Extent of Implementation of Student Hand

Republic of the Philippines
MARINDUQUE STATE COLLEGE

GRADUATE SCHOOL EDUCATION STUDIES
ISO 9001:2015 Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque
EXTENT OF IMPLEMENTATION OF STUDENT HANDBOOK IN THE
DIVISION OF MARINDUQUE: BASIS FOR AN IMPLEMENTATION
PROGRAM
A Master’s Thesis
Presented to the
School of Education
Marinduque State College
Submitted In Partial Fulfillment of the Requirements
For the Degree Master of Arts in Education
Major in Educational Management
MARIA MELANIE M. LOTO
2019
1
APPROVAL SHEET
This thesis entitled “EXTENT OF IMPLEMENTATION OF STUDENT
HANDBOOK IN THE DIVISION OF MARINDUQUE: BASIS FOR
IMPLEMENTATION PROGRAM”, prepared and submitted by MARIA MELANIE
M. LOTO, in partial fulfillment of the requirements for the degree Master of Arts major
in Educational Management is hereby recommended for final oral examination.
COMMITTEE ON ORAL EXAMINATION
MERIAN C. MANI, Ed.D.

Chair
LIZA MARIE M. MANOOS, Ph.D. CHRISTOPHER J. REBISTUAL, M. A.

Ed
Member Member
Approved and accepted in partial fulfillment of the requirements for the degree
Master of Arts major in Educational Management.
REX EMMANUAL L. ASUNCION, Ed.D.

Associate Dean, Graduate School Education Studies
2
RECOMMENDATIONS FOR ORAL EXAMINATION
This thesis entitled “EXTENT OF IMPLEMENTATION OF STUDENT
HANDBOOK IN THE DIVISION OF MARINDUQUE: BASIS FOR
IMPLEMENTATION PROGRAM”, prepared and submitted by MARIA MELANIE
M. LOTO, in partial fulfillment of the requirements for the degree Master of Arts in
Education major in Educational Management is hereby recommended for oral
examination.
EMELITA R. RODELAS, MAEd

Adviser
MA. TERESA C. CHAVEZ, M.A.T. ANNALYN J. DECENA, Ph.D.

Statistician Editor/Copy Editor
3
ACKNOWLEDGEMENT
The researcher expresses her gratitude and appreciation to the following persons
who had given untiring support, time, and guidance to finish this study.
The Panel of Examiners chaired by Dr. Merian C. Mani, her members, Dr. Liza
Marie M. Manoos and Mr. Christopher J. Rebistual, for their constructive comments and
suggestions which contributed greatly to the improvement of this paper;
The validators, Mrs. Rosalia B. Mapacpac, Mrs. Portia P. Orlina, Mrs. Maria
Dianna R. Macayaon, Mr. Arnel M. Lantita, Hon. Sonny L. Paglinawan, PSSg Jolan S.
Guevarra and PSMS Rienchild M. Montiano, for giving advice and ideas for the
improvement of this paper;
Mrs. Emelita R. Rodelas, her adviser, for the encouragement, understanding,
guidance, and for the extended intellectual and emotional support;
Mrs. Ma. Teresa C. Chavez, her statistician, for her professional ideas and
information on the statistical aspect of this study;
Dr. Annalyn J. Decena, for her expertise and patience in editing the entire paper;
The Schools Division Superintendent of Marinduque, Mrs. Laida L. Mascareňas,
for her prompt attention and allowing the researcher to conduct this study in the Division
of Marinduque;
The principals of the respondent schools, for their kind assistance in the conduct of
this study; the teachers, students, and parents for their patience in answering the survey
questionnaire.
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To her parents, Papa Esmie and Nanay Ludy, for the love and spiritual support for
always;
To her loving and devoted husband, Chong Orly, whose commitment and sacrifices
are incomparable;
To her son, Yrol, who serves as an inspiration to pursue her studies;
Most of all to the Almighty GOD for providing wisdom, good health, and needs
for the success of this study.
FOUREM
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ABSTRACT
The study determined the extent of implementation of Student Handbook in the
public and private schools in the Division of Marinduque. It described the extent of
awareness of the teachers, students, and parents about the different sections of Student
Handbook, likewise, it determined the extent of implementation of student’s handbook in
terms of impositions of penalties or disciplinary measures. This study used descriptive-
quantitative research design utilizing descriptive survey method. Statistical treatments
such as mean and T-test were used to interpret the data gathered. The researcher
constructed questionnaire which was administered to 2380 respondents composed of 283
teachers, 1071 students, and 1026 parents from public and private secondary schools in
Marinduque.
This study revealed that sections of Student Handbook in terms of policies and
guidelines on school discipline, classification of offenses and penalties or disciplinary
measures between public and private schools are typically the same but differ only on the
structure. In addition, the mechanism of Student Handbook implementation in private
and public schools are the following: orientations, distribution of copies, reference in
dealing with student’s cases of infractions and content’s discussions between the teacher-
adviser and students.
Moreover, the overall descriptive interpretation of public and private schools
when it comes to the awareness on different sections of Student Handbook is
“Moderately Aware”. Public schools average mean is 2.97 while private schools obtained
2.81. Furthermore, on the extent of implementation of Student Handbook in terms of
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imposition of penalties or disciplinary measures, public schools were generally rated as
“Highly Implemented” with a mean rating of 3.73. Private schools also got a description
interpretation of “Highly Implemented” with an equivalent mean rating of 3.82.
It was then concluded that there is no significant difference on the extent of
awareness on the different sections of handbook and extent of implementation of Student
Handbook in terms of imposing penalties between public and private secondary schools.
Student Handbook implementation enhancement program was proposed to further
strengthen the implementation of the handbook as well as to help improve student’s
discipline in school.
Keywords: (add 5 keywords here mam..)
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Table of Contents
Title Page………………………………………………………………………………...i
Approval Sheet………………………………………………………………………….ii
Recommendation for Oral Examination……………………………………………..iii
Acknowledgement………………………………………………………………….......iv
Abstract………………………………………………………………………………...vi
Table of Contents……………………………………………………………………..viii
List of Tables…………………………………………………………………………...xi
List of Figures………………………………………………………………………….xii
Dedication…………………………………………………………………………….xiii
CHAPTER I - The Problem and Its Background
Introduction………………………………………………………………………..1
Statement of problem………………………………………………………………4
Scope and Limitation………………………………………………………………5
Significance of the Study…………………………………………………………..7
Conceptual Framework……………………………………………………………7
Research Hypotheses………………………………………………………………9
8
Definition of Terms………………………………………………………………..9
CHAPTER II - Review of Related Literature and Studies
Review of Related Literature and Studies……………………………………...12
CHAPTER III - Methodology
Research Design………………………………………………………………….33
Research Locale………………………………………………………………….34
Population Sample………………………………………………………………..35
Research Instrument……………………………………………………………...36
Data Gathering Procedure………………………………………………………...38
Statistical Treatment……………………………………………………………...38
CHAPTER IV - Results and Discussions
Presentation, Interpretation and Analysis of Data………………………………..41
Proposed Intervention Program…………………………………………………..71
CHAPTER V - Conclusions and Recommendations
Summary of Findings…………………………………………………………….73
Conclusion………………………………………………………………………..74
Recommendations………………………………………………………………..75
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Bibliography…………………………………………………………………………...76
Appendices
A. Survey Questionnaire for Private Schools…………………………………...83
B. Survey Questionnaire for Public Schools………………………………........90
C. Letters to the Validators and Validation Sheets………………………………97
D. Letter to School Division Superintendent ……………………………………101
E. Letter to School Principals……………………………………………………102
Curriculum Vitae…………………………………………………………………….103
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List of Tables
Table 1The Respondents of the Study………………………………………………….36
Table 2.1 Differences and Similarities on General Policies and Guidelines
On School Discipline between Public and Private Schools……………………41
Table 2.2. Differences and Similarities on the Classification of Offenses
Between Public and private Schools……………………………………………43
Table 2.3 Differences and Similarities on the Classification of
Penalties/Disciplinary Measures between Public and Private Schools………….46
Table 3.1 Awareness of Teachers on the Different Sections of Student Handbook……52
Table 3.2 Awareness of Students on the Different Sections of Student Handbook…….55
Table 3.3 Awareness of Parents on the Different Sections of Student
Handbook……….57
Table 3.4 Summary of Results on the Awareness of Teachers, Students and Parents
On the Different Sections of Student Handbook ……………..............................58
Table 4 Extent of Implementation of Students Handbook in
Terms of Imposing Penalties…………………………………………………...62
Table 5.1 T-test showing the significant difference on the extent of awareness
of teachers, students and parents to the different sections of Student
Handbook between public and private schools………………………………….65
Table 5.2 T-test showing the significant difference on the extent of implementation
of Student Handbook in terms of imposition of penalties/disciplinary
measures between public and private schools……………………………….....67
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List of Figures
Figure 1. Conceptual Framework………………………………………………………9
Figure 2. Map of the Philippines and Marinduque……………………………………34
Figure 3. Handbook Implementation Enhancement Program…………………………70
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DEDICATION
This work is heartily dedicated to her loving parents
Mr. Esmeraldo Go Montiano and Mrs. Lourdes Trinidad Maningas Montiano;
Her sisters - Ate Melody, Mary Joy, and Ate Dez;
Her brothers - Kuya Reinchild and Kuya Miguel;
Her niece and nephew - Leeane Jewelle, Cassey, Malea and Eriz;
To her dearest husband, Orly;
and to her son, Yrol;
Lastly, this work is also dedicated to all people who believed in the richness of learning.
To GOD ALMIGHTY, my honors and glory belong to you.
FOUREMS
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
The future of our nation lies on the hands of the youth today. More so, the youth
has the power to reshape and transform the nation’s present conditions. Since the youth
will be the leader of our society, they need a good and strong foundation which should be
developed early through acquiring education in schools.
Education is the most powerful tool that could lead one towards success.
Wonderful things are learned from school. It is a place where young minds are being
shaped to become good citizens and the future of our society. They acquire knowledge,
develop skills, and learn to discipline themselves. Educating an individual also means
inculcating discipline and making him to be more responsible on the consequences of
every action he will perform. School train students to accept rules and regulations posed
by the institution thus, creating a stable environment which leads to peace and
development. It is essential therefore, that educators must establish personal discipline
among students to produced graduates who are globally competitive. For this to be
realized, it is important to ensure that these young ones must develop self-disciplined so
they can remain focused in life, sharpen their skills and enhance their talents.
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The growing incidents of ostensible deterioration of our “moral fiber” are
everybody’s concern and sundry across the world. In the development of every nation,
children are seen as future assets, since they serve as potential human resources to replace
the old ones in the coming generations. And so, parents send their children to school not
only for academic learning but also for moral values as well. Applying then school rules
is essential due to the fact that it molds the character and values expected from them by
others in the society. It also helps create control over students since having students who
are not mature enough in school could curb more problems for people around them. If a
student gets to disrespect a teacher or a fellow student, the rules help them learn from
their mistakes, hence, avoid repeating the mistake again. The students are able to
distinguish right from wrong, thus, develop healthy habits to behave properly while in
and out of school. They are crucial because they give a signal to them that they are not
doing something right.
Rules and regulations are essential for students to become disciplined and to be
able to prepare them for the future. Moreover, the society is always faced with numerous
rules and so understanding its importance while in the school will help develop respect
for the governing authority. When the school rules and regulations are being followed by
the students, it shows that they respect those who created it. In addition to this, obeying
the rules is evident enough to create good relationship with the teacher and principal and
also a demonstration to show that students care about their education.
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To officially introduce the school policies, rules and regulations to school
stakeholders, these were formally put into writings in the form of a Students Handbook.
This book is a compilation of school policies, rules and regulations and other facts
relevant to the school. The distribution of Student Handbook is done to every new hired
teacher and enrolled students to keep them aware of the policies pertaining to the
operation of the school. The chief purpose of this is to establish guidelines that protect the
rights of the students and to outline responsibilities, obligations and expectations for
students necessary to ensure success and stability of disciplined inside the school
(Keraga, 2014). Furthermore, Student Handbook is a great tool that can be used in
maintaining peace and order in school if properly implemented. This is in response to the
appeal of the government that every school administration shall develop and maintain a
healthy school environment conducive for the promotion and preservation of academic
freedom and effective teaching and learning and to progressive school-personnel
relationship (Batas Pambnsa 232). Effective implementation of rules and regulations
maintain discipline in school. In fact, discipline is a pre-requisite to almost everything a
school has to offer students (Mc Gregory, 2006). In addition, Vornberg (2002) stated that
in order to create satisfactory climate in school, a certain level of discipline must exist.
Each student must be aware on the consequences or sanctions that corresponds to each
violated rules and regulations. There should be strong implementation of this so that
students may act accordingly in different situations inside the school premises. Teachers
and other school authorities also have a big responsibility in establishing discipline
among students.
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Ensuring that content of the Student Handbook is properly implemented, the
school authorities conduct programs that will develop awareness about it. Orientation is
usually conducted at the beginning of the school year. Contents are properly explained to
the students, parents, and other stakeholders by the guidance counselors, advisers and
even the principal of the school. New students are given copies of the Student Handbook.
But in spite of this, many students are still violating the rules and regulations of the
school.
The researcher has been wondering whether the implementation of student
handbook is still effective in strengthening discipline among students in the Division of
Marinduque. Based on the given background of the study, it became the concern and
hope of the researcher that through this study, disciplinary problems in the schools of the
Division of Marinduque will be lessened if not totally eradicated. Enhancing student’s
discipline in school is somehow related to how the student handbook is being
implemented.
Statement of the Problem
Schools not only help students learn the necessary concepts and skills but also
allow the students to interact with other students socially, academically, and emotionally.
It develops socialization process of young people from where they learn to regulate their
own conduct, respect towards others, manage their time responsibly and becoming a good
citizen (Tait, 2003). Though school has a big role of instilling discipline among students,
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what is being observed in some of the schools in the Division of Marinduque is a wave of
discipline among students in a form of violating the school rules and regulations.
With these, the researcher tried to ascertain the extent of implementation of the
Student Handbook in enhancing discipline in the schools in the Division of Marinduque.
The study answered following questions:
1. What is the difference of the Student Handbook between public and private
schools in terms of:
a. General Policies and Guidelines on School Discipline
b. Classification of Offenses
c. Penalties/Disciplinary Measures
2. What are the mechanisms of Student Handbook implementation?
3. What is the extent of awareness of teachers, students and parents of private and
public secondary schools as to the following sections of Student Handbook:
a. General Policies and Guidelines on School Discipline
b. Classification of Offenses
c. Penalties/Disciplinary Measures
4. What is the extent of implementation of the Student Handbook in public and
private secondary schools in terms of penalties?
5. Is there a significant difference between public and private secondary schools
in terms of:
a. Awareness on the different sections of Student Handbook
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b. Extent of implementation of the imposition of penalties/disciplinary
sanctions
6. Based on the findings of the study, what intervention can be utilized to enhance
the implementation of Student Handbook?
SCOPE AND DELIMITATION
The study focused on the extent of implementation of Student Handbook in
enhancing discipline on the schools of the Division of Marinduque. This includes the
awareness of the respondent on the different sections of handbook namely: General
Policies and Guidelines on Discipline, Classification of Offenses and
Penalties/Disciplinary Measures. The study was also limited to the determination of the
extent of implementation of student’s handbook in terms of awareness on policies and
guidelines, classification of offenses and penalties including imposing penalties or
disciplinary sanctions between public and secondary schools in the division of
Marinduque.
Respondents of the study were the Grade 10 secondary students, parents, and
teachers of the selected private and secondary schools on the Division of Marinduque.
School respondents were chosen using random purposive sampling.
The respondents of the study.
DISTRICT PUBLIC PRIVATE

Boac Marinduque National High Educational System
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School Technological Institute ( ESTI)
Mogpog Butansapa National High Marinduque Academy Inc.

School
Santa Cruz Landy National High School Holy Infant parochial School
Torrijos Poctoy National High School Our Mother Of Perpetual Succor

Academy (OMPSA)
Buenavista Buenavista National High Marinduque Victorian College

School
Gasan Bangbang National High Marinduque Midwest College
School
SIGNIFICANCE OF THE STUDY
This study focused only on the three sections of the Student Handbook related to
maintaining school discipline, the general policies and guidelines, the classifications of
offenses and the penalties/disciplinary measures. The results of this may be useful to the
following:
To the curriculum developers, this study may guide them in aligning the
curriculum to address issues of discipline among students;
The DepEd officials may be guided in reviewing the existing framework to
enhance discipline through effective implementation of the Student Handbook;
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This study may also help school administrators to come up with effective
strategies in building awareness among students, teachers, and parents on the contents of
the Student Handbook;
Furthermore, this study is expected to help school leaders in solving the
increasing problems on discipline among students in schools. It will also assist heads of
the school on how to manage school regulations not only in the respondent school but
also in other schools in the province.
CONCEPTUAL FRAMEWORK
Figure 1 shows the conceptual framework which served as the guide in pursuing
the study. Specifically, it shows the Input, Process and Output Model.
The first frame shows the Input to the study: The sections of Student Handbook
that enhance discipline in school namely: the general policies and guidelines,
classification of offenses and the classification of penalties.
In the second frame, the Process includes the following: collection of data through
interview and distribution, administration, and retrieval of the questionnaires. After
tabulating the data, it was followed by the statistical treatment, analysis and interpretation
of the data and information gathered.
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The last frame shows the output of the study. The findings of the study may serve
as the springboard in coming up with an intervention program called Student Handbook
Implementation Enhancement Program.
PROCESS
OUTPUT
INPUT
Student’s Handbook
 Collection of
 General
data through
Policies and
questionnaire
Guidelines on
and interview
School
Discipline  Retrieval of the Student Handbook
Questionnaires Implementation
 Classification
 Tabulation of Enhancement
of offense
Data program
 Classification
of Penalties  Statistical
treatment of
data
 Analysis and
interpretation of
data on
information
gathered
Figure 1. Conceptual Framework
RESEARCH HYPOTHESES
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This study tested the following null hypotheses which were subjected to a
statistical test at 0.05 level of significance.
1. There is significant difference on the extent of awareness on the difference
sections of Student Handbook between public and private secondary school.
2. There is significant difference in the extent of implementation of
penalties/disciplinary sanctions between public and private secondary school.
DEFINITION OF TERMS
For clearer and better comprehension of the study, the following terms are
operationally defined.
Awareness. It is the extent of the respondents in knowing the different sections of
the Student Handbook.
Discipline. It refers to the awareness and obedience of the students in accordance
with the existing laws, rules and regulations of the school.
Implementation. It is a process of putting the disciplinary measures or penalties
into actions that are required to give sanctions to students who violated the rules and
regulations of the school.
Interventions. This refers to the strategy or plan design to address problems in
the extent of implementing the Student Handbook.
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Major Offenses. These are acts that cause considerable damage to one’s honor
and dignity as a person and to the property or honor of the school.
Mechanisms. These refer to the procedures on how the Student Handbook will be
implemented.
Minor Offenses. These are acts that students must avoid to enable the school
maintain peace and order, cleanliness, and the desired atmosphere inside the campus.
Punishment. It refers to the process of imposing discipline as a consequence of
students breaking the school rules and regulations.
Regulations. These are sets of rules made by authority designed to control the
way something is done or the way how people behave in different manner. It is usually
more official than rules because they are draw up by the school board. They are definite
set of standards that that cannot be change and will be followed or else there will be
consequences.
Rules. These are instructions or statements that tell you what you are allowed and
not allowed to do.
Sanctions. These are penalties or punishments or other means of enforcement
imposed when the student failure to comply with the existing rules and regulations of the
school.
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School. It is an institution where in young minds are being develop holistically in
terms of social, mental, spiritual and moral aspect. It is composed of students, parents and
teachers and other stake holders which are responsible in disciplining students.
Student Handbook. This book is the collection of student’s code of conduct,
policies, rules and regulations with the corresponding sanctions for violations and also a
guideline to protect the right of the students when attending and receiving education in
the school. Sections as to general policies and guidelines, classification of offenses and
penalties are part of Student Handbook that enhances school discipline.
Verbal Warning. It is calling the attention of the student if the rule violated is
less grave and there was no inconvenience caused by such infractions.
Very Grave Offenses. These are acts that cause serious damage to a student’s
honor and dignity as a person and to the property and dignity of school.
Violations. These are actions that fails to abide the existing rules and regulations.
Written Warning. For more serious violations, a formal letter or notice is served
to the student concerning his/her violation of the school’s rules and regulations.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Presented in this chapter are the related ideas and information taken from books,
journals, and published and unpublished research. The discussion started on the concept
about discipline and indiscipline followed by the different reasons of violating school
rules and regulations. This chapter also discusses the different sections of Student
Handbook that enhance student’s discipline in school, the general policies and guidelines,
the classification of penalties and the classification of penalties or disciplinary measures.
Discipline Versus Indiscipline
School discipline implies student with a code of behavior often known as the school’s
rules and regulations (Koomson, Brown et al, 2005). They further explained that the term
school discipline may not only apply to code of school rules but also applied to
punishment as a consequence of transgression of the school code of behavior and its aim
is to ensure a safe and happy learning environment in the school. This rules and
regulations in enable discipline for students thus, making the school orderly and maintain
the quality of school. According to Thornberg (2008), school rules are guidelines for
actions and for evaluation of actions in terms of good and bad, or right or wrong, and
therefore a part of moral or values education in school. School rules and regulations are
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important because it create good behavior among students hence, maintaining school’s
good image.
On the other hand, indiscipline is a destructive behavior which does not promote
peace and co-existence in the society. This behavior is a canker to many nations in the
world as it is a threat to the lives of young ones (Ofori, Tordzro, et.al., 2018). Indiscipline
acts of the students were attributed to many factors which causes intolerance and
indiscipline behaviors resulting to disorder, destruction and anxiety among students.
Therefore, indiscipline behavior does not create conducive environment for learning but
leads to school’s poor performance.
The discipline and indiscipline are two variables that can be an evidences of result
on Student Handbook implementation since this book is the compilations of students
conduct standards, policies and school rules and regulations. It also serves as important
resource for students, highlighting wide variety of topics related to life on the school
campus. In addition, this students’ handbook, serve as a guide for students to act
accordingly in different matters related to day to day operation of school. In spite that all
polices, rules and regulations of the school are clearly stated in students’ handbook, it is
observable that students keep on violating this. The following studies shows behind this
phenomena.
Reasons of Violating School Policies, Rules and Regulations
In the view of Ofori(2018), indiscipline can be related to home and parent factor,
teacher’s factor and school factor. Home and parent factor includes peer pressure, broken
homes, single parenting, and bad extemporary lives led by parents, conspicuous
27
consumption of alcohol and drug abuse, nepotism, racism, tribalism, favoritism, bribery
and corruption, reckless spending by parents and more (Monroe, 2005).
Some of the teacher factors cited on the study of Karhunen (2006) are laziness,
incompetence, autocratic in class and flirting with students can also cause indiscipline in
school. Indiscipline can be attributed to rules of the school that are not clearly defined,
large population of school, lack of integrity, firmness and fairness on the part of the
school head as some of school factors.
The study conducted by Jimelo in 2006 revealed that students who were involved
in indiscipline acts belong to puberty stage who desire for independence from the do’s
and don’ts. He also added that it is just a product of students “yellow zone” or confused
stage as adolescents.
A related study which was conducted by De Vera (in Rosal,2004), found out that
the variables like sex, educational attainment and parents economic status did not affect
the level of discipline of the students. Instead, the teacher, student, school, family and
environmental factors had a little influence to the level of discipline among students. This
was related to the results of study conducted dy Goze (1998) which he determined that
school related causes, socio-economic status, media influence, and peer influence greatly
caused truancy among students.
Above mentioned findings of the study are reasons why students are violating the
rules and regulations of the school written on the Student’s Handbook. Since, they
committed offenses it is expected that they will be given sanctions as penalties thus, this
must be properly defined and clearly stated on the student’s handbook.
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The Student’s Handbook
Student Handbook has different sections as to establishing discipline. Three of
which are the General Policies and Guidelines, Classification of Offenses and the
Classification of Punishments.
General Policies and Guidelines. These are set of policies, principles, rules and
guidelines formulated or adopted by an organization to reach its goal and typically
published in a booklet or other form that is widely accessible. Moreover, it is designed to
influence and determine all the major decisions and actions, and all activities takes place
within the boundaries set by the institution. In connection with the implementation, these
are specific methods employed to express policies in day to day operations of the school.
Together, implementation of policies and guidelines ensure the point of view held by the
governing body of the school is translated into steps that result in an outcome compatible
with that view.
Every school sets school polices and for maintaining discipline that outlines what
the school expects to their students. It includes code of conduct- proper dress code,
maintain peace and order, policies on attendance and proper behavior when attending
activities. This also shows who are the discipline committee and their work and duties.
The school as zone of peace (DepEd Order No.44, s.2005), provides the special
29
environment for the formal, physical, mental, emotional and moral growth of young. As
cited in, Section 3(2) Article XIV of the Philippine Constitution, educational institution
shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and promote vocational efficiency. Thus, the development
policies and guidelines that established discipline of students in school is a duty required
of all educational institutions. They are so to speak given the responsibility to shape the
character and behavior of students/pupils under their care.
General policies and guidelines for school discipline if properly implemented will
ensure a safer environment in school. As stated in paragraph 2, Section 6.2 Rule VI from
Rules and Regulations of RA 9155 as mentioned in DepEd Order No. 1, s. 2003, the
school head shall have the authority, accountability and responsibility for creating an
environment within the school that is conducive to teaching and learning. Thus, school
officials are directed to exercise the prescribed methods to the benefits of student, teacher
parent, government, and the whole country at large. This is essential because discipline is
the foundation of schools. In fact, educators and government authorities recognize
discipline as a precursor of success in all curricular and co-curricular activities. It also is
concerned with the development of internal behavior that enables individuals to manage
themselves.
In addition to these, Section 17 (3) of Batas Pambansa 232 of the Education Act of
1982 states that every school administration shall develop and maintain a healthy school
30
atmosphere conducive for to the promotion and preservation of academic freedom and
effective teaching and learning and to progressive school-personnel relationship.
Ensuring that the school rules and regulations are followed is essential for students to
keep order and create a safe and calm environment for everyone. As a result, students
would be able to stay focused and safe all day. Students enable to behave in a correct way
when they know and understand the rules and regulations of the school. Many are only
looking for the negative side of these rules and regulations however, if people are only
looking at the beauty of their purpose, they will learn to appreciate the effects for the
whole student’s populations and the school in general. Thus, these rules are essential for
without these, you wouldn’t become a person who you wanted to be.
As stated in paragraph 2, Section 6.2 Rule VI from Rules and Regulations of RA
9155 as mentioned in DepEd Order No. 1, s. 2003, the school head shall have the
authority, accountability, and responsibility for creating an environment within the school
that is conducive to teaching and learning. Thus, school officials are directed to exercise
the prescribed methods to the benefits of student, teacher parent, government, and the
whole country at large. This is essential because discipline is the foundation of schools.
In fact, educators and government authorities recognize discipline as a precursor of
success in all curricular and co-curricular activities. It also is concerned with the
development of internal behavior that enables individuals to manage themselves.
31
Pursuant to Section I, Chapter III, Part IV of 2000 DECS Service Manual, every
school shall maintain discipline inside the school campus as well as the school premises
when students are engaged in activities authorized by the school.
The newest one is the House Bill 5735, known as the Student Discipline and
Teachers Protection Act which was introduced by ACT Teachers Party-list
Representative, Antonio L. Tinio. It requires the Department of Education (DepEd) to
issue policies and principles on students discipline and classroom management.
With the policies and laws mentioned above, it is clearly understood that every
school is required by the government regulation to maintain discipline and to issue
disciplinary rules for strict compliance. Discipline must be designed to develop among
students the highest standard of decency, morality and good conduct. Concrete,
reasonable and fair discipline is the foundation of an effective and efficient institution.
School, primarily, is the place for learning, gathering information and skills that are
essential to child’s integration to the adult world. It aims to develop moral character,
personal discipline, civic conscience, vocational efficiency and to teach the duties of
citizenship.
Public school personnel, most especially teachers, are the very forefront of the
delivery of education to millions of students, day in and day out. With large class sizes
and heavier task they have to assume under K to 12, anyone of them can attest that
instilling discipline have become increasingly difficult.
32
OFFENSES. Even though policies and laws existing in whole land and school rules and
regulations are clearly made and stipulated in the Students Handbook of all schools, still
there are reports of some serious misbehaviour. Likewise, the nature of school discipline
problems has changed over the past few decades.
Prout and James (2003), in their study, observed growing acts of indiscipline among
school children which has become a universal challenge facing many countries. Indeed,
the act of indiscipline could be trace to the early period when the individuals become
curious of organizing themselves into a group. This act of moral decadence is evident
from several studies, pointing to the fact that the level of indiscipline, especially in
schools has escalated (Idu &Ojedapo, 2011; Maphosa & Shumba, 2010). During the early
years, teacher thought that that, fighting, stealing and disrespect toward authority were
the most serious forms of student misbehaviour. Violent assaults on teachers and students,
gang warfare, burglary, extortion and destruction of school property are included among
the discipline problems today.
This was also related to the study of Maphosa and Mammen (2011) that schools
today are noted for disrespecting authorities, going to school late, fighting among
themselves, refusing to do homework and dressing indecently. Some of the students go to
the extent of vandalizing school property and assaulting teachers for taking disciplinary
actions against them or colleague. In addition to this, according to Director-General,
Asare & Twene (in Ofori, et.al.,2018), premarital sex, armed robbery, drug abuse,
drunkenness, and smoking of marijuana popularly known as “wee” have been reported to
be prevalent among basic schools in Ghanna.
33
Furthermore, Stewart (2004) notes that student’s discipline problems in Australia
do manifest themselves in the form of bullying, failure attention in class, disrespect from
other learner and staff or their property, fragrant breaching of school rules and regulations
like inappropriate clothing. As observe, learners becoming unruly and less respectful than
they used to be in the past (Nene, 2013). Discipline problem has been characterized as
serious and pervasive, negatively affecting student learning (Kasiem, Plessis & Loock,
2007; Leigh, Chenchall& Saunders, 2009). This problem manifest itself in the variety of
ways which include vandalism, truancy, smoking, dis-obedience, intimidation,
delinquency, murder, assault, rape, theft and general violence (De Wet, 2003).
According to Matsoga (2003), during his study in discipline in schools of
Botswana, he discovered the wide spread violence and misbehavior that existed in many
secondary schools. This lack of discipline manifested in various ways including bullying,
vandalism, alcohol consumption and substance abuse, truancy, unwillingness to do class
work at home. Thief was also identified as common activity among secondary students.
An example was cited in 2003 where students of one of the secondary school in
Botswana, broke into biology laboratory room to steal ethanol (Banda,2004). Some of
the students lost their lives, and others lost their sight. In another secondary school, a 19-
year-old boy committed suicide after fighting with another student over a barrowed plate
(Maleke, 2003). These were due to disrespecting the existing rules and regulations that
formulated to assist and guide the students on their behavior in the school.
A study of Repoa (2009) observed and outlined some of the common
unacceptable behaviors that mostly manifested in Tanzanian secondary schools. These
34
include truancy, disobeying school administration, failure to maintain self-cleanliness and
school cleanliness, being late to school, and sexual behavior. Isahak (2006) prior study
contented that students are engaging in alcoholism, drug abuse and sexual relationship.
However, on a study conducted by Kiggudo (2009) in secondary schools of
Busiro Country in Wakiso District, Uganda, it was revealed that schools have written
rules and regulations but which they don’t understand, some rules need modifications and
others lack of consistence in their implementations. This factor raises student’s anger
leading to violence.
In the local study of Soria (1982), which dealt on the problems met by the
teachers in North South District of Narvacan, Ilocos Sur, found out that the disciplinary
problems met by the teachers include troublesomeness, quarrelsomeness, laziness to
participate in class discussions, inattentiveness, and fondness in uttering indecent words.
A related study conducted by Pias (2005) on the students’ discipline, found out
that the disciplinary problem occurred often was cheating during examination. Broken
family also found out that it affect discipline of students and mostly verbal admonition
was being used to by the staff of Students Affairs Office as the disciplinary measures.
Many efforts have been made by several world leaders to curtail these growing
notorieties especially among school children, but it is regrettable that there was no single
day the media will not report incidence of indiscipline in newspapers, on the radio and
televisions (Clinard & Mier, 2015). Discipline has been a problem in every school and
schools in the Division of Marinduque has not been spared either.
35
There have been cases were students get involved in damaged of school property,
bullying, theft, cigarette smoking and gambling activity. Even the use of marijuana and
sex scandal videos were also reported during the previous year. Students were bullying
teachers on social media. Also students loitering in the street is common phenomenon
during class hours. There are students who consume their time in computer shops instead
of attending classes.
Browsing in a Facebook page, the previous Head Teacher of Buenavista National
Highschool-Daykitin Annex Marinduque, expressing his sentiments and sadness on the
arson case happen in their school. Principal’s office including the Technology and
Livelihood laboratory building destroyed. This was happened on February 3, 2018.
Allegedly, students are said to be the executers of these incidence.
Based on the different studies conducted, it is clearly seen that, indiscipline is a
problem happening in every school around the world. These indiscipline acts are samples
of offenses that are stated in their Student Handbook. These offenses or violations
conducted by the students were categorized according to its gravity. In public school,
offenses were categorized in two categories - minor and major. DECS Manual of 2000
stated that minor offenses absenteeism, cutting classes, tardiness, failure to prescribe
uniform, wearing of earphone inside the class, cap and the like inside the campus,
wearing for earing of earrings for boys and more than one pair of earrings for girls,
outlandish hairstyles, painting of tattoo, over accessories and body piercing, littering
inside the classroom and around the school campus, loitering around inside and outside
the campus during class hours, charging and using different gadgets like cell phones, i-
36
pad and PSP, unruly behaviour during meetings, activities, programs, etc., going to
restricted areas in school, not wearing of ID and placing other objects in ID jacket, sitting
on tables, standing on chairs jumping over the fence and wearing loud make up.
Persistent offender of minor offenses can be considered major if at any case after
first, second, and third offense and still keep repeating the same offenses.
Major offenses include gross misconduct/bullying; cheating and stealing;
assaulting a teacher or any other school authority; agents or students; smoking inside the
school premises; vandalism; writing on or destroying school property like chairs, tables,
windows, books, laboratory equipment and others; gambling; drinking intoxicants and
liquor; carrying and concealing deadly weapon; extortion; fighting causing injury to
others; using, processing and selling of prohibited drugs; hazing inside and outside the
school; immorality/sexual harassment; instigating, leading or participating in concerted
activities leading to stoppage of classes; preventing, threatening students or faculty
members or authorities from discharging their duties or from attending classes or entering
into school premises; forging or tampering school records, announcements/notices on the
school bulletin board or transfer forms; engaging in fraternities/sororities, gangs and
clans and illegal assembly; playing billiard and computer during class hours.
On the other hand, private schools have three classifications of offenses - less
grave or slight violations, grave or minor offenses and very grave or major offenses. Less
grave offenses are improper uniform, staying in restricted area, wearing attire, hairdos
and accessories contrary to standards of modesty of the academic community, improper
37
use of school facilities like comfort room, improper behavior in classroom, other areas in
campus and authorized off campus activity, loitering, littering, absenteeism, cutting
classes, bringing gadgets without permissions, boisterous or improper conduct like
whistling, running, staying inside the corridors or any actions which tends to distract
from on-going activities in class. Grave offenses are indecent acts and words, cheating in
examinations, stealing, playing computer games during class hours, connivance to
commit or cover violations and engaging in discrimination or leading a group of students
to discriminate another with reference to one’s physical appearance, weakness and status
of any sort. Very grave offenses are excessive tardiness, being late and cutting classes,
tampering and falsification of class records, vandalism and damaging school properties,
possession of deadly weapons and prohibited drugs, alcoholic drinks and cigarettes,
gambling and possession of gambling paraphernalia, display, possession and distribution
of pornographic materials, membership in fraternities and sororities, and engaging in
fights or any aggressive behavior.
Enforcing discipline and keeping peace and order in school is the concern of all
school employees. They are empowered to see that the rules and regulations and policies
of the school are enforced and epitomized in every action of the students (Marinduque
Midwest College Students Handbook, p.99) Teachers play an indispensable role in this
respect. Being the authority of the students, they have the power to apply sanctions to
those who commit any violations to settle minor offenses in the teacher-level area (2000
DECS Service Manual). However this must be brought to the attention of the parents and
accurately recorded in the student’s individual record of violations. Moreover,
38
commission on offenses does not bar the school administration to take action against the
students if it involves his/her status as a student of the School or affects the good name of
the school or disrupts the regular academic procedures.
In any case, the democratic principles is applied and the observance of due
process of law is adhere to.
PENALTIES/DISCIPLINARY MEASURES
This section of handbook describes the kind of sanction applicable for particular
kind of offense. Penalties or sanctions are very essential since this is a part of stabilizing
discipline in school. It is very essential that everyone should also be aware on this part of
Student Handbook.
According to Cathcart (2015), punishment in schools may focus son three
different philosophies: punishment that is intended to change the student behavior:
punishment that is retributive and a type of punishment that is restorative.
Punishment as retribution. Retributive Justice refers to the achievement of
justice through a one sided approach of imposing punishment (Schram, 2014).In home,
punishment used by parents are reprimands, confinement to child’s room and
“grounding” to discipline their children. In school, retribution such as reprimands, having
students stay after school, revocation of privileges, completing classroom chores, etc.
may apply as consequence if the students violated classroom rules. They also apply to
disciplinary consequences imposed for violations of school codes of conduct such as
office referrals, detention, suspension, expulsion, required transfer to other school, etc.
39
Often, these are framed as if they are intended to change the behavior of the student, but
this punishment persists even when behavior change is not really anticipated or
demonstrated. They conducted based on adult authority.
Punishment to change behavior. Punishment is described as relationship
between a behavior and consequences and an action or consequence that actually results
in the decrease in future frequency of specific behavior. It is inverse of reinforcement,
and is commonly used and understood as a part of efforts to change behavior using
principles.
Punishment as restorative or indemnifying procedure. Restorative justice
means repairing of harm produced by one’s person behavior by “reaffirming a shared
consensus of values in that community, involving a joint or multisided approach which
emphasizes the victim, the community and the offender” (Schram and Tibbets, 2014,
p.277). It oriented to pay the cost of restoring possible damage, loss or injury. It is both a
philosophy and a plan which entails all the persons affected by the misdeed coming
together to make restorative plan and provide support s for future behavior of the student.
In restorative practices, the punishment is a combination of outcomes that address of each
of these goals and are built into a monitored plan of action.
Restorative practices are becoming more commonly used in schools and
classrooms as an alternative to other traditional or retributive types of punishments since
it is a balance approach which attempts to restore victims, provide meaningful
consequences for offensive behavior, rehabilitate and integrate the offender and enhance
community safety.
40
On the other way, corporal punishment or using physical force to inflict pain has
been outlawed for use as school discipline, but still employ in some schools in other
states. It remains controversial. Some argue that its use on more effective and efficient
than alternatives. However, others oppose its use on moral and ethical grounds.
Nevertheless, there are millions of uses of corporal punishment each year in schools
primarily in the southeast and southwest parts of the United States where it is permitted,
(Dupper, 2008). Where it used it is used, this is of course a retributive form of
punishment. As an
example is the Zero Tolerance policy in United States of America which was developed
in 1990’s, in response to school shooting and general fears about crime. These requires
school officials to hand down specific, consistent and harsh punishment- usually
suspension and expulsion-when students break certain rules. The punishment applies
regardless of the circumstances, the reasons for the behavior (like self-defense), or the
students history of discipline problems. That’s why some critics call these policies “one
strike and you’re out”. In 1994, the federal government of U.S.A. passed the Gun Free
Schools Act, which requires school to expel students who bring s a gun to campus.
Around the same time, the “broken windows” theory of law become popular. The idea
was that cracking down on minor violations prevented serious crimes. Under similar
thinking, school started enacting disciplinary policies that went further than the federal
law. Gjelten (2017) found out that the rules varied from school to school, but they
commonly required suspending or expelling students for a wide range of conduct such as:
41
1. Bringing weapon to school including seemingly innocent items like nail
clippers and toy swords
2. Having any alcohol or drugs on campus, including tobacco and over the
counter medications like aspirin or midol
3. Fighting including minor scuffles
4. Threatening other students or teachers, or saying anything that could be
perceived as a threat
5. Insubordination, which may include talking back to teacher or swearing in the
principal’s office, and
6. Any behavior considered disruptive, like cutting in a lunch line
In the Philippines, the use of corporal punishment by teachers (slapping, jerking
or pushing student) imposing manual work or degrading task as penalty; meeting up cruel
and unusual punishment of any nature; holding up students to necessary ridicule; the use
of epithets and expressions tend to destroy the students self-respect and the permanent
confiscation of the personal property of students are forbidden (2000 DECS Service
Manual). These things are much considered in making punishment applicable for
different kind of offenses.
Meanwhile, practitioners have proposed number of strategies that could be used to
combat the negative effects of disciplinary problems in school. Miranda (1995) suggested
corrective measures and approaches that frequently are effective in reducing and
eliminating disruption in the classroom. Some of these are the following:
1. Proximity control- touching or standing near the disruptive student
42
2. Tension release- Smile often, humor is important
3. Lesson restructuring- change a lesson that is not working or boring
4. Teacher praise- use honest praise to complement student’s good work.
5. Physical environment-presence of not too decorative bulletin boards,
degree of crowding
6. Keep the students busy throughout the whole period
7. Become a good listener- give them time to voice out student’s ideas/ opinions
8. Set class rules and regulations
9. Set aside a conference time specially the misbehaving students- know their
problems, then contact their parents before serious problems develop.
10. Punishment- correctional punishments include scolding, bringing him to
guidance counselor or to the principal, suspension, or expulsion to grave misconduct.
Corporal punishment is prohibited.
In addition to this, foreign researchers have conducted comparative studies of
well-disciplined and poorly disciplined schools to identify the critical differences in
discipline practices. From the reviews of 37 studies conducted by Cotton (1988), it has
emerged the following components of preventive discipline in the work of Duke (1989);
Lasley and Wayson (1982); Short (1988); Smedley and Willower (1981); Stallings and
Mohman (1981); Wayson, et.al. (1982); and Wayson and Lasley (1984).
1. Commitment, on the part of all staff, to establishing and maintaining
appropriate student behavior as essential precondition of learning. Well discipline school
43
tends to be those in which there is a school wide emphasis on the importance of learning
and intolerance of conditions which inhibits learning,
2. Clear and broad-based rules. Rules, sanctions and procedures are developed with
input from students, are clearly specified, and are made known to everyone in the school.
Wide spread disseminations of clearly stated rules and procedures, moreover, assures that
all students and staff understand what is and what is not acceptable.
3. Warm school climate. A warm school climate is characterized by a concern for
students as individuals. Teachers and administrators take an interest in the personal goal,
achievements and problems of students and support them in their academic and
extracurricular activities.
4. A visible, supportive principal. Many poorly disciplined schools have principals
who are visible only for “official” duties such as assemblies or when enforcing school
discipline. In contrast, principals in well-disciplined schools tend to be very visible in
hallways and classrooms, talking informally with teachers and students, speaking to them
by name and expressing interest in their activities.
5. Delegation of discipline authority to teachers. Principals in well-disciplined
schools take responsibility for dealing with serious infractions, but they hold teachers
responsible for handling routine classroom discipline problems.
6. Close ties with communities. Well-disciplined schools are those which have a
high level of communication and partnership with the communities they serve. Parents
should be kept informed of school’s goals and activities.
44
The suggested corrective measures were tackled also in the in the following local
studies.
Goze (1998) recommended that regular meetings with the teachers with the
teachers concerning attendance and behavioral situations should be work out and strict
schedule on viewing television at home should be implemented and study habits should
be properly monitored by parents.
In the local study conducted by Soria (1982), she recommended points to minimize,
if not totally eradicate behavioral problems. These are: a. guidance program should be
evaluated; b. school program should not be geared only toward the development of the
children’s fundamental skills and knowledge but also improvement of their surroundings;
c. more adequate methods of differentiation need to be adapted by the teachers; d.
teachers should create a friendly and permissive attitude toward children; e. teachers
should dialogue with parents either in school or at home for better parent-teacher
relationship.
On the other hand, according to the study of Jimelo (2006), there are monitoring
factors utilized to maintain discipline. The first three in the rank are: 1. Guidance
counselor calls for a dialogue with parents; 2. The guidance program includes open
forums, symposium as factors to be given priority in the development of the school
children; 3. Administration pursues orientation and reorientation of the school cade of
discipline. She also recommends that in order to maintain discipline among high school
students, they should maintain good study habits, conduct seminars and conferences to
45
upgrade competencies of teachers in handling discipline and to conduct parenting
technique and students dialogue periodically. Lastly, she also suggested that
administration should grant scholarship and incentives to faculty and students who are
well behave disciplined and have exemplary behavior.
Afore mentioned acts and laws, clearly show that the kind of penalty given depends
upon the gravity of offenses committed and therefore be implemented immediately. This
is very factual on the content of Student Handbook on categorizing penalties. As the
researcher stated earlier, the kind of offenses committed are the basis of sanctions or
penalties. Some of the penalties are written and verbal warning, written reprimand and
parent teacher adviser conferences were mostly given for less grave type of offenses. On
the other hand, dismissal, suspension, and expulsion are given for very grave offenses.
Some private schools employ community service as a form of interventions and
restitution which the violator will pay the damaged done in a form of money or service
that will compensate the damage done (Marinduque Midwest College Students
Handbook, p. 19).
There are also strategies and monitoring factors that could eliminate indiscipline
among students.
The cited concepts and studies are essential to the present study. All the literature
and studies that were mentioned in this research suggest the importance of Student
Handbook implementation in dealing with student’s indiscipline problem.
46
CHAPTER III
METHODOLOGY
Presented in this chapter are the research design, research locale, population and
sample, research instrument, data gathering procedures, and the statistical treatments.
47
Research Design
This study used descriptive methodology of research using questionnaire as the
main instrument in gathering pertinent data. This enables the researcher to label an
understanding on a certain event or phenomena.
As discussed by Jhonson and Christensen (2012), descriptive research focused
mainly on providing an accurate description or picture of the status or characteristics of a
situation or phenomena considering criteria towards analysis of its concepts and system.
It aims to describe problems descriptively and numerically and it uses mathematical and
statistical mean to measure results and to come up with the decision to accept or reject
null hypotheses.
In this certain case, the study was conducted to ascertain the significant difference
on the extent of awareness on the different sections of student’s hand book between
public and private school. Likewise, it determines the significant difference on the extent
of implementation of Student Handbook in terms of imposition of penalties /disciplinary
measures. This research further describes the present condition of the Student Handbook
in terms of the extent of awareness and implementation of penalties among students in
the Division of Marinduque. Further, differences on the different sections of Student
Handbook between public and private schools were given focus in this study.
Research Locale
48
This study was conducted in the six (6) public and six (6) private secondary
schools in the province which include Marinduque National High School, Butansapa
National High school, Landy National High School, Poctoy National High School,
Buenavista National High School and Bangbang National High School. Private schools
involved were Educational System Technological Institute, Marinduque Academy Inc.,
Holy Infant Parochial School, Our Lady of Perpetual Succor, Marinduque Victorians
College and Marinduque Midwest College. The schools are accessible by means of land
Public Schools Private Schools

Marinduque National Educational System Tech.
High School Institute
Butansapa National Marinduque Academy Inc.
High School Holy Infant Parochial
Landy National School
High School Our Mother of Perpetual
Poctoy National High School Succor
Buenavista National Marinduque Victorians
High School College
BAngbang National High Marinduque Midwest
School College
transportation.
Figure 2. Map of the Philippines and Marinduque
Figure 2 shows the map of the Philippines with the map of an island on the right
upper corner. Marinduque is a heart-shaped island province at the geographical center of
the Philippines, located in Southwestern Tagalog Region or MIMAROPA. It lies between

49
Tayabas Bay to the north and Sibuyan Sea to the south. Marinduque has a land area of
952.58 square kilometers which make it the 13 th largest island in the Philippine
archipelago. Characterized by rolling hills, spectacular valleys, unique seaside cliffs, with
patches of lush flatland spread around the island, Marinduque is a favorite destination
during the Lenten Season for their annual tradition biblical event, Moriones Festival. The
province is accessible though ship and airplane as means of transportations.
Marinduque has six municipalities – Boac, Mogpog, Sta, Cruz, Torijos,
Buenavista and Gasan. As shown on the map, the study was conducted in the six tows of
the province represented by the flaglets signs to point out the school’s location.
Population and Sample
The respondents of the study were the students, parents, and teachers of selected
public and private secondary schools in the Division of Marinduque.
Grade 10 students and their parents were used as respondents for the study
because they have the long experience of staying in the school and more exposed on the
different sections of the student handbook. School respondents were chosen using
random purposive sampling.
The data on Table 1 show the total number of respondents who were involved in
the study. There were 2380 respondents composed of 283 teachers, 1071 students and
1026 parents from public and private secondary schools in Marinduque.
50
Table 1. The respondents of the study
No. of No. of No. of Parent

SCHOOLS Teacher Student
Marinduque National High School 100 275 261
Butansapa national High School 14 47 47
Landy National High School 25 130 130

Poctoy national High School 14 56 56
Buenavista National High School 35 155 155

Bangbang National High School 36 150 136
Educational Sytem Technological Institute 12 53 53

Marinduque Academy Inc. 25 50 50
Holy Infant Parochial School 7 17 0

Our Mother of Perpetual Succor 0 54 54
Marinduque Victorians College 7 22 22

Marinduque Midwest College 8 62 62
Total Number of Respondents 283 1071 1026
Research Instruments
The survey questionnaire was the main instrument of data collection in this study
which was structured, and self-administered. The questionnaire consisted of inquiry that
helped in making an assessment on the extent of implementation of Student Handbook. It
consists of questions that determine the awareness of the respondents on the different
sections of handbook as well as the extent of implementation of penalties or disciplinary
measures. Separate set of questionnaire was prepared for public (Appendix A) and private
51
school (Appendix B) since there is a difference on the structure of their respective student
handbook.
Part II-letter B of the questionnaire was in the form of assessment wherein
respondents needed to classify the different kinds of offenses according to its category.
Likewise, in Part II letter C, respondents also classified the sanctions where it is
applicable based on the degree of offenses.
Questionnaire was developed by the researcher, reviewed by her adviser, and
validated by the experts composed of Principal, Guidance Counselors, Director of
Student Affairs, Police Officers, and Sangguniang Bayan Member-Committee on Good
Governance and Public Ethics. These groups checked the questionnaire’s validity
(Appendix C) to ascertain whether they could solicit the right information that will
answer the research problems. Corrections on the content and structure, comments and
suggestions from the validators were considered and applied on the final copy of the
questionnaire.
An interview guide was also prepared to assist the researcher collect data through
face to face interview that was conducted with the guidance counsellors, teachers and
students the school. The purpose of the interview was to solicit data concerning the
school mechanism in implementing student handbook. Interviews have greater flexibility
and opportunity to restructure questions. Interview guides was to assist the interviewer to
remain focus during probing time for deeper information.
52
Data Gathering Procedures
Data were collected mainly with the use of questionnaire and interview guides.
After the final printing of the questionnaire, the researcher sought permission to conduct
study through a letter from the Schools Division Superintendent of Marinduque
(appendix D). After the approval of request to conduct study, letters to the school
principals (appendix E) in both public and private schools were sent for approval and
permission.
Thereafter, the researcher went to the respondents’ schools to administer
questionnaire personally to students and teachers. Respondents were told not to open
their respective students’ handbook while answering the questionnaire. Retrieval was
done right after answering the questionnaire except for parent. It was brought home by
the students so it could be answered by their parent. Researcher went back to the schools
the following day for the retrieval of the questionnaire answered by parents.
Lastly, data gathered were tabulated, analyzed and interpreted for the completion
of the study.
Statistical Treatment
To calculate the number ideal size sample of teachers and students, the researcher
used SLOVIN’s Sample Size Formula. In using the formula, the researcher figured out
the confidence level of 95 percent which gives 0.05 margin error.
The following are the statistical tools used in the interpretation of data gathered for
the study.
53
To determine the awareness of the respondents into the different sections of
handbook and the extent of implementations of sanctions or disciplinary measures both
on public and private secondary schools, mean score was computed.
The five- point rating scale was utilized to interpret the respondent awareness on
the different sections of Students Handbook and the extent of implementations of
penalties or disciplinary measures.
A. The mean and the description of the respondents’ extent of awareness on the
different sections of Student Handbook.
Scale Range Verbal Description

5 4.21 – 5.00 Very Highly Aware(VHA
4 3.41 – 4.20 Highly Aware (HA)
3 2.61– 3.40 Moderately Aware (MA)
2 1.81 – 2.60 Slightly Aware(SA)
1 1.00 – 1.80 Not Aware (NA)
B. The mean and the description of the respondent’s extent of awareness on

the classification of offenses on school’s rules and regulations and the applicable
sanctions for each degree of offenses.
No of Correct Responses
Public Private
9-10 10-12 5 4.21 – 5.00 Very Highly Aware(VHA
7-8 8-9 4 3.41 – 4.20 Highly Aware (HA)
5-6 6-7 3 2.61– 3.40 Moderately Aware (MA)
3-4 4-5 2 1.81 - Slightly Aware(SA)
2.60
54
0-2 0-3 1 1.00 – 1.80 Not Aware (NA)
C. The mean and the description on extent of implementations of Student
Handbook in terms of imposing penalties/disciplinary measures.

5 4.21 – 5.00 Very Highly Implemented(VHI)
4 3.41 – 4.20 Highly Implemented (HAI)
3 2.61– 3.40 Moderately Implemented (MI)
2 1.81 – 2.60 Slightly Implemented (SI)
1 1.00 – 1.80 Not Implemented (NI)
T-test was used to determine if there is a significant difference between public and
private secondary schools in terms of awareness on the different sections of student’s
handbook and the extent of implementation of student handbook in imposing
penalties/disciplinary measures.
CHAPTER IV
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
Presented in this chapter are the results, interpretation, and analysis of data. Tables
are arranged based on the sequence of the Statement of Problem presented in Chapter 1
of this paper.
55
1. Differences and similarities on the content of Student Handbook between

public and private schools in terms of general policies and guidelines, classification
of offenses penalties/disciplinary measures
Table 2.1 to 2.3 illustrate the differences and similarities on the content of Student
Handbook between public and private secondary schools in the Division of Marinduque
in terms of general policies and guidelines on school discipline, classification of offenses
and classification of penalties or disciplinary measures.
A. General Policies and Guidelines on School Discipline.

Table 2.1. Differences and Similarities on General Policies and Guidelines
General Policies and Guidelines Public Private

Schools Schools
A. Policies on the Existence of Student Discipline Committee
B. Policies on Composition, roles and function of Students Discipline Committee X X

*Public School
1. Discipline officer-investigate case, secure record confidentially, serve as mediator
2. Curriculum Chairman as Co-chair- investigate cases in the absence of School
Discipline officer, secure record confidentially, serve as mediator
3. Class Adviser – liaison between school and parent, prepare anecdotal records
and safeguard confidentiality.
*Private School
1. For non-academic problems-through the program coordinator and Dean of
students affair
2. For problems with faculty- through faculty concerned and program heads
3. For academic problem-through the program heads and dean of the College
4. Other problems- through the Director of Students affair, guidance counselor and
campus ministry director
2. If not academically required, cellular phones, electric toys, board games, VCD,
CD and DVD players and other recreational materials are prohibited to bring inside
the school.
General Policies and Guidelines Public Private

Schools Schools
4. Students may stay only inside the school campus only from permissible time
during school days.
C.Policies on student’s attendance and behavior in attending school activities and
classes
1. As soon as the bell rings, all students should proceed to the flag area together
with the respective advisers.
2. Everybody is enjoined to maintain order in going to respective classrooms after
flag ceremony.
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3.On Saturdays and Sundays and Official holidays students are allowed inside the
campus only if they have official approval by the school authorities.
4.Students may stay inside the school campus only from the permissible time during
school days.
Table 2.1 shows that the contents of Student Handbook between public and
private secondary schools in terms of general guidelines and policies are almost similar
except on the composition, roles and functions of Students Discipline Committee. In
every school, regardless of public or private, both types of schools have existing
discipline committee composed of different school authorities. In handling disciplinary
problems in private school, violations are determined first if it is academic, non-academic
or problems with faculty. Then, it is reported through the person in-charge on the kinds of
offenses. While in the public schools, all minor offenses or infractions of good discipline
shall be handled first by class advisers. However, if the case is a grave offense, the class
adviser is expected to refer the case to the School Discipline Committee. The School
Grievances and Complaints Committee shall handle all sensitive cases and when the
parties involved are between or among students and teaching and/or non-teaching staff.
All cases beyond the control and expertise of School Discipline Committee shall be
referred to office of the principal and guidance and counselling for more extensive
supervision and control (Chapter III, Part IV of 2000 DECS Service Manual).
Policies on maintaining peace and order in school as well as the policies on the
proper attitude during school assembly and other school activities are both exercised by
public and private school.
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Lastly, contents of Student Handbook pertaining to general policies and
guidelines on school discipline between public and private school are typically the same
but differ only on the structure.
B. Classification of Offenses
Table 2.2 Differences on the Classification of Offenses between Public and Private School
Offenses Classification
In Public In Private School
1. Failure to prescribe uniform Minor/ Less Grave Minor/ Less Grave
Offense Offense
2. Not wearing of ID and placing other objects in ID jacket Minor/ Less Grave Minor/Less Grave
Offense Offense
3. Wearing of earphone inside the class, cap and the like Minor/ Less Grave Minor/ Less Grave
inside the campus Offense Offense
4. Wearing of earrings for boys and more than one pair of Minor/ Less Grave Minor/ Less Grave
earrings for girls Offense Offense
5. Outlandish hairstyles, painting of tattoo, over Minor/ Less Grave Minor/ Less Grave
accessories and body piercing, Offense Offense
6. Littering inside the classroom and around the school Minor/ Less Grave Minor/ Less Grave
campus Offense Offense
7. Loitering inside and outside school the campus during Minor/ Less Grave Minor/Less Grave
class hours Offense Offense
8. Charging and using different gadgets Minor/ Less Grave Minor/ Less Grave
Offense Offense
9. Going to restricted areas in school Minor/ Less Grave Minor/ Less Grave
Offense Offense
10. Absenteeism, cutting classes, tardiness Minor/ Less Grave Major/Grave Offense
Offense
11. Unruly behavior during meetings, activities, programs, Minor/ Less Grave Major/Grave Offense
etc. Offense
12. Cheating and stealing Major/Grave Offenses Major/Grave Offense
13. Assaulting a teacher or any other school authority agents Major/Grave Offenses Major/Grave Offense
or students
14. Smoking inside the school premises Major/Grave Offenses Major/Grave Offense
Offenses Classification
In Public In Private School
15. Vandalism, writing on or destroying school property like Major/Grave Offenses Major/Grave Offense
windows, books, laboratory equipment
16. Playing billiard and computer during class hours Major/Grave Offenses Major/Grave Offense
17. Gambling Major/Grave Offenses Major/Grave Offense
18. Drinking intoxicants and liquor Major/Grave Offenses Very Grave Offenses
19. Gross misconduct/bullying Major/Grave Offenses Very Grave Offenses
20. Carrying and concealing deadly weapon Major/Grave Offenses Very Grave Offenses
21. Extortion Major/Grave Offenses Very Grave Offenses
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22. Fighting causing injury to others Major/Grave Offenses Very Grave Offenses
23. Using, processing and selling of prohibited drugs Major/Grave Offenses Very Grave Offenses
24. Hazing inside and outside the school Major/Grave Offenses Very Grave Offenses
25. Immorality/sexual harassment Major/Grave Offenses Very Grave Offenses
26. Instigating, leading or participating in concerted activities Major/Grave Offenses Very Grave Offenses
leading to stoppage of classes
27. Preventing, threatening students or faculty members or Major/Grave Offenses Very Grave Offenses
authorities from discharging their duties or from
attending classes or entering into school premises
28. Forging or tampering school records, Major/Grave Offenses Very Grave Offenses
announcements/notices on the school bulletin board or
transfer forms
29. Engaging in fraternities/sororities, gangs and clans and Major/Grave Offenses Very Grave Offenses
illegal assembly
Table 2.2 illustrates the content of student’s handbook as to the classification of
offenses. Public schools have only two classifications, minor and major offenses while
private schools have three- minor or less grave, major or grave offenses, and the very
grave. Similar offenses on school rules and regulations are listed in the student’s
handbook of both private and public schools but these were categorized differently under
each classification.
This happens because each institution is using different manuals or basis as
guidelines in promulgating school rules and regulations. Private schools are using the
DepEd order no. 88, series of 2010 otherwise known as Revised Manual of Regulations
for Private School in Basic Education to promulgate school rules. As stated in Section
132, Title III, Item K, Part IV, Authority to Promulgate School Rules, each private school
shall have the authority and prerogative to promulgate such reasonable norms, rules and
regulations as it may deem necessary for the maintenance of good discipline which shall
be effective as the date of their promulgation, unless otherwise specified. In public
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schools, student’s handbook is guided by the DECS manual of 2000 where in offenses
were already define as well as the imposition of disciplinary actions.
Offenses are collections of student’s disciplinary problems which is happening in
every school all over the world. As Stewart (2004) notes, student’s discipline problems
do manifest themselves in the form of bullying, failure attention in class, disrespect from
other learner and staff or their property, fragrant breaching of school rules and regulations
like inappropriate clothing. Violent assaults on teachers and students, gang warfare,
burglary, extortion and destruction of school property are also included among the
discipline problems today (Idu &Ojedapo, 2011.
In addition, Soria (1982) found out on his study that the disciplinary problems met
by the teachers include troublesomeness, quarrelsomeness, laziness to participate in class
discussions, inattentiveness, and fondness in uttering indecent words. With this,
categorizing offenses are very essential since it will determine the applicable disciplinary
sanctions.
These differences in the content of the Student Handbook may serve as a guide
and warning for all the students to behave properly inside and outside the school campus.
On the other hand, school rules and regulations are made to protect students against
danger (Jones, 2018). For this to happen, the rules need to be in effect to create a setting
that is safe and welcoming for all. Ensuring that the school rules and regulations are
followed is essential for students to keep order and create a safe and calm environment
for everyone. As a result, students would be able to stay focused and safe all day.
Students enable to behave in a correct way when they know and understand the rules and
60
regulations of the school. Many are only looking for the negative side of these rules and
regulations however, if people are only looking at the beauty of their purpose, they will
learn to appreciate the effects for the whole student’s populations and the school in
general. Thus, these rules are essential for without these, a person may not become who
he wanted to be.
C. Classification of Penalties/Disciplinary Measures
Table 2.3. Differences and Similarities on the Classification of Penalties/Disciplinary Measures between Public and
Private Schools
Penalties/Disciplinary Measures
Kinds of Offenses Public Private
1st offense Verbal warning Verbal correction and anecdotal recording
2nd offense Conference with adviser and Community service or Adviser-Parent

parent Communication/70% grade deduction in
Minor/ obedience
Less 3rd Offense Conference with guidance Adviser-Parent Communication/70%
Grave counselor, teacher and parent. grade deduction in obedience/ordinary
Offenses Make behavior contract. suspension
4th Offense Adviser-Parent Communication with 70%
grade deduction in obedience or 1-3 days
suspension/corrective-formative
interventions
1st offense Verbal warning or conference Verbal warning with community service or
with parent s or guardians Adviser-Parent Communication/75%
grade deduction in obedience and 1 day
ordinary suspension/ 1-3 days suspension
2nd offense Referral to Guidance Adviser-Parent Communication/70%
Major/ Counselor/Principal with grade deduction in obedience/ordinary
Grave parent/guardian for counselling suspension
Offenses and 3 days suspension with
intervention
3rd Offense Referral to child protection Adviser-Parent Communication/70%
committee/DSWD for conference grade deduction in obedience/ordinary
or other related agencies for suspension
conference, intervention,
counselling and appropriate
actions
4th Offense Adviser-Parent Communication/70%
grade deduction in obedience/ 1-3 days
suspension/corrective-formative
intervention.
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Very Grave 1st Offense Exclusion/dismissal or expulsion

Offenses
For other Suspension not to exceed for 3
offenses days without prior approval of the
that are very Division Superintendent.
serious in
Others nature
For the suspension for not more than 1

persistent year maybe imposed subject to
offender or the approval of Division
guilty of Superintendent
serious
offense
Table 2.3 presents the contents of the Student Handbook of public and private
schools in the section of penalties for different kind of offenses. It could be observed that
the two types of school have differences in terms of giving penalties to students who
violate school rules and regulations.
In terms of imposition of penalties, private schools are giving heavier sanctions or
penalties compared to public schools. In public school, there is no such punishment in a
form of dismissal. Under the DepED Manual, dismissal means student will be
permanently deprived of his re-enrolment in the same institution as this was explained by
Secretary Leonor Briones during her interview with Inquirer.Net. Since public schools is
a public institution it is against the law to deny children who want to attend formal
training of education in school. In private school, dismissal is their sanction for a very
grave offense. An example is the decision of the administration of a certain University to
impose the penalty of dismissal on the student who caught on the video bullying another
student in the comfort room of the school. This only means that private schools are giving
heavier sanctions than public schools.
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As shown on the table, both public and private schools cater interventions for the
offenders. As stated in Marinduque Midwest Academy Student Handbook, community
service is a kind of corrective-formative intervention they implementing in their school.
The said community services are in a form of cleaning a school area or rendering service
at an office for specified period of time. The office of the Students Affairs Director shall
impose and monitor community service. The head of the office where the erring student
is assigned to serve the service shall certify the completion of time required for
community service. In public School, when in probationary period, the violator shall be
required to undergo therapy- school therapy and home therapy as an intervention. In
school, therapy, the students shall be given a task that aim to develop his/her sense of
responsibility, moral character and personal discipline under the supervision of guidance
counselor, school discipline officer and class adviser. On the other hand, Home therapy
shall be given to students who need to develop his/her intra personal skill under the
supervision of guidance counselor, school discipline officer, class adviser and
parents/guardians.
Other forms of penalties in private which are not implemented in public school are
grade deductions and restitution.
1. The Mechanism of Students Handbook Implementation.
Based on the results of interview conducted by the researcher from the guidance
counselor, teachers and students, the following procedures on the implementation of
Student Handbook are the usual practice on public and private schools.
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1. Both types of school conduct an orientation program participated by parents,
students, teachers and other school stake holders.
2. Teacher- adviser discusses the Student Handbook related to policies, rules and
regulations that enhances discipline in school.
3. School Discipline Committee and Guidance Counselors use the Student
Handbook as a reference and guide in dealing with student’s infractions.
4. Schools are distributing copies of Student Handbooks upon enrolment of the
students.
Above-listed mechanisms on the implementations of Student Handbook, were
consolidated based on the result of interview. Orientation program is conducted both on
private and public school. Mostly, private schools conducted orientations among students
at the opening of classes while parents are oriented during the General Assembly, one
week after the opening of classes. Public Schools orient the parents and teachers during
the First General Parent-Teacher Association (PTA) Conference which is one week ahead
before opening of classes. In some schools like Marinduque Academy and Marinduque
National High school, the Guidance Counselors conducted orientation program soon after
the enrollment of new students. They are requiring the parents to attend together with
their children. It is during this period that the new entrants should be introduced to the
dos and don’ts by being provided with the rules and regulations of the school as well as
the code of conduct (Ogbiji, et.al., 2011).
On the other hand, teacher-adviser from both types of school conduct follow up
orientation at the classrooms on the first day of school through discussing the content of
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the Student Handbook. This is very important because there are students who do not
attend the general orientation program which is done before the opening of classes. In
addition to this, some of the teachers print out the rules and regulations of the school and
posted it on the wall of the classroom to remind students. There is also a Homeroom
Guidance period before the first subject in the morning where in the teacher-adviser
discusses all concern matters to his/her students. This a good opportunity to for the
adviser to communicate with his/her students to know what was happen during the
previous day.
Moreover, it is a pre-requisite that all schools must use the Student Handbook in
dealing cases of infractions among students. In this study, all the respondent’s school
uses the Student Handbook as a reference in categorizing infractions and in imposing
penalties. As stated by Meador (2019), Student Handbook will assist school authorities to
figure out how to deal with a particular situation. Additionally, it also serves as a basis in
giving legal actions among students who committed violations on school’s rules and
regulations.
Respondents’ schools of this study claimed that giving a copy of Student Handbook
is also another way of implementing it. However, based on the interview conducted by
the researcher, it was found out that public schools in this study do not regularly issue a
copy of Student Handbook. These was supported by the grade 7 students headed by
Reinchild Eriz M. Montiano, which according to him, there is no copy of Student
Handbook issued to hem. Since they are grade7 students and new to school, it is very
important that they must be given a copy of Students Handbook to become familiar with
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the policies, rules and regulations of the school. Likewise, one of the teacher respondents
from public school said that when Student handbook is not available, they are issuing a
copy of a list of offenses and the corresponding sanctions but it is printed only in a piece
of bond paper. This paper is being signed by parent and student as a proof that both
parties understand the content. Teacher-adviser collects these agreement contract and
files it on student’s folder of record.
Further, it was also found out that newly hired teachers in public schools do not
have a copy of Student Handbook and was not oriented at all on the school policies and
guidelines in enhancing school discipline.
On the private schools, they are regularly issuing a copy of Student Handbook to
new students every year. On the other hand, some of the students said that their Student
Handbook were lost already and the hard copy is somewhat boring and not interactive
and so they point out that this are some of the reasons why they are not much aware on
the content of Student Handbook.
Abovementioned mechanisms of Students Handbook implementation, are
commonly done in both public and private schools but there are lapses that affect
teachers’, students’, and parents’ awareness on school policies, rules and regulations. To
further enhance the student’s discipline, school authorities must be creative in finding
ways on how to utilize the implementations of Student handbook effectively.
According to the study of Jimelo (2006), in order to maintain discipline among
students, administration must pursue orientation and reorientation of the school code of
discipline and must include open forums, symposium as factors to be given priority in the
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development of the school children. She also recommends to conduct seminars and
conferences to upgrade competencies of teachers in handling discipline and to conduct
parenting technique and students dialogue periodically.
Furthermore, it is necessary that a substitute teacher must also undergo orientations
regarding school policies, rules and regulations. A substitute teacher often does not know
students very well and some students take advantage of them every opportunity they get
(Meador,2019). Educating them regarding school rules and regulations will also help
them how to handle situations when indiscipline incidents arises.
2. Extent of Awareness of Teachers, Students and Parents of Private and

Public Secondary Schools as to the Following Sections of Student Handbook :
General Policies and Guidelines, Classification of Offenses and
Penalties/Disciplinary Measures.
Table 3.1 to 3.3 display the extent of awareness on the different sections of
Student Handbook of teachers, students, and parents of both public and private secondary
schools in the Division of Marinduque which answer the second problem of the study.
The summary of results as to the awareness on the different sections of Student
Handbook of teachers, students and parents from public and private secondary schools is
reflected on Table 3.4
Table 3.1 Extent of Awareness of Teachers into the Different sections of Student’s Handbook
Public Private
Sections of Student’ Handbook Mean Verbal Mean Verbal
Description Description
I. General Policies and Guidelines on Discipline 4.38 VHA 4.68 VHA
A. Existence of student discipline committee in 4.3 VHA 4.6 VHA
school
B. Composition, roles and function of student 4.1 HA 4.5 VHA
discipline committee
C. Policies in maintaining peace and order in 4.5 VHA 4.7 VHA
school premises
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D. Policies on students’ attendance and behavior in 4.6 VHA 4.9 VHA

attending school activities and classes
II. Classification of Offenses 3.8 HA 2.9 MA
III. Classification of Penalties/Disciplinary Measures 2.4 SA 1.1 NA
Legend: 4.21-5.00 … Very Highly Aware (VHA) 3.41–4.20 …Highly Aware (HA) 2.61-3.40 … Moderately aware (MA)
1.81-2.60 … Slightly Aware (SA) 1.00-1.80 …Not Aware (NA)
Table 3.1 shows that teachers from public and private schools are both “very
highly aware” on most of the indicators of the general policies and guidelines existing on
their respective schools. However, the respondent teachers in public schools are only
“highly aware” in the composition, roles and function of student discipline committee,
with mean rating of 4.1 while teachers in public school obtained a mean rating of 4.5
which means they are “Very Highly Aware”. This means that some of the teacher
respondents in public schools are not very highly aware on who are the members of the
discipline committee in their school. Likewise, they are not well-informed on what are
the roles and functions of each of these committees in handling student’s violations in
school.
In overall rating, both schools show a very high extent of awareness in the
general policies and guidelines on school discipline.
On the other hand, respondents from public schools are “highly aware” of the
Classification of Offenses with a mean score of 3.8 compared to the respondent teachers
from private school teachers which are only “moderately aware” with a mean rating of
2.9. These results mean that teachers from both types of school, especially private
schools, need to work hard to attain the highest level of awareness in these classification
of Student Handbook.
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In terms of the extent of awareness on the “classification of penalties”, the finding
reveals that the teachers from public schools are “slightly aware” considering that the
mean rating is 2.4 while, respondent teachers from private school were found “not aware”
with obtained mean rating of 1.1. The results show that teachers from public and private
schools are less knowledgeable in this section of Student Handbook.
The findings of the study on the extent of awareness of teachers in private school
on the “classification of offenses” and “classification of penalties” are very alarming
because being inadequate or the worst, not being aware of the above part of the student
handbook may lead to misinterpretation, giving inaccurate information to students and
parents and possible giving of inappropriate sanctions to students. In the same manner,
teachers from public schools who are only “Slightly Aware” of the “classification of
penalties” may also provide inaccurate information to the students and parents which in
turn may cause serious problems.
Teachers are the implementers of school rules and regulations in school and it is
very vital that first and foremost they must be the one who should be very highly aware
on the different sections of student’s handbook.
Alona and Moncada (01:85) stressed out that teacher will do well in disciplining
children if they are familiar with the cause of violations of discipline in order that such
cause maybe minimized, if not totally prevented, offenses maybe satisfactorily diagnosed
and treated. Teachers have a big role in making students and parents become aware on
the rules and regulations of the school. Every teacher should formally take time to teach
and enforce clearly defined parameters of acceptable student’s behavior (Mark Boynton
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and Christine Boynton, 2005). From this statement, it is expected that teachers should be
more equipped and knowledgeable with those policies as they will going to disseminate it
to students and parents as part of enhancing discipline in school.
Table 3.2 Extent of Awareness of Students into the Different sections of Student’s Handbook
Public Private
I. General Policies and Guidelines on Discipline 3.88 HA 4.00 HA

A. Existence of student discipline committee in school 3.8 HA 3.9 HA
B. Composition, roles and function of student discipline 3.5 HA 3.6 HA

committee
C. Policies in maintaining peace and order in school premises 3.9 HA 4.1 HA
D. Policies on students’ attendance and behavior in attending 4.0 HA 4.4 VHA

school activities and classes
II. Classification of Offenses 3.1 MA 2.7 MA
III. Classification of Penalties/Disciplinary Measures 1.2 NA 1.5 NA
Legend: 4.21-5.00 …Very Highly Aware (VHA) 3.41-4.20 …Highly Aware (HA) 2.61-3.40 …Moderately aware (MA)
1.81-2.60 … Slightly Aware (SA) 1.00-1.80 …Not Aware (NA)
Table 3.2 states that students from public (mean-3.88) and private (mean-4.0)
schools are both “highly aware” of the “general policies and guidelines on discipline” of
their respective school. However, on “student’s attendance and behavior in attending
school activities and classes”, the students from private school are “very highly aware” of
the policies compared to students in public schools who are only “highly aware”
In terms of the “classification of offenses” both students from private (mean-2.7)
and public (Mean- 3.1) schools are “moderately aware”. While in terms of the
“classification of penalties”, the students from both school are “not aware”. Students
from public school got mean rating of 1.2 and 1.5 mean rating for private school.
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It is important that every student in both private and public schools are well-
informed on the existing Rules and Regulation of the school such as those found in the
students’ handbook and its sections. Not being aware or inadequate awareness of the
students may cause students commit different offenses and disciplinary problem in
school.
Considering that Grade 10 students served as respondents of this study, they
should have been made highly aware of the existing rules and regulations because most
of them have been in the school for four years already. However, the result is alarming
because the respondent seems not yet fully aware of the handbook.
The results may seem that the schools have a low level of implementation of
student’s handbook in terms of orientation or information disseminations with regards to
the classification of offenses and penalties. This is one of the reasons why some schools
have big problems in discipline.
This was related to the study conducted in the secondary schools in Uganda by
Kiggudo (2009). Findings of the study revealed that all school has written rules and
regulations but students don’t understand and it has lack of inconsistent in their
implementations which raises student’s anger leading to more violence, strikes and
aggression.
First of all, all school must have a clear and broad based rules. As stated by
Cotton (2008), rules, sanctions and procedures are developed with input from students,
are clearly specified, and are made known to everyone in school. From this, it can be
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concluded that widely spread disseminations of clearly stated rules and procedures,
moreover, assures that all students, teachers, parents and other school stake holder
understand what is and what is not acceptable.
Table 3.3 Extent of Awareness of Parents into the Different Sections of Student’s Handbook
Public Private
I. General Policies and Guidelines on Discipline 3.95 HA 4.35 VHA
A. Existence of student discipline committee in school 4.00 HA 4.30 VHA
B. Composition, roles and function of student discipline 3.70 HA 4.00 HA
committee
C. Policies in maintaining peace and order in school 4.00 HA 4.50 VHA
premises
D. Policies on students’ attendance and behavior in 4.10 HA 4.60 VHA
attending school activities and classes
II. Classification of Offenses 3.10 MA 2.90 MA
III. Classification of Penalties/Disciplinary Measures 1.20 NA 1.40 NA
Legend: 4.21-5.00 … Very Highly Aware (VHA) 3.41–4.20 … Highly Aware (HA) 2.61-3.40 …Moderately aware (MA)
1.81-2.60 …Slightly Aware (SA) 1.00-1.80 …Not Aware (NA)
Table 3.3 shows that parents of students from private schools are more aware than
the parents of students from public schools in terms of the “general policies and
guidelines on school discipline”. Parents of private school got a mean rating of 4.35 with
descriptive interpretation of “very highly aware”. Moreover, parents on the public school
obtained a mean rating of 3.95 which is interpreted as “highly aware”.
On the Classification of Offenses, the study reveals that respondent parents of
both schools are ‘moderately aware” with a mean rating of 3.10 for public and 2.90 on
private.
Furthermore, respondent parents from private (mean-1.4) and public (mean-1.2)
school are both “not aware” of the “classification of penalties”.
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As parent of their children, it is important that they should be aware also on the
content of student’s handbook to help their child understand the rules and regulations of
the school since they are partner of school in resolving indiscipline problem. Once they
have enrolled their children in school, it is automatic that as parent must embrace also the
rules and regulations of the school.
As cited in Purviz (2008), parents must take an opportunity to become familiar
with school policies and procedures directly related to students, and a chance to discuss
these policies and procedures to school officials. What have stated, can be correlated with
the importance of developing an awareness on the content of student’s handbook since all
the policies, rules and regulations on the day to day operations of the school are clearly
stipulated on the handbook. If parents will become very much aware and exercising the
rights, duties and responsibilities of their children and their selves as well, will surely be
a great help in establishing good discipline in school.
Table 3.4 Summary of Results as to the Awareness on the Different Sections of handbook of Teachers, Students and
Parents from public and private secondary schools
Public Private
Sections of Student’ Handbook TOTAL Verbal
Average Verbal Average Verbal
Description
Mean Description Mean Description
General Policies and Guidelines on 4.03 HA 4.33 VHA 4.18 HA

Discipline
A. Existence of student discipline 4.0 HA 4.3 VHA 4.15 HA

committee in school
B. Composition, roles and function of 3.8 HA 4.0 HA 3.9 HA

student discipline committee
C. Policies in maintaining peace and 4.1 HA 4.4 VHA 4.25 VHA

order in school premises
D. Policies on students’ attendance and 4.2 HA 4.6 VHA 4.4 VHA

behavior in attending school activities and
classes
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I. Classification of Offenses 3.3 MA 2.8 MA 3.05 MA

II. Classification of 1.6 NA 1.3 NA 1.45 NA
Penalties/Disciplinary Measures
AVERAGE MEAN 2.97 MA 2.81 MA 2.89 MA
Legend: 4.21-5.00 … Very Highly Aware (VHA) 3.41–4.20 … Highly Aware (HA) 2.61-3.40 …Moderately aware (MA)
1.81-2.60 …Slightly Aware (SA) 1.00-1.80 ….Not Aware (NA 2
Table 3.4 shows the summary of results on extent of awareness of students,
parents and teachers of both public and private secondary schools in the Division of
Marinduque on the different sections of Student Handbook.
As revealed on the table, parents, students, and teachers are “not aware” of the
content of the handbook in terms of “classification of penalties” (1.45) while “general
policies and guidelines on school discipline” is the section that most of the respondents
are “highly aware” (4.18) of. On the other hand, the respondents are “moderately aware”
(mean-3.05) of the “Classification of Offenses”.
In general, the respondents of this study are “moderately aware” (mean-2.89) on the
different Sections of student Handbook.
Basically, sections of Student Handbook are designed to influence and determine
all major decisions and actions, and all activities take place within the boundaries set in
day to day operation which regards to school discipline. It is imperative therefore, that
school authorities ensure that all teachers, employees, students as well as parents are
made highly aware if not very highly aware of the contents of the Student Handbook.
Discipline can be well inculcated to students if they will be made “very highly
aware” of the contents of the Student Handbook. In this matter, the teachers, aside from
other school authorities are in best position to orient the students because of their direct
74
and daily contact with the students. As an authorized person to disseminate information
to students as well as with parent, teachers should be very highly aware of every sections
found in the handbook.
Teachers and other school authorities are tasked to discipline students because it
is mandated by the government to teach them how to become a productive individual. As
it was stated in the 1987 Philippine Constitution (Article XIV, Section 3 (2)) that all
educational institutions shall teach the rights and duties of citizen, strengthen ethical and
spiritual values, develop moral character and personal discipline.
Further, the abovementioned results are somewhat daunting because it shows that
all the respondents have a little awareness only on this two sections of student’s
handbook-classification of offenses and penalties. It is very surprising that teachers from
both types of school got a low mean rating interpreted as “Not Aware”. Likewise,
teachers from private school obtained the undermost mean rating as compared to students
and parents when it comes to classification of penalties.
Awareness of teachers on the different sections of Student Handbook is very
essential since they are the implementer of school rules and regulations. They are the
connecting “bridge” of school to the community as they are responsible to teach and
educate students and parents about the rules and regulations of the school. When the
teacher started to educate students on the rules and regulations of the school, he/she is
also starting to build discipline awareness on them. As Grim and Michael (1989) pointed
75
out that good discipline is a result of good teaching and to do these, awareness on the
school rules and regulations should start first on that the teachers.
Moreover, the fact that every student is unique social wellbeing and come from
different place with different cultures and environmental background, it is expected that
the discipline of the students also varies and a lot of adjustments among them would
likely to happen thus, educators should be equipped with knowledge in handling the
disciplinary problems in order to give necessary solutions.
Results of the study only show that the both types of school do not have
outstanding performance in the implementation of Student Handbook in terms of
information disseminations since the result is very low.
On the study conducted by Jimelo (2006), administrations should pursue orientation
and reorientation to make each one made highly aware of the school code of discipline.
To become aware on the policies existing, there should be wide and an extensive
information dissemination on the part of the school. There are a lot of ways on
dissemination of information it could be in a form of orientation program, symposium,
seminars, making advertisement or announcement through written form or even using
social media, posting notices and many others. In the research, conducted by Everson
et.al (1985), trainings, and programs have been proven very successful in bringing about
reduction of discipline problems in school. On the other hand, people who are being
oriented must need to be attentive and observant especially the students because student’s
handbook are created for them. When students follow rules and regulations at school,
76
they demonstrate awareness on the rules and show that they believe in their personal
safety and respect on the school.
As much as the school authorities want to discipline students and so parents also
must be in the same objective. It is equally important for parents to work with the school
to ensure the maximum opportunity for success of their child. Working together, it can
make difference in the life of each students. In addition, a well discipline person is the
product of wholesome upbringing of parents, teachers and other significant person during
the years where the character was in the process of formation. With that in mind, parents
and must teach children to monitor themselves so they understand why they must show
awareness and compliance in the law and respect every individual and properties.
Further, parents must help their children understand that the rules are essential part not
only in school but in our society.
Teachers, parents and students must have an in depth awareness on the content of
the student’s handbook, thus it will be an open door to minimize disciplinary problem in
school if not totally eradicated.
3. Extent of Implementation of Students Handbook in Terms of Imposing

Penalties/ Disciplinary Measures.
Extent of implementations of Student Handbook in terms of imposition of
penalties between public and private secondary schools in the Division of Marinduque
was computed and interpreted based on mean rating shown in Table 4.
Table 4. Extent of Implementation of the Student’s Handbook in Public and Private Secondary Schools in Terms of
Penalties
Public Schools Mean Verbal Private Schools Mean Verbal
77
Marinduque National High 4.0 HI Educational System 3.6 HI

School Technological Institute
Butansapa National High 3.6 HI Marinduque Academy, Inc. 3.8 HI
School
Landy National High School 3.6 HI Holy Infant Parochial School 3.9 HI
Poctoy National High School 3.5 HI Our Mother of Perpetual Succor 3.9 HI
Buenavista National High 3.9 HI Marinduque Victorian College 3.6 HI
School
Bangbang National High 3.8 HI Marinduque Midwest College 4.1 HI
School
Average Mean 3.73 HI Average Mean 3.82 HI
Legend: 4.21-5.00 ………….. Very Highly Implemented (VHI) 1.81-2.60 ………………… Slightly Implemented (SI)
3.41–4.20 …………. Highly Implemented (HI) 1.00-1.80 …………………..Not Implemented (NI)
2.61-3.40 …………...Moderately Implemented (MI)
Table 4 shows that in public (3.73) and private (3.82) schools, imposition of
penalties or disciplinary measures is “highly implemented”.
Analyzing the data, disciplinary measures are highly implemented in both private
and public schools. However, considering the result that teachers, students and parents
are not “not aware” of the Classification of Penalties, therefore there is a possibility that
imposition of penalties might be inappropriate. They are highly implementing the
different kinds of sanctions but the questions is-in what circumstances they should
implement each particular kind of sanction. Thus, importance of awareness is really
essential in when it comes of disciplining students particularly in implementing penalties
in giving a fair and appropriate sanctions to the erring student.
In addition, even though that the result is highly implemented, there is still a gap
that should be developed to reach the top most indicator which is “very highly
implemented”. When imposing penalties, it is expected that it must be executed one
hundred percent to show that it was also one hundred percent implemented. If not, then
what must be the reasons that hinder the implementation of penalties?
78
The attributes, habits, and other activities of parents strongly influence their
children which in turn influences school discipline. Due to threats of some influential
parents, principals may suspend taking disciplinary measures for the fear that the
influential parents may have it terminated altogether and the student readmitted
unconditionally (Okumbre,2001). There are cases also that nowadays, teachers are being
ridiculed, humiliated and fined in courts of law for disciplining students. These instances
bring fearful to some teachers causing to implementation of restricted few alternative
disciplinary measures which often results to ineffective measures like ignoring student’s
misconduct. This was also pointed out by the respondents of these study during the
follow up interview that the school administrator and the teacher’s behavior towards
imposing penalties are also barriers in the implementation. As what have mentioned of
some respondents, some of the school heads are lacking of supervisions in these process
of enhancing discipline in school. Others respondents stated that the school heads and
teachers that are tolerating student’s misbehavior because they are petrified of being sued
by the over protective parents.
On the other way around, one attribute of a Filipino is being soft- hearted.
According to Webster dictionary being soft hearted is having a marked by sympathy and
consideration for others. Moreover, Nester (2016) stated that Filipinos are the sweetest
and most loving person in the world. These characteristics of Filipinos can be correlated
to the result of the study in the extent of implementation of Student Handbook in terms of
giving penalties or disciplinary measures among students who violated the school’s rules
and regulations. As long as problem can be resolved through communication and
79
negotiation, it is the first thing that both parties do because being a soft hearted is having
a marked by sympathy and consideration for others. This is a very positive attitude but
turn negatively when it comes of imposing discipline.
5.a. Significant difference on the extent of awareness on the different sections

of student handbook between public and private secondary schools
Significant of difference on the extent of awareness of teachers, students and
parents on the different sections of Student Handbook between public and private schools
was computed using independent sample test and interpreted based on the p-value shown
by the respective indicators in table 5.1
Table 5.1 T-test showing the significant difference on the extent of awareness of teachers, students and parents on the
different sections of Student Handbook between Public and Private Schools
Independent Sample T-test
Levene's Test for Equality of Variances

t-test for Equality of Means
F p t df p-value Mean Std. Error 95% Confidence

Difference Difference Interval of the
Difference
Lower Upper
Equal .023 .887 .149 4 .889 .16667 1.12151 -2.94714 3.28047

variances
assumed
Extent of
Awareness Equal
variances
not assumed .149 3.857 .889 .16667 1.12151 -2.99321 3.32655
Table 5.1 reveals that there is no significant difference on the extent of awareness
of teachers, students, and parents on the different sections of Student Handbook between
public and private secondary schools at 0.05 level of significance.
80
In the previous discussion, both respondents from private and public schools are
“moderately aware” of the different sections of the Student Handbook. These results only
indicate that the type of school, either public or private, has no relevance on their
awareness on the different sections of Student Handbook. It can be observed on how the
school implements the Student Handbook and in response how students comply and
display awareness. With these, success of school in the area of discipline are much task to
teachers since they have the first hand contact on the students. According to Taylor
(2007), a good teacher is the teacher who can control the class. The amount of control
that the teacher have is often seen by the administration as a measurement of the quality
teacher. Administrators are happy are usually happy if a teacher never sends a student to
the office and interpret these as a proof that the teacher is in control and must be doing a
good job, thus students are disciplined. As a whole, a school with a very high
performance with regards to discipline depends upon on how their own mechanism
(teachers and other school authorities) perform their duties and responsibilities therefore,
the type of school has no bearing when it comes in these matter.
In addition, Student Handbook is a compilation of school policies, rules and
regulations and other facts relevant to the school. The distribution is done to every newly
hired teachers and enrolled students to keep them aware and understand policies
pertaining to the operation of the school. However, study also reveal from the follow up
interview conducted by the researcher to the respondents, is that the usual problem is they
usually forgot to bring the handbook; some lost it and others stated that the hard copy is
81
somewhat boring and not interactive and they point out that this becomes some of the
reasons why they are not much aware on the content of Student Handbook.
It was found out also that some of newly hired teachers did not undertake
orientations regarding the school polices and guidelines and don’t have the copy of the
Student Handbook.
5.b Significant difference on the extent of implementation of Student

Handbook in terms of the imposition of penalties/disciplinary sanctions between
public and private secondary schools
Significant of difference between public and private secondary schools on the
extent of implementation of Student Handbook in terms of imposition of penalties or
disciplinary measures was computed and interpreted based on the p-value shown on by
the respective indicators in table 5.2.
Table 5.2 T-test showing the significant difference on the extent of implementation of Student Handbook in terms of
imposition of penalties or disciplinary measures between public and private secondary schools.
Independent Samples Test
Levene's Test for Equality of Variances

t-test for Equality of Means
F p t df P-value Mean Std. Error 95% Confidence

Difference Difference Interval of the
Difference
Lower Upper
Equal .000 1.000 -1.177 4 .305 -.20000 .16997 -.67190 .27190

variances
assumed
Extent of
Implementation Equal -1.177 4.000 .305 -.20000 .16997 -.67190 .27190
variances not
assumed
82
When analyzed the significant difference on the extent of implementation of Student
Handbook in terms of imposition of penalties or disciplinary measures between public
and private secondary school, results of p-value is greater than .05 significance level set
in this study. This means that there is no significant difference on the extent of
impositions of penalties between the two types of school. Both schools are “Highly
Implementing” the policy on the imposition of penalties.
The results ascribe further that the type of school, either public or private, has no
relation in terms of the extent of imposing penalties. High performance depends upon the
manner how each school implemented and how their students complied on their existing
policies and guidelines. In addition to these, successful implementation of rules and
regulations depends also on how the implementing authorities perform their duties and
responsibility in strengthening discipline in their respective school.
Furthermore, successful implementation of Student Handbook could be obtained
through heedfully becoming all stakeholders of the school very highly aware on the
contents of the Student Handbook and to monitor their compliance with them.
Since Student Handbook governs all school rules and regulations that enhance
discipline, it is therefore emphasized that embracing the school rules and regulations is a
vital tool that helps improve school performance hence brings in indisputable benefits
within the school environment. The quality of the school matters on how the rules and
regulations are properly followed, too. It doesn’t matter how lengthily or plenty school
rules are but how this are effectively practiced. Without these rules, education will be
83
affected, hence, the quality, in general is mainly affected. Thus, awareness and
effectiveness in the implementation of Students Handbook is necessary to develop
discipline and to maintain the quality of school.
Principals as the chief executive of the institution who plan, control, command,
organize and coordinate all the activities that take place in the school and the principal is
the president or ex officio of the disciplinary council; to try students whose conduct is not
satisfactorily (Mbua, 2003).
In this connection, principals are in the better position to explain to other
stakeholders, especially parents on the conduct of their children (Ngwokabuenui, 2015).
Thus every school administrator requires a good measure of discipline in his school. As
principal, it is essential that he/she must keep students handbook up-to-date (Meador,
2019). Many poorly disciplined schools have principals who are visible only for
“official” duties such as assemblies or when enforcing school discipline. In contrast,
principals in well-disciplined schools tend to be very visible in hallways and classrooms,
talking informally with teachers and students, speaking to them by name and expressing
interest in their activities. Likewise, teachers are also task to do their duties to disciplined
students as they are the second parent of students. As stated on Article 349 of the New
Civil Code, teachers shall execute substitute parental authority in relation to their student.
While the law provides or assign them that legal authority of natural parents in a
substitute capacity, they are however, answerable for any damage or injury caused on
other people by the tortuous not of their students as long as the latter remain under their
supervision and control.
84
Proposed Intervention Program.
Since the findings of the study reveal that the respondents from public and private
schools are not yet fully aware on the different sections of Student Handbook, it is
therefore essential that an intervention program must be generated. The researcher
proposed an intervention program which is a combination of activities or strategies which
are designed to produce changes or improve status among individuals or an entire
population. With these tool, it will help for the better implementation of Student
handbook and as a first step is to develop awareness on the different stakeholders of the
school.
The proposed intervention program contains different strategies on how to make
students, parents, and teachers aware of the on different sections of the Student
Handbook. It also includes strategies for better implementations and enhancement of
student’s discipline in school.
Figure 3. Handbook Implementation Enhancement Program
Person
Objectives Activities Timeline Evaluation
Responsible
School principal Twice a year
Teacher Re- Designated school June(opening of
Orientation Program disciplinary Classes)
officer/student
affairs director November
Guidance worker (start of 2nd

Develop among Sem)  100 percent
teacher, students participation
and parents a very of teachers,
high level of students and
awareness on Designate school Twice a year parents
disciplinary
85
students’ officer/student June(opening of

handbook affairs director Classes)
Students Orientation  Attendance is
Guidance Worker November taken
(Old, new,
transferee) Class Advisers (start of 2nd
 Program be
Sem)
documented
Person
Responsible
School principal Twice a year
Designated school June (opening of
disciplinary Classes)
Parents Orientation officer
November
student affairs
director (start of 2nd
Sem)
Guidance Worker
Class Advisers
Quiz Contest- This
can be done during
homeroom guidance Class advisers Every end of the High score of
to refresh students month the students
mind from the means they are
different sections of highly aware
handbook.
Utilized the use of Before the
ICT through opening of
creating a school classes
possible way for and must always Number of
the easy access to be updated if times students
student’s there changes on handbook is
handbook the content of downloaded and
Electronic students School ICT
student’s visited
handbook Coordinator
handbook
 Feedback from the
teachers, students,
Evaluate the Increased in
parents and other
effectiveness of participation and
stakeholders of the
Students positive
school
Handbook Students, parents, At the end of the responses of
implementation as  Provide suggestion teachers and other school year teachers
basis for further students and
86
enhancement and comments box. school stake parents

holders
 Create dialogue
with the parents
during PTA
Meetings to survey
the effectiveness of
handbook
implementations
Person
Responsible
Provide an  Recruit volunteer

alternative and school staff,
creative discipline School principal
including teachers
support staff and and student Designated school Increased in
develop program government disciplinary staff and student
for the officers (SGO) to officer/student whole year participation
enrichment of mentor and provide affairs director
handbook tutoring to newly
implementation enrolled students in Guidance worker
the school.
Student officer
 Start “Buddy
Program”-assigned
volunteer faculty
member to mentor
the student.
CHAPTER V
87
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations
based on the gathered data.
SUMMARY OF FINDINGS
The purpose of the study was to determine the extent of implementation of
student’s handbook in enhancing discipline in the schools of the Division of Marinduque.
The findings of the study are summarized as follows:
1. Student Handbook in public and secondary schools in terms of general
guidelines and policies differ on the composition of discipline committee and in
procedures of handling offenses. On the other hand, both types of school have similar
policies and guidelines in maintaining peace and order in school premises and on
student’s attendance and behavior in attending school activities and classes. In
classification of offenses, public schools have minor and major offenses while in private
schools they have less grave and very grave offenses. When it comes to the classification
of offenses, there are sanctions in private schools that are not exercised by public schools.
2. The mechanisms on the implementation of the Student Handbook in private
and public schools are the following: orientations, distribution of copies, used as
reference in dealing with student’s cases of infractions and discussion of the contents
between the teacher-adviser and students.
88
3. In general, the three groups of respondents (parents, students, and teachers) from
both public and private schools were found “moderately aware” on the content of the
Student Handbook and the strategies of its implementation;
4. In the extent of implementation of Student Handbook in terms of imposing
penalties or disciplinary measures, it was generally rated as “Highly Implemented” with a
mean rating of 3.73 for public schools and 3.82 for public schools.
5. There is no significant difference on the extent of awareness on the different
sections of Student Handbook between public and private secondary schools. Moreover,
there is also no significant difference on the extent of implementation of Student
handbook on the imposition of penalties or disciplinary measures between public and
private secondary schools.
6. Student Handbook Implementation Enhancement Program was formulated as an
intervention. (please see Appendix ----- for details)
CONCLUSION
Based on the findings of the study, there is no significant difference on the extent
of awareness on the different sections of Student Handbook of the teachers, students and
parents from public and private secondary schools. Likewise, findings also revealed that
there is no significant difference on the extent of implementation of Student Handbook in
terms of imposition of penalties/disciplinary measures both private and public secondary
schools which led to the acceptance of the null hypotheses.

89
RECOMMENDATIONS
Based on the findings of the study, the researcher offers the following
recommendations:
1. The DepEd officials may review the existing framework in enhancing
discipline in school through effective implementation of student’s handbook;
2. School administrator with the help of Guidance Counselling Office may
conduct extensive information dissemination or orientation among students, parents,
teachers and even non-teaching personnel to gain awareness on the policies, rules and
regulations found on the Student Handbook of the school;
3. School administrators may also utilize the findings in improving school plan in
managing discipline to come up with an effective means of implementing school policies;
4. Teachers, parents and students are encouraged to attend seminars, workshops,
symposium and other activity related to enhancing the school discipline;
5. All school Guidance Office shall conduct a regular orientation on school
policies, rules and regulations at the opening of classes;
6. For follow-up study, the researcher recommends the development of a generic
E-Handbook (electronic handbook) where it can be downloaded or installed making it
possible for everyone to browse and read.
90
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Republic of the Philippines

MARINDUQUE STATE COLLEGE

EXTENT OF IMPLEMENTATION OF STUDENT HANDBOOK IN THE

DIVISION OF MARINDUQUE: BASIS FOR AN IMPLEMENTATION

Marinduque State College

Submitted In Partial Fulfillment of the Requirements

For the Degree Master of Arts in Education

Major in Educational Management

MARIA MELANIE M. LOTO

This thesis entitled “EXTENT OF IMPLEMENTATION OF STUDENT

HANDBOOK IN THE DIVISION OF MARINDUQUE: BASIS FOR

IMPLEMENTATION PROGRAM”, prepared and submitted by MARIA MELANIE

in Educational Management is hereby recommended for final oral examination.

COMMITTEE ON ORAL EXAMINATION

MERIAN C. MANI, Ed.D.

LIZA MARIE M. MANOOS, Ph.D. CHRISTOPHER J. REBISTUAL, M. A.

Master of Arts major in Educational Management.

REX EMMANUAL L. ASUNCION, Ed.D.

RECOMMENDATIONS FOR ORAL EXAMINATION

This thesis entitled “EXTENT OF IMPLEMENTATION OF STUDENT

HANDBOOK IN THE DIVISION OF MARINDUQUE: BASIS FOR

IMPLEMENTATION PROGRAM”, prepared and submitted by MARIA MELANIE

Education major in Educational Management is hereby recommended for oral

EMELITA R. RODELAS, MAEd

MA. TERESA C. CHAVEZ, M.A.T. ANNALYN J. DECENA, Ph.D.

suggestions which contributed greatly to the improvement of this paper;

improvement of this paper;

Mrs. Emelita R. Rodelas, her adviser, for the encouragement, understanding,

guidance, and for the extended intellectual and emotional support;

information on the statistical aspect of this study;

The Schools Division Superintendent of Marinduque, Mrs. Laida L. Mascareňas,

To her son, Yrol, who serves as an inspiration to pursue her studies;

for the success of this study.

The study determined the extent of implementation of Student Handbook in the

Handbook, likewise, it determined the extent of implementation of student’s handbook in

terms of impositions of penalties or disciplinary measures. This study used descriptive-

quantitative research design utilizing descriptive survey method. Statistical treatments

constructed questionnaire which was administered to 2380 respondents composed of 283

guidelines on school discipline, classification of offenses and penalties or disciplinary

structure. In addition, the mechanism of Student Handbook implementation in private

adviser and students.

Moreover, the overall descriptive interpretation of public and private schools

when it comes to the awareness on different sections of Student Handbook is

2.81. Furthermore, on the extent of implementation of Student Handbook in terms of

imposition of penalties or disciplinary measures, public schools were generally rated as

interpretation of “Highly Implemented” with an equivalent mean rating of 3.82.

It was then concluded that there is no significant difference on the extent of

awareness on the different sections of handbook and extent of implementation of Student

Student Handbook implementation enhancement program was proposed to further

strengthen the implementation of the handbook as well as to help improve student’s

Keywords: (add 5 keywords here mam..)

Recommendation for Oral Examination……………………………………………..iii

CHAPTER I - The Problem and Its Background

Scope and Limitation………………………………………………………………5

Significance of the Study…………………………………………………………..7

CHAPTER II - Review of Related Literature and Studies

Review of Related Literature and Studies……………………………………...12

CHAPTER III - Methodology

Data Gathering Procedure………………………………………………………...38

CHAPTER IV - Results and Discussions