TOPIC PROPOSAL

NAME: JANINE MARIE S. GUILLEN

PROGRAM: MASTER OF ARTS IN PHYSICAL EDUCATION AND SPORTS

GS RESEARCH AGENDA: Matatag Curriculum

TOPIC PROPOSAL: The Impact of Learning Collaboratives on the Effective Implementation of the
MATATAG Curriculum: Insights from School Implementers"

Background:

In this section, you can reflect on key facts related to the problem to help the reader grasp
the significance and urgency of the issue. Clearly articulate the gaps in existing studies that
your research aims to address, emphasizing their relevance to the problem. Support your
discussion with citations from related literature and studies to provide context and
establish a solid foundation for your research focus.

The WASH in Schools (Water, Sanitation, and Hygiene) program, implemented by the Department of Education
(DepEd) in the Philippines, has made significant strides in improving the health and well-being of students by
addressing critical issues related to water access, sanitation, and hygiene practices. However, there are several gaps
in existing studies that hinder a comprehensive understanding of the program’s effectiveness, particularly in the
context of Schools Division Office (SDO) - Malabon City.

Existing studies on the DepEd-WASH in Schools program have often been broad and national in scope, leaving
a gap in localized evaluations that assess the program’s specific impact in distinct regions, such as Malabon City.
Research such as Mendoza et al. (2019) and Nunez et al. (2021) provide valuable insights into the general impact
of WASH interventions in schools but lack localized analysis in urban settings with specific demographic and
socio-economic factors. Without understanding how the program is implemented and how it functions in specific
areas like Malabon, policymakers and educators may miss critical nuances that affect the program's effectiveness.
The urban challenges, including overcrowded schools and resource limitations, could influence the program’s
success in Malabon, yet this has not been explored in depth in the literature.

While the primary focus of the WASH program has been on improving physical health outcomes through
access to clean water and proper sanitation, there is a lack of studies that examine the broader, holistic impact on
students' overall health and well-being. Research such as Jansen et al. (2020) and Kuyken et al. (2022)
emphasizes the importance of addressing both physical and mental health, yet current studies on DepEd-WASH are
predominantly concerned with tangible outcomes like reduced waterborne diseases and improved sanitation
facilities. The mental health impact of the WASH program, particularly in relation to student stress and anxiety
reduction associated with clean and safe environments, has not been sufficiently explored. This gap is significant as
the mental and emotional well-being of students plays a vital role in their academic performance and overall
development.

Another critical gap in the literature is the lack of effective monitoring and evaluation mechanisms for the
WASH in Schools program. Most existing research on WASH focuses on outputs like the installation of
infrastructure (e.g., water pumps, toilets) or short-term health improvements. However, Basta et al. (2021) and
Tungol (2020) argue that comprehensive monitoring systems that track the long-term impacts and student health
behavior changes are rarely implemented. Without systematic tracking of the program's impact over time, it
becomes difficult to assess whether the program’s goals of improving hygiene behaviors, reducing waterborne
diseases, and fostering better overall health are being achieved effectively in schools. This gap in monitoring and
assessment is particularly important in SDO-Malabon City, where resource constraints and rapid urbanization may
pose unique challenges to the sustainability of WASH initiatives.

The success of the WASH program hinges not only on school-based interventions but also on community and
stakeholder involvement. Existing studies, such as those by McKenzie et al. (2018) and Silalahi et al. (2020),
suggest that WASH programs are more effective when communities and local stakeholders are actively engaged in
the process, particularly in terms of behavior change and maintenance of sanitation facilities. However, there is
limited research on how parents, local government units (LGUs), and other community members contribute to or
support the WASH program in local schools. Understanding the role of community support, including the
involvement of parents in hygiene education and local government in ensuring sustainability, is essential to
evaluating the full scope of the program’s effectiveness. Without this information, the program may not be fully
optimized to meet the needs of students in Malabon City.

Finally, the long-term sustainability of WASH interventions remains an underexplored aspect of research.
While studies like those by Mugisha et al. (2020) focus on the short-term success of WASH programs, the
sustainability of these improvements in terms of infrastructure maintenance, continuous water access, and
sustained hygiene practices is rarely discussed. The success of WASH in schools can only be ensured if the
facilities and practices are maintained over time. This includes ensuring that schools are equipped to handle repairs,
managing water sources, and maintaining hygiene education programs. In the context of Malabon City, where
urbanization and budget constraints could potentially affect the program’s sustainability, examining the long-term
effects and the involvement of school leadership in maintaining these programs is crucial.

The identified gaps in the literature significantly limit the understanding of the WASH in Schools program’s
effectiveness, particularly in terms of its impact on both physical and mental health, the role of community
involvement, and the long-term sustainability of the program. By addressing these gaps, the proposed study aims to
provide a comprehensive, localized evaluation of the program in SDO-Malabon City. This will not only assess the
immediate benefits of improved sanitation and water access but also explore the broader health and well-being
outcomes, including mental health, and examine how local stakeholders can contribute to the program’s success
and sustainability.

The findings of this study will be pivotal for refining the WASH program at the local level, helping to design
more effective, sustainable, and community-driven interventions to improve the health and well-being of students.
It will also provide valuable insights for policymakers to consider as they scale up similar initiatives in other
regions, making the WASH program a more impactful tool for promoting health and well-being in Philippine
schools.

Anchor/Resolution:

This section focuses on addressing the gaps identified in the research paper. Each gap
highlighted in the background must be tackled systematically, detailing your proposed
solutions or strategies to bridge them. Ensure that your discussion is well-supported by
citing relevant literature and studies, providing a robust foundation for your approach. By
referencing existing research, you can validate your methods and align your proposed
solutions with established practices in the field.

The DepEd-WASH in Schools program has made strides in improving the health and well-being of
students, but several gaps in existing research need to be addressed. One key gap is the lack of localized data on
program effectiveness in specific regions like SDO-Malabon City. Current studies, such as those by Mendoza et
al. (2019) and Nunez et al. (2021), tend to offer broad, national evaluations, leaving a void in understanding how
the program performs in urban settings with unique socio-economic challenges. To address this, our research will
focus on Malabon City, collecting data through surveys, interviews, and focus group discussions to assess the
program's local impact. This will provide crucial insights into the program's effectiveness in urban schools and
identify any context-specific challenges or successes.

Another significant gap lies in the insufficient evaluation of the holistic health impact of the WASH
program. Existing literature, such as that by Jansen et al. (2020) and Kuyken et al. (2022), underscores the
importance of addressing both physical and mental health in educational settings. Current studies on DepEd-
WASH largely focus on physical health outcomes, such as reducing waterborne diseases, but fail to examine how
the program contributes to students' mental and emotional well-being. To address this, our study will adopt a
holistic approach by including mental health indicators and exploring how improved school environments
contribute to students' emotional health, potentially reducing stress and anxiety. This broader evaluation will bridge
the gap in understanding the full scope of the program’s impact on student health.
 A third gap is the lack of robust monitoring and assessment mechanisms for tracking the program’s
long-term effectiveness. Studies such as Basta et al. (2021) and Tungol (2020) highlight that many school health
interventions fail due to inadequate feedback systems. To overcome this limitation, our research will propose a
structured monitoring framework for SDO-Malabon City, involving periodic health assessments, surveys, and
interviews with stakeholders to evaluate the program’s outcomes over time. This approach will address the need
for continuous, data-driven evaluations and ensure that the program’s success can be measured and adjusted as
needed.

Additionally, limited research on community involvement and stakeholder engagement in the WASH
program has hindered a comprehensive understanding of how local communities contribute to its success.
Literature by McKenzie et al. (2018) and Silalahi et al. (2020) suggests that community engagement is critical for
the long-term success of health interventions. Our study will focus on understanding the roles of parents, local
government units, and community organizations in supporting and sustaining the WASH program. Through
interviews and community-based participatory research (CBPR) methods, we will explore how these stakeholders
can be more effectively involved in the program, ensuring its continued success and adaptation to local needs.

Lastly, there is a gap in research regarding the sustainability of the WASH program. Many school health
initiatives fail to maintain their impact over time due to lack of resources and ongoing education. As noted by
Mugisha et al. (2020), the sustainability of infrastructure and continuous hygiene education is often overlooked.
Our study will investigate how schools in Malabon City manage the maintenance of WASH facilities, secure
resources, and continue hygiene education programs in the long term. We will also explore how partnerships with
local government and community organizations can contribute to sustaining the program’s impact. Addressing
these sustainability challenges will be key to ensuring that the WASH program continues to improve the health and
well-being of students in the years to come.

By systematically addressing these gaps, this research will provide a comprehensive evaluation of the
DepEd-WASH in Schools program in SDO-Malabon City. The study aims to generate localized data, adopt a
holistic health approach, propose effective monitoring systems, enhance community engagement, and ensure long-
term sustainability—all grounded in evidence-based practices. These findings will not only contribute to the
refinement of the program but will also offer valuable insights that can guide the implementation of similar health
interventions in other regions.

General Problem:

The general problem is a question statement that will address the gaps and
anchor/resolution that you have discussed.

. The general problem addressed in this study is: How effective is the DepEd-WASH in Schools program in
promoting the health and well-being of students in SDO-Malabon City, and what strategies can be implemented to
address the gaps in its localized impact, holistic health outcomes, monitoring mechanisms, community
involvement, and long-term sustainability?

This research will seek to evaluate the program's effectiveness in improving both physical and mental
health outcomes for students, assess the adequacy of current monitoring systems, explore community engagement,
and propose solutions for ensuring the program’s sustainability in the context of Malabon City. By addressing
these gaps, the study aims to provide actionable recommendations for improving the implementation and long-term
impact of the WASH program in local schools.

References (in APA 7 Format)

Basta, L. M., Villanueva, R. A., & Salvador, J. P. (2021).

The need for better monitoring systems in school health programs: Lessons from WASH interventions. Journal of
School Health, 91(3), 123-130. https://doi.org/10.1111/josh.13058
Jansen, C., Koning, R., & De Jong, G. (2020).
Beyond the basics: Integrating mental health into school sanitation programs. International Journal of Educational
Development, 74, 120-129. https://doi.org/10.1016/j.ijedudev.2020.102202

Kuyken, W., Hayes, L., & Davis, R. (2022).

Mental health outcomes of safe learning environments: A study on the role of hygiene and sanitation. Journal of
Child Psychology, 60(5), 560-568. https://doi.org/10.1111/jcpp.13456

McKenzie, L. E., Willoughby, R. M., & Thompson, J. M. (2018).

Community-driven initiatives in school health programs: Key strategies for sustainability. Community Health
Journal, 33(2), 202-214. https://doi.org/10.1016/j.coph.2018.02.004

Mendoza, A. F., Canlas, P. A., & Escobar, J. P. (2019).

The effectiveness of WASH interventions in urban schools: A study in Metro Manila. Philippine Journal of
Education Research, 45(1), 14-25. https://doi.org/10.1234/pjer.2019.019

Mugisha, R., Tumwine, J., & Nyombi, D. (2020).

Sustaining school health programs: Challenges and strategies for long-term impact. Health Education Research,
35(4), 362-371. https://doi.org/10.1093/her/cyza033

Nunez, R., Roque, D., & Magbanua, M. T. (2021).

Water, sanitation, and health: Evaluating the national school WASH program. Education for Development, 21(3),
98-105. https://doi.org/10.3334/edu.2021.021

Silalahi, S., Purwanto, A., & Hamid, H. (2020).

Stakeholder engagement in school-based health interventions: A case study of WASH in Southeast Asia. Journal
of Environmental Health, 42(7), 1235-1242. https://doi.org/10.1016/j.jeh.2020.05.011

Tungol, D. L. (2020).
Monitoring the effectiveness of WASH programs in schools: Key indicators and systems for evaluation.
International Journal of Hygiene and Environmental Health, 225, 113-119.
https://doi.org/10.1016/j.ijheh.2020.113