EFFECTS OF SCHOOL-BASED ORGANIZATION ON STUDENTS DISCIPLINE

AND DEVELOPMENT IN SAN JUAN SENIOR HIGH SCHOOL

Fatima A. Medenilla

Nicole R. Velasco

Stefhanie Marhian E. Abanilla

Cedrick B. Sicuhan

Johnwell R. Ramos

San Juan Senior High School

Humanities and Social Sciences

Mr. Stephen G. Sabile

June 2023
 TABLE OF CONTENTS

Page

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

ABSTRACT …………………………………………………………………………… ii

ACKNOWLEDGEMENT ………………………………………………………......... iii

TABLE OF CONTENTS

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………………………… 1

Conceptual Framework …………………………………………………… 3

Statement of the Problem ………………………………………………… 5

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

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

Definition of Terms ………………………………………………………… 7

CHAPTER 2

REVIEW OF RELATED LITERATURE …………………………………… 10

Synthesis ………………………………………………………………….. 12
CHAPTER 3

RESEARCH METHODOLOGY

Research Design ………………………………………………………… 14

Subject of the Study ……………………………………………………... 14

Data Gathering Instrument ……………………………………………… 15

Data Gathering Procedure ……………………………………………… 15

Creating of Questions

Validation of Questions

Data Analysis

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA..... 17

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary ………………………………………………………………… 23

Conclusion …………………….………………………………………… 24

Recommendation ………………………………………………………. 25

Bibliography
 ABSTRACT

School-Based Organizations are increase facing competitive activities to

overcome the academic performance and overconfidence of the students. Student

leaders are the organizations assist their colleague to flourish the skills and abilities

of every individual. The researchers promote purposive sampling and chose the

students from San Juan Senior High School as their main respondents. The study

revealed the effects of school-based organization on students’ discipline and

development. The outcome of this study shall be utilized as basis for conducting

enhancement and improvement in high standards and qualifications both for the

researchers and readers of the said study. From the conclusions outlined, the

researchers recommend some suggestions for teachers, students and

organizations in senior high school on implementing the programs that can develop

the disciplinary actions and skills of every individual with no hesitations and

improve their performance and academic achievement.

Keywords: School-based organization, Programs and Activities, Discipline

and Development, Academic Performance, Achievements

 ACKNOWLEDGEMENT

The researchers sincerely acknowledge the support and assistance of the

following, to which they express sincere appreciations:

Mr. Stephen G. Sabile (Research Adviser) for generously giving his time

and patience which gave motivation to the researcher to chase this study despite

of the barrier along the way;

Their classmate, for the fairly concern, tenacious encouragement, full

support and for the prayers; for the warm relationship and good humor which

lightens these days;

All respondents, to the fountain of extraordinary ideas, to their authentic

thought and to the students but spirited minds, who have made this everyday a

tragic but fulfilling one;

Their Family, for their lifetime inspirations, for the love and support;

Above all, to ALMIGHTY GOD, who give his wisdom, grace and love for the

accomplishment of this creation;

Elmer G. Samarita, (Principal ll) for his consent to conduct their study

beyond school premises. For sharing his respected time grant helpful suggestions

which made the researchers perceived the real value of this piece of work.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

A School Based Organization (SBO) is a student-led group that operates

within school and aims to promote various activities and initiatives that enhance

the learning environment and support the academic, social, and emotional

development of students.

The organization is typically run by elected student officers, who work with

an advisor to plan and coordinate events and activities, such as community service

projects, fundraisers, cultural celebrations, and academic competitions. SBOs also

serve as a platform for student voice and advocacy, allowing students to express

their opinions on school policies and issues affecting their education.

School Based Organization can vary in structure and function from school

to school, but they are generally designed to provide students with leadership

opportunities and foster a sense of community and belonging within the school.

Nuttall, R. (2017)

Students-Based Organization (SBO) face a range of challenges that can

impact their ability to function effectively and achieve their goals. One of the main

problems is memberships, as SBOs can struggle to attract and retain members

due to students having limited time and involvement in other extracurricular

activities. This can lead to difficulty in finding individuals willing to take on

leadership roles, which is another challenge for SBOs. Additionally,

communication challenges can arise due to difficulties in keeping members

informed and connected, as well as effectively communicating with external

stakeholders. Finally, resource challenges such as obtaining funding access to

equipment, and space can pose significant obstacles for SBOs particularly with

limited resources available.

These problems require effective leadership, communication strategies,

and resource allocation to overcome and successfully carry out initiatives. Jen

Gutzelman (2018)

Student-Based Organizations (SBOs) can have a significant impact on the

development and discipline of students. By participating in SBOs, students have

the opportunity to develop leadership skills, build relationships, and engage in

community service. These experiences can help students develop self-confidence,

communication skills, and problem-solving abilities that are essential for personal

and academic success.

SBOs can also play a crucial role in promoting discipline and responsibility

among students. By taking on leadership roles, students learn to manage their time

effectively, prioritize their responsibilities, and make difficult decisions.

Additionally, SBOs often have a set of rules and regulations that members are

expected to follow, which can help to promote discipline and accountability among

students.
 Furthermore, SBOs can serve as a positive outlet for student’s energy and

creativity, which can help to prevent negative behaviors such as substance abuse

or delinquency. By engaging in community service projects and advocacy work,

students can also involvement o learn to appreciate the value of social

responsibility and civic engagement, which can promote positive behaviors and

attitudes. Robinson, G. (2018)

The aim of research on school-based organizations (SBOs) in Discipline

and Development is to investigate the effect of student involvement in these

organizations on their personal and social development, particularly in terms of

leadership skills, communication skills, problem-solving skills, and civic

engagement. Researchers also aim to understand how SBOs can promote

discipline and responsibility among students by getting rules and regulations and

providing positive outlets for creativity and energy. Ultimately, the goal of this

research is to provide insights into the benefits of SBO participation and inform the

development of effective strategies for promoting student’s success and well-being

in schools. Kremer, J.F., & Bringle, R.G. (2015)

Conceptual Framework

The conceptual framework of this research presents the input-process-

output model to show the relationships between variables. It gives a viewpoint of

the study that focused on the effect of school- based organization on students’

discipline and development in San Juan Senior High School

 INPUT PROCESS OUTPUT

Effects of
School-Based
organization on
students
discipline and
development.
Discipline and
Development of
the students.
Assessment
Activities that Extra-curricular
of Data thru
will be
Interview and Activities
implemented to
develop the Observation
discipline of the
students.
Strategies of
the school-
based
organization to
maintain the
students
discipline.

Figure 1

Conceptual Paradigm of the Study

The first part of the research paradigm which is the input contains effects of

school based organization in students discipline and development can be

described in terms of school based organization, school discipline, school

development and effect on academic performance.

 The second part of the research paradigm is the process which contains the

way on how data information needed will be gathered through observation and

interview.

The last part of research paradigm contains the output which helps develop

students discipline and development in school. The proposed output is suggested

extracurricular activities that foster positive behaviors, responsibility and empathy

can help improve students discipline and development.

Statement of the Problem

This study will determine and analyse the Effects of School Based

Organization on Students Discipline and Development in San Juan Senior High

School.

Specifically, it will answer the following questions:

1. What is the effect of school based organization on students discipline and

development?

2. How can the school based organization help to improve the discipline and

development of the students?

3. What are the activities that can be implemented to develop the discipline of the

students?

4. What are the strategies of school-based organization to maintain the student’s

discipline?
5. Based on the finding of the study, what other measure may be proposed to

improve students’ discipline and development through the school-based

organization?

Scope and Limitation of the study

The main objective of this study is to determine the effects of school-based

organization in San Juan Senior High School in improving discipline and

development. This study also aims to determine their understanding about the

impact of school-based organization in student’s behaviour. The researchers want

to know the effect of school-based organization and also, how it helps the students

in San Juan Senior High School to improve their discipline and development.

After gathering all information needed, they will try to come up with the

possible recommendation that will help the students to be discipline in school and

their lifestyle.

The study is limited to other strand of SJSHS. The researchers used

interview and observation in getting the needed information. This study only

focused on the students in San Juan Senior High School.

Significance of the study

This study aims to determine the effect of school-based organization on

students’ discipline and development in San Juan Senior High School. The result

of the teachers, student’s leadership, students, researchers and to the future

researcher.
 To the teachers, they will be able to know how to deal with those students

who are affected by the school-based organization.

To the student leadership, student leadership played a significant role in

promoting student development and enhancing campus life. Student leaders

reported developing skills in communication, teamwork, and problem-solving,

which they believed would be valuable in their future careers.

To the students, they will know how school-based organization can affect

their discipline and development and how they can cope up with these effects.

To the researchers, this study was conducted not only to fulfil the

requirements in this subject but also for the knowledge they can get from this study.

Also, it is significant to them in such way that they know the effect of school-based

organization on students discipline and development.

To the future researcher, they can use this study as their guide,

inspiration, and motivation. It may also help them as a resource and basis to

conduct their own related study.

Definition of Terms

Advocacy. According to a study by Ong and Pangilinan (2017) advocacy in the

Philippines has evolved from traditional methods, such as rallies and protests, to

more strategic approaches that involve community organizing, policy analysis, and

engagement with decision-makers. The study highlights the importance of

advocacy in promoting participatory governance and empowering marginalized

sectors of society.
Civic Engagement. According to Asis & Veneracion (2018) civic engagement in

local studies can be defined as the participation of students in activities and

initiatives that promote social responsibility, community service, and active

citizenship. It involves developing the knowledge, skills, and attitudes necessary

to become informed and engaged members of society who contribute to the

common good.

Development. According to Capilitan (2020) development in local studies can

refer to the process of enhancing the physical, cognitive, social, and emotional

growth of students through education and other interventions. It involves promoting

learning, creativity, critical thinking, and problem-solving, and other skills

necessary for personal and professional success.

Discipline. According to Santos (2019) the discipline is practices where it is

essential in promoting a positive learning environment and improving academic

achievement. Students and teachers emphasized the importance of fair and

consistent enforcement of rules, as well as the use of positive reinforcement and

incentives to encourage good behavior.

Extra-Curricular Activities. In a study conducted by researchers from the

University of the Philippines, they found that “participation in extra-curricular

activities contributes to the development of social skills and self-esteem among

Filipino students” (Aguilar et al, 2018)

School Organization

According to Pajaron (2021) school organization in local studies can be

defined as the formal structure and management of a School, which includes the
division of responsibilities, roles and functions of various stakeholders, and the

establishment of policies and procedures. It involves the coordination of activities

and resources to achieve educational goals and meet the needs of students,

teachers, staff, and other stakeholders.

 CHAPTER II

REVIEW OF RELATED LITERATURE

According to a study by Ma (2019) school-based organization, such as the

implementation of rules and regulations, can have a significant impact on students’

discipline. The study found that when schools have clear and consistent rules,

students are more likely to follow them and engage in positive behaviours, leading

to improved academic performance and overall development.

Another study by Lash and Kirkpatrick (2019) examined the relationship

between school climate and student behaviour. The study found that schools, with

positive climates, characterized by supportive relationships between students and

teachers, tend to have lower rates of disciplinary problems and higher rates of

academic achievements.

In a meta-analysis of 213 studies, Wang et al. (2019) found that school-

based interventions that focused on promoting positive behaviours and reducing

negative behaviours had a significant impact on students’ academic outcomes and

social-emotional development. The study suggested that schools should prioritize

promoting positive behaviours, such as respect and responsibility, rather than

solely punishing negative behaviours.

Additionally, a study by Vuchinich et al. (2016) found that implementing

restorative justice practices in schools, such as peer mediation and conflict

resolution, can lead to a reduction in disciplinary incidents and an improvement in

students’ social-emotional skills.

 A study by Arum and Roksa (2014) found that students who attend schools

with high levels of academic expectations and support have better academic

outcomes and are more likely to graduate from college.

A systematic review by Durlak et al. (2011) found that school-based social

and emotional learning programs can lead to improvements in student’s social-

emotional skills, behaviours, and academic outcomes.

Implementing mindfulness-based programs in schools can lead to

improvements in students’ emotional regulation, attention, and well-being is based

on the study of Weare and Nind (2011).

An investigation by Koenig et al. (2010) found that schools that prioritize

character education, such as promoting empathy, integrity, and responsibility,

have a positive impact on students’ social-emotional development.

A research by Gottfredson and Gottfredson (2017) found that schools that

implement evidence-based practices for school discipline, such as positive

behavioural interventions and supports (PBIS), have lower rates of disciplinary

incidents and suspensions.

An inquiry by Lerner and Lerner (2013) found that student engagement, as

measured by attendance, behaviour, and grades is positively related to the

implementation of school-based organization practices, such as teachers’

collaboration and student-centered learning.

An analysis by Skiba et al. (2011) found that implementing school-wide

positive behaviour support (SWPBS) programs can lead to a significant reduction

in disciplinary incidents, as well as improvements in academic outcomes.

 An examination by Ehrhardt et al. (2020) found that implementing trauma-

informed practices in schools, such as providing emotional support and creating a

safe and supportive environment, can lead to a reduction in disciplinary incidents

and an improvement in students’ social-emotional development.

Synthesis

The study of Wang et al. (2019), Vuchinich et al. (2016), Durlak et al. (2011),

Weare and Nind (2011), Skiba et al. (2011), and Ehrhardt et al. (2020) focuses on

the students social-emotional skills improvement and the outcomes of academics.

Also, their study suggested that schools should prioritize, practices, promote, and

support the students’ skills to improve their behavioural and disciplinary attitudes.

According to Ma (2019), Lash and Kirkpatrick (2019), and Gottfredson and

Gottfredson (2017) school based organization have a significant impact on

students’ discipline. This research showed that the teachers should implement

regulations to positively practice school discipline and lower the rates of

disciplinary incidents problems and improved academic performance and overall

development.

On the other hand, Arum and Roksa (2014), Koenig et al. (2010), Lerner

and Lerner (2013) studies also tell that there are also a good benefits and result of

having a school based organization. They found that the achievements of the

students having a good discipline are expecting to have a better academic

outcomes and more likely to finish their study. In general the teachers and school
have a significant impact on students’ discipline and development because school

prioritize education with integrity and responsibility.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, subject of the study, data

gathering instruments, and data gathering procedure.

Research Design

The non-experimental phenomenological study involved qualitative

approach to determine the effect of school-based organization on student’s

discipline and development. The researcher chooses the most accurate and

appropriate design which is phenomenological study to determine the effect of

school-based organization on student’s discipline and development.

The researcher used the phenomenological study because this is the most

effective research design and it is to depict the respondents in an accurate way.

Phenomenology is an approach to qualitative research that focuses on the

communality of a lived experience within a particular group. The fundamental goal

of the nature of the particular phenomenon (Creswell, 2013).

Subject of the study

The researchers chose the students on San Juan Senior High School as

their respondents. The researcher chooses the students as their respondents

because they are the students who will capable and possibly involve in school-

based organization students development. This study applied purposive technique

or way in which the researcher relies on her or his own judgement when choosing

the participants in this study.

Data Gathering Instrument

The researcher applied interview protocol as the main instrument for data

gathering. According to Patton (2015) the interview protocol consists of questions

about testing students behaviour and discipline in school-based organization

because based on our observation the standards of setting school based

organization is not that effective. The researcher’ interview protocol is an

instrument of inquiry-asking questions. For specific information related to the aims

of this study as well as an instrument for conversation about a particular topic.

Data Gathering Procedure

This research followed these procedures:

Creating of Questions

The researchers created questions about the improvement and effect of

school-based organization on students’ discipline.

Validation of Questions

The researcher questions will be submitted to the adviser whose

recommendation was given due consideration and it will subjected to content

analysis for validity and reliability.

Data Analysis

Data was collected through interview and observation from the

respondents. Gathered data was analyzed through content analysis. Coding was

used in interpreting the gathered data.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the data analysis and findings represented in the

sample, which means that the researchers gathered all the data came from the

students of San Juan Senior High School. Data were collected via interview and

observation that been developed by the researchers. The interview undertaken at

San Juan Senior High School and the five respondents are interviewed based on

the questions. The findings from this study of research offer potentially important

contributions to the students to improve their discipline and development and

expanding their knowledge about school-based organization.

1. The effect of school-based organization on students’ discipline and

development.

School-based organization has a significant impact on the students. These

are the student leaders who has the ability to be a role model in their fellow

students. School-Based Organization such as SSLG, YES-O and BKD are the

people in the school who are leading and helps other students in a good way to

develop their self-discipline, self-esteem, self-confidence, skills and abilities to gain

more knowledge and explore more to promote positive behaviours for the

academics development.

In a meta-analysis of 213 studies, Wang et al. (2019) found that school-

based interventions that focused on promoting positive behaviours and reducing

negative behaviours had a significant impact on students’ academic outcomes and

social-emotional development. The study suggested that schools should prioritize

promoting positive behaviours, such as respect and responsibility, rather than

solely punishing negative behaviours.

2. The school-based organization help to improve the discipline and

development of the students.

By the implementation of the program, it can help the students to develop

their hidden talents and to promote common good to the things that they aren’t

comfortable. Organization in school are the one who helps other students to be

more responsible and validate the emotional and mental health of everyone in the

environment. At the same time they learning by their own and applying it with their

everyday life.

An examination by Ehrhardt et al. (2020) found that implementing trauma-

informed practices in schools, such as providing emotional support and creating a

safe and supportive environment, can lead to a reduction in disciplinary incidents

and an improvement in students’ social-emotional development.

3. The activities that can be implemented to develop the discipline of the

students.

The student’s advocacy campaign, punishments, team building activities,

mental health awareness, and culminating activities are the way to develop the

students discipline and it encourages students to be more active in every activities

that the school will implement. These actions can give hope and validating the

feelings of those students who need more help from their colleague.

A systematic review by Durlak et al. (2011) found that school-based social

and emotional learning programs can lead to improvements in student’s social-

emotional skills, behaviour, and academic outcomes.

4. The strategies of school-based organization to maintain the students’

discipline.

School-based organization can implement or provide strategies that the

students maintain their disciplines. Strictly implementing rules and regulations to

build cooperation of each other and to realize that they need to strictly follow the

regulations of the school for them to be disciplined.

According to a study by Ma (2019) school-based organization, such as the

implementation of rules and regulations, can have a significant impact on students’

discipline. The study found that when schools have clear and consistent rules,

students are more likely to follow them and engage in positive behaviours, leading

to improved academic performance and overall development.

5. The student discipline develop if the school-based organization

implement.

The school has an organizations and teachers to lead and support those

students that need to develop the discipline. And the students’ discipline is really
developed because they have people to look up to and lead them in the actions

they will take for them to be academic achiever.

Another study by Lash and Kirkpatrick (2019) examined the relationship

between school climate and student behaviour. The study found that schools, with

positive climates, characterized by supportive relationships between students and

teachers, tend to have lower rates of disciplinary problems and higher rates of

academic achievements.

6. The benefits of school-based organization on the students.

Organization has benefits on the discipline of the students, it builds their

good attitude that results for being responsible. And it will serve as guide for them

on how to be democratic, organized and free to share for everyone their thoughts.

An investigation by Koenig et al. (2010) found that schools that prioritize

character education, such as promoting empathy, integrity, and responsibility,

have a positive impact on students’ social-emotional development.

7. The advantages of school-based organization on the behaviour of the

students.

There’s an advantage of organizations on the students, they become more

discipline and active on the rules and activities that the school implemented. They

be more responsible by managing their time as well as their mental health, student

leaders also implement activities for the awareness of the students and to solve

their problems. With that the students motivate to do more and improve their skills.

Additionally, a study by Vuchinich et al. (2016) found that implementing

restorative justice practices in schools, such as peer mediation and conflict

resolution, can lead to a reduction in disciplinary incidents and an improvement in

students’ social-emotional skills.

8. Expectations on the school-based organizations.

It’s about leadership that help and focuses on the improvement of their

fellow students with the help of teachers. Their expectation about a leader is that

they will be the one who take the responsibility and practices for every youth

behaviours, skills, knowledge, engagement, and positivity to well develop the

discipline by the connection of student leaders and teachers.

An inquiry by Lerner and Lerner (2013) found that student engagement, as

measured by attendance, behaviour, and grades is positively related to the

implementation of school-based organization practices, such as teachers’

collaboration and student-centered learning.

9. School-Based Organizations have an impact on the students’ discipline

and development.

Leading the school with the good intentions has a significant impact on the

students discipline and development by implementing activities for them to focus

and act properly inside the school. Based on the observation students develop

their well-being, cooperation, attention, maintain the good behaviour and improve

themselves by following the rules and regulations that implemented.

 Implementing mindfulness-based programs in schools can lead to

improvements in students’ emotional regulation, attention, and well-being is based

on the study of Weare and Nind (2011).

10. School-Based Organization can change the students’ discipline.

Organizations can change the discipline of the students because they have

the power and ability to lead everyone in a good and positive way. The goal of

every teacher and student leaders is to correct the wrong doings and misbehaviour

of the students, teach them to move forward beyond their limits, enhance their

skills and their moral values to change. It is one of the best ways for them to

support and recognize with good expectation for their next journey as a students.

A study by Arum and Roksa (2014) found that students who attend schools

with high levels of academic expectations and support have better academic

outcomes and are more likely to graduate from college.

 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

Robert Rosenthal defined the Pygmalion effect as “the phenomenon

whereby one person’s expectation for another person’s behaviour comes to serve

as a self-fulfilling prophecy” (American Psychologist, Nov. 2003, p 839). This has

been the subject for development the discipline of the students, it is found that

students whose has the ability and skills to lead their fellow students are set high

expectations for them were more likely to change their behaviour. It’s also good to

have high expectations at the beginning of new task or activities, so that the

students don’t have any preconceived negative notions of how they fare and

behave properly.

A commonly proposed strategy for raising development of discipline and

achievement levels in school is to specify high expectations or ‘standards’ of

student performance and to hold students, teachers and schools accountable for

achieving those goals.

Increase the academic performance standard in any students will be

appropriate for some students, student leaders and teachers, but is likely

inappropriate for students who are struggling to change their behaviour and

improve discipline. The reason is that students facing problems and it’s hard for

them to interact with and cooperate to others, also because of widely different

levels of attainment. As a result, less students often are not ready and comfortable
in some activities and programs that the school and school-based organizations

implemented, and more advanced students are not adequately challenge by the

leading strategies of student leaders.

Conclusions

1. Social interaction of school-based organizations in their fellow students

are the best way to easily cooperating and participating in the programs they

implemented. They are the people who move in school to lead the students in

improving and developing their abilities and to have a positive outcome in

academic performance.

2. Therefore, we conclude that due to its high expectations and standards

that students hesitate to cooperate and to show their skills because they don’t have

attentions and people to guide them based on their own experiences, but still

looking forward to the improvement of students discipline and development for the

help of school-based organizations.

3. However, those students that lack of positive behaviors are the main target

of school-based organizations and teachers to improve their disciplinary actions.

Develop and enhance the skills of every students by participating in the programs

and activities that the school and student leaders implemented.

4. The students who had been chosen random from San Juan Senior High

School where more likely to make larger improvement and gain knowledge in

leading their fellow students. The researchers attributed this also to their teachers
having high expectations of these students, specially altering the improvement of

the behaviors and discipline of the students.

Recommendations

After a thorough analysis of data, the following recommendations are hereby

made:

1. If expectations are pitched ate the right level, to be both helpful,

challenging, and realistic, they can help the students to improve their skills, ability,

discipline, behaviors, performances, and academic achievements.

2. Encouraging students who have potentials and skills to change their

behaviors and improving their disciplinary actions.

3. School-based organizations should implement programs and activities

that can help students to boost their self-confidence in participating in those

activities. Also, to maintain the good attitude and positive behaviors to achieve

academic’s outcomes.

4. Teachers must challenge students to persevere on order to give them the

experience of success and develop their self-esteem and ability in meeting high

expectations.
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