THE IMPLEMENTATION OF SANCTION RULES IN ENHANCING THE

DISCIPLINE AMONG SENIOR HIGH SCHOOL STUDENTS IN NAVAL

NATIONAL HIGH SCHOOL

______________________________________________________

A Research

Presented to the

Senior High School Department

Naval National High School

Larrazabal, Naval, Biliran

___________________________________________

In Partial Fulfillment in Practical Research 1

___________________________________________

RICA MARIAE ROSIALDA

JULIE ROSE GATO

GERSON CUBELO

LESLIE JEAN ROSELLO

EDEN GUALIZA

JULIE BETH ORAL

KHIAN JAMES LAURENTE

CALVIN KAILE SUGABO

 ACKNOWLEDGEMENT

First and foremost special thanks to God Almighty, for showering us

blessings, forgiving us strengths in our daily life struggles and making us pursue

this study.

To our Practical Research 1, Mr. Reymund J. Icain, for mentoring us and

giving us enough knowledge and wisdom, and guiding us rightfully throughout

the year.

Miss Joan Gato and Miss. Jane Rose M. Agang, who helped us extending

their ideas and advice to us in times of great need.

Our parents and to those people whom the researchers consider as

family, warmest thanks for giving us morals and financial support.

Friends, classmates, and to those people who offered help in guidance

with the completion of this project.

Lastly, early researchers, book writers and publishers, and theorists who

gave us enough knowledge and foundation in further proving our study.

ROSIALDA R.M.,et. al
 DEDICATION

To our parents, sisters, brothers, and people we considered as family,

Schoolmates and classmates in Naval National High School

Friends and People who believed on us

To our teachers and mentors who educated us well,

Future researchers,

this study is fully dedicated to all of you.

ROSIALDA R.M., et. al

 TABLE OF CONTENTS

Page

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

ACKNOWLEDGEMENT…………………………………………………………... ii

DEDICATION……………………………………………………………………….. iii

TABLE OF CONTENTS…………………………………………………………… iv

LIST OF TABLES………………………………………………………………….. v

LIST OF FIGURES………………………………………………………………… vi

LIST OF APPENDICES…………………………………………………………… vii

ABSTRACT…………………………………………………………………………. viii

CHAPTER I- INTRODUCTION…………………………………………………… 1

Background of the Study……………………………………………………. 1

Objectives of the Study……………………………………………………… 3

Framework of the Study……………………………………………………... 5

Theoretical Framework……………………………………………... 5

Conceptual Framework……………………………………………… 8

Importance of the Study………………………………………………………9

Scope and Delimitation of the Study………………………………………..9

Definition of Terms……………………………………………………………10

Review of Literature…………………………………………………………..11

CHAPTER II- METHODOLOGY……………………………………………………..17

Research Design………………………………………………………………17

Research Locale……………………………………………………………….17
 Research Subject…………………………………………………………….17

Research Instrument…………………………………………………………18

Data Gathering Procedure……………………………………………………18

Statistical Treatment of Data…………………………………………………19

CHAPTER III- RESULTS AND DISCUSSION……………………………………..20

Profile of Senior High School Students……………………………………..20

Level of Awareness of the Respondents……………………………………21

Level of Perception of the Respondents…………………………………….

Students Different Reasons ………………………………………………….

CHAPTER IV- SUMMARY, CONCLUSION. AND RECOMMENDATION………

Summary of Findings…………………………………………………………..

Conclusion………………………………………………………………………

Recommendations……………………………………………………………..
 LIST OF TABLES

TABLE

PAGE

1 Profile of Senior High School Students………………..

2 Level of Awareness of the Respondents………………

3 Level of Perception of the Respondents………………

4 Student’s Different Reasons……………………………..

 LIST OF FIGURES

FIGURE

PAGE

1 Conceptual Framework of the Study…………………. 8

LIST OF APPENDICES
 ABSTRACT

GRADE 11 – GOLD, Naval National High School, Larrazabal, Naval, Biliran,

Philippines, . THE IMPLEMENTATION OF SANCTION RULES IN ENHANCING THE
DISCIPLINE AMONG SENIOR HIGH SCHOOL STUDENTS IN NAVAL NATIONAL
HIGH SCHOOL.

Advicer: MR. REYMUND J. ICAIN

This study was conceptualized with main objective of determining the need of

implementing sanction rules among Senior High School Students in Naval National High

School.

In terms of their age, the largest group is 17 years old with the frequency of 24 or

percentage of 48%. As for sexual identification of the respondents, the largest group is

male with the frequency of 27 out of 50 respondents or percentage of 54%. In relation to

the Civil Status, the largest group is Single with the frequency of 47 or percentage of

94%.
 Chapter I

INTRODUCTION

Background of the Study

Education plays a vital role in the society and is fundamental to

development and growth. Better education is very necessary for us to go ahead

in life and get success. It develops confidence and helps building personality of a

person. Thus, education at its best should expand the mind, build good character

and develop discipline of the students. Educational attainment geared with

character must be a shared responsibility of parents, teachers and the members

of the community to support positive development.

Many students attending public schools nowadays exhibit discipline

problems such as disruptive classroom behavior, vandalism, bullying,

absenteeism, and even skills to observe and follow school rules and regulation.

Specifically, Senior High School students in Naval National High School is slowly

decreasing in terms of number of students who abide with the rules to have a

proper grooming and to wear their identification cards. Moreover, the increasing

number of students who fails to practice this school policies and procedures are

alarming which requires more effort from the parents and the persons in authority

such as the school director, principal, teachers, discipline committee and student

leaders. One of their common complaints are lack of support from their family,

financial crisis, peer pressure and even negligence of persons in authority. When
 2

not controlled, this could lead to disobedience with the rules and regulations in

the future, not just in school but in the entire society.

Student’s discipline is a prerequisite to almost everything a school has to

offer students (McGregory, 2006). Seifert and Vornberg further link discipline with

both the culture and climate of the school thus according to them in order for a

satisfactory climate to exist within a school, a certain level of discipline must

exist. In schools where discipline is a serious problem, for example, where

students bully others, parents can transfer their children to better schools. Since

the well behaved students usually perform well their transfer can affect the

overall performance of that school. However, punishment can aggravate

behavior instead of curbing it (Rigby, 2012).

The problem of discipline in schools is a global issue of great concern,

traversing political, economic, geographical, racial and even gender boundaries

(Kajubi, 2010). There is a growing concern regarding indiscipline in schools

within the Philippines where teacher’s methods were blamed for the children’s

indiscipline. The concerns was not only on the risk of destruction of property and

injury to persons but also the poor academic performance associated with the

growing trend of indiscipline.

To make an end to this problem, Department of Education has made

a move in improving Philippine’s economic standing through giving quality

education. Different programs and activities are established to capture the

 3

interest of the youth and encourage them to go to school and perform well. Some

of the suggested ways of solving incidences of indiscipline like disobeying the

school rules are in open forums, guidance and counselling, involving the parents

and students in the implementation of sanction rules. This is evident just by

making us see the beauty of learning with the use of trainings and teachings in

honing the personality of the students holistically towards school.

Moreover, the implementation of reasonable sanction rules has a

greater chance of motivating students to attend school, enhancing their discipline

and good behavior. This, however made the research team to be enlightened to

help the school and the government in their efforts of improving not just the

academic performance but also the positive behavior of students in Naval

National High School. This may feed awareness to students, teachers and other

persons in authority who’re looking for an answer to end the problem of

indiscipline among students. This study recommends that the school should

address and have a written policy or rules setting out the standards of behavior it

expects. The policy should outline what the school will do if your child’s behavior

falls below these standards. This would minimize the failure of following school

rules and regulations and other form of indiscipline.

Objectives of the study

 4

The study aims to determine the efforts to be done needed for the

implementation sanction rules to improve the discipline among all the Senior

High School students in Naval National High School towards the school.

Specifically, the study sought to know the following objectives:

1. Determine the profile of the students in terms of:

1.1 Age

1.2 Gender

1.3 Civil Status

2. Determine the level of student’s awareness of the implementation of

sanction rules among Senior High School students of Naval National High

School.

3. Determine the level of perception of Senior High School students on

implementing sanction rules as means enhancing their discipline.

4. Identify different reasons why abiding school rules are tough for the

students.

Hypotheses

Ho1 : There is need on implementing a sanction rules in Naval National

High School given that the discipline of students are low.

Ho2 : There is a low level of awareness and perceptions to those students

who’s lack of discipline in following policies.

 5

Ho3 : There is a need for the persons with authority to observe a tight

implementation of school rules and regulations.

Framework of the Study

This part used the following theories and conceptual framework to serve

as the main foundation of the study.

Theoretical Framework

A number of relatively complete and self-consistent theories of learning

have been advanced. This attempts to provide a theoretical framework to explain

the study in a unified manner. Each theories provides justifications to the study.

This study is based on McGregor‟s theory X and Y which is an alternative

to the classical organization theory of Max Weber. Theory X and Theory Y was

an idea devised by Douglas McGregor in his 1960 book “The Human Side of

Enterprise”. It encapsulated a fundamental distinction between management

styles and has formed the basis for much subsequent writing on the subject.

Theory X is an authoritarian style where the emphasis is on “productivity, on the

concept of a fair day's work, on the evils of feather-bedding and restriction of

output, on rewards for performance. It reflects an underlying belief that

management must counteract an inherent human tendency to avoid work”

(Shawcross, 2009).
 6

Theory Y is a participative style of management which assumes that

people have a desire to and should be able to contribute to the decision making

process, they will organize themselves and will take responsibility if they are

trusted to do so, poor performance is most probably due to boring, repetitive and

tedious work or poor management and that they enjoy work, seek satisfaction

from work and have many different and complex needs. It is management's main

task in such a system to maximize that commitment (Okumbe, 2008).

Theory X assumes that individuals are lazy, do not like work and are

primarily motivated by money, they need to be closely supervised and controlled

or they will underperform, they do not care and are not interested in the needs of

the business, they lack ambition and that they have no desire or ability to assist

in the decision making process or to take on any responsibility. They always

have a ready-made excuse for failure - the innate limitations of all human

resources (Shawcross, 2009). Theory Y, however, assumes that individuals go to

work of their own accord, because work is the only way in which they have a

chance of satisfying their (high-level) need for achievement and self-respect.

Theory Y gives management no easy excuses for failure. It challenges

them “to innovate, to discover new ways of organizing and directing human effort,

even though we recognize that the perfect organization, like the perfect vacuum,

is practically out of reach”. McGregor urged companies to adopt Theory Y. Only

it, he believed, could motivate human beings to the highest levels of

achievement. Theory X merely satisfied their lower-level physical needs and

 7

could not hope to be as productive. “Man is a wanting animal,” wrote McGregor,

“as soon as one of his needs is satisfied another appears in its place.”

Theory Y in its extreme form does not work well. All individuals, however

independent and mature, need some form of structure around them and some

direction from others. Theory Y can also be criticized for its “inhumanity” to the

weak, and to those not capable of a high level of self-motivation. According to

Theory Y, People don't hate work. It's as natural as rest or play. They don't have

to be forced or threatened. If they commit themselves to mutual objectives, they'll

drive themselves more effectively than you can drive them. But they'll commit

themselves only to the extent they can see ways of satisfying their ego and

development needs.

In this study, the application of theory X views a school as an organization

composed of different categories of people namely teachers, students and non-

teaching staff. All these groups of people need discipline as a means of

achieving the desired organizational goals and objectives through setting rules

and regulations and once broken to be followed by prescribed punishments.

Theory Y on the other hand views a school as an organization with a head

teacher able to apply leadership skills so as to gain willing cooperation from

teachers, students and non-teaching staff through the use of rules and

regulations set by management.

 8

In application of McGregor‟s theory to this study, the main variables are

school rules and regulations for efficient management and administration of

punishments to students who do not abide by school rules and regulations and

time management that refers to the effective utilization of time allocated to

individual activities in an education institution. These activities include both

classroom and outdoor work such as sports, gardening and cleaning work or

house work.

Conceptual Framework

This study utilized the descriptive research design in order to properly

conceptualize the objectives and flow of the study.

Figure 1

Conceptual Framework of the Study

Profiling of the Level of Students THE

IMPLEMEN
students Awareness
TATION OF
SANCTION
-Age RULES IN
Level of Students ENHANCIN
-Sex G THE
Perceptions DISCIPLIN
-Civil Status
E AMONG
SENIOR
Students HIGH
SCHOOL
Reasons STUDENT
S IN
NAVAL
NATIONAL
HIGH
SCHOOL
 9

Importance of the Study

The study is important to the following persons:

Administration and Policy Makers. Data gathered with this research will have a

significant effect in properly executing rules in school. The outcome of the study

will give them adequate knowledge and awareness in properly establishing

sanction rules.

Teachers. The study will mainly give educators in terms of being knowledgeable

enough to the main of barrier education or of the school (which is the discipline of

the students.)

Parents. This study will enlighten parents or guardians in making them aware of

their children and enhance their discipline in terms of following school rules and

regulations.

Students. The research project will promote awareness in terms of knowing their

own attitude or discipline and capability in properly abiding themselves to the

given policies.

Future researchers. The research will provide future aspirants researchers to

draw data and literature from it.

Scope and Delimitations of the Study

This study will mainly focus on the need of the full implementation of

sanctioned rules in relation to the students discipline and conduct respondents in

 10

Senior High School students of Naval National High School. The study focused

on the effectiveness of rules and regulations in enhancing discipline in public

Senior High School in Naval National High School. Indiscipline has been a

problem in this school and there have been cases in NNHS were students were

involved in this problem. Even Monday, students are wearing civilians as if

knowing that they are still students who need to abide policies. The researcher

has been wondering whether the existing rules are effective in enhancing

discipline among students in NNHS. The elements of school rules that were

considered included conduct within the classroom, examination rules, boarding

rules and rules guiding interactions between and among the students. The

respondents comprised of students, student leaders, head teachers, deputy head

teachers and class teachers all from Senior High School Department within

NNHS. These are the key stakeholders in far as student discipline in schools is

concerned

Definition of Terms.

This term are being defined to impose clarity and understanding to the

readers, as well as the future researchers and benefactors.

Sanction. Is any requirement or status that imposed as a result of accepting

responsibility or being found violating the policies. Consequences are being

followed.
 11

Discipline. Refers to the means by which school staff maintain order and regulate

the behaviour of the students, involving rules that govern goal orientation and

behaviour inside and outside the institution, including the socialization processes

that happen in the school.

Rules. One of a set of explicit or understand regulations or principles governing

conduct or procedures within a particular area, in this context, a school.

Regulation. Regulations are usually more official than rules because they are

drawn up by the school board. They are a definite set of standards that must be

adhered to at all cost. Standards that cannot change, must not change, and will

be followed or else there will be consequences, legal or otherwise. Regulations

differ with rules in that rules can be altered from time to time upon complaint and

review. Some can be bent or broken without any real consequences to follow.

Review of Literature

This chapter deals with related literature on the effectiveness of school

rules in enhancing discipline in Senior High School Students in Naval National

High School. The sources of literature include published theses from online

journals and web articles. The chapter is organized under the following headings:

Issues arising from school rules and regulations in SHS; Perception of teachers

and students towards rules and regulations in secondary schools; Students

involvement in the formulation of school rules and regulations in NNHS; Extent to

 12

which existing rules and regulations enhance discipline in SHS department and

the challenges arising in enforcing the existing school rules and regulations.

Student involvement in implementation of school rules refers to the work

of student representative bodies - such as school councils, student parliaments

and the prefectorial body in formulation of school rules. It is also used to

encompass all aspects of school life and decision-making where students may

make a contribution, informally through individual negotiation as well as formally

through purposely-created structures and mechanisms. Student involvement also

refers to participation of students in collective decision-making at school or class

level and to dialogue between students and other decision-makers, not only

consultation or a survey among students (Jeruto and Kiprop, 2011)

This is often due to the fact that students are viewed as minors, immature and

lacking in the expertise and technical knowledge that is needed in the running of

a school. Thus student participation is often confined to issues concerned with

student welfare and not in core governance issues such as school rules

(Magadla, 2007).

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

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

involvement in decision making especially in as far as formulation of school rules

is concerned was debatable with often conflicting viewpoints propagated by

differing stakeholders depending on their background and world view. Basically,

 13

there were three view-points that were found to guide the extent of student

involvement in formulation of school rules. The first was that students must

remain passive and receive instructions from parents and teachers (Sithole,

2008). This view meant that rules must be designed by teachers and students

are to follow them to the letter. The second view-point suggested that students

can participate but only to a certain degree. In support of this view, Mutua (2004)

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

define the issues which affect students quite narrowly.

Effective involvement, it has been said, would give students a sense of

ownership thereby compelling them to adhere to school rules (Fielding, 2002).

There are very few aspects of school life and decision-making in which, principle

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

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

involvement in decision making.

Huddleston (2007) states that students should be involved in all areas of

school life. He adds that the range of activities that make up the work of a school

can be categorized in a number of different ways, but, however it is categorized,

one should expect students to have opportunities for involvement in each major

area – in particular in a school‟s: ethos and climate – including rules, rewards

and sanctions. Students‟ views are excluded when making decisions on the

formulation of school rules, discipline of students and nature of punishments.

 14

Further, this study investigated how student participation in the formulation of

school rules enhances discipline, an aspect which the above study fell short of.

According to Adams (2003), schools rules and regulations are among the

strategies designed to instill good conduct of students. This implies self-control,

orderliness, good behaviour and obedience to school authority (Adams, 2003).

Also on admission, schools especially at secondary level, students are given

prospectuses, which spell out some of the expectations which include

compliance with rules and regulations (Adams, 2003).

These researchers concentrated on discipline in secondary schools

without focusing on how effective the existing rules and regulations were in

enhancing discipline. This study therefore investigated the existing relationship

between the effectiveness of school rules and regulations and discipline

enhancement.

Ideally, schools set rules and regulations for the proper governing of the

various lifestyles of students containing the dos and don‟ts (Okumbe, 2008).

Regulations are authoritative orders with a course of law intended to promote

order and efficiency in a school. Lupton and Jones (2002), also concurred with

Okumbe (2008), and argued that effective schools demonstrate sound inclusive

practices, which includes emphasizing school rules and regulations, collaborative

leadership and their good practice. The school rules and regulations therefore

prescribe the standard of behaviour expected of the teachers and the students.
 15

Most administrators spend a large portion of their time dealing with school

discipline and behavior. While there is no way to eliminate student behaviour

problems, there are steps that can be taken to ensure that discipline programmes

are seen as effective and efficient. According to Mafabi (2009), management is

the process of working with and through people to accomplish organizational

goals. Management deals with the establishment of rules and regulations as well

as planning activities that aim at fulfilling the objectives of a particular

organization. Rules are suggested or self-imposed guides for a scientific

communication for conduct or action or an accepted procedure and custom.

Rules or standards of behavior can be defined as the shared expectations of a

group of people. These include what the group regards as a socially acceptable

pattern of behavior expected of every individual in the group (Harris, 2005).

Secondary schools have rules and regulations which have common

threads. Students are expected to attend every school day, unless they are

legally excused, and be in class on time and prepared to learn. They are also to

maintain a neat appearance, including adhering to the requirements of the

school‟s uniform or dress code policy; behave safely, considerately and

responsibly, including when travelling to and from school; show respect at all

times for teachers, other school staff and helpers, including following class rules,

speaking courteously and cooperating with instructions and learning activities;

treat one another with dignity and respect; care for property belonging to

themselves, the school and others. Behaviour that infringes on the safety of
 16

others, such as harassment, bullying and illegal or anti-social behaviour of any

kind, is not tolerated as these are acts of indiscipline (Magadla, 2007).

Lack of discipline among students is largely a reflection of attributes,

values and practices of their society. However, if the family background is not

good, different social classes are present, school is located in a socially

disadvantaged area and there is bad influence of peer groups it will have a

negative effect on discipline so academic achievement will also be negatively

affected.
 CHAPTER II

METHODOLOGY

This chapter presents the procedures used in conducting the study. It

discusses the research design, research locale, research subjects, research

instruments, data gathering procedures and statistical treatment of data used in

the study.

Research Design

To attain the objectives of the study, qualitative survey research design

was used. This research design is necessary since the objective of the study is to

determine the profile level of perception, awareness and identify different

reasons why abiding school rules are tough for the students in Naval National

High School, specifically Senior High School. Technique that uses questionnaires

done to achieve the desired results of the investigations .This is necessary to

present possible recommendations for the future benefit.

Research Locale

The research were conducted in Naval National High School , which in

the specific setting of research subject

Research Subject

The study’s respondents includes the selected students in Naval

National High School specifically Senior High School Students.

 18

Research Instrument

To achieve the desired objective, the study used a questionnaire

(Appendix A).The instrument is composed of four (4) parts. Part II measured the

level of awareness of the respondents in terms of the implementation of sanction

rules present at school. Part III dealt with the develop students perception with

the description of sanction rules present in the School and Part IV is to identify

different reasons why abiding School rules tough for the students. Part II and III

used a 5-scale measurement while Part 5 uses a 3-scale measurement to

determine the above mentioned objective.

Data Gathering Procedure

The researchers prepared a letter addressed the subject adviser

requesting for his permission in conducting a research study and distribute

questionnaires to the selected Senior High School students of Naval National

High School.

The researchers identified students with the help of their advisers that will

serve as the research respondents in the said study. To further gather more

informations, the researchers distributed the questionnaires themselves and was

acquired at the same scheduled date.

The data gathering phase took one (1) week. This phase also includes the

analyzing and coding of data. The retrieved questionnaires from the respondents

were 100%.
 19

Statistical Treatment of Data

The study employed random sampling to ten (10) students per section

in two (2) year levels of Senior High School students in Naval National High

School.

Percentage in determining the profile, level of awareness and perception

of the students in terms of the implemented sanction rules in Naval National High

School.

P=(f/n)100

Wherein; f – number of answers

n - number of respondents

P – total percentage
 CHAPTER III

RESULTS AND DISCUSSION

This chapter presents and interprets the data gathered from the responses

of the students based on the objectives of the study. The first part covers the

profile of the students. The second part shows the level of awareness of the

respondents in terms of sanction rules implemented in the school. The last part

presents a data that discusses how the students

Profile of the Senior High School Students

The profile of the students includes age, sex, and civil status. This is

presented in Table 1.

Table 1

Profile of Senior High School Students

1.1 Age f %
16 11 22
17 24 48
18 10 20
19 2 4
20 2 4
21 1 2
TOTAL 50 100
1.2 Sex f %
Female 23 46
 Male 27 54
TOTAL 50 100
1.3 Civil Status f %
Single 47 94
In a Relationship 3 6
TOTAL 50 100

Age. As the data presented in Table 1, it shows the frequency and

percentage distribution of the age of the respondents involved. There is a great

number of 16-18 years old students among Senior High School with the

percentage of 20-48%. Meanwhile, the least of it are 20-26 years old with the

percentage of 2-4%. Results reveal that the respondent age are almost in the

same age bracket that suit their respective year level, thus resulting for them to fit

in effectively.

Sex. As also shown in Table 1, data revealed that the most of the

respondents are male with percentage of 54% and the least of it are female with

46%.

Civil Status. Since most of the respondents are students, almost all of

them are single with the percentage of 94%. Taken into consideration, 6% of the

respondents is in a relationship.

Level of Awareness of the Respondents

The level of awareness of the students are then measured and presented

in Table 2. The list of these policies below is used to measure the awareness of

the respondents through 5-scale measurement.

1 – Not aware

2 – Slightly aware

3 – Fairly aware

4 – Aware

5 – Strongly aware

Table 2

Level of Awareness of the Respondents

School Policies Scale f %

School Uniform 1 1 2
(NA)
2 2 4
(SA)
3 10 20
(FA)
4 21 42
(A)
5 16 32
(SA)
TOTAL 50 100
No Vandalism 1 4 8
(NA)
2 5 10
(SA)
3 13 26
(FA)
4 12 24
(A)
5 16 32
(SA)
TOTAL 50 100
Wearing School 1 0 0
ID (NA)
2 4 8
(SA)
3 5 10
 (FA)
4 22 44
(A)
5 19 38
(SA)
TOTAL 50 100
Proper Haircut 1 4 8
(NA)
2 7 14
(SA)
3 11 22
(FA)
4 12 24
(A)
5 16 32
(SA)
TOTAL 50 100
School Shoes 1 4 8
(NA)
2 5 10
(SA)
3 18 36
(FA)
4 11 22
(A)
5 12 24
(SA)
TOTAL 50 100
Attending Flag 1 6 12
Ceremony (NA)
2 6 12
(SA)
3 13 26
(FA)
4 14 28
(A)
5 11 22
(SA)
TOTAL 50 100
Proper Waste 1 2 4
Disposal (NA)
2 10 20
(SA)
3 13 26
(FA)
 4 13 26
(A)
5 12 24
(SA)
TOTAL 50 100
No To Cheating 1 4 8
(NA)
2 7 14
(SA)
3 20 40
(FA)
4 6 12
(A)
4 13 26
(SA)
TOTAL 50 100
Will not be 1 3 6
permitted to use (NA)
mobile 2 6 12
phones/other (SA)
devices during 3 13 26
class hours (FA)
4 15 30
(A)
5 13 26
(SA)
TOTAL 50 100
Anti-Bullying 1 7 14
(NA)
2 2 4
(SA)
3 12 24
(FA)
4 8 16
(A)
5 21 42
(SA)
TOTAL 50 100