondents

Frequency Rank
Space is not enough 45 1
No allotted comport rooms for the male and female boarders 13 6
Non availability of safety equipments 43 2
No acquire sufficient fund to supply the needed facility 18 5
No personnel in charge should check regularly the equipment 32 3
 and facilities being used
Lack sources of water 25 4
Others
*Multiple Responses

The table above presented the problems encountered by the students in terms of amenities. Based
from findings rank one (1) problem is space is not enough with forty-five (45) response, followed by Non
availability of safety equipments with forty-three (43) response that rank two (2), then, rank three (3) no
personnel in charge should check regularly the equipment and facilities being used with thirty-two (32)
response, rank four (4) Lack sources of water with twenty-five response, rank five (5) no acquire sufficient
fund to supply the needed facility with eighteen (18) response, and lastly, no allotted comport rooms for the
male and female boarders with 13 response.

This result is supported by the study of Ylagan and Catibog in Davao City in their research
regarding the living conditions of university students in boarding houses and dormitories reports reveal that
these housing facilities, most of the time, fail to consider students safety and welfare and most of them
violated the provisions stipulated in the Building Code of the Philippines. Other facilities like study rooms,
bathrooms and safety lockers are missing in several boarding houses/dormitories.

Table c.6: Coping mechanism in terms of Amenities by the Respondents

Frequency Rank
If there is no enough space I will rearrange my belongings 54 1
If there is no allotted comport for male and female I will look 12 9
for another boarding house which has enough comport rooms
for boarders
If there is no safety equipment I will suggest to have a proper 31 3
If there is no source of water I will ask favor from my friends 25 6
for help.
If there is no source of water I will fetch from neighborhood or 23 7
its either look for well
If the attitudes of the landlady/landlord is not good I will leave 26 5
the place
If the attitude of my co-boarder is not good I will try to 52 2
understand and respect it
If the attitude of my co-boarder is not good I will try to talk to 20 8
him or her privately about her behavior
I ask the landlord/ landlady to provide cleaning equipment 28 4
*Multiple Responses

The table c.6 shows that the coping mechanism of the student boarder of BUCSSP based from the
problem and experience encountered the majority answer of the respondents is If there is no enough space
they rearrange their belongings with fifty-four (54) response, followed by, If the attitude of my co-boarder
is not good they try to understand and respect it with fifty-two (52) response, then rank three (3) with
thirty-one (31) response is if there is no safety equipment they suggest to have a proper, other are rank four
(4) with twenty-eight response they ask the landlord/ landlady to provide cleaning equipment, rank five (5)
with twenty-six (26) response If the attitudes of the landlady/landlord are not good they leave the place,
rank six (6) If there is no source of water I will ask favor from their friends for help with twenty-five (25)
response. Rank seven (7) If there is no source of water they fetch from neighborhood or its either look for
well with twenty- three (23) response, rank eight (8) If the attitude of their co-boarder is not good they try
to talk to it privately about their behavior with twenty (20) response, and lastly rank nine (9) If there is no
allotted comport for male and female they look for another boarding house which has enough comport
rooms for boarders with twelve (12 ) response.

In the Ateneo University (2012), a committee organized by the Office of Student Affairs (OSA)
visited a twenty-four and new houses for occupancy. During the two-day ocular inspection, the
accreditation team took particular notice of the houses safety and security, sanitation and suitability to
students needs like amenities, owners supervision and coordination with parents. Throughout the year, the
OSA keeps the profile of the students at the accredited houses for monitoring and possible program or
activities and interventions by the University to the specific needs/concerns of students away from their
families.