THE RELATIONSHIP BETWEEN AGREEMENT TO TUP MANILA HAIR AND

DRESS CODE POLICY AND ACADEMIC PERFORMANCE

AMONG BSIE-ICT STUDENTS

A research presented to the

Faculty of the College of Industrial Education
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Manila Campus

In partial fulfillment
of the requirements for the degree
Bachelor of Science in Industrial Education
Major in Information and Communications Technology

Adriano, Meljun C.
Hizon, Rhon Christian G.
Tejano, Jea R.

February 2023
 ii
REPUBLIC OF THE PHILIPPINES
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
COLLEGE OF INDUSTRIAL EDUCATION
Ayala Boulevard, Manila

APPROVAL SHEET

The thesis paper entitled “The Relationship between Agreement to TUP Manila
Hair and Dress Code Policy and Academic Performance among BSIE-ICT
Students” prepared and submitted by JEA R. TEJANO, MELJUN C. ADRIANO,
and RHON CHRISTIAN G. HIZON in partial fulfillment of the requirements for the
degree of BACHELOR OF SCIENCE IN INDUSTRIAL EDUCATION MAJOR IN
INFORMATION COMMUNICATION AND TECHNOLOGY, is hereby approved
and accepted.

Accepted in partial fulfillment of the requirements for the degree of Bachelor

of Science in Industrial Education Major in Information and Communications
Technology at the College of Industrial Education, Technological University of the
Philippines.
 iii

ACKNOWLEDGEMENT

We thank our Almighty God for providing us strength and wisdom to

complete this research. We are also deeply indebted to our respective families,

the Adrianos, Hizons, and Tejanos, for their unwavering support and

encouragement while we worked on this project.

Mr Ronnel M. Arbutante, Course Facilitator, for his for his dedication and

kindness toward us as we navigated our way through the research

Mr Justin Kylo-Marc M. Orpia, Defense Panelist, for his insightful

comments and constructive criticism that we used to improve this research.

Ms Reinze L. Vito, Defense Panelist, for her constructive criticism and

statistical evaluation of our paper

And our Thesis Adviser, Dr Neil Andrew F. Calayag, for his always-helpful

guidance, feedback, and support.

 iv

DEDICATION

This research paper is dedicated to those who have supported and

encouraged us throughout the process of completing this paper. We want to thank

our families: Adriano, Hizon, and Tejano, for being our source of strength and

providing us with guidance and encouragement throughout the journey. To

ourselves, the researchers: Meljun Adriano, Rhon Hizon, and Jea Tejano, we

thank the countless hours of dedication, sleepless nights, and perseverance

throughout the process. We would also like to thank our classmates and friends,

who have supported and encouraged us to reach this far.

Our Thesis Adviser, Dr Neil Andrew Calayag, goes without saying for his

expertise and patience in guiding us every step of the way.

This research paper is dedicated to all who have selflessly given their time,

effort, and energy to ensure that this paper comes out triumphant. We are

honoured and thankful that we had individuals and families with us throughout our

journey. Without them, this research paper would not have been possible.

We owe them a lot and express gratitude for motivating and encouraging

us to write this research paper. Thank you to all who helped us reach this point

and for being part of our journey. Through this research paper, we hope to bring

awareness and knowledge to the effects of the hair and dress code policy of TUP

Manila on the academic performance of BSIE-ICT.

 v

ABSTRACT

School dress codes have long been a feature in public and private schools,

with restrictions on clothing and hairstyles. This year, however, mandated

uniforms were relaxed due to the financial burden they bring to families with DepEd

Order No.065. Despite not being strictly enforced, dress codes are still in place to

promote an inclusive and positive school environment. This research looks at the

impact of dress code and hair policy on the academic performance of 2nd to 4th

year BSIE-ICT Students of Technological University of the Philippines Manila. A

total of 281 students were randomly sampled to prevent bias, and a Google form

was used to collect their experiences and knowledge on the dress code. Male and

female respondents were equally represented, with the majority being fourth-year

students. The findings revealed that the students generally adhered to the policy,

slightly disagreeing with elements requiring more physical alteration. The results

suggested that attitudes can affect academic performance but are not necessarily

the most significant predictor. Therefore, further research may be conducted to

understand better the relationship between Hair and Dress Code Policy and

Academic Performance. Students need to follow these rules to have a successful

academic career, and administrators may provide guidance and initiatives to help

students understand the importance of the policies.

 vi

TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

APPROVAL SHEET ............................................................................................. ii

ACKNOWLEDGEMENT ..................................................................................... iii

DEDICATION ...................................................................................................... iv

ABSTRACT .......................................................................................................... v

TABLE OF CONTENTS ...................................................................................... vi

LIST OF TABLES ................................................................................................ x

LIST OF FIGURES .............................................................................................. xi

CHAPTER

1 INTRODUCTION ............................................................................. 1

Background of the Study .................................................................. 2

Statement of the Problems ............................................................... 5

Scope and Limitations ...................................................................... 6

Significance of the Study .................................................................. 6

2 REVIEW OF RELATED LITERATURE AND STUDIES .................. 7

 vii

Review of Related Literature ............................................................ 7

Review of Related Studies ................................................................ 9

Theoretical Framework ................................................................... 12

Conceptual Framework................................................................... 14

The Hypothesis of the Study ........................................................... 16

Operational Definition of Terms ...................................................... 16

3 METHODOLOGY .......................................................................... 17

Research Design ............................................................................ 17

Research Locale ............................................................................. 18

Population and Sample................................................................... 18

Instrument ....................................................................................... 19

Reliability Test ................................................................................ 20

Test of Normality on Level of Agreement ........................................ 21

Statistical Treatment of Data .......................................................... 21

Data Gathering Procedure .............................................................. 23

Ethical Consideration ...................................................................... 23

 viii

4 INTERPRETATION AND ANALYSIS OF THE DATA .................. 26

5 SUMMARY, CONCLUSION, AND RECOMMENDATION ............ 37

Summary of Findings ...................................................................... 37

Conclusion ...................................................................................... 40

Recommendations .......................................................................... 41

REFERENCES ................................................................................................... 44

LIST OF APPENDICES

A. LANGUAGE EDITOR CERTIFICATE ........................................ 47

B. REQUEST FOR THESIS ADVISER ........................................... 48

C. APPROVAL SHEET FOR THESIS PROPOSAL DEFENSE ...... 49

D. APPROVAL SHEET OF REVISED THESIS PROPOSAL .......... 50

E. TURNITIN CERTIFICATE .......................................................... 54

F. INSTRUMENT VALIDATION CERTIFICATES ........................... 55

G. INVITATION LETTER FOR INSTRUMENT VALIDATORS ....... 58

H. FINAL DEFENSE LETTER ........................................................ 59

I. SURVEY CONSENT FORM LETTER AND INSTRUMENT ........ 60

 ix

J. DATA MATRIX ............................................................................ 66

K. NORMALITY TEST .................................................................... 69

L. MEASURE OF CENTRAL TENDENCY ...................................... 70

M. SPEARMAN’S RHO .................................................................. 72

N. CURRICULUM VITAE ................................................................ 73

 x

LIST OF TABLES

Table 1: Likert Scale Indicators and Equivalents................................................ 21

Table 2: Level of student agreement about the Hair and Dress Code Policy of
TUP Manila in terms of Prescribed Uniform ....................................................... 30

Table 3: Level of student agreement about the Hair and Dress Code Policy of
TUP Manila in terms of the Haircut Policy .......................................................... 32

Table 4: Level of student agreement about the Hair and Dress Code Policy of
TUP Manila in terms of the Hair Color Policy...................................................... 34

Table 5: The significant relationship between the level of agreement and

Academic Performance ...................................................................................... 35
 xi

LIST OF FIGURES

Figure 1: Conceptual framework of study ......................................................... 14

Figure 2: Sex of the respondents....................................................................... 26

Figure 3: Year-Level of the respondents ........................................................... 27

Figure 4: General Weighted Average of BSIE-ICT Students ............................. 28

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the introduction, background of the study, statement

of the problem, scope and limitations, and significance.

Introduction

Dress rules are visible indicators of the standards expected of students and

are crucial in fostering positive perceptions of educational institutions. A school’s

dress code encourages all students to engage actively in school activities. Dress

codes can contribute to developing an inclusive school culture and a feeling of

identity for all students. Most students have dealt with clothing codes at school,

from prohibitions on spaghetti straps or crop tops to limitations on hairstyles, hair

lengths, and head coverings. Despite the widespread prevalence, school dress

rules and grooming policies frequently support antiquated and sexist assumptions.

They may be disproportionately applied to students who are more likely to be

regarded as outcasts or policed by school officials. Dress codes cannot be

explicitly discriminatory (Ebanks, S. 2022). In other words, although dress

standards may outline the kinds of apparel permitted, these specifications may not

vary depending on students’ gender, race, religion, or other protected

characteristics.

In both public and private schools, students are expected to wear uniforms.

Some private schools have designated days when students can dress in civilian
 2

clothes. Universities and progressive schools often do not require students to wear

uniforms, except those worn in physical education classes and at certain

institutions, like the University of Santo Tomas. In the current year, newly elected

Vice President and DepEd Secretary Sara Duterte announced that wearing school

uniforms is no longer required under the DepEd Order No.065 in 2010. To prevent

adding extra expenses to our students’ families, wearing uniforms at public schools

was not a rigorous necessity even before the pandemic. Additionally, given the

rising costs and economic losses brought on by the epidemic, it will not be

necessary throughout this academic Year (Duterte, S 2022).

Background of the Study

The hair and dress code policies state what type of hair and clothing are

acceptable in the workplace. These policies are usually put in place by the

employer and are designed to ensure that employees can maintain a professional

appearance. The guidelines may also be implemented to protect the company’s

image and ensure that customers and clients are comfortable interacting with

employees. (Reuters, 2021). The hair and dress code policies may vary from

company to company, but some common elements are typically included in the

guidelines. For example, the procedure may state that employees must wear their

hair in a particular style and keep it clean and well-groomed. The policy may also

note that employees must wear appropriate clothing for the specific job they are

performing.
 3

In some cases, the policy may also state that employees must not wear

jewelry that could be considered a distraction. It is important to note that the hair

and dress code policies are not designed to set rules that employees must follow.

Instead, the policies are intended to set the guidelines that employees could use

to ensure they maintain a professional appearance. The policies should be

reviewed regularly, and employees should be encouraged to discuss them with

their supervisor if they have any questions or concerns.

One of the University’s most well-known policies is the clothing code.

However, it has drawn criticism from several students, notably due to the campus

security and discipline officials’ inconsistent application. The dress code guideline

has generated considerable controversy during recent discussions about updating

the student handbook. According to the most recent edition of the handbook,

“campus apparel should be acceptable and modest,” and students are urged to

“exercise the ideals of respect for oneself, decency, and appropriateness through

their campus wardrobe.” Based on the 2013 Revised Student Handbook of TUP,

chapter 5, section 4.2., they were wearing prescribed uniforms and 4.4-4.5, about

proper Haircuts for men. Students who do not follow these policies should

consider the consequences. However, many students at the Technological

University of the Philippines seek the amendment of the said policy. Because it

can help every student’s academic development; however, it can be one of the

hindrances to every university student. Also, with the help of the Technological

University of the Philippines Students Regent, they demand changes in different

university policies to promote rights and provide relevant services in pursuit of

 4

students’ academic excellence. One of the approved bills passed by the TUP

Student Regent during the FSG 1st General Assembly is the FSG Resolution No.1

S. 2022, entitled “A Resolution on Providing an amendment for the TUP Code to

Ease the Hair and Dress Code Policy in the Technological University of the

Philippines.” This approved bill aims to ease the implementation of the university’s

hair and dress code policies because many students are complaining. Following

this, the Philippine Normal University (PNU), the sister university of the

Technological University of the Philippines, released a new guideline for students’

hair, piercings, and tattoos. According to the University Center for Gender and

Development (2022) of PNU, in the observance of gender expression and

inclusivity, all students are allowed to enter regardless of their hair color and hair

length. The long hair length should always be kept neat. Hair ties are

recommended.

Furthermore, the Dela Salle University of the Philippines (DLSU) student

handbook 2018-2021 states that the University respects students’ freedom to

dress whichever they like when they come to class. However, they are urged to

dress in a manner that respects both the instructional nature of the University and

the sensibilities of other students. Since the University wants to promote

acceptable dress among its students, it reserves the right to draw attention to those

who do so, taking into account the written dress code policy as a basis for

determining what is appropriate. With this ease in the hair and dress code policies,

students could express themselves in school.

 5

Statement of the Problems

This study discusses the relationship between hair and dress code policy

implemented in TUP Manila on BSIE-ICT students’ Academic Performance. It

aims to understand various perspectives of a TUP student.

Specifically, the following questions will be answered:

1. What are the demographic profile of the students in terms of the

following information:

1.1 Sex

1.2 Year Level

2. What is the level of agreement of BSIE-ICT students to the hair

and dress code policy in terms of:

2.1 Wearing of Prescribed Uniform

2.2 Haircut policy

2.3 Hair color policy

3. What is the General Weighted Average of the previous semester

of the BSIE-ICT students?

4. Is there a significant relationship between the respondents’ level

of agreement on the hair and dress code policy and their academic

Performance?
 6

Scope and Limitations

This study aims to determine the relationship between the hair and dress

code policy of TUP Manila on BSIE students’ Academic Performance. Thus, the

researchers primarily focused on the BSIE-ICT- students from the indicated

University. Due to the large population of CIE Students in TUP Manila, there are

281 students enrolled in the Bachelor of Science in Industrial Education, Major in

ICT course at Technological University of the Philippines for the academic Year

2022-2023. The researchers used Slovin’s formula from the gathered data of 163

respondents from 2nd to 4th Year BSIE-ICT students from the College of Industrial

Education in TUP Manila. The researchers used an online survey for data

gathering. Also, the researchers collected the data from the respondents from the

4th week of December 2022 until the 1st week of January 2023.

Significance of the Study

The significance of this study is to provide knowledge to the school’s major

stakeholders, particularly the faculty and the students, as to how this policy of TUP

Manila could affect the student’s academic Performance. The study results could

provide valuable insights that could guide the school in determining solutions and

new approaches that could help improve students’ Academic Performance.

This research is essential to know the insights of every student about the

Hair and Dress Code Policy because the researchers saw many students’ thoughts

about it. Moreover, strict implementation of this policy gives many problems for

every student, especially boys, who need to go to barber shops before entering
 7

the University. Moreover, the 2013 Revised Student Handbook of the

Technological University of the Philippines did not clearly define or explain the

meaning of “decent haircut.”

This research will leave a significant contribution to the following

beneficiaries.

For CIE Students and TUP Manila Students in general: This study will

assess the effects of the hair and dress code policies on the academic

Performance of BSIE-ICT students and will allow these students to understand

how their adherence to the policy could influence their educational outcome.

For Teachers: This study will provide teachers with reliable data on the

effects of the hair and dress code policy on their student’s academic Performance

so that they can implement their classroom policy and management properly.

For University Officials: This study will give university officials accurate

information regarding the hair and dress code policy, allowing them to develop

more effective policies in the future.

For Future Researchers: This study will give other researchers a

comprehensive understanding of the effects of hair and dress code policy on

academic Performance, creating a valuable reference resource.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes other related literature and studies, theoretical

framework, Hypothesis, and operational definition of terms.

Review of Related Literature

The policy on hair and dress code implies that all students must maintain a

neat and clean appearance. Hair must be styled so that it is off the face and out

of the way of the eyes. Students must be clean-shaven, or they must be neatly

trimmed if they have beards. Sideburns must not extend below the bottom of the

earlobe. Mohawks, rat tails, and other extreme hairstyles are not allowed. Girls’

hair must be styled so that it is off the face. The hair colour must be natural.

Excessively long hair must be tied back. Girls are not allowed to wear makeup

except for clear lip gloss. Boys are not allowed to wear earrings (Edwards, 2020).

Student dress code is somehow a controversial school policy in the United

States. While the dress code was initially established to eliminate the appearance

of differences among students and mitigate gang violence in schools, legal

research has paid extensive attention to the value and constitutionality of these

policies. Education research, however, is limited. Moreover, the existing research

has mainly focused on the benefits of policy implementation rather than the

construction of dress codes or implicit biases in the discourse around student

 8

dress. Put this into words: Having clothing regulation at school supports a more

hopeful and instructive climate. This aspect has been the primary motivation for

implementation in most schools nationwide. This guideline aims to end all forms

of violence that differences in socioeconomic status can cause. The likelihood of

young minds engaging in vile behaviour will be reduced by ensuring that each

student looks almost identical in appearance.

According to FindLaw (2017), after the court case Tinker vs Des Moines,

the first clothing code rule was created to ensure there were no distractions and to

enable administrators to oversee and control students’ individualism to promote a

suitable learning environment. Nittle (2018) claims that during the past few years,

public schools all around the country have begun to take a more permissive

attitude toward clothing regulations due to protests from both students and parents.

The hair and dress code policy sets guidelines that state what types of hair

and clothing are acceptable in the workplace. This policy is usually put in place by

the employer and is designed to ensure that employees maintain a professional

appearance. The policy may also be put in place to protect the company’s image

and to ensure that customers and clients are comfortable interacting with

employees (Reuters, 2021). The hair and dress code policy may vary from

company to company, but some common elements are typically included in the

guidelines. For example, the policy may state that employees must wear their hair

in a particular style and keep it clean and well-groomed. The policy may also note

that employees must wear appropriate clothing for the specific job they are

performing. The importance of wearing formal attire extends beyond simply

 9

adhering to social rules to gaining respect, maintaining professionalism, and

maintaining social distance. In a previous study, students’ judgments of what

constitutes “professional” and “unprofessional” clothes also varied. The dress

affects the processing style, which tracks changes in how objects, people, and

events are perceived, in addition to its cognitive effects.

Additionally, clothing conveys how people are treated and is influenced by

how others perceive them (Kashem, 2019). According to Y.P. Readers (2022),

hairstyles serve as a tool to unite students and a technique to keep kids uniform in

school. Students who follow hair rules learn professionalism and are prepared for

life beyond school when they need to be neat, tidy, and attractive in the workplace.

In some cases, the policy may also state that employees must not wear

jewellery that could be considered a distraction. It is important to note that the hair

and dress code policy is not designed to be a set of rules that employees must

follow. Instead, the policy is intended to be a set of guidelines that employees can

use to ensure they can maintain a professional appearance. The policy should be

reviewed regularly, and employees should be encouraged to discuss it with their

supervisor if they have any questions or concerns.

Review of Related Studies

A school dress code’s primary goal is to ensure that all students are treated

equally. The atmosphere on the school campus will be the same if all students

dress in the same way. Since there are very few visual differences in social-

economic gradings, this pattern encourages students to concentrate more on their

 10

academic and extracurricular activities. Therefore, all learning becomes more

exciting and pertinent when students have no such disturbances. Based on the

study by Brobeck (2018), six of the seven participants thought uniforms impacted

pupils’ Academic Performance. The administrators and instructors who concurred

with the correlation said uniforms adversely affect academic achievement.

The Deped, or Department of Education, has declared that uniforms are

now optional in public schools. This means that students are not required to wear

uniforms to school and can instead wear their clothes. This change was made to

make school more comfortable for students and allow them to express their style

and personality (Duterte, 2022).

The Cebu City Council in the Philippines has unanimously approved a

resolution calling for including LGBTQIA+-safe zones in all schools. The solution,

which Councilor Joel Garganera introduced, seeks to promote inclusivity and

equality in schools by providing safe spaces for LGBTQIA+ students, staff, and

faculty. It also calls for establishing support groups and training on LGBTQIA+

issues for school personnel (Malinao, 2022).

“Teacher Beliefs, Attitudes, and Practices Toward Independent Reading in

the Early Elementary Grades” (Brooks & Beadle, 2020) examines the relationship

between teacher beliefs, attitudes, and practices regarding independent reading in

the early elementary grades. The authors used a mixed-methods design to collect

and analyze data from surveys, interviews, classroom observations, and separate

reading programs. The results indicated that teachers’ beliefs and attitudes toward

independent reading directly influenced their practices.

 11

One of the most important findings of this research paper was that teachers’

beliefs and attitudes play an essential role in their practices regarding independent

reading in the early elementary grades. The authors stated that “teachers’ beliefs

and attitudes about independent reading shaped their instructional practices, as

teachers’ beliefs and attitudes often guided their decisions about implementation”

(Brooks & Beadle, 2020). The authors noted that teachers with positive beliefs

about the importance of independent reading were more likely to support their

students’ independent reading practices.

This research paper provides valuable insight into the importance of

teachers’ beliefs and attitudes for successfully implementing independent reading

programs in the early elementary grades. Its findings are essential for teachers

and administrators looking to ensure that independent reading is highly successful

within their schools.

Sasanun Bunyawanich, Maria-Liisa Järvelä, and Abdul Ghaffar’s study, The

Influence of Uniform in Establishing Unity, Hierarchy, and Conformity at Thai

Universities, analyzes the significance of introducing uniform policy at Thai

universities. Their research illuminates the symbolic effects of uniforms in

cultivating an image of “togetherness” among university students, structuring

authority relationships, and creating a sense of conformity to a classic yet

modernized code of conduct.

Most importantly, the authors suggest that the regulation of uniforms allows

universities to project the image of a “unified and modern” institution while also

exerting control over student behaviour and mentalities. Uniforms become a tool
 12

to shape university students into the desired subject that the university desire to

cultivate. Bunyawanich, Järvelä and Ghaffar summarize, “The introduction of the

uniform policy allows the university to foster unity, respect of hierarchy, and

conformity among its students”.

Overall, this research sheds light on the role of uniforms in Thai universities

and how dress rules might be used for power, control, and social cohesion. It

fundamentally analyses how university policies can shape a student body’s

aesthetic life and culture.

Theoretical Framework

Bourdieu’s theory of practice is a social theory that explores the connection

between practice, “habitus”, and power. It examines how people make decisions

from their history and experience and how these decisions can reproduce the

conditions they are responding to. It is also focused on understanding how power

is embedded in everyday life and how it shapes social practices. According to

Bourdieu’s Theory of Practice, students’ physical appearance (as determined by

dress and hair code policies) can impact their academic performance. This is

based on the premise that “habitus” (particularly physical appearance) plays a vital

role in social interactions and can create favourable or unfavourable impressions

of others. When students feel comfortable with their outward presentation, they

may be more able to express themselves in their academic work, improving

performance.
 13

Conversely, when students feel constrained by their physical appearance

due to specific rules, they may be inhibited from communicating their ideas and

performing to their fullest potential. This, in turn, can lead to poorer academic

performance. As such, dress and hair code policies can directly impact students’

Academic performance. The theory can be applied in the research of “the

relationship between hair and dress code policy of TUP Manila and academic

performance of BSIE-ICT Students” as it examines how the power dynamics of

institutionalized policies affect the everyday lives of the students and their

academic outcomes. The dress code policy can be seen as a restriction of student

expression, which could potentially be linked to their academic performance in a

negatively correlated way. Studies have been conducted which have investigated

the relationship between student performance and the degree of compulsory

requirements in grooming (e.g., Cruz-Granados, Gamboa-Lleras, & Gould-Llopis,

2018; Tudon, 2017).

 14

Conceptual Framework

INDEPENDENT
VARIABLE DEPENDENT
VARIABLE
Level of Agreement and
General Weighted
to the Hair and Dress
Code Policy Average of BSIE-ICT
Students
-Wearing of Prescribed
Uniform
-Haircut policy
-Hair color policy

Figure 1: Conceptual framework of the study

The research aims to investigate the relationship between the hair and

dress code policy of TUP Manila on the academic performance of BSIE-ICT

students. The independent variables of age and year level of the BSIE-ICT

students and the level of agreement and adherence of the BSIE-ICT students to

the Hair and Dress Code Policy are used.

Age and year level of the BSIE-ICT students are related to prior exposure

to the Dress and Hair Code Policy and ability to adhere to the policy depending on

age group. The level of agreement and adherence to the Dress and Hair Code

Policy is predicted to positively affect the BSIE-ICT students’ academic

performance.

Age and year level of the BSIE-ICT students are variable factors that are

either positively or negatively shaping the academic performance of the BSIE-ICT

students as age and learning maturity go hand in hand, and a certain level of
 15

exposure to academic requirements needs to be met. Higher-year level BSIE-ICT

students tend to understand better and apply the regulations more frequently than

lower-year students.

The level of agreement and adherence to the Dress and Hair Code Policy

also influences student performance as it enhances the feeling of proper conduct

regarding grooming and preparedness for the students. This is expected to result

in more focused and mindful learners, thus, leading to higher academic

performance.

Furthermore, the dress code policy may affect the student’s self-esteem,

decreasing motivation and study effort. The effects of the Hair and Dress Code

Policy of TUP Manila and the Academic Performance of BSIE-ICT Students are

concepts that state: “a student’s academic Performance is influenced by a specific

institution’s hair and dress code policy.” It is believed that the way a student

presents and the adherence to rules and regulations play a significant role in the

student’s academic achievement and performance. The variables are

hypothesized to have a positive correlation, with students being more likely to

perform better academically if they follow the hair and dress code policy set by

their institution, as it could signal better focus and dedication when it comes to their

studies. This could be because following the regulations make students more

disciplined and could signal respect for the institution and its professors. The

connection between hair and dress code policy and academic performance can be

traced to intrinsic and extrinsic motivations. Studies have been conducted

 16

regarding this field, yielding research results that strongly support the

abovementioned concept.

An example is the study “The Effects of Grooming Standards on Self-

Esteem and Academic Performance of Students at Tertiary Level” (2018), which

found a statistically significant positive correlation between conforming to the

grooming standards and self-esteem and academic performance. Another

example is the study “Examine the Impact of the Dress Code on Student

Performance in Higher Education” (2016). It found that students who strictly follow

the school’s dress code get better grades than their colleagues. Therefore, there

is a direct link between a particular institution’s hair and dress code policy and the

student’s academic performance.

The Hypothesis of the Study

Null Hypothesis (Ho): There is no significant relationship between the hair and

dress code policy and the Academic Performance of BSIE ICT Students of TUP

Manila.

Alternative Hypothesis (H1): There is a significant relationship between the hair

and dress code policy and the Academic Performance of BSIE ICT Students of

TUP Manila

Operational Definition of Terms

The following terms are the keywords used through out the study:
 17

Academic Performance: The grade point average (GPA) of the CIE

Students of TUP Manila. A measure of a student’s progress in school, typically

based on the grades earned in courses taken.

Agreement: The perception between the student and the school state the

student’s agreement to abide by the Hair and Dress Code Policy of TUP Manila.

Bourdieu’s Theory of Practice: A theory that states that symbolic capital,

such as dress code, is part of an individual’s cultural capital, which is essential in

influencing an individual’s performance in academic settings.

Offences: The violation of the Hair and Dress Code Policy of TUP Manila

results in disciplinary action.

Policy: A set of guidelines, rules, and regulations to achieve a desired

outcome or objective. A written statement of rules and regulations used to guide

the behaviour and conduct of the students of TUP Manila.

 Chapter 3

METHODOLOGY

This chapter discusses the research methods used to collect data for this

project, the materials and procedures used, and the ethical considerations that

must be taken into account when conducting research—it also discusses the data

analysis procedure.

Research Design

The study implied a quantitative descriptive research design. A scientific

methodology, the quantitative method had its roots in the positivist worldview. This

approach ignored an individual’s emotions, feelings, or environmental context in

favour of gathering new data from a vast population following the problem (Rahl,

2017). A quantitative research technique called descriptive research aimed to

collect measurable data for the population sample’s statistical analysis. It was a

well-liked market research instrument that enabled the researchers to gather and

explain the characteristics of the demographic segment. Surveys and other types

of fact-finding investigations are made up of descriptive research. The primary

goal of descriptive research was to explain the situation as it currently exists. The

methods employed in descriptive research might have been of any type, including

survey techniques, comparison methods, and correlational approaches (Mishra,

S. & Alok, S. 2017).

 18

Research Locale

This study was conducted at the Technological University of the Philippines,

Manila Campus, especially in the College of Industrial Education Building. The

University is located at Ayala, Blvd Ermita Manila, behind Santa Isabel College on

Taft Avenue, Manila. The Technological University offered different courses,

especially technical-vocational courses. The research chose TUP Manila as a

research locale because the respondents were also students from BSIE ICT.

Moreover, to quickly gather the data from the respondents.

Population and Sample

The population for this research were 2nd to 4th-year BSIE-ICT Students of

the Technological University of the Philippines Manila. Since the study asked for

students’ General Weighted Average from the past semester, 1st-year BSIE-ICT

students could not comply with the survey. The total count of currently enrolled

2nd- to 4th-year BSIE-ICT students for S.Y 2022-2023 was 281. The random

sampling method was used to select the required sample size for this research as

it was the most effective way to obtain results for this large population. This study

aimed to observe how the dress code and hair policy implementation affected the

academic Performance of selected BSIE-ICT Students. Being a probability

sampling procedure, random sampling provided a balanced selection of the entire

BSIE-ICT student population while travelling around the same probability of being

selected. Furthermore, this method effectively reduced experimental bias and

provided a greater likelihood that research results would be representative of the

 19

population. Therefore, random sampling was used to collect reliable data to

determine the effect of the hair and dress code policy of TUP Manila on the

student’s academic performance.

Simple random sampling is a type of probability sampling where every

individual in the population has a chance of being selected. A researcher may

draw samples randomly by using one method, such as a lottery, or various other

methods, such as random numbers or assigning random numbers to the

population members and listing them serially. Then, the researcher will randomly

select from the population by choosing the numbers from the serial list (Lamson

2020).

The 281 total population of BSIE ICT students had been enrolled from the

2nd to 4th year in the academic Year 2022-2023. The researchers in this study

used Slovin’s formula to determine the sampling respondents. The sample size

needed to attain a specific confidence interval while sampling a population had

been determined using Slovin’s formula as a sampling technique.

Using Slovin’s formula, the researchers determined the sample of 163

respondents in conducting the data for this research. The researchers used

Slovin’s formula with a margin of error of 5% or 0.05.

Instrument

The research instrument used to study the relationship between the Hair

and Dress Code Policy of TUP Manila on the academic performance of BSIE-ICT

students was self-made and was validated by three professionals.

 20

After passing the validation process, the researchers conducted a pilot

testing of the instrument among BTVTEd students to examine its reliability using

Cronbach Alpha, resulting in a successful pilot test.

The survey instrument consists of a series of questions about the

relationship between the Hair and Dress Code Policy of TUP Manila on Academic

Performance. These include questions about students’ perception of the dress

code policy, adherence to it, and level of agreement. Moreover, the survey has

questions about students’ academic performance in GWA. Lastly, the tool consists

of demographic questions about the respondents to allow for comparison between

Sex, GWA, and other factors.

The survey questionnaire was made in Google Forms and was distributed

via Google Links.

Reliability Test

The reliability test section of this research measured the researchers’

confidence in their findings and the validity of their results. To do this, they

performed a Cronbach Alpha test on their instrument to measure the level of

agreement with the Hair and Dress Code Policy of TUP Manila. A Cronbach Alpha

score of 0.89 for agreement and 0.87 for adherence indicated that the instrument

had good reliability, making it more likely that the research results and conclusions

based on the responses to the instrument were valid and reliable.

 21

Test of Normality on Level of Agreement

The results of the normality tests suggest that the distribution of the nine

sets of variables was not expected, indicating that the data can be used to make

observations and draw valid conclusions. The results also suggested that students

generally agreed with the policy, saying that the policy was effective in helping to

promote academic success among students.

Statistical Treatment of Data

In analyzing the data, the researchers used quantitative analysis in this

research. This technique used the Likert scale formula to interpret the learners’

responses. This aimed to generate factual and accurate data based on the

collected responses of the respondents. This was the following formula used by

the respondents to interpret the data. The researchers used the Likert scale

formula to interpret the results.

Table 1

Likert Scale Indicators and Equivalents

Legend Equivalent

Strongly Disagree 1.0 - 1.75

Disagree 1.76 - 2.5
Agree 2.6 - 3.25
Strongly Agree 3.26 - 4.0
 22

Each data was summarized and analyzed using Google forms and

Microsoft Excel. With the help of a built-in summary of Google form where they

could see the outline of the data, the researchers quickly analyzed respondents’

data in every question. The researchers also used M.S. Excel to encode each

respondent’s data. They efficiently computed and interpreted the data using the

data analysis tool. Also, the researchers calculated the mean to determine the

average score of respondents in every question; by using it in this study, they could

identify the average scores and standard deviation of respondents in every

question in the survey.

The researchers employed descriptive and inferential statistics to interpret

the data effectively. In descriptive statistics, the researchers used the

demographic profile of the respondents. The researchers used the following for

descriptive questions:

1. Percentage

This was employed to determine the frequency counts and percentage

distribution of related personal variables of the respondents:

2. Average/Mean and Standard Deviation

This was used to determine the average or the assessment data of the

respondents

For inferential statistics, the researchers used it for inferential questions to

determine the following:

 23

3. Correlation (Spearman’s Rho)

It helped to determine if the two variables have a relation/correlation to each

other.

Data Gathering Procedure

The researchers used an online survey using a Google form to collect

respondents’ in-depth knowledge and understanding about their insights and

experience based on the hair code and dress code policy implemented in TUP.

First, the researchers asked if they willingly and voluntarily answered the online

questionnaire; they needed to explain the Data Privacy Act of 2012 as indicated in

the Google form. The researchers informed the respondents that all their

responses were for research purposes only and that all their data were safe under

the Data Privacy Act of 2012. The respondents have given time to think and

answer the questions. They could also deny or not answer the questions if they

want, and the researchers will accept their decision. Then the researchers

analyzed the data gathered from the respondents using the build tool data analysis

and graph in Microsoft Excel.

Ethical Consideration

1. Honesty

All the data gathered came directly to the target’s answers.

No fabrication occurred during the research. All procedures

 24

performed during the study went through the proper process,

followed the rules, and were done correctly.

2. Integrity

The research has been approved and well thought out. It was

also recommended by a psychometrician and one of the validators

of this research instrument and questions. They ensured that the

research did not take sides and did not tolerate biases.

3. Confidentiality

Before students could answer the research questions, there

was a disclaimer that showed that digital privacy should not be

shared, and the researchers asked for consent if their information

could be used. No violation took place. All the information that

researchers received was kept hidden from the public eye. If the

students want to see the results or answers, they can give them

personally.

4. Transparency and Openness

All results released and all data entered could be shared by

the researchers if the respondents wish. Consent was required

before it was given to anyone. There was no exception. The process

was clean, even in providing data. They also provided data and
 25

information to show that the respondents’ results were transparent

and done neatly.

5. Respect For Intellectual Property

All URLs taken by the researchers were very in-depth

citations, including their links and names in the annexe and reference

section. They were ensured that it was 100% factual and nothing

was taken from another source.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the demographic

profile of the BSIE-ICT students, their year level, agreement and adherence to the

school’s policy, and the relationship and difference between academic

performance and the policy.

DEMOGRAPHIC PROFILE OF THE STUDENTS

Figure 2: Sex of the respondents

Figure 2 provided further data on the composition of the research

population. From the figure, out of the 163 respondents, 44.8% were male, and

55.2% were female. This indicated that male and female respondents were

equally represented in the research and provided an indication of the impartiality

 27

of the study. The data from figure 2 served as a reference point for the other

results obtained from the study.

Figure 3: Year-Level of the respondents

Figure 3 demonstrates the year level of the students who participated in the

survey regarding the effects of TUP Manila’s Hair and Dress Code Policy on the

Academic Performance of BSIE-ICT Students. Results showed that most

respondents were fourth-year students, totalling 68.1%, While 14.1% were third-

year students and 17.8% were second-year students. There was a total of 163

students who participated in the conducted survey.

The data presented in this figure indicated that survey respondents were

mostly fourth-year students. This suggested that the survey was biased towards

Fourth Year students, and the results may not reflect the overall opinion of the

student population of TUP Manila. To gain a more accurate understanding of the

 28

effects of the hair and dress code policy of TUP Manila and the academic

performance of BSIE-ICT students, a more representative sample (including

students from all year levels) should be included in the survey. Furthermore,

further analysis of the response rate of each year level should be conducted to

ensure that a similar number of students from each year level participated in the

survey.

Figure 4: General Weighted Average of BSIE-ICT Students

Figure 4 presented a summary of the academic Performance of the BSIE-

ICT respondents of the TUP Manila. It showed the percentage of respondents that

achieved different scores in their past semester. 67.5% of the respondents

obtained grades in the range 1.51 – 2.00, 14.7% of the respondents achieved

grades of 1.26 – 1.50, 11.7% of the respondents received degrees of 2.1 – 2.25,

3.7% of the respondents got grades of 2.26 – 2.50, and 1.2% of the respondents
 29

earned grades of 1.00 – 1.25. Lastly, two respondents obtained 2.51 – 2.75 and

2.76 – 3.00, respectively.

This data indicated that most of the BSIE-ICT students of TUP Manila

achieved grades of 1.51 – 2.00. However, it should be noted that this range was

still considered a high grade according to the university’s grading system. The

data also revealed that few of the respondents achieved higher grades, with only

1.2% obtaining grades of 1.00 – 1.25 and two students getting grades of 2.51 –

2.75 and 2.76 – 3.00, respectively.

 30

Table 2

Level of student agreement about the Hair and Dress Code Policy of TUP Manila

in terms of Prescribed Uniform

Verbal
Questions Mean SD
Interpretation

I agree with wearing the

prescribed uniform every
3.21 0.89 Agree
Monday, Tuesday, Thursday,
and Friday

I agree wearing laboratory or

shop uniforms during 3.29 0.87 Strongly Agree
laboratory subjects

I agree to wear a P.E. uniform

during physical education 3.41 0.83 Strongly Agree
subject

I agree to wear the NSTP

3.23 0.88 Agree
uniform during training days

I agree always wearing an I.D.

3.21 0.98 Agree
inside the university

I agree that there are

limitations in properly wearing
2.88 1.05 Agree
civilian clothes during wash
day

Average 3.21 0.92 Agree

Legend: Strongly Agree (3.26 to 4.0), Agree (2.6 to 3.25), Disagree (1.76 to 2.5) Strongly

Disagree (1.0-1.75)
 31

The students enrolled in the Bachelor of Science in Industrial Education

Major in Information, and Communication Technology at the Technological

University of the Philippines Manila showed a mean and a standard deviation and

based on its results, the level of student agreement about the hair and dress code

policy showed that they agreed to wear the prescribed uniforms including their

Identical Card or Id (x̄=3.21, SD=0.92). Table 1 of the data suggested that the

students of TUP Manila agree to the Hair and Dress Code policy of the University

and understand the importance of adhering to the University guidelines. This was

reflected in the respondents’ agreement regarding the formal uniform, NSTP shirt,

University ID, and limitations on civilian clothes, as well as their strong agreement

to wear laboratory and P.E. uniforms. The overall agreement of the respondents

to the policy indicated that the approach was beneficial for the academic

performance of BSIE-ICT students and was likely to affect the students’ academic

results positively.

However, critical analysis of the data revealed that the policy did not seem

highly beneficial to the student’s academic performance. The data did not

demonstrate a significant impact of the policy on their academic performance. It

should be noted that the mean was on the lower side compared to the possible

range of agreement scores (1-4). Additionally, the standard deviation further

indicated that the policy had not influenced the students’ academic results enough

to be considered adequate. Finally, it should be noted that the analysis was only

limited to the students enrolled in the particular program and may not necessarily
 32

reflect the academic performance of all the students of the University. (x̄=3.21,

SD=0.92).

Table 3

Level of student agreement about the Hair and Dress Code Policy of TUP Manila

in terms of the Haircut Policy

Verbal
Questions Mean SD
Interpretation

I agree to the TUP Manila

2.63 1.19 Agree
haircut policy

Average 2.63 1.19 Agree

Legend: Strongly Agree (3.26 to 4.0), Agree (2.6 to 3.25), Disagree (1.76 to 2.5) Strongly

Disagree (1.0-1.75)

The students enrolled in the Bachelor of Science in Industrial Education and

Information, and Communication Technology at the Technological University of the

Philippines Manila showed a mean and a standard deviation, and based on its

results, the level of student agreement about the haircut policy showed that most

of the students agreed with the prescribed haircut specifically for males. These

results indicated that students decided to have a decent and clean haircut to abide

by the haircut policy. Therefore, the researchers concluded that this policy might

positively affect the academic performance of BSIE-ICT students (x̄=2.63,

S.D=1.19).
 33

The policy may be setting a sense of professionalism and discipline among

the students, which could, in turn, influence them to take their studies more

seriously and keep themselves dedicated, thereby improving their academic

performance.

This data was vital because it showed how policies put in place definitely

affect the student’s performance and academic achievements. It was suggested

that when an educational environment adopted policies like hair and dress codes,

students took them more seriously and focused more on their studies and school

activities, resulting in better academic performance.

When critiquing this data and analysis, one should consider the different

factors that could affect the student’s academic performance. While the policy has

been indicated as a possible factor, other external influences may also contribute

to their performance. Factors such as external classroom distractions, lack of

motivation, inadequate material resources, and family issues are all possible

external influences that could impact their academic performance and should be

considered when making a conclusive evaluation. Furthermore, the research

should have also considered the performance of students who chose not to comply

with the policy. This could provide a better comparison and assessment of the

policy’s true impact.

 34

Table 4

Level of student agreement about the Hair and Dress Code Policy of TUP Manila

in terms of the Hair Color Policy

Verbal
Questions Mean SD
Interpretation

I agree with TUP Manila's hair

2.40 1.18 Disagree
colour policy

I agree that naturally coloured

hair must adjust itself to abide
2.37 1.12 Disagree
by the TUP Manila hair colour
policy

Average 2.39 1.19 Disagree

Legend: Strongly Agree (3.26 to 4.0), Agree (2.6 to 3.25), Disagree (1.76 to 2.5) Strongly

Disagree (1.0-1.75)

The students enrolled in the Bachelor of Science in Industrial Education and

Information, and Communication Technology at the Technological University of the

Philippines Manila showed a mean and a standard deviation and based on its results.

The level of student agreement about the hair color policy showed that most of the

students disagreed with the prescribed hair color for the students. The data results also

showed that students might have a negative opinion towards the hair color policy of

TUP manila. This perception could impact the student’s motivation and academic

performance. The researchers concluded that the school might consider revising its

hair color policy to ensure a more supportive learning environment for its students

(x̄=2.39, S.D=1.19)
 35

The data indicated that most students disagreed with the mandated hair color

policy and thus negatively opposed it. This could lead to reduced student motivation,

as they do not feel that the policy supports their pursuits of excellence.

Table 5

The significant relationship between the level of agreement and Academic

Performance

Academic Performance

Level of Agreement of
the Students to the 0.82
Policy
Spearman's Rho

Sig. (2 tailed) 0.298

Based on our analysis, the researchers applied Spearman’s Rho correlation

to determine the significant relationship between the level of agreement and

Academic Performance. The results showed that the Hair and Dress Code Policy

of TUP Manila did not appear to affect the academic performance of BSIE-ICT

students.
 36

Furthermore, the correlation coefficient of 0.082 between respondents’

agreement level with the policy and students’ academic performance suggested

that the policy has little to no influence over students’ performance. Therefore, the

Null Hypothesis is accepted, while the Alternative Hypothesis is rejected. This

implied that other factors, such as dedication to studying and using study

resources, significantly influenced students’ Academic Performance. This finding

is further supported by the results of a study by Dimas (2019), which identified that

various socioeconomic and demographic factors contributed to the academic

development of 8th-grade students. The results showed the most vital relationship

between dedication to studying and the final academic mark, followed by access

to resources and quality of family assistance for their learning.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the study’s discussion and findings about the

relationship between the Hair and Dress Code Policy of TUP Manila on the

Academic Performance of BSIE-ICT Students. Also, this chapter is where the

suggestions and recommendations are located.

Summary of Findings

This study’s general focus is on the policy’s relation to the student’s

academic performance. The researchers used the level of agreement and

adherence to gather data for the Hair and Dress Code Policy. The objective of this

research is to determine if the policy affects the performance of the students.

1. The finding suggested that the respondents were primarily female.

This indicated that females may be more interested in completing the

survey or that more female students were more likely to be in their

fourth year at the time of the study. Out of the 163 people surveyed,

45% were male and the remaining 55% were female. Furthermore,

this result might also point to male students’ lack of interest or other

factors that can influence the student population over time. 163

students, with the majority (68.1%) being in their fourth year, 14.1%

in their third year, and 17.8% in their second year. Further research
 38

is needed to identify these factors and understand if and why the

gender mix in the school is changing.

2. The students strongly prefer mandatory uniforms (x̄=2.63, S.D=1.19)

with a specified haircut policy (x̄=3.21, SD=0.92). At the same time,

they disagree with being required to color their hair as part of the

uniform policy (x̄=2.39, S.D=1.19). This is likely due to the perceived

negative stigma associated with students changing their hair color,

which is more visible to the public. As a result, the students would

prefer to adhere to a uniform policy that does not require them to

change their physical appearance significantly. This highlights the

importance of maintaining a balance between providing uniformity to

the school environment and respecting students’ personal

preferences.

3. The findings indicate that most students who responded to the

survey had a relatively average GPA. The results showed that most

of the TUP Manila BSIE-ICT students earned between 1.51 – 2.00,

which is still considered a top grade based on the university’s grading

scheme. However, a small portion of the participants received even

higher grades, with 1.2% receiving 1.00 – 1.25 and two students

achieving 2.51 – 2.75 and 2.76 – 3.00, respectively. This suggested

that, on the whole, students at this particular school were meeting

classes’ expectations for academic performance, with a few outliers

falling above or below the average. This could be due to various

 39

factors, including the difficulty of their chosen field of study,

extracurricular commitments, or other circumstances that can affect

academic success.

4. Students at the BSIE-ICT department responded positively to their

new academic policy. The correlation of 0.082 between the

participants’ approval of the policy and students’ academic

performance indicates the policy likely has minimal effect on

student’s achievements—the significant results in 0.298. Thus, the

Null Hypothesis is accepted, and the Alternative Hypothesis is

rejected. This was revealed by the quick and unified acceptance of

the procedure and the academically beneficial results it had on the

students in the department. Their willingness to abide by the policy

also could have contributed to their success and reflected the

improvements made to the program. The student’s commitment to

the policy highlights its effectiveness in helping them achieve their

academic goals. The researchers looked at students’ attitudes

toward their academic performance concerning their level of

agreement. Specifically, they looked at students’ self-reported level

of understanding regarding their academic performance. The

research findings indicated no significant relationship between the

level of arrangement of the students and their academic

performance. This research suggested that student attitude and

agreement may not be the best predictor of academic performance.

 40

This does not mean that it does not have any influence - further

research may be necessary to investigate the effect of student

attitude and agreement on academic performance.

Conclusion

1. The survey respondents appeared to be predominantly female,

potentially indicating higher enthusiasm from female students or

other factors influencing the school population over time. Further

research is needed to identify the causes of this gender mix.

Finally, prospects of gender fairness should be considered to

ensure male students receive adequate attention and

opportunities at the school.

2. Students strongly prefer a uniform policy that respects their

personal preference regarding hair color. They disagreed with

the requirement to dye their hair as part of the uniform policy.

This highlights the need to balance uniformity and respect

students’ personal choices.

3. Most students at this school were meeting class expectations for

performance, with some outliers above or below the average

GPA. Factors that could influence academic success include the

difficulty of the chosen field, extracurricular commitment, and

 41

other circumstances. The survey results suggest overall student

success.

4. The BSIE-ICT department’s new academic policy was positively

received by the students, evidenced by the unified acceptance

and improved academic results. The student’s commitment to

the procedure was a testament to its success, demonstrating an

effective method for achieving their educational goals.

Recommendations

Based on the results and conclusions, the researchers suggest that future

use of this study’s findings is highly recommended.

For the Students:

Adhering to the University’s hair and dress code policies is essential to

succeeding in one’s academic goals. Students should take the time to pay close

attention to detail and familiarize themselves with the dress codes, hair rules, and

regulations. Not following such practices can lead to disciplinary action that can,

in turn, be detrimental to one’s academic performance. Therefore, understanding

and complying with these policies are crucial for succeeding in their academic

pursuits.
 42

For the Teachers:

Reminding students of the significance of following the university’s hair and

dress code policies are essential. These regulations are placed to promote an

environment that is focused on academic success. Although it might be tempting

to ignore these policies, it is necessary to understand the consequences that may

follow. Therefore, administrators should monitor their students to ensure they

abide by the rules and regulations. To support them, guidance should be provided

to explain the purpose of the policies. Remind the students that following the hair

and dress code policy is for their benefit and will contribute to their academic

performance.

For the University Officials:

The importance of having a hair and dress code policy for students cannot

be over-emphasized. It is essential to ensure respect for the institution from the

academic community and the public. To ensure that the policy is effective,

institutions must consider the students’ differences and lifestyles when developing

the policy. Furthermore, creating initiatives that help the students understand their

responsibility towards the policy and how it can help them in their academic

performance is necessary for the policy’s success. Doing so would make the

students aware of their role in maintaining the dress and hair code.

For the Future Researchers:

Hair and dress code policies in universities around the world significantly

impact students’ performance. To understand this impact further, research is

 43

needed to analyze the differences in how students comply with the procedure.

Quantitative and qualitative data are necessary to assess the implications of the

policies on academic performance. Moreover, it is vital to examine the socio-

cultural consequences of having particular hair or dress codes in different

universities and evaluate the policies’ effects on an individual’s academic

performance. Knowing the implications of these policies on students could be a

vital tool for universities to improve their students’ academic performance.

 44

REFERENCES

Adedeji, O. A. (2013). School Dress Code: A Qualitative Study of High School

Students Perceptions. International Journal Of Education, 5(2), 14-26.

Bonneville Academy (2022, September 23). What are the benefits of the school
dress code? Retrieved November 6, 2022, from
https://bonnevilleacademy.org/what-are-the-benefits-of-the-school-dress-
code/

Brobeck, E. (2018, August). School Uniform Requirements: Effects On Student

Academic Performance - Hamline University. Retrieved December 4,
2022, from
https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=5432&cont
ext=hse_all

Culbertson. (2018). Students. HaRVI Lab Haptics Robotics and Virtual

Interaction. Retrieved December 1, 2022, from
https://sites.usc.edu/culbertson/news/

De La Salle University. (2018). Retrieved November 6, 2022, from

https://www.dlsu.edu.ph/wp-content/uploads/pdf/osa/student-
handbook.pdf

Dimas, E. (2019). Determining the Factors Influencing 8th Grade Academic

Development: A Correlational Study. Masters in Education, University of
San Diego.

Edwards, T. K. (2020, August 6). From the editorial board: Tangled

discrimination in schools: Binding hair to control student identity. The High
School Journal. Retrieved November 6, 2022, from
https://muse.jhu.edu/article/761464/summary

Farooq, A. R., Hussain, I., & Farooq, U. (2016). Examine the Impact of the Dress
Code on the Student Performance in Higher Education. International
Journal of Multidisciplinary Research, 6(6), 60-65.

FindLaw (2017, June 21). School dress codes... Retrieved December 4, 2022,
from https://www.findlaw.com/education/student-rights/school-dress-
codes.html

Herrin, K. (2016). Intentional identity: hair appearance and dress code

regulations’ effects on first-impression perceptions and academic
Performance in higher education institutions in the U.S. Journal Of
Student Affairs Research And Practice, 53(5), 462-470.
doi:10.1080/19496591.2016.1225857
 45

Investigating business casual dress policies: Questionnaire development ...

(2001). Retrieved December 4, 2022, from
https://fisherpub.sjf.edu/cgi/viewcontent.cgi?httpsredir=1&article=100
4&context=psychology_facpub

Jahan, S., Nawaz, U. M., Qadri, S. M. U., Ali, A., & Hafeez, H. (2018). The
Effects of Grooming Standards on Self-Esteem and Academic
Performance of Students at Tertiary Level. International Journal of
Management & Social Sciences Research (IJMSSR), 7(7), 7-13.

Kashem, M. (2019, December 26). The effect of teachers’ dress on students’

attitude and learning: Higher education view. Retrieved December 4,
2022, from https://www.hindawi.com/journals/edri/2019/9010589/

Kaveh MH;Moradi L;Hesampour M;Hasan Zadeh J; (n.d.). A survey of the

effective factors in students’ adherence to university dress code policy,
using the theory of reasoned action. Journal of advances in medical
education & professionalism. Retrieved December 4, 2022, from
https://pubmed.ncbi.nlm.nih.gov/26269790/

Lamson, B. (2020). What is random sampling?. Investopedia. Retrieved from

https://www.investopedia.com/terms/r/randomsampling.asp

Malinao, M. R. R. (2022, September 15). Cebu City Council wants LGBTQIA+

safe in all schools. Philstar.com. Retrieved November 6, 2022, from
https://www.philstar.com/the-freeman/cebu-
news/2022/09/16/2210022/cebu-city-council-wants-lgbtqia-safe-all-
schools

Manila Standard. (2022, July 18). DepEd declares uniforms optional in public
schools. Manila Standard. Retrieved November 6, 2022, from
https://manilastandard.net/news/314244841/deped-declares-uniform-
optional-in-public-schools.html

Melnychuk, T. (2016, March 3). Does dress code in the workplace matter.
Academia.edu. Retrieved November 18, 2022, from
https://www.academia.edu/22769143/Does_Dress_Code_In_The_Workpl
ace_Matter

Mishra, S., & Alok, S. (2017). Handbook of Research Methodology. Retrieved

November 18, 2022,
fromhttp://74.208.36.141:8080/jspui/bitstream/123456789/1319/1/BookRe
searchMethodology.pdf

Nittle, N. (2018, September 13). Students are waging war on sexist and racist
school dress codes - and they’re winning. Retrieved December 4, 2022,
from https://www.vox.com/the-goods/2018/9/13/17847542/students-
waging-war-sexist-racist-school-dress-codes
 46

Padgett, J. B. (1997, November 30). Teachers’ perceptions of the effect uniforms

or strict dress codes have on elementary school children. ERIC.
Retrieved December 4, 2022, from https://eric.ed.gov/?id=ED421791

Pouraskari, N. (1970, January 1). Adherence to Islamic dress code and Hijabi
Muslim students’ experiences of belonging, social adjustment, and
Islamophobia. UNC Charlotte electronic theses and dissertations.
Retrieved November 18, 2022, from
https://repository.charlotte.edu/islandora/object/etd%3A2220

Rahl, S. (2017). International Journal of Economics & Management Sciences.

Retrieved November 18, 2022, from https://pdfs.semanticscholar.org
 47

APPENDICES
A. LANGUAGE EDITOR CERTIFICATE

REPUBLIC OF THE PHILIPPINES

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
COLLEGE OF INDUSTRIAL EDUCATION
Professional Industrial Education Department
Ayala Boulevard, Manila

CERTIFICATION

This is to certify that the thesis of MELJUN C. ADRIANO, RHON

CHRISTIAN G. HIZON, & JEA R. TEJANO, entitled “The Relationship between
Agreement to TUP Manila Hair and Dress Code Policy and Academic
Performance among BSIE-ICT Students,” has been thoroughly edited by the
undersigned.

JOSE B. PEDREÑA, JR.

(Signature over Printed Name)

Name of Editor

Date: February 11, 2023

 48

B. REQUEST FOR THESIS ADVISER

 49

C. APPROVAL SHEET FOR THESIS PROPOSAL DEFENSE

 50

D. APPROVAL SHEET OF REVISED THESIS PROPOSAL AND

INSTRUMENT VALIDATION
51
52
53
 54

E. TURNITIN CERTIFICATE
 55

F. INSTRUMENT VALIDATION CERTIFICATES

56
57
 58

G. INVITATION LETTER FOR INSTRUMENT VALIDATORS

Dear Ma’am/Sir,

I am writing on behalf of my groupmates to invite you to be an Instrument

Validator for a research project I am working on. The research title is: “The Effects
of Hair and Dress Code Policy of TUP Manila in the Academic Performance of
BSIE-ICT.”
As the Instrument Validator, your review and input are indispensable in
ensuring the quality of the research instrument. We humbly request your time and
expertise in ensuring that the research questions accurately reflect the research
objectives, clearly stating the constructs and variables to be studied.
We are also open to your comments and suggestion on the research
instrument’s structure, design, and content. We appreciate your willingness to help
and value your collaboration to enable us to create a tool with the highest possible
integrity and accuracy.
Thank you in advance for your help. If you have any doubts or questions,
please do not hesitate to contact us.

Sincerely,

Adriano, Meljun C.

Hizon, Rhon Christian G.

Tejano Jea R.
 59

H. FINAL DEFENSE LETTER

Dear Professor Justin Kylo-Marc Orpia and Professor Reinze Vito,

We cordially invite you to be our panellists for our thesis topic proposal. Our
research team consists of Meljun C. Adriano, Rhon Christian G. Hizon, and Jea R.
Tejano. The research title is: “The Relationship between Agreement to TUP
Manila Hair and Dress Code Policy and Academic Performance among BSIE-ICT
Students”.

Having both of you as our panellists would be an immense honour. Your presence
will inspire us and make an outstanding contribution to our research. As both of
you are experts in the information and computer engineering field, we expect your
input and insights to help us achieve our research endeavour.

We hope for your kind consideration and are looking forward to your response.

Thank you for your time, and we hope to seek your expertise and guidance.

Sincerely,

Meljun C. Adriano

Rhon Christian G. Hizon

Jea R. Tejano
 60

I. SURVEY CONSENT FORM LETTER AND SURVEY INSTRUMENT

Dear Participants,
Good day, Ma’am/Sir!

We are students from the Technological University of the Philippines - Manila

currently taking up ProfEd 14 (Thesis Writing) subject.

We, Mr Meljun C. Adriano, Mr Rhon Christian G. Hizon, and Ms Jea R.

Tejano, students of BSIE ICT 4D, are researching: “The Effects of Hair and Dress
Code Policy of TUP Manila in Academic Performance of BSIE ICT Students.” In
line with this, we humbly request your time to answer our questionnaire. It involves
identifying and quantifying the research problems to improve the study by
interpreting the collected data. Please note that this survey will allow only the
research questionnaire’s validation. Thus, this will be the pre-set survey to be
answered. Rest assured that all your data will be used only for this research study.
We are hoping for your positive response. Your help is highly appreciated.

Furthermore, questions and concerns will be very much recognized by the

researchers. Thank you very much!

You may send your queries through our emails:

meljun.adriano@tup.edu.ph

rhonchristian.hizon@tup.edu.ph

jea.tejano@tup.edu.ph
 61

Data Privacy Form

Following the Data Privacy Act of 2012 and its Implementing Rules and
Regulations, all data from this study will be kept private. Your answers will be kept
confidential, and any information that could be used to identify you will not be
included in any report we might publish. Your information will be archived for
documentation purposes only after you have provided a written cancellation to the
organization, and the research data will be kept in a secure location. Your data
will only be accessible to the study team, and other recognized authorized parties,
as determined by the researchers. Furthermore, the Researchers guarantee the
security of your data. We shall accept responsibility if there is a problem or
inappropriate use.
Consent Form

Direction: Please read this form before answering the following questions
and ask any questions you may have before agreeing to this form. Please check
the box if you decide to participate in our research. Thank you.
I agree to participate in this online survey conducted by the researchers
from BSIE-ICT-4D. I now give my full permission to collect my information and
respond to their questions; thus, the researchers will maintain my anonymity
concerning my responses. I understand that their research titled: “The
Relationship of Hair and Dress Code Policy of TUP Manila in Academic
Performance of BSIE ICT Students” I know that their work is for academic
purposes only.
I fully agree and am willing to give my consent.

RQ1

What is the demographic profile of the students in terms of the following

information:

What is the demographic profile of respondents in terms of the following?

1. Sex
 62

• Male

• Female

2. Year-Level

• Second Year

• Third Year

• Fourth Year

RQ2

What is the level of agreement of BSIE-ICT students to the hair and dress

code policy in terms of:

• Wearing of Prescribed Uniform

• Haircut policy

• Hair color policy

WEARING OF PRESCRIBED UNIFORM

Statement Strongly Disagree Agree Strongly

Disagree Agree

I agree with wearing the prescribed uniform

every Monday, Tuesday, Thursday, and Friday

 63

“Wearing of Prescribed Uniform. Every

student shall wear the prescribed uniform

(bearing the TUP IPO-registered logo) on

Monday, Tuesday, Thursday and Friday”

I agree wearing laboratory or shop uniforms

during laboratory subjects

“Students are, likewise, required to wear their

laboratory/shop uniforms during their

laboratory/shop periods,”

I agree to wear a P.E. uniform during physical

education subject

“the prescribed P.E. uniform during their P.E.

classes”

I agree to wear the NSTP uniform during

training days

“the Citizen Military Training uniform during the

training days”

I agree always wearing an I.D. inside the

university
 64

“I.D Requirement. Every student shall wear the

official

identification card (I.D) at all times inside the

University.”

I agree that there are limitations in properly

wearing civilian clothes during wash day

“Cross dressing during uniform days and wash

days.”

HAIRCUT POLICY

Statement Strongly Disagree Agree Strongly

Disagree Agree

I agree to the TUP Manila haircut policy

“Hair Cut for Male Students. Male students

shall sport a clean and decent haircut regardless

of whether the student is enrolled or not in the

NSTP”

HAIR COLOR POLICY

Statement Strongly Disagree Agree Strongly

Disagree Agree

I agree with TUP Manila’s hair colour policy

 65

“Hair Color. All students are not allowed to have

their hair dyed.”

I agree that naturally coloured hair must

adjust itself to abide by the TUP Manila hair

colour policy

“Hair Color. All students are not allowed to have

their hair dyed.”

RQ3

What is the level of academic Performance of the BSIE-ICT students in

terms of:

• General Weighted Average of the previous semester

ACADEMIC PERFORMANCE

Statement 1.0 – 1.26 – 1.51 – 2.1 – 2.26 – 2.51 – 2.76 – 5.0

1.25 1.50 2.00 2.25 2.50 2.75 3.00

What is the range

of your GWA

from the past

semester?
 66

J. DATA MATRIX
 67

51 1 3 3 3 4 3 4 3 4 3 4 3.44 31
52 2 3 4 4 4 4 4 4 4 1 1 3.33 30
53 2 3 3 3 2 3 4 3 2 2 2 2.67 24
54 2 1 1 1 1 1 1 1 1 1 1 1.00 9
55 2 3 4 4 4 4 4 4 4 3 3 3.78 34
56 2 3 4 4 4 4 4 4 3 1 1 3.22 29
57 1 3 3 3 4 3 4 2 1 1 1 2.44 22
58 1 1 2 3 3 4 4 3 3 1 4 3.00 27
59 2 2 4 4 4 4 4 4 4 4 4 4.00 36
60 2 3 4 4 4 4 4 4 4 2 3 3.67 33
61 2 3 4 4 4 1 4 4 4 4 4 3.67 33
62 2 2 3 3 3 3 3 3 3 4 3 3.11 28
63 2 3 4 4 4 3 3 3 3 3 1 3.11 28
64 2 3 4 4 4 4 4 4 4 4 4 4.00 36
65 1 3 3 3 3 2 1 1 1 1 1 1.78 16
66 2 3 4 4 4 4 4 4 4 4 4 4.00 36
67 1 3 3 3 3 3 3 3 3 3 3 3.00 27
68 1 3 1 4 3 3 4 1 1 1 1 2.11 19
69 2 3 3 3 3 3 2 1 1 1 1 2.00 18
70 1 3 3 3 3 3 3 3 3 3 3 3.00 27
71 2 1 2 3 3 2 2 2 2 2 2 2.22 20
72 1 3 4 3 3 3 3 3 1 1 1 2.44 22
73 2 3 1 1 1 1 1 1 1 1 1 1.00 9
74 1 3 3 3 3 3 4 3 2 4 4 3.22 29
75 2 1 1 1 1 1 1 1 1 2 2 1.22 11
76 2 1 3 4 2 3 4 3 3 2 2 2.89 26
77 2 3 4 4 4 4 4 4 4 4 4 4.00 36
78 1 3 3 4 4 4 4 1 1 1 1 2.56 23
79 2 1 3 3 3 3 4 4 3 4 1 3.11 28
80 2 1 3 3 4 4 3 3 2 1 1 2.67 24
81 1 2 4 3 3 3 4 3 4 3 1 3.11 28
82 1 3 4 4 4 4 4 4 4 4 4 4.00 36
83 1 3 3 3 3 3 3 3 3 3 3 3.00 27
84 1 3 4 3 3 3 2 2 1 1 1 2.22 20
85 1 3 3 3 3 3 1 2 3 3 3 2.67 24
86 1 1 3 3 3 2 2 1 2 2 2 2.22 20
87 1 3 3 3 3 3 3 3 3 3 3 3.00 27
88 2 3 4 4 4 4 4 4 4 4 4 4.00 36
89 2 3 3 3 3 3 2 3 1 1 1 2.22 20
90 1 3 3 3 3 3 3 3 1 1 1 2.33 21
91 2 3 3 4 4 3 2 3 1 1 1 2.44 22
92 2 3 4 4 4 4 4 4 4 4 4 4.00 36
93 2 3 4 4 4 4 4 4 4 4 3 3.89 35
94 2 3 4 4 4 4 3 2 1 1 1 2.67 24
95 2 3 4 3 3 3 3 3 4 1 1 2.78 25
96 1 3 4 4 4 4 2 3 2 4 2 3.22 29
97 2 3 4 4 4 4 3 3 3 2 2 3.22 29
98 2 3 4 4 4 4 4 4 4 4 4 4.00 36
99 1 3 4 3 4 3 3 2 3 2 2 2.89 26
100 2 3 4 4 4 4 4 3 3 1 1 3.11 28
 68

Level of Agreement

Mean 2.96
Standard Error 0.06
Median 3.00
Mode 3.00
Standard Deviation 0.76
Sample Variance 0.58
Kurtosis -0.04
Skewness -0.59
Range 3
Minimum 1
Maximum 4
Sum 482.33
Count 163

K. Normality Test
 69

L. MEASURE OF CENTRAL TENDENCY

AGREE1 AGREE2

Mean 3.21 Mean 3.288343558

Standard Error 0.07002576 Standard Error 0.068373917
Median 3 Median 3
Mode 4 Mode 4
Standard Deviation 0.89 Standard Deviation 0.872939736
Sample Variance 0.80 Sample Variance 0.762023782
Kurtosis 0.62 Kurtosis 0.87
Skewness -1.12 Skewness -1.22
Range 3 Range 3
Minimum 1 Minimum 1
Maximum 4 Maximum 4
Sum 524 Sum 536
Count 163 Count 163
Confidence Level(95.0%) 0.13828098 Confidence Level(95.0%)
0.135019053

AGREE3 AGREE4

Mean 3.41 Mean 3.23

Standard Error 0.064969339 Standard Error 0.069241688
Median 4 Median 3
Mode 4 Mode 4
Standard Deviation 0.829472995 Standard Deviation 0.88
Sample Variance 0.688025449 Sample Variance 0.78
Kurtosis 1.42 Kurtosis 0.63
Skewness -1.42 Skewness -1.11
Range 3 Range 3
Minimum 1 Minimum 1
Maximum 4 Maximum 4
Sum 556 Sum 526
Count 163 Count 163
Confidence Level(95.0%) 0.12829598 Confidence Level(95.0%) 0.136732655
 70

AGREE5 AGREE6

Mean 3.21 Mean 2.88

Standard Error 0.076734818 Standard Error 0.081998168
Median 4 Median 3
Mode 4 Mode 4
Standard Deviation 0.98 Standard Deviation 1.05
Sample Variance 0.96 Sample Variance 1.10
Kurtosis -0.16 Kurtosis -0.90
Skewness -1.00 Skewness -0.54
Range 3 Range 3
Minimum 1 Minimum 1
Maximum 4 Maximum 4
Sum 524 Sum 469
Count 163 Count 163
Confidence Level(95.0%) 0.151529457 Confidence Level(95.0%) 0.161923078

AGREE7 AGREE8

Mean 2.63 Mean 2.40

Standard Error 0.09 Standard Error 0.09
Median 3 Median 2
Mode 4 Mode 1
Standard Deviation 1.19 Standard Deviation 1.18
Sample Variance 1.41 Sample Variance 1.39
Kurtosis -1.46 Kurtosis -1.49
Skewness -0.23 Skewness 0.10
Range 3 Range 3
Minimum 1 Minimum 1
Maximum 4 Maximum 4
Sum 428 Sum 392
Count 163 Count 163
Confidence Level(95.0%) 0.183562622 Confidence Level(95.0%) 0.182394115
 71

AGREE9

Mean 2.37
Standard Error 0.09
Median 2
Mode 1
Standard Deviation 1.20
Sample Variance 1.43
Kurtosis -1.52
Skewness 0.15
Range 3
Minimum 1
Maximum 4
Sum 386
Count 163
Confidence Level(95.0%) 0.185062

M. SPEARMAN’S RHO
 72

N. CURRICULUM VITAE

JEA R. TEJANO
Lupang Pangarap Barangay San Dionisio Petonia Ext Paranaque City
09453125723
jea.tejano@tup.edu.ph
_____________________________________________________________________________

PERSONAL INFORMATION
DATE OF BIRTH : June 12, 2000
AGE : 22
PLACE OF BIRTH : Cataingan, Masbate
CIVIL STATUS : Single
RELIGION : Roman Catholic
HEIGHT : 5’2 ft
WEIGHT : 44 kgs.
FATHER’S NAME : Steve G. Tejano
MOTHER’S NAME : Rocelyn R. Tejano
_____________________________________________________________________________
EDUCATIONAL BACKGROUND
TERTIARY: Bachelor of Science in Industrial Education
Technological University of the Philippines – Manila
2019 – Present
SECONDARY: Senior High School
Sto. Nino National High School
2017 – 2019
Sto. Nino National High School
2013-2017
ELEMENTARY: Sto. Nino Elementary school
J.P Rizal Street Sto. Nino Parañaque City
2007-2013

JEA RAMIREZ TEJANO

 73

MELJUN C. ADRIANO
82 R. Valenzuela Ext, Marulas, Valenzuela City
09455526317
meljun.adriano@tup.edu.ph
_____________________________________________________________________________
PERSONAL INFORMATION
DATE OF BIRTH : November 17, 2001
AGE : 21
PLACE OF BIRTH : Caloocan
CIVIL STATUS : Single
RELIGION : Roman Catholic
HEIGHT : 5’8 ft
WEIGHT : 80 kgs.
FATHER’S NAME : Melvin S. Adriano
MOTHER’S NAME : Wilhelmina C. Magistrado
_____________________________________________________________________________

EDUCATIONAL BACKGROUND
TERTIARY: Bachelor of Science in Industrial Education
Technological University of the Philippines – Manila
2019 – Present
SECONDARY: Senior High School
Valenzuela National High School
2017 – 2019
Valenzuela National High School
2013-2017
ELEMENTARY: Marulas Central Elementary School
2007-2013

MELJUN CREDO ADRIANO

 74

RHON CHRISTIAN G. HIZON

2515 Radium Street San Andres Bukid Manila
09567451925
rhonchristian.hizon@tup.edu.ph
_____________________________________________________________________________
PERSONAL INFORMATION
DATE OF BIRTH : April 2, 1999
AGE : 23
PLACE OF BIRTH : Manila
CIVIL STATUS : Single
RELIGION : Roman Catholic
HEIGHT : 5’6 ft
WEIGHT : 55 kgs.
FATHER’S NAME : Rizaldy P. Hizon
MOTHER’S NAME : Ma. Emilia H. Gutierrez
_____________________________________________________________________________
EDUCATIONAL BACKGROUND
TERTIARY: Bachelor of Science in Industrial Education
Technological University of the Philippines – Manila
2019 – Present
SECONDARY: Senior High School
Manuel A. Roxas High School
2017 – 2019
Manuel A. Roxas High School
2013-2017
ELEMENTARY: Dr. Rafael V. Palma Elementary School
2007-2013

RHON CHRISTIAN GUTIEREZ HIZON