THE VIEW OF STUDENTS ON SCHOOL

UNIFORMS DURING SUMMER SEASON

A RESEARCH DRAFT

RESEARCHERS:

KIEFER H. ORTEGA

MIGUEL T. LIGAS

ADRIAN D. BANATAO

ISSUE: APRIL 2017

 I. INTRODUCTION

Weather has a great impact on our daily lives, especially if the weather is hot it may
affect our psychological and behavior. To us students attending schools when the weather is so
hot has a great impact in our behavior, especially if we are wearing our uniforms we can have
discomfort. Our study understands the views of students on wearing school uniforms on summer
seasons.
The inconsistent correlation of the evidences of the students due to school uniforms and
summer seasons, it does not supplement the idea that school uniforms and summer season has an
effects on the academic performance of students. .” The relation of temperature and student
learning has been well studied and certain indoor temperatures that are higher than the accepted
range of comfort are linked to increased levels of negative health symptoms in occupants, in
these context students (Huang et al., 2013). “ Heat waves at the start of the summer have a
greater impact on health than heat waves later in summer, which may be due to inadequate
acclimatization early on”. Does the summer heat really affect the performance of students?
Do the school administrations understand the perspectives of students when their wearing
school uniforms? Is there a need to change the school uniforms when summer seasons starts?
The aim of this study is to find the effectiveness of school uniforms to keep students in favorable
heat states during the summer season. The effect of the summer heat to students in their uniforms
will be studied by this research. The cognitive and mood performance of students affected by the
summer heat is what this study finds correlation in.

BACKGROUND OF THE STUDY

According to Anderson and Bell (2011), heat waves at the start of the summer have a
greater impact on health than heat waves later in summer, which may be due to inadequate
acclimatization early on.” The relation of temperature and student learning has been well studied
and certain indoor temperatures that are higher than the accepted range of comfort are linked to
increased levels of negative health symptoms in occupants, in these context students (Huang et
al., 2013). Uniforms have been linked to improve an aspect that relates to the student’s
performance but can it contribute to the cognitive and psychological performance due to the
summer heat?
A study conducted by Yang and Chan (2017), focused on the proposed intervention
uniforms (e.g., porous reflective strips, and meshed fabric on the side of the body) from the
traditional work uniform to the working performance of the construction workers. The
participants in the study chose not remove their clothing to keep them cool from the heat (Yang
and Chan, 2017). This signifies that an effective uniform that are able to satisfy the need of the
workers to keep cool are what keeps them to wear them. Among the students, they unbutton their
polo, they roll up their sleeves. Those who are not able to this have difficulty in keeping
themselves cool. A decline on perceived thermal strain may allow individuals to increase their
voluntary workload and combat fatigue, and eventually to extend physical performance under
heat exposure (Yang and Chan, 2017).
Some argue that school uniforms are clothing but not as fashion, as they don’t follow
trends but are clothing set by the school (Park, 2016). This finding alleviates the misconception
of school uniforms being a part of fashion but rather clothing since it doesn’t the follow local
trends. Clothing made today keep people cool and warm from the environment therein, but not
for conventional uniforms. Shorts are often the preferred option for both genders in summer
months outside of the school yard, and it makes sense to allow both genders the option of
wearing shorts in the school yard as well (Huang et al., 2013.). Because of this, students have the
need to wear this clothing during summer season even when in school. This attention shift affects
the student performance. The added heat strain also affects other factors than attention shift.
Heat stress is one of the major occupational hazards that can affect the safety, health, and
productivity of working people (Yang and Chan, 2017). The weather, in this context the summer
heat, also contributes to the day-to-day variability in hydration requirements (Masento et al.,
2014). Hydration state of soldiers affects their cognitive abilities, which affected performance in
all cognitive tasks (Masento et al., 2014). “Severe dehydration has been shown to cause
cognitive deficits such as short-term memory and visual perceptual abilities as well as mood
disturbance, whereas water consumption can improve cognitive performance, particularly visual
attention and mood” (Masento et al., 2014).
The age of students also affect how hormones intervene with their homeostatic responses.
There are key hormones that are involved that are released that respond to stress, in this context
stress, it being cortisol (Masento et al., 2014). The increase in this hormone lower memory
function and processing speed and consequently cause memory-related cognitive deficits
(Masento et al., 2014). The effects of summer heat to students in their uniforms affect them
greatly of their performance.

STATEMENT OF THE PROBLEM

THIS STUDY AIMS TO ACHIEVE THE FOLLOWING THE PROBLEMS:

1. WHAT FACTORS AFFECTING STUDENTS DUE TO THE SUMMER HEAT ?
a. HOW DOES THE SUMMER HEAT AFFECT COGNITIVE PERFORMANCE ?
b. HOW DOES THE SUMMER HEAT AFFECT MOOD?
c. HOW DOES THE SUMMER HEAT AFFECT STUDENT HYDRATION?
2. WHAT IS THE PERCEPTION OF STUDENTS TO UNIFORMS?
a. HOW DO THEY FIND UNIFORMS PRACTICAL DURING WEATHER ?
b. HOW EFFECTIVE ARE THEIR PRESENT UNIFORMS?
c. WHAT DO THEY FEEL ABOUT UNIFORMS DURING SUMMER SEASON?
THEORETICAL AND CONCEPTUAL FRAMEWORK

SUMMER
HEAT

Performance
Students

The way how students perform are affected by different factors, one of them is the summer heat. The
summer heat affects greatly students. It causes them to shift their attention and change their hydration
states. A negative decrease in this factors would lead to decrease performance of students; cognitively,
psychologically, and physiological.

SIGNIFICANCE OF THE STUDY

 THIS STUDY WILL BENEFIT THOSE AS FOLLOWS:

 INSTITUTION – THIS STUDY WILL ASSIST THE SCHOOL ON WHAT SCHOOL UNIFORM
THEY SHOULD PRODUCE TO EFFECTIVELY ANSWER THE PROBLEMS OF WEATHER
TO STUDENTS IN UNIFORMS. T HIS WILL ALSO HELP THEM DETERMINE WHAT
FACTORS AFFECT THEIR STUDENT ’S PERFORMANCE IN THEIR UNIFORMS DURING
SUMMER SEASON
 STAFF AND FACULTY - THIS STUDY WILL HELP STAFF AND FACULTY TO BE
KNOWLEDGEABLE ABOUT EFFECTIVE UNIFORMS . THIS WOULD IN TURN
ACKNOWLEDGE THE OPINIONS OF STUDENTS TO UNIFORMS
 STUDENTS – THIS STUDY WILL HELP EDUCATE STUDENTS HOW THEY CAN ACT
PROACTIVELY AND WHAT AFFECTS THEM DUE TO HEAT STRESS .

SCOPE AND LIMITATIONS

 THIS STUDY WILL HAVE THE UNIVERSITY OF SAINT L OUIS TUGUEGARAO,

PHILIPPINES AND NOOTHER EDUCATIONAL INSTITUTION. IT WILL FOCUS ON S ENIOR
HIGH SCHOOLS STUDENTS OF THIS EDUCATIONAL INSTITUTION AND NO OTHER
LEVELS.

METHODOLOGY

RESEARCH DESIGN

THIS RESEARCH STUDY ADOPTED AN INTERPRETATIVE PHENOMENOLOGICAL DESIGN

OF INVESTIGATION. I T IS AN APPROACH TO QUALITATIVE RESEARCH THAT HAS SPECIFIC
FOCUS ON THE INHERENT AND UNCHANGING MEANING OF THE ISSUE UNDER THE STUDY
(LANGRIDGE 2007). T HERE ARE DIFFERENT APPROACHES TO PHENOMENOLOGY IS THE MOST
APPROPRIATE FOR THIS STUDY. USING THIS APPROACH, THE RESEARCHER FOCUSED ON
ASSESSING THE LIVED EXPERIENCE OF INDIVIDUALS IN RELATION TO THE PHENOMENON
UNDER STUDY .

LOCALE OF THE STUDY

THE STUDY IS BEING CONDUCTED WITHIN THE SCHOOL GROUNDS (USLT).

PARTICIPANTS OF THE STUDY
AROUND 100-150 STUDENTS WOULD BE PARTICIPATING ON THE SURVEY.