Research Finall

Republic of the Philippines
Region VI- Western Visayas

Schools Division of Iloilo
Estancia National High School
Estancia, Iloilo
SENIOR HIGH SCHOOL DEPARTMENT
LEARNERS’ ASSESSMENT OF CHILD-FRIENDLY SCHOOL: BASIS FOR
SYMPOSIUM
A Research Paper Presented to the
Faculty of the Senior High School Department
Estancia, Iloilo
In Partial Fulfilment for the Requirements of the Subject
Practical Research II
Members:
Andonaque, Dave T.
Bonzo, Lordy Ann F.
Granada, Merlyn Marie T.
Macario, Kyla B.
Padilla, Khaz-JP B.
Rogales, John Dean G.
Sulayao, Chris Bryan B.
Villanueva, Queenslee Margarett
Estancia, Iloilo
Chapter I
INTRODUCTION TO THE STUDY
Nature and Background of the Study/ Rationale
School is an institution designed to provide learning spaces and learning
environment for the teaching of students under the direction of teachers, It is also
responsible for sustaining the welfare development of the learners, thus providing
security, giving access to health services and instilling good moral towards them (Free
Web Search, 2019).
Dep Ed Order no. 40 s. 2012 states that a child-friendly school is more than just
a place for formal learning. Foremost, it is an institution that recognizes and respects
the range of rights of children, and not just their right to be educated. These rights also
include their rights to be healthy, to be given opportunities for play and leisure, to be
protected from harm and abuse, to express their views freely, and to participate in
decision-making according to their involvement capacities. (Cirt.gcu.edu, 2018)
School absenteeism is now a major problem causing students to miss most of
the school days caused by limited access to safe water and problems in sanitation and
hygiene. Hence, students tend to have health problems that inevitably cause a backlash
in their academic performance (news.abs-cbn.com, 2016).

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Eight in 10 children and young people in the Philippines aging to the 13-18 have
experienced some form of violence in their lifetime, 14.3 % experienced physical
violence in school and 5.3 % faced sexual violence in school. Impacts include mental
and physical health disorders, anxiety, depression, and health-risk behaviors including
smoking, alcoholism, drug abuse and engagement high risk sexual activity
(philstar.com, 2018).
No school is perfect. It is evident that Estancia National High School have
occurring concerns such as lack of facilities, dysfunctional utilities, inadequate sanitary
supplies and implementation of vices-free environment. The said problem urged the
researchers’ curiosity to know if the Child-Friendly School Criteria is being met. In
connection with this, the researchers will conduct a study about the learners’
assessment of a Child-Friendly school which can be a basis to conduct a symposium.
STATEMENT OF THE PROBLEM
This study aims to determine Estancia National High School (ENHS) learners’
assessment of Child- Friendly school criteria for the school year 2019-2020.
Specifically, this seek answers to the following:
1. What is the learners’ assessment towards the child- friendly school criteria?
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PARADIGM OF THE STUDY
Figure 1 shows the paradigm of the study.
BASIS FOR
LEARNERS’ ASSESSMENT CHILD- FRIENDLY SCHOOL
SYMPOSIUM
Figure 1. shows the ENHS learners’ assessment and Child-Friendly school criteria:
Basis for symposium.
Significance of the study
This study aims to establish an understanding on learner’s assessment of
child-friendly school criteria: basis for symposium. Furthermore, the result and findings
of this study could be highly significant and beneficial to the following:
Students. This study will benefit the student body because it will highlight their
assessment towards the child-friendly school criteria which will be the basis to conduct
a symposium.
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Parents. This study will help them to be knowledgeable about the well-being
of their children inside the premises of the school highlighting the school-friendly criteria
assessment.
Teachers. This study will help them utilize difficulties, if there’s any in a
classroom-based approach. Hence, giving them convenience to address the students’
welfare.
School’s Administration. This study is beneficial to the administrative staff
because it will give awareness to take-action and provide learners the sufficiency in
accordance to the child-friendly school criteria.
Department of Education. As the spearhead of providing quality education
all throughout the country, this study will serve as a tool to ensure that the institution
under their supervision is attending to the needs of the learners prior to the child-friendly
school criteria.
Researchers. This study will serve as their tool in helping the school to
assess and the problems therein. Thus, giving them insights towards submissive acts to
the child-friendly school criteria.
Future Researchers. This study will serve as their basis for future studies.
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Scope and delimitation of the study
This study is limited only in determining the Estancia National High Schools’
learners’ assessment for child-friendly school criteria: Basis for symposium. 374
respondents coming from grade 7 to grade 12 will complete the survey questions as
means of gathering the needed data. Stratified random sampling will be used as data
sampling. The data gathering instrument will be the research-made questionnaire.
Definition of Terms
Assessment. The action or an instance of making judgment about something.
(MerriamWebsters,2018)
In this study, it is the provided questionnaires in accordance to the Child-
Friendly School Criteria as basis to conduct a symposium.
Basis. The most important principles or ideas that support something.
(Cambridge Dictionary, 2015)
In this study, it is the learners’ assessment to determine the need to conduct a
symposium.
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Child-Friendly School. A place that has special features that parents, and
children likes. (Oxford Dictionary, 2017)
In this study, it is the expected type of environment in any scholastic
institutions.
Learners’ assessment. An evaluation done by students in an institution, often
by using survey instruments. (lsche.net, 2019)
In this study, it is the appraisal of the participants towards the Child-Friendly
School Criteria.
Symposium. A social gathering at which there is free interchange or ideas.
(MerriamWebster,2018)
In this study, it will be the final product of the learners’ assessment.

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CHAPTER II
REVIEW OF RELATED LITERATURE
Rising Visibility of Child-Friendly School
For nearly a decade, the Department of Education has implemented Child
Friendly School System (CFSS) programming in schools throughout the country with
the support of UNICEF Philippines.
UNICEF contracted with the American Institutes for Research in 2008 to conduct
a global evaluation of its CFS initiative. The evaluation was expected to serve as a
baseline assessment, examining the effectiveness of UNICEF’s CFS programming
efforts in the areas of inclusiveness, pedagogy, architecture and services, participation
and governance, and systemic management. The Philippines was selected as one of
six countries for this global evaluation. (Free Web Search, 2019).
For this CFS global evaluation, AIR visited 25 schools in the Philippines that
had received support under the CFSS initiative. During school visits, AIR researchers
and local trained data collectors observed the school grounds and buildings; watched
teachers in action; surveyed school heads, teachers, and students; and conducted
interviews and focus groups with school heads, teachers, families, and other key
stakeholders. Within the constraints of the global evaluation, AIR was not able to tailor
all of its evaluation questions specifically to the Philippines context, but it benefited from
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the data gathered in the Philippines in the course of the global evaluation in addressing
the country’s own focus. (m2comms.com, 2017)
The Philippines has made significant strides in all aspects of its CFSS. Most
teachers supported the use of interactive teaching methods. Over 90 percent of
students said that students were encouraged to participate in class and work together
during class. Nearly all students found that what they were learning was interesting and
was what they needed to know in life. Classroom observations also suggested that
teachers were using child-centered teaching techniques, were organized, and were
interacting with students respectfully and positively.
Teacher survey data further demonstrated teachers’ commitment to more
innovative pedagogical techniques in order to create a more effective and high-quality
learning environment for their students. All the classrooms were clean and orderly, and
students had sufficient space to work. However, there were causes for concern about
some classrooms with inadequate protection from the elements, poor ventilation, loud
noise, and inappropriately sized furniture, which more often occurred in rural schools.
Interviews with teachers and school heads pointed to a few consistent barriers that
prevented schools from fostering a more child-friendly environment: (a) large numbers
of students in the classrooms and (b) insufficient instructional resources. (Lockheed, M.
E. & Lewis, M.A., 2007)

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Schools promoted the physical health, hygiene, and nutrition of their students.
Schools offered feeding programs, which were operated by families. School gardens
were created to supplement the feeding programs. All parties were concerned with the
sustainability of the programs, since limited resources were a significant barrier. School
heads reported that students were provided with health education and access to health
and dental screenings. The largest barrier to health, hygiene, and sanitation in rural
schools was a lack of water systems; this was not a concern in urban schools.
There was a high level of awareness about the importance of safety, security,
and psychosocial well-being among stakeholders, but interview reports did not reveal
particular efforts or activities to develop positive social and emotional skills of students.
Nearly all teachers and students felt safe in the school. Teachers used positive forms of
discipline and management with students. While most students reported that they
accepted each other and interacted with and treated each other positively, a significant
minority of approximately 25 – 30 percent of students reported being unable to resolve
conflict without starting a fight and that there schools were being run by bullies that that
there were some students who no one talked to. (Ministry of National Education,
Republic of Turkey., 2006)
In the area of inclusiveness and gender sensitivity, stakeholders reported that the
schools provided equal access and participation to both boys and girls regardless of
their ethnicity or religious background. There was overall gender parity in terms of
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enrollment and attendance, with boys missing significantly more days than girls to work
or assist the family. Students were positive about the acceptance they felt from teachers
toward themselves and their families. Capacity at the schools to support students with
disabilities was low, with 75 percent of the school heads indicating they did not have
teachers who had been specially trained to work with students with disabilities.
The level of participation by parents and community institutions was high across
schools. According to schools’ heads, every school had an active Parent–Teacher–
Community Association (PTCA). All the schools relied upon families, through PTCAs, to
provide time and labor to assist the schools, such as preparing the building for the new
school year, planting and maintaining the school garden, preparing the feeding
program, and implementing construction projects. Few schools engaged parents in
decision making about matters affecting the school; instead school staff perceived
family participation mainly in terms of resource support for the school. Regular meetings
and dialogue occurred between teachers and parents to inform parents of their child’s
progress. Parents supported learning at home, according to their reports. Community
participation in schools related more to financial assistance rather than involvement in
decisions related to schools. (Pinheiro, P.S., 2008)

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Effective and High-Quality Learning Environments
A quality learning environment promotes high-quality teaching of relevant
knowledge and skills through instruction that is adapted to meet students’ needs and
that encourages children’s active engagement, rather than relying on traditional rote
learning approaches (AIR, 2009).
When teachers encourage student to be actively engaged in the learning process
and to do well, and when students are presented with interesting learning opportunities,
they are more likely to stay in school and succeed academically (Lockheed & Lewis,
2007).
Children’s active participation in learning reflects not only a child-centered
approach to pedagogy but also the principle of democratic participation. Further, in the
recently revised manual for CFS, UNICEF describes child-centered learning as follows:
Learning is central to education and in line with the child-centered principle, the child as
learner is central to the process of teaching and learning. In other words, the classroom
process should not be one in which children are passive recipients of knowledge
dispensed by a sole authority, the teacher. Rather, it should be an interactive process in
which children are active participants in observing, exploring, listening, reasoning,
questioning and “coming to know.” This is at the heart of the classroom process in all
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Child Friendly school models, and it is critical for teachers to be well trained in this
pedagogy. (UNICEF, 2009)
Factors that Affect Quality of Education and Child-Friendly Schools
Many schools serve communities that have a high prevalence of diseases related
to inadequate water supply, sanitation and hygiene, and where child malnutrition and
other underlying health problems are common. The international policy environment
increasingly reflects these issues. Providing adequate levels of water supply, sanitation
and hygiene in schools is of direct relevance to the Millennium Development Goals on
achieving universal primary education, promoting gender equality and reducing child
mortality. It is also supportive of other goals, especially those on major diseases and
infant mortality. Lack of a safe and secure school environment, both within schools and
for children who must walk long distances to reach facilities. (WHO, 2004).
The framework, an intersectoral partnership to Focus Resources on Effective
School Health, provides the context for provision of safe water and sanitation facilities
for children in schools. Creating a healthy school environment by provision of safe
water and sanitation facilities within schools, to improve children’s health, well-being
and dignity, is likely to be most effective where it is supported by other reinforcing
strategies. (PANA, 2003).

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Insufficient Numbers of Trained Teachers and Textbooks
Teachers are the key to making schools “child-friendly”. They are trained on
children’s participation in school development and on how to effectively pass on this
knowledge and awareness to parents, community members and the students
themselves.
The most important factor affecting the quality of education is the quality of the
individual teacher in the classroom. There is clear evidence that a teacher’s ability and
effectiveness are the most influential determinants of student achievement. Regardless
of the resources that are provided, rules that are adopted and curriculum that is revised,
the primary source of learning for students remains the classroom teacher. More
critically, the importance of good teaching to the academic success of students is
intuitively obvious to any parent. (C. Scrimshaw, et al., 2016)
Once teachers, parents and community members are trained on child rights, they
meet to assess themselves, the school and community on what they lack and what
needs to be improved. Most schools organize activities for students, including Child
Rights Clubs, which students run by themselves.
In addition, teachers are required to prepare individual files on each student,
which include information on the student’s socio-economic background as well as the

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student’s strengths and weaknesses in school. This is considered one of the most
important elements of the Child Friendly School, since by having such information
teachers become closer to each student and understand much more about their
individual needs or problems.
Lack of Clean Water and Sanitation
Water, sanitation and hygiene-related diseases are a huge burden in developing
countries. It is estimated that 88% of diarrheal disease is caused by unsafe water
supply, and inadequate sanitation and hygiene (WHO, 2004). Many schools serve
communities that have a high prevalence of diseases related to inadequate water
supply, sanitation and hygiene, and where child malnutrition and other underlying health
problems are common.
It is not uncommon for schools, particularly those in rural areas, to lack drinking-
water and sanitation facilities completely, or for such facilities as do exist to be
inadequate both in quality and quantity. Schools with poor water, sanitation and
hygiene conditions, and intense levels of person-to-person contact, are high-risk
environments for children and staff, and exacerbate children's susceptibility to Commented [RAM1]:
environmental health hazards. (UNICEF, 2009)

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Children’s ability to learn may be affected in several ways. Firstly, helminth
infections, affecting hundreds of millions of school-age children, can impair children’s
physical development and learning ability through pain and discomfort, competition for
nutrients, and damage to tissues and organs. Long-term exposure to chemical
contaminants in water (e.g. lead) may impair learning ability. Diarrheal diseases,
malaria and helminth infections force many school children to be absent from school.
Poor environmental conditions in the classroom can also make both teaching and
learning very difficult. Teachers’ impaired performance and absence due to disease has
a direct impact on learning, and their work is made harder by the learning difficulties
faced by the school children.
Girls and boys are likely to be affected in different ways by inadequate water,
sanitation and hygiene conditions in schools, and this may contribute to unequal
learning opportunities. For example, lack of adequate, separate and secure toilets and
washing facilities may discourage parents from sending girls to school, and lack of
adequate facilities for menstrual hygiene can contribute to girls missing days at school
or dropping out altogether at puberty.
Children who have adequate water, sanitation and hygiene conditions at school
are more able to integrate hygiene education into their daily lives and can be effective
agents for change in their families and the wider community. Conversely, communities
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in which school children are exposed to disease risk because of inadequate water
supply, sanitation and hygiene at school are themselves more at risk. Families bear the
burden of their children’s illness due to bad conditions at school.
Beliefs and Practices that Discourage Girls' Enrolment
The deployment patterns also have implications for gender equity. Across sub-
Saharan Africa, the enrolment and retention of girls in school is lower than that of boys.
The under-representation of girls tends to be greatest in rural areas and among the
most disadvantaged communities. While a number of measures can be shown to have
an impact on the retention of girls in school, one of the important factors is the presence
of female teachers in the school (Bernard, 2002).
A study conducted by Case et al. (2004) revealed that orphans are less likely to
be enrolled than are non-orphans with whom they live. Consistent with Hamilton’s Rule,
the theory that the closeness of biological ties governs altruistic behavior, outcomes for
orphans depend on the relatedness of orphans to their household heads. The lower
enrollment of orphans is largely explained by the greater tendency of orphans to live
with distant relatives or unrelated caregivers.

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Poor Health and Nutritional Status
Access to food, health care and education is recognized as a basic human right.
This right is enshrined in the Millennium Development Goals (MDG’s) through which all
member states of the United Nations have committed themselves to attaining universal
primary education and eradicating hunger. Despite the high profile given to education
within this international agenda to eradicate poverty, UNICEF (2006) reports that in the
poorest countries as many as 29% of boys and 35% of girls are out of primary school
and 70% of boys and 74% of girls are out of secondary school. These children are
excluded and invisible.
Children’s access to education and to learning is affected by the availability and
quality of schooling and by family characteristics such as socio-economic status and
parental attitudes to schooling. Access can also be influenced by child characteristics,
such as aptitude, motivation and behavior, which can be negatively affected by poor
health and nutritional status.
Proximate determinants of health consist of the biological mechanisms that
directly affect the health, growth, and development of children. These include dietary
intake, illness burden, and exposure to environmental contaminants or hazards.
Environmental hazards encompass risks associated with the transmission of infectious
agents or exposure to noxious materials such as ambient smoke. Transmission of

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infectious agents, which can in turn have a direct influence on children’s nutritional
status, occurs through a number of routes, including the air, particularly with the spread
of respiratory diseases; dirty food, water, and hands, which can cause diarrhea and
other intestinal illnesses; skin and soil, the conduits of skin infections; and insects,
which can spread viral and parasitic diseases (Scrimshaw et al. 2000).
Improving Child-Friendly Schools
Strategies include policies to provide a non-discriminatory safe and secure
environment, skills-based health education, provision of health and other services,
effective referral to external health service providers and links with the community
should be put in place. The framework provides this context by positioning provision of
safe water and sanitation among its four core components that should be made
available together for all schools.
It is therefore of some concern that a quarter of all children eligible to be in
school are malnourished (Galal et al., 2005) and that children in developing countries
frequently carry an additional burden of infectious diseases.
Subsidizing the education and health fees of orphans could become the main
means of promoting placement of orphans with extended families. The chief merit of this
intervention is that it supports investments in children without encouraging child labor.

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School subsidies for orphans who are not in school would benefit orphans for four
reasons: (a) subsidies are easy to monitor and less prone to abuse or fraud than other
direct subsidies; (b) education subsidies would give orphans the opportunity to attend
school when school fees are prohibitive; (c) in the short term, orphans would be better
integrated socially into the local community life; and (d) in the long term, orphans would
have marketable skills, making them more productive members of society. Subsidies for
orphans and other vulnerable children already enrolled in school would allow foster
families to save on education costs and increase their consumption of other goods and
services, potentially improving the entire household’s welfare. The families receive the
grants on the condition that children attend school a minimum number of days per
month (90 percent). Preliminary evidence shows that school attendance has increased,
dropouts have decreased, and the income gap between beneficiaries and
nonbeneficiaries has decreased. The effect on child labor, however, has been
inconclusive because the municipality surveyed does not have a high incidence of child
labor (World Bank, 2000).
Education is the tool that can help break the pattern of gender discrimination and
bring lasting change for women in developing countries. Educated women are essential
to ending gender bias, starting by reducing the poverty that makes discrimination even
worse in the developing world. The most basic skills in literacy and arithmetic open up
opportunities for better-paying jobs for women. The UN estimates that for every year a
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woman spends in primary school, the risk of her child dying prematurely is reduced by 8
percent. Girls' education also means comprehensive change for a society. As women
get the opportunity to go to school and obtain higher-level jobs, they gain status in their
communities. Status translates into the power to influence their families and societies.
The hygiene behaviors that children learn at school, made possible through a
combination of hygiene education and suitable water and sanitation facilities, are skills
that they are likely to maintain as adults and pass on to their own children. (PANA,
2003).
School feeding program as a means of improving Child Friendly Schools
Two main strategies have been used to improve the nutritional status,
attendance rates and cognition of school age children: (1) The provision of meals and
snacks for eating in school. (2) Food for Education (FFE) interventions in which food
given at school may be taken home. (Galal, O. M., et al, 2005)
These strategies are underpinned by hypothetical pathways that link the
provision of school meals with improved education access and achievement, in two
ways. Firstly, educational outcomes may improve through increased enrolment and time
in school due to reducing the cost to the parent of sending a child to school and benefits
to the family from providing take home food. Secondly, educational outcomes may
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improve through enhanced attention, cognition and behavior resulting from relief of
hunger and from better nutritional status (if the quality and quantity of food is adequate
and the supply continues for some time).
Grantham-McGregor and Walker (1998) reviewed studies showing associations
between current nutrition and school performance (enrollment, attendance,
achievement, classroom behavior, and school drop-out). They found a large number of
studies that showed children who were stunted, anemic, or iodine deficient had poorer
school achievement levels and attendance than other children. Fewer studies had
examined the experience of hunger, missing breakfast, or poor dietary intakes but most
found associations with school performance.
In a more recent review of the evidence Grantham-McGregor (2005) notes that
further associations have been reported between experience of hunger and children’s
psychosocial function or behavior, academic attainment and attendance. She points out,
however, that most studies have failed to control adequately for all possible socio-
economic background variables associated with hunger, which are likely to
independently affect children’s school performance. Rigorous short-term studies of
missing breakfast have generally shown detrimental effects on children's cognition
whereas studies of providing breakfast have shown benefits particularly in malnourished
children. But classroom conditions may modify the effects of breakfast on behavior.
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Grantham-McGregor found that there have been very few longer-term studies of
the effects of giving school meals and nearly all involved breakfast. She notes that it has
proved extremely difficult to run robust trials of school feeding, partly because feeding
children tends to be an emotional and politically sensitive topic, which makes it difficult
to have children in a control group. She found only one longer term randomized
controlled trial, conducted by Powell et al. (1998), which found benefits associated with
attendance and arithmetic performance. This study is reviewed further below. Less
robust studies comparing participants with non-participants or comparing matched
schools have found benefits of receiving breakfast but there was bias due to self-
selection and schools may have been inadequately matched. Grantham-McGregor
concludes that most studies of giving breakfast have found benefits to school
performance through increased attendance and retention. However, many had serious
design problems, were short-term, and were not conducted in the poorest countries.
She argues that in order to advise policy makers correctly, there is an urgent need to
run long-term randomized controlled trials of giving school meals in poor countries and
to determine the effects of age and nutrition status of the children, the quality of the
school, and the timing of the meal. She emphasizes that the special needs of orphans
should also be considered.
Hunger during school may prevent children in developing countries from
benefiting from education. Compared to school feeding programs, Food for Education
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(FFE) includes a broader range of interventions designed to improve enrollment,
attendance, community-school linkages, and learning. (Powell et al., 1998)
The United Nations World Food Programme (WFP) is the largest organizer of
FFE throughout the world. In 2003 WFP provided food to schools in 70 countries,
accounting for more than 15 million children. Once school feeding programmes have
been launched, complementary activities such as de-worming and HIV prevention
education can ‘piggyback’ these programmes to maximize the benefits of food aid.
(World Food Programme, 2003).
FFE involves the distribution of food to “at-risk” children (usually girls, orphans or
other vulnerable children) who attend school regularly as a stimulus to increase
participation, and to help offset some of the opportunity and cash costs of educating
children. The food may be locally grown and purchased or contributed by aid donors.
Where FFE also includes food-for-work, targeted to teachers or parents involved in
activities to improve schooling outcomes, it can be used to boost efforts to improve both
the demand (enrollment and attendance) for education and the supply (quality) of
education, which are of course interrelated and mutually reinforcing.
Effective FFE interventions must reflect local education supply and demand
realities. She argues that if such responses result in contextually appropriate designs
then FFE can be a powerful tool for development but warns that the potential of FFE
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can only be realized if a full analysis of the supply and demand blockages is
undertaken. For example, where educational quality is high but demand low FFE can
best be used to improve recruitment, but where quality is low but demand high it needs
to be used to modify what happens in the classroom. (Levinger, 2005)
The importance of school feeding programmes discussed that the most robust
finding from the evaluations of these programmes is that they increase attendance and
asks why governments have not used this evidence to initiate more school feeding
programmes for the poor. Levisky argues that there is a need for more research to
make similar links between school feeding programmes and their long-term financial
and social benefits in order to build cogent economic and political arguments that will
influence policy and funding decisions. (Levitsky, 2013)

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CHAPTER III
METHODOLOGY
Purpose of the Study and Research Design
This study entitled Learners’ Assessment of Child-Friendly School Criteria: Basis
for Symposium is a quantitative research that aims to This study aims to determine
Estancia National High School (ENHS) learners’ assessment of Child- Friendly school
criteria for the school year 2019-2020. It is a descriptive design as it seeks to describe
the current status of a variable or phenomenon (Pinheiro, P.S., 2006)
Respondents
The respondent of the study will be the 374 students of ENHS Estancia, Iloilo
from grade 7 to grade 12, for the school year 2019-2020. The researchers will use the
Slovins’ formula to identify the sample size. The formula is reflected below.
𝑁
𝑛=
1 + 𝑁𝑒 2
𝑛 = sample size
𝑁 = sample size
𝑒 = margin of error set at 0.05
The computed 𝑛 using the Slovins’ formula with the N= 5638 was 374.
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After identifying the sample size, the researchers will use stratified proportional
allocation to identify the sample size per stratum. The stratum refers to the year level.
The formula was reflected below:
𝑁𝑖
𝑛𝑖 = (𝑛)
𝑁
𝑛𝑖 = sample size per stratum
𝑁𝑖 = population of size per stratum
𝑛 = sample size
The computed 𝑛𝑖 using then= 374 was 82 respondents for grade 7, 70 for grade
8, 64 for grade 9, 60 for grade 10, 46 for grade 11, and 52 for grade 12.
The computation is attached in the appendices.
After identifying the sample size, the researchers will start gathering the needed
data. In data gathering, the researchers will give the questionnaire to the convenient or
available respondents until they will meet the respondents per stratum.
The researchers will get the total number of all students and identify the number of
respondents and the grade level of each respondent. The data are reflected in Table 1.
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Table1. Distribution of Respondents
Category f %
A. Entire Group 374 100.0

B. Grade Level
Grade 7 82 22
Grade 8 70 18.7
Grade 9 64 17.1
Grade 10 60 16
Grade 11 46 12.3
Grade 12 52 14
This table shows the distribution of respondents. For entire group, it has a
frequency of 374 and has a percentage of 100. For grade level; Grade 7 has a
frequency of 82 and has a percentage of 22, Grade 8 has a frequency of 70 and has a
percentage of 18.7, Grade 9 has a frequency of 64 and has a percentage of 17.1,
Grade 10 has a frequency of 60 and has a percentage of 16, Grade 11 has a frequency
of 46 and has a percentage of 12.3, and Grade has a frequency of 52 and has a
percentage of 14.
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Data Sampling
This study will use Stratified Random Sampling. A stratified random sample is a
population sample that requires the population to be divided into smaller groups, called
“strata”. Random sample can be taken from each stratum of group. Through stratified
sampling the researchers will isolate a set of persons for the data collection.
Data Gathering Instrument
Researchers-made questionnaire in accordance to the child-friendly school
criteria will be used in gathering the data in this study. Questionnaire is a research
instrument consisting of a series of questions and other prompts for gathering
information from respondents. The questionnaire will be categorized into 6 parts,
learners’ participation in school and community, learners’ health and well-being,
guaranteed safe and protective safe spaces for learners, encouragement of enrolment
and completion, ensured learners high academic achievement and success, raised
teachers’ morale and motivation. An orientation will be given to make sure the
respondents understands the questionnaire. The respondents will answer whether they
are not evident, evident and very evident. After the respondents answer the
questionnaire, the data gathered will be retrieved, organized, tallied and analyzed.
Nominal or classificatory scale will be used to determine the learners’ assessment
towards child-friendly school criteria and will serve as a basis to conduct a symposium.
Estancia, Iloilo
Data Gathering Procedures
The researchers will make questionnaires that will be used as means of
gathering needed data. The questionnaire will be submitted to the validators for some
corrections and suggestions as validation. The data gathered will be treated by different
statistical tools and then will be reflected through tables that will show after the findings
of this study.
Locale of the Study
This study will be conducted at Estancia National High School, located in the
Northern part of Iloilo, specifically in Brgy. Tacbuyan Estancia, Iloilo.
Occupying a land of thirty-six thousand nine hundred forty-five (36,945) square
meter lot donated by the municipal government and considered to be as one of the
largest secondary school in the Fifth district of Iloilo.
It was established by virtue of Republic Act 7952 on March 24, 1995 to cater the
need of the poor and average families of Estancia.
In rthe school year (2018-2019), the students enrolled have reached a total of
5,394 students.
Estancia, Iloilo
Geographical Map of ENHS

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Republic of the Philippines

Region VI- Western Visayas

SENIOR HIGH SCHOOL DEPARTMENT

LEARNERS’ ASSESSMENT OF CHILD-FRIENDLY SCHOOL: BASIS FOR

A Research Paper Presented to the

Faculty of the Senior High School Department

Estancia National High School

In Partial Fulfilment for the Requirements of the Subject

SENIOR HIGH SCHOOL DEPARTMENT

INTRODUCTION TO THE STUDY

Nature and Background of the Study/ Rationale

School is an institution designed to provide learning spaces and learning

Web Search, 2019).

decision-making according to their involvement capacities. (Cirt.gcu.edu, 2018)

School absenteeism is now a major problem causing students to miss most of

in their academic performance (news.abs-cbn.com, 2016).

SENIOR HIGH SCHOOL DEPARTMENT

experienced some form of violence in their lifetime, 14.3 % experienced physical

No school is perfect. It is evident that Estancia National High School have

occurring concerns such as lack of facilities, dysfunctional utilities, inadequate sanitary

researchers’ curiosity to know if the Child-Friendly School Criteria is being met. In

assessment of a Child-Friendly school which can be a basis to conduct a symposium.

STATEMENT OF THE PROBLEM

Specifically, this seek answers to the following:

SENIOR HIGH SCHOOL DEPARTMENT

PARADIGM OF THE STUDY

Figure 1 shows the paradigm of the study.

Basis for symposium.

Significance of the study

This study aims to establish an understanding on learner’s assessment of

of this study could be highly significant and beneficial to the following:

SENIOR HIGH SCHOOL DEPARTMENT

classroom-based approach. Hence, giving them convenience to address the students’

School’s Administration. This study is beneficial to the administrative staff

accordance to the child-friendly school criteria.

Department of Education. As the spearhead of providing quality education

the child-friendly school criteria.

SENIOR HIGH SCHOOL DEPARTMENT

Scope and delimitation of the study

sampling. The data gathering instrument will be the research-made questionnaire.

Assessment. The action or an instance of making judgment about something.

In this study, it is the provided questionnaires in accordance to the Child-

Friendly School Criteria as basis to conduct a symposium.

Basis. The most important principles or ideas that support something.

(Cambridge Dictionary, 2015)

In this study, it is the learners’ assessment to determine the need to conduct a

SENIOR HIGH SCHOOL DEPARTMENT

children likes. (Oxford Dictionary, 2017)

In this study, it is the expected type of environment in any scholastic

Learners’ assessment. An evaluation done by students in an institution, often

by using survey instruments. (lsche.net, 2019)

In this study, it is the appraisal of the participants towards the Child-Friendly

Symposium. A social gathering at which there is free interchange or ideas.

In this study, it will be the final product of the learners’ assessment.

SENIOR HIGH SCHOOL DEPARTMENT

REVIEW OF RELATED LITERATURE

Rising Visibility of Child-Friendly School

For nearly a decade, the Department of Education has implemented Child

the support of UNICEF Philippines.

baseline assessment, examining the effectiveness of UNICEF’s CFS programming

efforts in the areas of inclusiveness, pedagogy, architecture and services, participation

SENIOR HIGH SCHOOL DEPARTMENT

the country’s own focus. (m2comms.com, 2017)

teachers supported the use of interactive teaching methods. Over 90 percent of