BATANGAS EASTERN COLLEGES

PERCEIVED USEFULNESS AND EFFECTIVENESS OF INFRACTION SLIP ON

GRADE 11 STUDENTS OF BATANGAS EASTERN COLLEGES

SUBMITTED BY:

Eivan Balbastro

Danielle Calingay

Juncel Dumalaog

Jourielle Foliente

Sharmaine Ofalsa

Precious Erika Tejada

Sophia Beatrice Virrey

11 STEM- Leonhard Euler

SUBMITTED TO:

Ms. Pamela Magtibay

Subject Teacher
“Perceived Usefulness and effectiveness of infraction slip on grade 11 students of Batangas

Eastern Colleges”

INTRODUCTION

This section contains the scope, purpose, background of the study and the key points of

the report paper.

Scope

This report concentrates on the perceived usefulness and effectiveness of infraction slip to the

grade 11 students of Batangas Eastern Colleges. This report focused on the at least 30

participants of grade 11 students who received an infraction slip as the subject for data

collection. The data collection will be gathered through a survey on google forms, which will be

used as an instrument for this study. This study is confined to the responses of the participants

that are randomly selected. This study does not include those students who haven't received an

infraction slip inside Batangas Eastern Colleges.

Purpose

The goal of this report is to analyze the significance of infraction slips at Batangas Eastern

Colleges and determine their efficacy for students. This report is made with the aim of providing

vital information regarding the perceived usefulness and effectiveness of infraction slips to grade

11 students. This report should provide an exploratory study for the report conducted.

Background of this study

Inside Batangas Eastern Colleges, a lot of students experience receiving an infraction slip for

violating school rules. The code of student conduct for the school districts shall be put into effect

by the faculty and principal. Every staff member will receive a copy of the code of student

conduct at the start of each school year, and every parent or guardian will receive one when their

kid enrolls. Any changes made to the code by the board of education must be automatically

adopted by the school council. The school safety plan and the pertinent indicators from the

standards for school improvement must both be in accordance with this school council policy.
 The students’ greatest need both in and outside the classroom is to learn. Humans are

intelligent beings who live in a complex, interdependent world in which their success or failure

as individuals depends greatly on what they know about that word and about themselves. People

need to learn and to develop the discipline needed to learn, and in most modern society's schools

are the institutions in which young people focus their attention on this important task. Therefore,

any class in which students are not engaged in learning activities is not serving the need that

students have. Classroom management is the basic factor for learning activities. Classroom

management is a term used by teachers to describe the process of ensuring that classroom lessons

run smoothly despite disruptive behavior by students. The term also implies the prevention of

disruptive behavior

According to a study, students' cultural knowledge, life experiences, and performance

preferences to academic content and intellectual tools in ways that validate what students already

know. Culturally responsive teachers negotiate classroom cultures with their students that reflect

the communities where students develop and flourish by embracing the sociocultural realities

and histories of their students through what is taught and how. This is no little thing since it calls

on educators to get above their own cultural prejudices and preferences in order to create and

nurture learning and communication patterns that encourage and sustain student engagement and

achievement. (Kozleski, 2000).

The discrepancies in school discipline in American education are accompanied by a wealth of

writings that concentrate on African Americans in failing urban schools (Civil Right Project,

2000; Losen, 2011; Mendez & Knoff, 2003; Skiba, Michael, Nardo & Peterson, 2002; Wilson,

2014). Additionally, according to the most recent Civil Rights Discipline Collection report

(Office of Civil Rights, 2014), students who receive one infraction slip have a much higher

likelihood of receiving multiple suspensions, which could result in expulsion or involvement

with the juvenile justice system. A sizable amount of study (Skiba et al., 2002; Office of Civil

Rights, 2014; Wilson, 2014) concentrates on public educational institutions' poor performance in

this area without looking at charter schools to see if discipline discrepancies are pervasive there

as well. This study focused on two successful charter schools in metropolitan areas. Chicago's
Urban Preparatory Academies and New York's Harlem Children's Zone. Critical race theory is

used to evaluate school characteristics in order to comprehend the connection between teacher

effectiveness and student behavior. Although the student populations at both schools were

comparable, the study's findings show that the campuses with more qualified teachers reported

lower rates of disciplinary infractions. These findings have repercussions for urban education

and teacher preparation.

Key points

This report must present a perception of positive outcomes about the perceived usefulness and

effectiveness of infraction slip, which has a significant impact on students and teachers at

Batangas Eastern Colleges. This report's primary objectives were:

● To ascertain the impact of infraction slip on the students' well-being.

● To ascertain the effects on students' academic performance.

FINDINGS

This section illustrates the data gathered.

A survey created in Google Forms served as the data collection instrument. In order to obtain

the dat, the following objectives is sought to be answered:

● Effects of Infraction slip on student's well-being.

● Perceived usefulness of Infraction slip to grade 11 students.

● Effects of Infraction slip on students academic performance.

Effects of Infraction slip on student's well-being.

 Figure 1.

This figure illustrates that the respondents mostly responded that they often received infraction

slip with the percentage of 93.5%. However, twice a week and three to five times a week both

gain 3.2%.

Figure 2.

As shown in figure 2, 9 out of 31 respondents or 29% of total respondents responded that

slightly do not feel bad about getting an infraction slip. While, 4 out of 31 respondents or 12.9%

do not slightly feel bad about getting an infraction slip. 8 out of 31 respondents or 25.8%

moderately feel bad in getting an infraction slip. 5 out of 31 respondents or 16.1% Slightly feel

bad. And 6 out of 31 respondents or 19.4% of the respondents responded that they feel bad in

getting infraction slip.

Figure 3.
 This figure shows how many times did students receive their infraction slip. Students who

received their infraction slip 5 times below are 90.3% out of 31 respondents. While 3.2% out of

31 respondents who received their infraction slip 6-10 times in a month. And students who

received their infraction slip 11 times and above have 6.5% out of 31 respondents

Figure 4.

This figure shows that the students who received infraction slip have their parents called by

the school council. 90.3% of the 31 respondents said that their parents haven't been called yet by

the school. So the rest of 9.7% of 31 respondents said that their parents have been called by the

school

Figure 5.

This figure shows that most of the respondents are afraid of receiving an infraction slip, but

there are still some students who are not afraid of receiving an infraction slip.

Figure 6.
 This figure shows 51.6% of students received an infraction slip unintentionally, but almost

half of the responding students received it because they did not follow the school rules.

Figure 7.

This figure shows that more than half of the responding students (54.8%) of them did not even

got embarrassed for them receiving an infraction slip, there are still some students who got

embarrassed because they received an infraction slip (45.2%)

Figure 8.

Figure 8 shows that almost all of our 31 respondents developed bad emotions after receiving

infraction slip. 58.1% of them said that they didn't develop bad emotions and 41.9% of them

developed bad emotions.

Figure 9.
Most respondents responded that they received infraction slip because of improper uniform

(41.9%). Cellphone compensation with 25.8%. Tardiness with 16.1%. Haircut with 9.7%. 6.5%

of respondents received infraction slip because of smoking/drinking. Not wearing a school ID,

and other reasons with only 3.2%. None with misbehavior of classes.

Figure 10.

Figure 10 shows how many percent of students' well-being have been affected by receiving

infraction slip. 71% of students said that receiving infraction slip affected their well-being and

29% out of 31 respondents said that receiving infraction slip doesn't affect their well-being.

Perceived usefulness of Infraction slip to grade 11 students.

Figure 11.

Figure 11 shows how useful the infraction slip is. Above 15 students agree that infraction slip

is helpful. 10 students strongly agree that infraction slip is helpful and some students 5 below

disagree that infraction slip is helpful. 11 students strongly agree that infraction slip affects

students in a good way. 14 students also agree that infraction affects students in a good way.

While some of 5 and below students disagree and strongly disagree that infraction slip affects

students in a good way. 13 students strongly agree that they tried avoiding infraction slip and 14

agree that they tried avoiding infraction slip. While some 5 and below students disagree and
strongly disagree that they tried avoiding infraction slip. 14 students strongly agree that

infraction slip helps students to behave or obey the school rules and 15 of them agree too. while

5 and below students disagree and strongly disagree that infraction slip helps students to behave

or obey the school rules. 9 students strongly agree that it would be better in school if they were

given an infraction slip And 15 student also agree with it. 8 students disagree and 2 students

strongly disagree that it would be better for the school if you we're given an infraction slip.

Effects of Infraction slip on students academic performance.

Figure 12.

As shown in Figure 12, most respondents agree that the infraction Slip Affects their academic

performance. While most of the respondents disagree with the idea of skipping classes

intentionally. And most of the students agree that infraction slip helps students academically.

Almost 15 students strongly disagreed that they're ever been suspended by receiving to much

infraction slips. And also 14 students strongly disagree that they haven't been kick out of the

classroom by their subject teachers. While many students agree that by infraction slip it benefits

us students.

CONCLUSION

The approaches to the statement of the problem are provided in this section. Based on the data

acquired, we have found that each student's perception of what transpires after obtaining an

infraction slip varies. In conclusion, infraction slip has a negative impact on students' wellbeing.

Infraction slip causes alterations in behavior and mental health of students. We noticed that many

students are terrified about getting infraction slip, especially since the majority of them got it

unintentionally and typically feel bad about it. With that being said, nearly half of students report
feeling ashamed after obtaining an infraction slip, and almost all concur that infraction slips have

an impact on their mental and physical health.

According to the data we gathered, many students agree that receiving infraction slips has a

positive impact on them. Therefore, infraction slips are useful and effective for those students

who frequently receive them. This study also demonstrates that most students improved in

behavior and compliance with school regulations.

Studies in the field of education have looked at a variety of variables that may have an impact

on students' performance, such as physical amenities, qualified teachers, students' attitudes,

goals, and self-awareness. Infraction slips is one of the factors that affects them. Students differ

in terms of their personalities, behaviors, and conceptualizations of the world. It is frequently

argued that certain personality traits are necessary for people to succeed in their careers.

Variables that indicate the relationship between a student's personality type patterns and

academic success. A lot of students who received infraction slips disobey school rules because of

their behavior. But then, they disagree with the idea of cutting classes and other things because

above all they still value themselves as students and their academic performance. There are many

purposes that are satisfied by pursuing academic performance. In order to encourage

improvement and use educational development, students' academic careers will have both

successful and unsuccessful periods.

RECOMMENDATION

1. Avoid wearing improper uniform.

2. Do not smoke while at school premises.

3. Do not use your phone at class hours.

4. Avoid wearing earrings for male students.

5. Maintaining proper haircut for male students must follow the given haircut style.

6. Eating at recommended places and not at prohibited areas.

7. Do not change the color of hair for both male and female students.

8. Avoid spitting at school wall and school floors.

9. Do not gamble while at school area.

10. Do not bully or harass other students inside or outside of school premises.

11. Do not take video that can lead to scandalous actions.

12. Do not use other’s information for your own goods.

13. Avoid cheating at school mostly if you are taking an examination.