LEVEL OF AWARENESS OF THE GRADE 11 ABM STUDENTS ON THE RULES AND

REGULATIONS OF UNIVERSITY OF CEBU LAPU-LAPU AND MANDAUE

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A Thesis Presented to the Faculty of the Senior High School Department

University of Cebu Lapu-Lapu and Mandaue Cebu City, Philippines

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In Partial Fulfilment of the Requirements for the Subject

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By:

Congson, Mariel Joyce

Del Carmen, Issy Trassy

Gaviola, Samantha Claire

Miñoza, Jenelyn

Tablizo, Ron Anthony

Turner, Jingle

Ybañez, Margrett Rae

August 2017
Rationale

Rules and regulations are statements that tell what is or what is not allowed within a

particular system with a prescribed guide for conduct or action that says how something

should be done. It is an authoritative action dealing with already accepted procedures

about the right and the best way to do something. Awareness for this matter is very

important knowing and understanding the rules and regulations will help avoid in

violating such. This will limit ones actions and commandment to obey, in that way

commitment of violation will be avoided. In any universities, rules and regulations are

very much present. It is one way universities discipline their students to achieve their

goal in producing promising graduates.

Such discipline also focuses on the uniformity, safety, and for the fulfilment of the

schools requirement. Presences of rules and regulations with the corresponding

consequences will make the students follow obiently. University of Cebu Lapu-Lapu and

Mandaue (UCLM) is a tertiary school offering different courses and scholarship

programs. Its goal is to democratize quality education, be the visionary and industry

leader, give hope and transform lives, and also offer quality education responsive to the

demands of local and international communities. To achieve the said goal, the university

implemented disciplinary actions to produce prominent graduates.

However, there are still students violating the said discipline despite of the

consequences waiting. According to social control Theory of Jenkins (1997) and Stewart

(2003), school rules and regulations represent important control mechanisms to which

students conform to. This theory concentrated on the school as an important

mechanism of social control of notable significance is the school ability to control an

individual’s behaviour regardless of other significant background factor’s influences. In

other words, while the school represents one of the several social institutions to which

youth become connected, its effect in decreasing crime is independent of others.

The researcher will conduct this study to know the level of awareness to the rules and

regulations of Grade 11 ABM SHS students of UCLM. It emphasizes the important of

rules and regulations and improves students’ obedience to the university’s discipline.
Theoretical Background

This study is anchored on George A Millers Information. Processing Theory wherein this

theory processes an elaborate set of internal processes to account how learning and

retention occur. In this theory, human memory is thought to be composed of three

stories: sensory store, short term, and long term store (Mc Ewan and Wills, 2007). The

first stage is sensory memory, which is fleeting. Objects we see may last in memory for

only a half second (De Young, 2003). Information store in the sensory memory for only

half second basically in the form in which it was resend (Mc Ewan and Wills, 2007). If

these sensory items are not attended to in that time frame, they annually have

forgotten. For them to be passed on the next level of short term memory, there

sensations must be of some interest to the person or activate a known schemata. Short

term memory consists of whatever one is thinking about or that which impinge on

someone from an external stimulus at any given time. This particular memory may last

about 20 seconds unless someone verbally or mentally repeats them (De Young, 2003).

The long term memory is thought to have unlimited capacity. Information is rarely stood

in the long term memory in the form in which it is received. What is stored is the “gist”

of what was seen or heard rather than word for word sentences or precise mental

images. Individuals organize the information that is stored in the long term memory to

relate pieces of information are associated together.

This study also used David E. Rumelhart and Donald A. Norman’s theory of cognitive

learning, which is the mode of learning, as its supporting theory. According to these

theorists, knowledge is package into units and these units are called schemata.

Schemata are knowledge structures that are stored in memory (De Young, 2002).

Schemata are not always accurate and they can be modified. If the person is provided

with correct information in a meaningful way, the schema could be altered, Rumelhart

and Norman delineated three kinds of learning, all based on schema theory. The three

different modes of learning are accretion, tuning (or schema evolution) and restricting

(or schema creation). Accretion is the learning of new facts. New information is learned

and added to existing schemata. No changes are made to existing knowledge (De

Young, 2003). Tuning means that existing schemata evolve throughout the lifespan as

new situations and issues are encountered (De Young, 2003). Restructing is the

development of new schemata by coping and old schema and adding new elements that

are different enough to warrant a new schema.

Related Studies

This chapter deals with related literature on the effectiveness of school rules in

enhancing discipline in public schools. The sources of literature include published thesis

from online journals and web articles. The chapter is organized under the following

headings: Issues arising from school rules and regulations in secondary schools;

Perception of teachers and students towards rules and regulations in secondary schools;

Students involvement in the formulation of school rules and regulations in public

secondary schools; Extent to which existing rules and regulation enhance discipline in

secondary schools and the challenges arsing in enforcing the existing school rules and

regulations in secondary schools.

Students’ involvement in formulation of school rules and regulations refers to the work

of student representative bodies – such as school councils, student parliaments and the

prefectural body in formulation of school rules. It is also used to encompass all aspects

of school life and decision-making where students may make a contribution, informally

through individual negotiation as well as formally through purposely-created structures

and mechanisms. Student involvement also refers to participation of students in

collective decision-making at school rules is often viewed as problematic to school

administrators, parents 19 and society at large. This is often due to the fact that

students are viewed as minors, immature and lacking in expertise and technical

knowledge that is needed in the running of a school. Thus student participation is often
confined to issues concerned with student welfare and not in core governance issues

such as school rules (Magadla, 2007)

Sithole (2008) conducted a study on the extent off student involvement in decision

making in South African secondary schools. Sithole found that student involvement in

decision making especially in as far as formulation of school rules is concerned was

debatable with often conflicting viewpoints propagated by differing stakeholders

depending on their background and world view. Basically, there were three view-points

that were found to guide the extent of student involvement in formulation of school

rules. The first was that students must remain passive and receive instructions from

parents and teachers (Sithole 2008). This view meant that rules must be designed by

teachers and students are to follow them to the letter. The second viewpoint suggested

that students can participate but only to a certain degree. In support to this view, Mutua

(2004) suggests that there is a tendency among some teachers and school leaders to

define the issues which affect students quite narrowly. Student consultation and

decision-making is often limited to aspects of school life that affect students only and

which have no immediate relevance to their discipline, e.g., playgrounds, toilets and

lockers.

Aggrawal (2004) adds that while student representatives may not participate in matters

relating to formulation of school rules and regulations, their participation should be

ensured in all other academic and administrative decisions taken by these bodies.

Though this view appears to support student participation in decision making, it however

confines student involvement in decision making to specific areas of school life leaving
out the crucial aspect of rules and regulations. Defining the limits of student

participation in this way is however not only likely to give students the impression that

the school’s commitment is tokenistic and therefore not to be taken seriously, but it also

severely limits the possibilities for experiential learning (about the nature of schooling

and the education system as well as in different forms of public decision making)

(Okumbe, 2008)

The notion is authoritarian and paternalistic, rather than democratic. It not only

assumes that secondary school students have no right to decide for themselves the

issues in which they want or do not want to be involved. For this reason, Simatwa

(2012) suggested the opportunities for student participation should go beyond

specifically student-related issues and extend to wider aspects of school life especially

concerning school rules and regulations. Effective involvement, it has been said, would

give students a sense of ownership thereby compelling to adhere to school rules

(Fielding 2002). There are very few aspects of school life and decision making in which,

principle at least, school students cannot be meaningfully involved-depending upon their

age and experience hence the need to examine the third level of student decision

making. The third view point suggests that students should fully participate in decision

making which includes the formulation of rules and regulations (Magadla, 2007). This

view point is supported by Njozela (2008) who points out that principals and other

stakeholders should not underestimate the contributions of students especially if they

are given the opportunity to develop their skills and their level of maturity. In their

support, Huddleston (2007) states that student should be involved in all areas of school

life. He adds that the range of activities that make up the work 21 of a school can be
categorized in a number of different ways, but, however it is categorized, one should

expect students to have opportunities for involvement in each major area-in particular in

a school’s: ethos and climate-including rules, rewards and sanctions. Jeruto and Kiprop

(2011) conducted a research on the Extent of Students Participation in Decision Making

in Secondary Schools in Kenya. The study was prompted by the recurrent of student

unrest in Kenya; often blamed in media and research to unequal decision making

opportunities in schools. Data was collected by means of a survey questionnaire

distributed among 300 secondary school learners and thirty teachers. The findings were

that though there are attempts to include views of students in school policy, such

attempts were mainly tokenistic and did not extend to core issues of school rules and

regulations. Students were only mainly tokenistic and did not extend to core issues of

school rules and regulations. Students were only allowed to participate in student

welfare issues but were deemed to be immature and therefore unable to participate in

administrative issues such as formulation of rules and regulations. It was thus conclude

that student participation in secondary schools was still wanting and needed to be

expanded to include issues beyond student welfare issues. Students” views are excluded

when making decisions on the formulation of school rules, discipline of students and

nature of punishments. The study by Jeruto and Kiprop (2011) looked at student

participation in the formulation of school rules enhances discipline, an aspect which the

above study fell short of.

STATEMENT OF THE PROBLEM

This study aims to assess the level of awareness of Senior High School students on the

rules and regulations implemented by the University of Cebu Lapu-Lapu and Mandaue.

This study is to be conducted during the first semester S.Y. (2017-2018) in UCLM. The

result of this investigation will be the basis for the proposed school regulation awareness

seminar.

Specifically, this will answer the following questions:

1. What is the profile of the respondents in terms of

1.1 Age

1.2 Gender

1.3 Time or Schedule

2. What is the level of awareness of the senior high school students on the general

regulation of UCLM?

3. Is there a significant relationship between the age of the students and the general

regulations of UCLM?

4. Is there a significant relationship between the gender of the students and the general

regulations of UCLM?
5. Is there a significant relationship between the time schedule of the students and the

general regulations of UCLM?

6. Based on the findings, what possible information could the researchers proposed?
SIGNIFICANCE OF THE STUDY

PREFECT OF THE DISCIPLINE. This study will increase their awareness on how students

acted with the policies of the department. May this be an instrument to give proper

specific disciplinary action to those students who violated the policy, thus, the office

should be motivated in all aspects.

STUDENTS. This will make the students more informative about the school rules and

regulations and to make them vigilant about the manners they will to inside the school.

It will help them lessen their violations as they acquire the right number of policies

implemented in the school. This would benefit them in such a manner they would know

how to act properly inside the school premises to avoid being given sanctions or have

their ID’s confiscated.

SCHOOL. This study will provide school administration ideas on how to make students

more equipped with the rules and regulations they implemented. They will have the

clarity as to the management functions that need to be prioritized considering the

increasing of violations that the students committed. From the result, they can identify

what programs they need to execute and improve as well the students’ performance to

the administration. May this be an instrument in moulding the young, thus, they should

be motivated in all aspects.

PARENTS. They will learn from their sons and daughters are most benefited by their

administration and support for the different programs of the school.

FUTURE RESEARCHERS. This study will serve as their guide or reference material in

conducting a similar study in the future.

Scope and the Delimitation

This study focused on the three major variables: Level of Awareness; General

Regulations; and the profiling.

The conduct of level of awareness concentrated on the general regulations of UCLM.

The general regulations was delimited to school uniform, school I.D, haircut, gate pass ,

attendance and procedure on confiscated cell phones and other electronic gadgets. The

students profile was delimited to age, gender and time schedule.

This study will be further validated based on their using the survey instruments such as

like questionnaire. The respondents of the study are all Gr.11 ABM senior high school

students. This study will be conducted in the University of Cebu Lapu-Lapu and

Mandaue campus during their first semester of the S.Y 2017-2018.

REFERENCES

Aggrawal, T., (2004). Student participation in formulation and implementation of school

rules. London: Sage Publications.

Fielding, M. (2002). The transformative potential of student voice: Confronting the

Power Issues, Paper presented at the Annual Conference of the British Educational

Research Association, University of Exeter, England, 12-14 September 2002.

Huddleston, T. (2007). From student voice to shared responsibility: effective practice in

democratic school governance in European schools. London: Citizenship Foundation.

Jeruto, T.K. and Kiprop, C.J. (2011). Extent of Student Participation in Decision Making

in Secondary Schools in Kenya. International Journal of Humanities and Social Science

Vol. 1 No. 21 [Special Issue - December 2011].

Magadla, M. (2007). The Role of the Learner in the School Governing Body: Perceptions

and Experiences of Principals, Educators, Parents and Learners. Unpublished Med

Thesis: University of Kwazulu- Natal.

Mutua, J. N. (2004). Investigation into alternative strategies of discipline in the absence

of corporal punishment in public secondary schools. Unpublished M.Ed thesis, University

of Nairobi, Nairobi.

Njozela, D. (2008). Teachers’ implicit mental models of learners’ cognitive and moral

development with reference to the inclusion of learners in the governing bodies of

schools. Med Thesis: University of Natal, Pietermaritzburg.

Okumbe, J.A (2008). Educational management theory and practices: Nairobi University

Press.

Simatwa, M.W.E. (2012). Management of student discipline in Secondary schools in

Kenya, a case Study of Bungoma County. Educational Research (ISSN: 2141-5161) Vol.

3(2) pp. 172-189 February 2012. Available online@ http://www.interesjournals.org/ER.

International Research Journals.

Sithole, S. (2008). The participation of students in democratic school governance.

Unpublished Med Thesis: University of Kwazulu- Natal

http://ir.cuea.edu/jspui/bitstream/1/90/1/Anna%20Maria%20Ndeto.pdf