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ABSTRACT
Attending boarding school or dormitory has long been a part of the
educational culture in Don Bosco Training Center- Mati City. For a
significant number of students, boarding is a necessity due to distant
places such as from Cateel, Baganga, Caraga, Taragona, Davao and other
places that far from Don Bosco school for those who want to study at this
school. For other students, attending boarding school represents a choice
and access to greater educational resources. Research led be a guide to
date has been limited to relatively few boarding schools or to relatively
narrow outcome measures. As a result, this research has not
comprehensively assessed the role of boarding school in the outcomes of
students. Guided by theories and perspectives of ecological systems,
positive youth development (PYD), extracurricular activity, attachment, and
experiential education, it is proposed that boarding school represents a
unique socialization setting in comparison to home or day school
experiences. In the current study, structural equation modelling was used
to explore the extent to which boarders, relative to day students may gain
or decline in academic (e.g., motivation, engagement) and non-academic
(e.g., life satisfaction, interpersonal relationships, self-esteem) outcomes.
Cross-sectional data, controlling for socio-demographic, prior achievement,
personality, and school-level factors, showed general parity in outcomes
between day and boarding students; however, where significant effects
emerged, they tended to favor boarders. Longitudinal analysis, which
controlled for prior variance, socio-demographic, prior achievement,
personality, and school-level factors, also revealed general parity in day
and boarding students’ gains and declines in academic and non-academic
outcomes. In fact, any differences between day and boarding students
appeared to be due to personality traits, prior achievement, and some
socio-demographic features. Unlike historical accounts of predominantly
negative experiences of attending boarding school, the current study found
no such negative effects on outcomes measured. Taken together, these
findings hold implications for boarders, parents considering boarding school
for their children, staff involved with day and boarding students, and
researchers investigating the effect of school structures on students’
academic and non-academic development. Importantly, given the lack of
rigorous research and theory in this area, the current study provides a
foundation for more detailed and well-designed longitudinal research into
residential education settings in the future.

RESERCH ISSUE
The Don Bosco Training Center-Mati boarding house or dormitory
demanding that rules and regulation concerning behavior are obeyed and
observed but there are some students who are obstinate, refusing to obey
the rules, not showing a proper sense of responsibility and it is really need
to disciplined and this is the main issue. In the second place, there are also
a few students not accustomed away from their parents and this had an
impact on their learning. In addition
A student's behavior can affect her ability to learn as well as other students'
learning environment. Students who behave disruptively by bullying
other students, talking during lectures or by requiring the teacher to
interrupt lessons to discipline them can have a negative effect on an entire
classroom.