ABSTRACT
This study assessed the standard of educational facilities and equipment in public secondary schools, focusing on their adequacy and utilization as a basis for developing a monitoring and evaluation (M&E) tool to improve the delivery of quality education during the School Year 2025–2026. It examined the level of adequacy based on minimum standards, identified significant differences in adequacy and utilization, and evaluated the acceptability of the developed tool. Using a descriptive research design, data were collected through a survey questionnaire from 9 school principals, 9 facility coordinators, 120 teachers, and 10 jurors. Statistical tools such as frequency count, percentage, weighted mean, and t-test were used for data analysis.
The study found that school facilities were very adequate (WM=3.30) and equipment was adequate (WM=3.23), indicating both met minimum standards, with facilities slightly higher; accessibility and usability of facilities were rated highest, while ventilation, lighting, and sanitation were lowest, and for equipment, quantity met standards but specialized subject equipment was limited, consistent with findings that environmental conditions still need improvement for a conducive learning environment (Kohl et al., 2024). There was no significant difference in the adequacy of facilities and equipment (F=2.134161 < Fcrit=5.317655), suggesting consistent implementation of resource standards in line with DepEd Order No. 036, s. 2022. In terms of utilization, both facilities (WM=3.83) and equipment (WM=3.42) were optimized, with libraries most utilized and specialized laboratories least used, while equipment scheduling systems were effective but ICT tools were underutilized, supporting the view that resource effectiveness depends on both availability and use (Chibuike, 2025). However, a significant difference was found in utilization (F=55.31471 > Fcrit=5.317655), showing facilities were used more than equipment due to differences in accessibility and integration, consistent with literature on uneven ICT utilization (Yangambi, 2023). In response, a Monitoring and Evaluation Tool was developed with structured checklists and a summary component to assess school resources systematically and support evidence-based management, aligned with DepEd policies, and it was rated highly acceptable (WM=3.79), indicating it is clear, relevant, and suitable for implementation to improve continuous monitoring and resource management in schools.
The study concluded that facilities were very adequate while equipment was adequate, with no significant difference in their adequacy, and that resource utilization was generally optimized despite a significant variation between the two. A highly acceptable three-part Monitoring and Evaluation Tool was developed to address these issues. The study further recommended strategic planning and budgeting, equitable resource allocation, continuous teacher training, and regular monitoring to improve the adequacy and utilization of school resources, alongside the refinement and adoption of the monitoring tool for sustained quality improvement.
INTRODUCTION
The quality and adequacy of school facilities and equipment are critical in creating an effective and conducive learning environment in public secondary schools. School facilities include libraries, laboratories, play-grounds, gymnasiums, audio-visual rooms, classrooms, and safety equipment such as closed-circuit television (CCTV) systems and perimeter fencing. Innovations such as solar panels and rainwater collection systems further enhance the sustainability and functionality of school infrastructure (Yangambi, 2023).
In the Philippines, the management of public school facilities is guided by a comprehensive legal framework. DepEd Order No. 036, s. 2022, (Protocols and Guidelines on the Submission, Receipt, and Processing of Requests Related to the School Building Program), mandates the development of a Comprehensive School Facilities Development Plan and regular monitoring. DepEd Order No. 032, s. 2025, (Guide-lines on the Selection of Recipients and Minimum Requirements for the Construction of Inclusive Learning Resource Centers), sets standards for inclusive learning facilities. DepEd Order No. 064, s. 2017, (Establishing the Minimum Performance Standards and Specifications for DepEd School Buildings), together with DepEd Order No. 006, s. 2021, (Re-Establishment of Minimum Performance Standards and Specifications for DepEd School Buildings Using Alternative Construction Materials), ensures safety, comfort, and structural integrity. Additionally, DepEd Order No. 012, s. 2023, (Guidelines on the Implementation of the Basic Education Facilities Fund (BEFF)), and DepEd Order No. 001, s. 2023, (Revised Guidelines on the Infra-structure for Safer and Resilient Schools (ISRS) Project), highlight the importance of improving physical and technological learning environments to support student safety, sanitation, and achievement.
The Basic Education Facilities Fund (BEFF) addresses infrastructure gaps by supporting the construction of new classrooms, rehabilitation of existing structures, and provision of essential facilities such as sanitation systems, furniture, and water supply. While these interventions provide the physical resources necessary for learning, the extent to which they are adequate and properly utilized ultimately determines their effectiveness in supporting teaching and learning. Therefore, this study sought to assess not only whether schools meet minimum standards but also how these resources were deployed to enhance the quality of education. Understanding both the adequacy and utilization of facilities and equipment was essential for ensuring that public secondary schools provide safe, functional, and effective learning environments that foster students’ holistic development and academic success.
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