East Asian Journal of Multidisciplinary Research (EAJMR)

Vol. 1, No. 10, 2022 : 2237-2252

Implementation of WASH in Schools (WinS) Program in the New

Normal

Kalid T. Udto
Miramar Elementary School, Illana Bay Integrated Computer College
Corresponding Author: Kalid T. Udto [email protected]
ARTICLEINFO ABSTRACT
Keywords: Wash, WinS This study aimed to evaluate the status of the
Program, Covid-19, New implementation of the WASH in Schools (WinS)
Normal
Program in Parang North District of
Received : 27 September Maguindanao II Division. The study used a
Revised: 28 October descriptive method of research design to describe
Accepted: 29 November
the status of the implementation of the program.
©2022 Udto: This is an open-access Fifty-six members of the Technical Working
article distributed under the terms of the Groups (TWG) in the seven schools were used as
Creative Commons Atribusi 4.0 respondents while survey questionnaires and
Internasional.
interview were used as research instruments. The
study found that proper execution of school-based
management approach had a great impact in the
implementation of the WASH in Schools (WINS)
program. The continuous capacity building and
technical assistance of program implementers
contributed to an organized, efficient and effective
mechanism of program implementation.
Furthermore, the parents and community played
a vital role in the successful implementation of the
program, hence the schools should strengthen
their partnership with these stakeholders in order
to collaboratively develop and improve the
program which is beneficial in ensuring that
learners are safe and healthy especially in the new
normal.

DOI: https://10.55927/eajmr.v1i10.1664 2237

( ISSN-E: 2828-1519
https://journal.formosapublisher.org/index.php/eajmr/index
Udto

INTRODUCTION
Hygiene and sanitation are essential to good health. Adequate water
supply, toilets, and handwashing facilities are necessary to achieve good hygiene
and sanitation, while the lack of access to these facilities may cause problems to
people’s health. Problems in water, hygiene and sanitation have actually caused
many children in developing countries to fall ill from infections and diarrheal
diseases (DepEd Order 16, 2012). In the Philippines, recent data revealed that
around 43.7 percent of pre-school and 44.7 percent of school age children have
soil-transmitted helminth infections, which is associated with poverty, lack of
access to safe and clean water, and poor sanitation and hygiene. These problems
are also the key contributors why many Filipino school children are suffering
from infectious diseases such as diarrhea, respiratory diseases, skin diseases, and
dental caries which result to higher incidence of absenteeism that consequently
impede their learning and ability to stay in school (DepEd WinS, n.d.). The
advocacy of promotion of correct hygiene and sanitation practices among school
children has been the government's goal and priority through the Department of
Education (DepEd) to keep the learners safe and healthy especially in this time
of COVID-19 pandemic.
In 2016, the Department of Education issued the DepEd Order No. 10
titled "Policy and Guidelines on the Comprehensive WASH in Schools (WinS)
Program". It is a holistic program for personal health care and environmental
sanitation that contains set of standards for proper and correct health practices
that should be implemented in every school. The goals and objectives of the
policy intend to generate positive outcomes on the following key areas: water,
hygiene, sanitation, health education, and deworming (DepEd Order 16, 2012)
while the implementation of the program is managed by the schools through the
execution of School-based Management (SBM) approach. In the Bangsamoro
Autonomous Region in Muslim Mindanao (BARMM), the Ministry of Basic,
Higher and Technical Education (MBHTE) has ordered all schools to adapt and
implement the policy in order to promote healthy and safe learning environment
and to prevent the spread of COVID-19 around schools (Iqbal, 2020). To facilitate
systematic and organize WinS program implementation, the ministry has been
conducting an advocacy and capacity building to the technical staff, program
administrators and implementers, parents and other stakeholders. Given the
above cited situations, the researcher decided to conduct an evaluation on the
status of the implementation of WinS Program in one of the districts in
Maguindanao II Division, Ministry of Basic, Higher and Technical Education-
BARMM particularly in Parang North District to provide concrete data regarding
the implementation of the program and hoped to propose intervention measures
to facilitate the improvement and successful implementation of the program for
the succeeding years.

THEORETICAL REVIEW
This study is anchored on the System theory of Ludwing Von Bertalanffy
(1973). This theory believes that an organization is a system consists of set of
distinct parts that interact to form a complex whole to accomplish an end goal or
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Vol. 1, No. 10, 2022 : 2237-2252
objective. A system can either be closed or open. A close system does not interact
with its environment whereas an open system interacts and can be affected by its
environment. Most system theorists treat an organization as an open system. An
open system is composed of three essential elements – input, process, and
output/product. The inputs are the components put into a system (process) to
yield output. Feedback is an important feature of an open system which can either
be positive or negative. Positive feedback provides information about the output
that worked well while negative feedback provides information about the problem
that needs to be corrected in the system (Grimsley, 2017).
Similarly, a school program such as the WinS Program is an open system
that is consist of interacting components or inputs such as the resources,
motivation, skills and practices of program implementers, and support of
stakeholders. These inputs are managed and implemented (process) to produce
outputs. Feedback also plays an important role to ensure the effectiveness and
efficiency of the program. It serves as guidance of the program implementers on
how they could better improve the program and manage the problems they may
encounter. Feedback of this study may also provide guidance, support, and
effective reinforcement in the successful implementation of the WinS Program. In
this study, it is conceptualized that the implementation of WinS Program is
manage by the schools through the execution of the four components of School-
based management approach. As shown in the schematic diagram, these
components include leadership and governance, curriculum and instruction,
accountability and continuous improvement, and management of resources. These
are the inputs of the program by which schools are expected to implement and
manage in order to attain the outcome or product of the program specifically in
the area of water, hygiene, sanitation, health education, and deworming.

Input Process Product

 Leadership and WinS Program

Governance
School-based a. Water
 Curriculum and
management b. Hygiene
Instruction
c. Sanitation
 Accountability
d. Health
and Continuous
Education
Improvement
e. Deworming
 Management of
Resources

Figure 1. Schematic Diagram Showing the Relationship of Input, Process, and

Product

METHODOLOGY
This study used a Descriptive-Method of research design. According to
Ary (1990) this research design is used to obtain the nature of the situation as it
exists at the time of the study, which was suitable to the current study since it
aimed to describe the existing status of the implementation of WinS Program in

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Parang North District of Maguindanao II Division. The respondents of this study

were the members of the Technical Working Groups (TWG) in the seven schools
of the said district. These people are tasked to ensure the effective
implementation of the program at the school level, including advocating for
community participation and support (DepEd Order 10, 2016). Further, the
researcher used survey questionnaires as research instrument. The questionnaire
was composed of two parts. The first part was pertaining to the school-based
management in terms of leadership and governance, curriculum and instruction,
accountability and continuous improvement, and management of resources. The
second part was referring to attainment of its WinS program in terms of water,
hygiene, sanitation, health education, and deworming. Interview was also used
as secondary instrument to justify the veracity of the data from the questionnaire.
Furthermore, the researcher asked permission through a letter from the Schools
Division Superintendent of Maguindanao II Division to conduct this study. Also,
permission from the district supervisor and school heads of the seven elementary
schools was taken prior to the distribution of questionnaires to the target
respondents. After the letter was approved, the researcher distributed personally
the questionnaires to the respondents and retrieved it personally and
immediately checked all its indicators. The data were tallied, tabulated, and
statistically treated. Likewise, the researcher conducted interview to some
respondents for further information.

DISCUSSION

Table 1. School Based Management of WinS Program in Terms of Leadership

and Governance

Leadership and Governance Mean Verbal

Interpretation
1. Supervises WinS implementation and evaluation 4.59 Highly Practiced
2. Organizes WinS Technical Working Group (TWG) 4.45 Practiced
3. Provides trainings and workshops for WinS implementers 4.48 Highly Practiced
4. Collaborates with LGU to support the program 4.27 Practiced
5. Involves PTA officers and other stakeholders 4.48 Highly Practiced
6. Includes WinS program in the School Improvement Plan 4.55 Highly Practiced
(SIP)
7. Conducts regular meetings with WinS implementers 4.41 Practiced
8. Formulates policies and regulations for WinS 4.39 Practiced
implementation
9. Involves student body organizations in the decision- 3.14 Moderately
making Practiced
10. Finds effective strategies for WinS implementation 4.45 Practiced
Weighted Mean 4.32 Practiced

Table 1 shows the results of school-based management of WinS Program in

terms of leadership and governance. The weighted mean value is 4.32 with a verbal
interpretation of practiced. Result implies that leadership and governance were
effectively practiced during the implementation of the program. Mcloughlin et al.

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(2021) explained that these are important to enable effective coordination among
program implementers in addressing challenges and improving the program. As
presented, the highest mean value is 4.59 (item no. 1) which implies that the
program implementation and evaluation were effectively supervised. On the other
hand, the lowest mean value is 3.14 (item no. 9) which implies that student body
organizations were sometimes involved in the decision-making process.
According to some respondents, due to the suspension of face-to-face classes
caused by pandemic, it limited the participation of students in the implementation
of the program. The table revealed that the program was highly integrated in the
School Improvement Plan (SIP) as reflected by its mean value of 4.55. Further,
trainings and workshops for WinS implementers were also highly provided as
shown by its mean value of 4.48. Likewise, PTA officers and other stakeholders
were highly involved during the implementation of the program. This only
indicates that the school and its stakeholders are working together to implement
the program effectively.

Table 2. School Based Management of WinS Program in Terms of Curriculum

and Instruction

Curriculum and Instruction Mean Verbal

Interpretation
1. Includes WinS in the In-service Training (INSET) 4.43 Practiced
2. Provides WinS guidebooks and pamphlets 4.32 Practiced
3. Includes WinS in the co/extra-curricular program 4.30 Practiced
4. Ensures integration of WinS concepts in the lessons and 4.43 Practiced
activities
5. Includes handwashing, toothbrushing and other WinS 4.54 Highly Practiced
activities in the daily class program
6. Conducts action research on WinS Program 4.32 Practiced
7. Includes WinS Program in the student handbook 3.32 Moderately
Practiced
8. Provides posters and other reminders on the importance of 4.45 Practiced
hygiene and sanitation
9. Post signages for proper waste segregation 4.39 Practiced
10. Strengthens WinS’s advocacy through community- 4.00 Practiced
extension program
Weighted Mean 4.29 Practiced

Table 2 shows the results of school-based management of WinS Program in

terms of curriculum and instruction. Based on the data, the weighted mean value
is 4.29 which signifies that the concepts of the program were integrated in the
curriculum and instruction of the schools. The highest mean value is 4.54 (item no.
5) which implies that the handwashing, toothbrushing, and other WinS activities
were highly included in the daily class program of teachers. The lowest mean value
is 3.32 (item no. 7) which means that the inclusion of the program in the students’
handbooks was sometimes practiced. This is due to the fact that most schools
nowadays do not have enough resources to provide handbooks for the students.
One respondent explained, “Instead of using the school’s resources to print
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handbooks, we rather use it in the reproduction of our Learning Activity Sheets

(LAS) since our resources are very limited”. The data also revealed that posters
and other reminders on the importance of hygiene and sanitation were provided
as indicated by its mean value of 4.45. Similarly, provision of WinS guidebooks
and pamphlets were ensured as reflected by its mean value of 4.32. Further, the
program was included in the In-service Training (INSET) of the teachers as well as
its concepts were integrated in their lessons and classroom activities as shown by
their same mean values of 4.43. To highlight importance of cleanliness in the
school, signages were posted to ensure that school wastes are properly segregated
as indicated by its mean value of 4.39.

Table 3. School Based Management of WinS Program in Terms of

Accountability and Continuous Improvement

Accountability and Continuous Improvement Mean Verbal

Interpretation
1. Orients school personnel regarding their roles and 4.59 Highly Practiced
responsibilities in the program
2. Conducts WinS Monitoring and Evaluation Adjustment 4.30 Practiced
(MEA)
3. Assesses program’s outcomes 4.45 Practiced
4. Provides constructive feedbacks and updates on the WinS 4.57 Highly Practiced
implementation
5. Provides rewards and recognition for performing WinS 4.34 Practiced
personnel
6. Creates performance accountability system 4.27 Practiced
7. Secures WinS facilities and equipment all the time 4.23 Practiced
8. Ensures that programs of WinS are well-managed and 4.54 Highly Practiced
implemented
9. Provides technical assistance to the WinS implementers 4.45 Practiced
10. Ensures that problems encounter in the implementation are 4.16 Practiced
addressed
Weighted Mean 4.32 Practiced

Table 3 shows the results of school-based management of WinS Program in

terms of accountability and continuous improvement. As presented, it has a
weighted mean value 4.32 with a verbal interpretation of practiced. It implies that
accountability and continuous improvement were effectively executed by the
program implementers. Scharp and Kjellén (2015) explained that good
accountability means that policy-makers and WASH service providers accept
responsibility for their actions. They have to engage and participate with each
other in an inclusive, transparent and accountable manner. Based on the data, the
highest mean value is 4.59 (item no. 1) which implies that school personnel were
highly oriented regarding their roles and responsibilities in the program.
As prescribed by the DepEd, the school should craft specific roles and
responsibilities of each personnel in order to make sure that all requirements and
standards of the program are met (DepEd Order no. 10, 2016). The lowest mean
value is 4.16 (item no. 10) which indicates that the problems encountered in the

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implementation of the program were addressed. This is because the programs of
WinS were well-managed and implemented as shown on item no. 8. Further, item
no. 9 shows that there was continuous technical assistance provided to the
implementers which helped in the implementation to be more effective and
efficient. Furthermore, there was a provision of constructive feedbacks and
updates as the implementers continually conducting assessment on the program’s
outcomes as shown on items no. 3 and 4. To motivate the program implementers,
rewards and recognition were provided to performing WinS personnel through
the creation of performance accountability system as clearly showed on items no.
5 and 6 respectively.

Table 4. School Based Management of WinS Program in Terms of Management

of Resources

Management of Resources Mean Verbal

Interpretation
1. Allocates funds for WinS in the school’s Maintenance and 4.45 Practiced
Other Operation Expenses (MOOE)
2. Provides inventory of resources 4.29 Practiced
3. Taps external stakeholders for voluntary financial supports 4.11 Practiced
4. Creates resource management system 4.25 Practiced
5. Presents all expenses for transparency 4.39 Practiced
6. Give updates on school’s financial status 4.20 Practiced
7. Ensures reserved funds for WinS facilities’ maintenance and 4.29 Practiced
improvement
Weighted Mean 4.31 Practiced

Table 4 shows the results of school-based management of WinS Program in

terms of management of resources. Based on the table, the weighted mean value is
4.31 with a verbal interpretation of practiced. This indicates that the resources were
managed effectively during the implementation of the program. According to the
World Health Organization (2012), adequate funding and effective financing are
essential to deliver and sustain WASH services. The highest mean value is 4.45
(item no. 1) which means that the schools Maintenance and Other Operation
Expenses (MOOE) was highly utilized in the implementation of the program. This
finding is also aligned with the DepEd Order no. 10 (2016) which states that
“Funding for effective and sustainable implementation of the WinS program shall
be sourced from the school’s MOOE”. The lowest mean value is 4.11 (item no. 3)
which signifies that external stakeholders were tapped for voluntary financial
supports. This is one way to ensure the continuous provision of resources needed
in the program. While this may be advantageous, some respondents said that they
tried to ask for donation from barangay local officials and Rural Health Units but
only few of them responded positively to their request. To ensure the proper
utilization of resources, resource management system was created and the
transparency was observed as indicated on items no. 4 and 5. This also helped in
ensuring reserved funds for WinS facilities’ maintenance and improvement as
shown on item no. 7.

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Table 5. Extent of Implementation of WinS Program in Terms of Water

Water Mean Verbal
Interpretation
1. Installs functionable water supply facilities 4.55 Highly
Implemented
2. Ensures regular supply of safe drinking water 4.36 Implemented
3. Ensures regular supply of clean water for handwashing, 4.27 Implemented
menstrual hygiene management, toilet flushing, and other
cleaning purposes.
4. Installs rainwater catchment systems to ensure water 4.12 Implemented
supply for proper hygiene and sanitation during
emergencies.
5. Conducts daily cleaning of water facilities 4.21 Implemented
6. Ensures regular maintenance and repair of water supply 4.14 Implemented
facilities
7. Monitors regularly the quality of water to prevent all types 4.38 Implemented
of contamination.
Weighted Mean 4.31 Implemented

Table 5 presents the extent of implementation of WinS Program in terms of

water. Result shows that it has a weighted mean value of 4.31 which means that
the programs related to water were all implemented. The highest mean value is
4.55 (item no. 1) which indicates that functionable water supply facilities were
installed in the schools. According to the latest data of the district office, the water
supply facilities available in its schools are deep well and rainwater catchment
tanks while some schools get their water directly from the water district. The
lowest mean value shown is 4.12 (item no. 4) which signifies that rainwater
catchment systems were also installed to ensure water supply for proper hygiene
and sanitation during emergencies. Some of the schools particularly Miramar
Elementary School, Parang Central Elementary School, Macasandag Elementary
School, and Epifanio Molina Memorial Elementary School were observed to have
rainwater catchment tanks which are used to store water since these schools
sometimes experiencing water scarcity. To ensure the safeness of water, its quality
was regularly monitored to prevent all types of contamination as indicated by its
mean value of 4.38. In addition, the schools also ensured regular supply of safe
drinking water and clean water for handwashing, menstrual hygiene
management, toilet flushing, and other cleaning purposes as shown on items no. 2
and 3. Further, daily cleaning of water facilities and regular maintenance and
repair of these facilities were observed most of the time as exemplified by items
no. 5 and 6 respectively.

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Table 6. Extent of Implementation of WinS Program in Terms of Hygiene
Hygiene Mean Verbal
Interpretation
1. Installs adequate handwashing facilities 4.52 Highly
Implemented
2. Installs adequate and accessible tooth brushing facilities 4.32 Implemented

3. Conducts program on supervised group daily 4.27 Implemented

handwashing and toothbrushing
4. Ensures that the students are practicing individual 4.27 Implemented
handwashing during critical times
5. Provides adequate supply of toothpaste, tooth brushes, and 4.29 Implemented
soaps in the toilets, handwashing facilities, and eating
areas.
6. Reminds students pertaining the importance of 4.36 Implemented
handwashing especially at critical times
7. Provides accessible water for school activities. 4.41 Implemented
8. Ensures mechanism for effective menstrual hygiene 4.29 Implemented
management is in place and functional.
9. Ensures availability of sanitary pads in school facilities such 4.20 Implemented
as school canteen, clinic, or guidance counselor’s office

10. Provides covered garbage bins for proper sanitary pad 4.45 Implemented
disposal
11. Ensures provision of information on the proper disposal of 4.39 Implemented
sanitary pads and cleaning of reusable pads for female
students
12. Ensures toilets are secured and private with proper door 4.41 Implemented
locks
13. Ensures toilets have adequate space for girls to manage 4.27 Implemented
menstruation
14. Implements school rules and regulations to maintain and 4.25 Implemented
monitor the privacy and security of facilities used for
menstrual hygiene management
15. Provides information advocacy materials on reproductive 4.27 Implemented
and hygiene education for girls and boys.
Weighted Mean 4.31 Implemented

Table 6 presents the extent of implementation of WinS Program in terms of

hygiene. Result shows that it has a weighted mean value of 4.31 with a verbal
interpretation of implemented. This implies that programs on hygiene were
effectively implemented by the schools. The highest mean value is 4.52 (item no.
1) which implies that adequate handwashing facilities were installed in the
schools. According to the consolidated report from the district office, it showed
there that 86% of the schools have an adequate and functionable handwashing
facilities which have been used by the teachers and students. The lowest mean
value shown is 4.20 (item no. 9) which means that sanitary pads were made
available in the facilities such as school canteen, clinic, or guidance counselor’s
office for the use of female students. Further, items no. 10 and 11 showed that the

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schools also provided covered garbage bins for proper sanitary pad disposal and
ensured that female students were provided with information on the proper
disposal and cleaning of reusable sanitary pads. Furthermore, the schools also
ensured that their toilets are secured and private with proper door locks, have
adequate space for girls to manage menstruation, and rules and regulations were
implemented to maintain the privacy and security of these facilities as shown on
items no. 12, 13, and 14.
With regard to handwashing activity, the findings revealed that the schools
provided accessible water for school activities as indicated by its mean value of
4.41. Likewise, the students practiced individual handwashing and they are
reminded on the importance of hand washing especially at critical times as
indicated by their mean values of 4.27 and 4.36 respectively. Whereas for
toothbrushing activity, results revealed that the schools installed adequate and
accessible tooth brushing facilities as shown by its mean value of 4.32. They also
implemented supervised group daily toothbrushing as reflected by its mean value
of 4.27. Further, they also ensured that there is an adequate supply of toothpaste,
tooth brushes, and soaps in the toilets, handwashing facilities, and eating areas
which are important in maintaining good oral hygiene of the students.

Table 7. Extent of implementation of WinS Program in terms of Sanitation

Sanitation Mean Verbal
Interpretation
1. Ensures accessibility to functional toilets with individual 4.34 Implemented
handwashing facilities for boys and girls.
2. Provides adequate and proper septage and waste water 4.32 Implemented
disposal
3. Ensures proper septage and waste water disposal are 4.32 Implemented
strictly followed
4. Observes daily cleaning, regular operation, and 4.46 Highly
maintenance of toilet Implemented
5. Conducts daily cleaning, regular operation, and 4.39 Implemented
maintenance of handwashing facilities
6. Ensures proper segregation and disposal of 4.36 Implemented
biodegradable and non-biodegradable waste
material is practiced.
7. Provides garbage bins for dry waste, wet waste, 4.23 Implemented
and hazardous/ toxic waste
8. Conducts regular activity for elimination of 4.12 Implemented
breeding grounds for mosquitos in and around the
vicinity of schools
9. Posts posters with correct and concise information on 4.23 Implemented
proper handwashing and use of toilet facilities
10. Prohibits burning of garbage 4.14 Implemented
11. Ensures that food preparation and handling met the 4.00 Implemented
standards of the Food Safety Manual
12. Ensures that school personnel in charge of food handling 4.07 Implemented
and preparations are properly trained and certified based
on standards of the Code on Sanitation of the Philippines

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13. Ensures that school personnel handling with food 4.11 Implemented
preparation were tasked to observe proper handwashing
at all times.
14. Installs handwashing facilities within the premise of 4.12 Implemented
school canteen
15. Ensures regular supply of safe water in the school canteen 4.18 Implemented
16. Ensures food handlers have an updated health certificate. 4.05 Implemented
17. Ensures school canteen has sanitary permit from Local 4.23 Implemented
Health Office.
18. Ensures that school personnel tasked with food handling 4.14 Implemented
and preparation strictly observe the seven (7) key concepts
of cleanliness with regard to food handling and
preparation.
19. Ensures safe water is supplied in the school 4.16 Implemented
canteen.
20. Ensures proper solid waste management is 4.18 Implemented
practiced in school kitchen and canteen.
Weighted Mean 4.29 Implemented

Table 7 presents the extent of implementation of WinS Program in terms of

sanitation. It shows that the weighted mean value is 4.29 which signifies that the
programs on sanitation were implemented effectively by the schools. As shown on
the table, the highest mean value is 4.46 (item no. 4) which indicates that the
schools highly implemented daily cleaning, regular operation, and maintenance of
toilet. On the other hand, the lowest mean value is 4.00 (item no. 11) which signifies
that the schools ensured that food preparation and handling met the standards of
the Food Safety Manual. According to some respondents, their canteen personnel
are properly oriented regarding food safety measures. They are also mandated to
wear facemask and hairnet when they handle food. Likewise, the canteen
personnel are also trained and certified based on standards of the Code on
Sanitation of the Philippines as indicated by its mean value of 4.07. They are also
tasked to observe hand washing and mandated to secure health certificate, sanitary
permit, and apply the seven key concepts of cleanliness when handling and
preparing food as clearly shown on the items no. 13, 16, 17, and 18 respectively.
In terms of management of sanitation facilities, the result revealed that the
schools practiced daily cleaning, regular operation, and maintenance of hand-
washing facilities as shown by its mean value of 4.39. Item no. 9 revealed that
posters with correct and concise information on proper handwashing and use of
toilet facilities were posted so that students and teachers will be guided. An
evidence regarding to accessibility of students to functional toilets with individual
handwashing facilities is shown on item no. 1 with a mean value of 4.34. With
regards to management of wastes, items no. 2 and 3 indicate that the schools
provided adequate septage for waste water and follow strictly the proper waste
water disposal. Further, as shown on items no. 6 and 7, they also ensured proper
segregation and disposal of biodegradable and non-biodegradable waste materials
through the provision of garbage bins for dry waste, wet waste, and hazardous or
toxic waste.

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Table 8. Extent of Implementation of WinS Program in Terms of Health

Education
Health Education Mean Verbal
Interpretation
1. Conducts capacity building of school personnel and 4.32 Implemented
other stakeholders for effective management of WinS
2. Provides students with correct knowledge and 4.30 Implemented
understanding of the importance of proper hygiene
and sanitation practices.
3. Ensures key concepts of the WinS program are 4.34 Implemented
integrated in the learning materials and activities.
4. Provides information/education materials on the 4.29 Implemented
WinS program to the program implementers,
teachers, and students.
Weighted Mean 4.29 Implemented

Table 8 presents the extent of implementation of WinS Program in terms of

health education. It shows that the weighted mean value is 4.29 with a verbal
interpretation of implemented. This signifies that the programs on health
education were implemented effectively by the schools. The highest mean value is
4.34 (item no. 3) which indicates that the schools ensures that key concepts of the
WinS program are integrated in the learning materials and activities. The
respondents explained that they integrated the concepts of WinS in the Learning
Activity Sheets (LAS) of the students especially in the subjects English, Science,
and MAPEH. The lowest mean value shown on the table is 4.29 (item no. 4) which
signifies that materials on the WinS program were provided to the program
implementers, teachers, and students. According to the respondents, the Ministry
of Basic, Higher and Technical Education (MBHTE) donated some guidebooks on
WASH and other learning materials which the schools distributed to the teachers,
students and their parents. This ensured that they were provided with correct
knowledge and understanding on the importance of proper hygiene and
sanitation practices as indicated on item no. 2. For effective implementation and
management of WinS, the schools also conducted capacity building on their
personnel and stakeholders as shown by its mean value of 4.32.

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Table 9. Extent of Implementation of WinS Program in Terms of Deworming
Deworming Mean Verbal
Interpretation
1. Conducts deworming of all students every six months. 4.37 Implemented

2. Obtains parental or guardian’s consent for deworming 4.39 Implemented

during enrollment or the first few days of school.

3. Conducts mass deworming with the health personnel 4.29 Implemented

4. Ensures deworming is done on a full stomach. 4.25 Implemented

5. Handles adverse events based on the Guidelines on 4.34 Implemented
Deworming, Drug Administration, and Management of
Adverse Events Following Deworming in compliance with
DOH directive.
Weighted Mean 4.29 Implemented

Table 9 presents the extent of implementation of WinS Program in terms of

deworming. It shows that the weighted mean value is 4.29 with a verbal
interpretation of implemented. This signifies that the programs on deworming
were implemented effectively. The highest mean value is 4.39 (item no. 2) which
indicates that before the schools conduct their deworming activity, they obtained
parental or guardian’s consent during enrollment or the first few days of school.
The lowest mean value shown on the table is 4.25 (item no. 4) which signifies that
the schools ensured that deworming is done on a full stomach. They also handled
adverse events based on the Guidelines on Deworming, Drug Administration, and
Management of Adverse Events as shown on item no. 5 with a mean value of 4.34.
According to some respondents, they conduct deworming to the students with the
help of the Barangay Health Center’s doctor and nurses/ midwives to ensure that
any allergies or side effects encounter by the students will be treated immediately.
Based also on the data, the schools conducted mass deworming to the students
every six months as indicated by its mean value of 4.37.

CONCLUSIONS AND RECOMMENDATIONS

The study’s findings revealed that proper execution of school-based
management approach had a great impact in the implementation of the WASH in
Schools (WINS) program. The continuous capacity building and technical
assistance of program implementers contributed to an organized, efficient and
effective mechanism of program implementation which consequently helped the
schools to address hygiene and sanitation concerns affecting learners who are
susceptible to different diseases due to the lack of access to correct hygiene and
sanitation information, clean water supply, and adequate facilities. Furthermore,
the parents and community played a vital role in the successful implementation of
the program, hence the school should strengthen its partnership with these
stakeholders in order to collaboratively develop and improve the program which
is beneficial in ensuring that learners are safe and healthy especially in the new
normal.

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Based on the findings, the study recommends the following: (1) since the
program was evidently implemented in Parang North District, it is therefore
recommended that the program may be sustained by all schools to achieve its very
high implementation. This can be done through continuous capacity building,
providing technical assistance, action planning, program implementation review,
and upgrading administrative and managerial practices of the program
implementers; (2) since most schools in the district are preparing for the conduct
of limited face-to-face classes, they may prioritize the improvement of WinS
facilities and address the gaps identified in this study so that the program could be
more useful in ensuring healthy and safe learning environment for students and
teachers; and (3) the schools may also strengthen its partnership with other
stakeholders such as LGUs, NGOs, and other sectors through constant
communication, solicitation of ideas, shared decision-making, and feedback in
order to improve the program and to render better WASH services among
learners.

FURTHER STUDY
The following topics are hereby presented to be studied to further
understand how the program benefits the teachers and students: (1) conduct a
study similar to the study that covers a wider scope such as the entire area of
Maguindanao II Division; (2) a correlation study on the WinS program and
students’ health behavior and academic performance; and (3) factors affecting the
implementation of WinS program may also be conducted.

ACKNOWLEDGMENT
The researcher is expressing his myriad thanks and deep appreciation to
the following persons who extended support in the completion of this study:
Prof. Ismael T. Abubakar, president of Shariff Kabunsuan College, Inc., for his
excellent suggestions and recommendations to improve this research study, Dr.
Candidato L. Kalipa, Dean of the Graduate School of Shariff Kabunsuan College,
Inc., for his chairmanship, motivational words, and corrections to improve the
implication of this study, Dr. Sadat B. Minandang, the researcher’s adviser, for
his tireless effort, enrichment, valuable words, technical support and generous
assistance from the inception up to its completion, Dr. Sema G. Dilna, president
of Cotabato State University, for his constructive feedback especially in the
improvement of related literatures used in this study, Dr. Tarhata S. Guiamalon,
Dean of Graduate School of Cotabato State University and the researcher’s
statistician, for sharing her expertise in statistical analysis that made the findings
of this study correct and reliable, Dr. Husna T. Lumapenet, Director of
Intellectual Property Office, CFCST, Arakan, Cotabato, for her profound
suggestions that made this study a comprehensive one, Dr. Zainudin M. Adam,
Ret. Vice President for Administration, CFCST, Arakan, Cotabato, for his
motivational words to finish this study. The school heads and teachers both in
Parang North and Inter Parang District for their help during the pretesting and
validation of the questionnaire up to the conduct of its distribution and interview
to the respondents to be able to gather the data needed in this study. The
researcher’s family, relatives, friends and colleagues who, in one way or another,
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helped the researcher realized this study. Above all, to the Almighty Allah for
the wisdom, strength and for showering beautiful and fruitful blessings in order
to finish this manuscript.

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