Expenses and consequences of Boarding and Non Boarding Criminology

Students: A Comparison

CHAPTER I

INTRODUCTION
Background of the Study
In this era of globalization and technological revolution, education is considered
as the first step for every human activity. It plays a vital role in the development of
human capital and is linked with an individuals well-being and opportunities for better
living. It ensures the acquisitions of knowledge and skills that enable individual to
increase their productivity and improve their quality of life. This increase in productivity
also leads toward new sources of earnings which enhances the economic growth of the
country. The quality of the students performance remains top priority for education. It is
meant for making a difference locally, regionally, nationally and globally. Educators,
trainers and researchers have long been interested in explaining variables contributing
effectively for quality performance of learners ( Crosnoe, Shannon and Elder, 2003).
The approach is to focus the study in determining the differences between the
boarding and non-boarding criminology students in terms of expenses and
consequences in relation to their school performance or studies.
The researchers wanted to discover the reason why some students were late in
their class and why they have difficulties in budgeting their allowance. It was observe
that non-boarding studentscould even go to school early, while some boarding students
are late. It was also observe that some students can pay their fees as soon as possible
but some students cannot. These statements kept the researchers asking how students
cope up with such factors that might affect their school performance.
This study is focused on investigating the differences between boarding and non-
boarding criminology students in terms of expenses and consequence in relation to their
studies.

1
Statement of the Problems
This study is focused on the factors affecting boarding and non-boarding
criminology students in relation to their school performance.
Specifically, it seek answer to the following questions:
1. What is the demographic profile of boarding and non-boarding criminology
students in terms of:
a. Age
b. Sex
c. Civil Status
d. Ethnic Affiliation
e. Place of Residence
f. Weekly Allowance
2. What is the ratio of boarding and non-boarding criminology students to the total
population of Criminology department?
3. Is there a difference between boarding and non-boarding criminology students in
terms of:
a. Weekly Allowance
b. Weekly Common Expenses
c. Attendance in School Activities
d. Academic Performance
e. Behavior

Definition of Terms
Accademic Performance- it refers to the learning gap between what students
should learn and what the students actually learn as signified by the
grade(Rowland,2004).
Civil Status- it refers to being single or married, widow/er, separated or
divorce(Wendy Doyle, 2010).
Boarding House-it refers to the second home environment where the students
take provisional lodging under the supervision of the boarding house owners.

2
Boarding Student- it refers to the renter who holds the right to use a piece
ofland or structure by agreement under supervision of the boarding owner or
property owner(S. E. Smith,2003-10).
Economic Growth-is an increase in the capacity of an economy to produce
goods and services, compared from one period of time to another(Investopedia).
Demographic Profile- it is the analysis of the population on the basis of age,
percentage, physical condition, ethnicity, occupation, civil position, size and
density of each composite division(Lagnason, et. al., April 2010).
Milieu- the physical or social setting in which people live or in which something
happens or develop(Mirriam Websters)
Non-boarding Students- it refers to the student at college or university who
does not reside in the facilities provided by the institution(Benedict College,
2000). It refers to those students who prepare to go home after class.
Place of Residence- it refers to living or dwelling in certain place permanently or
for considerable length of time where a person makes his home(Tracy, 2011).
Time management and Discipline- possitive discipline throughout the process
of planning, acting and achieving. Time management is a core discipline that
largely determines the quality of life (Tracy, 2011).
Weekly Allowance- it refers to the amount of money set aside for designated
purpose in a week time.
Weekly Expenses- it is the amount of money used as a payment for a certain
thing or service.

3
 CHAPTER II

Review of Related Literature

Boarding Student
A boarding student lives in a housing either provided by the school or not. They
are called boarders. A boarding student is typically subjected to any rules and regulation
provided by the school or by the owner. They normally go home during holidays and
often weakends.
A student have two options in a boarding school, the 5 day boarding and 7 day
boarding. In a typical school year,approximately 70% of the students are boarding. The
5 day boarders usually live within reasonable driving distance or get picked up by their
parents or guardians of the school on Friday afternoon.The 7 day boarders live in the
boarding house for almost one week.After school on Friday, they have free time and
sometimes they attend a supervised study or also known traditional work to begin on
their assignments.After study session, they join several of their friends. Students enjoy
many opportunities that boarding school life provides while parents appreciate the
enhanced educational experience their child recieves, including the structure daily
schedule and supervised study time,as well as a defined social work.
Boarding schools provides the ideal atmosphere in which to balance the
classroom education with sports,recreation and community service.This produces a well
rounded and confident students,even among those who may have trouble focusing in a
larger size or a less structured social melieu.These boarding school will give a child a
number of advantages.They teach independence and responsibility,and help students
succeed at higher rates than day schools,according to the researchmade by the
association of boarding schools. First boarding schools provide more apportunities for
leadership.Second boarding schools are modern and more internationally aware. Third
student who board enjoy structured learnning and use their more productively and last
forth 87% of former students boarders say they are well prepared to face life.

4
 Acceptance to North American universities from this schools is a relatively simple
matter compared with accreditation of school programs of overseas institution.
The boarding school in our data base feuture extensive facilities for academic
learning.The latest computers and other modern technical equipment are standard.The
opprerating hours center to the student attending the school moving them even suffer
than that are off premises.
Modern boarding school offer structure,superviion,safety community and support
all without the corporal discipline formely assoiated with the traditional boarding
schools.If the website of a boarding schools you are considering does not list a facility
that you seek,remember to ask about it.Commonly,faculty lead field trips extend
learning beyond the wall as the natural local splendow and culture.

Non-boarding students
Is the students in the college or university who does not reside in the facilities
provided by an institution.
Non boarding students would live in housing they acquire by their own means. A
non boarding student retains relative freedom when at home.It is also called as a day
and return off campus to their families in the evenings.

Time management and discipline

Your ability to think, plan and work hard in the short term and to discipline
yourself to do what is right and necessary before you do what is fun and easy is the key
to creating a wonderful future yourself.Just like the Colonel,we know the right things to
do,but ofen choose an easier route.This is why self-discipline is the key needed to break
the habit of mediority.
Now a days college students are spending less time in studying.The fall 2003
survey conducted by the higher education research institute at UCLAS Graduate School
of Education and Information Studies found that only 34% of todays students are
spending more than six hours per week outside their classes on academic related
activities like comepleting homework,self-studying etc. during their high school period.
Today college students are less prepared for college level work that their predecessors.

5
Once they get into college, they tend to spend less time for studying and would like to
do part time job, some even full time(D.T. Smart, C.A. Kelly And J.S Conant, 1999).
Time management plays a vital role in improving student academic performance.Each
and every students academic performance. Each and every student should have time
management ability which includes setting goals and priorities, using time management
mechanism (such as making TO DO LIST) and being organized in using time. Here,
time management is only possible through self-motivation. Performance = Ability.
Motivation for examples,students with every high ability but low motivation is unlikely to
perform well, whereas a student with low ability but high motivation is likely to perform
well. That is the variability in motivation across student. The basic problems or
constraints related to time management are like:

Spending hours on social-networking sites.

Talking too much on phone
No proper schedule
Working for the organization no proper guidance
No goals, objectives, mission, vission or target.
Hanging outside with friends.
These are the few activities performed by todays college students, which act as a
barrier between them and their school performance. And due to mismanagement of
time they lag behind. This study will help to analyze the possitive and negative impact of
time management on accademic or school performance of students. It will also help to
make some decision about changes we would like to make to use our time more
effectively. There is no one right way to manage our time, however; it is important to
get to know our self, so we can make good decisions about how to use our time.
Self-discipline can be considered a type of seductive training, creating new habits
of thought, action, and speech toward improving yourself, reaching goals and can
also be task oriented and selective.
Waking up early for school has recently been acknowledged as reason why
students are not performing to the best of their ability. Sleepy students are less likely
to pay attention to their teachers. Physical activity can improve student performance.

6
The brain are sharpened with physical exercise in the same way muscles are
strengthened.
Academic performance increases when time management skills are well-
handled.
Time management is a skill that directlyimpacts your academic performance.
Effective time management strategies make studying and school work less
overwhelming and more enjoyable. Academic stress occurs when students feel the
pressure of cramming for exams, rushing through homeworks and getting minimal
sleep because of disorganization and worry. Effecttive time management techniques
should not only beapplied to your life but to your overall schedule to achieve success
and peace of mind.
One of the hardest part of properly managing time is using your will power to
avoid common time wasters. This type of will power comes in the form of self-
discipline. Many people have a negativeassociation to the word, discipline. The word
discippline means the practice of following rules or a code of behavior. One of the
ways that discipline is enforced is through punishment. In this case it is the opposite.
Without self-discipline for time management one can experience the punishment of
stagnation and being unproductive.
Students who find time management difficult tend to lack motivation. There are
conflicting opinions regarding whether the lack of motivation stems from the
frustration of feeling that there is not enough time available to study and attend
classes,or if the lack of motivation was there to begin with, resulting in poorer
academic performance. Either way, students should focus on their goals with
passion that will carry them through to success. Sometimes this means rejuvenating
by joining a gym or entertaining a hobby. While this might seem to opposite the
purpose of focusing on studies, exercise and enjoyment can fit into a carefully
planned schedule in such a way that they will actually increase motivation and
encourage good study habits.
While students who manage time well undoubtedly achieve a higher level of
academic performance, their achievements also give them a greater sense of self-
esteem. Life is more enjoyable in general without the stress of a huge task in list

7
lingering in the back of your mind. Confidence soars with higher grades, and the
student carries those effective time management skills and learning habits into the
work world. Their careers and family life are bound to be more successful and
stress-free, and the pride they feel from academic success is like a trophy that they
will carry to their future generations.
Todays college students are less prepared for college-level work than their
prodecessors. Once they get to college they tend to spend fewer hours studying
while spending more hours working, some even full time (D. T. Smart, C.A. Kelly, &
J. S. Conant, 1999).
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time managementis a core discipline that largely
determine the quality of your life. Peter Drucker once says, You cannot manage
time; you can only manage yourself. Time management is really life management,
personal management, management of yourself rather than of time or
circumstances. Time is perishable; It cannot be saved. Time is irreplaceable; nothing
else can replace it. Time is irretrievable; once it is gone or wasted you can never get
it back. Finally, time is indespensable, especially for accomplishment of any kind. All
achievements, all results and all success requires time.
The fact that you cannot save time; you can only spend it differently. You can
only move your time usage from areas of low value to areas of high value. Herein
lies the key to success, and the requirement for self-discipline.

8
 CHAPTER III

Research Design
The study used the descriptive method of research. The descriptive research
design enables researchers to describe or to present the picture of a phenomenon or
phenomena under investigation.
One of the most appropriate and useful data gathering devices of the descriptive
method is the questionaire. Hence, it was used in the study.
This study was a survey on the expenses and consequences of boarding and
non-boarding students from criminology department, Quirino State University using
questionaire.The data gathered were tabulated,analyze and interpreted using
descriptive analysis.

Statistical Tool Used

In order to interpret the data gathered, the frequency counts, simple percentages
and ranking were used.
1.Frequency count and percentage. These were used to enumerate the answer
of the profile of the respondents as to age, sex, place of residence, civil status, weekly
allowance.
2.Mean. This was used to describe the attitude and behavior of the respondents.

Sample and Sampling technique/procedures

The criminology students are the respondents of the reseach. A questionaire was
made and used in collecting data or information from the respondents. Questionable
was distributed by the researchess to ensure 100% retrieval.

9
Table 1. Presents the breakdown of respondents per year level
Year Level Actual Respondents
First year 10
Second year 20
Third year 15
Fourth year 15
TOTAL 60

10
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents the interpretation and analysis of data. This chapter
comprises the following: I- Profile of Respondence, II- Weekly Common Expenses, and
III- School Performance.

I.Profile of Respondents

Table1.1 Age Destribution of Respondents

AGE FREQUENCY PERCENTAGE
16-17 20 33.33
18-19 22 36.67
20 and above 18 30
TOTAL 60 100.0

The data on the age destribution of respondents is shown in Table 2. There are
20 or 33.33 percent whose ages are under the age bracket 16-17, 22 or 36.67 percent
for 18-19 and 18 or 30 percent whose ages are under the age bracket 20 and above. It
can be noted that the age bracket 18-19 has a higher number of respondence when
compare to other age bracket.

Table 1.2 Sex Destribution of Respondents

SEX FREQUENCY PERCENTAGE
Male 33 55
Female 27 45
TOTAL 60 100.0

The table on the sex destribution of respondents is shown in Table 2. It can be

noted that there are 34 or 55.74 percent males and 27 or 44.26 percent females. It
showsa that this research is dominated by males. It also implies that college of public
safety is dominated by male respondents.

Table 1.3 Ethnic Afiliation distribution of Respondents

ETHNIC AFFILIATION FREQUENCY PERCENTAGE
Ifugao 22 36.67
Tagalog 3 5.0
Itnig 2 3.33
Ibanag 2 3.33
Ilocano 31 51.67
TOTAL 60 100.0

11
 The table on ethnic affiliation distribution of respondents is shown in Table 3. It
can be noted that there are 19 or 31. 67 percent Ifugao, 3 or 5 percent Tagalog, 2 or
3.33 percent Itnig, 2 or 3.33 percent Ibanag, 3 or 5 percent Tuwali and 31 or 51. 67
percent Ilocano. It shows that this reasearch is dominated by Ilocanos. It also implies
that College of Public Safety is dominated by Ilocano Respondents. The table also
shows equal distribution of respondents in Itnig and Ibanag with 2 or 3.33 percent

II. WEEKLY COMMON EXPENSES

Table 2.1 Common Expenses as to their age

No. Statements AGE
16-17 Description 18-19 Description 20 and Description
above
1 I spend 200 pesos or more for 2.71 Often 2.14 Often 2.39 Often
food (breakfast, lunch, dinner)
2 I spend 100 pesos or more for 2.57 Often 2.41 Often 2.78 Often
snacks.
3 I spend 100 pesos or more for 2.57 Often 2.36 Often 2.44 Often
transportation.
4 I spend more than 50 pesos 2.81 Often 2.68 Often 3.6 Seldom
for load.
5 I spend 100 pesos or more for 2.33 Often 2.14 Often 2.0 Often
school expenses.
6 I spend 100 pesos or more for 2.86 Often 2.68 Often 3.0 Often
internet fee.
TOTAL 2.64 Often 2.40 Often 2.70 Often

Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

The table 2.1 shows the common weekly common expenses of respondents as
to their age. This table shows the same result in all age bracket except in question
number four which shows that the age bracket 16-17 and 18-19 has the same result
which is often but shows different result in the age bracket 20 and above which is
seldom.

Table 2.2 Common Expenses as to their sex

Sex
No. Statements Male Description Female Description
1 I spend 200 pesos or more for food (breakfast, 2.3 Often 2.44 Often
lunch, dinner)
2 I spend 100 pesos or more for snacks. 2.71 Often 2.63 Often
3 I spend 100 pesos or more for transportation. 2.59 Often 2.56 Often
4 I spend more than 50 pesos for load. 3.18 Seldom 2.52 Often

12
 5 I spend 100 pesos or more for school expenses. 2.32 Often 1.89 Always
6 I spend 100 pesos or more for internet fee. 3.0 Often 1.89 Always
TOTAL 2.68 Often 2.32 Often
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

This table shows the result in the weekly common expenses of respondents as to
their sex. This table shows that female respondents spend more money than males.

Table 2.3 Common Expenses as to their ethnic affiliation

Ethnic Affiliation
No. Statements Tagalog Des. Itnig Des. Ibanag Des. Ifugao Des. Ilocano Des.
1 I spend 200 pesos or more 2.0 A 3.0 O 2.0 A 2.0 O 2.68 O
for food (breakfast, lunch,
dinner)
2 I spend 100 pesos or more 3.33 S 3.0 O 3.5 S 2.23 O 2.77 O
for snacks.
3 I spend 100 pesos or more 2.33 O 2.5 O 1.0 A 2.36 O 2.84 O
for transportation.
4 I spend more than 50 2.67 O 3.0 O 1.5 A 2.91 O 2.74 O
pesos for load.
5 I spend 100 pesos or more 1.33 A 2.5 O 1.5 A 2.5 O 2.1 O
for school expenses.
6 I spend 100 pesos or more 2.33 O 3.0 O 3.0 O 2.73 O 2.68 O
for internet fee.
TOTAL 2.33 O 2.83 O 2.8 O 2.46 O 2.64 O
Legends:
1.0-2.0- always(A) 3.1-4.0- seldom(S)
2.1-3.0- often (O) 4.1-5.0- never(N)

Table 2.3 shows the result in weekly common expenses of respondents as to

their ethnic affiliation. This table shows the same result in all ethnic affiliation which is
often.

13
 III.SCHOOL PERFORMANCE

Table 3.1 Attendance of respondents as to their age

Age
No. Statements 16-17 Description 18-19 Description 20 and Description
above
1 I attend my class on time. 1.43 Always 1.44 Always 1.45 Always
2 I attend school programs 1.76 Always 1.5 Always 1.64 Always
and activities.
3 I am participating in all the 2.5 Often 1.94 Always 1.95 Always
departments activities.
4 I always attend my class. 1.48 Always 1.5 Always 1.64 Always
5 The time is flexible for me 1.86 Always 1.83 Always 1.82 Always
TOTAL 1.81 Always 1.64 Always 1.7 Always
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 3.1 shows the result in attendance of respondents as to their age. This
table shows the same result in all questions which is always except in question number
3 which shows different result for the age bracket 16-17 which is often.

Table 3.2 Attendance of respondents as to their sex

Sex
No. Statements Male Description Female Description
1 I attend my class on time. 1.5 Always 1.33 Always
2 I attend school programs and activities. 1.74 Always 1.59 Always
3 I am participating in all the 1.88 Always 2.4 Often
departments activities.
4 I always attend my class. 1.68 Always 1.41 Always
5 The time is flexible for me 1.85 Always 1.63 Always
TOTAL 1.73 Always 1.67 Always
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 3.2 shows the result in attendance as to their sex. This table shows the
same result in all questions which the the is always except in question number 3 which
shows different result for female which is often.

14
 Table 3.3 Attendance of respondents as to their ethnic affiliation
Ethnic Affiliation
No. Statements Tagalog Des. Itnig Des. Ibanag Des. Ifugao Des. Ilocano Des.
1 I attend my class on 1.33 A 2.0 A 2.0 A 1.36 A 1.45 A
time.
2 I attend school 1.33 A 1.5 A 2.0 A 1.45 A 1.71 A
programs and
activities.
3 I am participating in 2.0 A 1.5 A 1.5 A 1.73 A 1.94 A
all the departments
activities.
4 I always attend my 1.0 A 1.5 A 2.0 A 1.55 A 1.55 A
class.
5 The time is flexible for 1.67 A 2.5 O 1.0 A 1.82 A 1.84 A
me
TOTAL 1.47 A 1.8 A 1.7 A 1.58 A 1.7 A
Legends:
1.0-2.0- always(A) 3.1-4.0- seldom(S)
2.1-3.0- often (O) 4.1-5.0- never(N)

Table 3.3 shows the result in attendance of respondents as to their ethnic

affiliation. This table shows the same result in all questions which show the result
always except in question number 5 which shows different result for the Itnig which is
often.

Table 4.1 Behavior of respondents as to their age

Age
No. Statements 16-17 Description 18-19 Description 20 and Description
above
1 I am more independent in 2.1 Often 1.82 Always 2.17 Often
household expenses
2.14 Often 2.0 Always 2.17 Often
2 I am accesible in the school
facilities
3 I am a thrifty minded person 2.33 Often 1.68 Always 2.56 Often
4 I go to school on time 1.76 Always 1.41 Always 1.5 Always
I am attending school activities on 1.86 Always 1.73 Always 1.83 Always
5 time
I am not rushing when I go to 2.5 Often 1.91 Always 1.89 Always
6 school
7 I am more responsible 1.81 Always 1.82 Always 1.78 Always
8 I accomplished my school 1.81 Always 1.91 Always 1.94 Always
requirements on time
TOTAL 2.04 Often 1.79 Always 1.98 Always
Legends:

15
 1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 4.1 show the result in behavior of respondents as to their age. This table
shows the same result for the age bracket 18-19 and 20- above which is always while
the result for the age bracket 16-17 the result was often.

Table 4.2 Behavior of respondents as to their sex

Sex
No. Statements Male Description Female Description
1 I am more independent in household 2.15 Often 1.96 Always
expenses
2 I am accesible in the school facilities 2.12 Often 2.11 Often
3 I am a thrifty minded person 2.0 Always 1.96 Always
4 I go to school on time 1.62 Always 1.59 Always
5 I am attending school activities on time 1.71 Always 1.96 Always
6 I am not rushing when I go to school 1.94 Always 1.96 Always
7 I am more responsible 1.82 Always 1.67 Always
8 I accomplished my school requirements on 2.15 Often 1.85 Always
time
TOTAL 1.94 Always 1.88 Always
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 4.2 shows the result for the behavior of respondents as to their sex. This
table shows the same result in both male and female in question number 1 which is
often and from questions 2 to 7 the result for both male and female is always but shows
different result for male and female in question number 8 which male shows result of
often while for female the result is always.

Table 4.3 Behavior of respondents as to their ethnic affiliation

Ethnic Affiliation
No. Statements Tagalog Des. Itnig Des. Ibanag Des. Ifugao Des. Ilocano Des.
1 I am more 2.0 A 2.0 A 2.5 O 2.27 O 1.77 A
independent in
household
expenses
2 I am accesible in 1.67 A 2.0 A 3.0 O 2.23 O 1.97 A
the school
facilities
3 I am a thrifty 1.67 A 1.5 A 3.0 O 2.0 A 1.94 A
minded person
4 I go to school on 1.67 A 1.0 A 2.0 A 1.68 A 1.45 A

16
 time
5 I am attending 1.67 A 1.5 A 1.5 A 1.73 A 1.81 A
school activities
on time
6 I am not rushing 1.67 A 2.0 A 3.0 O 1.95 A 1.87 A
when I go to
school
7 I am more 1.67 A 2.0 A 1.0 A 1.82 A 1.71 A
responsible
8 I accomplished 1.33 A 1.5 A 2.0 A 2.82 O 1.68 A
my school
requirements on
time
TOTAL 1.69 A 1.69 A 2.25 O 2.06 O 1.78 A
Legends:
1.0-2.0- always(A) 3.1-4.0- seldom(S)
2.1-3.0- often (O) 4.1-5.0- never(N)

Table 4.3 shows the result for the behavior of respondents as to their ethnic
affilition. This table shows the same result for tagalog, itnig, and ilocano which is always
and also the same result for both ifugao and ibanag which is often.

TABLE 5.1 Academic performance of respondents as to their age

Age
No. Statements 16-17 Description 18-19 Description 20 and Description
above
1 I am reviewing my past lesson 1.95 Always 1.86 Always 2.17 Always
2 I am submitting my projects on 1.9 Always 1.91 Always 1.89 Always
time
3 I go to school prepared for any 2.1 Often 2.14 Often 2.39 Often
surprise quizes
4 I am participating on class 1.76 Always 1.73 Always 1.72 Always
discussion
5 I get a high score on my quizes 2.24 Often 2.23 Often 2.17 Often
or exams
TOTAL 1.99 Always 1.97 Always 2.7 Often
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 5.1 shows the result for the academic performance of respondents as to
their age. This table shows the same result for the age bracket 16-17 and 18-19 which
is always but shows different result for the age bracket 20 and above which is often.

17
 Table 5.2 Academic performance of respondents as to their sex
Sex
No. Statements Male Description Female Description
1 I am reviewing my past lesson 2.9 Often 1.89 Always
2 I am submitting my projects on time 1.88 Always 1.96 Always
3 I go to school prepared for any surprise quizes 2.9 Often 2.26 Often
4 I am participating on class discussion 1.68 Always 2.19 Often
5 I get a high score on my quizes or exams 2.24 Often 2.0 Always
TOTAL 2.32 Often 2.06 Often
Legends:
1.0-2.0- always 3.1-4.0- seldom
2.1-3.0- often 4.1-5.0- never

Table 5.2 shows the result for the academic performance of respondents as to
their sex. This table shows the same result for both male and female which is often.

Table 5.3 Academic performance of respondents as to their ethnic affiliation

Ethnic Affiliation
No. Statements Tagalog Des. Itnig Des. Ibanag Des. Ifugao Des. Ilocano Des.
1 I am reviewing 2.0 A 2.0 A 1.5 A 2.23 O 1.77 A
my past lesson
2 I am submitting 1.33 A 1.5 A 2.0 A 2.14 O 1.74 A
my projects on
time
3 I go to school 2.0 A 2.5 O 1.5 A 2.5 O 1.74 A
prepared for any
surprise quizes
4 I am participating 1.33 A 2.5 O 1.0 A 1.86 A 1.39 A
on class
discussion
5 I get a high score 2.0 A 2.5 O 2.0 A 2.5 O 1.68 A
on my quizes or
exams
TOTAL 1.73 A 2.2 O 1.6 A 2.25 O 1.66 A
Legends:
1.0-2.0- always(A) 3.1-4.0- seldom(S)
2.1-3.0- often (O) 4.1-5.0- never(N)

Table 5.3 shows the result for the academic performance of respondents as to
their ethnic affiliation. This table shows the same result for tagalog, ibanag and ilocano
which is always and also shows the same result for itnig and ifugao which is often.

18
Conclusion

The data gathered by the researchers shows different result in weekly common
expenses, attendance, behavior and academic performance of respondents when
grouped as to their age, sex and ethnic affiliation. The results shows that the
respondents has different perception when it comes to their weekly common expenses,
attendance, behavior and in their academic performance when they are group
according to their age, sex and ethnic affiliation. The data gathered by the researchers
also shows that as the respondents grow older they become more responsible in every
thing they do.

19
 CHAPTER V
Recommendation

Based on the findings of the study, the researchers come up with the following
recommendations.

1. The school must have intervening actions to guide the students in the selection
of boarding houses and give advice about their expenses.

2. Based from the result of the research the school should have its own boarding
houses to be monitored by the school personnel and conduct a grouped study for
the students to learn more and be more responsible.

3. If the student is not engaged in a boarding house his/her parents should monitor
his/her activities and guide carefuly the student in its studies.

4. The parents should also have knowledge about their son/daughters attitude,
behavior, attendance and academic performance in school to be reported by the
school facilitators.

5. The teachers and parents should have a communication for monitoring the
students attitude, behavior, attendance and academic performance in school.

20
 QUESTIONAIRE
I.PROFILE OF ERESPONDENTS
Name (optional):_________
Age: _________
Sex: ( ) male ( ) female
Civil Status: ( ) single ( ) separated
( ) married ( ) widow/er
Ethnic affiliation: __________
Place of Residence: _______
Weekly allowance: ( ) below 500 ( ) 901-1000
( ) 501-700 ( ) 1001- above
( ) 701-900
II. WEEKLY COMMON EXPENSES
1- always 3-seldom
2-often 4-never
COMMON EXPENSES 1 2 3 4
I spend 200 pesos or more for food (breakfast, lunch,
dinner)
I spend 100 pesos or more for snacks.
I spend 100 pesos or more for transportation.
I spend more than 50 pesos for load.
1. I attend my class on time.
2. I attend school programs and activities.
3.I am participating in all the departments activities.
4.I always attend my class.
5. The time is flexible for me.
Others (please specify):
III.SCOOL PERFORMANCE
A. ATTENDANCE 1 2 3 4
1.I attend my class on time
2. I attend school programs and activities
3.I am participating in all the departments activities
4.I always attend my class
5.the time is flexible for me
B. BEHAVIOR
1.I am more independent in household expenses
2.I am accesible in the school facilities
3.I am a thrifty minded person
4.I go to school on time
5.I am attending school activities on time
6.I am not rushing when I go to school
7. I am more responsible
8. I accomplished my school requirements on time
C. ACADEMIC PERFORMANCE
1.I am reviewing my past lesson
2.I am submitting my projects on time

21
3.I go to school prepared for any surprise quizes
4.I am participating on class discussion
5.I get a high score on my quizes or exams

22