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 selected schools. They were rank
accordingly based on the gap rate in relation to actual and standard number of teachers
based on enrollment. The gap rate is the percentage of gap based on the standard. Based
on the table Buenavista National High School (BNHS) ranked first with the highest gap
rate of 16 % because it is a big school with 989 students enrolled, with 739 more students
than the average school and 780 more students than the average school in Buenavista; it

has four annexes and the teacher item is being use by the annexes and extension school.
The annexes has a smaller class size with an average of 31 while the main school BNHS
has a class size of 45. The allotted item for each school is not enough to cater the subject
hence the main school needs to sacrifice to achieve Education for All (EFA).
Bognuyan National High School ranked last and the only school among the six
selected respondents who was able to comply with the standard with no gap because it is
one of the oldest school and very much established. It has fiscal autonomy hence the need
can be address easily through proper planning.
Each school receives the teachers from the division office. The Division Office
(DO) selects and hires teachers for each school except for Marinduque National High
School. The number of needed teachers depends on the color coding. School heads can
request and follow up for additional teachers but the decision and approval still lies in the
DO.
According to Mkandawire S. B. (2010) one of impediments in implementing 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 who adopt and
implement the ideas and aspirations of the designers. This implies that 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 to 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.
Table 2 Status of Classroom

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

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 shows the status of classrooms among six selected schools, they were
rank accordingly based on the gap rate in relation to actual and standard number of
classroom according to Education Facility Manual and SHS Projection tool based on
enrollment. Buenavista National High School (BNHS) ranked first again for 12 % gap
because the school has no buildable space that is the reason why in the initial planning it
was not selected as one of the SHS provider instead it was Daykitin National High
School; another contributing factor is the budget no additional funds were given and
aside from that they share the budget with the annexes; the school has no strong link with
the stakeholders. Matuyatuya National High School and Mogpog National High School
share the same rank as 5.5 because of strong linkages with their stakeholders like PTA,
Alumni and local government unit. Matuyatuya has 2 new buildings one from DEPED
3

and the other one was donated by the LGU. Mogpog National Comprohensive 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 enrolment equivalent to two
classes. Buenavista and Mogpog both received building from PCCC but due to different
trend in the enrolment it yield different results. For Matuyatuya National High School
and Mogpog National High School and Matuyatuya the outcome implies that they meet
the standard and even surpass to that standard with an excess of 1 and 2 rooms
consecutively.
Table 3 Status of Learning Materials

4,918

Bognuyan National High School

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

Buenavista National High School

Landy National High School
Marinduque National High School
Matuyatuya National High School
Mogpog National Comprehensive High School

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
%

Rank

Rate

Gap

Name of School

Standard

Actual

LEARNING MATERIALS

4
2
5
1
3
6

Table 3 shows the status of textbooks among six selected schools; they were rank
accordingly based on the gap rate in relation to actual and standard number of textbooks
based on the number of subjects and enrollment. Marinduque National High School
ranked 1 with a gap rate of 65.22 % because it is the biggest school in the Division with
4

an enrolment of 3047 it is expected that they have a huge gap; the supplies of the books
come from the central office schools lacks control over the supply of materials; Elvin Uy,
K to 12 program coordinator of the Department of Education, admitted that there have
been delays in the past in the delivery of learning materials. Mogpog National
Comprehensive High School ranked sixth with 55.28% gap rate because it has the smallest
enrollment of 475; the school has its own photo copy machine which is used for the replication of
the materials.
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
the teachers/trainers are encouraged to make their own LM.

Table 4 Status of Seats

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

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 shows the status of seats among six selected schools; they were rank
accordingly based on the gap rate in relation to actual and standard number of chairs
5

based on the needed chairs per room. (According to the DEPED Education Facility
Manual each room needs at least 50 chairs.) Landy National High School ranked first
with a gap rate of 43.75 % because their chairs really needs replacement; their available
chairs are just being repair; increased in the enrollment (from 521 in year 2011 and 588
in 2014) but no additional supply of chairs; they split the big class and puts additional
classroom to make the class size smaller; the needed chairs based on the enrollment are
not projected properly; the procedure on procurement of chairs took quite long. 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; maintenance plays an important factor for the excess of
chairs, each teachers specially advisers required their student to maintain their chairs and
repairs and paint them yearly or as needed.
Table 5 Sanitation facility
SANITATION FACILITIES
Gap

Rate

Rank

Actual

Standard

Gap

Rate

Rank

Actual

Standard

Gap

Rate

Rank

Hand washing

Standard

Urinals

Actual

Toilets
Name of School

Bognuyan National High

School
Buenavista National High
School
Landy National High School

19

19

10

79%

76%

26

22

0.0%

11

82%

10

80%

24

14

0.0%

72%

69%

Marinduque National High

School
Matuyatuya National High
School
Mogpog National
Comprehensive High School

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 shows 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. There were only two schools that were not
6

able to comply with the standard for toilet: Marinduque National High School ranked
first at 35.7 % gap rate 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 rate 6.6% because it is not top priority of advisers and stakeholders such as
PTA, due to lack of water supply. The remaining four schools 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 PTA; stakeholders specially alumni, plays important role in
the progress of the school they visits or communicate with the school administrators and
offered or asked about their needs.
The table shows that the schools have enormous gap with urinals because the
toilets are shared toilets same goes thru with hand washing facility they have lavatory
instead.

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

1
1
1
1
1
1

3
4
3
12
2
4

2
3
2
11
1
3

70%
75%
62%
92%
52%
75%

Rank

Rate

Gap

Name of School

Standard

Actual

Table 6 Status of Computer Laboratory

4
2
5
1
6
3

Table 6 shows the status of computer laboratory among six selected schools; they
were rank accordingly as to the the gap rate in relation to actual and standard number of
computer laboratory based on the enrollment and curriculum offering. Marinduque
7

National High School ranked first with 92% gap rate because as expected it is the
biggest school with only one computer laboratory; one of their Tevh-Voc strand is
Information and Communication Technology (ICT) that require computer units and IT
workshop; computer laboratory needs huge amount of budget; 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; requires counterpart of the school and
PTA such as laboratory room (tables, grills, air-condition unit etc). Matuyatuya National
High School ranked sixth with 52 % gap rate because it has a smaller population. Even
thou Matuyatuya NHS ranked last the gap rate are still high and it has the same situation
with all secondary schools in the Division.
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

Mogpog National Comprehensive High School

Gap

Bognuyan National High School

Buenavista National High School
Landy National High School
Marinduque National High School
Matuyatuya National High School

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
8

Comprehensive High School and Marinduque National High School were the only two
schools who were not able to comply with the standard. Mogpog NCHS ranked first with
100% gap rate because it is the only schools who have no Science Laboratory; it is the
youngest school among the respondents; there are other priorities. Marinduqe NHS
ranked number two with 67 % because with the enrollment of the school it realy requires
at least three science labs; no buildable space; lack of funds. However four schools were
able to comply with the standard with the help of its stakeholders especially Landy
National High School who was able to convert the science classroom 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.
Table 8 Status of Library and Library Hub

Name of School

Actual

Standard

Gap

LIBRARY AND LIBRARY HUB

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

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 one library hub for each division.

10

Table 9 Status of Sports Facilities, Music Room, Arts Room and Workshop Needs

Gap

Rate

Rank

Actual

Standard

Gap

Rate

Rank

Actual

15

79%

100%

100%

62

61

98%

Buenavista
National High
School

19

17

89%

100%

100%

62

62

100%

Landy National
High School

19

14

74%

100%

100%

30

28

93%

Marinduque
National High
School

12

19

37%

0%

0%

163

162

99%

19

13

68%

100%

100%

10

90%

19

15

79%

100%

100%

40

40

100%

Table 9 shows the status of sports facilities, music room, arts room and workshop
needs they were rank accordingly based on the gap rate in relation to actual and standard
number of required facilities. The required workshop needs were based from the tracks
strands and qualification offered by the school. Almost all schools tie on ranked 1 in
different facilities, they do not have facilities for educational development because there
is no available funds; schools depends only with its stakeholders; authorized
contributions for public schools are not allowed; fund raising campaign and solicitations
are being discouraged but required school administration to utilized stakeholders and
other linkages like government and non-government organizations; MOOE is not enough
and cannot be used for capital outlay.

11

Rank

Standard

19

Rate

Actual

Gap

Rank

Bognuyan
National High
School

Matuyatuya
National High
School
Mogpog
National
Comprehensive
High School

Standard

Name of
School

Rate

WORKSHOP NEEDS

Gap

ARTS ROOM

Standard

MUSIC ROOM

Actual

SPORTS FACILITIES

Marinduque National High School ranked last in almost all facility provisions
being able to comply with some of the standards, it has twelve (12) out of (19) sports
facilities 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. It is the
only school that has music, arts room and speech laboratory because the tools needed
were donated by the alumni however the music and arts room are also used as classroom;
their speech laboratory is equipped with all high tech tools and equipment which is
donated by MNHS Batch 1977.

Table 10 Solutions of School Heads to Teacher Gap and its Effectiveness

Solutions

Effectiveness

Gap

Standard

Name of School

Actual

TEACHERS

Bognuyan
National High
School
Buenavista
National High
School
Landy National
High School

35

35

Requested from DEPED

Always follow up

Effective

35

42

Requested from DEPED

Not
Effective

23

27

Not
Effective

Marinduque
National High
School
Matuyatuya
National High
School
Mogpog National
Comprehensive
High School

117

127

10

20

22

Requested from the DEPED based on the needs since the

school have (3) Programs: SPED, Science Class and
Regular
Requested from DEPED
Depends on the need of the school and subject to
availability of funds
Requested from DEPED

19

20

Request from DEPED

Always follow up from the Division
Took the item or plantilla which is intended for the school

Not
Effective

12

Not
Effective
Not
Effective

Table 11 Solutions of School Heads to Classroom Gap and its Effectiveness

Standard

Bognuyan
National
High School

19

21

Buenavista
National
High School

19

25

Landy
National
High School

19

16

Marinduque
National
High School

70

76

Matuyatuya
National
High School

14

13

Mogpog
National
Comprehensi
ve High
School

14

12

Solutions
Gap

Actual

Name of
School

2 Request from DEPED -Always follow up

DEPED project with the help of DPWH
Split Rooms into two
the new building (ESEP) and converted it to AVR and
Workshop
Sent letter and resolution to linkages like private company
as for possible donations
6 Request from DEPED -Always follow up
DEPED project implemented by DPWH
One building with 2 classrooms were donated by
Philippine Chamber of Commerce
Clarify issues and proper motivation to the proposed
project
0 DEPED Based on the needs since the school have (3)
Programs: SPED, Science Class and Regular
DEPED
Stakeholders (PTA and Allumni)
6 DEPED; PTA Donations
One building was donated by the LGU
JAICA (Japan International Corporation Agency)
PCCI Philippine Chambers of Commerce
Make used of available fund
0 Asked the assistance of the LGU -one building was given
Proposal for New Building with classrooms and Social
Hall
Year Round Brigada Eskwela has something to do to
achieve 100% participation of stakeholder
Looking for other possible donors
0 Asked the support of different stakeholders
Rooms are donated by Philippine Chamber of Commerce
and Industries; DPWH and DOLE
Informing stakeholders thru report and asking 100 %
support

13

Effectivenes
s

CLASSROOM

Effective

Not
Effective

Effective

Not
Effective

Effective

Effective

Table 12 Solutions of School Heads to Learning Materials Gap and its Effectiveness

Actual

Standard

Gap

Effectiveness

LEARNING MATERIALS

Bognuyan
National High
School

4918

8330

3412

DEPED
Teacher and parents made an agreement to photocopy
the available learning materials or module

Not
Effective

Buenavista
National High
School

8435

1016
0

1725

Not
Effective

Landy
National High
School

4193

6520

2327

Marinduque
National High
School
Matuyatuya
National High
School
Mogpog
National
Comprehensiv
e High School

7896

3047
0

22574

2919

5160

2241

Based on the curriculum, teachers search online for

the lesson and pay the expenses on their own.
Write the materials in manila paper
Make use of substitute reference
In most cases the ratio is 1:1 but if there is no
available textbook students find their own or
research on their own
Use available resources like old reference
Make use of substitute reference
students find their own or research on their own
Students Photo copy some materials
Make use of substitute reference
DEPED
Use available resources like old reference

2886

4750

1864

Photo copy some materials budget is from MOOE

Students Photo copy some materials
Based on the curriculum, teachers search online for
the lesson and pay the expenses on their own.
Write the materials in manila paper
Borrowed materials from other Division and photo
copy it

Not
Effective

Name of
School

Solutions

14

Not
Effective

Not
Effective
Not
Effective

15

(According to the DEPED Education Facility

they are offering three curriculums namely K to 12 Basic Education Curriculum
(regular), Science Curriculum and Special Education Curriculum with the Science
Technology Engineering and Mathematics strand to be offered by the school they have to
put up
The standard number of number of chairs based on the needed chairs per room.
(According to the DEPED Education Facility Manual each room needs at least 50 chairs.)
Landy National High School ranked 1 with

16

The school is a big School with nine hundred eight four students (984).
The table only shows that there is undeniable huge gap in different provisions
specifically with the number of textbooks, classrooms, workshops and sports facility.
It is very difficult to implement a curriculum successfully if the education system
has limited funding capacities. Under funding raise a lot of other implications on the part
of curriculum. The economy of a nation will determine the success of curriculum
implementation. In developing countries, the numbers of pupils and teachers have kept on
rising but government money available for education is less. (Sibulwa1996:35). Since
manpower in the education sector has increased, the bulk of money allocated to education
is absorbed by salaries leaving very little for teaching materials, books, in-service
training, monitoring and other things needed for the smooth implementation the of
curriculum. In the absence of teaching and learning materials, the teaching and learning
processes will be hampered and if standard officers do not go out to evaluate, it will be

17

difficult to know whether the curriculum is being effectively implemented or not.

Although the government introduced tuition fees in secondary schools and higher
institutions of learning to cushion the dwindling resources, the move has had little impact
as most learning institutions are still experiencing liquidity problems. This has had a
negative effect on curriculum implementation.
The table shows that the highest shortages The teachers gap of the six schools is
forty one wherein Buenavista National High School has the highest gap of 20% while
Mogpog National Comprehensive High School is the lowest which is only 4%.
Total gap for the current needs of the six schools are

The table shows that

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.
Read more at http://www.mb.com.ph/deped-hiring-39000-teachers-nextyear/#5Gb19FL3FHsT9vZE.99

What is the result of assessment on Completion Rate; Simple Drop-Out Rate; and
Repetition Rate?

18

3.

What are the gaps between the standard set and the present status in Enhanced K

to 12 Basic Education Program in the Division of Marinduque?

4.

What interventions can be made to comply with the standard?

5.

Is there significant difference between the status of initial implementation of K to

12 Enhanced Basic Education Program and the access to quality education in the
Division of Marinduque?

Data were
Start out by reminding the reader what the study was about and how the study was done,
and then describe the layout of the chapter.

You have a couple of choices heresome people prefer to have chapter 4 be just
about results. Then chapter 5 is Discussion and Conclusions. Do what works for you and
your data. At any rateheres what you do with results and with the discussion. This
chapter should be 4-10 pages long, but will vary a great deal, depending on the format of
your results and whether you include the discussion.

Results

Always be sure to give the contextif you are reporting on data from survey
questions, remind the reader about the overall survey, and which section you are talking
about at the moment.

19

Graphs, charts, summaries are appropriate, but no raw data. Check APA for how
to label tables. Instruments (surveys, interview questions, pre and post tests) go in the
appendix. Raw data also go in the appendix. If you did interviews or have open-ended
questions on a survey, you can include quotes as examples in your analysis. (Just a note
herethe word data is pluralso youd say The data show instead of The data
shows)

Subheadings about themes within your results. Depending on your study, you may
want to use another level of subheading to organizing the reporting of your results.

Discussion

Somewhere at this point, either here or above in the results section, you
synthesize your datasummarize your findings, talk about the meaning of what you
found. Then you move into the interpretation of your resultswhat does it mean in a
focused way, and what does it mean in a more global way?

This is where you close the circletie your results to all the foundations you have
established in the first two chapterswhy the study was important, how it fit into the
literature in the field, what your study set out to domake sense of the data in that
context. So you would say things like, These results support what so and so said about
this in 2005, or These results are not consistent with the trend that so and so reported on,
or These results illustrate the importance of , as documented in several studies in the

20

last decade. You will need to cite all these references in APA format, as you did in the
earlier chapters.

Summary

Provide a brief summary paragraph about the results and how they fit in the
literature foundation.

CHAPTER FIVE

Summary and Conclusions

In this chapter you do yet another brief summary of what you did and why, and
then talk about the broader implications. This chapter should be 3-6 pages long.

You may want a section subheaded Significant Findings (or you may not).

Educational Implications

You definitely want this section. This should be your finest writing herein the
long-term, and from the big picture perspective, how can what you did make a difference
in the field of education?

21

Recommendations for Future Research

This is where you can pull together all those things you learned along the way and
wish you had included in your study or wish you had done differently, or have seen the
need for as a result of your research.

Summary (or Conclusions)

A perfect little paragraph that puts it to rest, or energizes some future student to
pick up where you left off!

22

23

and ranked as 1 followed by Landy National High School with 14 %, Marinduque

National High School and Matuyatuya National High School both ranked number 3 with
8% Mogpog National Comprehensive High School ranked 5 with 5% with only 1 gap,

Table 1 shows the status of classrooms among six selected schools. They were rank
accordingly based on the gap rate in relation to actual and standard number of classroom
according to Education Facility Manual and SHS Projection tool based on enrollment.
The result on the table displays that Buenavista National High School (BNHS) rank
number 1 again for the shortages in classroom. The school requested for additional
classroom and to solve the 12 % gap. The students were being distributed to different
classes for each grade level giving an average of 46:1 ratio of student per class, which is
a little higher compare to the standard of 40 to 45. One of the biggest problems

annexes. The school has no strong link with the stakeholders.

The students were being distributed to different classes for each grade level giving
an average of 46:1 ratio of student per class, which is a little higher compare to the
standard of 40 to 45. One of the biggest problems of the school is the buildable space;

24

Ranked number two on the table is Marinduque National High School which has
the same case as BNHS. The school has a new building donated by JAICA and one room
donated by alumni which is used as speech lab.

25