HOME AWAY FROM HOME: LIVED EXPERIENCES OF SENIOR HIGH

SCHOOL STUDENTS LIVING IN DORMITORIES.

A Thesis

Presented to the Faculty of the

Humanities and Social Sciences

(HUMSS)

Ilocos Norte National High School

City of Laoag, Ilocos Norte

By:

Eyar V. Rodriguez

Shekinah Khate Guzman

Rheymon P.Nicolas

Kyla Mamuad

Alexandra B. Pascual

John Lloyd B. Coloma

Janela Quitoras

Steven Pascua

S. Y. 2022-2023
 APPROVAL SHEET

This thesis titled “HOME AWAY FROM HOME: LIVED EXPERIENCES OF

SENIOR HIGH SCHOOL STUDENTS LIVING IN DORMITORIES” prepared
and submitted by Eyar V. Rodriguez, Shekinah Khate Guzman, Rheymon P.
Nicolas, Kyla Mamuad, Alexandra B. Pascual, John Lloyd B. Coloma, Janela
Quitoras, Steven Pascua, Heart Bajet is hereby recommended for approval and
acceptance of ORAL EXAMINATION.

JOHN MICHAEL B. LUMABAO

Practical Research 1

ii
 DEDICATION

The researchers wholeheartedly dedicate this piece of work:

To their parents/family who served as a motivation and inspiration to the

researchers and who gave their never-ending love, care, and support in the completion

of the work.

To their classmates and friends who gave their moral and emotional support

and words of wisdom.

To our Research teacher who generously shared his knowledge and patiently

guided them throughout the preparation and finalization of their research study;

And lastly, to the Almighty Father who gave them the wisdom, understanding,

strength, determination, and perseverance to accomplish their responsibilities as

researchers. It is through Him that all things are possible.

EVR

SKG

RPN

KM

ABP

JLBC

JQ

SP

iii
 ACKNOWLEDGEMENT

The researchers would like to express their gratitude for the support and

direction they received from the excellent individuals in their lives who made this

study possible. As a result, the researchers would like to express our profound

gratitude to the following people:

To Mr. JM Lumabao , for lending his invaluable time and effort to complete

his study. His advice and criticism were really helpful in enhancing the calibre of the

study;

To Bernas Family who showed their unending support, love, motivation, and

care to the researchers.

To the family of the researchers for their unending love and support;

To all the respondents, for the study’s success depends on their collaboration

and assistance;

Above all , thanks to Almighty God for bestowing onto the researchers the

knowledge, fortitude, and patience necessary for their research.

iv
 ABSTRACT

HOME AWAY FROM HOME: LIVED EXPERIENCES OF SENIOR HIGH

SCHOOL STUDENTS LIVING IN DORMITORIES.

Eyar V. Rodriguez, Shekinah Khate Guzman, Rheymon P. Nicolas, Kyla

Mamuad, Alexandra B. Pascual, John Lloyd B. Coloma, Janela Quitoras, Steven
Pascua, Heart Bajet .

Ilocos Norte National High School, Laoag City, Philippines.

This research was done to identify and evaluate the life of Senior High School
students of Ilocos Norte National High School that are living in dormitories.
Particularly, the study investigated how students feel living in dormitories compared
to living far away from school or travelling every day, the effects on their academic
performance, their life in their dormitories, the challenges they have encountered and
how do they cope up with it. Purposive sampling and the Phenomenological research
were both used in this conducted study, with 7 students as respondents.

v
 Table of Contents

Title Page

TITLE PAGE i

APPROVAL SHEET ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

TABLE OF CONTENTS vi

CHAPTER

I. THE PROBLEM: RATIONALE BACKGROUND

BACKGROUND OF THE STUDY 1

STATEMENT OF THE PROBLEM 2
SIGNIFICANCE OF THE STUDY 3
DEFINITION OF TERMS 3
SCOPES AND DELIMITATIONS OF THE STUDY 3

II. REVIEW OF RELATED LITERATURE

Homesickness, locus of control and social support among 5

first-year boarding-school students.

Homesickness 6

Students move abroad to further their education. 6

Coping strategies used by international students who 6

 2

recovered from homesickness and depression in Malaysia.

Parenting styles, coping strategies, and the expression of homesickness. 7

Determinants of homesickness chronicity: coping and personality 8

III. METHODOLOGY

RESEARCH DESIGN 10
DATA GATHERING PROCEDURE 10
GENERAL PROCEDURE 10
SAMPLING PROCEDURE 10
PARTICIPANTS OF THE STUDY 10
DATA GATHERING INSTRUMENT 11
DATA ANALYSIS 11

IV. RESULTS AND DISCUSSIONS 13

V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS

SUMMARY 30
FINDINGS 31
CONCLUSION 31
RECOMMENDATIONS 31

REFERENCES

APPENDICES

CURRICULUM VITAE

vi
 3

CHAPTER 1

INTRODUCTION

THE PROBLEM: RATIONALE AND BACKGROUND

Background of the Study

Article 26 of the Universal Declaration of Human Rights states that every human being has the right to
education and that “Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms.

Right to education is one of the fundamental human rights. Every individual, irrespective of race, gender,
nationality, ethnic or social origin, religion or political preferences, age or disability, is entitled to a free
elementary education. Since then, there should be no discouragement and discrimination in having the right
to education. Right to education no matter what their socio-cultural status or background they have, since
education should not be a privilege, it should be a human right that is applicable to all human being.

Some schools on rural places compared to schools that are nearer in cities have a big difference in terms of
educational opportunities and chances. During a studentship time, some of the students suffer from several
problems. One of these problems is living in dormitories and distant from home or to your family which
should be the number one supporters in our lives, and even the city that can bring many problems for a
student which is a burden and hindrance to the process.

February 2, 2022- Given the President’s approval of the recommendation for the progressive expansion of
face-to-face classes, Education Secretary Leonor Magtolis Briones has authorized all regional directors to
commence the progressive expansion phase of face-to-face classes for both public and private schools. After
two long school years without face-to-face classes, the classrooms and corridors will now be filled again
with students and teachers.

The journey of being a student and surviving the student’s life is one of the most memorable phases of a
person’s life. As surpassing the phases of being a student, it’s one way to build the foundation of our life. In
student’s life, we learn greater things that we may not acquire or gather from books without noticing that we
learned so much more lessons. We develop ourselves to grow emotionally, physically, mentally, and as well
as socially. But along the way, being a student will not be complete without problems, stress, sleepless
nights, the pressure of getting good or bad grades, and not to mention that many students are experiencing to
live away from their family for the first time.

As the face-to-face classes started, the researchers happened to have befriended some classmates or
schoolmates that are living far from their home and families and decided to live closer to the school through
staying in a dormitory.

These aspects and with the help of the researchers’ curiosity to the students’ life from Ilocos Norte National
High School (INNHS) who were interviewed driven us to conduct this research to listen and understand their
perspective in living in a dorm. Do they get homesick? How do they handle it? And many other questions.
 4

Statement of the Problem

Generally, this study aimed to determine the situation, perceptions, coping mechanisms, and experiences of
Senior High School students of Ilocos Norte National High School that are currently living in dormitories it
answered the following:

1. The disadvantage and advantage of living away from your family as a student.

2. The coping mechanisms of and how they handle the effects of homesickness.

3. If living in a dorm is more convenient for both the parents.

4. How living in a dorm affects the student’s academic performance.

5. The challenges of living in dormitories.

6. The disturbances or distractions of living in dormitories.

7. The effectiveness of living in dormitories.

Significance of the Study

The study will focus on how effective living in dormitory as a student instead of living far away from
school. Moreover, the results will be beneficial to the following:

Dormitory Owners This study may help dormitory owners realize and take consider of what the
participants or interviewees stated in the interview that the researchers conducted. They may correct some
wrongs, and improve some rights.

Students of INNHS who lives far away from school may now be inspired and motivated in searching and
housing near the school after reading this research study. This may inspire other students to live also in
dormitories.

Businessmen/Businesswomen may start forging an idea in investing or owning a dormitory or an apartment

for them to open another opportunity for them to be a more effective businessmen as the study tackles how
dormitories are affecting the lives of the students.

Parents will benefit in this study as the effects of homesickness will deal and unhealthy amount of problems
to the students and it may be a driving force to the parents to clarify the relationship status that is happening
inside their house. They may also try to find ways in order for their child/children to cope up with
homesickness that keeps the students unmotivated and uninspired.

Definition of Terms
 5

For a clearer and better understanding of the study the following terms were defined:

Phases- An identifiable time frame or stage in a progression of occasions or a development or change

process.

Stressful- Defined as having or producing stress. Typically, stressful situations or events like stressful
meetings, stressful vacations, or a stressful day are described in this way.

Sleepless Nights - A night when you are unable to fall asleep due to stress and other stuffs.

Befriend- To get friendly with or to be a friend or to assist and help.

Face-to-face classes - An instructional method where course content and learning material are taught in
person to a group of students.

Homesickness- Is the distress caused by being away from home. It’s cognitive hallmark is preoccupying
thoughts of home and attachment objects, Sufferers typically report a combination of depressive and anxious
symptoms, withdrawn behaviour and difficulty focusing on topics unrelated to home.

Dormitiory/Dormitories- The word dormitory is from the Latin dormitorium for “sleeping place,” and if
you’re going back you get to dormire for “to sleep”. A dormitory is where students who live at school sleep.
Often first time kids sleep away at school is when they go to college.

Locus- The place where something is situated or occurs.

Anxiety- A feeling of worry, nervousness, or unease, typically about an imminent event or something with
an uncertain outcome.

Depression- Feelings of severe despondency and dejection.

Scopes and Delimitations

This study attempts to evaluate and gather information or data gathered from the students around Ilocos
Norte National High School (INNHS) that are living in a dorm. The surveys and questions distributed by the
researchers to the participants will be a big help to us researchers to easily acquire data or information that
will be useful for the study. Researchers will now then have the answer to the questions that they want to be
answered. A total of 25 interviewees or participants will be participating in this study, only issues or
statements that are connected to the research topic will be our top priority and nothing else.
 CHAPTER II

REVIEW OF RELATED LITERATURE

For purposes of understanding and insights about the aspects of the study or research. This chapter

presents related past studies and literatures that shows relevance to the present study and will serve as a guide and

support for this study. This chapter presents a discussion of relevant concepts drawn from literature and

studies that have bearing on the present study which provide the theoretical basis of the study.

Related Literature

Homesickness, locus of control and social support among first-year boarding-school students.

According to Hendrickson, Rosen, and Aune (2011), students who have more friends, particularly those from the same
city, exhibit less homesickness and feel content in a new setting. Social supports can be informational (giving advice
and suggestions), instrumental (helping to do things), emotional (offering enthusiasm and confidence that the person
can handle trying situations), and networking (inviting people to join a social group that affects one’s sense of
acceptance, warmth, and understanding). However, those who lack social support are more prone to respond badly to
life’s challenges (Lahey, 2007). Things are made simpler when a person feels supported by their surroundings,
especially when they are dealing with stressful situations. According to Hendrickson, Rosen, and Aune (2011),
buddies can help students adjust more readily, lessen their homesickness, and have more positive experiences in
unfamiliar settings. During times of transition, friendship is helpful. The vast majority of studies on this topic focus on
college students, however the current case study was conducted at a boarding school with children between the ages of
11 and 13. According to the literature review, we put forth the following hypotheses:

(a) An internal locus of control is negatively correlated with homesickness;

(b) Social support is negatively correlated with homesickness;
(c) Emotional support is negatively correlated with homesickness;
(d) Appreciation support is negatively correlated with homesickness;
(e) Instrumental support is negatively correlated with homesickness;
(f) Information support is negatively correlated with homesickness;
(g) Social networking is negatively correlated with homesickness.

Sarafino (2002) discovered that a variety of facets of life require social assistance. When social support is lacking, a
person will feel alone and unimportant. Sarafino (2006) further stated that social support can come from community
organizations as well as from partners in life, family, friends, and co-workers. Peer groups are crucial for social
support, particularly during adolescence. Peers can share comments, admit flaws, and provide problem-solving
assistance. (Papalia, Olds, & Fieldman, 2007).

Social support is a source of emotional support and guidance for coping with day-to-day issues. Peers are important to
adolescents’ development because they can offer a secure environment where they can voice their opinions, admit
their flaws, and work to find solutions. Peer support in a new setting can help someone see stress as something that can
be managed and overcome, which gradually lessens the severity of homesickness so that they can function normally in
 7

daily life. The people or groups around one can provide social support, which is important during trying moments like
homesickness. It can also act as a defense against harmful consequences brought on by various stressors. (Sarafino,
2002). According to Sarafino(2008) social support can be provided in a variety of ways, including emotional support,
and support from social networks. Positive emotions that manifest as empathy, attention, and concern for other people
are ways that emotional support is expressed. When under stress, it might result in sentiments of warmth, involvement,
and affection. Support for appreciation is given by way of compliments, praise, or good evaluations of others, as well
as through encouraging others to succeed and developing enthusiasm. It emphasizes the expressing of a favourable
opinion of people acceptance of the person. The result is sentiments of worth, competence, and significance in the
person. Direct aid, such giving money or assistance in the form of actual actions or things, can be used to achieve
instrumental support. Support for information can come from actions like advising, leading, and providing feedback on
what was accomplished. A sense of attachment and acceptance in a group, as well as the ability to engage in social
activities together, are all characteristics of the social network support.

Homesickness

When students are introduced to a new setting, they typically go through a transition. During this time, they frequently
view their new surroundings as unusual bizarre, and unbelievable. Stroebe, Van Vliet, Hewstone, and Willis (2002)
claim that a variety of habitual characteristics linked to a new setting cause of anxiety and irritability. According to
Bonanno (2001), leaving home has a significant negative on a person’s physical, psychological, and emotional health
is one of the numerous unfavourable emotions connected to this impact (Stroebe et al., 2002). A sensation of longing
for one’s home while away from it is known as homesickness (Stroebe et al., 2002). It involves intense desire, longing
and contemplation of all things related to the home.

Most frequently, this is brought on by the challenge of adjusting to a new situation. No matter their age or
circumstances, everyone suffer homesickness, according to studies. One such emotional transition can be seen in
students in boarding schools (Fisher, Frazer, & Murray, 1986).

Students move abroad to further their education.

According to Tartakovsky (2007, students who move abroad to further their education are likely to experience
acculturative stress in their first year, which is frequently attributed to their desire to return home. Their second year is
when acculturative stress tends to rise, and their third and subsequent years are when it tends to fall. Additionally,
homesickness lessens as academic activities advance.

Coping strategies used by international students who recovered from homesickness and depression in Malaysia

Students from the Middle Eastern and Asian countries prefer to pursue their higher education in Malaysia as the
education and accommodation costs are lower than in most other places and there are no major cultural differences
between their country of origin and Malaysia (Singh, Schapper, & Jack, 2016; Zeeshan, Sabbar, Bashir, & Hussain,
2013). The transition from home to any host country for higher education may be an exciting experience, but some
students may experience homesickness during the transition (Malaklolunthu & Selan, 2010; Verschuur, Eurelings-
Bontekoe, & Spinhoven, 2004; Wei et al., 2007). Homesickness is considered as a major psychological problem
among international students (Beck, Taylor, & Robbins, 2003; Wei et al., 2007). The prevalence of homesickness is
43.3% and 33.8% of depression among Iranian students pursuing their studies in Malaysia (Majid, 2014). Students
who are homesick miss their friends, family members and their country (Van Tilburg, Vingerhoets, & Van Heck,
1999). Recurrent and prolong homesickness is a sign of psychopathology and recovering form homesickness is a
normal reaction experienced by students within a few weeks after arrival (Van Tilburg et al., 1999).
 8

According to Stokols, Schumaker, and Martinez (1983), contextual/environmental resource theory shows that making
the transition from home to host country can be influenced by various environmental factors including low social
support, producing homesickness and negative emotions such as sad mood, unpleasant feelings and dissatisfaction
with the new place. In addition, by using the person–environment congruence model, Lerner, Baker, and Lerner
(1985) describe that when certain demands (e.g. interpersonal, aesthetic, professional, recreational, vocational) are not
met in the new environment, it enhances feelings of separation, loss and displeasure, which consequently lead to
homesickness.

Emotion-focused coping strategy may involve the use of behavioural and/or cognitive strategies such as receiving
emotional support from friends and family and positive reframing (Folkman & Lazarus, 1985). Examples of emotion-
focused coping strategies are keeping ourselves busy to take our mind off the issue, letting off steam, praying for
guidance and strength, ignoring the problem in the hopes that it will go away, distracting ourselves (e.g. watching TV,
chatting with friends, etc.) and building ourselves up to expect the worse. Lazarus (1993) points out that there are no
universally appropriate or inappropriate coping strategies. Some coping strategies may work effectively in some
situation, but may not be suitable in another.

Based on the above theory, low social support (Stokols et al., 1983), and feelings of separation, loss and displeasure
may be the major reasons for homesickness and depression (Lerner et al., 1985). By using an active coping strategy
such as seeking social support, emotion-focused and problem-focused coping strategies are most likely to be beneficial
to students in managing their problems but we do not know what type of self-help coping strategies students prefer to
use to do so. Self-help coping strategy means students use their own efforts and resources to achieve things without
relying on others (Logman dictionary, 2018). Therefore, there is a need to identify the self- help coping strategies
international students use to manage their depression and homesickness.

Parenting styles, coping strategies, and the expression of homesickness

Going to college is often associated with distress (van Tilburg, Vingerhoets & van Heck, 1996) and the
family environment can play an important role in coping with these feelings of distress. Children with
authoritative parents show high self-reliance and high self-esteem. They are more likely to become more
independent individuals, who are able of making their own decisions.

Homesickness can express itself in different ways. Thurber (1995) found, in a study among 329 campers at a
residential boys’ sports camp, that depression and anxiety are both expressions of homesickness.
Furthermore, he found that some boys who experience homesickness show externalizing behaviour, for
example delinquency or aggression.

Determinants of homesickness chronicity: coping and personality

Each year many students leave home in order to enter university. As a consequence, they are confronted with
the many opportunities, challenges and stressors that inevitably accompany such a transition. For instance,
they have to deal with sudden breaks with routines, loss of friends and family and the necessity to adjust to a
new environment. Following such a move, many students develop homesickness, a complex cognitive–
motivational–emotional state which is associated with ruminations about home, an intense desire to return
home, depressed mood and somatic symptoms (Fisher, 1989). In two studies among British university
students, Fisher and co-workers reported that 60 to 70% of those who move to take up residency at
 9

university develop homesickness (Fisher et al., 1985; Fisher and Hood, 1987). Furthermore, Burt (1993)
found in a group of Australian first-year students that all of them had experienced some degree of
homesickness. A similar finding was obtained by Lu (1990) in Chinese students who moved to universities
in the United Kingdom. Finally, incidence rates of 18.7% for American students and 76.8% for Turkish
students were reported by Carden and Feicht (1991). Thus, homesickness can be considered a world-wide
problem among students.

Until now, longitudinal studies on homesickness phenomena, covering a long time-span have not been
conducted. Therefore, little is known about the natural course of homesickness. It is also unknown why some
students will eventually overcome it, while others will not be successful in this respect. Knowledge on what
constitutes effective ways of dealing with homesickness in students is important, because homesickness has
been associated with raised psychological disturbance and absent-mindedness (see, for example, Fisher and
Hood, 1987; Van Tilburg et al., in press), which might lead to poor academic performance. Successfully
dealing with feelings of homesickness might help students to regain their previous level of psychological
functioning. Studies among children at summer camps (e.g. Thurber, 1997) indicate that the most endorsed
effective ways of coping with homesickness are: (1) doing something fun in order to forget about being
homesick; (2) thinking positively in order to feel better; (3) simply changing feelings in order to be happy;
(4) reframing time and (5) renewing a connection with home (e.g. writing to parents) in order to feel closer
to home. Simply emoting or anxiously ruminating was often futile (Thurber, 1997). Tendency to use less
avoidance and more approach coping strategies was related to better behavioural adjustment in adolescents
dealing with family relocation overseas (Vercruysse and Chandler, 1992). Up to now only one study, that we
are aware of, has focused on coping behaviour in homesick adults. The following ways of coping with
homesickness were reported: (1) seeking social support, (2) positive thinking/distraction, (3) mental escape
and (4) turning to religion (Van Tilburg et al., 1997). If Thurbers and Vercruysse and Chandlers results
could be generalised to adults, it can be hypothesized that giving up (mental escape) is a relatively
ineffective coping strategy. Actively confronting the problems by seeking social support, thinking positively
about the new environment, looking for distraction from homesick thoughts and turning to religion, are
hypothesized to be more effective in keeping the homesick feelings at bay.

It also has to be taken into consideration that personality variables might influence the course of
homesickness. Several investigators have found strong associations between personality and homesickness
( for overviews, see Van Tilburg et al., 1996; Eurelings-Bontekoe, 1997). Characteristic features of the
homesick, in contrast to the non-homesick, are high levels of rigidity and dependency and low levels of
extraversion, dominance, and assertiveness. Whether these personality variables are also related to the
duration of the homesickness experience is not known. It might be hypothesized that higher levels of rigidity
and dependency and lower levels of extraversion, dominance and assertiveness are related not only to
homesickness onset but also to precipitation of the recovery process.
 CHAPTER III

METHODOLOGY

This chapter presents and discusses the research design, data gathering procedures, data
gathering instrument and data analysis used in the study.

Research Design

In this study, researchers used a phenomenological research to identify and analyse how
the Senior High School students of Ilocos Norte National High School (INNHS) that are
living in dormitories cope up with several challenges experienced by the students, how it
affects them, how do they cope up, and what are they perceptions about living in a dormitory.
This helps to understand the life of students living in dormitories and it’s impact to their lives
as a student.

Data Gathering Procedure

General Procedure

The researchers wrote the letter of approval to request permission to interview 8 Senior High
School students of Ilocos Norte National High School (INNHS) face-to-face or online and
letter to the participants to participate in answering our questions. The researchers used
interviewing in face-to-face in order to gather data and information.

Sampling Procedure

Availability non-probability sampling was used in this study which is the method that relies
on data gathering from the population in the chose community who are conveniently available
to participate in our study. This type of non-probability sampling is selected as a sampling
method for selecting participants based on the qualities that our research questions are
suitable for them to answer. The sample of the study was taken from the population of Senior
High School students of Ilocos Norte National High School (INNHS) who are living in
dormitories.

Participants of the Study

There were seven (7) students who participated to answer our interview questions and they
belong to different strands of Senior High School of Ilocos Norte National High School.

Data Gathering Instrument

The researchers used interviewing face-to-face as the main instrument needed in gathering the
data presented in the presentation, analysis, and interpretation of data for the study. The
interview questions were created based on the researchers’ readings, previous articles, studies,
 11

and researches related to our study. Open-ended questions and non-open-ended questions will
be asked to the respondents allowing them to answer in open text format wherein they can
answer based on their knowledge, experiences, and understandings.

Data Analysis

Thematic analysis was used to analyse more the data gathered from the respondents
that answers Home Away From Home: Lived Experiences of Senior High School
Students Living in Dormitories. Through thematic analysis, the data gathered are
examined closely to identify the common themes-topics within the gathered
qualitative data, ideas and patterns of meaning that come up. This is also a useful
technique because it can look for patterns that are not bound by any constraints in the
responses of participants, so that researchers have a detailed understanding of the
collected data. Furthermore, thematic analysis was employed to examine and analyze
the responses on the effects of digitized modular learning on the learning progress and
academic performance of students amidst the pandemic, their perception on digitized
modular learning, its challenges and how it widens their understanding in their given
tasks
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results and discussions about the data gathered in identifying the effects,

challenges, coping mechanisms of Senior High School Students of Ilocos Norte National High School

(INNHS) living in dormitories.

Table 1: The observed improvement of the student’s academic performance.

Significant Statements Categorie Themes

Now that I’m living in my 1 .Mas my Abundant of Time

dormitory mas may time na time na

akong mag-study since mas akong mag

marami na akong time study.

ngayong hindi na ako nag

ttravel nang malayo. I can say

that mas nakakapag-focus na

ako sa studies ko and I have

more motivation na.

I think so, since nag dorm nak 4 .Just

ket like lesser distractions. managed

Just managed my time well in my time

studying po. well in

studying
 13

po.

Ang naimprove ko as living 5. May

in a dormitory, yung sarili ko household

kaya kong mamuhay mag-isa, chores

nagagwa ko yung gusto ko. inuutusan

Tapos hindi nagiging sagabal tayo.

yung family ko dun sa

academics ko kase oag nasa

bahay tayo nakikita tayo ng

parents naten may household

chores inuutusan tayo. Pag

andun ka sa dorm walang

sagabal kumbaga nagagwa

mo yung acads mo

naiimprove mo yung sarili

mo, tumataas yung grades

mo.

7.I have

I think yes because at that time to

point I’m not improving myse balance

independent self but I have my time in

time to balance my time in work,

work, dorm, and academics dorm and

and I have time to academics.

improvement of specs and

 14

purposes.

Awan met ate, kasi isu met 6. Isu met Nothing changed or academic

latta nga isu. latta nga performance did not improve.

isu.

Table 1 shows how Senior High School Students that are living in dormitories improved and also stated

ways how they improved. Based from the collected data from the 5 Senior High School Students of Ilocos

Norte National High School regarding to this specific question, four (4) out of five (5) did improve because

they have more time to study and the capacity to focus more in the new environment they are living in which

is the dorm, time management is the key to improve your academic performance.

This can be related to the study of Tartakovsky (2007) wherein it stated that students who move abroad to

further their education are likely to experience acculturative stress in their first year, which is frequently

attributed to their desire to return home. Their second year is when acculturative stress tends to rise, and

their third and subsequent years are when it tends to fall. Additionally, homesickness lessens as academic

activities advance.

However, one (1) respondent did not improve and sadly stayed the same as it is when the respondent

compared it’s performance back when she was travelling compared to now that she is living in a dorm.

Table 2: The ways how do Senior High School Students at Ilocos Norte National High School makes

their selves more comfortable to live in their dormitory.

Significant Statements Categories Themes

 15

I make myself more 1. Moving in with Surrounding yourself with

comfortable to live in my people that I know. people you are comfortable

dorm by moving in with with.

people I know.

Since jay makin bago tay 4. Since jay makin bagi

dorm key relative mi, that tay dorm ket relative mi.

helped me became

comfortable.

7. I did embrace that I’m

Living in the dorm is not alone that when I

instant, it’s a process but I did discovered my friends in

embrace that I’m alone that my new home.

when I discovered my friends

in my new home so that I

don’t feel alone.

Nagkukulong po ako sa 3.Nagkukulong po ako Using the coping

kwarto ko tsaka naglalagay sa kwarto ko tsaka naglalagay mechanisms.

ng earphones para ng earphones para

mabawasan yung ingay sa mabawasan yung ingay sa

labas. labas.

Uhm, agdes design nak lang

ate tapos daldalusak pay

tapno mas komportable nak 6. Agdesdesign nak lang

kasi haan ko kayat ti narugit. ate tapos daldalusak pay.

 16

Table 2 shows how do Senior High School Students at Ilocos Norte National High School makes their selves

more comfortable to live in their dormitory. Based from the five (5) respondents who answered this specific

question, three (3) out of five (5) from the respondents claimed that surrounding yourself with people you

are comfortable with makes living in dormitories more comfortable.

This can be related to the study of Hendrickson, Rosen, and Aune (2011), which they stated that students

who have more friends, particularly those from the same city, exhibit less homesickness and feel content in a

new setting. Social supports can be informational (giving advice and suggestions), instrumental (helping to

do things), emotional (offering enthusiasm and confidence that the person can handle trying situations), and

networking (inviting people to join a social group that affects one’s sense of acceptance, warmth, and

understanding).

While on the other hand, the other two (2) respondents claimed that using their own strategy to cope up with

the challenges of living inside the dormitory makes them comfortable like doing things that makes them

disturbed for a while making them forget the challenges of living alone such as listening to songs, cleaning

the room and designing things. This can be related to the study of (Folkman & Lazarus, 1985) that stated that

emotion-focused coping strategy may involve the use of behavioural and/or cognitive strategies such as

receiving emotional support from friends and family and positive reframing .Examples of emotion-focused

coping strategies are keeping ourselves busy to take our mind off the issue, letting off steam, praying for

guidance and strength, ignoring the problem in the hopes that it will go away, distracting ourselves (e.g.

watching TV, chatting with friends, etc.) and building ourselves up to expect the worse.
 17

Table 3: Are the students closer to facilities that provides educational resources like libraries and

computer shops.

Significant Statements Categories Themes

Yes po, since my dorm is 1. Yes po. Supply Convenient

near at Ilocos Norte National

High School.

Yes. 5. Yes.

Yes, in my situation I’m just

near at Ilocos Norte National 7. Yes.

High School and we all know

that neighbors there’s many

suppliers purposes examples

are printing, computer shops,

stores, and libraries.

No. 2. No. Inconvenient to supply or

Hmm, no po. 3. No po. needs

No po. 4. No po.

Haan ate. 6. Haan, ate.

Table 3 shows if the students are now closer to facilities that provide educational resources like libraries and

computer shops. Based from the seven (7) respondents, three (3) out of seven (7) claimed that they are
 18

nearer to facilities that provides educational resources and living in a dormitory is supply convenient but it

depends on the location of the dormitory.

While four (4) of the respondents claimed that the disadvantage of living in a dorm is it is inconvenient to

supply or needs such as materials.

Table 4: The things that the students of Senior High School at Ilocos Norte National High School are

able to do now that they can’t do when they were living with their family.

Significant Statements Categories Themes

Now that I stay in my dorm, I 1. I cook for myself, do They learned to be

cook for myself, do my my dishes, do my own independent.

dishes, do my own laundry. laundry.

By cooking my own meals

for morning, afternoon, and 2. By cooking my own

night. meals for morning,

afternoon, and night.

I cook my own meals

3.I cook my own meals.

That I can do now buy my

things alone because before 7. I can buy my own

studying there I’m not things

independent to them I’m regarding to my studies.

always giving my mother that

 19

thing to her but now I can buy

my own things to studies.

I can say na the part where I 4. I can go out without More time for leisure time.

can go out without permission.

permission.

5. I hangout with my

I hangout with my friends and friends.

do my projects anytime.

Tpaos nakakalabas ka

anytime pag gusto mo.

6. Innak makiwalwal

Sagpaminsan ate innak maki- tapos innak met ag overnight

walwal tapos innak met ag kadagiti barkadak.

overnight kadagiti barkadak,

friends kasjay.

The table shows the things that the students of Senior High School at Ilocos Norte National High School are

able to do now that they can’t do when they were living with their family. Based from the seven (7)

respondents, four (4) claimed that they learned to be independent as they started to do cook for themselves,

and doing their own laundry. Living away with the family makes us more independent since the day we

were born our family has been our first supporter in our lives and there will come a day when you will be

separated from there and you have no choice to become independent since there is no one to rely on except

you.
 20

While on the other hand, three (3) from the respondents claimed that the things that they can do while they

are living far away from their family is they get more time to hangout with friends, they can go out without

permission, and also having an overnight with friends.

Table 5: Do students living in dormitories save much more time to work on their assignments?

Significant Statements Categories Themes

Yes po, since I know how to 1.Yes po. Well use of time

manage my time. management.

Yes. 2.Yes

Opo. 3.Opo

Yes po, since I know how to 4.Yes po

manage my time.

Yes. 5.Yes

Sagpaminsan ate, it depends 6. It depends on the given

on the given assignment. assignment.

Adda dagitay narigat ken

nalaka nga it-ited da.

Yes, since I manage my time. 7.Yes, since I know how to

manage my time.

This table shows that students living in dormitories save much more time to work on their assignments.

Based from the seven (7) respondents, all seven (7) respondents claimed that they save much more time to

work on their assignments since travelling everyday just to go home consumes a lot amount of time. Time
 21

management is the majority of their answer in order to save much more time to work on their assignments.

But one (1) respondent stated that it depends on how easy or draining the assignment that the teachers give

to the students.

Table 6: The challenges experienced by Senior High School students at Ilocos Norte National High

School that are living in dormitories.

Significant Statement Categories Themes

Nakaka-overwhelm lang na 1.Nakaka-overwhelm lang na Overwhelming loneliness

hindi ko kasama si mama but hindi ko kasama si mama but

meron namang magandang meron namang magandang

dulot nito like adjusting dulot nito like adjusting

myself since malapit nakong myself since malapit na ako

mag college. mag college.

It feels peaceful but 2. It feels peaceful but

sometimes lonely. sometimes lonely.

Hmm,syempre po malungkot 3.Syempre po malungkot

pero ginagawa ko po to para

sa pag-aaral ko tsaka para

mapadali yung pagpunta ko

sa school.

Sad of course but as I’ve 4.Sad of course

mentioned earlier, I was the

 22

one who picked the school so

I gotta take the risk, I mean

pinili ko panindigan ko.

I have two emotions that I’m

feeling, because sometimes I

feel alone but you need to be

brave to stand out to your

own feet to not just defend

someone.

Sometimes I miss them kaya 5.Sometimes I miss them Homesickness

minsan umuuwi every kaya minsan umuuwi every

weekends. weekends.

At first ate ket narigat ken 6.At first ate narigat ken Student finds her self hard to

adjusting. Living away adjusting. adapt to the new

kadagiti pamilyak ken nanang environment.

ken tatang ko ket big step in

the life of a young adult. But

living away from my family

will also help me to be

independent. But I can’t get

the thought out of my mind

nga kayat ko agawiden

kadjay.

Table 6 shows three themes that were gathered from the respondents. The first theme is that they

experienced an overwhelming loneliness when they are living in a dorm. They experience loneliness that
 23

leads to feeling anxious because they are apart or away from their family. One respondent also stated that

“but meron namang magandang dulot nito like adjusting myself since malapit na ako mag college” aside

from experiencing loneliness when living in a dorm, somehow it benefits the student to adjust for college

and handle being in a dorm smoothly.

This can be related to the study of Stroebe, Van Vliet, Hewstone, and Willis (2002) that stated that when

students are introduced to a new setting, they typically go through a transition. During this time, they

frequently view their new surroundings as unusual bizarre, and unbelievable. A variety of habitual

characteristics linked to a new setting cause of anxiety and irritability. According to Bonanno (2001),

leaving home has a significant negative on a person’s physical, psychological, and emotional health is one of

the numerous unfavourable emotions connected to this impact (Stroebe et al., 2002).

The second theme is Homesickness, the student experienced homesickness and the students misses her

family that’s why she goes home every weekends just to see them. This can be related to the study of (Van

Tilburg, Vingerhoets, & Van Heck, 1999) that they have claimed that students who are homesick miss their

friends, family members and their country. Recurrent and prolong homesickness is a sign of

psychopathology and recovering form homesickness is a normal reaction experienced by students within a

few weeks after arrival (Van Tilburg et al., 1999).

The last theme which is experienced by only one of the respondent is that they struggle to adapt to the new

environment. The respondent also stated that “But I can’t get the thought out of my mind nga kayat ko

agawiden kadjay”. Spontaneously changing your environment from one environment to another is a really

hard phase in life. This can be related to the study of Tartakovsky (2007, students who move abroad to

further their education are likely to experience acculturative stress in their first year, which is frequently

attributed to their desire to return home.

Table 7: The ways how Senior High School from Ilocos Norte National High School students that are

living in dormitories avoid homesickness.

 24

Significant Statement Categories Themes

No po since grade 7 kasi nag 1.No po since grade 7 kasi Experienced dorming before.

dodorm nako, so nabayag nag dodorm nako, so nabayag

metten. metten.

No 2.No. Don’t experience

homesickness.

Yes, every time. 3.Yes, every time. Experiencing homesickness.

Yes, of course. 4.Yes, of course.

Through videocall and 5.Through videocall and

nagppray para ma-overcome nagppray para ma overcome

ko yung homesickness na ko yung homesickness na

makayanan ko yung mag isa. makayanan ko yung mag isa.

Wen ate kankanayon . Make 6.Make myself busy.

myself busy kenhannak

agtthink dagiti banbanag

kaslang kuma innak ijay

balay,kasjay.

7.Text them in messenger.

Since technology that we

have now, I aid myself to my

emotions after class hours or

text them in messenger.

 25

The first theme is the respondent experienced living in a dorm before, since educational opportunities in

rural places are limited in resources, the respondent chose to live in a dorm and study in an urban place or a

city where the educational opportunities or choices is unlimited. This can be related to the study of

Tartakovsky (2007), students who move abroad to further their education are likely to experience

acculturative stress in their first year, which is frequently attributed to their desire to return home. Their

second year is when acculturative stress tends to rise, and their third and subsequent years are when it tends

to fall. Additionally, homesickness lessens as academic activities advance.

The second respondent doesn’t experience homesickness while living in a dorm.

The third theme is that they experience homesickness while living in a dorm and they use their own coping
mechanisms to avoid getting homesick in order to advance or improve your academic performance.The
coping mechanisms gathered by the respondents are that they use advantage of the power of technology to
communicate with their families and/or loved ones when they get homesick.

This can be related to the study of (Stokols et al., 1983), low social support and feelings of separation, loss
and displeasure may be the major reasons for homesickness and depression (Lerner et al., 1985). By using an
active coping strategy such as seeking social support, emotion-focused and problem-focused coping
strategies are most likely to be beneficial to students in managing their problems but we do not know what
type of self-help coping strategies students prefer to use to do so.
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter summarizes the problem, methodology and salient findings of the study. It also presents the
conclusions drawn and the recommendations forwarded based on the findings.

SUMMARY

This research was done to identify and evaluate the life of Senior High School students of Ilocos Norte
National High School that are living in dormitories. Particularly, the study investigated how students feel
living in dormitories compared to living far away from school or travelling every day, the effects on their
academic performance, their life in their dormitories, the challenges they have encountered and how do they
cope up with it. Purposive sampling and the Phenomenological research were both used in this conducted
study, with 7 students as respondents.

Generally, this study aimed to determine the situation, perceptions, coping mechanisms, and experiences of
Senior High School students of Ilocos Norte National High School that are currently living in dormitories.

The researchers used interviewing face-to-face as the main instrument needed in gathering the data presented
in the presentation, analysis, and interpretation of data for the study. The interview questions were created
based on the researchers’ readings, previous articles, studies, and researches related to our study. Open-
ended questions and non-open-ended questions will be asked to the respondents allowing them to answer in
open text format wherein they can answer based on their knowledge, experiences, and understandings.

Thematic analysis was used to analyse more the data gathered from the respondents that answers Home
Away From Home: Lived Experiences of Senior High School Students Living in Dormitories. Through
thematic analysis, the data gathered are examined closely to identify the common themes-topics within the
gathered qualitative data, ideas and patterns of meaning that come up. This is also a useful technique because
it can look for patterns that are not bound by any constraints in the responses of participants, so that
researchers have a detailed understanding of the collected data. Furthermore, thematic analysis was
employed to examine and analyze the responses on the effects of digitized modular learning on the learning
progress and academic performance of students amidst the pandemic, their perception on digitized modular
learning, its challenges and how it widens their understanding in their given tasks.

FINDINGS

Homesickness: Most of the students experience homesickness. They claimed that homesickness somehow
affects their academic performance.

Living in dormitory gives you an abundant amount of time: Living in dormitory instead of travelling and
going home every day gives you an abundant amount of time as the students claimed that they are free from
household chores and they get to manage their time well.
 27

Different strategies the students used to make themselves more comfortable living in dormitory: The
respondents have different answers regarding the question “How do you make yourself more comfortable to
live in your dormitory?” And the majority of the answers of the respondents is surrounding yourself with
people you are comfortable with makes you comfortable in living in a dorm.

Living in a dormitory nearer to school improves your academic performance: The respondents started
to see some improvements when they started living in a dormitory that is nearer to the school, they improved
because they have more time to study and the capacity to focus more in the new environment they are living
in which is the dorm.

Time Management is the key to improvement: The respondents managed their time well while living in
their dormitory and balanced their household chores, and school works so they can improve not just in
academically but they also improved to be independent.

CONCLUSION

Subsequent to the significant findings of the study, it is therefore concluded that:

Homesickness is the major problem or challenge of living in dormitories since you are far away from your
family and miss the ambiance of home.

Living in dormitory instead of travelling and going home every day gives you an abundant amount of time to
work on your school works and they are free from household chores.

Surrounding yourself with people you know or comfortable with makes living in a dorm a more tolerable
and comfortable.

Living in a dorm improves your academic performance since it is nearer in the school and also helped the
respondents save much more time to study and work on their assignments.

Managing your time well makes you improve your academic performance and saves you much more time to
work on your assignments and other leisure activities.

RECCOMENDATIONS

1. Similar studies can be conducted involving a different grade level.

2. Future researchers may conduct a survey because the researchers wasn’t able to distribute a survey.

3. Similar studies should add more of its variability for better accuracy and precision of results.

4. Similar studies should be conducted with equal gender distribution since the researchers weren’t able

to reach their desired number of respondents each gender due to digital boundaries.
 28

5. Similar studies should be conducted with equal strand distribution since the researchers weren’t able

to reach their desired number of respondents each strand due to digital boundaries.
 REFERENCES

https://cyberleninka.ru/article/n/homesickness-locus-of-control-and-social-support-among-first-year-

boarding-school-students

Baier, M. & Welch, M. (1992). An analysis of the concept of homesickness. Archives of Psychiatric

Nursing 6, 54–60.CrossRefGoogle ScholarPubMed

https://www.sciencedirect.com/science/article/pii/S0191886902000922

Carden, A. I., and Feicht, R. (1991). Homesickness among American and Turkish college students.

Journal of...
APPENDICES
 31

APPENDIX A

LETTER TO THE ASSISSTANT PRINCIPAL

32
 33

APPENDIX B

LETTER TO THE RESPONDENTS

34
 35

Research Question Interview Guide Questions

1. What are the perceptions of - Did you improve well in academics?
students living in dormitories? If not, explain why. If yes, in what
and how ways did you improve?
- What did you do to improve?
- How do you make yourself more
comfortable to live in a dormitory?
2. What are the advantages and - Are you closer to facilities that
disadvantages of living far away provides educational resources like
from your family? libraries and computer shops?
- Are there things that you’re able to
do now that you can’t do when you
were living with your family? What
are these things?
- Are there any disturbances or
distractions you experience while
living in your dorm?
- Do you save much more time to
work on your assignments?
3. What are challenges experienced - How does it feel to live away from
by the students living in your family?
dormitories? - Have you ever experienced
homesickness?
- What are the things you do to avoid
homesickness?

4. How do students cope up with the - Have you ever struggled to balance
challenges of living in dormitories? your expenses? If yes, how did you
manage to balance it?

APPENDIX C

RESEARCH AND INTERVIEW QUESTIONS

APPENDIX D

RAW DATA

Interviewer: Good morning/Good afternoon, how do you want to be addressed?

Interviewee: Hi, you can call me Kelvin po.

 36

Interviewer: It is nice to meet you Kelvin. To formally begin, I would like to ask you
if, it if okay to audio or video record our session for better transcribing of data or
responses.

Interviewee: Okay, sure po.

Interviewer: So first of all I would like to express my gratitude for speaking with me
today. I was the one who was assigned to interview you and I would like to introduce
myself, I am Rheymon Pascual Nicolas of HUMSS 12-BERNAS . So our group is
conducting a research study titled: HOME AWAY FROM HOME: Lived Experiences
of Senior High School Students Living in Dormitories and it talks about the struggles,
challenges, and coping mechanisms of students living in dormitories, and as I've
received your agreement to our consent letter that you will be interviewed today, I
would like to thank you for showing up in front of me today. This interview will only
last for 10-20 minutes, you may answer in any language that you want as long as it is
understandable for the both of us, and the responses we gathered from you will be
kept confidential. Before we begin, is there anything you need? Any questions? Any
concerns?

Interviewee: None

Interviewer: Okay then let’s begin. Are you closer to facilities that provide
educational resources like libraries and computer shops?

Interviewee: No.

Interviewer: Are there things that you’re able to do now that you can’t do when you
were living with your family? What are these things?

Interviewee: Yes, by cooking my own meals for morning, afternoon and night.

Interviewer: Are there any disturbances or distractions you experience while living
in your dorm?

Interviewee: None.

Interviewer: Do you save much more time to work on your assignments?

Interviewee: Yes.
 37

Interviewer: How does it feel to live away from your family?

Interviewee: It feels peaceful but sometimes it feels lonely.

Interviewer: Have you ever experienced homesickness?

Interviewee: No.

Interviewer: What are the things you do to avoid homesickness?

Interviewee: By going to the park.

Interviewer: Have you ever struggled to balance your expenses? If yes, how did you
manage to balance it?

Interviewee: Yes, I manage to balance my expenses. We must manage to (wen

tapnon makitam no manu pay ti allowance mo ti mesa lawas).

Interviewer: This next question will be my last question, do you save more or spend
more compared to when you were travelling every day?

Interviewee: Yes.

Interviewer: Your response will contribute a big help to our study. And i hope i
could work with you again. Thank you very much for your time I really appreciate it.
And rest assured that the data gathered will be strictly treated with confidentiality. So
that ends our interview session, thank you very much. God bless and Have a Good
Day.

Interviewer: Good Morning how do you want to be addressed?

Interviewee: Hi po you can address me as miss Alin.

Interviewer: Nice to meet you miss Alin, I would like to ask permission if is it okay
to audio or video record our session for better transcribing of data or responses?

Interviewee: Okay po, sure.

Interviewer: So first of all I would like to express my gratitude for speaking with me
today. I was the one who was assigned to interview you and I would like to introduce
 38

myself, I am Eyar Ventura Rodriguez of HUMSS 12-BERNAS . So our group is

conducting a research study titled: HOME AWAY FROM HOME: Lived Experiences
of Senior High School Students Living in Dormitories and it talks about the struggles,
challenges, and coping mechanisms of students living in dormitories, and as I've
received your agreement to our consent letter that you will be interviewed today, I
would like to thank you for showing up in front of me today. This interview will only
last for 5-10 minutes, you may answer in any language that you want as long as it is
understandable for the both of us, and the responses we gathered from you will be
kept confidential. Before we begin, is there anything you need? Any questions? Any
concerns?

Interviewee: Wala naman po.

Interviewer: Oh okay may we now start? So may I now ask the first question
regarding to my research study. So as the first quarter just ended with you living in
your dorm, are there any improvements that you felt or saw regarding to your grades
or academics?

Interviewee: Now that I’m living in my dormitory mas may time na po akong mag-
study since mas may marami na akong time ngayong hindi na ako nag ttravel nang
malayo.

Interviewer: In what way and how did you improve?

Interviewee: I can say that mas nakakapag-focus na ako sa studies ko and I have
more motivations na.

Interviewer: How do you make yourself more comfortable to live in a dormitory?

Interviewee: I make myself more comfy to live in my dorm by moving in with

people that I know.

Interviewer: So you’re like in the same town with your dorm-mates or roommates?

Interviewee: Yes, we all live in Burgos.

Interviewer: So it was planned, right?

Interviewee: Yes.

Interviewer: And uhm are you closer to facilities that provides educational resources
like libraries and computer shops?

Interviewee: Yes po, since my dorm is near at Ilocos Norte National High School.

Interviewer: Oh, where is your dorm located?

Interviewee: Barangay 2.

Interviewer: So it’s a walking distance?

 39

Interviewee: Yes.

Interviewer: Are there things that you’re able to do now that you can’t do when you
were living with your family?

Interviewee: Now that I stay in my dorm, I cook for myself, do my dishes, do my

own laundry, and.

since ako yung ate ako rin ang nag lilinis sa aming bathroom.

Interviewer: Since the day you started to live in your dorm, are there any
disturbances or distractions that you experienced?

Interviewee: So far so good, wala naman po.

Interviewer: So the dorm is located in a quiet place?

Interviewee: Do you save much more time to work on your assignments compared to
when you were traveling everyday?

Interviewee: Yes po, since I know how to manage my time.

Interviewer: How does it feel to live away from your family?

Interviewee: Nakaka-overwhelm lang na hindi ko kasama si Mama but meron

naming magandang dulot nito like adjusting myself since malapit na ako mag college.

Interviewer: Have you ever experienced homesickness?

Interviewee: No po since grade 7 kasi nagdodorm na ako, so nabayag metten.

Interviewer: Since grade 7? If I’m not mistaken?

Interviewee: Have you ever struggled to balance your allowance or expenses?

Interviewee: Yes I struggle since I’m a so called gastador pero sometimes I budget
my money to avoid spending money on things that isn’t important.

Interviewer: So you avoid being an impulsive buyer?

Interviewee: Yes.

Interviewer: So this next question will be my last question.

Do you save more or spend more compared to when you were traveling everyday?

Interviewee: I spend more now that I live in my dorm.

Interviewer: Why do you spend more?

 40

Interviewee: Kasi it’s a city, adu ti paggastoan ado ti makitkitak nga tila-adda nga
magatgatang, but sometimes I buy important things that I need inside my dorm like
storage boxes ganun.

Interview: Like things that interests you?

Interviewee: Yes.

Interviewer: Thank you very much miss

Interviewee: Thank you din po.

Interviewer: Your response will contribute a big help to our study. And i hope i
could work with you again. Thank you very much for your time I really appreciate it.
And rest assured that the data gathered will be strictly treated with confidentiality. So
that ends our interview session, thank you very much. God bless and Have a Good
Day.

Interviewer: Good Morning how do you want to be addressed?

Interviewee: Hi po you can address me as miss shella.

Interviewer: Nice to meet you miss Shella. I would like to ask permission if is it
okay to audio or video record our session for better transcribing of data or responses?

Interviewee: Sige po.

Interviewer: So first of all I would like to express my gratitude for speaking with me
today. I was the one who was assigned to interview you and I would like to introduce
myself, I am Kyla Mamuad of HUMSS 12-BERNAS . So our group is conducting a
research study titled: HOME AWAY FROM HOME: Lived Experiences of Senior
High School Students Living in Dormitories and it talks about the struggles,
challenges, and coping mechanisms of students living in dormitories, and as I’ve
received your agreement to our consent letter that you will be interviewed today, I
would like to thank you for showing up in front of me today. This interview will only
last for 5-10 minutes, you may answer in any language that you want as long as it is
understandable for the both of us, and the responses we gathered from you will be
kept confidential. Before we begin, is there anything you need? Any questions? Any
concerns?

Interviewee: Wala po.

Interviewer: Oh okay may we now start? So may I now ask the first question
regarding to my research study. So as the first quarter just ended with you living in
 41

your dorm, are there any improvements that you felt or saw regarding to your grades
or academics? In what way and how did you improve?

Interviewee: ang naimprove ko as living in a dormitory, yung sarili ko kaya kong

mamuhay mag isa, nagagawa ko yung gusto ko. Tapos hindi nagiging sagabal yunh
family ko dun sa academics ko, kase pag nasa bahay tayo pag nakikita tayo ng parents
naten may house hold chores inuutusan tayo. Pag nandun ka sa dorm walang sagabal
kumbaga nagagawa mo yung acads mo naiimprove mo yung sarili mo, tumataas yung
grades mo.

Interviewer: How you make yourself more comfortable to lived in a dormitory?

Interviewee: comfortable kang mamuhay mag isa kasi nagagawa mo yung gusto mo.

Interviewer: Are you closer to facilities that provides educational resources like
libraries or com shop?

Interviewee: yes

Interviewer: Are there things that you’re able to do now that you can’t do when you
were living with your family what are this things?

Interviewee: I hangout with my friends and do my projects anytime. Tapos

nakakalabas ka anytime pag gusto mo.

Interviewer: Are there any disturbance or distraction you experience when living in
your dorm?

Interviewee: mga kadorm mates ko or sa labas ng dorm kase may mga aso at may
mga nagpapapasok ng ibang mga tao tapos doin sila nagpaparty

Interviewer: Do you save much more to work on your assignments?

Interviewee: Yes

Interviewer: How does it feel to live away from your family?

Interviewee: lonely, kase walang nag aasikaso say,o, ikaw gumagawa lahat kumbaga
ikaw lahat nagluluto at naglalaba.

Interviewer: Have you ever experience homesickness?

Interviewee: Yes, kaya minsan umuuwi every weekends.

Interviewer: What are the things you to avoid homesickness?

Interviewee: through videocall and nagprapray para maovercome ko yung

homesickness na makayanan ko yung mag isa.
 42

Interviewer: Have you ever struggled to balance your expenses? If yes, how did you
manage to balance it?

Interviewee: tipid na tipid ka sa baon mo kung may break time hindi ka sasama sa
mga friends mong magmmmirienda kase yon na yung pang lunch mo ma pera.

Interviewer: So this next question will be my last question.

Interviewee: Ok po

Interviewer: Do you save more or spend when you were traveling everyday?

Interviewee: About sa travel nag less naman kase nagdodorm naman na ako,
napamahal lang ako sa expenses is yung sa dorm.

Interviewer: Thank you very much miss Shella, Your response will contribute a big
help to our study. And i hope i could work with you again. Thank you very much for
your time I really appreciate it. And rest assured that the data gathered will be strictly
treated with confidentiality. So that ends our interview session, thank you very much.
God bless and Have a Good Day.

Interviewee: Thank you din po.

Interviewer: Good morning, how do you want to be addressed?

Interviewee: Ading lattan, ate.
interviewer: Nice to meet you ading, I would like to ask permission if is it okay to
audio or video record our session for better transcribing of data or responses?
Interviewee: Sige, ate.
Interviewer: First of all ading, I would like to express my gratitude for speaking with
me today. Siak ti nai-assign nga mang-interview kanyam ita ken kayat ko man lang ti
agpaam-ammo kanyam. Siak gayam ni Janela Quitoras ti 12-HUMSS BERNAS. So,
our group is conducting a research study titled: HOME AWAY FROM HOME: Lived
Experiences of Senior High School Students Living in Dormitories ken it talks about
the struggles, challenges, ken coping mechanisms of student living in a dormitories,
ading. As I’ve received your agreement to our consent letter, that you will be
interviewed today, kayat ko man lang nga agthank you kanyam kasi nagpakita ka ita
nga aldaw.
This interview will only last for 10-20 minutes, you may answer in any language that
you want as long as it is understandable for the both of us, and the responses we
gathered from you will be kept confidential.
 43

So before we begin ading, is there anything you need?

Interviewee: Awan, ate.
Interviewer: Any questions?
Interviewee: Awan, ate.
Interviewer: Okay, may we start?
Interviewee: Okay, ate.
Interviewer: So, may I now ask the first question regarding to my research study.
Interviewer: Taga-ano ka, ading?
Interviewee: Taga Brgy. Bunbunot, San Francisco, Dingras, Ilocos Norte. Ngem
agkaskasera nak ditoy Brgy. 6, San Agustin, Laoag City.
Interviewer: So as the first quarter just ended with you living in your dorm, are there
any improvement that you felt or saw regarding to your grades or academics?
Interviewee: Awan met ate, kasi isu met latta nga isu.
Interviewer: How do you make yourself more comfortable to live in a dormitory,
ading?
Interviewee: Uhm, agdesdesign nak lang ate tapos daldalusak pay tapno mas
komportable nak kasi haan ko kayat ti narugit.
Interviewer: Are you closer to facilities that provides educational resources? Kaslang
kuma libraries ken computer shops.
Interviewee: Haan, ate.
Interviewer: Are there things that you are able to do now that you can’t do living
with your family, ading?
Interviewee: Sagpaminsan ate innak maki-walwal tapos innak met ag-overnight
kadagiti barkadak, friends kasjay.
Interviewer: Are there any disturbances or distractions you experience while living
in your dorm?
Interviewee: Uhm, awan pay ate, awan.
Interviewer: Do you save much more time to work on your assignments?
Interviewee: Sagpaminsan ate it depends on the given assignment. Adda dagitay
narigat ken nalaka nga it-ited da.
Interviewer: How does it feel to live away from your family?
Interviewee: At first ate narigat ken adjusting. Living away kadagiti pamilyak ken
nanang ken tatang ko ket big step in the life of a young adult. But living away from
my family will also help me to be independent.
 44

Interviewer: Have you ever experienced homesickness?

Interviewee: Wen ate kankanayon.
Interviewer: What are the things you do to avoid homesickness?
Interviewee: Make myself busy ken haan nak agtithink dagiti banbanag kaslang
kuma innak ijay balay, kasjay.
Interviewer: Have you ever struggled to balance your expense? If yes, how did you
manage to balance it?
Interviewer: Yes ate, I’m always struggled in balancing my allowance ngem ibud-
budget ko suna, detoy kwartak ti araw-araw. Ngem in reality, jak ammo agi-budget.
Interviewed: The next question will be my last question, ading. Do you save more or
spend more compared to when you were traveling everyday?
Interviewee: Para kanyak ate, agpada da met lang. Agpada da nga nagasto, ti lang
paggaddiatan na ket nu agawid-awid ka everyday, jay bannog mo ken nu agdodorm
ka, makainana ka nga dagos. Isu lang ate.
Interviewer: Your response will contribute a big help to our study, ading. And I hope
I could work with you again. Thank you very much for your time I really appreciate
it. And rest assured that the data gathered will be strictly treated with confidentiality.
So that ends our interview session, thank you very much again ading. God bless and
have a good day.
Interviewee: You’re welcome ate.
 45

CURRICULUM VITAE
Personal Data
Name: Eyar V. Rodriguez
Gender: Male
Age: 18
Address: Brgy. 2 Anao Piddig Ilocos Norte
Birthplace: Batac City
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Edwin V. Rodriguez
Occupation: MPDC
Mother’s Name: Rizza V. Rodriguez
Occupation: Teacher
Email Address: [email protected]

Educational Attainment
Senior High School: Ilocos Norte National High School,
Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023
Junior High School: Ilocos Norte National High School
Special Program in the Arts
Brgy. 3, Gov. Roque Ablan Avenue Laoag City
2020-2021
Elementary School: Kids Kollege Incorporated
 46

CURRICULUM VITAE
Personal Data
Name: Shekinah Khate G. Guzman
Gender: Female
Age: 17
Address: Barangay 20 MJ Guerrero Street
Birthplace: Batac City
Citizenship; Filipino
Religion: Born Again Christian
Father’s Name: Mariano Guzman (+)
Occupation: NA
Mother’s Name: Lewalie Guzman
Occupation: Branch Manager- Reliever
Email Address: [email protected]

Educational Attainment
Senior High School: Ilocos Norte National High School,
Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023
Junior High School: Ilocos Norte National High School
Basic Education
Brgy. 3, Gov. Roque Ablan Avenue Laoag City
2020-2021
Elementary School: AMAROSA Elementary School
 47

Personal Data

Name: Rheymon P. Nicolas

Sex: Male
Address: Brgy. 1, San Lorenzo Laoag City
Birthplace: Piddig, Ilocos Norte
Citizenship: Filipino
Religion: Catholic
Father’s Name: Rene Nicolas
Occupation: Farmer
Mother’s Name: Katrina Nicolas
Occupation: Housewife
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021
 48

Elementary School: Sta. Maria Elementary School

Personal Data

Name: Alexandra B. Pascual

Sex: Female
Address: Brgy. 22, Marina Dizon St. Laoag City
Birthplace: Laoag City
Citizenship: Filipino
Religion: Catholic
Father’s Name: Medaro Rodolfo Pascual
Occupation: Tricycle Driver
Mother’s Name: Beth Anne B. Pascual
Occupation: Housewife
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021
 49

Elementary School: Roque B. Ablan Elementary School

Personal Data

Name: Kyla Mamuad

Sex: Female
Address: Brgy. 23, Sta. Cecilia San Nicolas
Birthplace: San Nicolas, Ilocos Norte
Citizenship: Filipino
Religion: Catholic
Father’s Name: Rodel Mamuad
Occupation: Driver
Mother’s Name: Helen Grace Mamuad
Occupation: Overseas Filipino Worker (OFW)
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021

Elementary School: Barabar Elementary School

 50

Personal Data

Name: Janela Nea Quitoras

Sex: Female
Address: Brgy. 50 Buttong Laoag City
Birthplace: Laoag City
Citizenship: Filipino
Religion: Catholic
Father’s Name: Felino Quitoras
Occupation: Vendor
Mother’s Name: Juliet Quitoras
Occupation: Housewife
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: : Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021

Elementary School: Buttong Elementary School

Personal Data
 51

Name: Steven John Pascua

Sex: Male
Address: Brgy. 9 Balintawak, Laoag City
Birthplace: Laoag City
Citizenship: Filipino
Religion: Catholic
Father’s Name: N/A
Occupation: N/A
Mother’s Name: Eufemia Pascua
Occupation: House Keeper
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021
 52

Elementary School: Shamrock Elementary School

Personal Data

Name: Heart Bajet

Sex: Female
Address: Brgy. 1 San Lorenzo, Laoag City
Birthplace: Laoag City
Citizenship: Filipino
Religion: Catholic
Father’s Name: Jumar Bajet
Occupation: N/A
Mother’s Name: Marry Jean Lipata
Occupation: N/A
Email: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2022-2023

Junior High School: Ilocos Norte National High School

Brgy. 3, Gov. Roque B. Ablan Avenue Laoag City
2020-2021
 53

Elementary School: Gabu Elementary School

Brgy. 35 A, Gabu Norte, Laoag City

Personal Data

Name: John Lloyd B. Coloma.

Sex: Male
Address: Brgy 3 #47 P. Hernando Street Laoag City
Birthplace: Batac City
Citizenship: Filipino
Religion: Catholic
Father's Name: Felipe C. Coloma.
Occupation: Tricycle Driver
Mother's Name: Leilani B. Coloma.
Occupation: House Keeper
Email Address: [email protected]

Educational Attainment

Senior High School: Ilocos Norte National High School

Humanities and Social Sciences
Bgry 3 ,Gov.Roque B. Ablan Avenue, Laoag City
2022-2023
 54

Junior High School: Ilocos Norte National High School

Brgy 3 Gov.Roque B. Ablan Avenue, Laoag City
2017-2021

Elementary School: Shamrock Elementary School

Brgy. 7-B, P. Gomez Street Laoag City
2010-2017