MOSCOSO-RIOS NATIONAL HIGH SCHOOL

Villavert-Jimenez, Hamtic, Antique

CHAPTER 1

Introduction to the Study

Chapter 1 has eight parts: (1) Background of the Study, (2) Statement of the

Problem, (3) Hypotheses, (4) Theoretical Framework, (5) Conceptual Framework, (6)

Significance of the Study, (7) Scope and Limitations of the Study, and (8) Definition of

Terms.

Background of the Study

A student handbook is an essential institutional document that defines the rules,

regulations, and policies governing student life. It serves as a guide that fosters discipline,

responsibility, and awareness of students’ rights and obligations within the academic

community. According to De Leon (2021), a student handbook functions as a code of conduct

that promotes a well-regulated learning environment and ensures consistency in the

implementation of school policies. Similarly, Bautista (2019) emphasized that the handbook

is a reflection of the school’s vision and mission, aiming to develop morally upright, law-

abiding, and responsible learners.

However, despite its significance, many students remain unaware of its content.

Gonzales and Ramos (2020) reported that while most schools distribute copies of the student

handbook during orientation, students tend to disregard it afterward, viewing it merely as a

formality rather than a practical reference. This lack of awareness may lead to disciplinary

issues, miscommunication, and failure to exercise student rights. Cruz and Delos Santos

(2022) found that limited awareness of school policies correlates with increased rule

violations and poor student engagement in school governance. This highlights the importance

of ensuring that learners fully understand the policies designed to protect and guide them.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

The Department of Education (DepEd) underscores the importance of policy

awareness in building character and promoting accountability among learners. In DepEd

Order No. 40, s. 2012 (Child Protection Policy), the department mandates that students be

informed of school rules, disciplinary measures, and grievance procedures to ensure their

safety and well-being. Likewise, DepEd (2013), through the Enhanced Basic Education Act

of 2013 (RA 10533), encourages schools to cultivate environments that uphold respect,

integrity, and student participation. Awareness of the handbook thus aligns with the national

goal of producing well-informed and responsible Filipino citizens.

Thus, this study aims to determine the level of awareness on the School’s Student

Handbook among Senior High School learners at Moscoso-Rios National High School.

Statement of the Problem

This study aims to find out the level of awareness on the School’s Student Handbook

among Senior High School learners at Moscoso-Rios National High School.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of Senior High School Students in terms of sex,

age and strand?

2. What is the level of awareness on the school’s student handbook among Senior

High School students when grouped according sex, age and strand?

3. Is there a significant difference on the level of awareness on the school’s student

handbook among Senior High School students when grouped according sex, age and

strand?

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

Hypothesis

On the basis of the aforementioned problems, the following hypothesis will be

considered:

There is no significant difference on the level of awareness on the school’s student

handbook among Senior High School students when grouped according sex, age and strand.

Theoretical Framework

This study is anchored on Ajzen’s Theory of Planned Behavior (TPB) (1991), which

explains how an individual’s behavior is guided by three main factors: attitude toward the

behavior, subjective norms, and perceived behavioral control. The theory posits that a

person’s intention to perform a behavior is influenced by their awareness and evaluation of

that behavior, their perception of social expectations, and their belief in their ability to carry it

out.

The Theory of Planned Behavior suggests that students’ awareness of the school

student handbook affects their attitude toward following school rules and policies. When

students are knowledgeable about the contents of the handbook such as their rights,

responsibilities, and the consequences of violations, they are more likely to develop positive

attitudes toward compliance. Their subjective norms, or the perceived expectations from

teachers, peers, and administrators, further encourage them to adhere to school guidelines.

This theory provides a valuable framework for understanding how awareness

influences students’ behavioral intentions toward policy compliance.

Conceptual Framework

The theory into which this study was conceptualized gave the researcher conceptual

ideas on the level of awareness on the School’s Student Handbook among Senior High

School learners at Moscoso-Rios National High School.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

Awareness serves as the foundation that shapes students’ attitudes and behavioral

intentions toward compliance with school policies. the Theory of Planned Behavior provides

a theoretical basis for exploring how awareness influences students’ understanding and

adherence to the school’s rules and regulations. The study assumes that if Senior High School

students are well-informed about the contents of the student handbook, they are more likely

to demonstrate positive attitudes, act responsibly, and conform to institutional standards.

To address the level of awareness on the School’s Student Handbook among Senior

High School learners at Moscoso-Rios National High School, the following framework is

established:

(Independent Variable) Dependent Variable

Sex

Age Level of awareness on

the School Handbook

Figure 1. A Paradigm of the Study Showing the Relationship of Variables

Significance of the Study

The findings of this study will be valuable to various stakeholders of Moscoso-Rios

National High School and the academic community.

School Head/Administrators. The results of this study will provide school

administrators with valuable insights into the level of awareness of Senior High School

students regarding the School’s Student Handbook. Such information may help them design

more effective strategies for disseminating policies, conducting orientations, and ensuring

that the contents of the handbook are well communicated and understood.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

Teachers. For teachers, the study will serve as a reference in reinforcing the

importance of the student handbook during classroom discussions, homeroom sessions, or

advisory periods. Understanding students’ level of awareness will allow teachers to identify

areas where policy reminders or value integration are most needed.

Guidance Counselors. The findings may aid guidance counselors in developing

programs that promote responsible behavior and ethical conduct among students. They can

also use the results to enhance interventions, counseling sessions, and seminars related to

proper student behavior, compliance, and values formation.

Parents. The study may also be beneficial to parents by emphasizing the importance

of their role in reinforcing school policies at home. Increased awareness of the handbook’s

contents among students can improve parent–school collaboration in promoting discipline

and responsibility among learners.

Students. Senior High School students will directly benefit from this study as it

highlights the significance of understanding the handbook that governs their rights, duties,

and responsibilities. Through increased awareness, students are expected to develop self-

discipline, accountability, and respect for school regulations: qualities that are essential in

preparing them for higher education and future employment.

Researchers. This study will serve as a reference for future researchers who wish to

explore topics related to policy awareness, compliance, and student governance. It may also

serve as a basis for conducting comparative studies across different schools or educational

levels to further understand how institutional awareness affects student discipline and

engagement.

Scope and Limitation of the Study

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

This study focuses on determining the level of awareness on the School’s Student

Handbook among Senior High School (SHS) students at Moscoso-Rios National High School

during the School Year 2025–2026. It specifically examines students’ awareness of the

school policies and regulations, student rights and responsibilities, disciplinary measures and

procedures, and academic policies and guidelines as stipulated in the student handbook.

The respondents of the study are Senior High School students enrolled in different

strands such as Academic (ABM, HUMSS, and STEM) and Technical-Vocational-

Livelihood (TVL). The study utilizes a quantitative-descriptive research design and employs

a researcher-made questionnaire as the main instrument for data collection. Descriptive

statistics will be used to determine the level of awareness, while inferential statistics will be

applied to identify significant differences when respondents are grouped according to grade

level, strand, and sex.

All statistical computations were done using the Statistical Packages for Social

Sciences (SPSS) software, version 22.0.

Definition of Terms

This study aims to determine the level of awareness on the school’s Student

Handbook among Senior High School (SHS) students at Moscoso-Rios National High

School.

To have a better understanding of the study, the following terms were defined

conceptually and operationally:

Awareness refers to the state of having knowledge, understanding, and consciousness

about particular facts, situations, or information (Oxford Dictionary, 2020). In educational

settings, it involves being informed about rules, responsibilities, and policies governing

student behavior.

In this study, awareness refers to the level of understanding that Senior High School

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

students of Moscoso-Rios National High School have regarding the contents, provisions, and

importance of the School’s Student Handbook, as measured through their responses in the

administered questionnaire.

Student Handbook refers to a formal document published by an educational institution

that contains its mission, vision, rules, policies, procedures, and disciplinary measures

intended to guide students’ conduct.

In this study, the student handbook pertains to the official publication of Moscoso-

Rios National High School that outlines the school’s rules, disciplinary measures, student

rights and responsibilities, and academic policies.

CHAPTER II

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

Review of Related Literature

This chapter presents literature and studies that provide a comprehensive

understanding of the level of awareness of the school’s student handbook among Senior High

School (SHS) students. It includes discussions on the following topics: (1) Awareness on

School Policies, (2) Importance of the Student Handbook, (3) Students’ Compliance and

Discipline, (4) Role of School Administration in Policy Dissemination, (5) Factors Affecting

Awareness of School Policies, and Synthesis.

Awareness on School Policies

Awareness of school policies plays a crucial role in shaping students’ behavior,

promoting discipline, and maintaining an orderly school environment. According to Garcia

(2020), awareness refers to the degree of familiarity, understanding, and consciousness that

individuals possess about specific institutional rules or guidelines. In the school context, this

awareness extends to knowledge of codes of conduct, disciplinary procedures, and academic

standards that students are expected to follow. Reyes and Lim (2021) emphasized that

students’ awareness of policies significantly affects their capacity to make informed decisions

and comply with school regulations.

Schools create policies not merely to restrict students but to promote holistic

development and ensure safety and fairness within the academic community. Lopez and Cruz

(2022) found that students who are aware of the reasons and goals behind specific policies

tend to view them as fair and necessary, resulting in a higher degree of voluntary compliance.

When students understand policies only superficially, compliance may become mechanical

and short-term. Conversely, deep awareness fosters intrinsic motivation to follow school

rules.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

In the Philippine educational system, the Department of Education (DepEd) requires

all public and private schools to disseminate their student handbooks to promote transparency

and accountability (DepEd Order No. 55, s. 2013). Despite this mandate, studies reveal that

not all students are adequately informed. Santos and Herrera (2021) reported that while many

schools distribute printed copies of their handbooks, a large number of students fail to read or

comprehend the content due to its length or legalistic tone. This lack of engagement reduces

the handbook’s effectiveness as a behavioral guide.

Efforts to increase awareness often involve orientation programs, seminars, and

classroom discussions. Del Mundo (2019) highlighted that such interventions significantly

increase policy comprehension, especially when administrators and teachers explain policies

in relatable terms. Similarly, Villanueva (2020) noted that peer-sharing and homeroom

discussions help bridge gaps in understanding among students.

Importance of the Student Handbook

The student handbook is a central document that communicates an institution’s

mission, values, and regulations. De Leon (2021) defines the student handbook as a

compendium of school rules, procedures, and expectations that serves as a reference for both

students and faculty. It outlines the rights, responsibilities, and disciplinary processes

governing student life. By setting clear behavioral standards, the handbook supports order,

equity, and academic excellence.

The significance of the handbook lies in its function as both an informational and

educational tool. Bautista (2019) argued that the handbook promotes fairness and consistency

in decision-making by outlining how rules are implemented and what consequences

accompany violations. It also empowers students by providing transparency in academic and

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Senior High School Department

disciplinary matters. Furthermore, it strengthens students’ awareness of their rights such as

the right to due process, safety, and non-discrimination (Rivera, 2020).

In practical terms, the handbook helps prevent misunderstandings between students

and school authorities. Gonzales and Ramos (2020) found that institutions with

comprehensive and regularly updated handbooks experience fewer disciplinary conflicts

because students are better informed. In addition, schools that integrate handbook discussions

into classroom or advisory sessions achieve a more positive school culture.

Within the Philippine context, the student handbook reflects the principles of the

Child Protection Policy (DepEd Order No. 40, s. 2012) and the Code of Conduct for

Learners, which emphasize respect, accountability, and learner protection. Cruz (2021) noted,

however, that many students perceive the handbook as a formality or simply an

administrative requirement, not as a document that has relevance to their daily school life.

This misconception highlights the need to transform the handbook into a living document

actively used in instruction and student engagement.

To increase its utility, Morales (2022) recommended redesigning the handbook into

accessible formats such as simplified versions, infographics, and digital apps to reach modern

learners. When the handbook is interactive and visually engaging, students become more

likely to consult it and understand its purpose. In essence, the student handbook is not only a

manual for discipline but a roadmap for character formation. It plays a vital role in

institutional governance, helping shape students into responsible and law-abiding individuals.

Students’ Compliance and Discipline

Student compliance and discipline are integral indicators of an effective educational

system. Santos and Herrera (2021) define discipline as the practice of training individuals to

adhere to expected behaviors and responsibilities. Compliance, meanwhile, denotes the

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Senior High School Department

willingness of students to conform to established norms and rules. A student’s level of

compliance reflects their understanding and acceptance of institutional policies.

Cruz and Delos Santos (2022) observed that awareness directly influences

compliance: students who are familiar with the rules are less likely to commit violations.

Schools that successfully communicate their policies experience fewer disciplinary problems

and foster a culture of accountability. In contrast, when rules are unclear or inconsistently

applied, students may disregard them.

The student handbook serves as the foundation of this behavioral system. Reyes

(2020) emphasized that discipline should not be equated with punishment but understood as

moral education that guides learners toward self-control and integrity. The handbook

provides structure and sets expectations that help students distinguish acceptable from

unacceptable conduct.

Adolescence is a critical period for developing self-discipline. Erikson’s Psychosocial

Theory (1968) explains that high school learners face the stage of identity versus role

confusion, where they strive for independence while still seeking guidance. Clear and fair

rules during this phase support moral development and foster internal discipline.

Effective implementation of school rules also depends on consistency and fairness.

Villanueva (2021) found that when administrators and teachers apply rules equitably,

students perceive the system as just, which increases voluntary compliance. On the other

hand, favoritism or inconsistency undermines discipline and respect for authority. Garcia

(2020) highlighted the importance of positive reinforcement and student participation in

policy formation. When students are consulted or involved in reviewing policies, their sense

of ownership increases, leading to higher compliance rates.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

Role of School Administration in Policy Dissemination

The effectiveness of school policies depends largely on how well administrators

communicate and reinforce them. Garcia (2020) asserted that school administrators act as the

primary agents in disseminating and implementing institutional policies. Their role extends

from policy formulation to monitoring compliance and evaluating outcomes.

Effective dissemination requires multiple communication channels. Rivera (2021)

emphasized that orientations, assemblies, bulletins, and digital platforms are essential tools

for ensuring that all stakeholders are informed. Regular updating of students about changes in

policies sustains awareness throughout the school year. Administrative transparency also

fosters trust and cooperation. De Guzman and Lopez (2020) found that when school leaders

explain the reasons behind rules and involve students in discussions, the latter perceive

policies as fair and reasonable. This approach strengthens a sense of belonging and

accountability.

DepEd Order No. 32, s. 2017 mandates schools to regularly review and update their

handbooks to align with evolving educational standards. Administrators are responsible for

ensuring that these updates are not merely formalities but are actively communicated to both

faculty and learners. Morales (2022) added that innovative approaches such as student

handbooks accessible via mobile devices or interactive seminars can increase engagement

and comprehension.

Factors Affecting Awareness of School Policies

Awareness of school policies is influenced by a combination of personal, institutional,

and environmental factors. Bautista (2019) identified individual traits such as motivation,

study habits, and interest in school activities as predictors of awareness. Students who are

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Senior High School Department

active in organizations or leadership positions often exhibit greater policy familiarity because

of increased exposure to administrative processes.

Demographic factors also play a role. Reyes and Lim (2021) noted that older or more

experienced students tend to have higher levels of awareness due to prolonged engagement

with the institution’s rules. Similarly, awareness levels may vary depending on academic

track, as some strands emphasize student governance or leadership training (Villanueva,

2020). Teachers are also critical intermediaries in enhancing awareness. Lopez (2021)

emphasized that when teachers incorporate policy discussions into classroom activities,

students become more conscious of behavioral expectations. Peer influence likewise shapes

policy knowledge: students often learn informally from classmates about disciplinary cases

and regulations (Cruz, 2021).

Institutional factors include accessibility of the handbook, clarity of language, and

communication methods. Del Mundo (2019) found that schools that utilize multiple

platforms, printed, digital, and verbal explanations achieve higher awareness levels.

Furthermore, the guidance office and student government play vital roles in advocacy,

conducting sessions that clarify school rules and address student concerns. Environmental

factors such as school culture, community values, and family support can also influence

awareness. When parents reinforce school policies at home, students internalize them more

effectively (Gonzales & Ramos, 2020).

Synthesis

The literature reviewed reveals that awareness of school policies, particularly the

student handbook, is essential to developing discipline, accountability, and responsible

behavior among students. Researchers consistently highlight that awareness contributes to

compliance and minimizes disciplinary problems (Reyes & Lim, 2021; Cruz & Delos Santos,

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2022). The student handbook functions as both a behavioral guide and an educational

resource that shapes school culture and promotes fairness (De Leon, 2021; Bautista, 2019).

Studies also show that the effectiveness of policy dissemination largely depends on

administrative leadership and communication strategies (Garcia, 2020; Rivera, 2021). Factors

such as student motivation, teacher involvement, and institutional practices significantly

affect how well learners understand and apply the handbook’s contents. Despite these

findings, limited research has been conducted in the specific context of Senior High School

students in local public schools, particularly at Moscoso-Rios National High School.

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Villavert-Jimenez, Hamtic, Antique
Senior High School Department

CHAPTER III

Methodology

This chapter consists of six (6) parts: (1) Research Design, (2), Respondents of the

Study, (3) Data Gathering Instruments, (4) Data Gathering Procedure, and (5) Data Analysis

Procedure, (6) Ethical Considerations.

Research Design

The study will employ a descriptive quantitative research design. This design is

chosen because it is appropriate for determining and describing the level of awareness of

Senior High School students regarding the school’s student handbook. According to Creswell

(2018), descriptive research is used to gather quantifiable information that can be used to

statistically describe the characteristics of a population.

In this context, the study seeks to measure how familiar students are with the contents,

policies, and provisions of their student handbook. Using a quantitative approach allows the

researcher to obtain measurable data through survey questionnaires, providing an objective

view of students’ awareness levels. The design does not manipulate any variables but rather

observes and describes existing conditions as they occur in the natural school setting.

This approach aligns with the goal of identifying trends and gaps in students’

understanding of the student handbook. It also allows the findings to be presented in

percentages, means, and other statistical forms that can inform school administrators about

the effectiveness of their policy dissemination strategies.

Respondents of the Study

The respondents of the study are the senior high school students enrolled at Moscoso-

Rios National High School during the School Year 2025–2026. The participants were

selected using stratified random sampling to ensure equal representation from both Grade 11

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and Grade 12 levels, as well as from different strands (Academic and TVL) Stratification was

necessary to obtain a balanced perspective from students with varied academic and leadership

experiences.

The total number of respondents was determined using Slovin’s Formula with a 0.05

margin of error, based on the total SHS population. Participation in the study was voluntary,

and consent was obtained prior to the distribution of research instruments.

Data Gathering Instruments

The main instrument used in this study was a researcher-made questionnaire designed

to assess students’ level of awareness of the school’s student handbook. The questionnaire

was developed based on the content of the handbook and related literature on policy

awareness and student discipline.

The instrument consisted of two parts:

1. Part I – Respondents’ Profile: This section gathered basic demographic information, such

as age, sex, and strand.

2. Part II – Level of Awareness: This section contained statements related to the provisions of

the student handbook, including school rules, student rights, disciplinary measures, and

academic policies. Respondents rated their level of awareness using a Likert scale with the

following interpretation:

4.21 – 5.00: Very Highly Aware

3.41 – 4.20: Highly Aware

2.61 – 3.40: Moderately Aware

1.81 – 2.60: Slightly Aware

1.00 – 1.80: Not Aware

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Senior High School Department

To ensure content validity, the questionnaire is reviewed by three experts two English

teachers and one guidance counselor, who assessed the clarity and relevance of each item.

Their feedback was used to revise and refine the final instrument before administration.

Data Gathering Procedure

Before conducting the study, a letter of permission is submitted to the School

Principal of Moscoso-Rios National High School requesting approval to administer the

survey. Upon approval, coordination was made with class advisers for the distribution and

retrieval of questionnaires.

The researcher personally explained the purpose of the study to the respondents,

ensuring that their participation was voluntary and confidential. Questionnaires were

distributed during homeroom or vacant periods to avoid disruption of classes. Respondents

were given sufficient time to answer all items carefully and were encouraged to ask for

clarification if necessary.

After all questionnaires were completed and collected, responses were carefully

checked for completeness. The data were then encoded and tabulated for analysis using

appropriate statistical tools. The researcher ensured that the data-gathering process was

systematic, unbiased, and aligned with ethical research standards.

Data Analysis Procedure

The gathered data will be encoded and analyzed using Statistical Package for the

Social Sciences (SPSS). Both descriptive and inferential statistics were employed.

Descriptive Statistics such as frequency, percentage, mean, and standard deviation

were used to describe the demographic profile of respondents and their level of awareness.

The weighted mean is used to determine the overall awareness level of students for

each indicator, while frequency and percentage were employed to describe the distribution of

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responses according to demographic variables. The results were interpreted using the

following scale:

Scale Range Descriptive Interpretation

4.21 – 5.00 Very Highly Aware

3.41 – 4.20 Highly Aware

2.61 – 3.40 Moderately Aware

1.81 – 2.60 Slightly Aware

1.00 – 1.80 Not Aware

The findings derived from the analysis will be use to draw conclusions and formulate

recommendations to improve the dissemination and understanding of the student handbook

among SHS learners.

Ethical Considerations

The study adheres to ethical standards in the conduct of research involving human

participants. Prior to data collection, the researcher sought approval from the school

administration and obtained informed consent from all participants. Respondents were

assured that their participation was voluntary and that they could withdraw from the study at

any time without penalty. Confidentiality and anonymity were strictly maintained; no names

or identifying information were disclosed in the data or results. Data were stored securely and

used solely for academic purposes. The researcher ensured that the study followed the ethical

principles of beneficence, respect for persons, and justice, as outlined by the American

Psychological Association (APA, 2020).

The researcher also ensured objectivity and honesty in reporting data and interpreting

results. No fabrication or manipulation of information occurred. Upon completion of the

study, results were shared with the school administration to contribute to policy improvement

while maintaining the privacy of respondents.

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