COMPARATIVE STUDY ON STUDENTS PERCEPTION TOWARDS HOLY CROSS

OF MINTAL SCHOOL POLICY, RULES AND REGULATIONS.

Submitted to:

Mr. Matias Mercado, Jr., MBA

Subject Teacher

Submitted by:

Bernardino, Angel Mae P.

Castaneros, Erika Joy C.

Castillion, Paul Derique C.

Cuizon, Jenny O.

Escale, Ices Kaye A.

Gayo, Karl Daniel A .

Gumapac, Sherleen A.

Gutierrez, Louie John A.

Margate, Beverly N.
 Our Lady of Guadalupe

September 2023

CHAPTER 1

Introduction

The ability of the student to discriminate between right and wrong is included in the ideal

definition of discipline, which goes beyond merely adhering to rules and regulations.

Despite the fact that the word "discipline" conjures up negative associations, its aim is to

instill in pupils a feeling of responsibility by teaching them limits and boundaries that will

help them develop personally. School disciplinary procedures can be very beneficial,

but they can also be onerous for pupils. The researchers are eager to comprehend the

significance of and impact of student life on school disciplinary methods.

In the Philippines, the quality of discipline within educational institutions has been on a

decline in recent years, primarily attributed to a multitude of external factors such as

mass media, familial dynamics, and other societal influences (Perez, 2014). Parents are

increasingly expressing apprehension about their children being enrolled in

overcrowded classrooms where educators are often preoccupied with handling

disciplinary issues. This is not the educational atmosphere parents aspire to provide for

their offspring. It is important to note that the level of discipline can significantly differ

from one school to another, as each private institution operates independently. As

asserted by Castolo (2007), educators have perennially grappled with the challenge of

effectively managing classroom dynamics and enforcing discipline.

Voogt and Pareja Roblin (2012) emphasize the urgent need for significant changes in

national curricula to align with the demands of the 21st century. In their study, they

conducted a comprehensive analysis of eight frameworks that delineate the

competences required for the 21st century. They conducted an exhaustive search for

relevant information on 21st century competences by exploring the official websites

associated with these selected frameworks, which resulted in the identification and

detailed examination of 32 documents.

To assess the coherence and alignment among these frameworks, they employed

Travers and Westbury's curriculum representations framework to evaluate both

horizontal and vertical consistency. Their analysis focused on several aspects, including

the underlying rationales and objectives of these frameworks, their definitions of 21st

century competences, and the recommended strategies for implementing and

assessing these skills in educational settings.

Furthermore, the study incorporated insights from three international studies, examining

how various countries, including EU member states and OECD countries, as well as

schools participating in SITES studies, addressed or failed to address 21st century

competences. The findings of the study revealed a substantial level of alignment among

the frameworks regarding the understanding of what 21st century competences entail

and why they are crucial, indicating horizontal consistency. However, the study also

highlighted a significant disparity between intentions and actual practice, signifying a

lack of vertical consistency.

The paper concludes by discussing the implications of incorporating 21st century

competences into national curriculum policies and provides recommendations for

addressing the identified challenges.