Republic of the Philippines

Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF BUKIDNON
SAN ANDRES NHS-CABADIANGAN ANNEX
CABADIANGAN, KADINGILAN, BUKIDNON

THE EFFECT OF SCHOOL-BASED CLASSROOM WASH IN SCHOOL

(WINS) EVALUATION: BASIS TO IMPROVED SCHOOL HEALTH
PROGRAM

JERWIN A. TABILLA
Proponent

SY 2020-2021
 Table of Content

Abstract 1

Acknowledgment 2

Introduction 3

Context & Rationale 5

Innovation, Intervention, & Strategy 7

Action Research Questions 8

Action Research methods

Participants and/or Source of Data & Information 8

Data Gathering methods 9

Discussion of Results & Reflection 10

Action Plan 13

References 14

Financial Report 16
 Abstract

WinS literally means WASH in School in which WASH means Water, Sanitary

and Hygiene. this program of the Department of Education is stipulated in DepEd Order

No. 10, s. 2016 titled Policy and Guidelines for the Comprehensive Water, Sanitation and

Hygiene in Schools (WinS) Program, where this study is anchored.

With the current pandemic that the world is experiencing, such program will aid

the worries of school personnel and of the parents on how the school will can protect

their health and their children. This program plays vital role in maintaining school safe

from Covid-19. And to make this, the school implemented its innovation in conducting

school-based WinS evaluation to improved its facilities, since the school is very much

left behind in terms of WinS program implementation.

Conducting the evaluation needs time, effort and resources. As a result, the school

revised its APP to address some materials needed, asked the assistance of HPTA, and of

the community stakeholder. Such challenges overcome by the school personnel after the

evaluation is conducted.

As a result, the school improved itself physically. All classrooms are now

compliant of the New Normal setting. Handwashing inside the classroom and group

handwashing outside of it are all visible to all academically used classroom. Classroom

appearance was totally change and school beautification come to life.

1
 Acknowledgment

This action research is done with the support of various person who contributed

so much in the attainment of the result;

To the Parent-Teacher Association (PTA) officers of San Andres National High

School-Cabadiangan Annex, its parents, & other stakeholders for their support and

participation.

To our Barangay Officials of Cabadiangan and Kadingilan Municipal local

executives for their initiatives and donations.

To the teaching force of San Andres National High School-Cabadiangan Annex

for their efforts and participation.

To our Public Schools District Supervisor, Alan Glen P. Melendez, who always

give guidance and inspiration.

To the DepED family Division of Bukidnon, led by Randolph B. Tortola, for their

undying perseverance and technical support.

To my family and love one, who give emotional comforts.

And above all, to the Almighty in Heaven who always give the gift of life and

wisdom.

2
 Introduction

The COVID-19 pandemic that hits the Philippines affects the entire management

in delivering education in the country. Such scenario shows the important of having a

safe environment is vital in sustaining healthy living. In the aspect of education, school

must comply the standard health protocol sets by the agency, LGUs, and of the Inter-

Agency Task Force (IATF) to prevent teachers, school personnel, and stakeholders from

having covid-19 disease.

As mandated by the Department of Education (DepED), the New Normal Setting

in delivering education was implemented and education will continue. With the Distance

Modular Learning approach, parents will go to school to get the printed modules, which

was printed by the teachers in school, and will return it following the health protocols;

social distancing, wearing of mask and face shields, disinfecting, handwashing, foot

bathing, and temperature scanning. Implementing such protocols needs funding. On the

other hand, DepED schools are also preparing for the possibilities of having limited face-

to-face learning delivery. And to implement it properly and safely, a school must have

WinS facilities. But, the San Andres National High School-Cabadiangan Annex

(SANHS-Cabadigan Annex) of Kadingilan District II is behind in the implementation of

WASH in School (WinS). It is a very huge challenge to the school to cope the standard

and make the school a safe place for any type of diseases.

The school amended its Annual Procurement Plan (APP) to address the

procurement of materials for the implementation of WinS facilities. The school also

asked the help of the parents and other stakeholders. Lastly, the school will be having a

3
School-based WinS Evaluation among all its classroom which primarily aimed to

improve each classrooms’ implementation of WinS program and be a safe place for the

incoming learners.

4
 Context & Rationale

Lack of access to adequate water supply, insufficient toilet and proper

handwashing facilities, and non-practice of hygiene behavior remain key contributors to

hygiene and sanitation challenges (Why WASH in Schools?

https://wins.deped.gov.ph/about/). By this reason why the DepED is implementing its

health program, the WASH in School (WinS), in which WASH means Water, Sanitation,

and Hygiene. The SANHS-Cabadiangan Annex will be addressing such program for the

incoming face-to-face learning instruction amidst of pandemic.

According to Ngales 2007, schools in low-income countries (LICs) are commonly

built without access to safe drinking water, toilets, or handwashing stations. Schools

lacking adequate WASH conditions have been shown to have poorer health and learning

outcomes among their pupils (Deroo 2015). This condition can be manifested in SANHS-

Cabadiangan Annex if the school will not address such challenges. In addition to this

challenges, the scenario that the world in under pandemic. The face-to-face learning

instruction may cause disaster if the school do not have WASH in School facilities.

Jasper et al. reviewed the impacts of water and sanitation inadequacies in schools

using 41 studies. The review documented demonstrates increased water consumption by

pupils associated with improved access to water in schools, reduced diarrheal diseases

among learners associated with better WASH facilities, and increased absenteeism when

sanitation facilities were inadequate for menstruating girls (Jasper et al. 2012). With this,

the Department of Education in the Philippines issued the DepEd Order No. 10, s. 2016

5
titled Policy and Guidelines for the Comprehensive Water, Sanitation and Hygiene in

Schools (WinS) Program, where this study is anchored. This paper aimed to address and

improved the current WinS facilities of SANHS-Cabadiangan Annex amidst of pandemic

and to make the school safe for all school personnel and its clientele.

Onyango-Ouma et al. 2005, affirmed that WASH in school programs can have a

ripple effect – as children receive hygiene education in school they take the knowledge

and practices home, becoming agents of change for their families and communities. But,

such program (WinS) need fund and participation of the community and other

stakeholder to be successful. Saboori et al. 2011, stressed that without an enabling

environment, including government oversight, funding, and institutionalization, WASH

in schools programs will likely fail.

For the SANHS-Cabadiangan Annex start the implementation of WinS program,

School-based Classroom WinS Evaluation will be conducted. In dictionary.com,

evaluation means an act or instance of appraising. In merriam-webster.com, evaluation

means determination of the value, nature, character, or quality of something or someone.

In this study, all classroom will be appraised to determine the quality of WinS

implementation the school has. The result of this study will be the basis of the school on

how to improved its School Health Program for the safety of all school personnel and its

clientele.

6
 Innovation, Intervention, & Strategy

As of August 13, 2020, the school has only single hand washing facility outside in

some classroom, some don’t have any. The proponent capacitated the teachers by

refreshing their knowledge what is Wash in School (WinS) program. The proponent

proposed to have school-based WinS evaluation which aimed to improve the WinS

facilities of each classroom and of the school.

The proponent suggested that the WinS evaluation will be done by evaluators

coming from other schools and offices. Before the evaluation happened, several photos

where shared as a sample of WinS facilities. To start it, the school built it first

handwashing facility near the entrance gate to give teachers real replica of a WASH

facility. Teachers were given some materials which they used to enhance, revise, and

construct their WinS facilities in their respective classroom. Strategies like asking support

from the HPTA officers, identified stakeholders, and revision of APP were taken into

considerations.

The proponent implemented the first School-based classroom evaluation which

focuses on the WinS program last December 9, 2020.

 Action Research Questions

1. What are the descriptions of teachers to their school (San Andres NHS-

Cabadiangan Annex) before and after the WinS evaluation?

2. Are there any changes in the school and classroom physical appearance after

the evaluation?

3. What is the effect of School-based WinS Evaluation to the school, teachers,

parents, and of the community?

Action Research methods

Participants and/or Source of Data & Information

The participants of this action research are the 18 teachers of San Andres NHS-

Cabadiangan Annex, in which 14 are Junior High School (JHS) teachers and 4 are Senior

High School (SHS) teachers. Among the 18 teachers, 4 are males and 14 are female. All

of the teachers are nationally paid and none are locally paid. All of them are currently

handling advisories and have their classroom to maintain.

Other participants are some parents which is members of the Parent-Teacher

Association (PTA) and some community stakeholders. Both PTA and community

stakeholders are residing either in three barangays; Cabadiangan, Kibalagon, and

Matampay.

8
Data Gathering methods

Frequency count, mean, percentage, and comparison of qualitative description are

used to identify the progress or effect of this action research among teachers, parents, and

stakeholders.

All 18 teachers will give their observation and randomly selected parents and

stakeholders are interviewed.

9
 Discussion of Results & Reflection

The School-based WinS evaluation is the first school-based evaluation this school

year. Accordingly, among the 10 school-based identified immediate WinS facilities/

materila (handwashing, group handwashing, sink, water, water containers, comfort

room, liquid soap, disinfectant, new normal classroom setting, and poster about Covid-

19), 18 out of 18 teachers answered that school WinS facilities must be improve.

In table 1 below, all learning classroom do not have handwashing facility inside

and all classrooms also do not have any group handwashing facility. Some classroom has

footbath and only 6 out of 18 or 33% have it. Others have footbath yet it is not functional

and still unused. In terms of water supply, there is a deep well but it is not completely

done that’s the reason why water supply is limited and need to be improved. All

classroom has water containers and mostly of those containers are very dirty and has no

cap or cover. Water containers were stacked at the comfort rooms which made it very

disgusting, dirty, and smelly. All classroom has 1 comfort room. Only 56% of the

classroom has available liquid hand soap and some of these are personally owned by the

teacher. Only 39% of the teachers have disinfectant in their classroom. All classroom has

posters about covid-19 yet are faded and no longer presentable. And, all 18 classrooms

are not yet arranged in accordance to the New Normal Setting.

Table 1: Data of the WinS Facilities before the evaluation

Description
Facilities Need to be
Good None
improve
1. Handwashing inside the classroom 0 0 18
2. Group handwashing outside the classroom 0 0 18
3. Footbath 0 6 12
4. Water 0 18 0
5. Water containers 0 18 0

10
 6. Comfort room 0 18 0
7. Liquid soap 0 10 8
8. Disinfectants 0 7 11
9. New normal classroom setting 0 0 18
10. Posters about Covid-19 0 18 0

Table 2 compared the result of the pre-and post-evaluation results. Here, it shows

the improvement of the school WinS facilities. From 0% handwashing inside the

classroom, it turns to 83% or 15 classroom have their own handwashing facility inside

their classroom where 12 out of 15 is considered as good and 3 needs improvement. In

terms of group handwashing facilities, 94% or 17 out of 18 classroom has its group

handwashing facility outside their classroom and all are functional. From 33%, the

footbath percentage become 100%, yet 11% or 2 out of 18 needs to be improved. Water

supply remain limited, but form 1 water tank/reservoir, it turns to 3, and are functional.

From 18 classrooms that needs to improved its water containers, only 4 classrooms

remain in this level and there is 78% improvement. 89% of the comfort rooms improved,

it means that only 2 classrooms need improvement in terms of comfort room. 100% of

the classrooms has both liquid saop and disinfectant supplies. Today, all class beroom are

now compliers of new normal setting, but only 14 out of 18 or 78% made their classroom

very clean, orderly, well structured, and covid-19 responsive, there are 4 that need to be

monitored. Lastly, all classroom complies on posting clear and presentable posters about

covid-19.

Table 2: Comparison of Data of WinS Facilities before and after the evaluation

Before evaluation After evaluation

Description Description
Facilities Need to Need to
Good be None Good be None
improve improve
1. Handwashing inside the
0 0 18 12 3 3
classroom
 2. Group handwashing
0 0 18 17 0 1
outside the classroom
3. Foot bath 0 6 12 16 2 0
4. Water 0 18 0 0 18 0
5. Water containers 0 18 0 14 4 0
6. Comfort room 0 18 0 16 2 0
7. Liquid soap 0 10 8 18 0 0
8. Disinfectants 0 7 11 18 0 0
9. New normal classroom
0 0 18 14 4 0
setting
10. Posters about Covid-19 0 18 0 18 0 0

As the proponent asked randomly the parents and stakeholder, 100% of them

respond that there is a huge changes of the school appearance from August 2020 to

December 2020. With regards to what is the effect of such changes to them, some

answered that it allows them to be more comfortable inside the school, other says that

they can use now the word “beautiful” in describing the school. There are also respondent

replied that the changes amazed them and motivate them to help more. Some learners

also who transferred to other schools wanted now to be back in San Andres NHS-

Cabadiangan Annex due to its transformation.

Such transformation through the school-based evaluation give positive and

motivational feedbacks to all teachers to strive more and be passionate enough. Such

changes allow the school to see it real beauty. But, it needs motivation, great effort, and

fund. As the school personnel is working hard, stakeholders are now starting to share

their part in maintaining the school appearance. The support are now growing.
 Action Plan

Month
Activities 2020 2021
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. 12
Identifying school
problem
Finding possible
solution, innovation
& strategies
Making Action
Research time frame
Initiating the Action
Research
Implementing the
solution, innovation
& strategies
Making of Action
Research
Completing the
Action Research
Submitting Action
Research copy at the
District Office
 References

13
https://wins.deped.gov.ph/about/ (retrieved: March 2021).

https://www.dictionary.com/browse/evaluation?s=ts. (retrieved: March 2021).

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Co-Teaching%20Modules/Module
%202/10%20Assessment_and_Evaluation_Whats_the_Difference.pdf. (retrieved:
March 2021).

https://www.merriam-webster.com/dictionary/evaluation. (retrieved: March 2021).

http://www.unicef.org/wash/schools/files/
Equity_of_Access_to_WASH_in_Schools(1).pdf. (retrieved: March 2021).

JasperC. Thanh-TamL. BartramJ. 2012 Water and sanitation in schools: a systematic

review of the health and educational outcomes . International Journal of
Environmental Research and Public Health 9 (8), 2772–2787.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3447586/. (retrieved: March
2021).

JULY 13 2015 Monitoring and evaluation of WASH in schools programs: lessons from
implementing organizations. Leslie Deroo; Elynn Walter; Jay Graham.
https://iwaponline.com/washdev/article/5/3/512/30418/Monitoring-and-
evaluation-of-WASH-in-schools (retrieved: March 2021).

NgalesM. 2007 Sanitation provision in Ethiopia's regional schools – girls’ and women's
experiences . Waterlines 25 (3), 11–13

Onyango-OumaW. Aagaard-HansenJ. JensenB. B. 2005 The potential of schoolchildren

as health change agents in rural western Kenya . Social Science & Medicine 61
(8), 1711–1722

SabooriS. MwakiA. PorterS. E. OkechB. FreemanM. C. RheingansR. D. 2011 Sustaining

school hand washing and water treatment programmes: Lessons learned and to be
learned . Waterlines 30 (4), 298–310.

SWASH+ Top Ten Findings –

2012. http://water.care2share.wikispaces.net/file/view/Top+10++SWASH
%2BFINAL.pdf. (retrieved: March 2021).
UNESCO 2011 Out-of-School Children: New data reveal persistent challenges. Report of
UNESCO. UNESCO Institute for Statistics (UIS Fact Sheet: no. 12), Montreal,
Canada.
http://www.uis.unesco.org/FactSheets/Documents/FS12_2011_OOSC_EN.pdf.
(retrieved: March 2021).
14
UNICEF 2012 Raising Even More Clean Hands: Advancing Health, Learning and Equity
through WASH in Schools. UNICEF, New York, NY.
http://www.unicef.org/wash/schools/files/Raising_Even_More_Clean_Hands_We
b_17_October_2012.pdf. (retrieved: March 2021).

UNICEF 2012 Raising Even More Clean Hands: Advancing Health, Learning and Equity
through WASH in Schools. UNICEF, New York, NY.
http://www.unicef.org/wash/schools/files/Raising_Even_More_Clean_Hands_We
b_17_October_2012.pdf. (retrieved: March 2021).

WaterAid 2009 Is Menstrual Hygiene and Management an Issue for Adolescent School
Girls? A Comparative Study of Four Schools in Different Settings of Nepal.
Report of WaterAID.
http://www.wsscc.org/resources/resource-publications/menstrual-hygiene-and-
management-issue-adolescent-school-girls. (retrieved: March 2021).
 Financial Report

This Action Research was not funded by any government agency nor used the

fund of the school. The proponent used his own resources but does not exceed to Php. 15

1,000.00. The proponent financial report shows as follows:

Items/ description Amount in pesos

Printer ink 395.00
Paper 187.00
PVC cover 100.00
Staple wire 50.00
Duct tape 98.00
Total 830.00
 Sample Questionnaire
(Before the evaluation)
16
Name (optional): _________________________________ Gender: ______________
Position: ___________

The respondent:

Greetings of peace and serenity.

The researcher will be having its action research entitled “The Effect of School-Based
Classroom WASH in School (Wins) Evaluation: Basis to Improved School Health Program.”
This Action Research focuses on WinS program inside the school.
Your response will give the researcher data and will be used on how to improve the
school implementation. It will be treated as confidential.
Thank you.

The researcher,

JERWIN A. TABILLA

1. Do the school needs to improve its WinS facilities?

Yes____ No ____

2. Describe the Wash in School (WinS) facilities of your school.

Facilities’ Description Remarks

(Check the column you desire)
Goo Need to be None
d improve
1. Handwashing
inside the
classroom
2. Group handwashing
outside the
classroom
3. Footbath
4. Water
5. Water containers
6. Comfort room
7. Liquid soap
8. Disinfectants
9. New normal
classroom setting
10. Posters about
 Covid-19

Sample Questionnaire
(After the evaluation)

Name (optional): _________________________________ Gender: ______________

Position: ____ teacher ___ parent ___community stakeholder

The respondent:

Greetings of peace and serenity.

The researcher will be having its action research entitled “The Effect of School-Based
Classroom WASH in School (Wins) Evaluation: Basis to Improved School Health Program.”
This Action Research focuses on the results and effect of WinS Evlauation held in your school.
Your response will give the researcher data and will be used to further improve the
school implementation. It will be treated as confidential.
Thank you.

The researcher,

JERWIN A. TABILLA

1. Describe the Wash in School (WinS) facilities of your school.

Facilities’ Description
(Check the column you desire)
Good Need to be None Remarks
improve
1. Handwashing inside
the classroom
2. Group handwashing
outside the
classroom
3. Footbath
4. Water
5. Water containers
6. Comfort room
7. Liquid soap
8. Disinfectants
9. New normal
classroom setting
10. Posters about
Covid-19

11. Are there any changes that you see?

Yes _____ No ______
 12. As a teacher/ parent/ stakeholder, what is the effect of the appearance of your
school to you?
_________________________________________________________________

Republic of the Philippines

Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF BUKIDNON
SAN ANDRES NHS-CABADIANGAN ANNEX
CABADIANGAN, KADINGILAN, BUKIDNON

This action Research is authored solely by:

JERWIN A. TABILLA
School In-Charge
San Andres NHS-Cabadiangan Annex

With the research title

THE EFFECT OF SCHOOL-BASED CLASSROOM WASH IN

SCHOOL (WINS) EVALUATION: BASIS TO IMPROVED SCHOOL
HEALTH PROGRAM

Implemented and completed within the School Year 2020-2021.

Certified by:

JERWIN A. TABILLA
Proponent

Noted:

ALAN GLEN P. MELENDEZ

Public Schools District Supervisor
 District of Kadingilan I & II

Republic of the Philippines

Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF BUKIDNON
SAN ANDRES NHS-CABADIANGAN ANNEX
CABADIANGAN, KADINGILAN, BUKIDNON

List of Respondent
(before the evaluation)

Name of Respondent Signature

1 Alagao, Rodel S.
2 Alisoso, Mechel M.
3 Allaba, Joemarie L.
4 Bati-on, Jelly H.
5 Casanes, Melissa M.
6 Deguiñon, Alvin G.
7 Enodio, Rea F.
8 Gozo, Daisy Jane L.
9 Icnad, Judith Liezel S.
10 Laconde, Danny D.
11 Maraguinot, Clarice D.
12 Official, Ana Katrina L.
13 Quibec, Dulce Amor A.
14 Rivero Jovelyn C.
15 Sibonga, Lesly T.
16 Tabañag, Charlotte S.
17 Ticar, Edeline O.
18 Tinaja, Genelyn R.
 Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF BUKIDNON
SAN ANDRES NHS-CABADIANGAN ANNEX
CABADIANGAN, KADINGILAN, BUKIDNON

List of Respondent
(after the evaluation)

Name of Respondent Signature

1 Alagao, Rodel S.
2 Alisoso, Mechel M.
3 Allaba, Joemarie L.
4 Bati-on, Jelly H.
5 Bregente, Marevic A.
6 Casanes, Melissa M.
7 Deguiñon, Alvin G.
8 Enodio, Rea F.
9 Gozo, Daisy Jane L.
10 Icnad, Judith Liezel S.
11 Laconde, Danny D.
12 Official, Ana Katrina L.
13 Quibec, Dulce Amor A.
14 Rivero Jovelyn C.
15 Sibonga, Lesly T.
16 Tabañag, Charlotte S.
17 Ticar, Edeline O.
18 Tinaja, Genelyn R.