CHAPTER I: THE PROBLEM AND

IT’S BACKGROUND

1.1 Introduction

Rules define a statement that tells you what is or is not allowed in a particular situation or

places (Merriam Webster, 1828). Rules are implemented in order to have students good qualities

of behavior. Rules and regulations implemented by the school where the students must follow for

them to have a sense of a discipline and responsibility on their own, by that they will enhance the

ability to understand the policies and apply it in school and in the other places. We believed that

the attitude of students taught primarily on their home through their parents and with that the

school guidelines will be serving as additional help to the students to practice the proper

behavior on those incoming events of their life not only in school but also in other places.
 The researcher's observe that many of the students fail to obey the school policies even

that particular offenses are minors and knowing it has a proper consequences. The researchers

come up on idea to know how the interventions of minor offenses implemented by the school

and how the interventions made the student's discipline.

In this study researcher's focused on how effective the interventions are being

implemented specifically on minor offenses given to the junior high school students where it

written on the students handbook that serves as their guide about history and education goals of

school, general rules on admission, general academic policies, code of conduct and policies on

discipline, student activities, student facilities and services, and financial requirements.

1.2 Statement of the Problem

The researcher wants to know the Effectivity of Intervention of Minor offenses given to

Junior High School Students.

Specifically, the researcher aims to answer the following questions:

a.) What are the top 5 Minor Offenses that the students violate?

b.) How the School implements the intervention of Minor Offenses to students?

c.) Does the intervention of Minor Offenses was effectively implemented to the

students?
1.3 Hypothesis

Affirmative Hypothesis- The Intervention of Minor Offenses was effectively

implemented inside the school and to the students.

Null Hypothesis- The Intervention of Minor Offenses was not effectively implemented

inside the school and to the students.

1.4 Scope and Delimitation

This study focuses on how the intervention of Minor Offenses implemented effectively to

the Junior High School Students. However, the research will delimited to the Junior High School

Students and will focus only on the Minor Offense of the students of San Rafael Parochial

School. This will also be a comparative study of the previous school year 2017-2018 and 2018-

2019.
1.5 Significance of the Study

This Study is beneficial to the following:

To the School Administrators, this study may serve as a guide to the school

administrators on how the intervention given to the students who violate minor Offenses is

effectively implemented.

To the Teachers, This study may help teachers to be aware on what different minor

Offenses that commonly violated by the students. So that, they will tightly implement the rules

and regulations of the School.

To the Students, This study may help the students to be aware about the Intervention of

Minor Offenses that they will violate.

To the Future Researchers, This study may help the future Researcher as additional

reference for those who wish to do the same study.

RELATED LITERATURE
2.1 Introduction

This chapter presented the related literature regarding to the Rules and Regulations and

It’s effectiveness towards on students. The sources of these literatures include published

theses from online journals and web articles.

2.2 School Rules and Regulations

The school rules have been established in partnership with the community over a long

period of time. They reflect the school community’s expectations in terms of acceptable

standards of behavior, dress and personal presentation in the widest sense. Students are

expected to follow the school rules at all times when on the school grounds, representing the

school, attending a school activity or when clearly associated with the school i.e. when

wearing school uniform (westlake.school.nz).

2.3 Students Discipline

Student discipline is one of major concerns and issues at the center of adolescents’ life in

the school. MHSS implements a set of school rules and regulations that embodies standards

of behavior befitting mature and responsible adolescents. MHSS students are expected to
observe standards of behavior that are stated as Commitments to a life of Discipline,

Excellence, Integrity, and Responsibility (DECIR). Dedication and adherence to these

standards of behavior contribute to the attainment of the school’s mission and goals.

The act of enrollment confirms the fact that the student and his parents agree to abide by the

school policies, rules, and regulations on discipline (malayanscience.edu.ph).

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 behaviour

instead of curbing it (Rigby, 2000).

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

political, economic, geographical, racial and even gender boundaries (Kajubi, 2007). There

is a growing concern regarding indiscipline in schools within the United Arab Emirates

where teaching methods were blamed for the children’s indiscipline (Mukharjee, 2005). The

parents were getting anxious and frustrated as they complained of the rising incidents of

indiscipline and violence in schools. The concern 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.

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). Student involvement in

formulation of school rules is often viewed as problematic to school administrators, parents

and society at large. 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, 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. Student consultation and decision-making is often limited to aspects of school life

that affect students only and which have no immediate relevance to their discipline, e.g.,

playgrounds, toilets and lockers. Aggrawal (2004) adds that while student representatives

may not participate in matters relating to formulation of school rules and regulations, their

participation should be ensured in all other academic and administrative decisions taken by

these bodies. Though this view appears to support student participation in decision making,

it however confines student involvement in decision making to specific areas of school life

leaving out the most crucial aspect of rule and regulations. Defining the limits of student

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

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

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

the education system as well as in different forms of public decision making) (Okumbe,

2008). The notion is authoritarian and paternalistic, rather than democratic. It not only

assumes that secondary school students have a legitimate interest only in student-specific

issues, but it also assumes that students have no right to decide for themselves the issues in

which they want or do not want to be involved. For this reason, Simatwa (2012) suggested

that opportunities for student participation should go beyond specifically student- related

issues and extend to wider aspects of school life especially concerning school rules and

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

ownership thereby compelling 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.

The third viewpoint suggests that students should fully participate in decision making

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

supported by Njozela (2008) who points out that principals and other stakeholders should

not underestimate the contributions of students especially if they are given the opportunity to

develop their skills and their level of maturity. In their support, Huddleston (2007) states that

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. Jeruto and Kiprop (2011) conducted a research on the Extent of Student

Participation in Decision Making in Secondary Schools in Kenya. The study was prompted

by the recurrent of student unrest in Kenya; often blamed in media and research to unequal

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

questionnaire distributed among 300 secondary school learners and thirty teachers. The

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

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

regulations. Students were only allowed to participate in student welfare issues but were

deemed to be immature and therefore unable to participate in administrative issues such as

formulation of rules and regulations. It was thus concluded that student participation in

secondary schools was still wanting and needed to be expanded to include issues beyond
student welfare issues. Students‟ views are excluded when making decisions on the

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

The study by Jeruto and Kiprop (2011) looked at student participation in decision

making, which is a wider perspective while the current study specifically focused on the

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

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

of.

2.5 Discipline and students’ academic achievements

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

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

expected of every individual in the group (Harris, 2005). 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 on the other hand are authoritative orders with a

course of law intended to promote order and efficiency in an organization. McGregory

(2006) 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. However these

researchers did not say anything on the effect of school rules and regulations on students‟

academic performance and thus a need for this study. Good discipline at school plays a vital

role in the achievement of expectations and goals. Many secondary schools experience

ineffective discipline. This lack of discipline has affected the learner’s academic
performance and their progress in school. Wood, Nicholson and Findley (2005:312) state

that good discipline helps to develop desirable student behaviour. If a school 32 has effective

discipline, the academic performance will be good. Directions on the side of the learners as

well as educators will be easy and smooth. Gawe, Vakalisa and Jacobs (2001:190)

emphasize co-operative learning as a solution. If a school lacks effective discipline, the

achievement academically will be poor. Discipline also plays a vital role in the acquisition of

responsibility in learners as well as educators. Educator’s ability to exercise effective

discipline as suggested by Dunham (2004:66) is essential. Good discipline creates a good

image of the school and prepares learners for the future. Disruptive behaviour amongst

learners is eliminated if there is good discipline at school. The implementation of effective

discipline at school is a key for the learner in his journey to adulthood. Parents often have no

choice but to enroll their children in a school with poor discipline which often leads to poor

academic performances. Effective discipline is needed in school for good academic

achievement. When there is effective discipline in a school and in the classroom, effective

teaching and learning can take place thus leading to positive academic achievements. Sonn

(2009:86) emphasizes that a school without effective discipline is unmanageable and often

results in unmotivated and demoralized educators and learners which in turn leads to poor

academic performance. Effective discipline results in good academic achievement because

self-discipline is involved which promotes the focus on the achievement of a learner’s goal

but indiscipline has negative results such as high failure rates. Visser (2009) refers to the

role of partnership between parents and educators in effective discipline. If discipline

[effective] is present at school and the parent at home is also aware of 33 good disciplines at

school and it is also applied at home, this is a good recipe for good academic achievement
because what is applied at school is also applied at home. There is no difference between the

school environment and the home environment. 2.4 Attitude of teachers and students

towards rules and regulations in secondary schools traditionally, teachers are encouraged to

believe that the learning environment must be orderly and quiet. For some principals, a quiet

classroom means adherence to classroom rules which prohibit noise making in class. With

the growing movement toward cooperative learning, however, more teachers are using

activities in which students take an active role. Sharing ideas and information with various

activities occurring at the same time can make for noisy classrooms. But it would be a

mistake to conclude that in such classrooms students are not learning and that they are

violating classroom rules (Carr, 2008). The classroom management and mastering order

inside the classroom are the most important factors in educational process and basic

requirements. They are considered the basic problems which face the teacher since teachers

complain about mastering the order inside the classroom, and it consumes much effort and

time, and they are considered as sensitive, important and critical factors for the teacher’s

success or failure in his tasks. Teachers do not generally want to give control to their

students especially on matters of discipline. They are instructed that the mark of a good

teacher is the teacher who controls the class (Taylor, 2007). The amount of control that

teachers have in the class is often seen by the administration as a measurement of the quality

of a teacher. Administrators are usually happy if 34 a teacher never sends a student to the

office and interpret this as proof that the teacher is in control and must be doing a good job

thus the students are disciplined (Visser, 2009). Students that practice disruptive behaviour

because disciplinary problems in the classroom and have negative effects on student, it may

also lead to low achievement. There are many academic and behavioural problems regarding
students that face teachers in the classroom and has a direct impact on the teaching –

learning process such as: forgetting school tools, frequent absence, lack of attention,

hyperactivity, inappropriate talk in the classroom vandalism, disobedience, aggressiveness,

refusal to do tasks and school works. There is no instruction without any problems, as long

the classroom has different achievement factors, and different personality (Visser, 2009). A

study carried out in Zimbabwe by Tull and Hawking (2006), on how attitude plays an

important role in predicting behaviour among secondary school students showed that the

knowledge of how students perceive rules and regulations and their readiness to embrace

them can help in determining if they instill discipline in students or not. Tull and Hawking

proceed to say that attitudes impel students to react to objects, situations or propositions in

ways that can be called favourable or unfavourable. This can also be termed as an

atmosphere created by an individual towards another individual, object, subject or even

surroundings. The sample study consisted of 10 secondary schools, 50 students randomly

sampled and 10 teachers who were purposively sampled according to the subjects they

taught. This study was conducted in Zimbabwe, a different country from Kenya; there is

therefore a need to determine the effectiveness of school rules in enhancing discipline within

a 35 Kenyan geographical location. Further, the study focused on how attitude plays an

important role in predicting behaviour among secondary school students while the current

study will focus on the effectiveness of school rules in enhancing discipline. In Kenya most

students tend to have a negative attitude towards school rules and regulations (Kamau and

Njenga, 2009). This is attributed to the fact most students at this level are usually in their

adolescent stage where they develop a rebellious attitude towards what is even meant for

their benefit. This can have a negative effect over the implementation of school rules and
regulations. Kamau and Njenga (2009) conducted a study on how negative attitude hinders

effective implementation of school rules and regulations in secondary schools in Kenya, case

study of Kiambaa Constituency, Central Province. They stated that right attitude formation

is a core part in the implementation of school rules and regulations. Formation of favourable

attitude is central to the education process. The study sample consisted of 7 secondary

schools in Kiambaa Constituency, fourteen teachers purposively sampled and 150 students

randomly sampled. The result of the finding concluded that the attitude of a teacher and

students matter a lot in the implementation of school rules and regulations. This study was

conducted in Kiambaa which is an urban setting while the present one will be conducted in

Kangundo Division which is in a rural area. Challenges arising in enforcing rules and

regulations in secondary schools The purpose of discipline and punishment should be

constructive and not destructive; educative rather than punitive. The aim of discipline should

be to educate and nurture values of tolerance, respect and self-discipline in the learner rather

than to victimize, seek revenge.

Research methodology

This shows how the research was done. In this chapter, the researchers focused on how

the data gathered. In this chapter, the researchers tackled about the participants of the research,

instrument researcher used and, the procedure of the research.

Research Instrument

The research will use a questionnaire to be floated among the Junior high school students

of San Rafael Parochial School.

The researchers seek a convenience sample from the Junior high school students of San

Rafael Parochial school. The researchers distributed questionnaire's to the student of junior high

school in San Rafael parochial who are present with a total of 120 respondents to be analyzed.

Setting

The research conducted the study within the premises of San Rafael Parochial school

wherein the Junior high school students are present. It is situated in San Rafael village Balut,

Tondo Manila. Adjacent to it is San Rafael Parish.

Source of Data

The source of data was focused on the disseminated questionnaires on the junior high

school students and on student handbook given by the school.

The researchers used descriptive content analysis method in the study that serve as a

framework in analyzing the gathered data, to determine why does the junior high school students

of San Rafael Parochial school violates some of minor offense rules of the school.

Formulas

To determine the top 5 most commonly violated by Junior High School Students

Summation of all answer in questionnaire no.3 and arranged into the highest to lowest

order to determine the top 5 most commonly violated.

Conceptual Framework

This framework shows the actual procedure that the researchers will do.

INPUT PROCESS OUTPUT

questionnaire as a form to distributed to 30 students per determine the top 5 most commonly

gathered information. Junior grade level in San violated how the school implements

Rafael Parochial School. the intervention of minor offenses,

and does the intervention was

effectively implemented to the

students.
CHAPTER IV: