CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Living away from family for a specific period of time leaves some enduring experiences

in the life of students. With this whole new lifestyle, a student learns to live independently and

learns how to compromise with other students. They learn self-responsibility as well as fiscal

responsibility. Students may also meet many new people who have similar classes and share the

same interests, which is important in making social connections as a young adult. As living in

dormitories has its advantages for students, it is also not unknown that it comes along with

disadvantages. Students living in dormitories face many difficulties and hurdles.

In higher institutions of learning, dormitories, otherwise known as hostels or hall of

residences, are built for students in order to cater for their accommodation need. Most

dormitories are often in great proximity to school blocks in order to make learning more suitable

and to reduce the stress and time-consume of commuting of the students. Students residing in

dormitories are often expected to be more comfortable and thus translating into better academic

performances compared to their counterparts residing from school environment.

These expectations of enhanced performance of students residing on the dormitories are

attributes to factors such as being in closer proximities to classroom of learning, going to classes

without being late, having healthy environment, being able to participate in university social

activities, and many more. With all those advantages students will have in residing in

dormitories, it is considered very favorable for students to reside in the school premises for

better academic performance.

 However, there seems to be a growing concern where students’ living conditions have

been neglected. Majority of the dormitories in MSU-Marawi accommodate many students but

have poor facilities and are overcrowded, some rooms have no individual comfort rooms,

students are congested and too many decks in a room that leads to many noisy roommates which

prevent you to stay focus in studying. There is hardly space where students can put their

belongings such as suit cases, bags, books, and other things.

Some diseases and other common illness have remained common in dormitories due to

bad sanitation. This is basically because of improper way of disposing wastes, uncovered trash

bins and stagnant water which acts as a breeding place for mosquitoes is present in students’

living places. When living conditions are poor, then students’ academic performance is likely to

be negatively affected.

Students living in dormitories rely on instant noodles and canned goods for their

everyday meal which is unhealthy. When the students get tired of eating instant foods, students

sometimes go to school without eating. According to nutrition experts and doctors (Senderowitz,

1995) a quality meal should provide energy and body building materials for the body to

maintain itself. Providing nutritious meals to students make them achieve their objectives.

In such instances, the conditions cannot favor effective learning and good academic

performance of students. It is very well-known that a healthy mind exists in a healthy body

surrounded by a healthy environment. This implies that the students’ needs of healthy and

proper living conditions should be adequately met. The usual factors that affect the students’

academic performance residing in dormitories are eating lifestyle, sanitation and dormitory

accommodations.

2
 Their living conditions and environment are a great factor to their academic performance

and if not properly met, it may lead to the decreasing of their academic performance which will

result to poor grades and failures.

It was upon this background that a clear indication of poor living condition in

dormitories affects academic performance of students. This was the reason as to why the

researchers sought to establish the effect of students’ living conditions on their academic

performance in Mindanao state University – Marawi.

Theoretical Framework

Maslow (1943) cited in Kasenene (1999) argues that physiological needs such as food

and water are the primary drives which need to be satisfied before a person can realize any need

for a secondary desire. According to Kasenene (1999), Maslow advanced a theory of Motivation

in 1968 which argued that students will always have the need to learn after all the physiological

needs are gratified. Maslow therefore concluded that learning is secondary to bodily needs and

any attempt towards learning requires satisfaction of physiological or bodily needs as an

unavoidable pre-requisite. In this study such needs included feeding, sanitation and

accommodation.

Further studies by Maslow in human motivation led him to advance the theory of needs

based on a hierarchical model as covered by Okumbe (1998). According to Okumbe (1998),

there are physiological needs that include hunger, thirst and sleep; the safety needs that include

desire for peace, smooth running of the state and stable environment; the love needs that include

belonging and affection/social needs; the esteem needs that include power, achievement,

recognition, status and self-actualization where one achieves what he wants.

3
 All mentioned needs were summarized into students’ living conditions which include

students’ eating lifestyle, sanitation and accommodation of dormitories or living condition

around them basically covering the physiological needs of man. Maslow’s theory of needs based

on hierarchical model can be applied in a school setting where by hunger, thirst and sleep could

have an impact on the well-being of a student. Once the physiological needs are met, students

can improve on their academic performance.

This theory can be illustrated diagrammatically as seen in figure 1.

Self
Actualization
Esteem needs;
Status and
Recognition
Love needs; affection,
Belonging

Safety needs; peace, state,

Environment

Physiological needs; hunger, thirst, sleep

Figure 1. Maslow’s Hierarchical Model of Basic Needs

Source: Okumbe (1998) Educational Management Theory and Practice

All the above needs were summarized into students’ living conditions which include

eating lifestyle, sanitation and accommodation basically covering the physiological needs of

man.

4
 Maslow’s theory of needs based on hierarchical model can be applied in a school setting

where by hunger, thirst and sleep could have an impact on the well-being of a student. Once the

physiological needs are met, students can improve on their academic performance.

Conceptual Framework

The relationship between the independent and the dependent variable is indicated by the

conceptual frame work below:

Independent Variable
Dependent Variable
Living Condition
• Eating Lifestyle Academic
• Sanitation Performance
• Accommodation

Figur1.2.Conceptual Framework Showing an Interrelationship between Students’ Living

Conditions and Academic Performance

The above figure conceptualizes that students’ living conditions have an effect on their

academic performance. Eating Lifestyle, sanitation and accommodation are the primary drives

which need to be gratified for learning to take place. In order to achieve academic excellence,

the minds of students should be healthy and should exist in a healthy environment where they

can access adequate meals, stay in a clean environment and sleep comfortably. In that way

students will be in a better position to excel academically.

5
Statement of the Problem

This study seeks to know the living condition of the students of Mindanao State

University in dormitories and its effect on their academic performance.

The study sought to answer the following specific questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

1.3 Educational Attainment;

1.4 Dormitory

2. Is there a felt relationship between the academic performance and living conditions,

particularly in the following areas:

a. Eating Lifestyle

b. Sanitation

c. Accommodation

3. What are the common factors that affect the living condition of the student?

4. What are the common factors that influence the academic performance of the student?

Significance of the Study

This study will give details about the students’ living condition in dormitories and

its effect on their academic performance as perceived by selected students of Mindanao State

University- Marawi that would be a great value:

To the teachers of MSU Marawi Senior High School. This study will help them have

knowledge of their students who reside in dormitories about their living conditions and have the

kind of perspective their students have. They will be aware of their students’ condition.

6
 To the students of MSU-MSHS. This study will help them understand the effects of

their living condition on their academic performance and what it is like to have those kind of

environment in their dormitories.

To the MSUans. This study will be able to help them make better decisions and weigh

their choices to living in dormitories. This will also provide information of effects of living

condition in dormitories on their academic performance. This will stand as statement of

students’ opinion in the advantages and disadvantages to living in dormitories with the use of

interviews and questionnaires.

To the MSU Administrations. This study will provide them necessary and beneficial

information to the living conditions of their students regarding the engagement of living in

dormitories. This research will help them necessary improvement of their dormitories around

Mindanao State University.

To the future researchers. This study will help them for future references for any

related studies involved with this research about living conditions in dormitories. This could be

used as material for further researches they might possibly conduct.

Scope and Limitation of the Study

The focus of this study was on students since they are the ones mostly affected by living

conditions in a school. The content scope of the study covered the students’ living condition

(eating lifestyle, sanitation and accommodation) in dormitories and its effect on their academic

performance. Also, it is limited to the respondents of the 120 selected students in Mindanao State

University, Main Campus Marawi City.

7
Definition of Terms

Academic Performance refers to the outcome of education the extent to which a student, teacher

or an institution has achieved their educational goals (Annie, Howard & Mildred, 1996). In this

study, it is the major affected by the living condition of a student.

Accommodation is a place to live or a place of temporary dwelling (The Oxford English

Dictionary). In this paper, it was defined as a place where boarding students reside and used as

one of the common factor that affects the students’ academic performance.

Lifestyle is a style of living that reflects the attitude and values of a person or group (Dictamp

English Dictionary). In this study, it was used to refer to healthy diet and regular exercise.

Living Condition refers to the circumstances of a person’s life –shelter, food, clothing, safety,

access to clean water, and such (english.stackexchange.com). In this study, it was used as

generic term to refer to healthy lifestyle, good sanitation, and accommodation facilities.

Hostel refers to a large house where people can stay cheaply for short period of time (COBUILD

Advance English Dictionary). In this paper, it is the otherwise known term of dormitories.

Sanitation refers to process of keeping places clean and healthy, especially by providing a

sewage system and a clean water supply (COBUILD Advance English Dictionary). In this

study, it is used as one of the factor that affects the students’ academic performance.

8
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature on the Living Condition in

Dormitories and its effect on Students' Academic Performance as perceived by the selected

students of Mindanao State University, Main Campus Marawi City

Related Literature

Effect of Eating Lifestyle on Students’ Academic Performance

Feeding is very important in the life of learners since it affects students’ thinking and

intellectual development. It takes a central position in institutions that operate a residential

programme for students (Kabanza, 1997). Food therefore plays an important role in the learning

process. Nyamwaya and Oduol (1994) in their study about Health Education assert that food is

important for good health and proper growth and development of the body. They concluded that

if people eat very little or the wrong foods they become weak, get sick easily and could even die.

To them, a balanced meal should consist of different types of foods, energizes and protects

people from falling sick easily.

Mathews (1996), in a study on breakfast cognition found out that a morning meal is

strongly related to improved learning, memory and physical health of children. Grantham (1998)

found out that cognitive function in undernourished children improved after they received

breakfast, cognitive function did not change in better nourished children. This demonstrates the

potential impact on the educational performance of malnourished ones. Doris (1994) also

reports that there is a relationship between hunger and classroom performance. According to
9
Doris (1994), as the time between meals increases, concentration reduces. In this case, students’

attention is directed on how to satisfy hunger and later this can generate anger in the student

leading to absenteeism in class either physically, mentally or both.

In fact, Kleinman, et al (1998)’s analysis showed that virtually all behavioral, emotional

and academic problems were more prevalent on hungry children. Aggression and anxiety were

found to be associated with hunger, leading to psychological dysfunction in children. Kleinman

(1998) further observed that hungry students are likely to be depressed, anxious, functioning

poorly, have poor grades, absent for school and inattentive in class. Such students lack

concentration in class because of the psychological and physiological disturbance inflicted on

them by hunger. It is difficult for students to cope with learning demands on empty stomachs

especially in those homes where a good family supper or breakfast before school are considered

luxuries. This hunger which causes low concentration in class may be one of the causes of poor

performance among students in MSU-Senior High School, a fact which this study set out to

establish.

According to American Medical Association (2002) if the basic necessities of life are

provided, parents and educational institutions that invest in the mental and physical health of

their children give them a good start in life that can never be replaced. When students

understand the importance of Education then learning becomes an easy obligation making

passing automatic. It is not a matter of giving food to students; the food should be fully balanced

and adequate. Ssewankambo (2006) cited Turner et al (1962) who emphasized that adequate and

full balanced diet is vital in ensuring young people’s proper growth and learning. When children

eat the right foods, sickness is prevented and no retardation is experienced. Whyte (1988) argues

that food inadequacies can be indicated by continuous mental, physical, energy and weight

losses and thus affects students’ academic performance.

10
 Ssewankambo (2006) argued that individuals who use their brains like students need to

have proper feeding in order to boost their thinking and reasoning capacity. In other words,

students need not to be fed on carbohydrates only but should also eat enough fruits, vegetables

and enough proteins. Dimmatteo (1990) sheds more light on the kind of feeding appropriate for a

hard-working student. Dimmatteo maintains that every student should maintain sound nutritious

diets by avoiding salty processed foods and limit the intake of fats. They should eat lots of fresh

fruits and vegetables and whole grains.

The above literature gives out views on what students should feed on to excel

academically and most of the research was carried out in higher institutions of learning

(Kabanza 1996, Kasenene 1999, Ssewankambo 2006) and left out effect of eating lifestyle on

academic performance in senior high schools which this study endeavoured to do in MSU-

Senior High School.

Effect of Dormitory Sanitation on Students’ Academic Performance

Dormitory sanitation is very significant in the life of a student as Ddungu (2000) notes

that general cleanliness is the foremost requirement for improved sanitation. The floor should be

clean, washed and walls maintained clean. Attention should be given to general drainage system,

water supply and toilet facilities. World Bank (2005) reports that in most developing countries,

the sanitary conditions are often appalling, characterized by the absence of proper functioning

water supply, sanitation and hand washing facilities.

Once sanitation is substandard occupants are likely to spend more time in health

facilities. This therefore makes the environment unsafe places where diseases are transmitted

with mutually reinforcing negative impacts for the dwellers in this context students, families and

schools development. In this regard Ddungu’s (2000) study conducted in Rakai pointed out that

11
poor sanitary conditions in which people become accustomed to poor hygiene is dangerous to

the psychological upbringing and to the learning process of children.

Njoku’s (2002) study that aimed at investigating the Conditions affecting quality living

and successful learning revealed that a clean environment allows student time to concentrate on

reading books usually in silent environment. These revelations were later confirmed by UNICEF

(2006) which reiterated that good sanitation and hygienic standards have an influence on growth

and development of the child, school attendance and the rate of school drop outs. Whether the

situation is the same with senior high school of Mindanao State University was the concern of

this study.

Effect of Accommodation Facilities on Academic Performance

The South East Asia conference held in Madras (1955) as cited by Nabawanuka (1997)

revealed that accommodation is a vital factor in enhancing students’ learning. The same source

recommended that if students are to make the most of their educational opportunity, it would be

important to have adequate facilities for accommodation, private study, and community life and

health recreation.

Brook (1965) revealed that good accommodation offers students excellent opportunities

for learning and social interaction with fellow students from varying social backgrounds. When

students interact they learn new ideas which help them to develop all the three domains of

psychomotor, affective and cognitive domain. This will therefore widen their capacity to learn

and it takes away the fear to learn therefore making a student ready to learn and even consult

teachers or those with knowledge about the subject.

This study thus set out to investigate this fact. Kasule (2000) puts more emphasis on

insecurity by lamenting that students residing in insecure areas live in constant fear of theft

which adversely affects their academic performance. Lyons (1990) firmly contends that noisy
12
and overcrowded residences with inadequate security and lighting at night are the common

examples of physical environments that undermine students’ ability to engage in their studies.

The overcrowded residences of students plus the minimal supervision and insecurity may be one

of the factors that affect students’ academic performance. The facilities inside the rooms of

residence should be adequate.

Heath and Mendell (2002) put it that low ventilation rates and less day light may reduce

the performance of the occupants. This implies that buildings alone are not enough but they

should have proper ventilation and light so as to bring about maximum performance of

occupants. The presence of fresh air in rooms of residence also helps to control disease among

students so students can attend all lessons hence better performance since absentia is now

eliminated. Ventilation therefore in dormitories is of paramount importance. Something that

cannot be neglected when looking at students’ accommodation is security of students. Creating a

secure environment makes students’ reading fun since they can read at any time of the night and

this may lead to their academic excellence. The review of related studies identified several gaps

that further convinced the researcher to undertake this study.

13
 CHAPTER III

RESEARCH METHODOLOGY

This chapter dwells on the methodology of the study. It includes the research subjects, sampling

technique, research instrument, procedure of data gathering, and statistical treatment that will be

uses for accurate data analysis and interpretation.

Research Methodology

The researchers used the Descriptive Method of Research. Descriptive research aims in

casting light on current issues or problems through a process of data collection that enables them

to describe the situation more completely than what was possible without employing this method.

It was used since it aims to measure the Students’ Living Condition in Dormitories and Its Effect

on their Academic Performance. The information was obtained through the aid of the

Questionnaire.

Research Environment

The study will be carried out in Mindanao State University – Main Campus, Marawi

City. MSU Main, founded in 1961, is a public coeducational institution of higher education and

research in the Islamic city of Marawi, Philippines. It is the flagship and the largest campus of

the Mindanao State University System; it offers the most number of undergraduate and graduate

degree programs including programs in the fields of sciences, environmental studies, and Islamic

studies.

14
Research Subject

The subject or respondents of this study are the students of Mindanao States University

who are living in dormitories and will be willing to cooperate with us. The researchers will use

purposive sampling and distribute the questionnaires to the One Hundred Twenty (120)

respondents compromised from Twenty (20) Princess Lawanen Hall boarders, Twenty (20) from

Raja Indarapatra Hall boarders, Twenty (20) from Lakambini Hall boarders, Twenty (20) from

Raja Solaiman Hall boarders, Twenty (20) from Raja Dumduma Hall boarder, and another

Twenty (20) from Lakandula Hall boarders.

Sampling Technique

The researchers will use the purposive sampling and random sampling to determine the

number of respondents. Purposive Sampling is a non-probability sample that is selected based on

the characteristics of a population and the objective of the study. The sampling is will be used in

the study because the data was not available by the time we went to the administration office of

each dormitory to determine the number of students residing in the dormitory. The researchers

will distribute the questionnaires to the One Hundred Twenty (120) respondents compromised

from Sixty (60) Girl dormitories and (60) Boy Dormitories.

Research Instrument

The questionnaire is composing of self-made questions which will seek to capture

opinions of the respondents on the possible association of variables under the study of students’

living condition. The question will be divided into two parts. The first part is the socio-

demographic profile which indicates the Respondents’ Name that is optional, Age, Civil Status,

Dormitory, and Year Level. And the second part is the questions regarding the students’ living

condition in dormitories and its effect on their academic performance.

15
Data gathering procedure

The researchers will personally give the questionnaires to the students with the attached

letter of Request signed by the Research Adviser. The questionnaire will be collected right after

being answered by the respondents and it will interpreted by the researchers. The researchers

made sure that the rights of respondents will not be violated and all the data will remain

confidential if needed to. And the other data will be gathered through books, thesis, and through

internet resources.

Statistical Treatment

The result of the study will be based on the findings and results from the distributed

survey questionnaires of the researchers. The respondent’s response will be tabulated by the use

of the frequency and percentage distribution analysis. These methods are appropriate when the

researchers have quantitative data and want to compare the different groups of respondents on

major variables. This will describe the profile of the respondents in terms of Age, Civil Status,

Dormitory, and Year Level.

Formula:

Percentage:
Where: n = frequency count
N = total number
In the result of the second part of the questionnaire the researchers used statistical mean to

determine the relevancy of the respondents in agreeing and disagreeing with a question item.

Formula:

Mean:
Where: M = Mean
= frequency in a given category

= the response

16
 = total number of respondents

The statistical mean of their response were compared to the following scale below for
interpretation:

Range Verbal interpretation

1.0 - 1.75 Strongly Agree
1.76 – 2.5 Agree
2.51 – 3.25 Disagree

3.26 – 4.0 Strongly Disagree

Table 1. Range and Verbal interpretation of Survey Responses

17
 CHAPTER IV

FINDINGS AND INTERPRETATION

This chapter presents the findings from the study that investigated the Students’ Living

Conditions in Dormitories And its Effect on Their Academic Performance. These are based on

the gathered data from the one hundred twenty (120) respondents compromised of twenty (20)

boarders from each of the six (6) campus dormitories.

I. Respondents’ Demographic Profile

Figure 2

Respondents’ Frequency Distribution as to their

Age
90
80
70
60
50
40
30
20
10
0
12 to 17 18 to 21 22 to 25 26 to 29 No Response

Figure 2 shows that most of the respondents are age 18-21 with 77 (64.2%) respondents

out of 120, followed by age 22-25 with 34 (28.3%), followed by age 12-17 with 5 (4.2%)

respondents and followed by 4 (3.3%) respondents with no response and followed by age 26-29

with 0 (0%) respondents.

18
 Figure 3

Respondents’ Frequency Distribution as to

Their Gender
70
60
50
40
30
20
10
0
Female Male

Figure 3 shows that Female gender with 60 (50%) respondents is equal to Male gender

with 60 (50%) respondents.

Figure 4

Respondents’ Frequency Distribution as to

Their Civil Status
120

100

80

60

40

20

0
Single Married No Response

Figure 4 shows that most of the respondents are Single with 102 (85%) out of 120

respondents, followed by 13 (10.8%) respondents with no response and followed by Married with

5 (4.2%) respondents.

19
 Figure 5

Respondents’ Frequency Distribution as to their

Dormitory
25
20
15
10
5
0
Princess Raja Lakambini Raja Raja Lakandula
Lawanen Indarapatra Hall Solaiman Dumduma Hall
hall Hall Hall Hall

Figure 5 shows 60 respondents are from the 3 girls dormitories, 20 (16.7%) respondents

are from Princess Lawanen Hall, 20 (16.7%) respondents are from Raja Indarapatra Hall, 20

(16.7%) respondents are from Lakambini Hall. And the remaining 60 respondents are from the 3

boys dormitories, 20 (16.7%) respondents are from Raja Solaiman Hall, 20 (16.7%) respondents

are from Raja Dumduma Hall, and 20 (16.7%) respondents are from Lakandula Hall.

Figure 6

Respondents’ Frequency Distribution as to their Year

Level
60
50
40
30
20
10
0
No Response
6th - 5th 4th - 3rd 2nd - 1st SHS - HS

Figure 6 shows that Majority of the respondents are 2nd-1st year level with 53 (44.2%)

respondents out of 120, followed by 4th-3rd rear level with 47 (39.2%) respondents, followed by
20
6th-5th year level with 10 (8.3%) respondents, followed by Senior High School and High School

level with 7 (5.8%) respondents, and the remaining 3 (2.5%) respondents with no responses.

II. Three Factors of Living Conditions Affecting Students’ Academic Performance:

Eating Lifestyle, Sanitation, and Accommodation

Table 4.1.1 Weighted Mean and Verbal Interpretation in responses of the Eating
Lifestyle Indicators

DISTRIBUTION
SA (4) A (3) D (2) SD (1) WM VI RANK
F % F % F % F %
S1 29 24.2 48 40 28 23.3 15 12.5 2.76 Disagree 2
S2 21 17.5 57 47.5 32 26.7 10 8.3 2.74 Disagree 3
S3 34 28.3 63 52.5 19 15.8 4 3.4 3.05 Disagree 1
S4 24 20 44 36.7 39 32.5 13 10.8 2.66 Disagree 4
General Response for Eating Lifestyle 2.80 Disagree
S1. I do not eat breakfast, lunch and dinner on time.

S2. I usually eat processed foods and/or instant noodles rather than healthier foods.

S3. I skip my meals sometimes.

S4. I don’t eat sometimes to save some money.

Table 4.1.1 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their eating lifestyle.

In the first rank is the statement, “I skip my meals sometimes” with a weighted mean of

3.05 and remark “Disagree”. It means that most of the respondents eat their meals and do not skip

them.

In the second rank is the statement, “I do not eat breakfast, lunch and dinner on time” with a

weighted mean of 2.76 and remark “Disagree”. It implies that most of the respondents voted

against the statement because they do eat their breakfast, lunch and dinner on time.

21
In the third rank is the statement, “I usually eat processed foods and/or instant noodles rather

than healthier foods” with a weighted mean of 2.74 and remark “Disagree”. It means that most of

the respondents choose to consume healthier foods rather than processed foods and/or instant

noodles.

In the fourth rank is the statement, “I don’t eat sometimes to save some money” with a weighted

mean of 2.66 and remark “Disagree”. It denotes that most of the respondents do not risk their

health by skipping meals in order to save some money.

Table 4.1.2 Weighted Mean and Verbal Interpretation in responses of the Sanitation
Indicators

DISTRIBUTION

SA (4) A (3) D (2) SD (1) WM VI RANK

F % F % F % F %

S1 7 5.8% 59 49.4% 43 35.8% 11 9.2% 2.52 Disagree 3

S2 34 28.3 58 48.3% 24 20% 4 3.4% 3.01 Disagree 2

S3 38 31.7% 54 45% 25 20.8% 3 2.5% 3.05 Disagree 1

General Response for Sanitation 2.86 Disagree

S1. Dormitory rooms are not swept on a daily basis.

S2. Bathrooms and toilets are not always tidy.

S3. The dormitory drainage system is not always clean.

Table 4.1.2 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their sanitation.

In the first rank is the statement, “The dormitory drainage system is not always clean” with a

weighted mean of 3.05 and remark “Disagree”. It means that most of the respondents’

dormitories have a drainage system that is maintained to be always clean. In the second rank is

22
the statement, “Bathrooms and toilets are not always tidy” with a weighted mean of 3.01 and

remark “Disagree”. It implies that most of the respondents disagreed with the statement because

the bathrooms and toilets in their dormitories are always kept tidy.

In the third rank is the statement, “Dormitory rooms are not swept on a daily basis” with a

weighted mean of 2.52 and remark “Disagree”. It denotes that most of the respondents’

dormitory rooms are swept on a daily basis.

Figure 7

S4. Method of Rubbish Disposal

70
60
50
40
30 63
20 43
10 16
0 4
Burned Thrown in a Disposed off by Others
composite pit hired garbage
collectors

Figure 7. Presents the respondents’ response to their dormitories’ main method of rubbish
disposal.

There are 16 respondents that ticked burned method as their dormitories’ method of

rubbish disposal, 43 respondents for the thrown in a compost pit method, 63 respondents for the

disposed by hired garbage collectors and 4 respondents for other methods that they failed to state.

23
 Figure 8

S5. Source of Water

60
50
40
30 56
20 39
10 19
9
0 1
Borehole Piped water Rain Harvest Protected River/Swamp
water Spring

Figure 8. Presents the respondents’ response to their dormitories’ main source of water.

There are 39 respondents that claimed borehole water is their dormitories’ main source of

water, 56 respondents for piped water, 19 respondents for rain harvest, 9 respondents for

protected spring and 1 respondent for river/swamp.

Table 4.1.3 Weighted Mean and Verbal Interpretation in responses of the Accommodation
Indicators

DISTRIBUTION

SA (4) A (3) D (2) SD (1) WM VI RANK

F % F % F % F %

S1 17 14.2 37 30.8 45 37.5 21 17.5 2.41 Disagree 4

S2 39 32.5 63 52.5 16 13.3 2 1.7 3.16 Disagree 1

S3 15 12.5 50 41.7 52 43.3 3 2.5 2.64 Disagree 2

S4 16 13.3 41 34.2 48 40 15 12.5 2.48 Disagree 3

S5 20 16.7 31 25.8 56 46.7 13 10.8 2.48 Disagree 3

General Response for Accommodation 2.63 Disagree

24
 S1. The dormitory rooms don’t have enough space for boarders/students.

S2. The supply of water in the dormitory is not constant.

S3. The ventilation of our dormitory is bad.

S4. Security guards do not maintain security around the dormitory area all the time. S5.

Lighting system is not good and constant in the dormitory.

Table 4.1.3 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their accommodation.

In the first rank is the statement, “The supply of water in the dormitory is not constant” with a

weighted mean of 3.16 and remark “Disagree”. It implies that most of the respondents’

dormitories have constant supply of water.

In the second rank is the statement, “The ventilation of our dormitory is bad” with a weighted

mean of 2.64 and remark “Disagree”. It means that most of the respondents claimed that there is

nothing wrong with their dormitories’ ventilation.

In the third rank is the statement, “Security guards do not maintain security around the dormitory

area all the time” with a weighted mean of 2.48 and remark “Disagree”. It denotes that most of

the respondents’ dormitory areas are safe.

Another statement ranked third is the statement, “Lighting system is not good and constant in the

dormitory” with a weighted mean of 2.48 and remark “Disagree”. It means that most of the

respondents’ dormitories have good and constant lighting system.

In the fourth rank is the statement, “The dormitory rooms don’t have enough space for

boarders/students” with a weighted mean of 2.41 and remark “Disagree”. It means that most of

the respondents claimed that their dormitories have enough room for boarders/students.

25
 III. Effect of the Three Factors of Living Conditions on Students’ Academic
Performance

Table 4.1.4 Weighted Mean and Verbal Interpretation in responses of the

Academic Performance and Eating Lifestyle

DISTRIBUTION
SA (4) A (3) D (2) SD (1) WM VI RANK
F % F % F % F %
S1 17 14.2 57 47.5 41 34.1 5 4.2 2.72 Disagree 1
S2 4 3.3 39 32.5 62 51.7 15 12.5 2.27 Agree 3
S3 13 10.8 38 31.7 47 39.2 22 18.3 2.35 Agree 2
S4 6 5 38 31.7 49 40.8 27 22.5 2.19 Agree 5
S5 11 9.1 35 29.2 47 39.2 27 22.5 2.25 Agree 4
General Response for Academic Performance and
2.36 Agree
Eating Lifestyle

S1. Some days, I am inattentive in the classroom because of hunger due to lack of

food (or meal) to eat in the dormitory.

S2. I get sick because of eating too much instant noodles and processed foods in the

dormitory which makes it hard for me to go to school.

S3. During class sessions, I sometimes excuse myself to buy food because I skipped

my meal.

S4. I eat food in the classroom when my teacher is not looking.

S5. I am sometimes unable to participate in our classroom activities because I did not

have enough food to eat.

Table 4.1.4 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their eating lifestyle and academic performance.

26
 In the first rank is the statement, “Some days, I am inattentive in the classroom because of

hunger due to lack of food (or meal) to eat in the dormitory” with a weighted mean of 2.72 and

remark “Disagree”. It means that most of the respondents does not let their hunger get in the way

of their being attentive in class.

In the second rank is the statement, “During class lessons, I sometimes excuse myself to

buy food because I skipped my meal” with a weighted mean of 2.35 and remark “Agree”. It

implies that most of the respondents sometimes excuse themselves to buy food because they

skipped their meal.

In the third rank is the statement, “I get sick because of eating too much instant noodles

and processed foods in the dormitory which makes it hard for me to go to school” with a

weighted mean of 2.27 and remark “Agree”. It denotes that most of the respondents get sick

because of too much unhealthy foods and that makes it hard for them to go to their classes.

In the fourth rank is the statement, “I am sometimes unable to participate in our

classroom activities because I did not have enough food to eat” with a weighted mean of 2.25 and

remark “Agree”. It means that most of the respondents are incapable of participating in

classroom activities because of not having enough food to eat.

In the fifth rank is the statement, “I eat food in the classroom when my teacher is not

looking” with a weighted mean of 2.19 and remark “Agree”. It means that most of the

respondents do eat food in the classroom secretly when their teacher is not looking.

27
Table 4.1.5 Weighted Mean and Verbal Interpretation in responses of the Academic
performance and Sanitation

DISTRIBUTION

SA (4) A (3) D (2) SD (1) WM VI RANK

F % F % F % F %

S1 12 10 31 25.8 51 42.5 26 21.7 2.24 Agree 3

S2 13 10.8 43 35.8 45 37.5 19 15.9 2.41 Agree 2

S3 23 14.2 46 38.3 43 35.8 8 6.7 2.70 Disagree 1

General Response for Academic Performance and
2.45 Agree
Sanitation

S1. I sometimes don’t go to school because I have not taken a bath.

S2. I can’t focus on studying because of the smelly garbage outside the dormitory

S3. I am not comfortable in studying in the dormitory because of my roommate’s messy

things.

Table 4.1.5 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their sanitation and academic performance.

In the first rank is the statement, “I am not comfortable in studying in the dormitory

because of my roommate’s messy things” with a weighted mean of 2.70 and remark “Disagree”.

It means that most of the respondents are not bothered by their roommate’s messy things and are

still able to study comfortably.

In the second rank is the statement, “I can’t focus on studying because of the smelly

garbage outside the dormitory” with a weighted mean of 2.41 and remark “Agree”. It implies that

most of the respondents are unable to focus on their studying because of the smelly garbage

outside their dormitories.

28
 In the third rank is the statement, “I sometimes don’t go to school because I have not

taken a bath” with a weighted mean of 2.24 and remark “Agree”. It denotes that most of the

students are uncomfortable with not being able to take a bath that they choose not to go to school.

Table 4.1.6 Weighted Mean and Verbal Interpretation in response of the Academic
Performance and Accommodation

DISTRIBUTION
SA (4) A (3) D (2) SD (1) WM VI RANK
F % F % F % F %
S1 10 8.4 33 27.5 61 50.8 16 13.3 2.30 Agree 4
S2 13 10.8 40 33.3 50 41.7 17 14.2 2.40 Agree 3
S3 12 10 44 36.7 49 40.8 15 12.5 2.44 Agree 2
S4 41 34.2 44 36.7 23 19.1 12 10 2.95 Disagree 1
General Response for Academic Performance and
2.52 Agree
Accommodation

S1. I am least interested in learning because they do not have enough space in the
dormitory room.

S2. I don’t do well in class because I can’t study my entire lesson at the dorm due to
being uncomfortable.

S3. I can’t focus on studying in the dormitory room because they have dim lights.

S4. It is hard for me to submit some requirements because there are no internet cafés or
printing/Xerox shops near my dormitory.

Table 4.1.6 presents the summary and verbal interpretation of the mean responses of the

respondents regarding their accommodation and academic performance.

In the first rank is the statement, “It is hard for me to submit some requirements because

there are no internet cafés or printing/Xerox shops near my dormitory” with a weighted mean of

2.95 and remark “Disagree”. It means that most of the respondents does not let the lack of

29
internet cafés or printing/Xerox shops near their dormitories stop them from passing

requirements.

In the second rank is the statement, “I can’t focus on studying in the dormitory room

because they have dim lights” with a weighted mean of 2.44 and remark “Agree”. It implies that

most of the respondents are unable to focus studying in their dormitory because of their dim

lights.

In the third rank is the statement, “I don’t do well in class because I can’t study all my

lesson at the dorm due to being uncomfortable” with a weighted mean of 2.40 and remark

“Agree”. It denotes that most of the respondents are unable to study lessons in their dorms

because of being uncomfortable which cause them to not do well in class.

In the fourth rank is the statement, “I am least interested in learning because they do not

have enough space in the dormitory rooms” with a weighted mean of 2.30 and remark “Agree”. It

means that most of the respondents’ dormitories do not have enough space in their dormitory

rooms which causes the respondents to be least interested in learning.

30
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, implications, and the

recommendation of our study entitled “Students’ Living Condition in Dormitories and Its Effect

on their Academic Performance perceived by the students of Mindanao State University, Main

Campus, Marawi City.”

Summary of Findings

In examining the living situations of the students in dormitories according to their eating

lifestyle, sanitation and accommodation, according to the results we had, majority of the response

of the students on their eating lifestyle disagreed that when the students are inside the dormitories

they do skip meals, this means that the students eat their meals on time. These denotes that the

students have a healthy eating lifestyle. Regarding to the students’ opinion on the sanitation of

their dormitories, most of the responses state that they maintain the cleanliness of their

dormitories, and the findings on students’ responses about the accommodation of the dormitories

revealed that the students differ that their dormitories do not met their satisfaction when it comes

to the accommodation of the dormitory.

However, we found out the effect of students’ living conditions in dormitories on their

academic performance. First, the findings on the academic performance and eating lifestyle

indicates that eating lifestyle has a significant effect on the academic performance of students,

according to the result, most students responded that they excuse themselves during lesson just to

buy food because they skipped their meal. This indicates that the students cannot focus on their

studies when they experience lack of eating healthily. Second, the findings on the academic

31
performance and sanitation state that majority of the students agreed that they cannot focus on

studying because of the smelly garbage outside their dormitories, this means that the respondents

are bothered by how the dormitories’ sanitations in terms of disposing their garbage. It indicates

that the sanitations of dormitories affect the academic performance of the students. And lastly,

according to the result on the academic performance and accommodation, most of the students

are not comfortable on their dormitories which cause them not to do well in class.

Conclusion
The result of the students’ living conditions in dormitories states that they don’t

experience much dissatisfaction with the dormitory; however, their living condition in dormitory

does affect their academic performance. This signifies that eating lifestyle, accommodation, and

sanitation does affect the academic performance of the students of Mindanao State University-

Main Campus, Marawi City.

Recommendations

1. The university administration must be aware of their students’ living condition in dormitories

inside the campus that can affect their academic performance.

2. The university administration should develop and improve their dormitory facilities to ensure

the full satisfaction and safeties of the students on their living condition.

3. Students must have the responsibility to do well in their studies and school activities to

achieve good academic performance.

4. Students should take care of their health because a healthy mind exists in a healthy body and

a healthy environment.

32
 BIBLIOGRAPHY

BOOKS

• Joan, N. (2010, August). Effect of students’ living conditions on their academic

performance in secondary schools of Goma Sub County, Mukono District. Retrieved

from http://makir.mak.ac.ug/bigstream/handle/10570/3234/NABASERUKA-CEES-

Masters.pdf?sequence=1

• Etikan I, Bala K, Babatope O, Yuvalı M, Bakır I (2017) Influence of Residential Setting

on Student Outcome. Biom Biostat Int J 6(4): 00177. DOI: 10.15406/bbij.2017.06.00177

ELECTRONIC SOURCES

• Oxford English Dictionary, 1st ed. Oxford University. (1884). Retrieved from

http://en.oxforddictionaries.com

DICTIONARIES

• Merriam-Webster Collegiate Dictionary, 11th ed. Springfield: Merriam-Webster, 2009.

• Dictamp Oxford English Dictionary, Dictamp Oxford Dictionary with Flashcards (2015).

Retrieved from http://dictamp-oxford-dictionary.soft112.com/

33
 Mindanao State University
Senior High School
Marawi City

Date: ___________

Dear Respondents,

Greetings of peace!

The undersigned are conducting a research entitled Students’ Living Condition in

Dormitories and its effect on their Academic Performance as perceived by the students of
Mindanao State University, Main Campus Marawi City, with the hope that it will contribute to
a deeper understanding on how students’ living condition in dormitories affect their academic
performance.

In view of this, the undersigned would like to solicit/request your outmost cooperation in
filling up the survey forms to ensure the provision of factual and reliable data.

Rest assured that all responses gained will be kept confidential. The data collected will
only be treated as data only. May the Almighty Allah (S.W.T) grant you and your family His
Bounteous blessing in this world and Hereafter.

Thank you very much for your valuable time….

Sincerely yours, the researchers

Sittie Hafsah A. Solaiman

Sittie Aleah S. Gandarosa
Allysa-Hana R. Macatoman
Juhairah A. Abubacar
Mohammad P. Gandarosa

Noted by:

Prof. Art Marvin Arañas

Research Teacher

34
 QUESTIONNAIRE

Part I. Respondent’s Profile

Direction: Please fill in the blanks on the space provided or put a check mark on each item or

question that best correspond to your answer. Your responses will be kept confidentially.

Name (Optional): _____________________________________

Age: ______

Gender: Male Female

Civil Status: Single Married

Dormitory: Raja Indarapatra Hall Lakandula Hall

Raja Solaiman Lakambini Hall

Raja Dumduma Hall Princess Lawanen Hall

Year Level: _______________________________

35
Part II. Survey Questionnaire
Direction: Below are statements to determine the effects of students’ living condition in

dormitories on academic performance. Please put a check (√) mark on the space provided.

SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree

Eating Lifestyle SA A D SD

1. I do not eat breakfast, lunch or dinner on time.

2. I usually eat processed foods and/or instant foods

rather than healthier foods.

3. I skip my meals sometimes.

4. I don’t eat sometimes to save some money.

Sanitation SA A D SD

1. Dormitory rooms are not swept on a daily basis.

2. Bathrooms and toilets are not always kept tidy.

3. The dormitory drainage system is not always

clean.

4. Please tick the main method of rubbish disposal (you can tick more than one)

a. Burning

36
 b. thrown in a composite pit
c. disposed off by hired garbage collectors
d. others (please name)

5. Please tick the main source of water for the dormitory. (Please you can tick more than one)

a. borehole water
b. piped water
c. rain harvest
d. protected spring
e. river/swamp

Accommodation SA A D SD

1. The dormitory rooms do not have enough space

for boarder/students.

2. There supply of water in the dormitory is not

constant.

3. The ventilation of our dormitory is bad.

4. Security guards do not maintain security

around the dormitory area all the time.

5. Lightning system is not good and constant in

the dormitory.

Academic Performance and Eating SA A D SD

Lifestyle

1. Some days, I am inattentive in the classroom

because of hunger due to lack of food (or meal)
to eat in the dormitory.

2. I get sick because of eating too much instant

noodles and processed food in the dormitory
which makes it hard for me to go to school.

37
3. During class sessions, I sometimes excuse
myself to buy food because I skipped my meal.

4. I eat food in the classroom when my teacher is

not looking.

5. I am sometimes unable to participate in our

classroom activities because I did not have
enough food to eat.

Academic Performance and Sanitation SA A D SD

1. I sometimes don’t go to school because I have

not taken a bath.

2. I can’t focus on studying because of the smelly

garbage outside the dormitory.

3. I am not comfortable in studying in the

dormitory because of my roommate’s messy
things.

Academic Performance and SA A D SD

Accommodation

1. I am least interested in learning because they

don’t have enough space in the dormitory room.

2. I don’t do well in class because I can’t study my

entire lesson at the dorm due to being
uncomfortable.

3. I can’t focus on studying in the dormitory room

because they have dim lights.

4. It is hard for me to submit any requirements

because there are no internet café, printing/Xerox
shop near the dormitory.

Thank you for your time.

38
SOLAIMAN, SITTIE HAFSAH A.

Brgy. Tuca, Marawi City

Stthfsh.slmn@gmail.com

Contact Number: (+63) 956 932 7896

PERSONAL INFORMATION

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Islam

Birthdate: 04/01/2000

Father’s Name: Abdulhalim M. Solaiman

Mother’s Name: Rayhana R. Solaiman

EDUCATIONAL BACKGROUND

Elementary School: Jamiatu Janoubel Filibbien

Junior High School: Mindanao State University-University Training Center

Senior High School: Mindanao State University – Marawi Senior High School

39
GANDAROSA, MOHAMMAD P.

Wato, Balindong Lanao Del Sur

gandarosam@gmail.com

Contact Number: (+63) 948 362 843

PERSONAL INFORMATION

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Islam

Birthdate: 08/13/1999

Father’s Name: Nasief A. Gandarosa

Mother’s Name: Norcaya P. Gandarosa

EDUCATIONAL BACKGROUND

Elementary School: MSU- Integrated Laboratory School

Junior High School: MSU- Integrated Laboratory School

Senior High School: Mindanao State University – Marawi Senior High School

40