WITHIN SCHOOL CORNERS, YET OUTSIDE CLASSROOM WALLS: STORIES OF STUDENTS IN TEMPORARY LEARNING SHELTERS

GEMMA A. BACAG, CYNTHIA S. ASUNCION

Abstract


This study explored the lived experiences of students who attended classes in temporary learning shelters due to classroom shortages in Kidapawan City. Employing a qualitative research design, the study addressed a significant research gap by focusing on the perspectives and challenges faced by these learners. Seventeen participants were purposively selected, and data were gathered through in-depth interviews. Thematic analysis was utilized to interpret the findings. Results revealed that students’ experiences in temporary learning shelters were characterized by extreme heat, inadequate facilities, poor classroom conditions, frequent noise and distractions, and diminished motivation and resilience. The challenges identified included noise disturbances, cramped spaces, lack of privacy, insufficient resources, and limited family and peer support. Furthermore, students expressed expectations for improvements such as enclosing classrooms, installing fans and ventilation systems, upgrading facilities, ensuring cleanliness and maintenance, and promoting equity and inclusion. The findings underscore the urgent need for educational stakeholders to create safe, conducive, and inclusive learning environments, even in temporary settings, to support student engagement and academic success.

Keywords


Qualitative Study, Temporary Learning Shelters, Student Experiences, Thematic Analysis, Kidapawan City

Full Text:

PDF

References


Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, 100051. https://doi.org/10.1016/j.glmedi.2024.100051

Akanzum, J., & Pienaah, C. K. (2023). Review of the effects of adequate sanitary facilities on the participation and performance of the school girl child in Ghana. ISABB Journal of Health and Environmental Sciences, 8(1), 1-14.

Al-Abdullatif, A. M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom. Cogent Education, 7(1), 1835145. DOI: 10.1080/2331186X.2020.1835145

Badil, ., Dildar Muhammad, Dr. D. M., Zeenaf Aslam, Z. A., Kashif Khan, K. K., Anny Ashiq, A. A., & Uzma Bibi, U. B. (2023). Phenomenology Qualitative Research Inquiry: A Review Paper. Pakistan Journal of Health Sciences, 09–13. https://doi.org/10.54393/pjhs.v4i03.626

Barrett, P., Treves, A., Shmis, T., & Ambasz, D. (2019). The impact of school infrastructure on learning: A synthesis of the evidence.

Bernal, A. I. (2021). The mediating effect of classroom learning environment on the relationship between Filipino language anxiety and coping strategies. International Journal of Language and Literary Studies, 3(4), 60-72. DOI: 10.36892/ijlls.v3i4.725

Braun, V., & Clarke, V. (2021). Conceptual and Design Thinking for Thematic Analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196

Brill, L. C., & Wang, L. M. (2021). Higher sound levels in K-12 classrooms correlate to lower math achievement scores. Frontiers in Built Environment, 7, 688395.

Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.

Cheng, M. H. M., & Wan, Z. H. (2017). Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in Liberal Studies. Thinking Skills and Creativity, 24, 152-163. DOI: 10.1016/j.tsc.2017.03.001

Convertino, F., Vox, G., & Schettini, E. (2021). Evaluation of the cooling effect provided by a green façade as nature-based system for buildings. Building and Environment, 203, 108099.

Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches.

Detyna, M., Ogunbase, A., & Briffa, H. (2025). A socio-material approach to investigating classrooms: student engagement in an innovative learning environment. Learning Environments Research, 1-30.

Donkoh, S. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology & Bioengineering, 10(1), 6–9. https://doi.org/10.15406/jabb.2023.10.00319

Eacott, S. (2022). Building education systems for equity and inclusion. Gonski Institute for Education.

Esperanza, P. J., Himang, C., Bongo, M., Selerio Jr, E., & Ocampo, L. (2023). The utility of a flipped classroom in secondary Mathematics education. International journal of mathematical education in science and technology, 54(3), 382-415. DOI: 10.1080/0020739X.2021.1957166

Farhat, T. (2021). The impact of the class environment on high school students’ learning in public schools in keserwan, Lebanon (Doctoral dissertation, Notre Dame University-Louaize).

Haddad, S., Synnefa, A., Marcos, M. Á. P., Paolini, R., Delrue, S., Prasad, D., & Santamouris, M. (2021). On the potential of demand-controlled ventilation system to enhance indoor air quality and thermal condition in Australian school classrooms. Energy and Buildings, 238, 110838.

Hamilton, J. B. (2020). Rigor in Qualitative Methods: An Evaluation of Strategies Among Underrepresented Rural Communities. Qualitative Health Research, 30(2), 196–204. https://doi.org/10.1177/1049732319860267

Han, S. (2022). Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology, 13, 996294. DOI: 10.3389/fpsyg.2022.996294

Hayati, N., Ismail, M., & Zukri, P. (2025). Peer Social Support Enhances a Student's Motivation to Engage in Studying. Global Perspectives in Education Journal, 1(1), 71-79.

Hytonen-Ng, E., Pihlainen, K., Ng, K., & Karna, E. (2022). Sounds of learning: Soundscapes-teacher perceptions of acoustic environments in Finland's open plan classrooms. Issues in Educational Research, 32(4), 1421-1440.

Isaac, E. (2023). Convenience and Purposive Sampling Techniques: Are they the Same? International Journal of Innovative Social & Science Education Research, 11(1), 1–7. Retrieved from www.seahipaj.org

Jiang, J., Wang, D., Liu, Y., Di, Y., & Liu, J. (2021). A holistic approach to the evaluation of the indoor temperature based on thermal comfort and learning performance. Building and Environment, 196, 107803.

Karpudewan, M., & Meng, C. K. (2017). The effects of classroom learning environment and laboratory learning environment on the attitude towards learning science in the 21st-century science lessons. Malaysian Journal of Learning and Instruction, 25-45. DOI: 10.32890/mjli.2017.7795

Kaur, A., Kaur, M. R. S. D. A., & Sharma, M. R. (2025). The Educational Environment and Its Impact on Student Learning. Shodh Patra: International Journal of Multidisciplinary Studies, 198-202.

Kekeya, J. (2021). Qualitative study research design. Contemporary PNG Studies: DWU Research Journal, 36(2008), 28–36.

Kepez, O., & Üst, S. (2024). Furniture configurations in an active learning classroom make further differences in student outcomes. Archnet-IJAR: International Journal of Architectural Research, 18(1), 121-141.

Kholisah, N., Saskia, B., Dinarti, N. S., Rohmatilahi, L., & Rostika, D. (2024). ANALYSIS OF THE IMPACT OF LACK OF CLASSROOMS ON STUDENTS'CONDUCTIVITY WHILE LEARNING. PROGRES PENDIDIKAN, 5(2), 134-138.

Likuru, L., & Mwila, P. (2022). Overcrowded classrooms: Effect on teaching and learning process in public secondary schools in Ilemela Municipality, Tanzania. Asian Journal of Education and Social Studies, 30(2), 75-87.

Lincoln, Y. S., & Guba, E. G. (1985). Lincoln and Guba ’ s Evaluative Criteria. Naturalistic Inquiry, (1985), 3684.

Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. Qualitative Report, 26(6), 2029–2044. https://doi.org/10.46743/2160-3715/2021.5008

Maba, W. (2022). Essential healthy school environment standards to maintain conducive learning atmosphere. International Journal of Social Science, 2(1), 1211-1216.

Makel, M. C., Meyer, M. S., Simonsen, M. A., Roberts, A. M., & Plucker, J. A. (2022). Replication is relevant to qualitative research. Educational Research and Evaluation, 27(1-2), 215-219. https://doi.org/10.1080/13803611.2021.2022310

Martínez-López, Z., Moran, V. E., Mayo, M. E., Villar, E., & Tinajero, C. (2024). Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement. European Journal of Psychology of Education, 39(2), 813-835.

Massonnié, J., Frasseto, P., Ng-Knight, T., Gilligan-Lee, K., Kirkham, N., & Mareschal, D. (2022). Children’s effortful control skills, but not their prosocial skills, relate to their reactions to classroom noise. International journal of environmental research and public health, 19(14), 8815.

Mckim, C. (2023). Meaningful Member-Checking: A Structured Approach to Member-Checking. American Journal of Qualitative Research, 2023(2), 41–52. Retrieved from https://doi.org/10.29333/ajqr/12973http://www.ajqr.org

Mealings, K. (2023). The effect of classroom acoustic treatment on listening, learning, and well-being: A scoping review. Acoustics Australia, 51(2), 279-291.

Meece, J. L. (2023). The role of motivation in self-regulated learning. In Self-regulation of learning and performance (pp. 25-44). Routledge.

Mercugliano, A., Corbani, A., Bigozzi, L., Vettori, G., & Incognito, O. (2025). The Effects of Classroom Acoustic Quality on Student Perception and Well-being: A Systematic Review across Educational Levels. Frontiers in Psychology, 16, 1586997.

Miralles, T., & Nesperos, J. L. A. (2022). Classroom learning environment and student writing strategy as predictors of reading competence of senior high school students. European Journal of Foreign Language Teaching, 6(3). DOI: 10.46827/ejfl.v6i3.4447

Motulsky, S. L. (2021). Is Member Checking the Gold Standard of Quality in Qualitative Research? Qualitative Psychology, 8(3), 389–406. https://doi.org/10.1037/qup0000215

Moustakas, C. (1994). Phenomenological research methods. sage.

Navarro, A. M. (2022). School infrastructure in the Philippines: Where are we now and where should we be heading? (No. 2022-10). PIDS Discussion Paper Series.

Nyimbili, F., & Nyimbili, L. (2024). Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419

Ocay, J., Agaton, S. I., & Villote, A. (2021). Inclusion in education: ensuring educational equity in relation to gender, class, race and ethnicity. SABTON: Multidisciplinary Research Journal, 3(1), 49-59.

Osaı, J. A., Amponsah, K. D., Ampadu, E., & Commey-mıntah, P. (2021). Teachers’ Experiences with Overcrowded Classrooms in a Basic School in Ghana. International Online Journal of Primary Education, 10(1), 73-88.

Park, R. J., Goodman, J., Hurwitz, M., & Smith, J. (2020). Heat and learning. American Economic Journal: Economic Policy, 12(2), 306-339.

Pertiwi, A. L., Sari, L. H., & Munir, A. (2021, November). Evaluation of air quality and thermal comfort in classroom. In IOP conference series: earth and environmental science (Vol. 881, No. 1, p. 012028). IOP Publishing.

Pieters, F. M., & Agustina, A. (2021, August). The role of family social support on learning motivation: a study on high school students. In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021) (pp. 1167-1172). Atlantis Press.

Pitogo, C. J. R., & Gallano, M. C. (2025). Thermal Conditions and Health: A Study on Teachers and Students in Alternative Learning Modalities. International Journal of Research and Innovation in Social Science, 9(3s), 2704-2747.

Proshansky, H. M. (1987). The field of environmental psychology: Securing its future. Handbook of environmental psychology, 2, 1467-1488.

Quarcoo, R. (2021). Conducive classroom environment: A situational Analysis of senior high schools offering Clothing and Textiles in Ghana. International Journal for Cross-Disciplinary Subjects in Education, 12(3), 4529-4533. DOI: 10.20533/ijcdse.2042.6364.2021.0554

Rahiem, M. D. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and youth services review, 120, 105802.

Renaud, F., Verduyckt, I., Chang, T., Lacerda, A., Borges, C., Bockstael, A., & Bouserhal, R. E. (2024). Student’s self-reported experience of soundscape: The link between noise, psychological and physical well-being. International Journal of Environmental Research and Public Health, 21(1).

Resnik, D. B., Antes, A., & Mozersky, J. (2024). Should Researchers Destroy Audio or Video Recordings? Ethics and Human Research, 46(2), 30–35. https://doi.org/10.1002/eahr.500205

Reyes, J. S. (2024). Assessment of the impact of the implemented learning spaces on science achievement: Building Resilience at General Tomas Mascardo National High School. World Journal of Advanced Research and Reviews, 21(3), 722-735.

Reyes, M. F., Escobal, J., Empron, A., Crispolon, A., Toca, J. M., Sepria, R., ... & Lamanilao, R. P. (2024). Perceptions and Impact of Students’ Satisfaction on Cleanliness with School Environments.

Roberts, R. E. (2020, September 1). Qualitative interview questions: Guidance for novice researchers. Qualitative Report. Peace and Conflict Studies. https://doi.org/10.46743/2160-3715/2020.4640

Severe, E., Stalnaker, J., Hubbard, A., Hafen, C. H., & Bailey, E. G. (2024). To participate or not to participate? A qualitative investigation of students’ complex motivations for verbal classroom participation. Plos one, 19(2), e0297771.

Shield, B. (2023, February). A sound environment for schools: 60 years of research into the impact. In INTER-NOISE and NOISE-CON Congress and Conference Proceedings (Vol. 265, No. 1, pp. 6693-6715). Institute of Noise Control Engineering.

Shield, B. (2023, February). A sound environment for schools: 60 years of research into the impact. In INTER-NOISE and NOISE-CON Congress and Conference Proceedings (Vol. 265, No. 1, pp. 6693-6715). Institute of Noise Control Engineering.

Singh, R. B. (2024). “Challenges and Coping Strategies of Teaching English in an Under-Resourced Context: A Narrative Inquiry”. APPROVED B (Doctoral dissertation, Kathmandu University School of Education).

Sonam, S., Daker, S., Wangmo, K., & Choden, S. (2023). Factors affecting the secondary school students’ attitude towards learning English language: A case of a higher secondary school in Southern Bhutan. Asian Journal of Education and Social Studies, 42(4), 35-57. DOI: 10.9734/ajess/2023/v42i4922

Srivastava, P., Trinh, T. A., & Zhang, X. (2025). Weather effects on academic performance: an analysis using administrative data. Population and Environment, 47(3), 25.

Sun, R., & Firzan, M. (2024). Investigating User Feedback for Learning Space Design in Primary Schools of Shandong Province, China. Buildings, 14(8), 2467.

The Second Congressional Commission on Education. (2024). EDCOM 2 urges DepEd: Fix Dealys, explore PPP to ramp up classroom construction. https://edcom2.gov.ph/edcom-2-urges-deped-fix-delays-explore-ppp-to-ramp-up-classroom-construction/

Toyinbo, O. (2023). Indoor environmental quality, pupils’ health, and academic performance—a literature review. Buildings, 13(9), 2172.

Vacalares, S. T., Clarin, E., Lapid, R., Malaki, M., Plaza, V., & Barcena, M. (2023). Factors affecting the writing skills of the education students: A descriptive study. World Journal of Advanced Research and Reviews, 18(2), 1192-1201. DOI: 10.30574/wjarr.2023.18.2.0931

Vasilakopoulou, K., & Santamouris, M. (2025). Cumulative exposure to urban heat can affect the learning capacity of students and penalize the vulnerable and low-income young population: A systematic review. PLOS Climate, 4(7), e0000618.

Wei, X., Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y., ... & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68, 1461-1484. DOI: 10.1007/s11423-020-09752-x

Williams, H. (2021). The meaning of “Phenomenology”: Qualitative and philosophical phenomenological research methods. Qualitative Report, 26(2), 366–385. https://doi.org/10.46743/2160-3715/2021.4587

Xu, A., Baysari, M. T., Stocker, S. L., Leow, L. J., Day, R. O., & Carland, J. E. (2020). Researchers’ views on, and experiences with, the requirement to obtain informed consent in research involving human participants: A qualitative study. BMC Medical Ethics, 21(1). https://doi.org/10.1186/s12910-020-00538-7

Yangambi, M. (2023). Impact of school infrastructures on students learning and performance: Case of three public schools in a developing country. Creative Education, 14(4), 788-809.




DOI: http://dx.doi.org/10.65010/seairj.v7i3.278

Refbacks

  • There are currently no refbacks.


Bookmark and Share


For inquiries, comments and suggestions please e-mail us bcrpo@brokenshire.edu.ph