Overcoming Distance: Strategies for Students Facing Challenges of Commuting

to School

A Thesis
Presented To The
Senior High School Department
Juan Pamplona National High School
Poblacion, Tabuelan, Cebu

In Partial Fulfillment
Of the Requirements for the
Academic Strand (Humanities and Social Sciences)

Arellano, Kent C.
Atillo, Ruthy Jean L.
Cañete, Angel May M.
Coliao, Jasmine N.
Ilustrisimo, Maynard Louis D.
Labong, Cyrin B.
Lizares, Kaye Mariell C.
Lucaberte, Marc Jonathan
Malbat, Harris R.
Pareño, Dan Xymon L.
Rubias, Allein Dave A.

June 2023
 APPROVAL SHEET

The thesis entitled “OVERCOMING DISTANCE: STRATEGIES FOR STUDENTS

FACING CHALLENGES OF COMMUTING TO SCHOOL” prepared and submitted by
KENT ARELLANO, RUTHY JEAN ATILLO, ANGEL MAY CAÑETE, JASMINE COLIAO,
MAYNARD LOUIS ILUSTRISIMO, CYRIN LABONG, KAYE MARIELL LIZARES, MARC
JONATHAN LUCABERTE, HARRIS MALBAT, DAN XYMON PAREÑO, ALLEIN DAVE
RUBIAS, in partial fulfillment of the requirements for HUMANITIES AND SOCIAL
SCIENCES has been examined and recommended for acceptance and approval for Oral
Examination.
THESIS ADVISORY COMMITTEE

CHAIRMAN

MEMBER MEMBER
MA. RAGIE T. ELMIDO
ADVISER

Approved by the Committee on Oral Examination with a grade of ______________

PANEL OF ORAL EXAMINATION

CHAIRMAN

MEMBER MEMBER
MA. RAGIE T. ELMIDO
ADVISER

ACCEPTED AND APPROVED in partial fulfillment of the requirements for

HUMANITIES AND SOCIAL SCIENCES.
Noted:
Wina M. Cabahug
School Principal

ii
 ABSTRACT
OVERCOMING DISTANCE: STRATEGIES FOR STUDENTS FACING CHALLENGES
OF COMMUTING TO SCHOOL
Maynard Louis Ilustrisimo Dan Xymon Pareño
ilustrisimomaynardlouis@gmail.com parenoxymon@gmail.com

Cyrin Labong Allein Dave Rubias

cyrinlabong03@gmail.com Arellanodave09@gmail.com

Ruthy Jean Atillo Angel May Cañete

ruthyjean335@gmail.com angelmaycanete90@gmail.com
Marc Jonathan Lucaberte Kaye Mariell Lizares
Jasmine Coliao Kent Arellano Harris Malbat
(The Researchers)

Ms. Ma. Ragie T. Elmido

airameigar@gmail.com
(The Adviser)

ABSTRACT
This qualitative research explores the challenges faced by Grade 11 students who commute long distances
to school and examines the impact of commuting on their academic performance and overall well-being.
Through interviews and grounded theory analysis, it was found that commuting poses emotional and
physical challenges, including traffic, accidents, weather conditions, and lack of sleep. The study highlights
the negative effects on students' grades, such as lateness and missed activities. Despite these challenges,
students are motivated by their goals, parental support, and enjoyment of school. Recommendations
include maintaining consistent sleep schedules, waking up early, advocating for considerations, exploring
alternative transportation options, and saving money. The findings emphasize the need for support systems
and strategies to alleviate the detrimental effects of commuting on students' education.
Keywords: Grade 11 students who commute long distances to school
Students: Proposed Information, Education and Communication Materials, a Qualitative Method of
research, conducted in Juan Pamplona National High School.
Program: Humanities and Social Sciences
Research Started: Marchl 2023
Research Completed: June 2023

iii
 ACKNOWLEDGEMENT

The researcher wants to express their heartfelt gratitude and appreciation to the following

persons who have helped them in one way or another, that make this dissertation

successful one, namely:

To the School Head, Mrs. Wina M. Cabahug, To the Thesis Advisory Committee, Mrs.

Ma. Ragie T. Elmido, and to the members who have shared their expertise and

knowledge in editing and giving substantial suggestions that enrich this material.

To all the Grade 11 students in Juan Pamplona National High School who cooperated

with the researchers during the times that the researchers conducted an interview

regarding to the strategies for Students Facing Challenges of Commuting to School.

To the Family of the researchers, friends and relatives who had shared their unending

support and helping them to completely conduct this research. The researchers want to

thank them for everything they've done to them. And for their patience and understanding

that inherit in their selves on the times that the researchers badly need it.

And above all to the Lord Almighty, whose grace, blessings, and guidance that provide

them a great inspiration and strength to finish this investigation. And the courage to face

the hardship they had been experiencing and helps them to accomplish the goals they

want to achieve in making their research.

iv
 Dedication

This piece of work which we created out of love,

Is dedicated to the Glory of God,

to the parents, friends, classmates, and teachers. For all the blessings we received and

brought others into our life to give us benefits we cannot gain in our own. And a special

thanks to all the people who helped and supported us throughout the process.

To the beloved parents:

Mr.Allan B. Rubias & Mrs. Leonita A. Rubias

Mr.Juan T. Labong & Mrs. Donalie B. Labong

Mr. Dante R. Pareño & Mrs. Joesebeth L. Pareño

Mr.Lorenzo R. Ilustrisimo Jr. & Mrs. Mirasol D.Ilustrisimo

Mr. Rex S. Atillo & Mrs. Elna L. Atillo

Mr. Juan E. Coliao & Mrs. Marlyn M. Niegas

Mr. Michael L. Lizares & Mrs. Ivy D. Cole

Mr. Neil Gallardo & Ms. Marites Lucaberte

Mr.Darwin G. Cañete & Mrs. Elvira M.Cañete

Mr. Ronaldo S. Malbat & Mrs. Rovichel A. Ramos

v
 TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES viii

CHAPTER 1
THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1
STATEMENT OF THE PROBLEM 3
SIGNIFICANCE OF THE STUDY 4
SCOPE AND DELIMITATIONS 4
DEFINITION OF TERMS 5

CHAPTER 2
REVIEW OF RELATED LITERATURE 6

RELATED LITERATURE 6

CHAPTER 3
RESEARCH METHODOLOGY 12

RESEARCH DESIGN 12

vi
RESEARCH ENVIRONMENTAL 12
FIG. 1 LOCATION OF THE MAP STUDY 13
RESEARCH RESPONDENT 14
RESEARCH INSTRUMENT 14
DATA GATHERING PROCEDURE 14
DATA ANALYSIS PROCEDURE 15

CHAPTER 4
RESEARCH FINDINGS 16

FINDINGS AND DISCUSSION 16

THEME 1 17
THEME 2 18
THEME 3 18
THEME 4 19
THEME 5 20
THEME 6 21

CHAPTER 5
CONLUSIONS AND RECOMMENDATIONS 24

CONLUSION 24
RECOMMENDATION 25

vii
 List of Figures
Figure 1- Local map of the study

viii
 Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Commuting refers to travelling regularly between one's place of residence and

work or study, most often daily. This entails a series of journeys, which are usually

undertaken during periods of rush hour when traffic is very heavy, and people go to

work or school. Commuting is a form of transport that can take place in different ways,

e.g., by car, public transportation, bicycle riding or walking and it's an important part of

our daily lives. Commuting can have a significant impact on students, particularly those

who travel long distances to attend school.

Commuting can explore the challenges that students face when commuting to

school and the strategies they use to overcome these challenges. Long travel times,

transportation costs, fatigue, and difficulty in keeping up with homework may be among

these challenges.

In today's modern society, mass transport is essential. It is not limited to one

demographic and should be respected by those who do not depend on it to perform

their everyday tasks. The Philippines' transport problem is currently a life and death

issue to all sectors of society, following an LRT2 fire late last year that shut down two

stations on the 1st line because of mechanical difficulties; as well as increasing metro

traffic congestion. Filipinos from all walks of life are constantly complaining about the

1
time they take to be at work and how long they spend in traffic. It's sad, but someone

hasn't figured out a solution yet.

A lot of Filipinos fight this day in and day out. To call this experience a

“challenge” is putting it lightly. Students are also being affected by the mass transport

crisis. To be sure, the students find it very difficult to meet deadlines because of this

traffic situation, but they are also dealing with some serious matters such as academics,

family life and taking care of themselves.

This study aims to assess the commute's impact on student performance. This

was measured by assessing the impact of commute duration on key performance

indices, including academic performance, health outcomes, stress, and physical

difficulty (McConnell et al., 2010; Hansson et al., 2011). Furthermore, it aimed to

elucidate the various ways in which commutes can be ameliorated and made more

bearable. We felt as a group that it was vital to draw attention to this tremendously

important topic, as we believe it represents a crucial area of socioeconomic interest.

Commute time and duration can have an overall detrimental effect on a student's

academic performance, mental state, and physical well-being, which in turn have

subsequent ripple effects on the broader populous (Nelson et al., 2016). We believe that

an enhanced understanding of commute and its implications for college students can

aid policymakers and lawmakers in implementing efficient and sustainable transport

systems for the average commuter, which can ease travel and its associated stressors.

Resuming normal classes exposes commuting students to risks that schools cannot

2
control, such as the non-enforcement of social distance in public transport facilities or

on the streets. Distance learning enables students to access and engage with quality

educational content, all from the comfort and convenience of home. Distance learning

enables students to access and engage with quality educational content, all from the

comfort and convenience of home. As the number of students accessing higher

education at the Juan Pamplona National High School increases, campuses are serving

greater numbers of commuter students; therefore, an understanding of commuter

student satisfaction and needs is important.

Statement of the Problem

The objective of this study is to explore the unique challenges facing students in

grade 11, who live far from school, which may have an impact on their academic

performance and overall well-being. It also aims to identify these challenges and

determine effective strategies to help these students succeed. It intends to answer the

following questions:

1. What are the specific challenges faced by students who live far from school?

2. How do these challenges affect the academic performance and well-being of

these students?

3. What strategies have been implemented to overcome these challenges?

3
Significance of the Study

Students- This study helps students to know what the strategies are for commuting to

school with their time managed.

Teachers- This study helps them to know what are the struggles that students face every

day just for them to arrive at school and provide a better perspective of the students’ life.

Classmates- this study help them to be aware of the sacrifice of being far from school.

Transportation Driver- this study can shed light in changing the mind of all transportation

driver, to be more acknowledgeable to those students who lived far from school once they

know their challenging story.

Future researcher- This study can help them to have a newfound knowledge and other

ideas of their research in terms of commuting to school.

Scope and Delimitation

This study focuses on the strategies for applications for students,

specifically, the Grade 11 students, who are facing difficulties in commuting to school. The

study covers various topics related to the challenges faced by students, such as

transportation, financial limitations, time management, and academic performance. The

study is delimited to the target respondent which is the Grade 11 students in Juan

Pamplona National High School who are experiencing difficulties in commuting to school.

The locale of the study is also limited to Juan Pamplona National High School, and it

includes students who are living within a radius of 3-12 kilometers from the school.

4
Definition of Terms

Strategies- As used in the study, this is the action plan designed to arrive at school early

by commuting by the Grade 11 students at Juan Pamplona National High School.

Commuting- As used in the study, the daily routine of students going to school living 3-

12 kilometers away from school.

Academic performance- As used in the study, the measurement of student achievement

across various academic subjects affected by their daily commuting trip.

Overall well-being- As used in the study, the physical, emotional, and mental state of

students who commute to school daily.

5
 Chapter 2

REVIEW OF RELATED LITERATURE

RELATED LITERATURE

Through the study of Matriano et al. (2021), students who travel far distances to

school encounter struggles on commuting, such as traffic, accidents, weather conditions,

transportation setbacks, and lack of sleep, which affect their physical and mental health.

Their article discusses the benefits of commuting to college, such as saving money on

housing and food expenses, continuing to use the same resources as high school, and

keeping your support system intact. However, it also highlights the drawbacks of

commuting, such as decreased freedom and independence, spending money on gas,

and negative impacts on student well-being, especially on sleep and exercise. The article

concludes that commuter students are less successful in college as measured by

persistence and graduation rates.

Moreover, according to Merom et al. (2006), regular active commuting by

walking/cycling can help maintain an active lifestyle. The frequency, duration and

correlates of school active commuting were examined for primary school children in NSW,

Australia. Walking/cycling-only and in combination with bus/car were of short duration

(median 7 or 4 min, respectively) and their frequency dropped within a short distance

(>0.75 km) from school. Apart from distance, child's age, school affiliation and perceived

safety, regular walking/cycling (10 trips, 22%) was associated with parents' travel mode

to work and with father taking the child to school. Frequent walking/cycling (5 trips, 37%)

was associated with child's level of independence and the perceived benefits of active

6
commuting. Behavior change in this setting requires multi-level strategies. Additionally,

in the study of Nelson et al. (2016), in which their article analyzes the relationship between

a commuter student's distance from campus and his/her overall grade point average

(GPA) and aims to explore whether distance from campus plays a role in student success,

they find that students who live on-campus are more likely to complete their degrees than

those who live off- campus. Moreover, the study finds that distance from campus does

not significantly affect a student's GPA. The article discusses possible reasons for this

finding and suggests directions for future research.

According to Sreejith et al. (2022), commute has a generalized negative effect on

students' health and academic performance. They believed that the insights yielded by

their paper can be used to create awareness of commute's detrimental effects and

hopefully encourage policymakers to implement strategies aiding in the development of

infrastructure encouraging reduced commute duration. However, their study was limited

in so far as it was conducted within the premises of Gulf Medical University and, therefore,

may not accurately reflect the experiences of all students. They also stated that further

research undertaken in the vicinity should survey a larger population as the study pool

they surveyed for this paper was relegated to one university. Wilson et al., (2008),

investigated the relationship between various demographic, behavioral,

social/psychological, and environmental factors, and active commuting to school among

high school students in Ontario. The researchers collected data from 21,345 students

from 76 high schools, who completed the School Health Action, Planning and Evaluation

System Physical Activity Module between 2005 and 2006. They found that only 42.5% of

high school students reported actively commuting to school, and that girls, grade 12

7
students, daily smokers, those who were low to moderate in physical activity, and those

attending rural or separate schools were less likely to actively commute to school. The

study highlights the importance of addressing multiple factors in future school-based

interventions designed to promote active transportation to school and improve adolescent

health and physical activity levels.

Moreover, Jacoby and Garland (2004) described how to use what we know about

commuter students to design and implement strategies that enhance their retention. It

includes a discussion of the extraordinary diversity of the commuter student population

and their common needs and concerns and offers several theoretical frameworks that

have proven to be useful in understanding commuter students, institutional environments,

and the nature of interactions between them. It concludes by presenting an organizing

model together with specific strategies that promotes commuter student success.

Additionally, through the study of Chase (2011), they found out the factors of

infrastructure and safety do have a relationship to students’ mode choice. Distance,

school accessibility, perceived parental concern, and perception of the safety of driving

all have a significant relationship to whether students take an active or passive mode of

transportation. Through analysis of the questionnaires, they concluded that neither a

student’s environmental concern nor self-esteem have a relationship to his or her

transportation mode choice. This disconnect suggests that factors other than

environmental concern and self-esteem must have a stronger influence in how students

decide to commute to school.

Moura et al., (2008) explored the factors affecting school commuting in the Lisbon

Metropolitan Area and their impact on the willingness of households to shift towards public

8
transport. The authors emphasize the importance of exposing students to sustainable

modes of transportation to cultivate future adults with more sustainable mobility habits.

The article classifies factors into "hard" and "soft" and analyzes their relative influence on

the willingness to shift to public transport. The findings indicate that a combination of both

hard factors, such as frequency and schedules of public transport, and soft factors, such

as users' behavior and the school's context, is crucial to promote a modal shift towards

public transport. The article concludes by highlighting the need for further research to

determine the decisive factors that shape the final modal choice of households when

students commute to school. Through the study of Jurak et al. (2021), students (Grades

1–9) have the right to free transportation to school if their residence is more than four

kilometers from the primary school. Therefore, most schoolchildren who live that far from

school used the public commuting type, and some used the Car type. However, children

living less than four kilometers from school commuted there using different modes.

Although a more detailed analysis of determinants for modes choices of commuting is

needed, the results of this study suggest that there is a meaningful proportion of children

who use non-active commuting to school for the wrong reasons. Specifically, 12% of

participants in our study were driven to school by car, or they went to school with public

transport in the morning but walked from school to home in the afternoon. This implies

that they live within walking distance from school. In addition to the above-mentioned

benefits of later school start times for children, we could assume that more of them would

use active commuting to school if this was the case.

Moreover, through the study of McDonald (2007), in which their paper uses data

from the US Department of Transportation’s 2001 National Household Travel Survey to

9
analyze the factors affecting mode choice for elementary and middle school children. The

analysis shows that walk travel time is the most policy-relevant factor affecting the

decision to walk to school with an estimated direct elasticity of −0.75. If policymakers want

to increase walking rates, these findings suggest that current policies, such as Safe

Routes to School, which do not affect the spatial distribution of schools and residences

will not be enough to change travel behavior. The final part of the paper uses the mode

choice model to test how a land use strategy—community schools—might affect walking

to school. The results show that community schools have the potential to increase walking

rates but would require large changes from current land use, school, and transportation

planning practices.

In conclusion, the studies reviewed highlight the multifaceted nature of commuting

to school and its impact on students. Commuting can have both positive and negative

effects on physical and mental health, academic performance, and overall well-being.

Challenges such as traffic, accidents, weather conditions, transportation setbacks, and

lack of sleep can pose difficulties for commuter students. On the other hand, financial

benefits like cost savings on housing and food expenses can be gained from commuting.

Active commuting, particularly walking or cycling, is associated with maintaining an active

lifestyle and physical activity levels. Factors influencing active commuting include

distance from school, age of the child, perceived safety, parental travel mode, and

perceived benefits of active transportation. However, it is noteworthy that commuter

students, particularly those living off-campus, may experience lower persistence and

graduation rates. The distance from campus does not seem to significantly affect a

student's grade point average. Commuting, in general, has been found to have negative

10
impacts on health and academic performance. Strategies that aim to reduce commute

duration and promote infrastructure supporting active transportation are recommended.

Understanding the diverse needs and concerns of commuter students is crucial for

designing effective interventions to enhance their retention and success. Factors such as

infrastructure, safety, school accessibility, parental concern, and mode of transportation

influence students' commuting choices. Encouraging sustainable transportation modes

and cultivating sustainable mobility habits can contribute to a modal shift towards public

transport. However, further research is needed to explore additional determinants and

factors influencing students' commuting choices, as well as to evaluate the effectiveness

of interventions and strategies aimed at improving student well-being in the context of

commuting to school.

11
 CHAPTER 3
RESEARCH METHODOLOGY

Research Design

This study is a qualitative research that intends to find out the challenges faced

and strategies used by students for facing challenges of commuting to school every day.

This study uses grounded theory because it best serves to answer the question and

purpose of overcoming distance. Using this approach, the researchers want to know how

the grade 11 HUMSS students commute to school, what challenges are they facing every

morning, how commuting affects them as students, and what strategies do they use every

day. The researchers shall make use of quota sampling since the researchers are

attempting to gather data from a certain number of participants that meet the

characteristics.

Research Environment

This research study shall be conducted at JUAN PAMPLONA NATIONAL HIGH

SCHOOL (JPNHS). It is a national school located in Poblacion, Tabuelan, Cebu. This

school has two thousand one hundred seven students (2107), one (1) principal and one

(1) assistant principal, five (5) non-teaching personnel, and sixty-five (65) teaching

personnel. The researchers are one of the students of JUAN PAMPLONA NATIONAL

HIGH SCHOOL, some live far from campus and some don’t. This research is very useful

as it aims investigates the daily commuting lives of students living 3-12 kilometers away

12
Fig. 1 Location Map of the Study

13
Research Respondents

The respondents of this research study are the grade 11 HUMSS students at JUAN

PAMPLONA NATIONAL HIGH SCHOOL. There are 2 sections with the following numbers

of student: forty-five (45) for HUMSS 1 Valiant, for HUMSS 2. In every section, the

researcher will then choose students that meets their criteria for their sample, ten

respondents maximum.

Research Instrument

The researcher will use the interview questions that they’ve prepared. The

interview questions are open-ended questions as interviewees will have their freedom to

talk about how they go to school every day using their own words and give the researcher

an insight on their commuting lives.

Data Gathering Procedure

The research will send a letter of approval to the respected principal, Mme. Wina

M. Cabahug. The interview questions will be attached to the letter of approval. After

getting the approval of the principal, the researchers shall conduct the data gathering

during the scheduled time as permitted by the principal and the subject teacher whose

classes might get interrupted during the data gathering process. The researcher shall only

use 30 minutes per section to conduct the study. The researchers will first inform the

participant about the rationale of the study. Then, the researchers will start interviewing

their chosen respondents.

14
DATA ANALYSIS PROCEDURE

The data collected through the interviews were analyzed using the thematic

analysis where the data was collected from the respondents. Then, the researchers got

the code or the formulated meaning to formulate themes. Lastly, the researchers made

global themes from the themes created.

15
 CHAPTER 4

PRESENTATION OF FINDINGS AND DISCUSSION

The purpose of this study is to provide strategies for commuting to school for

students living far from school.

The following research questions this study: (a) What are the specific challenges

faced by students who live far from school? (b) How do these challenges affect the

academic performance and well-being of these students? (c) What strategies have been

implemented to overcome these challenges?

During the individual interview, the respondents shared their experiences,

challenges, and strategies in commuting to school. The research findings that this chapter

report is based on analysis of the data source unstructured interviews and audio tape

records.

Study Findings

Themes emerged from data:

1. Students’ descriptions of commuting

2. Challenges faced by students in getting to and from school

3. Effects of challenges of commuting to and from school

4. Strategies for commuting to school early

5. Students’ motivations for going to and from school

6. Students’ suggestion for commuting support

16
Theme 1: Students’ Description of Commuting

This theme is discussed according to the students’ description of commuting to

and from school. In the interview, the respondents were asked by the researchers to

describe their daily commuting lives.

For respondent 1 to respondent 7, respondent 9, 10, 12, 15 ,16, 18, 20, 21, 24,

and 27, having an added travel time for commuting to and from school is overwhelming,

tiring, and stressful.

Furthermore, respondent 8, 13, 14, 15, 19, 22, and 26, said that they must manage

their time properly to catch a ride so that they will not be late for school.

Moreover, respondent 25 stated that it is time consuming as they have to wait for

a bus to ride.

However, for respondent 23, commuting to school is not exhaustive for them as

they ride the municipal bus to school.

According to Matrianno et al. (2021), students who travel far distances to school

encounter struggles on commuting, such as traffic, accidents, weather conditions,

transportation setbacks, and lack of sleep, which affect their physical and mental health.

Their article discusses the benefits of commuting to college, such as saving money on

housing and food expenses, continuing to use the same resources as high school, and

keeping your support system intact. However, it also highlights the drawbacks of

commuting, such as decreased freedom and independence, spending money on gas,

and negative impacts on student well-being, especially on sleep and exercise.

17
Theme 2: Challenges Faced by Students in Getting to and from School

In this part, the researchers were able to gather important pieces of information

about the struggles or challenges that the respondents in going to and from school.

Respondent 2, 3, 4, 6, 8, 11, 12, 13, 15, and 20, having limited transportation option

is challenging as they do not have any other options aside from what they usually take.

Thus, resulting in them being late for school.

For respondent 14, 17, 18, and 23, the vehicles’ punctuality affects them greatly

as they will have to wait for them to arrive.

Moreover, commuting is a hassle, exhausting, as stressful for respondent 5.

For respondent 7 and 27, not having enough allowance is also a negative factor

as they have to specifically pick transportation with low fare rates.

According to Sreejith et al. (2022), commute has a generalized negative

effect on students' health and academic performance. They believed that the insights

yielded by their paper can be used to create awareness of commute's detrimental effects

and hopefully encourage policymakers to implement strategies aiding in the development

of infrastructure encouraging reduced commute duration. However, their study was

limited in so far as it was conducted within the premises of Gulf Medical University and,

therefore, may not accurately reflect the experiences of all students. They also stated that

further research undertaken in the vicinity should survey a larger population as the study

pool they surveyed for this paper was relegated to one university.

Theme 3: Effects of Challenges of Commuting to and from School

18
 According to respondent 2, 4, 7, 9, 11, 12, 13, 14, 22, and 27, despite the

challenges they faced in commuting, these have no effects on their academic

performance and well-being whatsoever.

However, it is physically and emotionally tiring to respondent 5, 6, 8, 18, and 26.

Respondent 1, 15, 19, and 23 missed activities in the first class period as they are

late.

And it pressured respondent 10, 16, 17, and 21, as they have to work for what they

have missed during the time they were not in school yet.

through the study of Chase (2011), they found out the factors of infrastructure and

safety do have a relationship to students’ mode choice. Distance, school accessibility,

perceived parental concern, and perception of the safety of driving all have a significant

relationship to whether students take an active or passive mode of transportation.

Through analysis of the questionnaires, they concluded that neither a student’s

environmental concern nor self-esteem have a relationship to his or her transportation

mode choice. This disconnect suggests that factors other than environmental concern

and self-esteem must have a stronger influence in how students decide to commute to

school.

Theme 4: Strategies for Commuting to School Early

The researchers have gathered pieces of information regarding the strategies

that the respondents used to be able to arrive at school early or just in time.

19
 Respondent 1 to 13, 15,18, 20, and 22 to 27, stated that waking up early is a

strategy as it will give them time to prepare for school and make it on time for class.

For respondent 16 and 17, they motivate themselves to not be late for school,

like forcing themselves to not be late.

Additionally, respondents 14, 19, and 21 take different approaches. They would

hitchhike with passing friends and/or use the allowance they had to afford a high fare

rate transportation that is always available.

According to Chase (2011), they found out the factors of infrastructure and safety

do have a relationship to students’ mode choice. Distance, school accessibility, perceived

parental concern, and perception of the safety of driving all have a significant relationship

to whether students take an active or passive mode of transportation. Through analysis

of the questionnaires, they concluded that neither a student’s environmental concern nor

self-esteem have a relationship to his or her transportation mode choice. This disconnect

suggests that factors other than environmental concern and self-esteem must have a

stronger influence in how students decide to commute to school.

Theme 5: Students’ Motivations for Going to and from School

In this part, the researchers were able to gather pieces of information about the

respondents’ motivation for going to school despite the added travel time.

Respondent 4, 7, 12, 14, 15, 16, 19, 20, and 24 are motivated by their goals to

pursue going to school despite the added travel time.

20
 Moreover, respondent 1, 6, 18, 27 are motivated by themselves like respondent 8

which is motivated by their grade, staying engaged in school. Respondent 3 entertain

themselves while commuting to not be exhausted.

Furthermore, respondent 2, 17, 13, and 21 are motivated by the school.

According to Wilson et al., (2008), the relationship between various

demographic, behavioral, social/psychological, and environmental factors, and active

commuting to school among high school students in Ontario. The researchers collected

data from 21,345 students from 76 high schools, who completed the School Health Action,

Planning and Evaluation System Physical Activity Module between 2005 and 2006. They

found that only 42.5% of high school students reported actively commuting to school, and

that girls, grade 12 students, daily smokers, those who were low to moderate in physical

activity, and those attending rural or separate schools were less likely to actively commute

to school. The study highlights the importance of addressing multiple factors in future

school-based interventions designed to promote active transportation to school and

improve adolescent health and physical activity levels.

Theme 6: Students’ suggestion for commuting support

In this part, the researchers were able to gather important pieces of information

about the suggestion the students think would greatly impact their daily commuting

lives.

For respondent 1, 2, 4, 8, 9, 11, 15, 21, and 24, providing school buses meant for

students’ transportation to and from school would be great for solving the problem.

21
 On the other hand, respondent 3, 5, 6, 13, 16, 17, 19, and 23 said that teachers

should give considerations to students who did not make it on time for class as

transportation are not always available for them.

Additionally, respondent 7, 10, 14, 18, 20, 22, 25, 26, and 27 stated that adjusting

the class schedule would be great as it will give students a few minutes to spare or to

get to school on time.

According to Jurak et al. (2021), students (Grades 1–9) have the right to free

transportation to school if their residence is more than four kilometers from the primary

school. Therefore, most schoolchildren who live that far from school used the public

commuting type, and some used the Car type. However, children living less than four

kilometers from school commuted there using different modes. Although a more detailed

analysis of determinants for modes choices of commuting is needed, the results of this

study suggest that there is a meaningful proportion of children who use non-active

commuting to school for the wrong reasons. Specifically, 12% of participants in our

study were driven to school by car, or they went to school with public transport in the

morning but walked from school to home in the afternoon. This implies that they live

within walking distance from school.

It is true that students living far away from school face multiple challenges. And

they have developed strategies to overcome these challenges. It is also necessary to

keep yourself motivated especially when there is an additional travel time.

22
 As we conducted the interview and heard the different experiences of students

living far from school commuting to and from school, we had discovered the challenges

they are facing and the strategies they have developed and applied.

23
 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Through research, there are a lot of findings that the researchers need to analyze.

From the analysis, it was found that:

Commuting is difficult, emotionally, and physically tiring to students living far from

school. According to Matriano et al., 2021, students who travel far distances to school

encounter struggles on commuting, such as traffic, accidents, weather conditions,

transportation setbacks, and lack of sleep, which affect their physical and mental health.

Their article discusses the benefits of commuting to college, such as saving money on

housing and food expenses, continuing to use the same resources as high school, and

keeping your support system intact. However, it also highlights the drawbacks of

commuting, such as decreased freedom and independence, spending money on gas,

and negative impacts on student well-being, especially on sleep and exercise.

Lack of vehicles for commuting to school is also a challenge in the lives of the

students.

Commuting affects the grades of students because of not being able to arrive at

school early and therefore, late for class. Thus, missing some activities.

Students wake up early to wait for early buses, saving money, and ultimately, to

arrive at school early.

24
 Common motivation of students going to school despite the added travel time are

their goals and dreams, parents, and enjoying school.

The students recommended solutions that could lessen their stress and problems

in terms of commuting to school. This include a school bus, adjusting the class schedule,

and giving considerations for being late.

Overall, the challenges of commuting faced by students living far from school

slightly affected their grades and overall well-being.

Recommendation

Based on the presented study, some recommendations for students living far from

school are drawn as follows:

• Students must sleep early for them to wake up early.

• Students should wake up early to not be late for school.

• Students should be given consideration to take comply for the activities they

have missed.

• Students must know other transportation options such as hitchhiking, other

vehicles, etc. when their usual transportation are not available.

• Students should save money for commuting for when their usual

transportation options are unavailable, they will have enough money to try

other options.

25
BIBLIOGRAPHY

26
Keseru, I (2013). The Research Process. Retrieved from

https://ojs.mtak.hu/index.php/hungeobull/article/view/2949

Southhall et al. (2016). The Research Process. Retrieved from

https://www.researchgate.net/publication/304497335_Non-

traditional_commuter_students_and_their_transition_to_Higher_Education_-

a_synthesis_of_recent_literature_to_enhance_understanding_of_their_needs

Callo et al. (2021). The Research Process. Retrieved from

https://www.researchgate.net/publication/350387740_CASE_ANALYSIS_OF_COLLEG

E_STUDENTS_LIVING_FAR_DISTANCE_FROM_SCHOOL

Chase (2017). The Research Process. Retrieved from

https://www.unh.edu/inquiryjournal/spring-2017/student-commuters-unpacking-factors-

influence-how-high-school-students-travel-school

Nelson et al. (2016). The Research Process. Retrieved from

https://www.researchgate.net/publication/297729268_An_Analysis_Of_The_Relationshi

p_Between_Distance_From_Campus_And_Gpa_Of_Commuter_Students

27
CURRICULUM
VITAE

28
 CURRICULUM VITAE

PERSONAL DATA

Name: Ruthy Jean L. Atillo

Address: Punta, Maravilla, Tabuelan, Cebu

Date of Birth: October 8, 2005

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Luyang Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

29
 CURRICULUM VITAE

PERSONAL DATA

Name: Cyrin B. Labong

Address: Can-ambay, Maravilla, Tabuelan, Cebu

Date of Birth: September 12, 2005

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Maravilla Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

30
 CURRICULUM VITAE

PERSONAL DATA

Name: Dan Xymon L. Pareño

Address: Can-ambay, Maravilla, Tabuelan, Cebu

Date of Birth: August 25, 2005

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Maravilla Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

31
 CURRICULUM VITAE

PERSONAL DATA

Name: Jasmine N. Coliao

Address: Olivo, Tabuelan, Cebu

Date of Birth: May 4, 2006

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Iglesia Ni Cristo

EDUCATIONAL ATTAINMENT:

Elementary:

Olivo, Elementary, School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

32
 CURRICULUM VITAE

PERSONAL DATA

Name: Kent C. Arellano

Address: Tabunok, Tabuelan, Cebu

Date of Birth: October 13,2003

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Tabunok Elementary School

Year Graduated S.Y 2015-2016

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

33
 CURRICULUM VITAE

PERSONAL DATA

Name: Kaye Mariell Cole

Address: POBLACION, TABUELAN CEBU

Date of Birth: September 19,2005

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Central, Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

34
 CURRICULUM VITAE
PERSONAL DATA

Name: Lucaberte, Marc Jonathan

Address: Poblacion, Tabuelan, Cebu

Date of Birth: December 04, 2002

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Tabuelan Central Elementary School

Year Graduated S.Y 2014-2015

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

35
 CURRICULUM VITAE
PERSONAL DATA

Name: Angel May M. Cañete

Address: Basalon, Kampoot, Tuburan,Cebu

Date of Birth: March 11, 2006

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Kampoot Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

36
 CURRICULUM VITAE
PERSONAL DATA

Name: Rubias, Allein Dave A.

Address: Poblacion, Tabuelan, Cebu

Date of Birth: March 26, 2005

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Tigbawan Elementary School

Year Graduated S.Y 2016-2017

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

37
 CURRICULUM VITAE
PERSONAL DATA

Name: Harris R. Malbat

Address: Tabunok Tabuelan Cebu

Date of Birth: Nov 6, 2005

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Christian

EDUCATIONAL ATTAINMENT:

Elementary:

BolocBoloc Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None

Awards/Certificates: None

38
 CURRICULUM VITAE

PERSONAL DATA

Name: Maynard Louis D. Ilustrisimo

Address: Poblacion, Tabuelan, Cebu
Date of Birth: March 02, 2006

Sex: Male

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT:

Elementary:

Tabuelan Central Elementary School

Year Graduated S.Y 2017-2018

Secondary:

Juan Pamplona National High School

Strand: Humanities and Social Sciences

Seminar Attended: None
Awards/Certificates: None

39
APPENDICES

40
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
Juan Pamplona National High School
Poblacion, Tabuelan, Cebu

May 23, 2023

Wina M. Cabahug
School Principal

Respected Madam,

We, the researchers are writing this letter to ask for your permission to conduct a research
study at Juan Pamplona National High School. Our research study is entitled
“Overcoming Distance: Strategies for Students Facing Challenges of Commuting
to School.”

If given permission, we will field the questions to the selected Grade 11 HUMSS students
of our school.

Your permission on this request is highly appreciated.

41
Respectfully yours,

Arellano, Kent

Atillo, Ruthy Jean

Cañete, Angel May

Coliao, Jasmine

Ilustrisimo, Maynard Louis

Labong, Cyrin

Lizares, Kaye Mariell

Lucaberte, Marc Jonathan

Malbat, Harris

Pareño, Dan Xymon

Rubias, Allein Dave

Researchers

Noted: Approved:
MA. RAGIE T. ELMIDO WINA M. CABAHUG
Practical Research 1 Teacher School Principal

42
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
Juan Pamplona National High School
Poblacion, Tabuelan, Cebu

May 23, 2023

Dear Respondents,

We, the Grade 11 students of Juan Pamplona National High School, are currently doing
a research on “Overcoming Distance: Strategies for Students Facing Challenges of
Commuting to School”. This study is a major requirement for Practical Research 1
course. In this regard, we would like to solicit your permission to interview you to learn
more about the strategies that you use in your daily commuting lives.

If you choose to participate in this study, we will schedule a time to meet with you at your
most convenient time. This interview will take approximately 25 minutes per interview.
With your permission, we would like to record the interview in order to focus on the
conversation. Only the group will have access to the phone that has been used for
recording. The recording will be transcribed, and we will remove any identifiers during the
transcription. It will be erased, and your identity will be kept confidential and will not be
revealed in the final manuscript.

43
Respectfully yours,

Arellano, Kent

Atillo, Ruthy Jean

Cañete, Angel May

Coliao, Jasmine

Ilustrisimo, Maynard Louis

Labong, Cyrin

Lizares, Kaye Mariell

Lucaberte, Marc Jonathan

Malbat, Harris

Pareño, Dan Xymon

Rubias, Allein Dave

Researchers

Noted:
MA. RAGIE T. ELMIDO
Practical Research 1 Teacher

44
 INTERVIEW TRANSCRIPTS

Interview Question No. 1: How would you describe your daily routine as a student who
lives far from school? Elaborate your answer.
Answers Significant Codes Basic Themes Global
statemetns Themes
R1: Stressful and Stressful and Stressful Physical/Emotional Students’
waking up late at waking up Response description
the early in the of
morning commuting
R2: During Stressful as I Stressful Physical/Emotional
magkuan ko have to Response
ahhhhh wake early
(background noise) to catch the
during sa mga bus
hmmmm ahhhhh
(coughing) sayu sa
buntag always ko
magtake sa bus,
sometimes sa
tricycle, kung ang
bus di siya moagi
on schedule man
siya moagi.
R3: Dili sayon Kay Hard as I Overwhelming Physical/Emotional
dapat mo Sayo og have too Response
mata para mag much to do
luto para dli ma in the
late unya dapat morning
pas ps kag lihok
para makasakay
Kay motor.
R4: It is so hassle, It's such a Hassle Physical/Emotional
because living in hassle Response
San Jose, because I
Maravilla which is live far away
far from JPNHS from school
you need to wake which means
up very early in the I wake up
morning like 4:10 early to
am, just to catch catch the
the bus/ tricycle or bus/tricycle
else you will come
late at school.

45
R5: Ahmm Based It’s hard Overwhelming Physical/Emotional
on my experience because Response
as a commuter kay have to
wala mn mi motor wake up
hehe lisud jud siya early
kay kinahanglan ko because I go
mo sayu ug mata to school as
kay i sabay ramn early as the
jud ko sa mga junior high
students na junior students
high .
R6: .Mejo lisod jud It's a bit hard Overwhelming Physical/Emotional
siya labaw na'g because I Response
wala mi sa still have to
highway nagpuyo. go down to
Need pajud namo the road to
mo lugsong para wait for a
adto maghuwat ug vehicle to
meme, mini bus, ride to
tricycle or motor, school
tas if mag motor
pajud pwerting
mahala.
R7: Kapoy Kay It’s tiring Stressful, Physical/Emotional
pirmi mo matag because I tiring, Response
Sayo ahhhhhh ( have to be overwhelming
background noise) up early
dayon mag luto, ug
maligo pa nya
kapoy jud
(laughing)
R8: Mo matag I have to Waking up Time Management
sayu mga alas 4 wake up early
para maka ready early to get
ko dili ko ma late ready and to
nya mga hapit na catch the
alas 6 Kay mangita bus
kug kasakyan
commute ramn jud
ko. Dpindi na ug
unsa akung
masakyan trycicle
ba o bus.
R9: Lisod Kay It’s hard Overwhelming Physical/Emotional
kinahanglan nga because I Response
mosayi para have to

46
makasakay og bus wake up
(laughing) nya early to
lisod sad og catch the
magsakay sa bus bus
Kay usahay uwan
sad.
R10. Lisod kay It’s hard Overwhelming Physical/Emotional
usahay walay because I Response
sakyanan have no
mabiyaan usahay service
mahal ang
sinuktan sa plite
R11. Mag take ug I take the Limited Transportation
bus/tricycle kay on bus/tricycle Transportation option
time sila because Option
they’re
always on
time
R12. Dili siya easy It’s not easy Stressful, Physical/Emotional
ug stress pud and is overwhelming Response
because usahay stressful
naay ubang
occasion
pananglitan
kanang holidays so
inig ugma ana
sakay jud kaayo
ang bus kay dghan
man kaayo
manguli gikan
siyudad so
maglisod jud ug
sakay.(background
noise)
R13. So since layo Since I live Getting up Time management
baya ang Conol, far from early
kailangan jud nga school, I
mo mata kog sayu wake up
kay para ig adto sa early to go to
kalsada school early
makasakay
dayon,kay nihit
baya kaayo ang
masakyan.
R14. Matag sayo, Wake up Getting up Time management
mokaon, mag ilis early, then early

47
dayon huwat og wait for the
track bus
R15. Kapoy og Tiring and Tiring, Physical/Emotional
hasol kay hassle overwhelming Response
maghulat pa og because I
bus og naay have to wait
aberya ang motor for a vehicle
R16. It's tiring It’s tiring Tiring Physical/
because it's need because I Emotional
to wake up early to have to Response
go to school wake up
early
R17: .Mo mata og I have to Waking up Time management
sayo...human wake up early
maligo,mo early to wait
kaon,dayon mag for a bus
ilis,human
maghuwat og
truck..lisod oy!
R18: As a student It is Overwhelming Physical/Emotional
who lives or from challenging Response
school my daily and time-
computing is consuming
challenging and
time-consuming I
have to wake up
early to allow
enough for the
commute to ensure
that I arrived at
school on time.
R19. Momatag I wake up Waking up Time Management
sayu para dili early early
malate inig padung
sa school.

48
R20. Tiring, Overwhelming, Physical/Emotional
Kapuy,(background stressful Stressful Response
noise) stress kay because im
dugay kaayu mi always late
maabot sa for school
skuylahan kay layu
kaayu amoa,
usahay sa dalan
kakasugat pamig
abirya like maguba
among motor (flat).

R21. It's hard It’s hard Overwhelming Physical

because it cost me because it Response.
40 pesos everyday cost too
to commute back much
and forth , which is
a huge amount
taken from my
daily allowance
R22: As student I have to Waking up Time management
who live far in the wake up early
school,is very early
difficult. Why?
Because you need
to wake up
early,manage your
time accurately.
R23. Dili kaayu It’s not much Service Free transportation
struggle sa of a struggle privileged
pagcommute kay anymore
naay municipal bus because I
nga makapick up have service
sa amoa.
R24:It’s hard It’s hard Overwhelming Physical/Emotional
because we don’t because I response
have service have no
service
R25. I have to wait I have to Wait for Time-consuming
for a motorcycle or wait for a transportation
tricycle to ride me motorcycle
to school. just to go to
school

49
 R26. My everyday It requires Flexibility Time management
commute as a flexibility of
student who lives time
far from school management
involves careful
planning, time
management, and
flexibility. Although
it may be difficult, I
realize that making
this drive is a
temporary trade-off
for my education
and long-term
objectives.
R27. I describe my It is quite Overwhelming Physical/Emotional
daily commuting hard Response
routine as student
who lives far from
school quite hard
because I need to
manage my time
so that I can' t be
late in going to
school , which also
need to wake up
early.

Interview Question No. 2: What are some challenges you face in getting to and from
school?
Answers Significant Codes Basic Themes Global
Statements themes
R1. If there is I don't have No service Transportation Challenge
typhoon and heavy regular Unavailability s faced by
rain also if our services to students
vehicle's tire were flat go to school in getting
at the middle of the to and
road and that causes from
me getting school
(background noise)
late at school
R2. Kay morag wa Not really Few Limited
man kaayuy kuan hard as I commuting transportation
challenges man kay only have to options option
tungod kay naa man

50
juy memie or tricycle wait for a
ba sa amoa dapit, so bus/tricycle
easy ra kaayu ug
makaaccess ra.
R3: .Kanang mag When it Weather Limited
uwan kay mabasa rains and disturbance, transportation
paka pero bisag when the limited option
bada naka dapat class ends, I commuting
gihapon ka mo would go options
eskwela unya Kong home late as
ting pamuhi pod Kay getting a
dugay Ka Maka uli ride is
Kay mangita pamn difficult
kag kasakyan napod.
R4: In getting to it is I would be Few Limited
when there is lack of hard getting commuting transportation
tricycle or the bus will home as to options option
come late an hour there are
into our street. And only a few
going home from tricycle/bus
school it is when I
need to wait the
tricycle will get full of
passengers so it will
start traveling into
our homes that can
cause me getting late
to arrive at home.
R5: The challenges It’s a hassle Overwhelming Physical/Emotion
that I've face is , stressful al Response
kanang mag uwan²
kay hasol kaayu i
lihok² samot nag
walay rain coat ang
habal² driver kay
mabasa jud mi.
R6: Ang challenges I have to Waking up Limited
na akong na wake up early, few transportation
encounter kay need early, wait commuting option
nako mo mata ug for option
sayo para lang transportatio
maka-atang sad ug n
sayo unlike sa mga
nagpuyo duol sa
shuylahan, ug dugay
sila katug tungod sa

51
mga school works
kay makabawi
gihapon sila'g tulog
kay dili naman nila
need mag-atang pa'g
sakyanan na sayo
kaau. Ig padung uli
sad nako kay if
madugay ko'g
lugsong gikan sa
skuylahan nya
gamay nalang ang
studyante na
manakay kay dugay
sad ko makauli kay
dili man mo gikan
ang mga tricycle
driver ug gamay ra
ang mosakay.
R7: Challenge Kay It’s hard Insufficient Not enough
usahay kulang sa because money allowance
kwarta unya mag allowance is
bayad pa sa bus not enough
R8: Kanang usahay I would be Few Limited
o naagi na Ang bus late because commuting transportation
Waka ka abut then I didn’t catch option option
walay trycicle maagi the bus and
paabut jud kag pila if I take the
ka minuto nya murag tricycle,
ma late najud Ka kay there’s a
hapit na alas 7 chance I
wapaka ka sakay might not
makulbaan ka or reach school
Waka kahibaw on time
unsaun nimo pag
storya sa imong
teacher nganung na
late ka Basta
makulbaan ko then
inig Pauli nasad
kanang dugay mi gi
buhian nya pag
lugsong nimo wanay
bus Kay tuana, naa
lagi trycicle pero
paabut pasad lagig

52
pasahiro uban usa
mo larga munang
usahay mahapnan
jud og pag ayu then
kasuway sad jud ko
nagabhian kulba
R9: Usahay dugay Sometimes, Waking up Poor time
Maka mata unya I wake up late management
mahutdan na sa late
Oras.
R10. Kanang dili When im not .Late for Poor Time
matagaan ug five given any Class, management
points ni maam points in insufficient
dignos kay late ,nya class allowance
mahal ang plite nya because I’m
dili ka afford. late; fare
costs too
much
R11. Wala kaayo Not really Few Limited
challenges kay naa challenging, commuting transportation
say memie sa amo I only have option option
dapit.(background to wait for
noise) bus
R12. Usahay naay Sometimes Few Limited
mga occasion nga the bus is commuting transportation
puno kaayo ang bus already full. option option
usahay gani dili mag Thus, me
pareha ang time sa late
pag agi sa bus,so ma
late nalng.
R13. Usahay Sometimes, Few Limited
magdali-dali ug I have to commuting transportation
lakaw kay usahay dili walk fast option option
mo lahos sa gawas because I
sa eskwelahan ang might not be
sakyanan adto ra sa able to take
crossing,so magdali- a ride home
dali jud ug lakaw
para dili ma late.
R14. Dugay moabot Bus would Late Transportation
ang track kay ma late sometimes commuting punctuality
jud, dugay maabot be late service
sa scho
R15. Usahay ma flat The motor Few Limited
ang motor nya mag- would have commuting Transportation
flat tires and options option

53
atang pag ceres og the bus
pila ka oras aren’t
always on
time
R16. If l ran out of Running out Limited Insufficient
gas then I cannot of gas resources materials
attend the activities
because I'm late
R17: Kanang dugay When the Late Transportation
kaayo moabot ang bus is late commuting punctuality
truck..kanang ma service
late.
R18: There are many The bus is Late Transportation
challenges I faced in unreliable commuting punctuality
getting to and from because it’s service
school and one sometimes
example of this are delayed
unreliable
transportation
because sometimes
public transportations
can be unpredictable
with the delays
cancellations or
overcrowding.
R19. Like kanang When it Weather Weather
mag uwan tas rains and disruptions, problems
kanang maplatan the motor is transportation’
ang motor. flat s inability
R20. Maabirya ang When the Few Limited
motor, kanang flat or motor is flat commuting transportation
maguba, unya options option
moadtp pamig
vulcanizing unya
dugay man kayna
mahuman, unya
maoto paabuton pa
namo maayu ang
motor, usahay
kanang uwan-uwan
unya bukid amoa so
paabuton pa namo
motuang ang ulan
kay naa mi time nga
malimtan namog
dala ang raincoat.

54
R21. . Less Far from Distance Problem with
transportation that highway, issues distance
passes by the road , might miss
which can make me the bus
arrived late at school.
R22. Ther'es a lot of When it Challenges Weather
challenges i rains and obstacles problems
encounter every time
I go to school,mostly
if it's rainy because
our house is located
near in the (sapa) so
we need to make
sure that after a
heavy rain
(nakalabang nami
before pa magbaha),
another challenges is
we need to walk pa
for a 2 kilometer from
are house to the high
way where we wait a
bus,and
motorcycle.Sometim
es puno pa jud kaayu
ang mga bus for
me/us wait na sad for
another minutes.
R23. Sometimes ang When the Late Transportation
municipal bus kay bus is late commuting punctuality
dugay niya maghulat service
mi.
R24.the difficult When it Weather Weather
because sometimes rains disruptions problems
it rains
R25. I get late most When I’m Late for class Poor time
of the time. late management
R26. When I have When I Waking up Time
late-night study sleep late early management
sessions or and have to
extracurricular wake up
activities, getting up early to
early to make up for catch a ride
the long journey can
make me tired. Lack
of sleep can have an

55
impact on my mental
clarity and general
health, making it
more challenging to
concentrate in class.
R27. The challenges I have to budgeting Insufficient
, faced in getting to budget my money. allowance
and from school are money
hard time finding
someone to ride on ,
but mostly my money
budgetting.

Interview Question No. 3: How do these challenges impact your academic performance
and overall well-being?
Answers Significant Codes Basic Themes Global
Statement Themes
s
R1. Sometimes I cannot I miss Missed Missed Effects of
join the activities in the activities activities opportunities challenge
first period so that causes s of
me a low performance ( commuti
laughs) ng to and
from
school
R2. Like i said morag di Not much Not difficult Ease
kaayu challenge ra of a
(background noise) kay challenge
pirme ramam ko mosayu
sa skuylahan so dili kaayu
ko makakuan ra ma
worried nga malate kay
never ever man ko nalate
man.
R3. .Dako kaau nig impact It greatly Waking up Time
Kay tungod sa ka Sayo impact me early management
mo mata usahay Maka as I have
tug ko sa klase maong to wake up
dako kaau nig impact sa early
akong academic
performance.
R4. For me these Not much Not a Ease
challenges doesn't literally of problem problem
affect my academic

56
performance and overall
well-being because I can
still manage my time to
come to school early.
R5. .Ahmm hasol jud It’s a Hassle Physical/Emotion
kaayu kay kinahanglan hassle al Response
nimo dublihon ang imong since I
time . have to
speed up
R6. Actually, mawad-an I lose Stressful, Physical/Emotion
jud ko'g gana labaw na ug motivation, overwhelmin al Response
gamay kog tug, dili nako I can’t g
ka concentrate kay sige concentrat
nalang kog panguy-ab. e, I can’t
Maong usahay di ko understan
kasabay sa discussion d the
kay mag sige nalang kog disucssion
huna-huna na matug.
Permi nalang sad ko
kasab-an sakong Mama
kay di jud kuno maayo
ang dili sakto sa tulog.
R7. Wla ra Kay Sayo Not much Not a Ease
raman ko maabot unya of a problem
makaapil Ra sa mga problem
activities.
R8. Para sa ako Kay dili It’s Overwhelmi Physical/Emoytio
mn kaau sya maka impact emotionall ng nal Response
sa akung academic kuan y
lang sya kapuy then Ang exhausting
budget pa pero og
pusurgido jud kang mo
Lampus Wala rana
nimong mga challenges
nga ing ana og gi kapuy
ka pahuway mao rajud na
ingun sa mga ginikanan.
ngita jud kag paraan para
dili ma apiktuhan imong
academic Basta focus
lang jud sa imong goal
malampus rana nimong
mga challenges nga ing
ana.
R9. Wla Ra hinoon Kay Not much Not a Ease
Ang first subject namo of a problem

57
wla man kaayo mag problem
activity. because I
don’t miss
activities
R10. Malate nya ang Im late for Grade will Academic
grado nako sa usa ka school decrease Pressure
subject kay dili modako
kay walay +5 point,kay
kato nga maestra
mohatag ug +5 sa dili ma
late(laughing).
R11. Wala kaayoy Not much Not a Ease
challenge para nako of a problem
challenge
R12. For now wala ko Not much Not a Ease
nakasuway nga ma late of a problem
ko nga naay test kay kung challenge
naay test mo sayo man
ko,(pause)nya naka
suway kog late pero pag
abot nako nag suwat
raman sad sila.
R13. Wala ra kaayoy Not much Not a Ease
impact of a problem
problem
R14. Wala ra hinoon Not much Not a Ease
of a problem
problem
R15. First subject nya I miss Missed Missed
naay activity dili ka apil some Activities opportunities
activities
R16. My grades will My grades Grades will Academic
decrease because I would decrease Pressure
always late decrease
R17. Mo-us-os My grades Grades will Academic
gyud,sama would decrease pressure
anang....kanang...panangl decrease
itan malate ka og abot diri because
sa eskwelahan nya of being
masgunson nak sig ka late
late nya mao mo gamay
imong grado.
R18. These challenges Commutin Tiring Physical/Emotion
can have a significant g makes al Response
impact on my academic me unable
performance and overall to

58
well-being because concentrat
extended travel time may e
lead to fatigue making it
harder to concentrate in
class or study effectively
.It also limited time
available for
extracurricular activities
socializing or personal
hobbies.
R19. Malate niya dili When im Missed Missed
kaapil sa mga ubang late and activiaties opportunities
activities sa first subject. miss
activities
R20. Kang maam dignos My driver Late Service
nga like maihap rang would be commuting punctuality
times nga dili malate kay late service
among driver kay dugay
momata, maghuwat pako,
sayu man ko momata
pero paabuton paman
nako ang driver maonang
usahay dili kaapil sa
discussion sa first period.
R21. It can affect my It affects Grades will Academic
grades because of my my grades decrease pressure
late attendance and can
also make me worry.
R22. So far, I was able go Not much Not Ease
to school early,before it's of a
time so these challenges challenges
impact my academic
performance and well-
being in to ways which is
positive and negative,it is
positive because it's
practices me to manage
mytime and teach me
self-discipline,it is
negative because
sometimes I feel so
sleepy inside the
classroom but i didn't
sleep because i don't
want too,and it's not good
for the reason that it will

59
 affect my health,physical,
emotional and mental
health.
R23. Makaapekto sa akoa I miss Missed Missed
kay dili ko kaapil sa quiz quizzes activities opportunities
ug activities inig first
period.
R24. Late late Time Poor time
managemen management
t
R25. Well, it impacts my I have to Waking up Time
overall well-being to get wake up early management
up early. early
R26. The effects of long It is tiring Stressful, Physical/Emotion
commutes on academic tiring, al response
achievement, physical overwhelmin
and mental health, and g
social involvement can
include fatigue, lowered
focus, and a lack of study
time. A student's capacity
to concentrate on their
studies and perform at
their best may be
impacted by the financial
burden connected with
commuting, which can
also lead to stress and
negatively effect overall
wellbeing.
R27. These challenges Not a Not a Ease
have no negative impact problem problem
in my academic
performance and overall
well-being.

Interview Question No. 4: What strategies have you developed to help you manage the
difficulties of commuting to school?
Answers Significant Codes Basic Global
Statements Themes Themes
R1: I need time I wake up and Waking up Time Strategies
management like get ready early Management for
waking up early and early commuting
getting ready early to to school
school (laughs) early

60
R2: Just like kuan ra I sleep and Waking up Time
ba hmmmmm wake up early Management
mosayug katug, early, and
mosayug momata, and commute
mag atang ug early
sakyanan as usa ka
commuters either from
a bus o tricycle ra.
R3: Akong mga I wake up Waking up Time
strategies Kay matug early early management
og Sayo tapos mo
mata og Sayo tapos
mag pas pas sa lihok
para dli ma late Kong
wla pa gali nag sugod
Ang klase Kay matug
ko tapos mag pa
pukaw ko sa akong
katapad Kong nag
sugod na Ang klase.
R4: The strategies that I wake up Waking up Time
I developed that help early early management
me to manage the
difficulties of
commuting to school is
getting up early so I
can catch the bus/
tricycle so in that way I
will arrive at school on
time. Hence, In going
home me and my
circle of friends will
come together to ride
a tricycle so that it will
travel more early.
R5: Ahmm matulog ug I sleep early Waking up Time
sayu para sayu maka to wake up early management
mata ,para pud early
magtiwas sa mga
activity/assignment na
wala nahuman pag
gabii.
R6: 4.Mo mata rajud I wake up Waking up Time
tawn ug sayo para early early management
maka apas pa sa mga
sakyanan

61
R7: Kang Sayo Ra mo I wake up Waking up Time
mata unya Sayo sad early early Management
matog
R8: Mag alarm jud kog I set an alarm Waking up Time
alas 4 digyud ko na to wake up early Management
kalimtan para sad jud early
diku'm ma late nya og
sa akung budget sad
Kay tipid² para naa
pay pang pliti padung
uli.
R9: Kang Sayo I wake up Waking up Time
matulog para Sayo early early management
Maka mata unya Dali
Ra Maka sakay ug
bus.
R10: Mosayo ug mata I wake up Waking up Time
para makasakay ug early so I can early Management
sakyanan nga barato ride
ug sukot,unya inig uli transportation
mosakay sa classmate with low fare
nga dili rates
magpabayad(laughing)
R11: Sayo I sleep early, Waking up Time
matulog,sayo mo wake up early Management
mata,dayon mo sayo early, and
ug hulat sa wait for
bus/tricycle. bus/trycicle
R12: Matag I wake up Waking up Time
sayo,dayon human early so I early management
ana buhaton ang mga won’t be late
routine taga
buntag,nya e manage
ang time para dili ma
late.
R13: Pareha sa akong I wake up Waking up Time
giingon ganiha matag early so I take early Management
sayo para ig adto sa the
kalsada makasakay bus/trycicle
dayon ug sayo maka early
ari sa
school.(background
noise)
R14: Mang hits para I hitchhike so Hitchhiking Reliance on
masayo og ari sa I can be in Perks friendly
school school early support

62
R15: Mo matag sayo I wake up and Waking up Time
nya mokaon dayon eat early so I early management
para dili malangay won’t be late
R16: By goaling I tell myself to Motivating the Self-
yourself of not being not be late self motivation
late
R17: Oo..kanang mo I tell myself to Motivating the Self-
goal ka nga dili naka not be late self motivation
ma late.
R18:The strategies I I manage my Managing Time
developed to help me time in finding time management
manage difficulties of other ways to
commuting to school is go to school
improving my time
management skills;
productive use of
travel time, and good
at finding alternative
transportation options.
R19: Magpahatud og I would ask Ask family for Reliance on
kuha nalang gyud sa my father to transportation family
akong papa. take me to support
school
R20: Momata ug sayu, I wake up Waking up Time
time management, iset early so I early management
namo sa among mind won’t be late
na kailangan mi
mosayu para dili mi
maulhi sa first period.
R21: By saving my I save my Saving Reliance on
daily allowance so that allowance for allowance previous
I can use it to commuting allowance
commute in the next next day
day.
R22: My strategy is to I wake up Waking up Time
sleep early for me to early early Management
wake up early,but as I
wanted to sleep early
sometimes i sleep late
at night,but I will make
sure that even how
tired,sleepy I am I can
wake up early,but i
can't deny the fact that
sometimes I can't
make it,however after

63
those times I changed
my strategy and my
strategy is i didn't
make my assignments
in are house na but in
school,for me to be
able to sleep early.
R23: Makamata ug I wake up Waking up Time
sayu para makasayu early so I early Management
sa skuylahan won’t be late
R24: To wake up early I wake up Waking up Time
so that I can go to early so I early management
school early won’t be late
R25: Get up early so I I wake up Waking up Time
don’t get late early so I early management
won’t be late
R26: Maintaining I maintain a Maintain time Time
productivity, planning, very good management management
and relaxation can time
help me handle my management
commute to school.
Spend my time wisely
by doing things like
revising my notes,
listening to
instructional podcasts
or audiobooks, honing
my language skills,
finishing tasks, or
practicing other
languages. Maintain
organization and
accessibility for all
necessary goods.
R27: The strategies I I would Time Time
have developed to manage my Management, Management
help me manage the time, wait for Hitchhiking
difficulties of the bus or perks
commuting to school hitchhike with
was managing the people going
time when the bus to school
arrived or find free
rides to people whom
going to pass by the
school.

64
Interview Question No. 5: How do you stay motivated and engaged despite the added
travel time?
Answers Significant Codes Basic Themes Global
Statements Themes
R1: I have many I must stay Motivated by Self-motivation Students’
challenges in life strong despite self motivations
so you have to be the challenges for going to
strong (signs) and from
school
R2: Wa ko kabaw I stay Motivated by School
kay pirme raman motivated school motivation
ko mosayo ra, i because I
guess hahaha ang want to have a
nakastay perfect
motivated nako attendance
nga magcomplete
attendance ko nga
di ko ganahan
malate, niya pirme
ko mosayu,
mindset ba.
R3: .Mag think kog Think of Entertaining Self-
positive na kaya positive the self entertainment
Rani Nako unya imaginations
kani akong gi
buhat para ni sa
akong kaogmaon
so dapat dli mo
gave up laban
lang.
R4: I stay Im motivated Motivated by Goal
motivated because by goals goals inspiration
I am willing to
learn and finish my
strand even
though the school
is far that causes
me some hassle in
traveling back-
and-forth .
R5: Ahmm Akong Im motivated Motivated by Familial
Pamilya kay sila by family family motivation
mn ang
momotivate sa
akoa

65
R6: By telling I motivate my Motivating the Self-motivation
myself na mobawi self self
nalang ko'g tulog
ig weekend ug
para mas ma anad
kog commute na
ako-ako ra. Tas
mejo maka benefit
man sad ko sa
oras na magsakay
ko kay magamit
paman to nako
para magtuon.
R7: Kanang Im motivated Motivated by Goal
ganahan ko nga by goals and goals inspiration
makahuman og dreams
eskuyla.
R8: Gi Im motivated Motivated by Grade
paninguhaan nako by grades grades motivation
nga dili ko ma awi
sa klase para
walay problema sa
grado nya dapat
aktibu pirmi way
luya² og gi kapuy
aw pahuway Basta
focus ra's goal.
R9: Ganahan ko Im motivated Motivated by Familial
makahuman ug by family family motivation
eskuyla para
makatabang sa
pamilya.
R10: Na motivate So that my Love for Parental
ko sa pag eskwela mother would parents inspiration
adlaw -adlaw para be proud
ma proud akong
mama sa dagko
nga
grado.(background
noise)
R11: Stay I stay Motivated by School
motivated kay motivated school motivation
ganahan ko ug because I
perfect attendance want to have a
nya dili ganahan perfect
magpa late attendance

66
R12: Stay long to I focus on my Motivated by Goal
your path and to goals goals inspiration
your goals.
R13: Since mo As long as I’m Motivated by School
sayu man jud ko not late for school motivation
,safe sa akoa nga school
dili jud ko ma late.
R14: Sa kalisod sa Because of Motivated by Goal
kinabuhi. how hard life poverty inspiration
is
R15: Mga Because of Motivated by Goal
pangandoy dreams/goals goals inspiration
R16: No matter I will finish Motivated by Goal
how hard it is, it's school despite goals inspiration
still be going to it being hard
finish schooling
R17: Bisan unsa So that I wont Motivated by School
kalisud padayon fail Grade 11 school motivation
gihpon
ka......kanang para
maka proced
gihapon ka....dili
ka mahagbong sa
grade 11.
R18: To stay I set goals, Entertaining Self-motivation
motivated and review my the self
engaged despite notes, and
the added travel watch
time is to set clear entertainment
goals study or in my phone
review my class
notes and
watching
entertaining videos
in my cell phone.
R19: Bisan pag I want to Motivated by Goal
ingon ana akong continue going dreams inspiration
naagian nga to school
gaskuyla ko dili because of my
gigapon ko dreams
mawagtangan ug
pag asa padayun
lang gihapon kay
tungod sa akong
pangandoy.

67
R20: Ganahan ko I like Motivated by Goal
mapadayun akong continuing goals inspiration
pagskuyla bisan going to
paman ug layu school and the
among balay, kay school
tinuyuan mani
namo, kay bisan
nag nay duol nga
skuylahan dire ari
man gyud mi ni
skuyla sa juan
pamplona.
R21: By going Ensuring that I Motivated by School
early to school. will at school school motivation
on time
R22: I stay I stay Love for Parental
motivated and motivated parents inspiration
engaged despite because of my
everything by the parents
two special person
in my life which is
my mother and
father who always
supporting and
loving me
unconditionally
and also who
rooting my
success as well,by
them I stay
motivated because
I always think their
sacrifices for me,l
want to achieve
my dreams for
them but not only
my self,l stay
motivated
beacause the
person "nga
nagpaeskuyla sa
akoa wala man
gali gikapoy,ako
pa ba?"I stay
motivated because
they said "that my

68
success,is their
success" so I will
do everything not
to fail them but to
make them proud
of me as well as
their self as my
support system.
R23: Makahuman To finish Motivated by Goal
sa SHS senior high goals inspiration
school
R24: I want to I want to Motivated by Goal
graduate high graduate from goals inspiration
school high school
R25: I'm not I’m not No motivation Lack of
motivated because motivated motivations
i go to school
early.
R26: Make a I listen to Motivated by Self-
playlist of upbeat songs to stay music entertainment
and inspirational motivated
songs to listen to
during your
commute. Your
energy levels,
mood, and ability
to maintain
concentrate can all
be improved by
music. Make your
journey more
upbeat by
selecting tunes
that motivate you
and support your
objectives.
R27: I am using I use my Entertained Self-
my phone while phone while by materials entertainment
commuting so that commuting
I can stay
motivated and
engaged despite
the added travel
time.

69
Interview Question No. 6: Do you think that schools and educators could do more to
support students who live far from school? What kinds of initiatives or programs would
be helpful in this regard?
Answers Significant Codes Basic Themes Global
Statements Themes
R1: For me, I They provide Providing Providing Students’
suggest school transportation transportation option suggestion
bus to help service for us option for
student to (signs) commuting
get early and support
easily to school
(background
noise)
R2: To me kay They provide Providing Providing
morag its difficult transportation transportation option
sa usa ka service for us option
students nga
perspective kay
kahibaw naman
ta nganong
daghang malate
kay tungod layu
sila d sila ka
access ug
sakyanan kay
ang mean
reason sad sa
ubab kay tungod
raman tp kay
ang mean
reason raman
ato kay masyado
silang ahhhh
masyado silang
mokuan ba
kanang tagdugay
matug tagdugay
momata and for
me i think kung
about program
mokuan silag
usa ka school
bus nga kanang
padung sa
skuylahan.

70
R3: kanang I Give Considerations Consideration
consider gani considerations for students
nga kanang
malate mi ba nya
kanang
makasabot unta
sila nga layo
amoa
R4: Yes, if it's Providing Provide Provide option
has the capacity school bus transportation
to provide. Some option
initiatives that
would be helpful
is the resources
of school bus.
R5: Ouh dapat Give Considerations Consideration
lang kay naay consideration for students
uban teachers for late
na dili mo sabut students
sa kahimtang sa
ubang students .
initiatives or
programs is
kanang sa
plitehan kay
paubsan unta
kay dili lalim ang
mga expenses
na ge sagubang
sa mga students
karun.
R6: Yes pero to Give Considerations Consideration
be honest, wala consideration for students
sad ko kahibaw to late
kong unsay students
programs para
ma-recognize
ang mga
students na naas
layo gapuyo pero
sa akong na
osbservaran sa
mga educators
kay as much as
possible sabton
jud nila ang

71
student—kung
ma late, maka
absent ug unsa
pana, kana ug
valid pud ang
reason sa
studyante.
R7: Dapat They should Class schedule Provide
kanang I adjust adjust the adjustments suggestion
nila Ang time sa class time
first subject para schedule
dli ma late Ang
layo.
R8: Para sa ako They provide Provide Provide option
Kay naa silay free transportation
mahimo ani transportation option
kanang muhatag for us
silag support
then kahibaw sila
mo sabut parihas
aning mga
lagyug balay,
pwede rapud
kana gyung
kaylangan sa
mga parihas
namo ba nga
layu libre sakay
HAHAHAHAH
btaw mao ratu
R9: Kang dapat They should Provide Provide option
naay school bus provide a transportation
nga ipatupad school bus option
Ang munisipyo
para sa lagyo ug
balay unya I
adjust pod Ang
time sa first
subject
R10: E adjust They adjust Class schedule Providing
ang time sa first the class time adjustments suggestion
subject para dili schedule later
ma late ang than 7:15 AM
katong mga layo and have an
sa eskwelahan alternate class
nya mag conduct

72
ug module sa schedule
mga layo najud. (modular)
R11: If mo set ug They provide Provide Provide Option
school bus nga transportation transportation
specifically mo service for us option
padong jud sa
school.
R12: For me I thinks student Provide for Self-
okay raman ning would have to themselves assessment
ing ani help
makatabang themselves In
raman sad developing
sila,but katong strategies
module lisod
man siguro,okay
raman ning ing
ani student nalay
mangitag paagi
to make their life
easy.
R13: Yes by They give Considerations Considerations
understanding considerations for students
the student nga for students
ma late kay layo when they are
man ilang gi puy- late
an.
R14: They adjust Class schedule Providing
(noise)..kana the time later adjustments suggestions
bitaw ang time than 7:15 AM
sa klase iparihas because some
sa una ba....dili i students live
7:15..dili i 7:15 far from school
nila kay naa bay
layo nga mga
estudyante.....ma
late gyud
oi..(noise)
R15: Mag kuan They provide Provide Providing
og buses sa buses for us transportation option
munisipyo para option
sa mga bata
R16: They give Considerations Considerations
Considering the consideration for students
students getting for students
late because who are late
they live far

73
away from
school
R17: .kanang mo They provide Provide Considerations
hatag sila og transportation service, for students
service.....og i service for us Considerations
consider ra ang and give
malate considerations
for students
when they are
late
R18: Yes schools They extend Provide Provide
and educators study hours, support suggestions
can play vital online
role in supporting resources,
students who live providing
far from school flexible
some initiatives attendance
or programs that policies
will be helpful
are extended
study hours,
providing online
resources, and
offering flexible
attendance
policies.
R19: If malate They give Considerations Considerations
man gali ang usa consideration for students
ka students, for students
dapat iconsider who are late
sila ug mosabot
ra ang mga
teachers sa
situation sa
estudyante kay
layu pod raba
gapuyo ang
uban students.
R20: Adjuson They adjust Class Schedule Providing
ang time sa first the time for the adjustments suggestions
period. first period
R21: Yes, by They provide Provide Providing
providing transportation transportation Option
schools service for us option
transportation

74
that is only used
for student.
R22: I think they They should Class schedule Providing
should adjust the adjust the first adjustments suggestions
class schedule class period
as it is very later than the
much difficult to current one
arrive at school
early for me
R23: Adjuson They adjust Considerations, Consideration
ang schedule sa the time for the Class schedule
first subject unya first period and adjustments
iconsider nga give
malate ang layo consideration
sa skuylahan. to late
students
R24: It will be They provide Provide Providing
nice if we have transportation transportation option
service service for us option
R25: The school They must Provide aid Providing
must be able to help students suggestions
help students far living far from
from school. school
R26: In addition They provide Provide Providing
to financial aid or services, physical aid suggestion
subsidies, counseling,
schools can help wellness
students who live program for
far away with students living
transportation far from school
needs. Students
who commute a
long distance
can benefit from
support services,
counseling, and
wellness
programs to help
them deal with
the stress and
exhaustion that
comes with it.
R27 Yes , I think They provide Provide Provide
that school and support for us support suggestion
educators could
do more support

75
to student who
lived far from
school like
adjusting the
starting of the
class sessions..

76