Level of Agreement on School Policies

LEVEL OF AGREEMENT OF STUDENTS TO SELECTED SCHOOL
POLICIES UNDER THE SCHOOL MANUAL
A JUNIOR HIGH SCHOOL THESIS
Presented to
The Faculty of Junior High School

Santiago City National High School
Division of Santiago City
In Partial Fulfilment
of the Requirements of the Subject
Research 1
ALYSSA T. POSILERO
THADDEUS GIDEON P. SALATAN
EMERRY FAITH Q. BONAGUA
NASTASSJA MARIE M. DELA CRUZ
CHARMAINE JOYCE M. DOMINGO
HAILEY V. ESTEBAN
JOHN PAUL Q. HERMAN
JOHN CARLO D. MANUEL
TRISHIA MAE A. RINGOR
KRISTINE MAY S. SAGNIP
KYLENE ALEXA M. SHIH
MELAIZHA NESS M. VALENTIN
SY 2017-2018
ii
APPROVAL SHEET
In partial fulfillment of the requirements of the subject Research I, this thesis entitled:
“LEVEL OF AGREEMENT OF STUDENTS TO SELECTED SCHOOL
POLICIES UNDER THE SCHOOL MANUAL” which has been prepared and
submitted by the researchers whose names appeared on the preceding age is hereby
recommended for corresponding oral examination.
VIRGO M. GULAN
Research Adviser
Approved by the oral examination committee in partial fulfillment of the
requirements for the subject Research l.
_______________________ ______________________ ____________________

Member Member Member
_______________________ ______________________ ____________________

Member Member Chairman
Accepted in partial fulfillment of the requirements for the subject Research l.
BABY LYN S. BALTAR ROBELYN P. AGUINALDO, Ed. D.

Master Teacher III Head Teacher III
ELMERCHITA B. RIBUCA
Head Teacher III / Officer-in-Charge
iii
ACKNOWLEDGMENT
The researchers would like to acknowledge the following people for being a part
of the research study. This research study is not possible without them.
First and foremost, the researchers would like to thank Mr. Virgo M. Gulan,
research adviser for being supportive and for encouraging the researchers to finish the
research study. Also for pushing to accomplished this research study on time.
To the Father Almighty for giving the researchers the strength, knowledge,
wisdom and faith to finish the research study.
To the students that serve as a respondents who contributed a big part in the
research study. To the teachers for the consideration and patient you have given to the
researchers to accomplish this thesis. Lastly to the parents who gave moral and financial
support to the researchers. Thank you very much.

iv
DEDICATION
First of all, this research study consecrated to the students, staffs and teachers of
Santiago City National High School. To the guardians and parents who supported the
researchers, without the help and support this research study will impossible to
accomplished.
To the researchers, themselves for the hard work. To Mr. Virgo M. Gulan who
supported and patiently taught the researchers everything. And lastly to the Father
Almighty who guided the researchers in making this research study.

v
ABSTRACT
The study aimed to find out the level of agreement of students to selected
school policies under the school manual. This research study is conducted to raise
awareness and to determine if how much the students agree to the selected school policies
and actually help the students to follow the school policies. There were 360 respondents
from grade 7, 8, 9, and 10 who took part in this research and from each grade level, 90
students were randomly selected. Profile variables such as grade level, age, sex, position
in class, and academic ranking, were used to acquire this research study.
It was revealed that the students of Santiago City National High School
are widely informed of the selected school policies under the school manual. It was
concluded that “My classmates are being guided by the school policies in every action
that they are doing in school” has the highest level of agreement while “I believe that the
sanctions given to those who disobey the school policies humane and commensurate to
the school being disobeyed” has lowest level of agreement.

TABLE OF CONTENTS
Title page……………………………………………………………………………i
Approval Sheet……………………………………………………………………..ii
Acknowledgment…………………………………………………………………..iii
Dedication…………………………………………………………………….........iv
Abstract………………………………………………………………………….....v
Chapter l. THE PROBLEM AND ITS SETTING
Introduction………………………………………………………………………..1
Statement of the problem……………………………………………………….....4
Hypothesis of the study……………………………………………………….…...5
Significance of the study……………………………………………………..…....5
Scope and Delimitation……………………………………………………..……..6
Definition of Terms………………………………………………………...……...6
Chapter ll.REVIEW OF RELATED LITERATURES AND STUDIES
Foreign Literature…………………………………………………………...…….10
Local Literature……………………………………………………………………12
Foreign Study………………………………………………………………….......14
Local Study………………………………………………………………………..18
References……………………………………………………………………..23
Chapter lll. RESEARCH METHODOLOGY
Research Design……………………………………………………………….26
Respondents of the study……………………………………………………...27
Locale of the Study…………………………………………………………....27
Research Instrument…………………………….……………………………..29
Data Gathering Procedure……………………….…………………………….30
Statistical Tools………………………………….…………………………….31
Interpretation on Scale Used in the Study……….…………………………….34
Interpretation…………………………………….…………………………….35
Chapter lV. PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
Presentation, Interpretation, and Analysis of Data…………………………....36
Chapter V. SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
Summary of Findings…………………………………………………………67
Conclusion…………………………………………….………………………70
Recommendations…………………………………….……………………....72
Appendices
Appendix A………………………………………………………………………..73
Appendix B………………………………………………………………………..74
Appendix C………………………………………………………………………..76
Appendix D………………………………………………………………………..77
Appendix E………………………………………………………………………..79
Curriculum Vitae………………………………………………………………..89
LIST OF TABLES
Table 1. : Table for interpretation of the level of awareness of students to selected school
policies under the school manual…………………………………………………..34
Table 2. : Table for interpretation of the level of agreement of students to selected school
policies under the school manual…………………………………………………..35
Table 3. Frequency and percent distribution of the respondents with respect to grade
level …………………………………………………………………………..……36
Table 4. Frequency and percent distribution of the respondents with respect to
age……………………………………………………………………………….....37
Table 5. Frequency and percent distribution of the respondents with respect to
sex………………………………………………………………………..................38
Table 6. Frequency and percent distribution of the respondents with respect to position in
class………………………………………...…………………………………...….39
Table 7. Frequency and percent distribution of the respondents with respect to academic
ranking………………………………………………………………………...…...40
Table 8. Descriptive Summary on the Level of Awareness of Students to Selected School
Policies under the school manual………………………………………………….41
Table 9. Descriptive Summary on the Level of Agreement of Students to Selected School
Policies under the school manual…………………………………………………43

Table 10. Significant Difference on the Level of Awareness of Students to Selected
School Policies when grouped according Grade level…………………………...46
School Policies when grouped according to Age………………………………...49
School Policies when grouped according to Sex………………………………...51
School Policies when grouped according to Position in Class………….……….53
School Policies when grouped according to Academic Ranking…………..……55
Table 15. Significant Difference on the Level of Agreement of Students to Selected
School Policies when grouped according to Grade Level…………………..…..57
School Policies when grouped according to Age…………………………….....59
School Policies when grouped according to Sex………………………………..61
School Policies when grouped according to Position in Class………………….63
School Policies when grouped according to Academic Ranking……………….65

CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
These days, students do not pay much attention to school policies due to the
advancement in technology, education and other factors that catch attention of students.
These divert them into doing something else. Some may not even be aware of the
existence of such policies.
School policies make students aware on what is happening in the environment
particularly in the school setting. But it takes some time to disseminate such policies.
From wearing complete uniform to attending classes regularly, school policies generally
aim to create an orderly and peaceful school atmosphere.
School policies are school board policies that have power within the education
system that are similar to law (NSBA 2018). This statement explains that school policies
are actually not that different from the law. It also says that it has the power within the
education system meaning that it shall be followed by the students.
These school policies are set to discipline the students and create a good
impression for them. The school policies are the ones that bring order to the school.
Disobeying the school policies is similar to disobeying the law but in the case of school
policies, it only covers the school not the country.

2
According to Thornberg (2008) school rules are usually associated with classroom
management and school discipline. However, rules also define ways of thinking about
oneself and the world. Rules are guidelines for actions and for the evaluation of actions in
terms of good and bad, or right and wrong, and therefore a part of moral or values
education in school. This study is a part of a larger ethnographic study on values
education in the everyday life of school.
As Chavez (2007) said that students have been into different information drive
about the Institution such as the freshmen orientation and department’s general assembly
to inform their rights and duties as students. In addition, they are reminded of the things
they should avoid while inside or gaining entry to the campus.

The study was undertaken to determine the relation of student awareness on the
campus rules and regulation. The study also dealt with the different means of awareness
campaign that the school had been using for many years.
In addition, Cameron (2006) states that school disciplinary policies and practices
are essential features of life in U.S. schools. Conventional approaches to school discipline
including conduct codes and security methods, suspension, corporal punishment, and
teachers' methods of managing student behaviours primarily on deterrence, control, and
punishment to maintain order.
Furthermore, Danielson (2002) stated that the policies and practices affecting
students are those aspects of a school's operation that organize students' experiences
within the institution. For younger students, these policies and practices also structure the
parents' relationship with the school. 3

Also, the decisions that a school makes regarding established policies and
practices affect students enormously. Teachers' instructional decisions influence students'
feelings about (and success with) the curriculum, but the policies and practices in both
classrooms and in the entire school provide the context for teacher-student interactions
around instruction. (Danielson, 2002)
Danielson (2002) found out that schools have multiple policies and practices that
affect students. Some of these have been deliberately set in place, and others have
evolved with time. Educators are well advised to re-examine the accepted ways of doing
things at their schools. These practices will be familiar to both students and faculty, and if
they contribute to a school's focus on learning, they should be retained.

The nature of students' experience in school is influenced not only by the quality
of instruction, but also by the school's policies and practices. Students of all ages
approach school with a positive spirit, and they expect to find success and fulfilment
there, so the policies and practices affecting them must be clear, fair, and likely to
contribute to student learning. Such policies can be firm, but they should also be just, and
should respect student interests and motivations. (Danielson, 2002)
Policies and practices affecting students are powerful levers that help set the tone
and direct behaviour in a school. The adults involved must ensure that the policies they
put in place reinforce their goals for students, reflect their beliefs about students and their
learning, and are supported by research findings. (Danielson, 2002)
Considering this research study is conducted to raise awareness and make them
agree to school policies and actually help the students to follow the school policies. This
study also benefits the reputation of the school and the students themselves and give
visitors an impressive view of the organized and decent students who are well aware and
educated about the school policies. Also, this study will discuss the reasons why students
should be aware of the school policies.
Statement of the Problem
1. What is the profile of the respondents with respect to the following:

a) Grade Level
b) Age
c) Sex
d) Position in class
e) Academic ranking
2. What is the level of awareness of the students to selected school policies
under the school manual?
3. What is the level of agreement of the students to selected school policies
under the school manual?
4. Is there a significant difference on the level of awareness of the students to
selected school policies under the school manual according to:
a) Grade level
b) Age
c) Sex
e) Academic ranking
5
5. Is there a significant difference on the level of agreement of the students to
selected school policies under the school manual according to:
a) Grade level
b) Age
c) Sex
e) Academic ranking
Hypotheses of the study
There were two hypotheses for this study that served as the initial assumption:
1. There is no significant difference on the Level of Agreement of Students to
selected school policies when grouped according to profile variables.
a.) Grade level
b.) Age
c.) Sex
d.) Position in class
e.) Academic ranking
2. There is no significant difference on the Level of Agreement of Students to
selected school policies under the school manual.
Significance of the study
1. Students. This study will serve as an instrument in improving the awareness of
the students of the Santiago City National High School in school policies. 6
2. Teachers. This study will lessen the efforts of the teachers who have students that
does not follow school policies and actually help those students to become more
focused and more aware of the school policies.
3. Parents. This study will help the students to become more responsible in their
houses and help promote formality among their homes.
4. Future researchers. This study will serve as a basis for studies they will conduct
later on. Additionally, it will serve as a foundation for expansive studies that is
related to this research topic.

5. Guidance counselor. This study will serve as their basis for advising the students
specifically who are not obeying school policies.
Scope and Delimitation
This research study concentrates on the level of agreement of students to selected
school policies under the school manual. In this study, the researchers identified the level
of agreement of students to selected school policies with respect to grade level, age, sex,
position in class and the academic ranking of the respondents.
The research study is only limited on the selected school policies under the school
manual. This study was conducted in the Santiago City National High School campus and
90 students was randomly chosen as respondents for every grade level. A total of 360
students as a respondents.
Definition of Terms
7
1. Absenteeism – the tendency to be away from work or school without a good
reason (https://www.merriam-webster.com/dictionary/absenteeism). As used in
this research study Absenteeism is the act of skipping classes without an
acceptable reason, which is included as a selected school policy in this research
study.
2. Agreement – the situation in which people have the same opinion, or in which
they approve or accept something
(https://www.google.com.ph/amp/s/dictionary.cambridge.org/amp/english/agreem
ent). In this research study, Agreement is referred to as the scale or level of how
much students agree or disagree to the selected school policies under the school
manual.
3. Awareness - the knowledge and understanding that something is happening or
exists (https://www.merriam-webster.com/dictionary/awarenes). The term
Awareness is used in this study referring to the scale or level of how much a
student is aware of the selected the selected school policies under the school
manual.
4. Cheating – the use of unfair or dishonest methods to gain an advantage
(https://www.merriam-webster.com/dictionary/cheat). In this research study,
Cheating is the act of copying others’ work, using cheat cards or codes, etc. to
obtain a higher score. It is a selected school policy in this research study. 8
5. Cutting Class – an act of not going to a lesson or school when you should be
there
(https://www.google.com.ph/amp/s/www.macmillandictionary.com/license/amp/d
ictionary/british/cut-class-school). In this study, Cutting Class is the habit of not
attending a lesson or subject without permission, which is included as a selected
school policy in this research study.
6. Haircut – the style in which hair is cut
(https://www.google.com.ph/amp/s/dictionary.cambridge.org/us/amp/english/hair
cut). As used in the study, Haircut is a form of policy under the school manual
that restricts the hair grooming of students under certain conditions also stated on
the school manual.

7. Late – coming or occurring after the usual or proper time (https://www.merriam-
webster.com/dictionary/late). In this research study, Late is referred to as the
tardiness of students in coming to school or classes. It is a selected school policy
in this research study.
8. Littering – to make a place or area untidy with rubbish or a large number of
objects left lying about (https://en.oxforddictionaries.com/definition/litter). The
term Littering is used in this study referring to the habit of leaving wastes or trash
inside the school campus which is a selected school policy under the school
manual in this research study.
9. School Manual – more commonly known as student handbook, is a collection of
student conduct standards, policies, procedures that define community
expectations for students (http://www.luther.edu/studentlife/student-handbook/).
School Manual in this research study is a compilation of school policies and
methods administered by the school. 9

10. School Policy – school- board policies have the power within the education
system that are similar to the laws. It helps manage schools to reach the unified
mission of serving the well-being of the students
(https://classroom.synonym.com/definition-school-policies-5943931.html). As
used in this study, School Policy is a set of rules created by the school to guide
students in their daily-living and decision-making inside the school campus.
11. School Uniform – special clothes worn by pupils at a particular school
(https://www.oxfordlearnersdictionaries.com/us/definition/english/school-
uniform). In this research study, School Uniform is a set of attire assigned by the
school to be worn by students whenever they are inside the campus. It is a
selected school policy under the school manual in this research study.
CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES
In this chapter the researchers review all the related literatures and studies which
serves as a frame of references for this study. The foregoing related literature and studies
presented are similar to the present study as far as the testing effective methodology is
concerned.
Related literature
A. Foreign Literature
The fact that policy makers may not be interested only in the improvement of
teaching and learning should be acknowledged. However, this should not be seen as an
obstacle in using the model to improve policy, especially it policy-makers can see the
benefits to society of improving teaching and learning. (Creemers,kyriakides,2008)
Schools have multiple policies and practices that affect students. Some of these
have been deliberately set in place, and others have evolved with time. Educators are well
advised to re-examine the accepted ways of doing things at their schools. These practices
will be familiar to both students and faculty, and if they contribute to a school's focus on
learning, they should be retained. Practices that do not support student learning should be
revised to ensure that they do.(Danielson,2002)
11
Policies are the tools in hand of government to bring change. And to bring change in
education the leaders who make the educational policies for a school, state or country.
Policy makers play a very significant role in the education system as every component in
the system gets implemented on the basis of their decisions.(Bhaskar,2014)
Policies are important because they help a school establish rules and procedures
and create standards of quality for learning and safety, as well as expectations and
accountability. Without these, schools would lack the structure and function necessary to
provide the educational needs of students. Ultimately, policies are necessary to the
success and safety of a school.(Wong,2009)
A policy is an intentional attempt by members of one group to influence the
practices of members of another group. A myriad of school and district policies have
implications for classroom teaching and learning.(Cobern,Stein,2006 from Analyzing
educational policies: a learning design perspective by Cobb,n.d.)
Policies should be written and/or revised as needed. Student handbooks and such
should be reviewed on a yearly basis. Administrators should be encouraged to keep
documentation of all policies and procedures that they feel need added or revised as the
school year moves along.(Meador,2017)
Students perceive that major aims of having school regulations and rules is to
discipline both at school and at home, they suggested that in order to nurture young
people who will be responsible citizens in the future.(Adesina,2002 from Perceptions of
secondary students on school rules and regulations in promoting acceptable behavior: a
case of moshi rural district by Kwayu,2014)

12
B. Local Literature
According to the Department of Education. (2015).Positive Discipline In
Everyday Teaching A Primer for Filipino Teachers. Retrieved from
(https://www.google.com.ph/url?sa=t&source=web&rct=j&url=http://www.deped.gov.ph
/sites/default/files/page/2016/POSITIVE%2520DISCIPLINE%2520IN%2520EVERYD
AY%2520TEACHING%2520%2520A%2520Primer%2520for%2520Filipino%2520Tea
chers.pdf&ved=2ahUKEwiW0cSnodPZAhVBZ1AKHcL6DCoQFjAFegQIABAB&usg=
AOvVaw3GtUDfOgQdABOrAUSfxBYu) “As our children grow, we must recognize
that how they think and how they act also evolve, consistent with their development a
children and adolescents. Children are not small adults. In school, their actions can easily
be seen as misbehavior that requires disciplinary action. But discipline imposed by
teachers and school administrators, for it to be in the best interest of the child, should be
positive and non-violent.” The DepEd stated that the students' discipline in school are
imposed by the teachers and school administrators. It’s safe to say that positive and non-
violent students are imposed to disciplinary actions by their former teachers for their
future teachers. These disciplinary actions include imposing students to follow the school
policies.
13
The student movement against UST’s hair policy is more than about students
“ranting” .It is seen as an issue of the lack of consultation with students – them being the
primary stakeholders of the institution – in the policy making of the university. More than
that, it has a clear link to the fascist or repressive character of the system of education
here in the Philippines. Students have no choice but to comply with the policies at hand,
without questioning or having a say about them. It is appalling how students are dictated
to “just follow rules,” no matter what the substance of the rule is, and “keep their
opinions to themselves,” which is observably a way of teaching them uncritical
submission and blind obedience. Maria Paglinawan (2015) UST hair policy for students:
This is not about vanity, from https://www.rappler.com/move-ph/ispeak/105273-ust-hair-
policy-students-vanity
Bullying has been recognized as a major threat to the younger generation in
almost every country in the world. Despite the beauty and charm of this developing
country, the Philippines has struggled with bullying issues for years. School bullying,
workplace bullying, sibling bullying and cyberbullying all plague Filipino society.
Bullying in the Philippines (2017) Retrieved March 5, 2018, from
https://nobullying.com/bullying-philippines/
Most students, given their developmental limitation, do not yet possess the self-
control of mature individuals. This is why, the school, assuming special parental
authority, have set norms to help the students evolve into self-motivated, self-disciplined
individuals.For this reason, good order and behavior are emphasized in Ateneo. This is
why the code of discipline should not be associated with external punishment. Code of
Discipline (n.d) Retrieved March 4, 2018, from http://www.ateneo.edu/grade-
school/code-discipline-1
14
Cutting Classes. (n.d.) Retrieved March 10, 2018, from
https://unveilingthedarksideofeducation.weebly.com/about-us.html. First of all, I would
give you a brief insight on what cutting class is. Cutting class is coined term , that
actually means intentionally not attending a required class in one’s formal education
without a valid excuse/reason. Cutting of classes is especially rampant in public schools
in the Philippines where there is inefficient security and a relatively high number of
students thus making it hard to monitor each student. This issue is rampant as well in
tertiary educational institutions where there are no more limits as to when one can or
cannot go outside of the campus and a limit as to when one can or cannot leave the
classroom during a lecture. This problem affects three people: The parent, student and
teacher. I myself know dozens of students, from different schools in Metro Manila, who
cut class. After cutting class is where the real problem begins.
Related Studies
A. Foreign Study
Greenberg and others described enhancing school-based prevention and youth
development through coordinated social, emotional, and academic learning: 15

A comprehensive mission for schools is to educate students to be knowledgeable,
responsible, socially skilled, healthy, caring, and contributing citizens. This mission is
supported by the growing number of school-based prevention and youth development
programs. Yet, the current impact of these programs is limited because of insufficient
coordination with other components of school operations and inattention to
implementation and evaluation factors necessary for strong program impact and
sustainability. Widespread implementation of beneficial prevention programming
requires further development of research-based, comprehensive school reform models
that improve social, health, and academic outcomes; educational policies that demand
accountability for fostering children's full development; professional development that
prepares and supports educators to implement programs effectively; and systematic
monitoring and evaluation to guide school improvement.

A journal by Taylor, L. A. (2012). Cutting Class Harms Grades. Decision
Sciences Journal of Innovative Education. (https://doi.org10.1111/j.1540-
4609.2011.00332.x).An accessible business school population of undergraduate students
was investigated in three independent, but related studies to determine effects on grades
due to cutting class and failing to take advantage of optional reviews and study quizzes. It
was hypothesized that cutting classes harms exam scores, attending pre-exam reviews
helps exam scores, taking optional exam preparation quizzes helps exam scores, and
earlier exam scores in the semester predict later exam scores. Using an objective
measurement method of actual events and actual exam scores instead of the predominant
non-experimental survey method most often used, it was found that all hypotheses were
significant and supported in the predicted direction. Implications for professors and
students are provided, revealing that cutting class, missing pre-exam reviews, and
ignoring chapter quizzes effects are real and they matter.

16
A journal by Sultana, A. M., Rashid, S.B. (2013). A Study on time Management
and Punctuality Issues among Students at Secondary School, Kedah. American Journal of
economics. https://doi.org/10.5923/c.economics.201301.10. Time management problem
is one of the punctuality problems that occur among students in school. The study
examines time management problems among students at Sekolah Menengah Kebangsaan
Siong. The second objective is to identify the factors that influence time management and
punctuality problems among students in this school. The study also suggests on how
students would able to solve time management problems while they are at school.
Respondents of this study were selected students from Sekolah Menengah Kebangsaan
Siong consists of 70 male and female randomly. The findings showed that majority of
respondents are having time management problem in terms of late entrance into class
after break. The study also shows that student’s own behaviour is the largest contributor
to time management and punctuality problem among students. Moreover, time
management and punctuality problems tend to have negative impact on student’s
academic achievement. The study suggests that in order to overcome these problem,
school administration, teachers and parents would play an important role especially as
most these problems have been occurred in school and house hold settings. Overall, the
study concludes that time management and punctuality problems among students has
negative impact in the process of student’s learning.

17
A journal by R. C. F. Sun and D. T. L. Shek (2012). Student Classroom
Misbehavior: An Exploratory Study Based on Teachers' Perceptions. The Scientific
World Journal. https://doi.org/dx.doi.org/10.1100%2F2012%2F208907. This study aimed
to examine the conceptions of junior secondary school student misbehaviors in
classroom, and to identify the most common, disruptive, and unacceptable student
problem behaviors from teachers' perspective. Twelve individual interviews with teachers
were conducted. A list of 17 student problem behaviors was generated. Results showed
that the most common and disruptive problem behavior was talking out of turn, followed
by non-attentiveness, daydreaming, and idleness. The most unacceptable problem
behavior was disrespecting teachers in terms of disobedience and rudeness, followed by
talking out of turn and verbal aggression. The findings revealed that teachers perceived
student problem behaviors as those behaviors involving rule-breaking, violating the
implicit norms or expectations, being inappropriate in the classroom settings and
upsetting teaching and learning, which mainly required intervention from teachers.
A study by the Department of Economics and Business Economics. (2017).
Entitled “A Study of School Absenteeism”. The absenteeism percent for all pupils in the
five schools is in average 5 % of the total amount of school days. From each five days of
absenteeism three are used as legal absenteeism because of illness, one is used as legal
absenteeism because of other reasons while one day – in average among all the pupils – is
used as illegal absenteeism.
High school absenteeism is mostly seen among children, who have a low well-
being and come from homes with a poor cooperation with school. These two were the
most dominating possible reasons out of many, which were investigated.

18
Preliminary analyses show that among pupils with especially problematic
absenteeism from school – meaning pupils who are absent more than 10 % of school
hours – are a range of specific characteristics. The children often have divorced parents,
are pupils in the lower secondary school, have a lower academic level, attend more often
special classes, have a lower well-being and have more frequently contact to the
Educational Psychological Counselling in the municipality. Likewise, overweight
children have a higher propensity to school absenteeism. More have emotional problems
or a problematic behaviour, have a chronic disease and have, to a greater extent, a social
phobia (according to the parents’ reporting). Finally, the parents’ cooperation with the
teacher is typically lower.
On the basis of the school absenteeism project a course of therapy treatment for
children with alarmingly high school absenteeism has been developed. This is being
effect evaluated by Professor Mikael Thastum in collaboration with Tryg Fonden’s
Centre of Child Research in 2016-2020.
B. Local Study
A study by Chavez, E. (2007) Relation of students awareness of school rules and
regulations to institutional discipline stated that students have been into different
information drive about the Institution such as the freshmen orientation and departments
general assembly to inform their right and duties as students. In addition, they are
reminded of the things they should avoid while inside or gaining entry to the campus.
This study was undertaken to determine the relation of student awareness on the campus
rules and regulation.

19
To determine the relation of awareness of students, variables were used to set a
factors such as school, rules and regulation, gender, age, students manual, bulletin board,
school policies, minor violation and faculty member, which directly influenced the
awareness of students on school rules and regulations to institutional discipline. The data
were collected from students who had violations from December 2006 to January 2007.
The logbook of the security office served as the main source of data and the
questionnaires were distributed to all minor offense violators.
A study conducted by Ancho, Park(2013)School Violence in the Philippines: A
Study onPrograms and Policies Stated that As the school year started in June 2012, the
Philippines’ Education department has once again stressed the promotion of violence-free
schools, urging students, parents, school teachers and the entire community to fight and
end all forms of violence committed against school children. Children will better learn
and will be more productive under a school environment free from threats to their young
lives. Henrich, et al., emphasized effects of feeling secured at school because students
consider school to be a “safe haven” from violence.
A survey conducted revealed that bullying or abuse is experienced by one in two
Filipino school children. This statistics is backed up by a report in an Australian
newspaper involving 117,000 nine-year olds from 25 different countries, stating that 50%
of Filipino students are being bullied in school. Also, Lai, et al. have affirmed that
students in the Philippines had led the record of different types of bullying, which include
being “made fun of or being called names,” “left out of activities by others,” and “made
to do things the student did not want to.”
20
A study conducted by Barbero et al. that sought to evaluate the effectiveness of
the intervention and violence prevention programs revealed that there is an existence of a
phenomenon that has probably always been present in school, although it has become the
subject of increasing attention and a social alarm in recent years. School violence and
bullying issues continue to be an alarming subject of national discussion for years. The
government has consistently set up campaigns in forming schemes that would make
bullies liable and hamper school violence.
Ateneo de Manila University. (n.d.) Retrieved March 10, 2018, from
(https://www.ateneo.edu/grade-school/code-discipline-1). Most students, given their

developmental limitation, do not yet possess the self-control of mature individuals. This
is why, the school, assuming special parental authority, have set norms to help the
students evolve into self-motivated, self-disciplined individuals.
For this reason, good order and behavior are emphasized in Ateneo. This is why
the code of discipline should not be associated with external punishment. On the
contrary, discipline is meant to be a very important tool for developing self-control and
good character .It intends to achieve the following: (a) to teach justice, moral and right
conduct (b) to develop proper habits (c) to teach respect for order, the law and to
authority; (d) to appreciate the value of rules and regulations; (e) to deter students from
committing violations in the future; (f) to strengthen character; and (g) to protect and
uphold the good name of the school .
An article by Paglinawan M. (2015). UST hair policy for students: This is not
about vanity. Retrieved March 10, 2018, from (https://www.rappler.com/move-
ph/ispeak/105273-ust-hair-policy-students-vanity). The Faculty of Arts and Letters (AB)
of the University of Santo Tomas (UST) suspended the haircut and hair color policy last
year after a campaign was launched by students. But the AB administration has recently
re-implemented the policy.

21
No bullying in the Philippines. (2017). Retrieved March 10, 2018, from
(https://nobullying.com/bullying-philippines/.) Bullying has been recognized as a major
threat to the younger generation in almost every country in the world. Despite the
beauty and charm of this developing country, the Philippines has struggled with
bullying issues for years. School bullying, workplace bullying, sibling bullying
and cyberbullying all plague Filipino society.

In the 2013-14 school year alone, the Department of Education (DepEd) in
Manila documented over 1,700 bullying and child abuse cases, even after passing anti-
bullying legislation. Fortunately, 60% of these cases are currently resolved.
According to Secretary of Education Armin Luistro, bullying in Philippines can
take on a number of forms to include peer bullying, gender discrimination, physical
violence, public ridicule, sexual harassment and psychological abuse. When it comes
to tackling bullying issues, Luistro feels that “Bullying and other forms of violence in
schools should be viewed not just as a school problem but as a societal problem as
well.”
22
The hair policy is part of the University of Santo Tomas’ Good Grooming Policy
under the University’s Code of Conduct and Discipline (PPS Number 1027). It is stated
that, "Good grooming includes the wearing of the prescribed college uniform, the
authorized shoes, the ID, the male haircut and other considerations that are similar to
these.” The hair policy reads, “Unless otherwise allowed by the administrators of the
particular Faculty/College/Institute/ School for specific reasons, male students are not
allowed to sport long hair. Hair should not touch the collar of the uniform. The use of
hairpins, pony tails, headbands, etc by male students is not allowed either. There is no
mention of a prohibition on hair color in the handbook.

23
REFERENCES
We are the leading advocate the public education (https://www.nsba.org)
A categorisation of school rules (dx.doi.org/10.1080/0305569701785244)
Managing school discipline and implications for school policies
(https://academics.oup.com)
Enhancing Student’s Achievement: A Framework for School Improvements
(https://www.questia.com)
Situational Effect of the School Factors (https://sajournalofeducation.co.za
edtechreview.in )
How Can Policy Makers Better Understand 21st Century Education
Policies and Procedures (https://schools.graniteschoolsorg/plymouth/policies-procedure/)
Analyzing educational policies: a learning design perspective
(https://Peabody.Vanderbilt.edu/docs/pdf/tl/MIST_Analyzing-Policy-110918.pdf)
Essential Policies for your student handbook (https://www.Thoughtco.com)
Perceptions of secondary students on school rules and regulations in promoting
acceptable behavior: a case of moshi rural district by
(Kwayu,2014respository.out.actz/777/1/ADILISTER_ISHIKAELI_KWAYU.pdf)
24
Positive Discipline In Everyday Teaching A Primer for Filipino Teachers. Retrieved from
AOvVaw3GtUDfOgQdABOrAUSfxBYu)
https://www.google.com.ph/url?sa=t&source=web&rct=j&url=http://www.deped.gov.ph/
sites/default/files/page/2016/POSITIVE%2520DISCIPLINE%2520IN%2520EVERYDA
Y%2520TEACHING%2520%2520A%2520Primer%2520for%2520Filipino%2520Teach
ers.pdf&ved=2ahUKEwiW0cSnodPZAhVBZ1AKHcL6DCoQFjAFegQIABAB&usg=A
OvVaw3GtUDfOgQdABOrAUSfxBYu
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415159/
https://unveilingthedarksideofeducation.weebly.com/cutting-classes.html
http://childresearch.au.dk/en/a-study-of-school-absenteeism/
https://www.rappler.com/move-ph/ispeak/105273-ust-hair-policy-students-vanity
https://unveilingthedarksideofeducation.weebly.com/about-us.html.
https://doi.org10.1111/j.1540-4609.2011.00332.x).
https://doi.org/10.5923/c.economics.201301.10.
https://doi.org/ dx.doi.org/10.1100%2F2012%2F208907.
https://www.ateneo.edu/grade-school/code-discipline-1.
25
https://www.rappler.com/move-ph/ispeak/105273-ust-hair-policy-students-vanity.
https://nobullying.com/bullying-philippines/.
http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4609.2011.00332.x/full
https://ejournals.ph/article.php?id=9043%2Chttp%3A%2F%2Fwww.ascd.org%2Fpublic
ations%2Fbooks%2F102109%2Fchapters%2FPolicies-and-Practices-Affecting-
Students.aspx%2Chttps%3A%2F%2Fclassroom.synonym.com%2Feducational-policies-
important-6398100.html%2Chttps%3A%2F%2Fwww.thoughtco.com%2Fdraft-effective-
policy-and-procedures-
3194570%2Chttps%3A%2F%2Fschools.graniteschools.org%2Fplymouth%2Fpolicies-
procedures%2F%2Chttp%3A%2F%2Fjournals.sagepub.com%2Fdoi%2F10.3102%2F00
346543072003387%2Chttp%3A%2F%2Frepository.out.ac.tz%2F777%2F1%2FADILIS
TER_ISHIKAELI__KWAYU.pdf
Chapter 3
RESEARCH METHODOLOGY
This chapter discuss the framework statistical concepts such as the tools, and all the
other concepts involved to suffice the data needed.
Research Design
The researchers from Grade-9 Pasteur and Archimedes implemented a simple
descriptive design wherein it is perceived to be an accurate and expert attempt to
determine whether the students of SCNHS agree to the selected school policies under the
school manual. Nonetheless, it does not answer the questions when, why and how in this
study. The other information is found in another research study.
Since this research study is a descriptive research arrangement, it tries to answer
the research question descriptively. It characterizes the students of the SCNHS in the
present situation.
The research study used survey questionnaires which were given to the
respondents in order to collect the data that is necessary for the completion of this
research study.This is a cross-sectional study for the data needed can be obtained in one
data collection.
27
Respondents of the study
There were 360 Santiago City National High School (2017-2018) students who
took part in this research. The respondents are from the Basic Education Curriculum. To
obtain the sample from population, the researchers used the Sloven’s formula and attain
360 respondents which mean that 90 students are randomly selected from grades 7, 8. 9
and 10.
The researchers used a probability sampling, specifically they used stratified
random sampling technique to select the respondents of the study.
The criterion that was used in stratifying is the grade level. A total of 360 students
of SCNHS are randomly selected and equally divided to each grade level from grade 7 to
10. In each grade level, there are 90 respondents.
Locale of the Study
This research study was done within the establishments of Santiago City National
High School, particularly on the rooms of Basic Education Curriculum students. The
researchers handed them test questionnaires to be answered honestly during the time that
the researchers borrowed to their subject teacher.

28
The Santiago City National High School was born when Southern Isabela College
of Arts and Trades was carving-out its high school department and with the consent of
the City Ordinance 4THCC-24, Santiago City National High School is here. The
commission was assigned by the Chambers of Congress to learn the circumstances of
Philippine Education recommended the decentralization of the different ladders of
education. This task manufactured the Technical Education and Skills Development
Authority (TESDA) alive; they are in charge of post-secondary technical-vocational
courses and the Commission on Higher Education (CHED) to conduct the degree courses
in college with the DepEd with holding only the elementary secondary on the other hand
known as the basic education. On November 27, 2001, the turn-over ceremony took place
along with the signing of the Memorandum of Agreement (MOA). The teachers and
students were transferred; 1.4 hectares at the southern portion with the building was
sculpted out of SICAT. School facilities were also turned-over. On March 06, 2002, City
High’s first batch graduated. April 2002; Director Isabel C. Taguinod of the Department
of Budget and Management wrote the Officer-in-Charge informing them that the
resolution should have been an Ordinance under rules on May 15, 2002. Today, Santiago
City National High School move forward, leaving an indelible mark on its way so that in
Santiago City, in the whole Isabela and the whole Region 02, SCNHS will be
remembered.
As of School year 2017-2018, there is a total of 3,506 students enrolled in
Santiago City National High School, within that population, there are 843 Grade 7
students, 749 Grade 8 students, 704 Grade 9 students, 643 Grade 10 students,306 Grade
11 students,and 325 Grade 12 students. There is an estimated number of 150 teachers in
Santiago City National High School. Also, there are 25 buildings in SCNHS.
29
Research Instrument
The research instrument was made by the research adviser, Mr. Virgo M. Gulan.
The researchers used the research instrument that served as main tool to gather data from
the respondents. The research instrument was validated through the letter of validation
registered to the principal’s office.

The research instrument is divided into four parts, the first part of the survey
questionnaire is a short letter that was written for the respondents to know what the
research is about, ensuring the respondents that their answers are confidentially kept and
their consent upon answering the questions that the researchers have given to them. The
second part includes the background information of the respondents which is used to
draw important information about the respondents name, section, age, sex, position in
class and academic ranking. The third part is used to know the level of awareness on the
following selected school policies under the school manual. A table is present where a list
of selected school policies is listed and rated by the respondents from 4 to 1; 4 for very
much aware, 3 for aware, 2 for somewhat aware and 1 for not aware. The final part of the
survey questionnaire is use to know the level of agreement on the following statements as
regards selected school policies under the school manual and rated by the respondents
from 4 to 1; 4 for very much agree, 3 for agree, 2 for somewhat agree and 1 for do not
agree.
30
Data Gathering Procedure
Before the research proper shall be conducted, a permission letter was made and
sent to the authorities of the school which will ensure that the research study is approved
and validated. The permission letter’s contents include allowing of the research study to
be conducted, and that the information in the research instruments to be filled by the
respondents are held in strict confidentiality and that the research studies are ethically
acceptable.
In selecting the sample population, the researchers used the Sloven’s formula and
came up with 360 respondents. The researchers used a probability sampling, more
specifically, stratified random sampling, to identify this sample. The criterion used in
stratifying is grade level, which resulted to 90 students or respondents per grade level and
will further be divided into sections, which results to 30 students per class.
Before the start of the data gathering, the researchers first gave the permission
letter to the teacher present or in charge inside the classroom. Survey questionnaires are
then distributed to 30 random respondents and instructions were dictated to them as well.
After all the research instruments were collected, the researchers started the tabulation of
data.
31
To begin the tabulation of data, the researchers numbered the questionnaires; 1 to
90 were assigned to the respondents from grade 7, 91 to 180 in grade 8, 181 to 270 in
grade 9, and 271 to 360 in grade 10. Categorical variables in the research instruments like
sex, position in class and academic ranking were transformed into numerical data. Data
such as age and the answers of the respondents in the questions or the scale will not
change because it is already considered as a numerical data.
Statistical Tools
The researchers used variety of tools in order to gather the data needed. These are
the tools that the researchers need in order to gather the data needed to support the
research study.
1. Descriptive statistical tools were used in order to answer questions 1 to 5.
Frequency count, percentage, mean and standard deviation were applied to
questions 1a, 1b, 2 and 3. On the other hand, only frequency count and percentage
were used in answering questions 1a, 1b, 1c, 1d 1e.
2. Mean or arithmetic mean is used in questions 1, 2 and 3 with a formula of:
∑x
x̅ =
N
Where:
x̅ – mean
∑ x– sum of all set elements
N – number of elements
32
3. Standard Deviation is used to know how far the values are to each other in a given
set. It has a formula of:
∑( x − x̅ )2
s= √
n−1
Where:
s – standard deviation
∑( x − x̅)2 - sum of the squares of the difference of values in a data set and the
arithmetic mean
n – number of samples
4. In answering questions 4a, 4b, 5a and 5b a test of difference were employed.
Since the questions is trying to find out the significant difference on the level of
awareness of the students to selected school policies under the school manual
according to grade level and age that are ranging from at least three, a test for
three or more groups were chosen for the said matter. ANOVA, also known as F-
test were used to answer the following questions. F-test has a formula of:
MSb
F=
MSw
33
Where:
MSb = between treatment variance MSw = within treatment variance

If the test proves that there really is a significant difference then the researchers
will then proceed to a Post-hoc test (Scheffe Method) with a formula of:
̅x1− x̅2
F1 = | 1 1
|
√MSw (n +n )
1 2
Where:
x̅ = sample mean 𝓃 = sample size MSw = within treatment variance
5. To answer questions 4c, 4d, 4e, 5c, 5d and 5e a test of difference shall be implied.
These questions are trying to find out if there is a significant difference on the
level of awareness and agreement, respectively, when grouped according to sex.
Since the variable, which is sex is only two, the researchers then shall do a test of
difference for two groups, which is the T-test. Since both groups are uncorrelated,
an independent sample T-test will be implied. The formula for an independent
sample T-test is:
x̅1 − x̅2
t= 1 1
√[(n1 −1)s21 (n2 −1)s22 ][n +n ]
1 2
34
Where:
x̅ = sample mean
n = sample size
s = sample standard deviation
Interpretation on Scale Used in the Study
TABLE 1: Table for interpretation of the level of awareness of students to
selected school policies under the school manual
Scale Range Verbal Interpretation
4 3.26 – 4.00 Very Much Aware
3 2.51 – 3.25 Aware
2 1.76 – 2.50 Somewhat Aware
1 1.00 – 1.75 Not Aware
35
TABLE 2: Table for interpretation of the level of agreement of students to
selected school policies under the school manual

Scale Range Verbal Interpretation
4 3.26 – 4.00 Very Much Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Somewhat Agree
1 1.00 – 1.75 Do Not agree
Interpretation
This interpretation scale is used to deduce their verbal interpretation of the level
of agreement of students to selected school policies under the school manual. 1.00-1.75
range means that the respondents are not aware with the selected school policies. 1.76-
2.50 range means that the respondents are somewhat aware. 2.51-3.25 range means that
the respondents are aware and 3.26-4.00 range means that the respondents are very much
aware in it.
CHAPTER 4
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
This chapter presents, interprets, and analyses the data collected using appropriate
statistical tools. The analytical procedures are arranged according to the sequence of
specific questions in chapter 1. The order of discussion is specifically as follows: (a)
Profile of the respondents (b) Levels of awareness and agreement of students to selected
school policies under the school manual (c) Significant difference on the levels of
awareness and agreement.
Profile of the Respondents
Table 3. Frequency and percent distribution of the respondents with respect to grade
level
Grade Level Frequency Percent
7 90 25.0
8 90 25.0
9 90 25.0
10 90 25.0
Total 360 100.0
As can be seen from the table, the respondents are equally divided from different
grade levels because of the stratified random sampling. The number of respondents is
obtained using the Sloven’s formula. Hence, a frequency of 90 each grade level with a
percentage of 25.0%
37
Table 4. Frequency and percent distribution of the respondents with respect to age
Age Frequency Percent

12 56 15.6
13 82 22.8
14 86 23.9
15 67 18.6
16 50 13.9
Total 341 94.7

Mean= 13.92 SD= 1.30
It can be seen from the table, most of the respondents have the age of 14 with a
frequency of 86 and percentage of 23.9%. The least age of the respondents is 16 which
has a frequency of 50 and a percentage of 13.9%. 12 years old is the youngest among all
the respondents which has a frequency of 56 and a percentage of 15.6%. The age of the
respondents has a mean of 13.92 and a standard deviation of 1.30. The remaining 19 or
5.3% respondents didn’t answered the background information specifically the age.
38
Table 5. Frequency and percent distribution of the respondents with respect to sex
Sex Frequency Percent

Male 153 42.5
Female 195 54.2
Total 348 96.7
It can be seen from the table, most of the respondents are female with a total of
195 accounting for 54.2%. The remaining 153 are male respondents which represents the
42.5% of the totality. Female respondents are greater than male respondents because it is
randomly selected. The remaining 12 or 3.3 % respondents from the totality didn’t
answered the background information specifically the sex.
39
Table 6. Frequency and percent distribution of the respondents with respect to position in
class
Position in Class Frequency Percent

Officer 88 24.4
Member 253 70.3
Total 341 94.7
It is shown in the table that most of the respondents are member based on the
position in class accounting 70.3% of the totality of the respondents with a frequency of
253 followed by the officer accounting 24.4% of totality of the respondents with a
frequency of 88. The remaining 19 or 5.3% respondents from the totality didn’t answered
the background information specifically the position in class.
Looking in the table it shows that the member is higher than the officer because of
the Random Sampling. The researcher conducted, also there are few position in class in
the class
40
Table 7. Frequency and percent distribution of the respondents with respect to academic
ranking
Academic Ranking Frequency Percent

With honors 107 29.7
Without honors 199 55.3
Total 306 85.0
It shown in the table, the respondents are most without honors with a frequency of
199 or 55.3%. While 107 or 29.7% respondents are with honors. The remaining 54 or
15% respondents didn’t answer the background information specifically the academic
ranking. The respondents without honors are greater than with honors because it is
randomly selected.
41
Table 8. Descriptive Summary on the Level of Awareness of Students to Selected School
Policies under the School Manual
Selected School Frequency Mean SD Verbal Rank
Policies 4 3 2 1 Interpretation
Very Aware Some- Not
Much what Aware

Aware Aware
Littering 140 111 60 48 2.9554 1.04546 Aware 2
Absenteeism 128 109 70 52 2.8719 1.05717 Aware 5
Cutting Classes 151 64 33 106 2.7345 1.28517 Aware 6
Late 122 128 70 38 2.9330 0.97933 Aware 4
Haircut 136 117 50 52 2.9493 1.05376 Aware 3
School Uniform 264 62 17 15 3.6061 0.76599 Very Much Aware 1
Cheating 112 95 82 69 2.6983 1.10692 Aware 7
Overall 1053 686 382 380 2.9625 0.74247 Aware
Generally, most of the respondents are aware on the selected school policies
under the school manual with a mean of 2.9625 and a standard deviation of 0.74247
which is on the “aware” scale.
The respondents are very much aware on the selected school policy no. 6 which is
school uniform with a mean of 3.6061 and a standard deviation of 0.76599 which means
“very much aware”. The respondents are aware on the selected school policy no. 1 which
is littering with a standard deviation of 1.04546 which means “aware”.

42
The respondents are least aware on the selected school policy no. 7 which is
cheating with a mean of 2.6983 and a standard deviation of 1.10692. Followed by 2nd
least aware on the selected school policy which is cutting classes with a mean of 2.7345
and a standard deviation of 1.28517.
According to Sanchez J. and Hill G. (2013) School uniforms is minimal,
especially research on students' opinions about uniforms, and the use of student uniforms
is a growing conversation across the country. Two researchers from the University of
Nevada, Reno College of Education studied opinions of students in three middle schools
in the Washoe County School District in northern Nevada during the first-year
implementation of a uniform policy at the schools. Although 90 percent of the students
indicated they did not like wearing uniforms, various benefits to wearing uniforms were
reported, including decreases in discipline, gang involvement and bullying; and increases
in safety, ease of going to school, confidence and self-esteem.
They also examined data on discipline referrals and school police reports
before and after the uniform policy was put in place at one of the schools. Females
perceived or experienced more benefits than males. Based on grade level, more seventh-
graders than eighth-graders reported agreement with statements about the benefits of
wearing school uniforms. Results also revealed that Latino students perceived more
benefits from uniforms than Caucasian students perceived.
43
Table 9. Descriptive Summary on the Level of Agreement of Students to Selected School
Policies under the School Manual
Frequency Mean SD Verbal Rank
Statements 4 3 2 1 Interpretation
Very Agree Some- Disagree
Much what
Agree Agree
I should obey 227 90 24 18 3.4652 0.82779 Very Much Agree 2
I am subjected 155 142 57 6 3.2389 0.77470 Agree 3

I believe the 106 72 65 17 3.0194 0.81570 Agree 10
sanctions
I am guided 151 150 44 15 3.2139 0.81513 Agree 4
I should 131 173 44 9 3.1933 0.74514 Agree 5
report violations
My classmates 117 153 80 9 3.0529 0.80500 Agree 7
respect
My classmates 111 175 64 9 3.8080 0.76344 Very Much Agree 1
are guided
Obey
believe the sanctions
are humane
should report
violations
Overall 1349 1435 586 123 3.1437 0.49327 Agree
44
Generally, the respondents agree to the statements regarding their agreement to the said
school policies. It is evident on the acquired mean of 3.1437, which within the range on
the agree scale. It is also acquired a standard deviation of .49327, which indicates that
there really is a significant difference on the level of agreement in the perception of the
respondents.
The respondents agreed on most of the statements 6, 1, and 2 which are “My
classmates are being guided by the school policies in every action they are doing in the
school”, “It is my responsibility to obey the school policies as a student of Santiago City
National High School”, and “I am subjected to the school policies as a student”
respectively. The respondents believe most that their classmates are guided by the school
policy, which is evident by the computed mean of 3.8080 and a standard deviation of
.82779, which indicates the similarity of the answers of the respondents. Then it is
subsequently followed by the respondents’ agreement to being subjected to the school
policy, which ranked as the third statement that the respondents agree of the most, as can
be seen by its mean of 3.2389 and a standard deviation of .77470.These results show that
most respondents are acknowledging themselves as both obedient and subjected to the
school policies, and also perceive that their classmates are acting upon or being guided by
the school policy in terms of their actions.

45
The respondents’ least agreed statements are 3, 9, and 8.Both statements 3 and 9
talks about the fairness and consideration given to those who disobey the rules.
Statement 3 being the respondents’ belief on the sanctions being humane acquired a mean
of 3.0194 and a standard deviation of .81570. Meanwhile, statement 9 being their
classmates’ belief on the fairness of the sanctions acquired a man of 3.0333 and a
standard deviation of.80320 and in the statement 8, which is about the obedience of their
classmates because they recognize that they are responsible to do so. This statement
scored a mean of 3.0362 and a standard deviation of .83654. These 3 statements imply
that the answer of the respondents are closely similar to each other. These results show
that the respondents believe that the sanctions given to the violators are somewhat unfair
and unkind and that their classmates are not obedient to the school policies
46
School Policies when grouped according to Grade Level
Selected School Sources of SS df MS F-value P-value

Decision
Policies Variation
Littering Bet. Group 56.594 3 18.865 20.009 0.000

Reject Ho
With. Group 334.693 355 0.943
Total 391.287 358
Absenteeism Bet. Group 17.005 3 5.668 5.253 0 .001

Reject Ho
With. Group 383.101 355 1.079
Total 400.106 358
Cutting Classes Bet. Group 10.680 3 3.560 2.117 0 .090

Accept Ho
With. Group 572.360 350 1.635
Total 583.040 353
Late Bet. Group 19.970 3 6.657 7.309 0 .000

Reject Ho
With. Group 322.421 354 0.911
Total 342.391 357
Haircut Bet. Group 8.359 3 2.786 2.542 0 .056

Accept Ho
With. Group 384.728 351 1.096
Total 393.087 354
School Uniform Bet. Group 5.701 3 1.900 3.302 0.021

Reject Ho
With. Group 203.765 354 0.576
Total 209.466 357
Cheating Bet. Group 29.955 3 9.985 8.675 0.000

Reject Ho
With. Group 407.464 354 1.151
Total 437.419 357
Overall Bet. Group 17.660 3 5.887 11.627 0.000

Reject Ho
With. Group 180.243 356 0.506
Total 197.902 359 47

To find out whether there is a significant difference on the level of awareness of
students to selected school policies under the School Manual when grouped according to
grade level, the data were subjected to F- test or one-way analysis of variance.
Looking on the table, the table shows that there is a significant difference on the
level of awareness of students to selected school policies under school manual when
grouped according to grade level. This can be seen from the computed F value of 11.627
or a P value of .000, pointing the rejection of the null hypothesis. It means that the
respondents from grade levels 7, 8, 9 and 10 have different perception on the level of
awareness of students to selected school policies under the school manual.
Specifically significant difference can be gleamed from all dimensions, to wit:
Littering ( F= 20.009; P= .000) Absenteeism (F= 5.253; P= .001) Cutting classes (F=
2.11; P= .090) Late (F= 7.309; P= .000) Haircut (F= 2.54; P= .056) School Uniform (F=
3.302; P= .000) Cheating (F= 8.675; P= .000) to see where the specific significant
difference lies the Hoc Test was used. Multiple comparisons are made in the use of
Scheffe method.
The thesis of University of Melbourne, Faculty of Education (2001) has stated
that International students are a significant factor in contemporary Australian education.
However, despite the good efforts of the many stakeholders, a number of these students
do not succeed. One major element common among many who fail is absenteeism.
48
While there have been attempts to remedy the problem, most have not succeeded.
One reason for this has been the lack of information sought on how students viewed their
own experience and behaviour. The study concludes that, as with all students with social
difficulties, help in developing the attitude and skills needed to engender self-esteem and
self-reliance, as well as open and frequent communication between students, parents,
support staff and significant peers, are essential if any improvement is to be made in the
situation.
49
School Policies when grouped according to Age
Selected School Sources of SS df MS F- value P- value

Decision
Policies Variation
Littering Bet. Group 22.805 4 5.701 5.493 0.000

Reject Ho
With. Group 347.698 335 1.038
Total 370.503 339
Absenteeism Bet. Group 18.067 4 4.517 4.143 0.003

Reject Ho
With. Group 365.227 335 1.090
Total 383.294 339

Cutting Classes Bet. Group 32.286 4 8.071 5.049 0.001
Reject Ho
With. Group 529.140 331 1.599
Total 561.426 335
Late Bet. Group 9.169 4 2.292 2.400 0.050

Accept Ho
With. Group 318.978 334 0.955
Total 328.147 338
Haircut Bet. Group 5.168 4 1.292 1.175 0.321

Accept Ho
With. Group 364.974 332 1.099
Total 370.142 336
School Uniform Bet. Group 2.926 4 0.731 1.266 0.283

Accept Ho
With. Group 192.196 334 0.578
Total 195.912 338
Cheating Bet. Group 25.396 4 6.349 5.45 0.000

Reject Ho
With. Group 389.10 334 1.165
Total 414.501 338
Overall Bet. Group 10.171 4 2.543 4.746 0.001

Reject Ho
With. Group 180.020 336 0.536
Total 190.191 340

50
To test if there really is a significant difference on the level of awareness of
students to selected school policies grouped according to age, the one-way of variance
The F and P values obtained were 4.746 and 0. 001, that means, there really is a
significant difference among the different age group; which also means that when
grouped according to age have different level of awareness to selected school policies
particularly in littering, absenteeism, cutting classes and cheating.

In terms of Littering, it was found out that there is a significant difference among
the different age ( F= 5.493, P= .000) as well as for Absenteeism ( F= 4.414, P= .003),
Cutting classes ( F= 5.049, P= .001) and Cheating ( F= 5.45, P= .000) in which there is a
significant difference among the level of awareness to the said school policies when
grouped according to age.
According to Perez-Pena R. (2012) Large-scale cheating has been uncovered
over the last year at some of the nation’s most competitive schools, like Stuyvesant
High School in Manhattan, the Air Force Academy and, most recently, Harvard.
Studies of student behavior and attitudes show that a majority of students
violate standards of academic integrity to some degree, and that high achievers are
just as likely to do it as others. Moreover, there is evidence that the problem has
worsened over the last few decades.
Experts say the reasons are relatively simple: Cheating has become easier and
more widely tolerated, and both schools and parents have failed to give students
strong, repetitive messages about what is allowed and what is prohibited.

51
School Policies when grouped according to Sex
Selected School Sex N Mean SD t-value p-value

Decision
Policies
Littering Male 153 2.8431 1.05205 -1.607 0.109

Accept Ho
Female 194 3.0258 1.05022
Absenteeism Male 152 2.9013 1.00172 0.435 0.664
Accept Ho
Female 195 2.8513 1.10921
Cutting Classes Male 151 2.7285 1.27506 0.116 0.908

Accept Ho
Female 191 2.7120 1.32021
Late Male 152 2.8553 0.97931 -1.158 0.248

Accept Ho
Female 194 2.9794 0.99719
Haircut Male 152 3.0000 0.99002 1.052 0.294

Accept Ho
Female 191 2.8796 1.10079
School Uniform Male 153 3.4575 0.91757 -3.242 0.001

Reject Ho
Female 193 3.7254 0.61426
Cheating Male 153 2.6275 1.1734 -0.946 0.345

Accept Ho
Female 193 2.7409 1.10172
Overall Male 153 2.9189 0.69661 -0.787 0.432
Accept Ho
Female 195 2.9826 0.78939
To identify if there is a significant difference on the level of awareness of the
students to the selected school policies under the school manual, the data were subjected
to t-test for independent means at 0.05 level of significance.
52
Generally, there is no significant difference on the level of awareness to the
selected school policies when grouped according to age. As shown in the table, its t-value
of -.787 and the p-value 0f .432, therefore, it can be inferred that both male and female
students have the same level of awareness on the selected school policies.
However, there is a specific school policy wherein a significant difference can
be found when the respondents are grouped according to sex. This school policy is
regarding the school uniform, which acquired a t-value of -3.242 and a p-value of
.001.Female respondents are more aware of this policy as evident by the means acquired;
Males (3.4575) and Female (3.7254).
Ryan (2016) Chinese students with trendy hairstyles forced to get haircuts in front
of their school. Those who are found sporting restricted ‘fashionable hairstyles’ will be
given an instant make-over.Curly or blonde hair must be proven to be natural and not
salon-styled, reported the Telegraph. Some schools have even required students to
provide a doctor’s certification to prove that their curls are authentic. The initiative is part
of the government’s crackdown on teenagers’ trendy hairstyles which is deemed to
have “negative social influence”. It is also supposed to have been enforced “to ensure
they (students) can focus on their studies.”
53

School Policies when grouped according to Position in Class
Selected School Position N Mean SD t-value p-value

Decision
Policies in Class
Littering Officer 88 3.3295 0 .84038 3.844 0.000
Reject Ho
Member 253 2.8458 1.07088
Absenteeism Officer 87 3.1954 0.95039 2.984 0.003

Reject Ho
Member 253 2.8103 1.06699
Cutting Classes Officer 86 2.9767 1.16797 1.853 0.065
Accept Ho
Member 250 2.6800 1.31778
Late Officer 88 3.1364 0.88645 2.128 0.034

Reject Ho
Member 251 2.8765 1.01818
Haircut Officer 87 3.1379 0.90441 1.789 0.075

Accept Ho
Member 250 2.9080 1.07338
School Uniform Officer 88 3.7159 0.52411 1.485 0.138

Accept Ho
Member 251 3.5737 0.84235
Cheating Officer 88 3.0455 0.94576 3.369 0.001

Reject Ho
Member 252 2.5913 1.13422
Overall Officer 88 3.2218 0.63542 3.635 0.000
Reject Ho
Member 253 2.8943 0.75712 54
To see if there is a significant difference between the level of awareness of the
students when grouped according to position in the class, the researchers introduced the
data to independent samples t-test. After correlating the two different groups using the
independent samples t-test it was found out that there is really a significant difference
between the level of awareness of the students when grouped according to position in the
class. With the overall means of 2.8943 for members of the class and 3.2218 with the p-
value of 0.00, it clearly shows that there is really a significant difference between the
level of awareness of students when grouped according to position in the class.
It can be inferred that officers in class respond differently compared to ordinary
members of the class. Though the reason on why these data are like these is not answered
in this study, the researchers tried to answer what data are needed for future research
studies. It can be inferred from the table on the previous page that the level of agreement
of the officers are actually significantly higher than the level of agreement of the ordinary
students. Therefore the class officers are more aware of the school policies than ordinary
students.
According to Ryan (2016) “A small number of students were found to be affected
by the negative social influence of dyed and permed hair, which affects their
comprehensive development. In order to create a positive and healthy learning
environment for students, the school has ruled that boys should have crew cuts and girls
should grow hair down to the ear, to ensure they can focus on their studies.”For some
students, refusing to go to school is seen as a more viable option rather than getting their
hair cut. The Chinese social media have been flooded with angry posts and comments
criticizing the rules, with some stating they are treated as prisoners in the Chinese
schools, with reference to China’s prisons with a similar law on short haircuts.
55
School Policies when grouped according to Academic Ranking
Selected School Academic N Mean SD t-value p-value

Decision
Policies Ranking
Littering With honors 106 3.3679 0.796733 5.061 0.000
Reject Ho
Without honors 199 2.7638 1.08222
Absenteeism With honors 105 3.1524 0.97843 2.897 0.004

Reject Ho
Without honors 199 2.7889 1.07105
Cutting Classes With honors 106 3.1038 1.13749 3.362 0.001

Reject Ho
Without honors 194 2.5979 1.30093
Late With honors 106 3.1887 0.84078 3.380 0.001

Reject Ho
Without honors 197 2.7868 1.05716
Haircut With honors 106 2.9717 0.99002 0.186 0.852

Accept Ho
Without honors 195 2.9487 1.0391
School Uniform With honors 106 3.5849 0.72857 0.065 0.948

Accept Ho
Without honors 197 3.5787 0.83309
Cheating With honors 106 3.1981 0.85546 5.849 0.000

Reject Ho
Without honors 199 2.4573 1.14457
Overall With honors 106 3.2242 0.61823 4.063 0.000
Reject Ho
Without honors 199 2.8421 0.74774
In order to see if there is a significant difference on the level of awareness of
students to selected school policies when group according to academic ranking. The
researchers used Independent sample.

56
The T and P values obtained were 4.063 and 0.001 respectively which means there
is a significant difference between the academic ranking: which also means that when
grouped according to academic ranking have different have different level of awareness
to selected school policies particularly in Littering, Absenteeism , Cutting classes, Late
and Cheating.
In terms of Littering, it was found out that there is a significant difference
between the academic ranking (T= 5.061, P= .000) as well as for absenteeism (T= 2.897,
P= .004) cutting classes (T= 3.362), late (T= 3.380, P= .001) and cheating (T= 5.849, P=
.000) which shows that there is really a significant difference between the level of
awareness to the said school policies when grouped according to academic ranking.
McCabe D. (2012) “I don’t think there’s any question that students have
become more competitive, under more pressure, and, as a result, tend to excuse
more from themselves and other students, and that’s abetted by the adults around
them.”
57

School Policies when grouped according to Grade Level
Statements Sources of SS df MS F-value P-value Decision

Variation
Bet. Group 12.901 3 4.300 6.569 0.000 Reject Ho
I should obey With. Group 232.414 355 0.655
Total 245.315 358
I am subjected Bet. Group 5.344 3 1.781 3.018 0.030 Reject Ho
With. Group 210.111 356 0.590
Total 215.456 359
I believe the Bet. Group 6.631 3 2.210 3.388 0.018 Reject Ho

sanctions are With. Group 232.233 356 0.652
humane Total 238.864 359
Bet. Group 6.186 3 2.062 3.159 0.025 Reject Ho
I am guided With. Group 232.344 356 0.653
Total 238.531 359
I should report Bet. Group 0.088 3 0.029 0.052 0.984 Accept Ho
violations With. Group 197.576 353 0.560
Total 197.664 358
My classmates Bet. Group 2.116 3 0.705 1.089 0.354 Accept Ho
respect With. Group 229.879 355 0.648
Total 231.994 358
are guided With. Group 208.430 355 0.587
Total 208.657 358
obey With. Group 250.254 355 0.705
Total 250.529 358
believe the sanctions With. Group 228.533 356 0.642
are humane Total 231.600 359
should report With. Group 231.667 356 0.651
violations Total 231.989 359
Overall Bet. Group 0 .812 3 0.271 1.113 0.344 Accept Ho
With. Group 86.539 356 0.243
Total 87.351 359
58
To see if there is a significant difference among the level of agreement of
the students when grouped according to grade level, the researchers used two statistical
tools: the F-test and the post-hoc test. The f-test is used to determine the significant
difference (if there is) among and between the groups, this test is more efficient with data
that has 2 or more groups. The post-hoc test is used to determine the order of the data
which is the highest and the lowest among the groups.

As seen in the table above, the null hypothesis was accepted with a p-value of
0.344 (higher than 0.05). Now that the null hypothesis is accepted, it is indicated that
there is no significant difference between the level of agreement of students when
grouped according to grade level. It can be inferred that the agreement of all the students
from grade 7-10 are the same in terms of level of agreement on the statements shown on
the questionnaire.
59
School Policies when grouped according to Age
Statements Sources of SS df MS F-value P-value Decision

Variation
I should obey Bet. Group 9.649 4 2.412 3.684 0.006 Reject Ho
With. Group 219.325 335 0.655
Total 228.974 339
I am subjected Bet. Group 5.810 4 1.452 2.490 0.043 Reject Ho
With. Group 195.962 336 0.583
Total 201.771 340
I believe the Bet. Group 3.717 4 0.929 1.433 0.223 Accept Ho
sanctions are With. Group 217.861 336 0.648
humane Total 221.578 340
I am guided Bet. Group 9.604 4 2.401 3.744 0.005 Reject Ho
With. Group 215.458 336 0.641
Total 225.062 340

I should report Bet. Group 1.938 4 0.484 0.898 0.465 Accept Ho
violations With. Group 179.565 333 0.539
Total 181.503 337
My classmates Bet. Group 6.400 4 1.600 2.531 0.040 Reject Ho
respect With. Group 212.427 336 0.632
Total 218.827 340
My classmates Bet. Group 2.707 4 0.677 1.186 .317 Accept Ho
are guided With. Group 191.090 335 0.570
Total 193.797 339
obey With. Group 232.279 335 .693
Total 238.503 339
believe the sanctions With. Group 211.957 336 .631
are humane Total 217.707 340
My classmates Bet. Group 2.216 4 .554 .875 .479 Accept Ho
should report With. Group 212.611 336 .633
violations Total 214.827 340
Overall Bet. Group 2.540 4 .635 2.618 .035 Reject Ho
With. Group 81.485 336 .243
Total 84.025 340
To see the significant difference among the means of the scores when grouped
according to age, the one-way analysis of variance test was used. The mean of the F-
value is 2.618 with a p-value of 0.035 which is below the 0.05 acceptance region.
60
This statement now indicates that the null hypothesis is rejected and therefore
there is a significant difference among the means of the scores. As seen in the table in
terms of the statement “I am guided… …” it says that there is a significant difference
among the scores of the respondents when grouped in age. It can be inferred that different
age group affects the choices of the students in terms level of agreement on statements
directly related to school policies. There is really a significant difference between the
values among the scores, the ANOVA or post-hoc test is used to determine the difference
of the scores.
61
Table 17. Significant Difference on the Level of Agreement of Students to Selected School Policies when grouped
according to Sex
Statements Sex N Mean SD t-value p-value Decision
I should obey Male 152 3.3816 .85300 -1.867 .063 Accept Ho
Female 195 3.5487 .80602
I am subjected Male 153 3.2026 .77255 -1.018 .309 Accept Ho
Female 195 3.2872 .76629
I believe the Male 153 2.9477 .89436 -1.296 .196 Accept Ho
sanctions are Female 195 3.0615 .74357
humane
I am guided Male 153 3.1307 .80861 -1.787 .075 Accept Ho
Female 195 3.2872 .81202

I should report Male 152 3.1711 .75271 -.516 .606 Accept Ho
violations Female 193 3.2124 .72990
My classmates Male 153 2.9085 .86875 -3.027 .003 Reject Ho
respect Female 195 3.1692 .73714
My classmates Male 152 3.1046 .78776 .207 .836 Accept Ho
are guided Female 194 3.0876 .73234
My classmates Male 153 2.9542 .87614 -1.527 .128 Accept Ho
obey Female 194 3.0928 .80905
My classmates Male 153 2.9542 .89104 -1.704 .089 Accept Ho
believe the Female 195 3.1026 .73200
sanctions are humane
My classmates Male 153 3.0719 .85150 -.828 .408 Accept Ho
should report Female 195 3.1436 .75975
violations
Overall Male 153 3.0824 .49177 -2.190 .029 Reject Ho
Female 195 3.1990 .49371
To see if there is a significant difference between the level of agreement of
students when grouped according to age, the researchers used the independent samples t-
test to know if there is a significant difference between these two grou

62
ps. The t-value is 2.910 with a p-value of 0.029 which means that there is that
there is a significant difference between the scores when grouped according to sex. The
female students level of agreement are higher than the level of agreement of male
students.
As seen on the table the level of agreement of the female students are significantly
higher than the level of agreement of males. It can be inferred that female students agrees
to the statements more than men.

63
School Policies when grouped according to Position in Class
Statements Position in N Mean SD t-value p-value Decision
Class
I should obey Officer 87 3.6207 .71919 1.787 .075 Accept Ho
Member 253 3.3487 .85054
I am subjected Officer 88 3.2727 .81265 .166 .868 Accept Ho
Member 253 3.2569 .75145
I believe the Officer 88 3.1818 .71992 2.156 .032 Reject Ho
sanctions are Member 253 vb 2.9684 .82555
humane
I am guided Officer 88 3.4773 .60605 3.384 . .001 Reject Ho
Member 253 3.1423 .85653
I should report Officer 87 3.2989 .66673 1.432 .153 Accept Ho
violations Member 251 3.1673 . 76150
My classmates Officer 88 3.2159 .76487 2.216 .027 Reject Ho
respect Member 253 2.9960 .81405
My classmates Officer 88 3.2045 .66366 1.598 .111 Accept Ho
are guided Member 252 3.0556 .78131
obey Member 252 3.0119 .83966
My classmates Officer 88 3.1023 .80287 .942 .347 Accept Ho
believe the Member 253 3.0079 .81158
should report Member 253 3.0751 .82031
violations
Overall Officer 88 3.2706 .46899 2.636 .009 Reject Ho
Member 253 3.1119 .49253
64
To see if there is a significant difference between the valuesv when grouped
according to position in the class, the researchers used the independent samples t-test to
correlate the two uncorrelated groups.
The mean of the scores of the 2 grouped data were compared. It was found that
there is really a significant difference between the scores when grouped according to
position in the class. With a T-value of 2.636 and a p-value of 0.009 the table indicates
that there is a significant difference between the scores of the respondents when grouped
in position in class.
As seen in the table the mean of scores of the ordinary students are higher than the
scores of class officers. It can be inferred that the level of agreement of officers are
significantly less than the level of agreement of the ordinary class members , Therefore
the ordinary students agree to the statements more than class officers.
65
School Policies when grouped according to Academic Ranking
Statements Academic N Mean SD t-value p-value

Decision
Ranking
I should obey Withhonors 106 3.6604 .70220 2.261 .024

Reject Ho
Without honors 198 3.4545 .78401
I am subjected Withhonors 106 3.4906 .62099 4.024 .000

Reject Ho
I believe the Withhonors 106 3.2075 .64316 2.900 .004
Reject Ho
sanctions are Without honors 199 2.9296 .86753
humane
I am guided Withhonors 106 3.3868 .65568 2.405 . .017

Reject Ho
I should report Withhonors 105 3.3905 .59639 3.389 .001

Reject Ho
violations Without honors 198 3.0909 .79454
My classmates Withhonors 106 3.1226 .71318 1.688 .092

Accept Ho
respect Without honors 199 2.9598 .84590

Accept Ho
are guided Without honors 198 3.0404 .77942

Reject Ho
obey Without honors 198 2.9646 .85720

Reject Ho
believe the Without honors 199 2.9246 .84048

Reject Ho
should report Without honors 199 2.9899 .84680
violations
Overall Withhonors 106 3.3176 .43620 4.537 .000 66
Reject Ho
To see the significant difference (if there is) between the two uncorrelated
groups, the researchers introduced the data to a test, specifically the independent sample
t-test. It shows in the table that the overall decision was to reject the null hypothesis with
the means of students with honor is 3.3176 while students without honor is 3.0635 and
the p-value of 0.000 which indicates that the students with honors have higher agreement
than those students without honor in terms of obedience.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
In this chapter, a summary of the conducted research is presented; its findings
upon this study are discussed and further elaborated in the conclusion. Afterwards
recommendations are cited.
Summary of Findings
(1) The profiles of the respondents are as follow, with respect to:
a) Grade level; there are 90 or 25% respondents in each grade level with the total of 360
respondents.
b) Age; Most of the respondents were 14 years old with a frequency of 86 which is 23.9%
of the respondents and least of the respondents were 16 years old with a frequency of 50
or 13.9% of the respondents.
c) Sex; Most of the respondents were female with the total of 195 or 54.2% of the
respondents and the remaining respondents were male with the total of 153 or 42.5% of
the respondents.
d) Position in class; 253 respondents were non-officers and 88 are officers.
e) Academic ranking; Most of the respondents are without honor with a frequency of 199
or 55.3% of the respondents and 107 or 29.7% of the respondents are with honor
(2) Level of Awareness 68
According to the results of the study. The students are most aware about the
policies school uniform with a mean score of 3.6061 and a SD of 0.76599. The students
are aware of their school uniforms and only a few students are not aware of proper school
uniform. The second policy that the students are most aware of is littering with mean
score of 2.9554 and SD of 1.04546. The two are widely informed to students and students
are aware at these policies.
The bottom two are interpreted as “aware” so the cutting class and cheating part
are still considered to also be widely informed to students with a mean of 2.7345 with a
SD of 1.29 and 2.9625 with SD of 1.107 respectively.

Overall, the students of Santiago City National High School students are aware of
the policies under the school manual with a mean of 2.9625 and SD of 0.74247. There is
really no significant difference between the awareness of students on the policies under
the school manual. This study states the students are widely informed and are aware of
the school policies written under the school manual.
(3) Level of Agreement

69
According to the study, the top three most chosen level of agreement on the
selected school manual is “ My classmates are being guided by the school policies in
every action that they are doing in the school” with a mean of 3.8080 and a SD of
0.76344 with a ranking of one. The second most chosen level of agreement is “it is my
responsibility to obey the school policies as a student of Santiago City National High
School” with a mean of 3.4652 and a SD of 0.82779. Lastly, the third most chosen level
of agreement is “I recognize that I am subjected to school policies as a student” with a
mean of 3.2389 and a SD of 0.77470.
Based on the study, the bottom three are the level of agreement is “I believe that
the sanctions given to those who disobey the school policies are humane and
commensurate to the gravity of the policy being disobeyed” with a mean of 3.0194 and
SD of 0.81570. The second to the last is the “My classmates believe that the sanctions
given to those who disobey the school policies are humane and commensurate to the
gravity of the policy being disobeyed” with a mean of 3.0333 and a SD of 0.80320. And
the third to the last is “My classmates obey the school policies because they believe that it
is their responsibilities to do so” with a mean of 3.0362 and a SD of 0.83654.

Overall, the most chosen level of agreement is “My classmates are being guided
by the school policies in every action that they are doing in school” which rank first. And
the least chosen of level of agreement by the respondents is “I believe that the sanctions
given to those who disobey the school policies humane and commensurate to the school
being disobeyed”.
(4) Overall
70
Overall, the finding shows that there is a significant difference among the level of
awareness towards the selected school policies when grouped according to grade level
(f=11.627, p=0.000), specifically there is a significant difference among the level of
awareness towards the selected school policies when grouped according to age (f=4.746,
p=0.001), however there is no significant difference between the level of awareness
towards the selected school policies when grouped according to sex (t=-0.787, p=0.432),
specifically there is a significant difference between the level of awareness towards the
selected school policies when grouped according to position in class (t=3.635, p=0.000),
however there is a significant difference between the level of awareness towards the
selected school policies when grouped according to academic ranking (t=4.063,
p=0.000). Meanwhile, there is no significant difference among the level of agreement
towards the selected school policies when grouped according to grade level (f=1.113,
p=0.344), however there is a significant difference among the level of agreement towards
the selected school policies when grouped according to age (f=2.618, p=0.035),
specifically, there is a significant difference between the level of agreement towards the
selected school policies when grouped according to sex (t=-2.190, p=0.029), however
there is a significant difference between the level of agreement towards

the selected school policies when grouped according to position in class (t=2.636,
p=0.009), specifically there is a significant difference between the level of agreement
towards the selected school policies when grouped according to academic ranking
(t=4.57, p=0.000).
Conclusion
(1) Level of Awareness
The researchers concluded that in the level of awareness, most of the students in
Santiago City National High School are aware of the school policies under the school
manual. The students are very aware in the policies about proper school uniform and
littering. These are the two top of the policies that most of the students are aware.
71
(2) Level of Agreement
The researchers concluded that in the study, the most chosen level of agreement
are those that shows guidance for the students in the different (selected) school policies
and make the students obey those policies. The students also agreed that this policies
should have an action in order for the students to follow and be guided by the school
policies.
(3) Overall
Overall, there is no significant difference on the level of awareness of the students
to selected school policies under the school manual when grouped according to sex.
However, there is a significant difference on the level of awareness of the students to

selected school policies under the school manual when grouped according to grade level,
age, position in class and academic ranking. Meanwhile, there is no significant difference
on the level of agreement of the students to selected school policies under the school
manual when grouped according to grade level.
Specifically, there is a significant difference on the level of agreement of the students to
selected school policies under the school manual when grouped according to age, sex,
position in class and academic ranking.
72
Recommendations
(1). Parents will be notified about the results of the study. The results will be a guide for
the parents to further inform students about the different school policies and to teach
them more regarding these school policies for discipline must also be present at homes.
(2). The researchers advise the school, especially the Prefect of Discipline for more
interesting forms of information dissemination and education that students will surely
enjoy and understand regardless of age, grade level, academic performance, and position
in class.
(3). The researchers also advice the school, especially the Prefect of Discipline to educate
the students about the sanctions given and why it is necessary, or that they change these
sanctions to the extent that the students approve of these sanctions. This is due to the low
level of agreement of students to statements that involve the humaneness of the sanctions
given.
(4). The researchers propose that the results of the study will be a basis in advising
students regarding their agreement or dissensus towards the school policies for the
guidance councillor.
(5). The researchers also recommend the faculty and staff to give attention to the students
based on their awareness and agreement to the different school policies, especially those
who are not aware or those who do not agree on the different school policies.
(6). The researchers encourage future researchers to conduct further studies about this
topic but with wider scope and greater number of variables to test the validity and
credibility of this research study and to have better understanding of this subject.
73
Appendix A
74
Appendix B
75
76
Appendix C
77
Appendix D
78
79
Appendix E
80
81
82
83
84
85
86
87
88
89
Curriculum Vitae
References
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acces.unimelb.edu.au/handle/11343/57670)
Chinese Students With Trendy Hairstyles Forced to Get Haircuts in front Of Their School
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school/)
Studies Find More Students Cheating, With High Achievers No Exception
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(https://www.questia.com)
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Edtechreview)
How Can Policy Makers Better Understand 21st Century Education
Policies and Procedures (https://schools.graniteschoolsorg/plymouth/policies-procedure/)
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(https://Peabody.Vanderbilt.edu/docs/pdf/tl/MIST_Analyzing-Policy-110918.pdf)
Essential Policies for your student handbook (https://www.Thoughtco.com)
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Level of Agreement on School Policies

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LEVEL OF AGREEMENT OF STUDENTS TO SELECTED SCHOOL

POLICIES UNDER THE SCHOOL MANUAL

A JUNIOR HIGH SCHOOL THESIS

The Faculty of Junior High School

“LEVEL OF AGREEMENT OF STUDENTS TO SELECTED SCHOOL

recommended for corresponding oral examination.

Approved by the oral examination committee in partial fulfillment of the

requirements for the subject Research l.

_______________________ ______________________ ____________________

_______________________ ______________________ ____________________

Accepted in partial fulfillment of the requirements for the subject Research l.

BABY LYN S. BALTAR ROBELYN P. AGUINALDO, Ed. D.

wisdom and faith to finish the research study.

support to the researchers. Thank you very much.

Almighty who guided the researchers in making this research study.

the school being disobeyed” has lowest level of agreement.

Chapter l. THE PROBLEM AND ITS SETTING

Statement of the problem……………………………………………………….....4

Hypothesis of the study……………………………………………………….…...5

Significance of the study……………………………………………………..…....5

Scope and Delimitation……………………………………………………..……..6

Chapter ll.REVIEW OF RELATED LITERATURES AND STUDIES

Chapter lll. RESEARCH METHODOLOGY

Respondents of the study……………………………………………………...27

Locale of the Study…………………………………………………………....27

Data Gathering Procedure……………………….…………………………….30

Interpretation on Scale Used in the Study……….…………………………….34

Chapter lV. PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

Presentation, Interpretation, and Analysis of Data…………………………....36

Chapter V. SUMMARY OF FINDINGS, CONCLUSION AND

policies under the school manual…………………………………………………..34

policies under the school manual…………………………………………………..35

Table 4. Frequency and percent distribution of the respondents with respect to

Table 5. Frequency and percent distribution of the respondents with respect to

Table 8. Descriptive Summary on the Level of Awareness of Students to Selected School

Policies under the school manual………………………………………………….41

Table 9. Descriptive Summary on the Level of Agreement of Students to Selected School

Policies under the school manual…………………………………………………43

School Policies when grouped according Grade level…………………………...46

Table 11. Significant Difference on the Level of Awareness of Students to Selected

School Policies when grouped according to Age………………………………...49

Table 12. Significant Difference on the Level of Awareness of Students to Selected

School Policies when grouped according to Sex………………………………...51

Table 13. Significant Difference on the Level of Awareness of Students to Selected

School Policies when grouped according to Position in Class………….……….53

Table 14. Significant Difference on the Level of Awareness of Students to Selected

School Policies when grouped according to Academic Ranking…………..……55

Table 15. Significant Difference on the Level of Agreement of Students to Selected

School Policies when grouped according to Grade Level…………………..…..57

Table 16. Significant Difference on the Level of Agreement of Students to Selected

School Policies when grouped according to Age…………………………….....59

Table 17. Significant Difference on the Level of Agreement of Students to Selected

School Policies when grouped according to Sex………………………………..61

Table 18. Significant Difference on the Level of Agreement of Students to Selected

School Policies when grouped according to Position in Class………………….63

Table 19. Significant Difference on the Level of Agreement of Students to Selected

School Policies when grouped according to Academic Ranking……………….65

THE PROBLEM AND ITS SETTING

existence of such policies.

School policies make students aware on what is happening in the environment

aim to create an orderly and peaceful school atmosphere.

education system meaning that it shall be followed by the students.

policies, it only covers the school not the country.

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