“AWARENESS OF SCHOOL POLICIES AND BEHAVIOR

OF SENIOR HIGH SCHOOL STUDENTS”

____________________

Research Paper

Presented to

The Education Program

St. Mary’s College of Baganga, Inc.

____________________

In Partial Fulfillment

of the Requirements for the

Bachelor of Secondary Education

Major in Science

Research in Teaching Science

____________________

WILMAR C. BLASQUEZ
KRIS ANN S. BOLANIO
LOIDA D. EMUY
LOVELY S. IGNACIO
REAH-FE M. MANGUB
RENZ LOUIE L. MATABALAN
ANNABEL M. TORRETA

May 2024
 ii

ST. MARY’S COLLEGE BAGANGA, INC

Conception Street, Baganga
Davao Oriental

APPROVAL SHEET
This research study is entitled “AWARENESS OF SCHOOL POLICIES AND
BEHAVIOR OF SENIOR HIGH SCHOOL STUDENTS”. Prepared and submitted
by Wilmar C. Blasquez, Kris Ann S. Bolanio, Loida D. Emuy, Lovely S. Ignacio,
Reah-Fe M. Mangub, Renz Louie L. Matabalan, and Annabel M. Torreta. In
partial fulfillment of the requirements for the Bachelor of Secondary Education
Major in Science in the course Research in Teaching Science has been
examined and are recommended for acceptance and approval.

MARICAR B. LEPORNIO, PhD

Adviser

APPROVED by the research panelists in St. Mary’s College Baganga, Inc. with a
grade of PASSED.

RENE B. TINQUILAN, LPT, MAED RALPH H. CELESTE LPT, CHRP,

DBM
Chairperson Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the

Bachelor of Secondary Education Major in Science in the course Research
in Teaching Science.

ANGEL MAE M. PONTILLO, LPT MAED

Education Program Head

S. MA. MERMA LIZA M. SHALAH, RVM

Dean of College

May 2024
 iii

ACKNOWLEDGEMENT

First and foremost, we humbly thank our gracious God, the Almighty, for

the opportunity to engage in research, a process that allows us to explore,

discover and learn. Your wisdom and guidance lead us to new insights and

understanding. We acknowledge your presence in every aspect of our research

journey.

We would like to express our deepest gratitude to our research adviser

Maricar B. Lepornio PhD, for her guidance, support, and valuable insights

throughout the research process. Her expertise and encouragement have been

instrumental in shaping this study.

We would like to extend our sincere gratitude to the program head of

education, Angel Mae M. Pontillo, LPT, MAED, for her exceptional support and

encouragement throughout this research endeavor. Her dedication and support

contributed to the success of this study.

We express our appreciation to Ralph Celeste, LPT, CHRP, DBM the

panel member and Rene B. Tinquilan, LPT, MAED as chairperson and

statistician for their valuable insights, constructive comments and suggestions,

encouragement, and kindness.

We deeply give thanks John Philip M. Corteza, LPT, MAED, Aldrin B.

Catubig, LPT and Michael V. Berja, LPT for their invaluable contribution as the

questionnaire validators in this research endeavor. Their meticulous attention to

 iv

detail, insightful feedback, and dedication significantly enhanced the quality and

validity of our study.

We would like also to acknowledge the contributions of the academic

community of SMCBI and the various resources that have been instrumental in

shaping this research. The wealth of knowledge and information available has

been invaluable in expanding our understanding of the subject matter.

We are truly grateful to the parents for allowing their children as part of

this study. Sincerely thanks also to the respondents who generously shared their

time and knowledge. Their willingness to participate and provide valuable data

has greatly enriched this research.

Furthermore, we would like to extend our appreciation to our friends and

classmates who have provided valuable feedback and suggestions. Their input

has helped us refine our ideas and improve the quality of this research.

Lastly, we would like to thank our very supportive family for their

unwavering support and understanding throughout this research journey. Their

love and encouragement have been a constant source of motivation.

Without the support and contributions of all these individuals, this research would

not have been possible. Thank you all for your invaluable assistance and

support.

-The Researchers
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ABSTRACT

This quantitative study was conducted to determine the relationship

between school policies and behavior of senior high school students. The

researchers used a survey method which involved selecting students in every

strand per year level of senior high school in one of the private schools in

Baganga, Davao Oriental, upon which the variables were tested. The

researchers administered survey questionnaire to the selected respondents of

senior high school. A descriptive correlational research design investigates

relationships between variables without the researchers controlling or

manipulating any of them. Findings revealed that School Policies in terms of

gadget policy, attendance policy, and use of internet and social media implied

that students are aware of the school policies. The level of respondent’s behavior

in terms of students learning, social interaction, and use of internet and social

media described that student’s behavior is oftentimes affected by school policies.

The Pearson r correlation was used to determine the relationship between

school policies and behavior of senior high school students. Linear regression

was used to determine the general trend of a data set. P-value method is

employed to test the significant relationship between school policies and

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behavior of senior high school students. The researchers offered some

recommendations at the end of the study.

Keywords: School Policies, Behavior, Senior High School Students, Davao

Oriental

TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES ix

LIST OF FIGURES x

CHAPTER

1 INTRODUCTION

Background of the Study 1

Statement of the Problem 6

Review of the Related Literature 6

Theoretical Framework 20
 vii

Conceptual Framework 22

2 METHODOLOGY

Research Design 25

Research Locale 26

Research Respondents 28

Research Instrument 30

Data Gathering Procedure 35

Statistical Tools 36

Ethical Consideration 38

3 RESULT AND DISCUSSIONS

Level of Awareness of School Policies 43

Level of Respondents Behavior 51

Significant Relationship between School Policies

and Behavior 60

4 CONCLUSIONS AND RECOMMENDATION

Findings 61

Conclusion 63

Recommendation 64
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REFERENCES 66

APPENDICES 74

A Letter of Permission Asking for the List of Total

Number of Officially Enrolled Senior High Students 75

B Letter of Permission Asking to Conduct

Preliminary Survey in Senior High 77

C Letter of Permission Asking to Conduct

The Study 83

D Letter to Validators 90

E Accomplished Validation Form 94

F Sample Accomplished Informed Consent

and Assent Form 101

G Survey Questionnaire 105

H Grammarian Certificate 112

Curriculum Vitae 114

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LIST OF TABLES

TABLES PAGE

1 Respondent of the Study 29

2 School Policies Matrix 31

3 Students Behavior Matrix 32

4 Interpretation of Pearson Correlation

Coefficient Values 33

5 Internal Validity Result of Survey

questionnaires (Independent Variable 33

6 Internal Validity Result of Survey

questionnaires (Dependent Variable) 34

7 School Policies 43

8 Gadget Policy 45

9 Attendance Policy 47

10 Use of Internet and Social Media 49

11 Behavior 51

12 Students Learning 53

13 Social Interaction 55
 x

14 Personal Growth 57
15 Significant Relationship Between School

Policies and Behavior 60

LIST OF FIGURES

FIGURES PAGE

1 Conceptual Framework of the Study 22

2 The Map of Davao Oriental and

Municipality of Baganga 27
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CHAPTER 1

INTRODUCTION

Background of the study

Many educational institutions struggle with the lack of awareness among

students regarding school policies and expected behaviors. This often leads to

misunderstanding, conflicts, and even disciplinary issues. Students may

inadvertently violate rules simply due to lack of understanding or knowledge of

the policies in place. School policies are designed to regulate and manage

students’ behaviors. Students are the key stakeholders and the most essential

resources in education. They are responsible to show good behavior either inside

or outside the school. To attain the better place for the students, school leaders

implement school policy and produce a variety of discretionary policies to cover

other areas of school life (Watts, 2022).

Schools function best when students understand and adhere to

established policies (Dr. Ulla, 2021). Although, many students follow the school

policies, they also experience having hard times following some policies with

identified reasons for disobedience with alarming natures such as the absence of

respect to school and a having a belief of not being able to express their true

identity if they follow those school policies (Asensi, 2019). A teacher or

administrator can only do so much to motivate a student. Ultimately it is up to

them as to whether or not they decide to change their behavior following the

school policies (Meador, 2020).

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Globally, a study conducted by Fekadu (2019) entitled “Assessing the

Impact of School Rules and Regulations on Students’ Perception Toward

Promoting Good Behavior: Sabian Secondary School, Dire Dawa, Ethiopia”

stated that around 33.1% of students negatively perceive school rules and

regulations. This indicates that they do not adequately perceive school rules and

regulations toward good behavior. The improvement in students’ awareness of

school rules and regulations will enhance their perception of good behavior

because when students have enough understanding of school rules and

regulations, they can behave well, and this offers a good learning environment.

In addition, a study conducted by Deelo (2019) in the “Examining the

Impact of School Policies on Student Behavior in Anglican High School in

Singapore” study suggests that schools with clear composition and strategy in

implementing school policies can really affect the overall conduct of the students.

Schools that prioritize positive reinforcement and restorative practices alongside

clear expectations see a greater impact on student behavior compared to those

that rely solely on punitive measures.

In the Philippines, several studies have indicated that disciplinary policies

are not as effective as they should be. For instance, a study conducted by the

Philippine Institute for Development Studies (PIDS) (2023) found that students in

the Philippines are less likely to follow the rules of the school than those in other

countries like Singapore, California, United States of America, and Thailand.

Furthermore, the study also revealed that students are more likely to commit

disciplinary violations if they perceive that their peers are not following the rules.
 3

A study conducted by Chavez (2018) in the “Relation of Students’

Awareness of School Rules and Regulations to Institutional Discipline” revealed

that majority of the minor violations were committed by male students with

90.62% as compared to 9.38% for female respondents. The older the age

bracket of the respondents, the lesser they commit minor violations. Furthermore,

results show that greater number of the respondents who committed minor

violations is in the age bracket of seventeen to nineteen years old, followed by

students who are in the age bracket of twenty to twenty-two with 37%. The

lowest percentage age bracket of respondents committing minor violation is in

the age of twenty-three and above.

In addition, a study on The Impact of Non-Compliance to the School Rules

and Regulations of Grade 12 ABM Students to the Image of Bestlink College of

the Philippines School Year 2018-2019 (Dungog, et al. 2019) showed that

effective implementation of school rules and regulations influence the compliance

of the Grade 12 Accountancy, Business and Management students and impacts

the image of the school in producing self-directed and disciplined students.

Students within the same class embody different characteristics and their needs,

attention, expectation and skills differ from one student to another.

In the locale of the study and based on the preliminary survey of the

researcher, all of the 154 students-respondents who are officially enrolled as

senior high school in school year 2023-2024 in one of the private schools in

Baganga, answered YES about the question “were you able to violate the school

policies”. This implied that all senior high school students committed violations
 4

on the school policy. Out of the nine policies written in the survey preliminary

results showed the most violated policy is gadget policy, followed by attendance

policy, and policy on the use of internet and social media. This research was

conducted due to the existing number of student’s violations on school policies

that needs to be resolved. According to the data gathered from the preliminary

survey, these students who violated the said policy may affect the entire students

and even the whole institution. The behavior of those may influence others to do

the same. Thus, this study can be able to address these issues. However, school

policies help prevent and address misconduct among students. They outline

consequences for rule violations and provide a framework for intervention and

support. By addressing behavioral issues promptly and effectively, policies can

help deter further misconduct and support students in making positive changes

(Khadiguia, 2023).

There are previous studies conducted about school policies and one of

these was the study of Adhiambo and Ndolo (2017) the “Effects of School

Policies on Academic Performance in Mixed Day Schools in Kenya: A case study

of Kisumu East”. This study was conducted in a public school and the

researchers found out that it only focused on the effects of school policies

towards academic performance of the students, learning environment, and

achievements. Studies often focus on basic knowledge of the rules, neglecting

how students perceive the underlying reasons for the policies and how they

make decision or actions within those policies. Moreover, the researchers did not

come across to the locale of the study. The current study conducted is the
 5

“awareness of school policies and behavior of senior high school students” that

focus on the behavior of the students. This research aimed to bridge this gap by

knowing how school policy influence student’s behavior.

The researchers conducted this study to determine the impact of school

policies to the behavior of senior high students. This research can provide

insights into the complex interplay of best practices for implementing policies in a

manner that promotes student behavior in response to the changes over time.

This quantitative research aimed to give emphasis on the importance of school

policies in providing a consistent framework for addressing student behavior to

ensure that disciplinary actions are fair and equitable and address misconduct

among students. To school administration, in order to assess the effectiveness of

existing policies and make informed decisions on policy revisions or

implementations. To Teachers, it can help them to develop skills and strategies

to effectively managed student behavior within the framework of school policies.

For students, to be more obedient in terms of following school rules and

regulation that makes them to be a better person. To parents, knowing school

policies empowers parents to play a more active role in their children’s education,

promotes a safer and more supportive learning environment, and strengthens the

partnership between home and school. Lastly, for future researchers, the

outcome of the study can be beneficial for future bases of new study that will

arise in the coming years related to the current study.

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Statement of the problem

The purpose of this study was to determine the relation of school policies

and behavior of senior high school students. By addressing this issue, the study

sought to answer the following questions.

1. What is the level of awareness of the respondents in school policies in

terms of:

1.1 Gadget Policy

1.2 Attendance Policy

1.3 Use of Internet and Social Media

2. What is the level of respondent’s behavior in terms of:

2.1 Students Learning

2.2 Social Interaction

2.3 Personal Growth

3. Is there a significant relationship between school policies and behavior

of the respondents?

Review of the Related Literature

Presented in this section is the information regarding the variables

namely: Awareness of School Policies such as gadget policy, attendance policy,

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and use of internet and social media and behavior of senior high students which

includes three indicators the students learning, social interaction, and personal

growth. It was collected with enough comprehension of the concepts so that it will

be fully understood by the readers.

School Policies

School policy is defined as the set of established expectations for specific

behavior and norms within a school. School policies are put in place to guide the

day-to-day functioning of the school as well as to make it safe and an effective

place for learning to occur (Forstall, 2019). It can enhance students' awareness

in school by addressing important aspect of being a good student (Benavidez et

al., 2023). According to Watts (2022) policies should be accessible, accurate

records of a setting’s procedures, values, and expectations. Forstall (2019)

stated that schools and school districts have specific policies for different target

audiences. Schools may also have policies for students such as uniforms, cell

phone policies or attendance policies. School policies are usually written out in

the form of the student and parent handbook (Allen et al., 2017; 2018).

A study on School Policies and the Success of Advantaged and Dis-

advantaged Students of (Figlio and Karbownik, 2018) stated that policies and

practices that might be successful overall could actually help one group of

students while harming another, so care should be taken when evaluating them

to see whether they are benefiting all, some, or no students – and whom they are

benefiting. Schools might do a better job ensuring success for all students the
 8

more they investigate how the practices are affecting different groups of

students.

Chaves (2018) conducted a study on student’s awareness of school rules

and regulation to institutional discipline and found out that faculty members could

be of big help in disseminating the rules and regulations of the school in order to

prevent occurrence of minor violations of students.

Furthermore, Thornberg (2018) stated that school policies are usually

associated with classroom management and school discipline. However, rules

also define ways of thinking about oneself and the world. Policies are guidelines

for actions and for the evaluation of actions in terms of good and bad, or right

and wrong, and therefore a part of moral or values education in school.

Gadget Policy. Gadgets are a technological tool that is currently growing

rapidly and has special functions, including smartphones and tablets (Fauzi,

2018). These devices have become an integral part of our daily lives, offering a

wide range of features and capabilities. Gadgets with various applications can

present various social media so that they are often misused and have a bad

impact on student’s behavior (Das, 2018). A gadget policy in schools can

improve students' awareness by promoting responsible technology use, digital

literacy, and online safety. By setting guidelines on appropriate gadget usage,

students can develop a heightened awareness of the impact of technology on

their learning, social interactions, and personal well-being (Zain et al., 2022). The

behavior of students in relation to gadgets and social media can vary depending

on individual circumstances and choices. While some students may demonstrate

 9

responsible and balanced gadget usage, others may be more prone to misuse

and experience negative impacts on their behavior. One aspects of student

behavior that can be influenced by gadgets, and social media is time

management. Students who spend excessive amount of time on social media

platforms may struggle to prioritize their academic responsibilities, leading to

procrastination and decreased study time.

In USA, according to Humbertnaden (2011) and as cited by Atenya and

Wekessa (2020) in the book “Reimagining the Role of Technology in Education”,

students were prohibited from using cellphones during school day within most

public secondary schools. Majority of students-maintained possession of

personal cellphones within the school. This showed disrespect to rules that

prohibit possession of cellphones in schools and suggests that need to allow

students to have them but be instructed on how to use them responsibly as

educational tool.

In the Philippines however, as furthered by the said orders, “school

officials shall have the right to impose appropriate and reasonable policies

measures in case of minor offenses and infractions of good policies. However, no

cruel or physical harmful punishment shall be imposed or applied against any

pupil or student”. Here, we can see that there are also limitations on the ways of

disciplining the students, that the teachers and administrators must be caution on

means they are going to give the policies measures. Some schools in the

Philippines have a federal and state mandates that are taking their tolls on school

districts across the country (Reyes, 2019).

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As stated in Article IX, Section 3 on the student handbook in one of the

private schools in Baganga, Davao Oriental, that mobile phones (unless used for

instructional purposes) are to be switched off or put in a silent mode inside the

classrooms. The rule of switching off or putting mobile phones on silent mode

inside classrooms is a common practice in many educational institutions. It is

implemented to minimize distractions and maintain a focused learning

environment. By reducing the use of mobile phones, students are less likely to be

interrupted by notifications or engage in non-academic activities during class

time. In addition, it helps to promote respectful behavior towards teachers and

fellow students. This proactive approach to technology management not only

fosters a culture of responsible gadget use but also empowers students to make

informed decisions (Bradshaw, 2023).

Attendance Policy. In U.S., school attendance is a matter of law. Most

states require children to begin school at age 6 and attend school for 180 days

each year until they reach the age of 16, 17, or 18. While parents are ultimately

responsible for getting their children to school, state and federal laws require

schools to keep attendance records. By emphasizing the importance of regular

attendance students become more conscious of the impact of their presence on

their learning progress (Devadoss and Foltz, 2019). Therefore, school policies

and procedures on attendance must make expectations abundantly clear to

parents, students, and staff (Selby, 2018).

Attendance is one of the biggest indicators of school success. Students

who attend school regularly are naturally exposed to more than those who
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routinely absent. Furthermore, absences can quickly add up. A student who

misses an average of twelve days a year from kindergarten through twelfth grade

will miss 156 days of school which nearly translate to an entire year. Schools

must do everything within their limited power to compel parents to get their

children to school (Meador, 2018). Any student who misses school must present

a written excuse, signed by his or her parent or legal guardian or a health care

professional, for all absences within three (3) days of the student’s return to

school. The written excuse should include the reason for and the date of the

absence. If a student fails to bring a valid written excuse to school, his or her

absence will be recorded as unlawful (Jones, 2019).

Chronic absenteeism, especially truancy, is a behavior highly associated

with dropping out of school. Students allowed to miss school for illegal reasons or

quit school because they do not want to attend, are establishing a pattern of

behavior that may follow them throughout life and seriously impair their potential.

Truant kids limit the learning process and reduce the ability to get either a good

education or a diploma. Absentee students put their futures in jeopardy (Garman,

2018). School attendance and participation in class are an essential part of the

educational process. Regular attendance at school is necessary for student

success. Furthermore, it allows students to achieve the maximum possible

benefits from their educational experience. All students are encouraged to be

present and prompt. School attendance is the responsibility of both parents and

students (Meador, 2020). Additionally, an attendance policy can serve as a tool

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to educate students about the value of time management, commitment, and

responsibility (Smith and Jones, 2018).

A study conducted by (Santos, et al. 2022) in attendance monitoring

system of schools in the Philippines concluded that the teacher’s absences can

also contribute to a negative impact to student performance in a more direct way.

The joint planning time in which teachers can work together to improve teaching

is often so narrow that even low teacher absenteeism could almost completely

undermine its purpose. By promoting a culture of attendance awareness, schools

can instill in students the importance of attendance as a fundamental aspect of

their behavior (Huang et al., 2019).

Use of the Internet and Social Media. The use of the internet and social

media in schools has become increasingly prevalent. Students use the internet

primarily for communication, entertainment, and leisure (reading and sending e-

mails, online chatting, instant messaging, playing games and downloading music

videos, and reading newspapers (Yebowaah, 2018). Thus, it enhances their

overall awareness and digital competence in the school environment (Lukavska

et al., 2020). While Social media services provide multiple platforms for teachers

to support each other and facilitate the sharing of information quickly, at scale,

and across geographic boundaries. Social media platforms can serve as

channels for sharing ideas and collaborating on projects with their peers (Garcia,

2020). Teachers have reported using a wide range of social media platforms

(Higgen, 2022). Teachers and students use social media to exchange content,
 13

share resources, and connect and collaborate with colleagues to improve

teaching and learning (Chugh & Ruhi, 2018; Jogezai et al., 2021).

The advent of social media has brought about significant changes in the

way people communicate with each other (Chen et al., 2023). The most

frequently used and popular social media platforms today are applications or

sites such as Facebook, Twitter, Instagram, YouTube, Dailymotion, Flickr, Photo

Bucket, LinkedIn, [Link], and WordPress (Statista, 2020). However, along

with its increasing popularity, the negative effects of social media on users have

become a concern (Willbold, 2021). One such effect is the correlation between

problematic social media use and social anxiety as well as academic

procrastination (Yıldız Durak, 2020).

According to a study by the Journal of Educational Computing Research

in 2019, it is important for schools to include social media in their policies on

curriculum materials and educational vision as it promotes the use of social

media, schools should establish policies that address cyberbullying and promote

social media responsibility among students, as highlighted by Leviner (2018) in

her study on cyberbullying and social media responsibility in schools.

Implementing policies on internet use and social media in schools can

promote responsible digital citizenship and help students understand the

boundaries. Smith and Anderson (2018) found that such policies provide

guidelines for appropriate online behavior and raise awareness about the

potential risks of excessive internet and social media use. Jones et al. (2019)
 14

discovered that these policies encourage a healthy balance between online and

offline activities, contributing to students' overall well-being.

The UNICEF report "Philippines Kids Online" (2021) emphasized the

significant integration of the digital world and the internet into the daily lives of

Filipino children and young people. It highlights the challenge of distinguishing

between online and offline activities, underscoring the profound influence of

internet and social media usage on their behavior. A school policy on the use of

the internet and social media should include guidelines on responsible online

behavior, emphasizing the importance of avoiding harmful or inappropriate

content in the content students post online.

Moreover, Gomez (2020), stated that a school policy on internet and

social media use should include guidelines that encourage students to be mindful

of the content they post online, promoting responsible digital citizenship and

fostering a respectful online community. On the other hand, the use of the

internet and social media in schools can have a significant impact on students'

behavior. When using social media students shall be guided by the institution's

Policy on Conduct of Employees and Students When Using the Internet and

Social Media, 2019: The code of conduct, The representation the school its

online Platforms, policy Violations and provisions that students and Employees

should value (SMCBI-Handbook, 2020-2021 edition).

Behavior
 15

Behavior is generally considered what someone does. Behavior includes

what the person does that is observable and measurable. It is common to define

behavior by identifying what actions the person has displayed (Gilmore, 2020).

Understanding the complexities of student behavior is crucial for educators,

administrators, and policymakers to develop effective strategies and

interventions that foster positive learning experiences and promote student

success. The favorable behavior of the students and the whole organization

(the DepEd) that permits the existence of the characteristics of students (Dagdag

and Bandera, 2021).

Students are key stakeholders’ essential resources in education. It is

necessary to direct students to exhibit an acceptable attitude and behavior within

and outside the school. To achieve an organized and peaceful school

environment and maintain law and order, the school management specifies rules

and regulations to guide the activities of members of the educational institution

(Anna, M. 2009 cited by Fekadu, 2019). School policy plays a crucial role in

shaping students' behavior by providing guidelines and expectations that

influence their conduct and interactions within the educational environment. Clear

and consistent school policies can establish a positive behavioral framework that

fosters a conducive learning atmosphere and supports students in their personal

development Galabanwa (2020).

In addition, Kirkpatrick (2022) stated that the way students behave in

school setting could potentially because of the policies that school has

implemented. Measuring behaviors of students in schools is crucial in order to

 16

assess how pedagogical work in the school’s cope with the expectations to move

sustainability related attitudes and behaviors of students. These changes in

students’ attitudes and behaviors are among the main possibilities that may lead

school society toward sustainability transition (Mónus, F. 2022).

Students Learning. Students learning specify student’s ways of learning

that define, classify, and recognize educational, learner, and industry

expectations of knowledge, skills, and abilities at increasing levels of complexity

and difficulty. They are not standards, and they are not limited to academia, but

they do allow for alignment, translation, and mapping of learning through various

spaces in order to capture learning that can be valued and recognized by

education (Travers, et al. 2019).

As Dr. Seuss’ says, “The more that you read, the more things you will

know; the more that you learn, the more places you will go.” The journey to

learning is never constant – it is ever changing and there is always room for

improvement. Learning is a process that can be achieved in different ways. Each

student has their own subjective learning experiences that helped them in

choosing their preferred learning styles. School policies significantly impact

students' learning outcomes by structuring the educational environment and

guiding instructional practices to enhance the overall experience of every

student. Effective school policies can create a supportive and conducive learning

environment that promotes student engagement (Pape and Vander Ark, 2021). It

facilitates a well define structured and enriching educational journey that fosters

success and personal development (An-allen, 2021).

 17

A study conducted by Watanabe (2018) about Student Learning: Attitudes,

Engagement and Strategies found-out that the profile of students’ self-reported

approaches to learning varies much more within schools than among schools

also has policy implications, even if it does not imply that all schools are similar

with regard to the learner characteristics of their intake. By setting expectations,

students can nurture a culture of continuous learning in accordance with the

policies of the school (Selsith, 2022). What it does highlight is the large variation

in learner characteristics among students in each school. This underlines the

importance for schools and teachers to be able to engage constructively with

heterogeneity not only in student abilities but also in their characteristics as

learners and their approaches to learning. It will not be sufficient to operate on

the principle that a rising tide raises all ships, since even in well-performing

schools there are students who lack confidence and motivation and who are not

inclined to set and monitor their own learning goals. However, (Kyriakides, et al.

2018) argues that there is a need to establish a theoretical framework to

understand the impact of school policy on student learning and guide the design

of studies intended to investigate its effects.

Social Interaction. Social interaction encompasses the way individuals

within that social group relate to one another, communicate, form relationships,

and navigate social situations (Muldoon and Sontuoso, 2023). School policies

play a vital role in shaping students' social interactions by establishing norms,

guidelines, and expectations that govern behavior and relationships within the

school community (Dadag and Bandera, 2021).

 18

It is important that students are socially responsible in abiding school

policies (Rivera, 2023). Hence, policies that promote a sense of community and

belonging within the school environment can enhance students' social framework

(Graham, 2018). More likely, students are incompliance with the disciplinary rules

and regulations whether off campus or on campus as reinforced by the school

personnel (Espinosa, K. 2020).

However, school policies often outline expected behaviors and

consequences for inappropriate actions. A good conduct of students can promote

positive social interactions by setting standards for respectful behavior (Nixon,

2021). By encouraging empathy, diversity appreciation, and mutual respect

among students, ultimately contribute to a harmonious and enriching social

atmosphere in the school (Edward H., 2021).

In addition, the study of Zimmerman (2018) The Effectives of School

Policies in Shaping Students Social Interfere claimed that clear and consistent

policies promote a positive social environment by fostering respect, and

cooperation, among students. Conversely, ambiguous, or unfair policies may

lead to conflict, exclusion, and social stratification within the student body. By

addressing these issues, it can lead to inclusivity and cooperation among peers

(Cherish academy, 2020).

Personal Growth. Personal growth is the process of an individual

becoming aware of the ‘self’ in its entirety, followed by taking steps to address

the behavior, attitudes, values, actions, and habits that they wish to change

(Corriveau, 2020). Well-designed school policies can encourage self-reflection

 19

and character development (Silaji and Kaizire, 2023). Also, it is the continuous

process of understanding and improving ourselves to exploit our full potential.

Self-growth and personal development are causes that should never be taken

too lightly. They are meant to help us understand ourselves better, and we can

then better interact with people that surrounds us or develop a better sense of

self-worth (Greich, 2019). However, when policies promote respect, inclusivity

and positive behavior, students are more likely to feel safe and supported that

foster for personal growth (Fitriani, et al. 2021). Through policies that promote

personal responsibility, students are guided towards self-improvement and

cultivation of values that contribute to their overall personal growth and

development (Bautista et al., 2023).

In addition, Johnson (2023) in his study How School Policies effect on the

Personal Growth of Students examined the influence of school policies on the

personal growth of students. It investigated how various policies implemented in

educational institutions can either support or hinder the holistic development of

students. By analyzing the effects of these policies on factors such as student

well-being, and self-esteem provide insights into the importance of creating.

A study of Gandhi (2018) about “Rights and Responsibilities: A Survey of

Students Awareness of School Policies and Their Correlation with Behavior”

stated that the school policies can significantly shape student’s personal growth

by influencing their sense of responsibility and their behavior towards school

environment. Supportive policies that promote student voice and opportunities

can foster self-confidence. Effective policies with consequences can help

 20

students develop self-control and the ability to manage their behavior

independently.

According to Hanuey (2019), multifaceted influence of school policies on

student development towards the complex interplay between structure and well-

designed school rules and regulations can foster responsibility and self-discipline

which overlay restrictive ones might hinder a student’s sense of autonomy and

personal development. Empowering them to be responsible in their actions can

develop their personal perspective and behaviors (Younas and Maddigan, 2021).

Theoretical Framework

This study is anchored on Behavioral psychology, also known as

behaviorism by John Watson (1913). This theory of learning states that all

behaviors are learned through interaction with the environment through a

process called conditioning. Thus, behavior is simply a response to

environmental stimuli. This theory explained the behavior of students on what

they listen, what they hear to their environment. It is connected to the study about

the impact of school policies to the behavior of senior high students on why they

need to follow the school policies. It suggests that social behavior is learned by

observing and imitating the behavior of others.

Furthermore, this study is also rooted from the Cognitive Dissonance

Theory by Leon Festinger (1957). According to this theory, individuals experience

discomfort when their beliefs or behaviors are inconsistent, leading them to seek
 21

ways to reduce this dissonance. When this theory is applied to the context of

school policies, this theory can provide insights into how students perceive and

respond to policy guidelines, leading to potential behavior changes. Integrating

Cognitive Dissonance Theory into school policies can offer valuable insights into

understanding and addressing discrepancies in student behavior. This theory

supported the previous theory that the understanding and attitude of people can

change through the influence of the environment and their experiences.

In addition, the current study is anchored with Social Learning Theory by

Albert Bandura (1986). This theory stated the significance of observation,

modeling, and reinforcement in the learning process. If students see others

following the rules or facing consequences for breaking them, it can influence

their own behavior. Through these social learning theory students shape their

own actions and attitudes. It provides insights into how students learn, adapt, and

exhibit behaviors based on the social context in which they operate (Rotter,

2019). High awareness of policies can make them more salient for students and

improve the overall conduct of students.

 22

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

SCHOOL POLICIES BEHAVIOR OF

STUDENTS
 Gadget Policy
 Attendance Policy  Students Learning
 Use of the Internet  Social Interaction
and Social Media  Personal Growth

Figure 1. Conceptual Framework of the Study

 23

Conceptual Framework

Figure 1 presents the variables involved in the study. The independent

variable is the school policies involving three indicators which are gadget policy,

attendance policy, and use of the internet and social media. While the dependent

variable is student’s behavior with three indicators, students learning, social

interaction, and personal growth.

The following terms used in this study are defined as they were used in

the study to give better interpretation and understanding of the ideas covered

and discussed. School policies establish expectations, keep students safe, and

make sure they receive a good education. It should be clear and specific. School

policies should lay out consistent, escalating steps for discipline. It should be age

appropriate, fair, and explained in a way students can understand as they move

up from grade to grade (Burden, 2020). Gadget policy are guidelines or rules that

regulate the use of electronic devices by students (Mateo, 2019). While

attendance policy is a written document that establishes the expectations and

consequences for school and class attendance (Shapiro, 2020). The use of the
 24

internet and social media typically outlines guidelines regarding the appropriate

and responsible use of online resources (Beata, 2020).

While the dependent variable is student’s behavior involving three

indicators, students learning, social interaction, and personal growth. Where

student’s behavior is their tendency to respond a certain way towards something

(Darrin, et al. 2021). Students learning define what an individual learner can do

by detailing application of knowledge in various contexts that influence student

attitudes and behaviors towards learning. Wherein social interaction indicates

how students actively collaborate with their peers shaping social interactions

behavior and relationships. However, personal growth is the continuous process

of understanding and improving ourselves to exploit our full potential (Campbell,

2019).
 25

CHAPTER 2

METHODOLOGY

This chapter presented the elements of quantitative studies. It also

contained the research methodology, the research design, research locale,

research respondents, data gathering procedures, statistical tools and ethical

consideration which are essential in the conduct of the study.

Research Design

The researchers used quantitative research design. Quantitative research

is the process of collecting and analyzing numerical data. It can be used to find

patterns and averages, make predictions, test causal relationships, and

generalize results to wider populations (Bhandari, 2022). A research problem is

identified in quantitative research based on industry trends or the need to explain

why something occurs. To define a trend, a study in which the researcher seeks
 26

to determine the overall tendency of each response and to observe how this

tendency varies between individuals is the most effective technique to address

the research task (Creswell, 2012). The researchers employed this design since

it represents the quantitative data that was gathered from the respondents and is

suitable for the research study.

To be more precise, the researchers utilized descriptive correlational

research design. Descriptive correlational research is to identify the significant

variables and the relationship that exist between and among them (Kahn, 2006).

This quantitative method used to describe what is describing, recording,

analyzing, and interpreting conditions that exist. A descriptive correlational

research design is well-suited to address the research problem concerning the

awareness of school policies and behavior of the respondents (Brueth, 2018).

This design allows researchers to determine the relationships between variables

and by collecting the data on students’ awareness levels of school policies and

their corresponding behaviors. This research design can identify patterns, trends,

and correlations between the two variables.

Research Locale

The study was conducted in one of the private schools in Baganga.

Baganga is a first-class Municipality in the province of Davao Oriental,

Philippines. According to the 2020 census, it has a population of 58, 714 people,

making it the third largest town in province. It is composed of 18 Barangays that

uses Southern Kamayo dialect, quite different from the Kamayo language of

Caraga, Cateel, Surigao del Sur, and Bislig.

 27

The chosen private school is one of the tertiary institutions in Baganga. It

offers complete basic education program. The school was chosen because it

offers secondary education in which the target respondents belong. Although,

other schools that offers secondary education that can participate in this study,

but due to the shortage of time and accessibility, the scope of the study only

revolves around the senior high school students in one of the private schools in

Baganga.
 28

Figure 2. Map of the Philippines and Davao Oriental

Research Respondents

In this study, the Senior High School students were chosen as

respondents. They are selected from all the sections in the senior high

department. According to the data recorded in the school registrar, there are

currently 154 students enrolled in the senior high department. There is only one

track offered, which is the academic track. It consists of Science, Technology,

Engineering, and Mathematics (STEM) and General Academic Strand. In Grade

11 GAS and STEM, there are a total of 80 students, while in Grade 12 GAS and

STEM, there are total of 74 students.

With these data, the researchers used Slovins formula to determine the

total sample size while stratified for the stratisize per section or grade level that

enables us to generate a sample number of students. Stratified random sampling

is a tool that divides a population into strata, or distinct subgroups, for a precise

representation of the total population (Indeed Editorial Team, 2022). Slovin’s

formula allows a researcher to sample the population with a desired degree of

accuracy. Slovin’s formula gives the researcher an idea of how large the sample
 29

size needs to be to ensure a reasonable accuracy of results (Ellen, 2020).

N
Slovin’s formula is calculated as n= where n, is the sample size needed,
( 1+ Ne ² )

N is the population size, and e is the acceptable margin of error (Zach, 2023).

According to this, one hundred eleven (111) students will be the respondents,

who will be selected from the entire population of one hundred fifty-four (154)

students in the senior high school. The sample size will be determined using

Slovin's formula, considering a 5% margin of error.

As indicated in Table 1, the total strata size is one hundred eleven (111)

based on the results obtained using Slovin's formula. The researchers divided

the entire sample size (111) by the total population (154) and then multiply it by

the layer size of each section and year level to determine the sample size. Based

on the researcher’s preliminary survey, out of 154 students who participates

there are also 154 students who are able to violate the school policy will be the

research respondents. To ensure fairness in selecting the respondents, the

researchers employed the draw lots method to those 154 students. This involved

writing the names of the students on individual pieces of paper, folding them, and

randomly selecting them. Since the sample size is 111 based on the result of

Slovins formula the remaining students out of 154 respondents are 43. From this

remaining student, 30 of them will be the respondents for the pilot testing to

ensure the validity and reliability of the research questionnaires. The other 13

students out from 43 will be set aside if one of the respondents during the

conduct of the survey is absent or having an emergency, they will be the

substitute.
 30

Research Instruments

These are referred to as tools used in the process of gathering data,

research instruments include printed questionnaires (Annum, 2015). The first part

is the school policies with three indicators: gadget policy, attendance policy, and

the use of the internet and social media. In gathering data, the researchers will

use the survey tool adopted from Bobis, R. C (2018), and Escolta, A. (2018).

The second part is student’s behavior that contains three indicators, the

students learning, social interaction, and personal growth. The survey tool is

adopted from Musa, M. (2020).

Moreover, the questionnaire used five-point Likert Scale which questions

are answered by level of awareness with the following ratings and descriptions:

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

To determine the impact of school policies and student’s behavior of

senior high students. Below is the matrix.

 31

Table 2: Academic burnout Matrix

Range of Means Description Interpretation

Indicates that academic

burnout is always
4.21 - 5.00 Very High
experienced by students

Indicates that academic

burnout is oftentimes
3.41 - 4.20 High
experienced by students.

Indicates that academic

burnout is sometimes
2.61– 3.40 Moderate
experienced by students.

Indicates that academic

burnout is rarely
1.81 – 2.60 Low
experienced by students.

Indicates that academic

burnout is not experienced

1.00 – 1.80 Very Low
by students.
 32

Table 3: Class participation Matrix

Range of Means Description Interpretation

4.21 - 5.00 Very High This means that class participation

is
always evidence among students

3.41 - 4.20 High This means that class participation

is oftentimes evident among

students .

2.61– 3.40 Moderate This means that class participation

is sometimes evident among

students.

1.81 – 2.60 Low This means that class participation

rarely evident among students .

1.00 – 1.80 Very Low This means that class participation

evident among students.

Furthermore, the researcher used Pearson Correlation Coefficient to

interpret the significance of the two variables. Table 4 shows the Interpretation of

Pearson correlation coefficient values by Hui Liu (2022).

 33

Table 4: Interpretation of Pearson Correlation Coefficient Values

Interval Coefficient Correlation Strength

0.80-1.00 Very Strong

0.60-0.799 Strong

0.40-0.599 Moderate

0.20-0.399 Weak

0.00-0.199 Very Weak

Table 5: Internal Validity Result of Survey Questionnaires

(Independent Variable)

Variable: Academic burnout

Indicators Cronbach’s Alpha Internal Consistency Decision

Exhaustion 0. 775 Acceptable Retain

Mental distance

Cognitive

impairment
 34

Emotional

impairment

Academic stress

0.731 Acceptable Retain

0.835 Good Retain

Overall 0.865 Good Retain

Table 6: Internal Validity Result of Survey Questionnaires

(Dependent Variable)

Variable: class participation

Indicators Cronbach’s Alpha Internal Consistency Decision

Students Learning 0.898 Good Retain

Social Interaction 0.848 Good Retain

Personal Growth 0.857 Good Retain

Overall 0.907 Excellent Retain

In determining the reliability and validity of the questionnaires, Cronbach

Alpha was used. The reliability of the instrument refers to the stability and
 35

consistency of the instrument developed (Creswell, 2010). Pallant (2001) states

that Alpha Cronbach’s value above 0.6 is considered high reliability and

acceptable index (Nunnally and Berstein, 1994). Whereas the value of Alpha

Cronbach is less than 0.6 considered low. Alpha Cronbach values in the range of

0.60-0.80 are considered moderate, but acceptable.

Before conducting the main survey, the researchers prepared an adapted

version of questionnaires to pilot test on selected senior high school students

who were not part of the stratified respondents to determine the reliability of the

instrument. Afterwards, each item was analyzed by identifying its difficulty and

discrimination index.

The instrument’s reliability is very important in determining the level of

stability and internal consistency on an instrument. The result implied that gadget

policy and attendance policy are acceptable. However, use of internet and social

media are considered as good. Moreover, in accordance with Cronbach Alpha

the overall result implies that school policies is good. In addition, the decision is

retain since it is relevant to the study.

Data Gathering Procedure

The following steps was undertaken in the process of gathering relevant

data required in this study.

The researchers of this study first went to the office of the BED principal

of the chosen school to ask permission to gather data. Afterwards the

 36

researchers asked permission from the BED registrar to conduct preliminary

information to determine the total number of officially enrolled in School Year

2023-2024 of Senior High School Students to be used in the stratified random

sampling. Then, researcher asked permission to the senior high school advisers

both Grade 11 and 12 to conduct preliminary survey. Based on the preliminary

survey of the researcher, the most violated policy are gadget policy, attendance

policy, and policy on the use of internet and social media.

Before the conduct of the survey, the researchers underwent

questionnaire validation to determine if the questionnaires are reliable and valid.

After the validation of the instrument, the researchers conducted a pilot testing.

Then, the researchers secured a letter of permission from the Basic Education

Department Principal to conduct the study. Coordination was also done with the

class advisers and subject teachers to schedule the room-to-room survey. Next,

the researchers distributed the Informed consent form to the parents or guardian

to ask permission whether they will let their children join the study or not if the

respondents are minor. However, the researchers also provide assent form to

those minor respondents if they are capable to answer the survey questions.

Respondents who are in a legal age, were given an assent form. The

researchers had set a date for the retrieval of the informed consent form. After

the consent form was retrieve from the parent or guardian, the researchers then

gave the assent form to the respondents to conduct the study.

Lastly, the questionnaires were produced and handed to the respondents.

Before answering the questionnaires, the researchers explained the questions

 37

one by one in order for the respondents to easily understand. The respondents

then started answering and then the questionnaires were retrieved. After the data

have been collected, the data gathered from the research was organized,

tabulated, analyzed, and interpreted using the most appropriate statistical

procedures.

Statistical Tools

The concepts of basic statistical processes used in research investigations

must be understood by the researchers. This will help them in designing a study

that produces accurate and reliable results. All the data gathered is analyzed and

treated statistically by using the following statistical tools.

Arithmetic mean often referred to as the average, is the sum of all

values divided by the total number of values (Pritha Bhandari, 2020). It was used

in this research to determine the level of awareness of the respondents in terms

of school policies and behavior.

Standard Deviation is the measure of dispersion of a set of data from its

mean (Bennet, 2020). It provides an indication of how far the individual

responses to a question vary or "deviate" from the mean. Standard Deviation

tells the researcher how to spread out the responses and they are concentrated

around the mean or scattered far & wide.

Pearson r Correlation measures the strength, direction and probability of

the linear association between two interval or ratio variables (Polit & Beck, 2006).

It is utilized to determine the significant relationship between school policies and

 38

behavior towards senior high students. A correlational research design

investigates relationships between variables without the researcher controlling or

manipulating any of them. A correlation reflects the strength and/or direction of

the relationship between two (or more) variables. The direction of a correlation

can be either positive or negative.

The Linear Regression a process for determining a line that best

represents the general trend of a data set. When a linear correlation exists in the

data, a regression line can be found that will represent the line of best fit for the

data. This method can then be used to predict values not collected in the original

data set. If the data points are scattered and show no sign of a relationship, any

equation found using linear regression most likely will not yield useful

information. This tool will be used to determine the relationship between two

variables which are significant in influencing the behavior of senior high school

students.

Ethical Consideration

The research paper was reviewed by a panel and validators to ensure it

followed ethical standards for research. The researchers adhered to principles

such as informed consent, consideration of the vulnerability of respondents,

assessment of risks and benefits, ensuring privacy and confidentiality, promoting

justice, maintaining transparency, ensuring the qualifications of the researchers,

and involving the community.

 39

Social Value. The study focuses on awareness of school policies and

behavior of senior high school students. The researcher conducts this study to

determine the awareness of school policies to the behavior of senior high

students. This will help to provide insights of best practices for implementing

policies in a manner that promotes student’s behavior in response to the changes

over time.

Informed Consent. Before beginning data collection, all study

participants provided consent forms and the parents of the respondents provided

informed assent form and assent forms if the respondents are minor, which the

researchers collected prior to data collection. The researchers ensured that

participants fully understood the nature and objectives of the study through

comprehensive explanations provided in their preferred language or dialect. The

ICF emphasized that participation in the study was voluntary. Additionally,

participants were assured that any records or data they provided would remain

anonymous. The researchers also encouraged participants to raise any concerns

they had about the study and included their contact information in the ICF for this

purpose.

Vulnerability of Research Respondents. The researchers indicate the

vulnerability of the respondents will be tackled in this research. Due to the fact

that most of the research respondents are minors and are not yet of legal age

which therefore made them vulnerable. The researchers addressed the

vulnerability of the respondents through sending consent to the participant’s

parents or guardians. Indicated in the consent form that the respondents have
 40

the right to refuse to participate in the study. The consent also stated that the

participants are free to withdraw without negative consequences. The

researchers explained the contents of the consent to the respondent’s parents in

a language that was easy for them to understand.

Risks, Benefits, and Safety. Researchers found no dangers to the

respondents’ psychological, social, economic, legal, in this study. The

researchers, on the other hand, had uncovered a slight physical danger, such as

annoyance and disruptions, that may arise throughout the course of the study. If

respondents complain, about any of these physical dangers while the survey is

being done, they have the options to withdraw without consequences. The

researchers will also inform the respondents of the benefits they would receive of

the study’s findings.

Privacy and Confidentiality of the Information. Information provided by

the respondents was kept confidential throughout the study, in accordance with

the Data Privacy Act of 2012 (Republic Act 10173). This law emphasizes

transparency, lawful intent, and proportionality in the collection, retention, and

handling of personal data, promoting the free flow of information while

safeguarding privacy rights. The researchers respected the respondents' privacy

rights and treated all information as confidential, unless legally required

otherwise. Only the team leader of the research team had access to the

respondents' questionnaire responses.

Justice. To ensure fairness and equity in the study, the researchers

selected respondents from all four sections of senior high school students. These
 41

selected groups met the inclusion criteria that the student should be in senior

high. Based on the preliminary survey of the researchers there are about 154

students who answered “yes” to the question “were you able to violate school

policies of the school”? Since the sample size is only 111 students, the other 30

students out from 43 students will be the respondents in pilot testing and the

other 13 students will be set aside if one of the respondents of the study is

absent. However, they are deemed capable of fulfilling the responsibilities of

being respondents, as the risks and safety concerns had been addressed. Prior

to data collection, the researchers informed the subjects that they would benefit

from the study's findings. Additionally, the researchers emphasized to the

respondents, who were the source of the data, the importance of honesty and

truthfulness in their responses.

Transparency. For ethical conduct, researchers made ensure

transparency regarding the study's procedure, purpose, and scope to the

participants. This includes informing participants about how their data will be

used and their ability to withdraw from the study if desired. Researchers also

commit to sharing reliable, scientifically supported findings with participants and

providing them with reasonable access to the study's results. Throughout the

study, researchers meticulously adhere to guidelines and protocols to prevent

bias.

Qualification of Researchers. Researchers must also be qualified to

conduct the study and should therefore acquire certain research abilities. For this

matter, the researchers already completed Practical Research 1 and Practical

 42

Research 2 during their senior years. The researchers are enrolled in BSED

Science and are currently engaged in RES, Research in Teaching Science,

under the supervision of the research adviser.

Adequacy of Facilities. In order for the study to be successful, the

researchers made sure that they had enough facilities and finances needed for

conducting the study with the help of their parents who provided them their

allowances, in accordance with this, the researchers had their own printer and

laptop and mobile phones for producing manuscripts. The researchers were also

given the privileged to use the classroom, school library, and other facilities that

would help their study, as well as other school equipment.

Community Involvement. In this study, the researchers collaborated with

the school community, which played a significant role in allowing the study to be

conducted on the school premises and enabling senior high school students to

participate as respondents despite their class schedules. The school

administrators and principal granted authorization and approvals for the study.

Senior high school advisers and teachers also permitted the study to be

conducted during classes. The parents and guardians of the respondents are

also acknowledged for allowing their children to participate in the data gathering

process.
 43

CHAPTER 3

RESULTS AND DISCUSSION

 44

This chapter presented the result, findings, and analysis of the data

gathered. Moreover, the explications of the results substantiated with literature

are presented in this chapter.

Level of Awareness of School Policies

Table 7
School Policies
Indicator SD Mean Description

Gadget Policy 1.089 3.69 High

Attendance Policy 0.998 3.98 High

Use of Internet and Social Media 0.917 3.92 High

Overall 1.001 3.86 High

Table 7 shows the level of students’ awareness of school policies in terms

of Gadget Policy, Attendance Policy, Use of Internet and Social Media. The

overall result in the level of awareness of school policies obtained a mean of 3.86

(SD= 1.001) which is describe as high. This shows that the students are informed

and knowledgeable about the school policies. Each indicator has a

corresponding mean.

The Attendance Policy with a mean of 3.98 (SD=0.998) is described as

high obtained the highest mean among the three indicators. The result implies

that the students have a high level of awareness of the attendance policy, and

that most students are informed about this policy. This high mean reflects an

understanding and knowledge among students regarding the attendance policy.

Use of Internet and Social Media garnered a mean of 3.92 (SD= 0.917) and is

described as high. This means that the students are aware of the school policies.
 45

The lower standard deviation suggests that there is consistency of the responses

of the students. Whereas the indicator gadget policy obtained the lowest mean

value of 3.69 (SD= 1.089) described as high, it means that students are aware of

the school policies. Based on the result of the standard deviation the response of

the students shows that others may have a higher level of awareness while

others may have a lower level of awareness, contributing to the overall variability

in the data.

The study conforms to the study of Benavidez et al., (2023) stated that the

extent awareness of students was linked to the school’s policies. It is said that

with the help of rules and regulations, students’ awareness was improved. The

higher level of awareness to the school policies can cause less tolerant towards

violations and as an essential aspect for good behavior and students’ life.

Gadget policy obtained the highest standard deviation with the computed

value of 1.089, implies that the responses are spread out or varied. This also

indicates that some students may have a higher level of awareness of school

policies while others may have a lower level of awareness. While the lowest

standard deviation garnered 0.917 which is the use of internet and social media.

This results suggests that there is a range of consistency on the responses of

students.

Table 8
Gadget Policy
Item SD Mean Description
1. Gadget are allowed in classrooms for
0.919 4.22 Very High
educational purposes.
2. Students are allowed to use gadgets
1.350 2.82 Moderate
during class hours.
 46

3. Students use of gadgets are regulated

1.030 4.05 High
by the school’s gadget policy.
4. Teachers are provided with guidelines
1.028 3.92 High
on incorporating gadgets into lessons.
5. There are restrictions on the use of
gadgets during exams or 1.138 4.18 High
assessments.
6. Teachers support in implementing the
1.074 3.71 High
gadget policy in their classrooms.
7. I use electronic gadgets (e. g,
smartphones, laptop, and tablets 1.153 2.92 Moderate
during class time.
8. I feel that school gadget policy
adequately prepares me for
0.926 3.87 High
responsible gadget usage in the
future.
9. I use gadget for educational purposes. 0.828 4.26 Very High
10. I experience disciplinary actions due to
1.445 2.95 Moderate
violating the school gadget policy.
Overall 1.089 3.69 High

Gadget Policy. Table 8 shows that there are 10 items in the level of

students’ awareness of school policies in terms of Gadget Policy. It accumulated

an overall mean of 3.69 (SD=1.089) and is described as high. This means that

students are aware of the school policies in terms of gadget usage. This also

indicates that students have some level of awareness of the school policies

related to gadget policy but may not be fully informed or knowledgeable about all

aspects of the policy. The result confirms to the study of Zain et al., (2022) which

findings show that the children accept the use of gadgets due to their usefulness

and easiness. This indicator has a standard deviation (SD) that ranges from

0.828 to 1.445. Those items with SDs less than 1.00 connote the consistency of

responses, while those greater than 1.00 denote heterogeneity of the responses

(Chiang et al., 2021).

 47

Item number 9, “I use gadget for educational purposes” garnered the

highest mean of 4.26 (SD=0.828) which is interpreted as very high. The result

reveals that students are fully aware of the school policies. The result is related

to the study of Sandrawita (2019) which shows that the gadgets they have are

only used for educational purposes, the gadgets used can be used as learning

media. Moreover, it claims that students are using gadgets for educational

purposes only.

The item number 2 ‘‘Students are allowed to use gadgets during class

hours’’ obtained the lowest mean of 2.82 (SD=1.350) which is described as

moderate. This means that students are either aware or not aware of the school

policies. The result is supported by of Bradshaw (2023) which states that gadgets

are allowed within school hours has an impact on student learning and behavior.

The highest standard deviation is the statement “I experience disciplinary

actions due to violating the school gadget policy”, with a value of 1. 445 tells that

the responses are spread out widely and indicates inconsistent response of

students. It shows that students who violated the school policy did not receive

disciplinary actions all the time. The statement, “I use gadget for educational

purposes” obtained the lowest standard deviation of 0.828. This means that most

of the students used gadgets for educational purposes.

Table 9
Attendance Policy
Item SD Mean Description
1. I am familiar with the current
0.842 4.32 Very High
attendance policy of the school.
 48

2. Attendance is consistently taken and

0.861 4.31 Very High
recorded accurately.
3. Excused absences are clearly defined
0.806 4.26 Very High
in the attendance policy.
4. Consequences for unexcused
0.916 3.87 High
absences are enforced appropriately.
5. Tardiness is addressed in accordance
0.847 4.14 High
with the policy.
6. I always present in a valid excuse
1.248 3.65 High
letter if I am absent.
7. Student attendance is monitored
0.953 4.02 High
consistently across all classes.
8. My Parents/Guardians are satisfied
with the effectiveness of the 1.039 3.95 High
attendance policy.
9. I communicate with my
parents/guardians about my 1.272 3.63 High
attendance in school.
10. I face challenges in maintaining
consistent attendance due to personal 1.192 3.61 High
reasons.
Overall 0.998 3.98 High

Attendance Policy. Table 9 shows the level of students’ awareness of

school’s attendance policy. The result obtained an overall mean value of 3.98

(SD=0.998) which is described as high. This shows that the students are aware

of the school policies on attendance. This finding is related to the study of

Devadoss and Foltz (2019) that acknowledging the severity of the absenteeism

problem, educators are exploring creative techniques to increase class

attendance.

In this table, item number 1 ‘‘I am familiar with the current attendance

policy of the school’’ has the highest mean of 4.32 (0.842) which described as

very high. This reveals that students are fully aware of the school policies. This
 49

finding is in line with the study of Smith and Jones (2018), who found out that the

students who were familiar with the attendance policy of their school were more

likely to have higher attendance rates compared to those who were not familiar

with the policy. This highlights the importance of student’s awareness and

understanding of school attendance policies.

The lowest mean is 3.61 (SD=1.192) which is the item number 10 still

interpreted as high in terms of ‘‘I face challenges in maintaining consistent

attendance due to personal reasons’’. This means that students are aware of the

school policies. This result supports the study of Huang et al., (2019) which

explored the impact of personal reasons on student’s attendance patterns. The

findings revealed that students who faced personal challenges such as health

issues and family responsibilities were more likely to have irregular attendance

compared to those who did not face such challenges.

The statement, “I communicate with my parents/guardians about my

attendance in school” got the highest standard deviation of 1.272 and indicates

heterogeneity on the responses of students. It means that not all students

communicate with their parents regarding their attendance in school. While

“Excused absences are clearly defined in the attendance policy” received a value

of standard deviation of 0.806 which is the lowest. Based on the results, there is

consistency on the responses.

Table 10
Use of the Internet and Social Media
Descripti
Item SD Mean
on
1. I am aware of the school’s policy on
0.794 4.44 Very High
using internet and social media.
 50

2. I adhere to the school’s guidelines

regarding internet and social media 0.857 4.11 High
usage.
3. There are consequences for violating
school’s policy on internet and social 0.894 4.27 Very High
media.
4. Teachers guide students regarding safe
0.868 4.22 Very High
internet usage.
5. It encourages me to maintain a balanced
0.918 4.05 High
approach to internet and social media.
6. Social media usage influences my
behavior and relationship within the 1.049 3.59 High
school environment.
7. I seek clarifications on aspect of the
school’s policy regarding internet and 0.918 3.59 High
social media usage.
8. There are specific guidelines for
teacher’s interaction with students on 0.886 3.85 High
social media platforms.
9. My parents/guardians are involved in
discussion about internet and social 1.046 3.32 Moderate
media usage.
10. I discuss internet safety and responsible
0.941 3.74 High
social media usage with my peers.
Overall 0.917 3.92 High

Use of the Internet and Social Media. As shown in table 10, there are 10

items in the level of students’ awareness of school policies on use of the internet

and social media. The data showed that the overall mean is 3.92 (SD=0.917) and

is described as high. This means that students are aware of the school’s policy

on the use of internet and social media. This results supports to the study of

Willbold (2021) that using the tools from the educational perspective of social

networks are important as they can be our best allies in education.

On this table, the item number 1 ‘‘I am aware of the school’s policy on

using internet and social media’’ obtained the highest mean of 4.44(SD=0.794)
 51

which is ddescribed as very high. Findings revealed that students are fully aware

of the school policies. The result conforms to the study of Garcia (2020) that the

effectiveness of school-based interventions in promoting awareness of internet

and social media policies was examined. The findings showed that targeted

educational programs, workshops, and orientation significantly improved

student’s understanding of these policies and their implications.

Item number 9 ‘‘My parents/guardians are involved in discussion about

internet and social media usage’’ received the lowest mean of 3.32 (SD=1.046)

and is interpreted as moderate. This means that students are aware of some

school policies. The lowest result is interconnected to the study of Wilson et al.,

(2021) explored the impact of parental modeling of responsible internet usage on

children’s behavior, highlighting the importance of parental role modeling in

shaping children’s online habits. It was also found that children with parents who

provided high warmth as well as exerted sufficient behavioral control had a lower

incidence of internet addiction (Lukavska et al., 2020).

The item number 6, “Social media usage influences my behavior and

relationship within the school environment” got the highest value of standard

deviation 1.049, which implies that not all students are influenced by social media

regarding on their behavior and relationship in school. The statement, “I am

Table 11
Behavior
Indicator SD Mean Description

Students Learning 0.919 3.90 High

Social Interaction 0.892 3.78 High

 52

Personal Growth 0.777 4.24 Very High

Overall 0.863 3.971 High

aware of the school’s policy on using internet and social media” has the lowest

value of standard deviation 0.794. This indicates that there is consistency on the

responses of students, and they are aware of the policy on using internet and

social media.

Table 11 shows the level of effect on students’ behavior in terms of

Students learning, Social Interaction, and Personal Growth. The overall result in

the level of effect of school policies in students’ behavior, obtained a mean of

3.971 (SD= 0.863) which is described as high. This shows that the student’s

behavior is oftentimes affected by school policies. This also suggests that

students believe that the school policies have a beneficial influence on shaping

their conduct. Personal Growth obtained a mean of 4.24 (SD= 0.777), the highest

among the three indicators. This is described as very high. Further, this means

that the student’s behavior is always affected by the school policies. In the result

of the level of effect in Students Learning, it received a mean of 3.78 (SD=0.919)

which is described as high. This implies that student’s behavior is oftentimes

affected by school policies. Whereas the Social Interaction obtained the lowest

mean value of 3.90 (SD= 0.892) is still described as high. The result shows that

student’s behavior is oftentimes affected by school policies.

The results support the study of Galabanwa (2020) states that policies in

school help students to govern their own behavior and guiding students towards
 53

self-governance by providing a structure that promotes positive behavior.

Therefore, the behavior of students is being affected by the implemented rules of

the schools.

Based on the results of the standard deviation, there is consistency on the

responses of students since it ranges from 0.777 to 0.919. It means that most of

the students have the same perception towards their learning, social interaction,

and personal growth.

Students learning. Table 12 shows an overall mean 3.90 and standard

deviation (SD) of 0.919, which is described as high. This result pertains that

student is oftentimes affected by school policies. This means that student’s

behavior is oftentimes influenced by the school policies and these policies play a

significant role in shaping their learning experiences. This consistent responses

suggests that most students share a similar belief in the influence of school

policies on their learning. This finding support to the study of An-allen (2021)

states that policies serve regulatory functions and influenced the quality for

learning and opportunities for authentic classroom engagement of students.

Table 12
Students Learning
Item SD Mean Description
1. School policies helps me focus on my
1.006 4.07 High
studies during school days.
2. Consequences of disruptive behavior
encourage me to participate more 0.884 3.77 High
actively in class.
3. Compliance with the school rules and
regulations influence my overall 0.774 3.96 High
behavior towards learning.
4. School policies influence my 0.858 3.97 High
 54

willingness to listen in class

discussions.
5. Implemented school policies can
1.035 3.73 High
motivates me to study hard.
6. The school policies help me to stay
0.946 3.72 High
focus on class.
7. School policies is flexible in
accommodating different learning style 0.902 3.69 High
of students.
8. I am aware of the school policies and
0.896 4.15 High
how it influences my learning.
9. School policies promote in a sense of
0.894 4.04 High
responsibility in my learning.
10. School policy can aid in managing my
0.995 3.86 High
study effectively.
Overall 0.919 3.90 High

The statement, I am aware of the school policies and how it influences my

learning, got the highest mean of 4.15 (SD=0.986) and is described as high. This

reveals that student’s behavior is oftentimes affected by school policies. The

highest results affirm the findings of Selsith (2022) that awareness of students to

the policy contribute to framing and shaping classroom activities and student

participation. Personalizing that learning progress of the learners is constituent

by their environment that greatly help them develop understanding.

While the item, “School policies accommodate different learning style of

students” got the lowest mean of 3.69, (SD=0.902) which is described as high.

The result shows that student’s behavior is oftentimes affected by school

policies. Students oftentimes perceived that school policy accommodate for

various learning styles. This means that students may feel that there is room for

high improvement on how the policies cater to different learning preferences.

 55

This consistent responses implied that most students have similar belief on the

accommodation of diverse learning style of students. This finding is related to the

article Open Learning Talks by Pape and Vander Ark (2021) that the school

policy must address learner variability, recognizing each child learns in a way

unique to them and how learners learn best across varied contexts. Policies help

create environments where students can learn effectively regardless of their

ability, social status, or any other factor.

The standard deviation (SD=1.035) which is the “Implemented school

policies can motivates me to study hard” showed the heterogeneity agreement

among students regarding their awareness of the policies that influence their

learning. While the statement, “Compliance with the school rules and regulations

influence my overall behavior towards learning” obtained the lowest value of

standard deviation 0.774. This suggests that when students comply to the

policies implemented in the school it can influence their behavior that can

improve their learning.

Table 13
Social Interaction
Item SD Mean Description
1. I actively seek feedback on my
0.952 3.48 High
behavior from peers or teachers.
2. I consider the consequences of your
action on the social dynamics of your 0.862 3.52 High
peer group.
3. I adapt my behavior to fit into different
0.927 3.76 High
social situation.
 56

4. I considered the feelings and

perspectives of others before acting 0.881 4.07 High
within the social framework.
5. I reflect on past interactions to improve
0.951 3.88 High
my behavior within social contexts.
6. School policies does not restrict my
ability to socialize with classmates 0.884 3.73 High
during breaks or free periods.
7. School policies positively impact my
0.922 3.54 High
social interactions in the classroom.
8. I engage with the peers to achieve
0.862 3.83 High
common goals.
9. I actively listen to the perspectives and
0.845 4.06 High
experiences of others within the group.
10. I promote the inclusivity and
0.839 3.88 High
acceptance within my social circle.
Overall 0.892 3.78 High

Social interaction. Table 13 shows that an overall mean 3.78 and standard

deviation of 0.892 which described as high. The rating shows that student’s

behavior is oftentimes affected by school policies. It also implies that social

interaction is seen as a significant aspect of the school experience and is

considered an important factor in student’s overall development and well-being.

The standard deviation indicates that there are consistency responses of the

respondents. It corresponds to the study of Edward H. (2021) that school

policies are there to helps students maintain harmonious interactions, and good

relationships in the institutions.

The statement, I considered the feelings and perspectives of others

before acting within the social framework, garnered the highest mean of 4.07

(0.881) and is interpreted as high. This high mean score can be interpreted that
 57

students value and recognize the importance of empathy in their social

interactions. It suggests that students are more inclined to approach social

situations with an understanding of the emotions and perspectives of others. It

shows that student’s attitude and behaviors in this matter vary considerably. This

support to the article of Cherish academy (2020) states that students will interact

with teachers and other students with respect and know what is an appropriate to

do and become a reference for student behavior and encourage them to act

according to good social characteristics in society.

While the item, I actively seek feedback on my behavior from peers or

teachers, got the lowest mean of 3.48 (SD=0.952) which is described as high.

This unveils that student’s behavior is oftentimes affected by school policies. This

implies that the students may be less inclined to actively seek feedback on their

behavior from peers or teachers. The item with a lowest mean perceived to the

study of Dadag and Bandera (2021) that teaching profession is somehow

inspiring and enforcing students to realize their characters. Therefore, the

student’s participation and interactions on their peers or teachers by generating

understanding about their actions is meaningful to their self-evaluation.

Table 14
Personal Growth
Item SD Mean Description
1. I step out from my comfort zone to
challenge myself and facilitate 0.860 4.07 High
personal growth.
2. I learn from past experiences and
0.741 4.39 Very High
mistakes for my development.
3. I actively seek out new knowledge and 0.745 4.34 Very High
 58

skills to enhance myself.

4. I am open for change and adaptation
0.815 4.34 Very High
as part of my development journey.
5. I prioritize personal growth amidst my
0.861 4.20 High
social frameworks.
6. I embrace challenges and setbacks as
0.750 4.27 Very High
opportunities for personal growth.
7. I engage myself in self-assessment to
track my progress and growth over 0.776 4.08 High
time.
8. I am aware of my personal values and
its impact to my personal 0.728 4.32 Very High
development.
9. I take ownership of my personal
development rather than relying on 0.774 4.10 High
other factors.
10. I recognize opportunities for my
personal growth in various aspects in 0.721 4.30 Very High
life.
Overall 0.777 4.24 Very High

The highest standard deviation is item number 1, “I actively seek feedback

on my behavior from peers or teachers’ obtained a standard deviation of 0.952.

The lowest standard deviation got 0.839 which is “I promote the inclusivity and

acceptance within my social circle”. This suggests that students have different

levels of willingness to actively promote inclusivity and acceptance in their social

circle. Based on the results of the standard deviation, there is consistency of

responses of the students since it ranges from 0.839 to 0.952.

Personal Growth. Table 14 shows that an overall mean 4.24 and standard

deviation of 0.777 which described as very high. The result reveals that student’s

behavior is always affected by school policies. The interpretation of this result as

“very high” indicates that there is a strong impact of school policies to the
 59

personal growth of the students. It tells that the policies implemented by the

school have a substantial impact on shaping how students behave. This result

supports to the study of Bautista et al., (2023) that school policy influence

institution to produced self-motivated, self-directed, and disciplined students.

The item, I learn from past experiences and mistakes for my development,

got the highest mean of 4.39, (SD=0.741) and is interpreted as very high,

interpreted that student’s behavior is always affected by school policies. School

policies that prioritize reflective learning, provide support to students in

understanding the consequences of their actions, and foster a culture of

continuous improvement can significantly influence students’ behavior in a

positive way. The question with the highest mean relates to the conclusion of

Younas and Maddigan (2021) states that policies are needed for cultivating a

compassionate care culture and allows learners to rationalize their experience

into self-regulation. Meaning that students learned on what they experienced with

in school and let them develops their understanding and self- behavior. It shows

that there is consistency on the responses of students since the standard

deviation is less than 1.00.

While the question, I step out from my comfort zone to challenge myself

and facilitate personal growth, got the lowest mean of 4.07 (SD=0.860) and

interpreted as high. This implies that student’s behavior is oftentimes affected by

school policies. It also indicates that students may face challenges in stepping

out their comfort zones. It corresponds to the conclusion of Silaji and Kaizire

(2023) that institutional policies cultivate an environment conducive to positive

 60

behavior of the students. Learners may have a different perspective in life and

challenge themselves to cope with the environment they belong towards

personal growth of them.

Based on the results of the standard deviation, it indicates that there is

consistency of the responses of students in terms of their personal growth since

the standard deviation ranges from 0.721 to 0.861. It indicates that most of the

students have the same perception towards their personal growth.

Table 15 pertains the relationship between the two variables. It can be

observed that there is a positive strong degree of relationship between school

policies and behavior of students. The computed Pearson r values is 0.60, which

signifies that there is a positive strong relationship between school policies and

behavior of students. Based on the result, the two variables have significant

relationship. The findings support the study of Fekadu (2019) indicates that there

is a significant association between student’s awareness on school rules and

regulations and their perception towards promoting good behavior.

Table 15
Significant Relationship Between School Policies and Behavior
Degree of p-
Variables Mean SD R R2
Relationship value
School Positive
3.86 1.001 0.60 0.36 0.000
Policies Strong
 61

Behavior 3.97 0.863 Relationship

CHAPTER 4

CONCLUSION AND RECOMMENDATION

 62

This chapter presented the summary of findings and conclusions derived

from the study. It also showed the recommendations drawn from the findings and

conclusions.

Findings

The following findings were derived based on the interpreted data:

The Level of Awareness of the Respondents in School Policies is high.

This means that students are aware of the school policies. The indicator

Attendance Policy obtained the highest mean is interpreted as high. Whereas the

indicator Gadget Policy obtained the lowest mean is interpreted as high. The

results reveal that the level of respondents in gadget policy is high and can be

interpreted that students are aware of the school policies. The item, I use gadget

for educational purposes, obtained the highest mean with an interpretation of

very high. This means that students are fully aware of the school policies in terms

of gadget policy. While the item “Students are allowed to use gadgets during

class hours”, got the lowest mean wherein it is interpreted as moderate. This

implies that students are aware of some school policies.

The level of respondents in attendance policy is high and suggests that

students are aware of the school policies. The item “I am familiar with the current

attendance policy of the school”, received the highest mean with an interpretation

of very high. While the item I face challenges in maintaining consistent

attendance due to personal reasons, which is viewed as high, received the

lowest mean. However, the level of respondents in use of the internet and social

media is high, which indicates that students are aware of the school policies. The
 63

item, I am aware of the school’s policy on using internet and social media, got the

highest mean which is interpreted as very high. Whereas the item My

parents/guardians are involved in discussion about internet and social media

usage, got the lowest mean which is interpreted as moderate. Also, the Level of

Respondents Behavior is high which shows that student’s behavior is oftentimes

affected by the school policies. The indicator Personal Growth obtained the

highest mean interpreted as very high. While the indicator Social Interaction

obtained the lowest mean which is described as high.

Moreover, the level of students learning is high. This reveals that student’s

behavior is oftentimes affected by the school policies. The item I am aware of the

school policies and how it influences my learning, obtained the highest mean

interpreted as high. Whereas the item School policies accommodate different

learning style of students, obtained the lowest mean value interpreted as high.

Results show that the level of respondent’s social interaction is high. The item, I

considered the feelings and perspectives of others before acting within the social

framework, has the highest mean which is interpreted as high. While the item, I

actively seek feedback on my behavior from peers or teachers, has the lowest

mean which is interpreted as high.

The level of respondents' personal growth is very high. The item I learn

from past experiences and mistakes for my development has the highest mean

interpreted as very high. While the item I step out from my comfort zone to

challenge myself and facilitate personal growth, has the lowest mean interpreted

as high.
 64

In addition, there is a positive strong degree of relationship between

School Policies and Behavior of the Students. With the computed Pearson r

values is 0.60. The two variables School Policies and Behavior of students have

significant relationship.

Based on the results, the two variables are significant to each other since

the computed P-value is 0.000. This indicates that school policies and behavior

of senior high school students have significant relationship.

Conclusions

Based on the findings, the conclusion was drawn:

The school policies were described as high, which means that students

are aware of the school policies in terms of gadget policy, attendance policy, and

use of internet and social media. It implies that students are aware of the school

policies but not fully aware.

Whereas behavior of students is interpreted as high, which means that

student’s behavior is oftentimes affected by school policies in terms of students

learning, social interaction, and personal growth. School policies and behavior of

students have a positive strong degree of relationship.

P-value method is employed to test the significant relationship between

school policies and behavior of senior high school students. Based on the results

the two variables have significant relationship to each other.

Recommendation
 65

The following recommendations are formulated and addressed to

individuals involved based on the findings and conclusions:

Administrators should regularly formulate school policies that is based on

the gathered data that talks about students’ behavior and discipline outcomes.

This can be done by regular evaluation through seeking feedback from teachers,

students, and parents.

Prefect of Discipline must be responsible on the policy implementation and

make sure that every students who violated the school policies must be recorded

appropriately so that students will know the consequences of their actions.

Teachers must be the core foundation towards the implementation of the

school policies and assist students to follow those regulations. They should put

the effort to encourage learners to be aware of the rules set within the institution.

Consistent policy orientation and positive reinforcement will help set clear

expectations and teach students the value of promoting positive student

behavior. Teachers must serve as a role model to their students by

demonstrating respect for school policies and authority figures. Their action can

influence their students’ attitudes and behavior toward school policies.

Parents must be involved in the formation and implementation of the

school policies to ensure that they are aware of any updates to school policies

that may affect their child. This is through consistent participation on policy

orientation and by actively participating in school meetings and parents

conference.
 66

Students must take responsibility for their actions and to be more obedient

in following school policies independently. They must be aware of the school

policies implemented so that they will not commit violations and they will know its

impact on their personal growth and in their future.

To the future researchers who will undergo a study related to the current

research, this study can be use as their reference and support in coping with

their developing study. They must focus on the factors of school policies that

affect the social interaction of the students since it is the lowest mean among

three indicators in the dependent variable.

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 75

Appendices
 76

Appendix A.
Letter of Permission Asking for the List of
Total Number of Students in Senior High Year 2023-2024
77
 78

Appendix B.
Letter of Permission Asking to Conduct Preliminary
Survey in Senior High Students
79
80
81
82
83
 84

Appendix C.
Letter to Conduct the Study
85
86
87
88
89
90
 91

Appendix D.
Letter to Validators
92
93
94
95
 96

Appendix E.
Accomplished Validation Form
97
98
99
100
101
102
 103

Appendix F.
Sample Accomplished Informed Consent and Assent Form
104
105
106
 107

Appendix G.
Survey Questionnaire
 108

“AWARENESS OF SCHOOL POLICIES AND BEHAVIOR OF SENIOR HIGH

SCHOOL STUDENTS”
Name:
________________________________________________________________
Directions: The questions below needs your honest response. Put a check
on the space provided in each column based on the scale below.
SCALE
5-Always 4-Often 3-Sometimes 2-Rarely 1-Never

PART I: INDEPENDENT VARIABLE (School Policies)

A. Gadget Policy
Description 5 4 3 2 1
Always Often Sometimes Rarely Never
1. Gadgets are allowed in
classrooms for
educational purposes.
2. Students are allowed to
use gadgets during class
hours.
3. Students use of
gadgets are regulated by
the school’s gadget policy.
4. Teachers are provided
with guidelines on
incorporating gadgets into
lessons.
5. There are restrictions
on the use of gadgets
during exams or
assessment.
6. Teachers support in
implementing the gadget
policy in their classrooms.
7. I use electronic gadgets
(e.g, smartphones,
laptops, and tablets)
during class time.
8. I feel that school’s
gadget policy adequately
prepares me for
 109

responsible gadget usage

in the future.
9. I use gadgets for
educational purposes.
10. I experienced
disciplinary actions due to
violating the school
gadget policy.

B. Attendance Policy
Description 5 4 3 2 1
Alway Often Sometime Rarely Never
s s
1. I am familiar with the current
attendance policy of the school.
2. Attendance is consistently
taken and recorded accurately.
3. Excused absences are
clearly defined in the
attendance policy.
4. Consequences for unexcused
absences are enforced
appropriately.

My
friends
influence
me to be
absent
from my
classes.
 110

My
friends
influence
me to be
absent
from my
classes.
My
friends
influence
me to be
absent
from my
classes.
My
 111

friends
influence
me to be
absent
from my
classes.
5. Tardiness is addressed in
accordance with the policy.
6. I always present a valid
excuse letter if I am absent.
7. Student attendance is
monitored consistently across
all classes.
[Link] Parents/guardians are
satisfied with the effectiveness
of the attendance policy.
9. I communicate with my
parents or guardians about my
attendance in school.
10. I face challenges in
maintaining consistent
attendance due to personal
reasons.

C. Use of the Internet and Social Media

Description 5 4 3 2 1
Alway Often Sometime Rarely Never
s s
1. I am aware of the school’s
policy on using internet and
 112

social media.
2. I adhere to the school’s
guidelines regarding internet
and social media usage.
3. There are consequences for
violating school’s policy on
internet and social media.
4. Teachers guide students
regarding safe internet usage.
5. It encourage me to maintain a
balanced approach to internet
and social media usage.
6. Social media usage
influences my behavior and
relationship within the school
environment.
7. I seek clarifications on aspect
of the school’s policy regarding
internet and social media
usage.
8. There are specific guidelines
for teacher’s interaction with
students on social media
platforms.
9. My parents/guardians are
involved in discussion about
internet and social media
usage.
10. I discuss internet safety and
responsible social media usage
with my peers.

PART II. DEPENDENT VARIABLE (BEHAVIOR)

Direction: The questions below needs your honest response. Put a check on the
space provided in each column based on the scale below.
A. Students Learning
Description 5 4 3 2 1
Always Often Sometimes Rarely Never
 113

1. School policies helps me

focus on my studies during
school days.
2. Consequences of
disruptive behavior
encourage me to
participate more actively in
class.
3. Compliance with the
school rules and
regulations influence my
overall behavior towards
learning.
4. School policies influence
my willingness to listen in
class discussions.
5. Implemented school
policies can motivates me
to study hard.
6. The school policies help
me to stay focus on class.
7. School policies is flexible
in accommodating different
learning style of students.
8. I am aware of the school
policies and how it
influences my learning.
9. School policies promote
in a sense of responsibility
in my learning.
10. School policy can aid in
managing my study
effectively.

B. Social Interaction
Description 5 4 3 2 1
Always Often Sometimes Rarely Never
1. I actively seek feedback
on my behavior from peers
or teachers.
2. I consider the
 114

consequences of your
action on the social
dynamics of your peer
group.
3. I adapt my behavior to fit
into different social
situation.
4. I considered the feelings
and perspectives of others
before acting within the
social framework.
5. I reflect on past
interactions to improve my
behavior within social
contexts.
6. School policies does not
restrict my ability to
socialize with classmates
during breaks or free
periods.
7. School policies positively
impact my social
interactions in the
classroom.
8. I engage with the peers
to achieve common goals.
9. I actively listen to the
perspectives and
experiences of others
within the group.
10. I promotes the
inclusivity and acceptance
within my social circle.

C. Personal Growth
Description 5 4 3 2 1
Always Often Sometimes Rarely Never
1. I step out from my
comfort zone to challenge
myself and facilitate
personal growth.
 115

2. I learn from past

experiences and mistakes
for my development.
3. I actively seek out new
knowledge and skills to
enhance myself.
4. I am open for change
and adaptation as part of
my development journey.
5. I prioritize personal
growth amidst my social
frameworks.
6. I embrace challenges
and setbacks as
opportunities for personal
growth.
7. I engage myself in self-
assessment to track my
progress and growth over
time.
8. I am aware of my
personal values and its
impact to my personal
development.
9. I take ownership of my
personal development
rather than relying on other
factors.
10. I recognize
opportunities for my
personal growth in various
aspects in life.
 116

Appendix H.
Grammarian Certificate
 117

Curriculum Vitae

Wilmar Blasquez

09364656073

wilmarblasques08@[Link]

________________________________________________________________

PERSONAL DATA:
 118

Home Address : Barangay Mahan-ub, Baganga, Davao Oriental

Date of Birth : June 2, 2002

Place of Birth : coog, Mahan-ub, Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :

Junior High School: Baganga National High School

Senior High School: Baganga National High School

Elementary: Coog Integrated School

Curriculum Vitae

Kris An S. Bolanio

09554959544

krisannbolanio@[Link]

________________________________________________________________

PERSONAL DATA:

Home Address : Catabuanan 2, Mahan-ub, Baganga, Davao Oriental

 119

Date of Birth : December 24, 2002

Place of Birth : Catabuanan 2, Mahan-ub, Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :

Junior High School: Baganga National High School

Senior High School: Baganga Innovative Learning Academy

Elementary: RC Macayra Elementary School

Curriculum Vitae

Loida D. Emuy

09125518976

loidaemuy23@[Link]

________________________________________________________________

PERSONAL DATA:

Home Address : Barangay Mahan-ub, Baganga, Davao Oriental

Date of Birth : July 25, 2000

Place of Birth : Baganga, Davao Oriental

Civil Status : Single

 120

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :

Junior High School: Matiao National High School

Senior High School: Starchild Innovative Learning Academy

Elementary: Coog Integrated School

Curriculum Vitae
Lovely S. Ignacio

09169676027

lovelysignacio@[Link]

________________________________________________________________

PERSONAL DATA:

Home Address : Catabuanan 2, Mahan-ub, Baganga, Davao Oriental

Date of Birth : February 14, 2002

Place of Birth : Catabuanan 2, Mahan-ub, Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

 121

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :

Junior High School: Baganga National High School

Senior High School: Baganga Innovative Learning Academy

Elementary: RC Macayra Elementary School

Curriculum Vitae
Renz Louie Matabalan

09691874473

matabalanrenz19@[Link]

________________________________________________________________

PERSONAL DATA:

Home Address : Blk.6 Divine Mercy, Lambajon, Baganga, Davao Oriental

Date of Birth : April 16, 2003

Place of Birth : Blk.6 Divine Mercy, Lambajon, Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :
 122

Junior High School: Maryknoll School of Lambajon

Senior High School: Maryknoll School of Lambajon

Elementary: Lambajon Central Elementary School

Curriculum Vitae

Reah-Fe M. Mangub

09058173719

reahfemagno013@[Link]

PERSONAL DATA:

Home Address : Binondo Baganga, Davao Oriental

Date of Birth : November 09 2001

Place of Birth : Binondo Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

College : St. Mary’s College of Baganga Inc.

Secondary :
 123

Junior High School: Baganga National High School

Senior High School: Baganga National High School

Elementary: Binondo Integrated School

Curriculum Vitae

Annabel M. Torreta

09684374283

torretaannabel10@[Link]

________________________________________________________________

PERSONAL DATA:

Home Address : Baculin, Baganga, Davao Oriental

Date of Birth : November 10, 2002

Place of Birth : Lucod, Baganga, Davao Oriental

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:
 124

College : St. Mary’s College of Baganga Inc.

Secondary :

Junior High School: Our Lady of Guadalupe National High School

Senior High School: Caraga Technological Institute

Elementary: Binondo Integrated School