PROPOSED SAN PEDRO CALUNGSOD MISSION SCHOOL AT BAYACABAC,

MARIBOJOC, BOHOL

College of Engineering and Computer Studies

Holy Name University

Tagbilaran City

AYAAY, Jason

BARATAS, Mylen A.

FELISCO, Gemmarie M.

FRANCISCO, Katherine Joy P.

GULAY, Jhun Rey

MERENCILLO, Angelica A.

PLASABAS, Arthor Jan

PLAZA, Nico Louise U.

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 CHAPTER 1

THE PROBLEM AND ITS SCOPE

1.1 GENERAL OVERVIEW

The Philippines Anglophonic culture and religious system are all results of

colonialism, backed up by our rich history of being colonized by the Spanish regime for

three centuries, followed by the US occupation for nearly five decades.The US

colonialism had a huge impact on the development of the education system in the

Philippines and various other aspects of Philippine society.

The deteriorating human rights situation in the Philippines has so far done little to

slow economic growth. The Philippine economy is booming and has, in fact, grown

faster than all other Asian economies except China and Vietnam in recent years. In

2017, the country’s GDP increased by 6.7 percent and is projected to continue to grow

by more than 6 percent annually in 2018 and 2019.

By some measures, economic growth in the Philippines is socially inclusive:

according to official statistics, the country’s poverty rate decreased from 26.6 percent in

2006 to 21.6 percent in 2015. The World Bank noted that between “…. 2012 and 2015,

household income among the bottom 40 percent of the income distribution rose by an

average annual rate of 7.6 percent”. At the same time, poverty remains a major and

pervasive problem in the Philippines, with efforts to reduce the problem progressing

slowly and lagging behind improvements made in other Southeast Asian countries.

In 2017, the National Economic and Development Authority of the Philippines

published the Philippine Development Plan, 2017-2022, detailing the country’s

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aspirations for the next five years. The plan envisions the Philippines becoming an

upper-middle income country by 2022, based on more inclusive economic growth that

will reduce inequalities and poverty, particularly in rural areas. Human capital

development is a key element in this strategy and has been the impetus behind various

political reforms over the past years. Recent education reforms have sought to boost

enrollment levels, graduation rates and mean years of schooling in elementary and

secondary education, and to improve the quality of higher education.

Many of these reforms were adopted against a backdrop of declining educational

standards in the Philippine education system during the first decade of the 21st century.

A UNESCO mid-decade assessment report of Southeast Asian education systems,

published in 2008, for example, found that participation and achievement rates in basic

education in the Philippines had fallen dramatically, owed to chronic underfunding. After

rising strongly from 85.1 percent in 1991 to 96.8 percent in 2000, net enrollment rates at

the elementary level, for instance, had dropped back down to 84.4 percent by 2005.

Also by mid-decade, elementary school dropout rates had regressed back to levels last

seen in the late 1990s. The completion rate in elementary school was estimated to be

below 70 percent in 2005.

Achieving universal primary education is the second of the Millennium

Development Goals. The target is that, by 2015, children everywhere, boys and girls

alike, are able to complete a full course of primary schooling. To classrooms, improve

the quality of education, remove barriers to attendance, feels and lack of transportation,

and address parents’ concern for the safety of their children. But unfortunately by 2019

there are still lot of places in the Philippines, especially in the remote barangays that

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don’t have school buildings. Through the help of some organizations likeUnited

Maribojochanon Association for Nature Governance Foundation, Inc. (UMANG

Foundation, Inc.) the goal to achieve universal primary education are now in progress.

In Maribojoc, Bohol a pre-school has been establish by the Dominican Sisters,

the Immaculate Mother School in 1995. In 1996, it was given temporary permit by the

Department of Education (DepEd) to open and operate preschool courses. This renewal

of temporary permit was done until 1998. In 1999, the school applied for government

recognition and was approved by the DepEd. Unfortunately, the contract between the

Dominican Sisters and the Diocese of Tagbilaran for the use of the school site inside

the Church perimeter ends on March, 2014. In March, the Immaculate Mother School

was transferred to Bilar, Bohol. Through this development, there would be no pre-school

in Maribojoc in the following school years. This would be a great lose to the people in

the locality. The concerned people of Maribojoc wanted to continue what the Dominican

Sisters had started, a school for the children. In response to the pressing need of

education for the children, UMANG Foundation, Inc. responded with the desire to

provide holistic education for children in Maribojoc with a vision “No Children of

Maribojoc left behind”. And soon the San Pedro CalungsodMission School was

established.

UMANG Foundation, Inc. established the San Pedro Calungsod Mission School

as an avenue for education to the children of Maribojoc. The San Pedro Calungsod

Catholic Mission School will hopefully be established for rich and poor children alike,

they will study together without barriers. Poverty is not a hindrance to education. Once

established and stabilized, all children in Maribojoc will have their holistic education

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believing that a journey of building a peaceful society begins with a single step of

planting the seed of wisdom and faith values to the children.

San Pedro Calungsod Mission School is now operating and temporarily located

at Maribojoc, Bohol. The mission school is now relocating their site at barangay

Bayacabac for a better school environment and now are asking for an assistance to

their site development so they can start building futures to the children through

education.

This project study was established in response to the request of the San Pedro

Calungsod Mission School. The study aims to develop the 8,430 square meter of land

into a basic education for the San PedroCalungsod Mission School.

The proposed building projects will comply with the Philippine building codes and

standard specification of the Department of Education on school buildings to ensure the

safety and general welfare as they relate to the construction and occupancy of buildings

and structures. Furthermore, the researchers aim to utilize green concept in the

proposed learning environment to make it ecologically sustainable.

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1.2 STATEMENT OF THE PROBLEM

The main objective of this study is to propose a site development plan for the

San Pedro Calungsod Mission School that will be situated in Bayacabac, Maribojoc,

Bohol. This study aims to answer the following questions:

1. What are the related infrastructures or facilities needed for this project?

2. What would be the strategic location of the structures and facilities?

3. What would be the appropriate design for each structures?

4. How much would be the estimated cost for each structures and facilities?

5. How long is the estimated Calendar Days of Work for each structures and

facilities?

1.3 SIGNIFICANCE OF THE STUDY

The results of the study will redound to the benefit of the following:

COMMUNITY

In response to the pressing needs of education for the children, this study with

the coordination of UMANG Foundation through the San Pedro Calungsod Mission

School provides the children of Maribojoc a holistic education having a mission of “No

children of Maribojoc are left behind”. The completion of this study will serve as a

fountainhead of a globally competitive young individuals imbued with Christian values.

A journey of building a peaceful society begins with a single step of planting the seeds

of wisdom and faith values to the children. The project will also bring job opportunities,

especially to the aspiring faculties and staffs.

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ENVIRONMENT

The study aims to construct a green school design to provide a healthier and

more cost-effective environment for students. Green school design buildings are

structure that are resource-efficient through their life-cycle, throughout the processes of

design, construction, operation, maintenance, renovation, an eventually demolition.

UMANG FOUNDATION, INC.

The study will aid the UMANG Foundation achieve the main goal of “No children

of Maribojoc are left behind because of poverty”.

RESEARCHERS

The researchers of the study will apply their knowledge especially on the civil

engineering field, will challenge their skills on working with another person. This study

will serve as a stepping stone on their chosen field.

FUTURE RESEARCHERS

The study will be a useful reference for the future researchers who would plan to

make any related study.

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1.4 SCOPE AND LIMITATION OF THE STUDY

The purpose of the study is to develop the 8,430 square meter of land into a

learning environment of San Pedro Calungsod Mission School. The proposed study is

focused on the civil engineering construction and designs a green school environment.

The study includes technical drawings, structural designs and analysis for the

structures to be built in the area, detailed estimates, plumbing, building wiring,

construction schedules, manpower schedules, and a project model. The following

structures and facilities are to be presented in the area.

1. Administration Building with a clinic

2. Academic Buildings (Grade 1-6)

3. Preschool Building

4. Covered Court

5. Library

6. Home Economics Building

7. Chapel

8. Guard House

9. Signboard, Perimeter Fencing

10. Drainage and Plumbing System

11. Solid Waste Management System

Geotechnical test and investigation on the properties of the soil arenot

considered due to financial and time limitation for the project. Also, the calculation of

Return on Investment (ROI) is excluded in the study.

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1.5 DEFINITION OF TERMS

Academic Building – refers to a building utilized principally to house classrooms and

laboratory.

Administrative Building – building where offices of official’s tasked with administration

and management of the school are located.

Building Occupancy– refers to categorizing structures based on their usage and are

primary used for building and fire code enforcement. They are usually defined by model

building codes, and vary, somewhat, among them. Often many of them are subdivided.

Catchment Area – is the relatively limited area within which the school is located and

where its current and potential enrolment reside.

Cistern – is a waterproof receptacle for holding liquids, usually water. It is often built to

catch and store rain water.

Drainage System – is a system of watercourses or drains for carrying off excess water.

Green School – a school building or facility that creates a healthy environment that is

conducive to teaching-learning, while saving energy, resources and money.

Non-Potable Water – is a water that is not of drinking quality, but may still be used for

many other purposes depending on its quality.

Rain Garden –is a depressed area in the landscape that collects rain water from a roof,

driveway or street and allows it to soak into the ground. Planted with grasses and

flowering perennials, rain gardens can be cost effective and beautiful way to reduce

runoff from the property.

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Remodeling (of building) – construction in a building or structure involving changes in

the materials used, partitioning, location or size of openings, structural parts, existing

utilities and equipment, but does not increase the overall area thereof.

Sanitary Drainage- the purpose of the sanitary drainage system is to remove effluent

discharged from plumbing fixtures and other equipments to an approved point of

disposal.

Set back (land use)- the minimum distance which a building or a structure must be set

back from a street or road, a river or other stream, a shore or flood plain, or any other

place which is deemed to need protection.

Topographic Survey – is a survey that gathers data about the elevation of points and a

piece of land and presents them as contour lines on a plot. The purpose of a

topographic survey is to collect survey about the natural and man-made features of the

land.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 RELATED STUDIES

Filipino parents value education as one of the most important legacies they can

impart to their children. They believe that having a better education opens opportunities

that would ensure a good future and eventually lift them out of poverty. Thus, they are

willing to make enormous sacrifices to send their children to school (Dolan 1991, De

Dios 1995, Laroque 2004). However, with poor family’s severely limited sources,

education tends to be less prioritized over more basic needs such as food and shelter,

hence, the chances of the family to move out of poverty are unlikely. It is therefore that

the poor be given equitable access to education.

The 1987 Philippine Constitution declares that education, particularly basic

education, is a right of every Filipino. On this basis, government education policies and

programs have been primarily geared toward providing access to education for all. The

Philippines is committed to the World Declaration on Education for All (EFA) and the

second goal of the Millennium Development (MDG) - to achieve primary education by

2015.But unfortunately by 2019 there are still lot of places in the Philippines, especially

in the remote barangays that were not able to access the EFA benefit due to the limited

budgets for school buildings. Through the help of some organization with the

coordination of the LGU’s like the UMANG Foundation, Inc. of Maribojoc Bohol, the

MDG goal to achieve universal primary education are now in progress.

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 The following are list of basic education funded and established by known

organizations and foundations in the Philippines.

1. “Project Silid-Aralan” by GawadKalinga. Project Silid-Aralan is a Php 65M

Public-Private Partnership amongst PAGCOR, DepEd and Gawad Kalinga. It’s

part of PAGCOR’s “MatuwidnaDaansaSilid-Aralan Project,” which aims to build

1,000 classrooms nationwide. As of June 2015, a total of 1,739 new classrooms

had been completed nationwide. Thousands more are being built in various

provinces including areas heavily devastated by super typhoon

Yolanda.PAGCOR Chairman said the agency’s donations will help address the

classroom shortage in state-subsidized schools and replace their dilapidated

buildings with more decent learning facilities. By building these new classrooms,

the project was helping the DepEd and the government in promoting quality

education having best facilities and better learning environment for children.

2. Maria Montessori Children’s School Foundation, Inc. Maria Montessori

Children's School Foundation, Inc. or MMCSFI began in 1971 as the Maria

Montessori Cooperative School (MMCS). It was founded by a group of parents

and teachers who sought to establish a school that remained faithful to the

crucial tenets of Montessori education. From a borrowed classroom in Forbes

Park, the cooperative moved to Vito Cruz St. in June 1971, where it stayed for

the next four years. In 1975, MMCS founded a new home at 50 Williams St. in

Pasay City. The largest residence located in a compound approximately 4,000

square meters in size, was converted into a classroom. As the school grew in

population and echoing the educational program's need for full day classes,

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 structures were added and existing spaces remodeled to accommodate both the

Children's House and the Elementary classes.

3. WawangPulo Elementary School. Home to a population of 575,356,

Valenzuela faces increasing enrollment each year. Because of this, the

WawangPulo Elementary struggles to serve not only students from its own

barangay but also nearby communities, making the new building an invaluable

addition to the area. SM Prime Holdings, Inc. SM Foundation and Deutsche Bank

Ag Manila added new school buildings to cater the increasing enrollment of the

school. The construction of school buildings is a continuing testament to SM

Foundation’s goal of bringing education to more students, especially to those

living in densely populated areas such as Valenzuela not only by providing an

environment conducive to learning but also in enriching the student’s mind.

2.2 EDUCATIONAL FACILITIES DEFINED

The term “educational facilities” refers to all the physical properties of a school,

consisting of buildings, and the various facilities within the school grounds and inside

the school buildings.Also known as the school plant or the physical facilities of a school;

thus, the terms educational school facilities, school plant, and physical facilities may be

used interchangeably.Educational facilities are considered indispensable to a school;

they do not only provide housing for the school but also serve as facilitating agents for

all the educational activities that take place in a school.

The availability of safe, secured and satisfactory educational facilities is one of

the prerequisites for the opening of new school. Sites should be assessed in terms of its

vulnerability to various geological and hydro meteorological hazards. Hazard- specific

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resilient features that have undergone thorough feasibility and viability studies must be

incorporated in the design of the building or structures (Nino Relox, PAGASA).

The primary function of educational facilities to provide the proper school

environment that is most conducive to effective teaching and learning. Functional and

effective education facilities are developed, operated and managed on the basis of a

comprehensive plan of action of the school, prepared by all stakeholders in education in

the community

2.3 SCHOOL MAPPING

School Mapping is a dynamic process of planning the distribution, size and

spacing of schools and physical facilities requirements for optimum utilization and

benefit. It is a process of identifying current inadequacies in distribution and providing

appropriate types and patters of school plant. It is a continuous process involving the

uninterrupted recording of basic information required for analysis of the school map at

any given point in time.

a. School Mapping Process

(1) Rationalizing the location of existing schools and determining its

vulnerability to various geological and hydro meteorological hazard

(2) Provision of new additional facilities by opening new schools or

upgrading the new one

b. Initial steps in School Mapping

(1) Make a survey of the existing situation in order to obtain all information

about the network of schools and their physical resources and means

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 (2) Projection of future requirements to identify the potential demands.

Estimate the number of children to be enrolled, the capacity of each room.

(3) Drawing up of perspective school map

c. Basic data needed for the conduct of school mapping

(1) Educational Data - geographical distribution of schools, site and

catchment area conditions, size of the existing school plant

(2) Other Planning data- general rural and urban development

policies, social facilities (school health, recreational centres, etc.)

to encourage nucleation of population at the central points.

d. Expected Results of School Mapping

(1) School buildings requiring repairs

(2) Opening of new schools

(3) Resource allocation

(4) Environmental Mapping

2.4 GREEN SCHOOL DESIGN

Green school designs are to a substantial extent based on the US Green

Building Council’s Leadership in Energy and Environment Design (LEED), which is the

national consensus green building standard. LEED rates project according to their

impact on their sites, materials used and how they are sourced, and the design,

construction, and efficiency of a variety of systems including water, energy, air quality,

lighting, acoustics, waste, and transportation. A rating systems specifically designed for

K-12 schools is currently being drafted, including a proposal for LEED credit for

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integrating sustainable facility features with the curriculum. Green school construction

costs less than 2 percent more than construction of conventional schools.

2.5 SITE DEVELOPMENT PLAN

Site Development Plan is an architectural plan, landscape architecture

document, and a detailed engineering drawing of proposed improvements to a given lot.

A site plan usually shows a building footprint, travel ways, parking, drainage facilities,

sanitary sewer lines, water lines, trails, lighting, and landscaping and garden elements.

a. Principles in the Preparation of the Site Development Plan. The principle in the

preparation of the Site Development Plan is that all physical structure with similar

functions shall be grouped together. The grouping of these structures is in

accordance with the most favourable options for grounds utilization which creates

functional zones and sets the basic pattern for physical development. In effect, the

school site is subdivided, allocating well-defines portions for specific purposes.

b. Layout of Buildings and Other Structures.The layout of the buildings and other

structures, which are the most expensive physical facilities in the school, is critical in

preparing the Site Development Plan. School buildings shall be oriented in

accordance with the sun path or the east-west course if the sun during the day.

Variations in the sun path on certain season of the year are negligible. To prevent

the direct entry of sunlight into the instructional spaces, buildings shall be laid out

along the east-west axis so that the windows have a north-south exposure.

c. Arrangement of Buildings. Buildings shall be arranged to facilitate cross

ventilation by exposing the windows sides to direction of prevailing breezes which is

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 generally northeast-southeast. However, the east-west orientation is sufficient

inasmuch as it allows adequate cross-ventilation.

d. Site Limitations.When there are site limitations, such as unfavourable area/or

shape of the site, prevent the proper solar orientation of buildings, economical

alternatives shall be resorted to. For example, trees near the building are effective

for minimizing the direct entry of sunlight into instructional spaces.

e. Acoustics Barriers.Plant tree and shrub barriers between buildings and street, if

feasible. Trees and shrubs between the buildings and street will serve as acoustic

barriers.

f. Sun Path.Study variations in the sun path between June 21 and December 21,

especially at 12:00 o’clock noon must be noted as lower latitude sites get more sun

on the north side on June 21

g. Local Wind Patterns.Cross Ventilation. If available, request from Pagasa, or any

agency, specific monthly rose wind diagram or monthly wind patterns for a particular

site or region.

h. Sun screens, Vertical Louvers and Green Walls (vertical gardens).It may be

necessary to design temporary or permanent sun shade elements (such as planted

trees, sun screens, vertical louvers, green walls/vertical gardens) to prevent solar

heat gain.

i. The distances between buildings shall be such that ventilation is not obstructed,

natural illumination is not impeded and sounds do not carry into nearby buildings.

The minimum distance between buildings laid outside is eight meters.

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j. The recommended setback of the school from the street line is five meters to

sufficiently reduce intrusive sound.

k. There should be provision for open space in each school with an area big

enough to hold the total population of the school.

l. is shall serve as temporary evacuation site in cases of emergencies that would

require the students to evacuate their classrooms (such as fires and earthquakes

events)

2.5.1 School Site Zoning. A basic step in school development is to apportion its

external spaces into different areas or zones each of which is designed for a specific

purpose or utilization, in accordance with the educational needs of the school. An

important principle in site zoning is to create the proper visual, physical and functional

zones, as follows:

a. Visual zone- by defining the areas which best project the aesthetic

appearance of the school.

(1) Lawns – The front area in a school site is usually developed and

improved to constitute the school lawns. Lawns shall be graded, landscaped, and

drained. They shall be sodded and planted with low-growing border plants and

ornamental shrubs to give maximum visual effect.

(2) Flower gardens – The intervening spaces between the main building

and the home economics building on one side and the shop building on the other side

may be developed into flower gardens. A decorative mini fence of wood or bamboo, or a

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low hedge, may be put up around the flower gardens for protection as well as for better

visual effect.

(3) Flowerbeds – The space around buildings may be made into

flowerbed for further visual effect. It may be bordered by a very low, decorative mini-

pocket of wood or bamboo.

(4) Assembly Area – Adequate space immediately in front of the main

building shall be allocated as an assembly area for the entire school population. The

assembly area is the place where the whole school population assembles in formation

for flag ceremonies, school convocations or programs, etc. The ground shall be levelled,

drained, and tamped hard or cemented.

(5) Rain Gardens od Bio-wales. Incorporate in design to allow rainwater

runoff catchment.

(6) Physical zone – by determining the sizes of the different areas or

zones according to standard requirements.

(7) Functional zone – by grouping together areas and buildings with

similar or related use of function,

School site zoning ensures proper rationalization of the relationship and

utilization of external spaces, so that no aspect of the school program may be sacrificed

for another. It establishes the parameters for both immediate and future development of

the school site so as to provide continuity of course of action.

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 2.5.2 External Areas in the School

a. Agricultural Area. The laboratory for elementary agriculture, or what is

traditionally known as the school garden, shall be allocated an area based on a

minimum standard of forty square meters of space per pupil, the total area to include

individual and communal plots, footpath between plots, and spaces for a garden house

and a plant nursery.

b. Playground Area. The allocation of external space for playgrounds

which are needed for physical education activities may be determined on the basis of a

minimum standard of six square meters of space per pupil/student. The playground

shall be located in safe and sanitary area of the school site. It shall be plowed,

harrowed, level and cleared of broken glass, nails, wires, stones, and other objects

which may hurt the children while they are playing. Cemented areas must not be

slippery.

c. Circulation Areas. The circulation areas consist of main walk, the

footpaths, and the driveway which are intended to facilitate movement within the school

site.

2.5.3 School Site Beautification. It is concede that the aesthetic effect of

improved grounds adds much to the socializing value of school premises, exerts

influence upon the community, and its first feature noted by visitors.

a. School Gate. A school shall have a main entrance gate and service

gate. Both shall swing inside the direction of the school property. The service gate shall

be for entrance and exit for pupils/students, and school personnel use.

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 b. School Fence. A good strong fence shall be built around a school sit to

secure against stray animals and against squatters.

c. Flagpole. The display of the Philippine National Flag is a requirement

for all schools. It shall occupy a prominent place in front of the main building in the

assembly area. As a general rule, the top of the pole shall be higher than the building to

give the national flag due prominence.

d. Signboard in Filipino/English to identify the name and location of the

school shall be displayed prominently on the façade or in front of the main building. In

size, the signboard shall be of appropriate length and width to accommodate the name

and location of the school. The lettering, in simple, block or Roman style, shall be big

enough to be easily readable from the street. It may be done on black or dark-blue

against off-white background visible at a distance from ten to twenty meters. Signboards

for each building in the school site as home economics, shops, etc., shall be relatively

smaller in scale.

2.6 MINIMUM PERFORMANCE STANDARDS AND SPECIFICATION FOR DEPED

SCHOOL BUILDINGS

With the passage of Republic Act. No. 9155, otherwise known as the

“Governance of Basic Education Act ”, the Department of Education (DepEd) was

vested with the authority, accountability and responsibility of ensuring access,

promoting equity, and improving the quality of basic education.This Order

specifically aims to establish the acceptable minimum performance standards and

specifications (MPSS) in the design of DepEd school buildings, whether single-

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storey, medium-rise or high-rise to be constructed in the various school sites

across the country. The MPSS will serve as the basic instrument of the Central

and field offices as well as the stakeholders towards the standardization of

schoolbuildings wherever schools are located. The Department believes that

quality schoolbuildings contribute greatly to the attainment of education goals.

(See Appendices for the list of standard requirements of school buildings)

2.7 PRESCHOOL

Preschool education is recognized as a stage where early childhood

development has long been felt. The present standards for preschool education

consider the child, the teacher and the school with the support of the family in

maximizing the child’s potentials and his capacity for learning.

Nursery. The level of education below kindergarten, the admission age for

which is at least three (3) years but not more than four (4) years old.

Kindergarten. A preschool education approach based on playing, singing,

practical activities such as drawing, and social interaction as part of the

transition from home to school.

2.8 HOME ECONOMICS

Home economics is a subject or class that teaches skills which are useful in

the home such as cooking or sewing. Home economics courses are offered

internationally and across multiple educational levels. It is important to offer this

course to the primary education especially to students from 3 rd grade to 6 th grade

to receive a better education while preparing them in real life.

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2.9 WATER SYSTEM AND WASTEWATER DISPOSAL SYSTEM

School shall be provided with reserve water in water tank reserve to be used in

case of fire. The design, construction and operation of a school waterworks system shall

be governed by existing laws relating to local waterworks system. Section 902-904 of

the National Building Code states that water piping installations inside buildings and

premises shall conform to the provisions of the National Plumbing Code of the

Philippines.

For sanitary purposes, Section 901 states that all building shall be provided with

adequate and potable water supply, plumbing installation and suitable wastewater

treatments or disposal system, storm water drainage, pest and vermin control, noise

abatement device, and such other measures for the protection and promotion of health

of persons occupying the premises.

2.10 RAINWATER COLLECTION

Rainwater collection is collecting the rub-off from a structure or other impervious

surface in order to store it for later use. Traditionally, this involves harvesting the rain

from a roof. The rain will collect in gutters that channel the water into downspouts and

then into some sort if storage vessel. Rainwater collection system can be as simple as

collecting rain in a rain barrel or as elaborate as harvesting rainwater into large cisterns

to supply the entire structure demand.

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 CHAPTER 3

METHODOLOGY

3.1 RESEARCH DESIGN

The researchers used a descriptive research design method which aims to

describe the nature of a situation, as it exists at the time of the study and to explore the

cases of particular phenomena. Its approach attempts to establish norms and standards

based on the available or required survey data. The study aims to determine the

feasibility and the need for the project based on the request of UMANG Foundation, Inc.

for the San Pedro Calungsod Mission School. The researchers also did an actual field

topographic survey at the site location.

3.2 RESEARCH ENVIRONMENT

The study is conducted in a coastal town on the southwestern part of Bohol, the

municipality of Maribojoc, barangay Bayacabac.

Maribojoc is a 4th class municipality in the province and has a population of

20,688 people according to the 2015 Census. The municipality has a land area of 6,908

hectares with 22 barangay. Barangay Bayacabac is situated at the coordinates of the

map approximate 9.7510, 123.8532 with an estimated elevation at 37.2 meters above

mean sea level. Its population as determined by 2915 Census was 1,835 which

represented 8.87% of the total population of Maribojoc.

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 Figure 1: Map of Bohol

Figure 2: Map of Maribojoc

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Figure 3: Map of Bayacabac, Maribojoc

Figure 4: Vicinity Map

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 Figure 5: Topographic Map

3.3 RESEARCH INSTRUMENTS

The instruments used in gathering the data for the topographic map of the study

includes total station, levelling rod, plumb bob, chaining pins, tripod, measuring tape,

prism, and camera. AutoCAD and Sketch-up are the software used for the plotting and

drawing of the data collected and STAAD for structural analysis. The researchers also

made use of information found on the internet for the background studies.

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3.4 RESEARCH FLOW

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 APPENDIX A

STANDARD REQUIREMENTS FOR SCHOOL SITE

1. Elementary School

j. Non-central school with one (1) or 0.5 hectare (5,000 sq. m.)
two (2) classes only and no grade
above Grade IV
k. central school with six (6) classes 1.0 hectare (10,000 sq. m.)
and non-central school with three to
four (3-4) classes
l. schools with seven to nine (7-9) 2.0 hectare (20,000 sq. m.)
classes
m. schools with ten to twelve (10-12) 3.0 hectare (30,000 sq. m.)
n. schools with more than twelve (12) 4.0 hectare (40,000 sq. m.)
classes

In cases where there is difficulty in meeting the above standards, the

following alternatives may be followed:
a. For Rural Areas
a. Central school with six (6) 0.5 hectare (5,000 sq. m.)
classes and non-central
school with three to four (3-4)
classes
b. Schools with seven to ten (7- 1.5 hectares (15,000 sq. m.)
10) classes
c. Schools with more than ten 2.0 hectares (20,000 sq. m.)
(10) classes

b. For Urban Areas

a. Central school with six (6) 0.5 hectare (5,000 sq. m.)
classes and non-central
school with six to ten (6-10)
classes
b. Schools with eleven to twenty Schools with more than twenty
(11-20) classes (20) classes
c. Schools with more than 1.0 hectare (10,000 sq. m.)
twenty (20) classes

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 Source: Revised edition of the 2007 Handbook on Educational Facilities-
Integrating Disaster Risk Reduction in School Construction
APPENDIX B

GENERAL DESIGN REQUIREMENTS AND CONSTRUCTION REQUIREMENTS

WINDOW  10% of the floor area of the room
(provided that such openings shall
not be less than 1m 2 except those in
toilets and baths which should be
1
not less than th of the floor area of
20
such rooms, or not less than 240
sq. mm.)
CORRIDOR  every corridor or exit balcony shall
not be less than 1.10 m in width
(shall apply to every corridor and
exterior exit balcony serving as
required exit for an occupant load of
more than 10 )
CEILING HEIGHT  ceiling height of rooms with natural
ventilation shall not be less than
2.70 m measured from the floor to
the ceiling
EXIT DOORS  shall be determined by the
occupant load which gives the
largest number of persons
Source: National Building Code of the Philippines

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 APPENDIX C

MINIMUM SPACE REQUIREMENTS FOR SCHOOL BUILDING

CLASSROOM  3.00 cu. M. with 1.00 sq. m.

School Doors of floor area per person
 Doors of classroom shall be
at least two, located on
opposite ends on the same
side of the classroom with a
minimum opening of 0.60 x
2.10 m
KITCHEN  1.5 sq. m per student
LABORATORY
CLINIC  28 sq. m gross
LIBRARY  2.40 sq. m per place
 should accommodate a
seating capacity of 10% of
the total student population
SCHOOL CAFETERIA  square feet per seat ranges
from 12 to 15
Source: National Building Code of the Philippines
Time-saver Standards for Building Types (fourth edition) by De
Chiara and Crosbie
Educational Facilities Standard

31
REFERENCES:

San Pedro Calungsod Mission School Inc. Historical Background

Manila Bulletin, “More on Maribojoc Bay, Bohol”

National Building Code of the Philippines

Revised edition of the 2007 Handbook on Educational Facilities-Integrating Disaster

Risk Reduction in School Construction

ONLINE REFERENCES:

https://wenr.wes.org/2018/03/education-in-the-philippines

https://www.viatechnik.com/blog/new-techniques-environmentally-friendly-buildings/

https://www.ecoliteracy.org/article/green-school-design-better-health-and-educationand-

more-cost-effective

https://www.academia.edu/4075147/Education_Outcomes_in_the_Philippines

http://www.gk1world.com/home

http://www.montessori.ph/

https://www.ecoliteracy.org/article/green-school-design-better-health-and-educationand-

more-cost-effective

https://en.wikipedia.org/wiki/Site_plan

https://www.watercache.com/education/rainwater-harvesting-101

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