A Correlational Study Between Senior High School Student’s Perception To

School Rules And Regulations And The Gravity Of Their Offenses In Moreno
Integrated School

A Research Paper Presented to the

Faculty of Senior High School Department
Moreno Integrated School

In Partial
fulfillment of the requirements in
Inquiries, Investigations and Immersion

Cereno, Julie Lara G.

Estipona, Alleah Joyce S.
Predicala, Jonelyn A.
Rafael, Riezel Joy L.

Joellyn C. Apolinario M. Math

Senior High School Teacher III
Adviser

2023
 Republic of the Philippines
MORENO INTEGRATED SCHOOL
Senior High School Department
Daet, Camarines Norte

RECOMMENDATION FOR ORAL DEFENSE

This undergraduate research hereto attached entitled A CORRELATIONAL STUDY

BETWEEN SENIOR HIGH SCHOOL STUDENT’S PERCEPTION TO SCHOOL RULES

AND

REGULATIONS AND THE GRAVITY OF THEIR OFFENSES IN MORENO INTEGRATED

SCHOOL prepared and submitted by JULIE LARA CERENO, ALLEAH JOYCE ESTIPONA,

JONELYN PREDICALA, RIEZEL JOY RAFAEL in partial fulfillment of the requirements for

Inquiries, Investigations and Immersion subject of Humanities and Social Sciences Strand is

hereby recommended for oral examination.

JOELLYN C. APOLINARIO, M.MATH

Adviser

ii
 Republic of the Philippines
MORENO INTEGRATED SCHOOL
Senior High School Department
Daet, Camarines Norte

RECOMMENDATION FOR ORAL EXAMINATION

This ungraduated thesis hereto attached entitled A CORRELATIONAL STUDY
BETWEEN SENIOR HIGH SCHOOL STUDENT’S PERCEPTION TO SCHOOL RULES
AND REGULATIONS AND THE GRAVITY OF THEIR OFFENSES IN MORENO
INTEGRATED SCHOOL prepared and submitted by JULIE LARA CERENO, ALLEAH
JOYCE ESTIPONA, JONELYN PREDICALA, and RIEZEL JOY RAFAEL in partial
fulfillment of the requirements for Inquiries, Investigations and Immersion subjects of
Humanities and Social Sciences Strand has been examined and is recommended for acceptance
and approval for oral defense.

JOELLYN C. APOLINARIO, M.MATH

Adviser
THESIS COMMITTEE

DARYL QUINITO
Chairman
JOELLYN C. APOLINARIO, M,Math RONADEL M. SURETA
Member Member

______________________________________________________________________________

APRPROVAL SHEET

Approved by the Panel of Oral Examiners on Oral Examination with a grade of ___.

DARYL QUINITO
Chairman

JOELLYN C. APOLINARIO, M,Math RONADEL M. SURETA

Member Member

Accepted and approved in partial fulfillment of the requirements for Inquiries, Investigations and
Immersion subject of Humanities and Social Sciences Strand

ALICIA I. QUINITO
School Principal III

iii
 Republic of the Philippines
MORENO INTEGRATED SCHOOL
Senior High School Department
Daet, Camarines Norte

CERTIFICATION

This is to certify that all the suggestions given by the Panel of Oral Examiners in

connection with the Oral Examination of JULIE LARA CERENO, ALLEAH JOYCE

ESTIPONA, JONELYN PREDICALA, RIEZEL JOY RAFAEL in defense of their

undergraduate thesis entitled A CORRELATIONAL STUDY BETWEEN SENIOR HIGH

SCHOOL STUDENT’S PERCEPTION TO SCHOOL RULES AND REGULATIONS AND

THE GRAVITY OF THEIR OFFENSES IN MORENO INTEGRATED SCHOOL was edited

by the undersigned.

JOELLYN C. APOLINARIO, M.MATH

Editor

iv
 ACKNOWLEDGEMENT
This study has been accomplished through the concerted effort of the researchers and they
would like to extend our heartfelt gratitude to the following persons who have rendered their
effort and patience in accomplishing this study:
Their beloved parents, Maribel Cereno, Lea Estipona, Agnes Predicala, Elizabeth Rafael,
for their moral, spiritual and most importantly financial support, without their help and
understanding, this study would not possible.
Ma’am Joellyn C. Apolinario, their adviser/editor and photographer during the title and
final defense, for being patient with our unpredictable character, and for the knowledge and
wisdom she imparted and for her time and effort in editing this manuscript;
The Panel of Oral Examiners, Sir Daryl Quinito, Chairman and the members, Ma’am
Joellyn Apolinario, and Ma’am Ronadel M. Sureta, for the knowledge and information shared;
Ma’am Alicia I. Quinito, School Principal, the School Head Teachers, and the rest of the
faculty members of Moreno Integrated School, for the support and understanding.
To all the respondents from different grade level and parents and stakeholders of Moreno
Integrated School, Daet, Camarines Norte for sharing their ideas and for giving the information
needed which contribute a lot for this research.
Their classmates, schoolmates and relatives for their company, help and cheers while
working out this research study. Their friends, best friends, teachers, and love ones,
And most especially, to God the Father, for giving them knowledge, strength, intelligence,
and courage to finish this study with the pride and dignity. To Him, they owe everything.

The
Researchers

v
 DEDICATION
This is sincerely dedicated to Almighty Father, for giving us

enough strength and determination to pursue this study and

overcome all the trials that we have encountered all throughout

the execution of this research.

To our family, friends, classmates, and love ones who serves as

our inspiration and to our instructor who pushed us on top and

nurtured our minds to realize this endeavor, this humble work is

also dedicated.

Julie Lara * Alleah Joyce * Jonelyn * Riezel Joy

vi
 ABSTRACT

Title: A Correlational Study Between Senior High School Student’s Perception To School Rules
And Regulations And The Gravity Of Their Offenses In Moreno Integrated School

Researchers: Julie Lara Cereno

Alleah Joyce Estipona
Jonelyn Predicala
Riezel Joy Rafael

Strand: Humanities and Social Sciences Strand (HUMSS)

School: Moreno Integrated School

Year: 2023

Adviser: Joellyn C. Apolinario, M.Math

Keywords: Perception, Rules And Regulation, Gravity Of Offenses

This study was conducted to find out the perception and the gravity of offenses of Senior

High School Students in Moreno Integrated School and to attain the purpose of this study, the

researchers used employed a descriptive-correlational research design to know and understand

the knowledge of senior high schools when it came to the school rules and regulations and the

gravity of their offenses. The respondents of the study were the senior high school students of

Moreno Integrated School who had taken Humanities and Social Sciences Strand. Generally, the

main concern of this study was to determine what were the perception of the student about the

rule and regulations of the school. This research was also relevant in the society since there were

student who disobeyed and had negative perception to the rules and regulations. the researchers

used printed survey questionnaire as the gathering instrument to identify the knowledge of

Senior high school students in Moreno integrated School when it came to perception of students

to school rules and regulations and the gravity of their offenses in Moreno Integrated school. The

vii
questionnaire composed of two sets with 16 questions the set A would be answer based on the

perception of the students about the rules and regulation and the set B would be answer based on

the gravity of offense, All of the respondents responded to the perception and gravity of offense

of rules and regulations. The result of the study showed that the perception and the gravity of

offenses of the respondent to school’s rules and regulations of the school. The research aimed to

answer the following questions: 1. What is the perception of the respondents to School Rules and

Regulations in terms of: a. Minor Offense b. Major Offense c. Serious Offense2. What is the

gravity of offense of the respondents? 3. Is there significant relationship between the perception

and the gravity of offense of the respondents? 4. What recommendations can be suggested based

on the findings of the study?

The researchers used the descriptive correlational survey method to scale the level of

knowledge of senior high schools when it came to the school rules and regulations and the

gravity of their offenses. The researchers used a simple random sampling to choose the

respondents and answer the survey printed questionnaire for the data needed for the study. The

study used descriptive and inferential statistics such as means, percentage, ranking and Spearman

Rho Correlation Coefficient.

The following were the findings of the study; 1)Among the three major indicators

namely: minor offense, major offense and serious offense, two indicators got "Strongly

Disagree" as its description which mean score was ranging from 1-1.49 and indicator number 1

which was "minor offense" got "Disagree" as its description which mean score was ranging from

1.5-2.49. 2) Among the 16 indicators, only indicators 2, 6, 10 and 3 belonged to "1st offense

which are as follows: "Not wearing prescribed uniform.", "Cheating during examination",

"Bullying students", "Making too much noise inside and outside of school.", while all other

viii
indicators belonged to "Never" as its description which meant score was ranging from 1-1.49

only. Indicators 1 and 5 belonged to the last rank which was 15.5. 3) According to the findings

using the Spearman Rho correlation coefficient, by normal standards, the association between the

two variables (students’ perception to school rules and regulations and their gravity of offense)

would not be considered statistically significant at p < 0.05.

Based on the findings the following conclusions were drawn: 1) Students generally had

negative perceptions towards school rules and regulations, particularly when it came to minor

and major offenses. The fact that two indicators received a score of "Strongly Disagree"

suggested that students strongly disagreed with these rules and regulations, while the fact that the

third indicator received a score of "Disagree" suggested that students generally disagreed with it

as well. 2) The majority of the students had not committed serious offenses and that the school

had a relatively safe and orderly environment. However, there were still instances of first-time

offenses, such as not wearing the prescribed uniform, cheating during examinations, bullying

other students, and making too much noise inside and outside of school, that needed to be

addressed to ensure a positive learning experience for all students. 3) There was no significant

relationship between students' perception of school rules and regulations and the gravity of their

offenses. This suggested that schools should not solely rely on their rules and regulations to

prevent student misbehavior, but should consider other factors that may influence student

behavior.

In the view of the following findings and conclusion, the researchers formulated the

following recommendations; Based on the findings that students had negative perceptions

towards school rules and regulations, particularly regarding minor and major offenses, the

following recommendations could be made: 1) Involve students in the rule-making process:

ix
Schools should involve students in the formulation and review of their rules and regulations, to

ensure that their opinions and feedback are taken into consideration. 2) Provide education and

support: Schools should provide education and support to students to help them understand the

rationale behind the rules and regulations, and to encourage them to comply with them willingly.

3) Review and revise school rules: Schools should review and revise their rules and regulations

to ensure that they are fair, reasonable, and effective in achieving their intended objectives. 4)

Consistent enforcement: Schools should ensure that their rules and regulations are consistently

enforced, without discrimination or bias. 5) Positive reinforcement: Schools can also use positive

reinforcement strategies such as praise, recognition, and rewards to encourage students to

comply with rules and regulations. 6) Strengthen the school's disciplinary system: This can be

achieved through the implementation of appropriate and effective disciplinary measures, such as

counseling, suspension, or community service, which can deter students from engaging in such

behaviors. 7) Foster a positive school environment: To maintain positive school environment, the

school can continue to provide support and resources to students, such as counseling services and

extracurricular activities, that can help them develop positive social-emotional skills and

relationships. 8) Address the root causes of offenses: Addressing these root causes can help

prevent future occurrences of these behaviors. 9) Regular monitoring and evaluation: The school

should regularly monitor and evaluate the effectiveness of its disciplinary system and the

implementation of its programs and strategies to address offenses to improvement and ensure

that the school is meeting the needs of its students. . 10) Maintain compliance with legal

frameworks: : The school should ensure that its disciplinary system and policies are compliant

with the legal frameworks that govern student welfare and safety. This can help protect the

rights of students and promote a safe and supportive learning environment.

x
 TABLE OF CONTENTS
Page
TITLE PAGE i
RECOMMENDATIONS FOR ORAL DEFENSE ii
APPROVAL SHEET iii
CERTIFICATION OF THE EDITOR iv
ACKNOWLEDGEMENT v
DEDICATION vi
ABSTRACT vii
TABLE OF CONTENTS xii
LIST OF TABLES xv
LIST OF FIGURES xvi
CHAPTER
1 INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Hypotheses 4
Significance of the Study 5
Scope and Delimitation 6
Definition of Terms 6
2 REVIEW OF RELATED LITERATURE
Related Literature 9

Related Study 12
Synthesis of the State-of –the-Art 14
Theoretical Framework 16
Conceptual Framework 17
3 RESEARCH DESIGN AND METHODOLOGY
Research Design 19

xi
 Research Sample 19
Research Instrument 20
Data Gathering Procedure 21
Data Analysis 22
4 COMPUTATION, INTERPRETATION, AND ANALYSIS
Respondents Demographic Profile 24
Challenges Encountered in English Language Subject 25
Academic performance of the respondents 27
Significant relationship between the challenges encountered 28
5 SUMMARY, CONCLUSION, AND RECOMMENDATION
Findings 29
Conclusions 30
Recommendations 31
BIBLIOGRAPHY 32
APPENDICES
A. Letter to the School Principal III 34

B. Letter to the Panelists 35

C. Letter to the respondent’s advisers 36
D. Survey Questionnaire 37
CURRICULUM VITAE 39

xii
 LIST OF TABLES
Tables Title Page
1 Respondents Profile 24
2 Challenges Encountered in English Language Subjects 25
3 Respondents’ Academic Performance 27
4 Relationship between the challenges encountered 28
and the academic performance

LIST OF FIGURES
Tables Title Page
1 Theoretical Paradigm 16
2 Conceptual Framework 17

xiii