CHAPTER I

INTRODUCTION

Schools are nothing without the presence of students. Maryknoll Academy of Cateel is a
Catholic institution which accepted those who are not catholic students.Definitely these
students are already part of the institution whose goals is to learn and gain knowledge.
They chose to study because they wanted to experience such feelings that a non-
catholic students are being enrolled in a catholic school.

It was all started when we form a group discussion and express individuals
thoughts about which we are going to study and we’re all had an agreement to conduct
a study about those not catholic students of this school.

In this case it is very important to investigate the experience, feeling of those not
catholic students in our school. For the school to be aware and especially us.

Furthermore, our focus is to gather all information on not catholic and review their
answer, We the group 4 investigates those not catholic students of Junior and Senior
high school department of Maryknoll Academy of Cateel.

STATEMENT OF THE PROBLEM

● To know what is the experience of being enrolled in the catholic

school even if the students is not catholic.
 SIGNIFICANCE OF THE STUDY

The significance of the study would be beneficial to the following:

SCHOOL- The school will have the benefits in our study because we will
give them an awareness about those the situation of those not catholic
students.

TEACHERS: The teachers will have the benefits in our study because they
will understand on how to adjust to those not catholic students.

NON-CATHOLIC STUDENTS- This time their voice will be heard if they

have any concern or suggestion about their experience in this school.

DELIMITATIONS AND LIMITATIONS OF THE STUDY

This study was conducted at Maryknoll Academy of Cateel, Davao

Oriental in Non-Catholics students in Junior and Senior high school
students.

DEFINITIONS OF TERMS

PHENOMENOLOGICAL- something visible or directly observable as

an appearance, action, change, etc.

RELIGION- The beliefs, attitude, emotions, behavior, etc.

NON-CATHOLIC- Not catholics.

THEORETICAL FRAMEWORK

Since the time of the Second Vatican Council, students who are not Catholics have
sought and been accepted into Catholic schools in greater numbers than ever before.
To be sure, students who are not Catholics have always been a part of the student
population in Catholic schools, sometimes a significant part. The first permanent
Australian Catholic school in Hunter St., Parramatta in 1820 enrolled 31 students, seven
of whom were Protestants: a template for inclusion had been established from the very
beginning of Australian Catholic schools (Fogarty, 1959, p. 21). Inclusion of students
who are not Catholics accelerated after the Second Vatican Council which opened the
Catholic community to dialogue with a world that was changing profoundly. Now,
religious people from different traditions would encounter each other to an extent and in
ways never before contemplated. Along with other dimensions of Church life, Catholic
schools need to reconceptualise their selfunderstanding in the light of this encounter in
their schools with others who are not Catholics. The growing presence of students who
are not Catholics in Catholic schools raises “questions about the changing nature and
purpose of the Catholic school as a context for religious education” (Welbourne, 2003,
p. 1). This article critically reviews extracts from official Church documents on religious
education and catechesis concerning the inclusion in Catholic schools of students who
are not Catholics. Membership Categorisation Analysis is the tool of analysis used to
review these documents. The discussion of results and findings provides directions for
further research as well as a brief consideration of problems and practices.

The findings of the study synthesized here are highly relevant to our research idea. First
we develop study on the experience of those not catholic students in our institution. Si
the findings help us for some knowledge about those not catholic students. Second
there are some topic that state in this study that helps us in our research
 CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this section is a synthesis of research that support our

study.

RELATED LITERATURE

PRACTICAL theology is deeply interested in the interface between religion and

the wider culture. One of the most important aspects of this interaction is how to better
understand secularization. To say that we live in a secular culture or that young people
are becoming more secular is a very common observation. What is meant by
secularization is a weighty and almost inexhaustible topic but in this paper I would like
to briefly outline some of the dimensions and implications of secularization in situ. What
does secularization look like when we examine the responses of young people? I would
propose that we need to develop a more nuanced understanding of secularization, one
which sees it not as a uniform and inevitable aspect of life today. Rather, secularization
is best understood as having its greatest impact in practical lived experience. In this
sense it tends to impact across a broad range of groups and certainly religious
communities are not immune from the effects of this type of secularizing tendency. As
we move away from impact on everyday life then religious ideas re-emerge but these
tend to be quite abstract notions with low salience or impact. Salience is a sociological
term that refers to how much influence beliefs— in this case religious beliefs — have on
how a person lives and what they think. RICHARD RYMARZ and ANTHONY CLEARY

[1] The presence of non-Catholic schools, inclusion is a phenomenon that has caused in
concern in Canada (Canadian catholic school Trustees’ Association, Saskatton board of
Education, Mulligan) The united states ( Hawker, Staline) Australia (Catholic News) and
the United Kingdom. (Francis, Francis and Gibson.) The reasons for this concern are
many and relate to the various dimensions of inclusion. Howeever although several
papers have been written on the any academic literature produced specificallyto the
effects of inclusion upon Catholic students. That area of inquiry emerged from a study
by this researcher into the ohenomenon of inclusion (Donlevy 2003). In that study,
sevent-five Catholic students from four urban Western Canadian Catholic high schools
participated in focus groups dealing with inclusion and revealed how personal sense of
their own faith. 2. An appreciation for diversity in various firns 3.The experience of
inclusion on the school as a faith community.

This study investigates the impact of Catholic schooling on academic

achievement of native Belgian and Muslim immigrant pupils. The distinctive
characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable
context to study this. Multilevel latent growth curve analyses are conducted with data
from approximately 5,000 pupils across 200 primary schools. No support was found for
the Catholic school advantage hypothesis as the overall achievement growth for math
and reading was not significantly better in Catholic schools than in public schools.
Likewise, no evidence was found for the so-called “common school effect” hypothesis:
The learning growth of Muslim pupils was not significantly better in Catholic schools. In
fact, the initial achievement gap was found to be higher in Catholic schools than in
public schools. Implications of these findings are discussed.

[5] A preliminary issue that quickly surfaced with students was, “how do we
identify the nonCatholic student?” The participants expressed views such as, “I know
because they are my friends [and] I know mostly everything about them.” Where
students were close friends, their religion, or lack thereof, arose as a result of
conversation on other matters. It was very rare for any student to express the view that
religion was a normal topic of conversation. As one student said, “Religion isn’t
something you talk about normally in the hallways.” Moreover, most students
interviewed did not equate the meaning of the word “religion” with the word “faith.” The
former was seen as conceptual, intellectual, rule bound, hierarchical, authoritative,
judgmental, and divisive, whereas the latter was experiential and inclusive, in nature.
“We try not to focus [upon] our religion . . . With our friendship . . . we’re not going to
judge other people for what they look like or what they believe in.” The participants expressed the
opinion, “you shouldn’t base who you hang out with on what religion they are.”

RELATED LITERATURE

● COMPARING CATHOLIC AND NON-CATHOLIC STUDENTS IN CATHOLIC

SCHOOLS: SOME IMPLICATIONS FOR UNDERSTANDING
SECULARIZATION.( RICHARD RYMARZ and ANTHONY CLEARY)
● Non-Catholic Students Impact upon Catholic Students in Four Catholic
High Schools J. Kent Donlevy, University of Calgary Abstract This paper
examine
● The Catholic school advantage and common school effect examined: a
comparison between Muslim immigrant and native pupils in Flanders
● Francis, L. J. 1986 “Are Catholic Schools Good for Non-Catholics?” The
Tablet (February 15): 1-2
 METHODOLOGY

Qualitative Research is primarily exploratory research. It is used to gain an

understanding of underlying reasons, opinions, and motivations. The main characteristic
of qualitatitaive reseach is that it is mostly appropriate for small samples while its
outcomes are not measurable and its basic advantages.

RESEARCH INSTRUMENT

SURVEY QUESIONNAIRE-A survey questionnaire is a set of questions used in

a survey. The survey questionnaire is a type of data gathering method that is utilized to
collect, analyze and interpret the different views of a group of people from a particular
population.

RESEARCH PARTICIPANTS AND SAMPLING METHOD

This study involves 30 participants coming from Junior and Senior Highschool
students. The sampling method that was utilized in this study was Purposive sampling.

PURPOSIVE SAMPLING-A purposive sample is a non-probability sample

that is selected based on characteristics of a population and the objective of the study.
Purposive sampling is also known as judgmental, selective, or subjective sampling.

RESEARCH PROCEDURE

The first thing that we did is we asked the president of every grade level sections
to the list of those not catholic students. Secondly we asked formation to them if they
have time to interviewed. After signing the certificate of consent, we give to them the
survey questionnaire and they went on a comportable area to formally answered the
questions given in the questionnaire.
 CHAPTER IV RESULTS AND DISCUSSION

This chapter presents and summarizes all the relevant results

and findings of this qualitative research, guided by the research question.

DATA ANALYSIS

This chapter presents and summarizes all the relevant results and
findings of this qualitative research, guided by the research question
obtained during the data accumulation that were participated by the Senior
and Junior High Schools Students of Maryknoll Academy of Cateel.

The positive effects of this study is that the school will be inform
about the cases of non-Catholic students.

THEORETICAL FRAMEWORK

Inclusion of Students who are not Catholics in Catholic Schools: Policy,

Practices and Problems Jan Grajczonek, Maurice Ryan, Michael
Chambers
● Since the time of the Second Vatican Council, students who are not
Catholics have sought and been accepted into Catholic schools in
greater numbers than ever before. To be sure, students who are not
Catholics have always been a part of the student population in Catholic
schools, sometimes a significant part. The first permanent Australian
Catholic school in Hunter St., Parramatta in 1820 enrolled 31 students,
 seven of whom were Protestants: a template for inclusion had been
established from the very beginning of Australian Catholic schools
(Fogarty, 1959, p. 21). Inclusion of students who are not Catholics
accelerated after the Second Vatican Council which opened the Catholic
community to dialogue with a world that was changing profoundly. Now,
religious people from different traditions would encounter each other to
an extent and in ways never before contemplated. Along with other
dimensions of Church life, Catholic schools need to reconceptualise
their selfunderstanding in the light of this encounter in their schools
with others who are not Catholics. The growing presence of students
who are not Catholics in Catholic schools raises “questions about the
changing nature and purpose of the Catholic school as a context for
religious education” (Welbourne, 2003, p. 1). This article critically
reviews extracts from official Church documents on religious education
and catechesis concerning the inclusion in Catholic schools of students
who are not Catholics. Membership Categorisation Analysis is the tool
of analysis used to review these documents. The discussion of results
and findings provides directions for further research as well as a brief
consideration of problems and practices.

● The findings of the study. Synthesized here are highly relevant to our
research idea .First we develop an study on the experience of those not
catholic students in our institution. So the findings help us for some
knowledge about those not catholic students. Second there are some
topic that state in this study that help us in our research.
 CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

DESCRIPTION OF FINDINGS

This case study really had a big effect in our school, which all of us
are curious whats the real experience of those not catholic students.

The findings that we have gathered is that, most of the students

encourage by their family to enroll in this school. Sad to say there are still
those students that sometimes they are being discriminated about their
religion. Therefore, They said that the school was accept them for having
an different religion and the results is they are happy to be part of this
institution.

RECOMMENDATIONS

We as an researchers that gather information coming from the

respondents for this study. We highly recommend that by giving a high
importance to those not catholic students will attained peace and harmony
and we should respect each other even if they had a different beliefs and
practices.