Status of Students’ Boarding Houses in the University of Eastern Philippines, Laoang Campus
Martin L. Nobis, Jr.1*
1 College of Education, University of Eastern Philippines Laoang Campus Laoang, Northern Samar, Philippines
Corresponding Author: [email protected]
Accepted: 15 February 2022 | Published: 1 March 2022 DOI:https://doi.org/10.55057/ajress.2022.4.1.11
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Abstract: Student boarders’ satisfaction has been regard as the most important indicator in evaluating student-housing quality and services. This study determined the status of students’
boarding houses in the University of Eastern Philippines Laoang Campus. The respondents were students residing in boarding houses using universal sampling. The research design employed is a descriptive method, using a survey questionnaire, and the statistical tools used are frequency counts, percentages, and mean. Findings revealed that the respondents were in their late teenage years, there were more females, most were still single, majority has a family income of 5000-below, and most were BSEd. Only few completed the needed requirements, has a distance 1kilometer-below from the school, has 4-5 room occupants, has a monthly rental of 401-500, students’ boarders were allowed to used charcoal in cooking, additionally, open well as the source of water supply, almost all used manual flush in their comfort room, not all were allowed to used available appliances, and garbage was collected by disposal team. The respondents were satisfied in terms of the residential satisfaction according to specific attributes but encountered problems such as lack and unsafe water supply, and no abode policies and contracts executed.
Keywords: Status of boarding houses, level of satisfaction, problems encountered, student boarders
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1. Introduction
Nowadays, students pursue higher education to improve their respective socio-economic status and of their society as a whole. Students consider staying away from their homes. As a result, students tend to seek temporary residences such as dormitories or boarding houses for their own learning comfort. It is apparent that students distant from their hometown and families when coming to the urban to study usually rented boarding houses/dormitories that pay for monthly rates. This helps them maximize their time in doing schoolwork instead of traveling for long hours. Commuting drains enough energy for the body to access the state of rest, which will be an inconvenience if you have a lot of work to be accomplished. Thus, boarding houses are not surprisingly located near school campuses. This is because students want to save time and transportation fare. As students grew exponentially in number, there is more demand for room and boarding facilities that result in an unmatched rise of demand. In catering services to customers, owners should always think of how they can provide maximum satisfaction. It is important to be sensitive to the individual concerns of each lessee to be able to support them from their essential needs (Newyorkessays, 2016).
Filipino students can vary from staying with parents to living in a boarding house. Most dormitories and boarding houses in the Philippines are privately owned and that the quality of the facilities and living conditions are variable and mostly unregulated. Each dwelling unit has the following furniture for each student: bed with used cushion, study table and chair, and locker for storage. Toilets, study, dining, and recreational facilities are communal. Students can bring in their personal equipment (e.g., computers, electric fans, electronic gadgets) but they pay for an additional charge for the use of electricity. The ratio of toilet facilities and student users is insufficient. Often students have to line up to use the facilities (Velasquez- Garcia & Garcia, 2016).
The majority of students of the University of Eastern Philippines Laoang Campus come from far-flung barangays and from its neighboring municipalities like Palapag, Mapanas, Gamay, Lapinig, Pambujan, and San Roque. Some stay with their relatives while others stay in boarding houses. The kind of a boarding house can affect the student’s academic performance.
If the environment is depressing to students, that depression will interfere with a student’s study skills. On the other hand, if the environment is lively, a lot of activity and free from pressure, that also can have an effect on students’ performance. Students must feel comfortable within their environment, and in an environment, that facilitates a good balance between school responsibilities and personal life. At the University of Eastern Philippines Laoang Campus, it is believed that one of the potent factors that contribute to the academic performance of the students is the quality of housing that is accorded to them. It is the aim of this study to look into the profile of the students and profile of the boarding houses of the students at the University of Eastern Philippines Laoang Campus that will serve as a benchmark for planning and implementation.
Objectives
This study determined the Status of Boarding Houses of Students in each department in the University of Eastern Philippines Laoang Campus school year 2020-2021.
Specifically, this study aimed:
1) To identify the profile of the student-boarders as to age, gender, civil status and monthly family income.
2) To determine the profile of the boarding houses.
3) To determine the level of satisfaction of the students according to specific attribute:
a. Students’ Living Condition
b. Community Facilities and Services c. Neighborhood Physical Surrounding d. Students’ Social Activities
e. Cost of Living f. Students’ Preference
4) To determine the degree of seriousness of the problems encountered by the students in their boarding houses
2. Literature Review
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 city’s outskirts live in these temporary residences. However, reports reveal that these housing facilities, most of the time, fail to consider students’ safety and welfare. This study determined the living conditions of university students in boarding houses and dormitories.
This is anchored on the premise that the physical and environmental components of these
residential facilities could affect students’ holistic well-being. Data elicited through a survey involving five hundred seventy-one (571) respondents and focused group discussion among selected groups of student-boarders/dormers, reveal that a student’s stay in a boarding house and dormitory has significant contributions to his/her personal, social, academic and emotional growth. However, this has nothing to do with the development of his/her spirituality. Results demonstrate further, that respondents have recognized their boarding houses and dormitories possessing good basic housing facilities. However, they felt the deficiency in the provisions of safety and security facilities, especially on fire escapes or exits and fire extinguishers. This manifests that most operators have violated some requirements set under the Building Code of the Philippines (Brillantes et at, 2012).
Students who live in housing facilities are expected to have better performance in school than those who live in substandard homes. Good housing facilities with a clean environment, sanitary waste disposal system, potable water supply, and peaceful surroundings will enable students to concentrate better in their studies. They are afforded the materials, gadgets, supplies, and equipment needed in schoolwork (Bomogao, et.al. 2010).
Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationships)— controlling for sociodemographic, achievement, personality, and school covariates. The main sample comprised 5,276 high school students (28% boarding students; 72% day students) from 12 high schools in Australia. A subsample of 2,002 students (30% boarding students; 70% day students) had pretest data, enabling analyses of gains or declines in outcomes across the school year. Results indicated predominant parity between boarding and day students on most outcome factors, some modest positive results favoring boarding students, and no notable differences in gains or declines on outcomes between boarders and day students over the course of one academic year. Implications for researchers, the boarding sector, parents, and students are discussed (Martin et al, 2016).
The ability of first-year college students to cope with problems during their first year in college is crucial for their adjustment. Thus, this study essentially investigated the living arrangement problems, academic performance, and coping strategies of first-year college students. It made use of the descriptive correlational method of research with 975 respondents. The instruments used in the study are self-made questionnaires, documentary analysis, and Coping Strategies Inventory. Results show that most of them have Satisfactory Academic Performance and always use emotion-focused coping strategy specifically positive reinterpretation and growth, acceptance, and turning to religion. First-year college students are in a time of transition from living with their parents to living on their own. Their coping strategies are important to help them deal with the living arrangement problems they encounter (Tattao, 2016).
Reyes (2016) assessed the profile of the boarding houses of the students enrolled in Kalinga- Apayao State College during the period 2010-2011. The study specifically determined the profile of the student boarders as to gender, age, degree program enrolled, and ethnic affiliation;
the profile of the boarding houses as identified parameters, and the degree of seriousness of problems encountered by the student boarders. Findings of the study were the following: the student boarders varied in their profile with the females dominating, more from ages 18-20 or from the second to fourth-year levels, from the BEED and BSED programs, and are mostly
from the Kalinga tribe coming from the far-flung areas of the province; the majority of the boarding houses of the students was of the single type which accommodates 4-6 student boarders with a monthly rental of P701 and above including water and electric bills; the boarding houses have their artesian wells as the source of water for their student boarders;
almost all of them use the manual flush type of comfort rooms which is common for both males and female boarders; the main appliance used by students in their boarding house was the electric fan with a small number using television, and burning of wastes was a dominant practice of the boarders as a way of waste disposal. Finally, the problems of the student boarders were generally moderately serious with three identified problems very serious, namely: no abode policies, rules and regulations, and contracts executed between the landlady/landlord and the boarders, and common bath and comfort rooms for both male and female boarders. Recommendations formulated in the study were the following: owners of boarding houses should have abode policies, rules, and regulations; owners should convert their boarding house into a commercial type where comfort rooms and bathrooms for male and females are separated and should orient and encourage their student boarders to practice waste segregation and composting.
Navarez (2017) examined how satisfied students were in terms of the six (6) dimensions of living environments under two (2) subcategories, which are: 1) physical attributes comprising of students’ living condition, community facilities and services, and neighborhood physical surroundings; and 2) social/financial/management attributes including students’ social activities, cost of living, and students’ preference. Aside from determining the level of satisfaction in the objective attributes of the student housing facility, feedback in terms of other facilities/services to be provided, counseling needs, programs, and workshops/seminars to be offered were also solicited from the participants. Data were obtained from questionnaires distributed to a sample of 38 respondents. The results showed that residents’ appraisal of the overall conditions of their living environment both in the physical and social, financial, and management attributes do not meet the students’ needs and expectations. Recommendations were forwarded to be able to improve the living environment of the residents and promote student development in the student housing facility.
3. Materials and Methods
This study determined the Status of Boarding Houses of Students of the University of Eastern Philippines Laoang Campus school year 2019-2020.The respondents of this study were students residing in Boarding Houses using universal sampling. The research design that will be employed in this study is a descriptive method and the instrument is a questionnaire patterned from Reyes, (2016) and Navrez et. Al (2017). While the statistical tools will be, frequency counts, percentages, and mean.
The questionnaire used compose of four parts. The first part of the questionnaire is for the students’ profiles. While the second part is for the boarding house profile. In the third part of the questionnaire, there are six items related to the satisfaction of students based on specific attributes. Finally, the last part consists of 20 items to test the degree of seriousness on the problems encountered by UEPL students in their boarding houses.
4. Results and Discussion
Profile of the Respondents
Age. Figure 1 shows that 171 or 67 percent of the respondents were 18-20 years old, 79 or 31 percent of the respondents were 21 years and above, while 5 or 2 percent of the respondents was 17 years old and below.
Figure 1: Age of Student Boarders
This means that the respondents were in their late teenage years because of the implementation of the k-12 program.
Gender. As indicated in figure 2, 165, or 65 percent of the respondents were female, while, 90 or 35 percent of the respondents were male.
Figure 2: Gender of Student Boarder
This means that more female respondents stayed in a boarding house than male, because the male is more confident to commute from school to their residence, also, it is risky for the female to commute every day especially those who stayed in the far-flung areas.
Civil Status. Figure 3 shows that 249 or 98 percent of the respondents were single, while 3 or 1 percent of the respondents were married, and 3 or 1 percent were separated/widowed.
5, 2%
171, 67%
79, 31%
Age of Student Boarders
17 years old and belo 18-20 years old 21 years old and above
90, 35%
165, 65%
Gender of Student Boarders
Male Female
Figure 3: Civil Status of Student Boarders
This means that most of the respondents were single because they are still in their late teenage years.
Monthly Family Income. Figure 4 shows that 108 or 42 percent of the respondents have a family income of 5,000 below; another 87 or 34 percent of the respondents have a family income of 5,001-10,000, also 36 or 14 percent of the respondents has a family income of 10,001-15,000; while, 24 or 10 percent of the respondents have a family income of 15,000 above.
Figure 4: Monthly Family Income
Findings revealed that most of the respondents have a family income of below 5,000.
Degree Program. As indicated in the table, 74 or 29 percent of the respondents were BSEd, 63 or 25 percent were BEEd, 38 or 15 percent were BTVTEd, 33 or 13 percent were BSCRim, 17 or 7 percent of the respondents were BSCE, 14 or 5.4 percent were BSIT, 13 or 5 were BPEd, 3 or 1.2 of the respondents were BSEE.
249, 98%
3, 1% 3, 1%
Civil Status
Single Married Others
24, 10%
36, 14%
87, 34%
108, 42%
Monthly Family Income
15000 above 10001-15000 10000-5000 5000 below
Figure 5: Course/Program of Student Boarders
Findings revealed that the majority of the respondents were BSEd because it is the most in- demand course nowadays due to the implementation of the k-12 curriculum. Another reason is that the BSEd program offered different area of specialization.
Profile of the Boarding Houses Basic Requirements
Figure 6 shows that 15 out of 48 or 31.25 percent of the boarding houses have a building permit, fire safety clearance, sanitary permit, zoning clearance, and 5 out of 48 or 10.42 percent have a business permit.
Figure 6: Basic Requirements
Findings revealed that only a few of the boarding houses completed all the needed requirements and some of the permits were expired and need to be renewed, another reason is concern offices for monitoring were not strict in implementing the law when it comes to basic requirements for boarding houses, there are no university guidelines for the accreditation and monitoring of boarding houses.
Distance of the Boarding House from the School
The figure shows that 30 out of 48 or 62.5 percent of the boarding houses are 1 kilometer- below from the school, 13 out of 48 or 27.08 percent are 2-3 kilometers, 3 out of 48 or 6.25 percent are 4-5 kilometers 2 out of 48 or 4.17 percent are 6 kilometers away from the school.
0 50 100
1 63
13 17 33 74
3 14 38
Course/Program of Student Boarder
BEEd BPEd BSCE BSCrim BSEd BSEE BSIT BTVTEd
0 5 10 15
5
15 15 15
9
Basic Requirements
Business Permit Building Permit Fire Safety Clearance Sanitary Permit Zoning Clearance
Figure 7: Distance from the school
Findings revealed that most of the boarding houses are 1kilometer-below from the school because it is more convenient for the student boarders if they are near the school.
Number of occupants per room
The figure shows that 35 out of 48 or 72.92 percent of the boarding houses has 4-6 occupants per room, 10 out of 48 or 20.83 percent has 1-3 occupants, 2 out of 48 or 4.17percent has 10 and above occupants, and 1 out of 48 or 2.08 percent of the boarding houses has 7-9 occupants.
Figure 8: Number of Occupants per Room
Findings revealed that most of the boarding houses have 4-5 occupants per room. This means that boarding houses were overcrowded and are not conducive to learning and privacy was limited for students residing in boarding houses.
Monthly House Rental
The figure shows that 17 out of 48 or 35.42 percent of boarding houses has a monthly rental of 401-500, 12 out of 48 or 25 percent has 601-700, 12 out of 48 or 25 percent has 501-600, 4 out of 48 or 8.33 percent has 700 and above, 2 out of 48 or 4.17 percent has 200-300, and 1 out of 48 or 2.08 percent has 301-400 monthly rental.
0 5 10 15 20 25 30
30
13
3 2
Distance from the School
1 km. & below 2-3 km 4-5 km.
6-above km.
0 10 20 30 40
1 10
35
1 2
Number of Occupants per Room
1-3 4-6 7-9 10-above
Figure 9: Monthly House Rental
The findings revealed that most of the boarding houses have a monthly income of 401-500.
This means that most of the boarding houses are quite expensive especially to those family who has 5000-below family income or low-profile family.
Facilities used in cooking
The figure shows that 32 out of 48 or 66.67 percent of the boarding houses allowed student boarders to used charcoal in cooking, 19 out of 48 or 39.58 percent used electricity, 10 out of 48 or 20.83 percent used gas range, 3 out of 48 or 6.25 percent used firewood in cooking.
Figure 10: Facilities used in cooking
The findings revealed that most of the boarding houses allowed students boarders to used charcoal in cooking because it is the only available facilities that are used in cooking and the cheapest compared to the gas range and other facilities.
Source of water supply
The figure shows that 22 out of 48 or 45.83 percent of the boarding houses used open well as a source of water supply, 17 out of 48 or 35.42 percent used piped water, 12 out of 48 or 25.0 percent used private/pumped wheel, and 7 out of 48 or 14.58 percent utilized other sources of water supply.
0 10 20
200-300301-400
401-500 501-600 601-700 700 above
2 1
17
12 12
4
Monthly House Rental
Electricity Gas Range
Fire wood Charcoal
0 20 40
19 10 3 32
Facilities Usedin Cooking
Electricity Gas Range Fire wood Charcoal
Figure 11: Source of Water Supply
The findings revealed that most of the boarding houses used open well as the source of water supply because it is the only available source of water supply in their boarding houses. Water supply is one of the primary problems of student boarders, especially during summer days.
Type of Comfort Room Used
The figure shows that 43 out of 48 or 89.58 percent of the boarding houses used manual flush in their boarding houses; however, 5 out of 48 or 10 .42 percent of the boarding houses used other types of comfort rooms in their boarding houses.
Figure 12: Type of Comfort Room(s) used
Findings revealed that almost all of the boarding houses used automatic flush in their comfort room because it is the only available type of comfort room installed in their boarding houses.
Appliances available to be used
The figure shows that 42 out of 48 or 87.5 percent of the boarding houses allowed electric fan as an available appliance to be used, 11 out of 48 or 22.92 percent allowed electric, 4 out of 48 or 8.33 percent allowed other available appliances to be used, 4 out of 48 or 8.33 percent allowed student boarder to used television, 3 out of 48 or 6.25 percent allowed refrigerator, 2 out of 48 or 4.17 percent used radio and computer set and 1 out of 48 or 2.08 percent allowed student boarders to used component CD/DVD and washing machine.
0 10 20 30
17 12
22
7
Source of Water Supply
Piped Water Private Artesian/Pump well Open Well Others
Figure 13: Appliances available to be used
Findings revealed that not all boarding houses allowed all the available appliances to the students’ boarders because some of it consumed more electricity compared to the electric fan, which is the only appliances that are allowed mostly the boarding houses.
Ways of Disposing Garbage
The figure shows that 38 out of 48 or 79 .17 percent of the boarding houses their garbage were collected by the disposing team, 8 out of 48 or 16.67 percent disposed garbage through dump open pit, 6 out of 48 or 12.5 percent disposed garbage by composting, 4 out of 48 or 8.33 percent disposed garbage by burning, and 1 out of 48 or 2.08 percent of the boarding houses used other ways of disposing of garbage.
Figure 14: Ways of Disposing Garbage
Findings revealed that the majority of the boarding houses, the garbage were collected by the disposal team, because of the strict implementation of proper waste management by the concerned offices.
Residential Satisfaction of the students according to specific attribute.
As indicated in table 1, residential satisfaction of the students according to specific attributes, Item no. 1, students living condition with a weighted mean of 4.07 interpreted as satisfactory got the highest weighted mean. Item no. 6, students' preference got a weighted mean of 3.84 interpreted as satisfactory.
2 4 3
42 1
1 2
11 4
Appliances Available to be used
Others Electric Iron Computer Set Component CD/DVD Washing Machine Electric fan Refrigerator
OthersBurningCompostingUsing Dump Open PitCollected by Disposal Team 0
10 20 30 40
1 4
6 8
38
Ways of Disposing Garbage
Table 1: Residential Satisfaction of the Students According to Specific attributes
Residential Satisfaction Weighted Mean • Description
1. Students Living Condition 4.07 Satisfactory
2. Community Facilities & Services 3.83 Satisfactory 3. Neighborhood Physical Surroundings 3.81 Satisfactory 4. Students' Social Activities 3.96 Satisfactory
5. Cost of Living 3.85 Satisfactory
6. Students Preference 3.84 Satisfactory
Grand Mean 3.89 • Satisfactory
The findings revealed that the respondents were satisfied with their living conditions, community facilities, and services, neighborhood, physical surroundings, students’ social activities, cost of living, and student’s preference. The grand mean was 3.89 and interpreted as satisfactory. This means that the respondents were satisfied in terms of residence according to specific attributes.
Problems encountered by the students in their boarding houses
Table 2 shows the problem encountered by the students in their boarding houses. The top three items which got the highest weighted mean were: item 5, lack of water supply got a weighted mean of 2.51 interpreted as very serious; item 10, unsafe water got a weighted mean of 2.34 and interpreted as very serious; item 16, no abode policies and contracts executed, got a weighted mean of 2.31 interpreted as moderately serious. On the other hand, the three items which got the lowest weighted mean were: item 8, not allowed to wash clothes got the weighted mean of 1.31 interpreted as less serious; item 3, stealing of properties got the weighted mean of 1.40 and interpreted as less serious; lastly, item 19, far from the road got the weighted mean of 1.46 interpreted as less serious.
The findings revealed that the problems that were encountered the most by the respondents in their boarding houses are: lack of water supply, unsafe water, and no abode policies and contracts executed. The grand mean was 1.67 interpreted as less serious.
Table 2: Problems encountered by the students in their boarding houses
Problems/ Degree of Seriousness Weighted
Mean
Description
1. Overcrowded rooms 1.62 Less Serious
2. Noisy 1.81 Moderately Serious
3. Stealing of properties 1.40 Less Serious
4. Air pollution 1.53 Less Serious
5. Lack of water supply 2.51 Very Serious
6. Poor lighting 1.38 Less Serious
7. Poor ventilation 1.48 Less Serious
8. Not allowed to wash clothes 1.31 Less Serious
9. Not allowed to iron clothes 1.77 Moderately Serious
10. Unsafe water 2.34 Very Serious
11. No study room 1.82 Moderately Serious
12. Mixed with Owners Residential 1.50 Less Serious
13. Far from the school 1.56 Less Serious
14. No separate comfort rooms for men and women 1.51 Less Serious
15. Too strict landlady/landlord 1.62 Less Serious
16. No abode policies and contracts executed 2.31 Moderately Serious
17. Mixed boarders (male/female) 1.50 Less Serious
18. No separate bathrooms for men and women 1.49 Less Serious
19. Far from the road 1.46 Less Serious
20. Unsanitary environment 1.53 Less Serious
• Grand Mean 1.67 Less Serious
This means that the respondents experienced less serious problems in their boarding houses, but encountered very serious problems when it comes to water supply in different boarding houses.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
The researcher concluded that the respondents were in their late teenage years, there were more females than males, and most of the respondents were still single, likewise, majority of the respondents has a family income of 5000-below, furthermore, most of the respondents were BSEd.
Only a few of the boarding houses completed basic requirements, most of the type of the boarding houses are in room type(building were divided into rooms),1kilometer-below from the school, has 4-5 occupants per room, has a monthly rental of 401-500, allowed students boarders to used charcoal in cooking, has open well as the source of water supply, used manual flush in their comfort room, not all boarding houses allowed all the available appliances to the students’ boarders, and the majority of the boarding houses their garbage were collected by disposal team.
The respondents were satisfied in terms of the residential satisfaction of the students according to specific attributes.
The problems encountered by the student boarders in their boarding houses are lack of water supply, another is unsafe water, and no abode policies and contracts executed.
Recommendations
1) Owners of boarding houses should provide enough and safe water supply for student boarders.
2) Owners of boarding houses should formulate and implement concrete abode policies, rules, and regulations.
3) Owners of boarding houses should convert their boarding house into commercial type where comfort rooms and bathrooms for male and females are separated.
4) Owners of boarding houses should orient and encourage their boarders to practice waste segregation and composting.
5) Owners of boarding houses should comply all the basic and necessary requirements.
6) Formulate committee on boarding houses on accrediting and monitoring of boarding houses.
7) Formulation and Execution of MOA between the school and the LGU in accrediting boarding houses.
8) Regular monitoring and evaluation of boarding houses.
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