CHAPTER ONE

THE PROBLEM AND ITS BACKGROUND

Introduction
No student shall be deprived of their right to information, especially when it comes
to their rights and privileges as a student. They must be aware of everything like the rules and
policies that govern them, the dos and donts of the school, and the possible consequences in case
of violation of the said rules and policies. All these concerns are found in the student manual, thats
why it is important that each student should be given a copy of student manual for them to know the
details of their commitment to their learning experience at the university.
ence, the !tudent "anual is essential for students to read and understand, so they can fully
engage in all facets of being a student. The purpose of the #niversity !tudent "anual is to notify
students about the universitys commitment to them especially in enabling and providing learning
environment and in return. !tudents are also expected to follow the policies that are being set by the
university. #niversity procedures, regulationsand services are mentioned in this manual, with
directions to full policy documentation on the university.
$ntering in the university, students become a member of the inclusive community that
supports equality, diversity, and ethical and responsible behavior. !tudents are benefited in many
ways and develop socially from being a member of a vibrant community of students, staff and other
personnel that works at the university. As a member of the university, and in line with the !tudent
%harter, students are expected to behave in a respectful manner within the university.
1
"eanwhile, the %agayan !tate #niversity is an institution that aims to provide the best
quality of education among its constituents. &t aims to promote excellence in the field of academics
and other aspects of the students lives. Thus, in order to achieve all the goals that are being set by
the #niversity, it must have a set of rules and regulations and other provisions that will legally
govern the whole studentry.
$very member of the #niversity 'the students, faculty members, administrators and staffs
and other personnels ( makes a pledge to strive for personal and academic integrity, to treat others
with dignity and respect, to honor the rights and property of others, to take responsibility for
individual and group behaviour, and to act as a responsible citi)en in a free academic community.
Any students conduct, on or off campus, of individuals or groups that threatens or violates this
pledge may become a matter for action within the #niversity*s system of student discipline or any
student who will commit any violations must have to face the consequences of their actions.
The primary purpose of policies and regulations, and the articulation of expected standards
of student conduct, is to promote the mission of the #niversity and to protect the well(being of the
community. These policies and regulations enable all the members of the university to function as a
community and respond to situations that threaten or violate that community.
!tudent "anual addresses important areas of information for all student members of the
university. The "anual describes how this university works, where students should go, and who
they should see to resolve questions and concerns. +olicies, procedures, and regulations are outlined
so that all students ,undergraduate, graduate, medical, certificate and special status- are aware of the
parameters within which this #niversity community functions.
!ince it is very well said that the rules and policies and other standards and provisions that
are written in the !tudents "anual plays a significant role in achieving the goals of the university,
2
the researchers conducts this study to determine the .evel of Awareness and the $xtent of
&mplementation of such provisions and policies in the !tudent "anual of %agayan !tate #niversity,
Andrews %ampus.
The researchers would like to know the .evel of Awareness and the $xtent of
&mplementation of the student manual as perceived by the !tudents. The researchers will conduct a
survey regarding the said issue at hand and the data that will be gathered will be further analy)ed
and interpreted in order to come up with the end goal of the study which is to know the !tudents
.evel of Awareness and the $xtent of &mplementation of the different provisions in terms of / a-
Academic +olicy b- !tudent !ervices and 0elfare +rograms c- 1ights, 2uties and 1esponsibilities
d- !tudent %onduct and 2iscipline as per stipulated in the !tudent "anual of %agayan !tate
#niversity, Andrews %ampus.
Statement of te Pro!"em
3
The researchers conducted the study to determine the .evel of Awareness and the $xtent of
&mplementation of the !tudent "anual of %agayan !tate #niversity. !pecifically, it aimed to answer
the following questions/
3. 0hat is the level of awareness of the students in the manual in terms of /
a- Academic +olicies
b- !tudent !ervices and 0elfare +rograms
c- 1ights, 2uties and 1esponsibilities
d- !tudent %onduct and 2iscipline
4. 0hat is the extent of implementation of the manual according to its Amount of service,
%ompliance, 1espondents responsiveness and 5uality of delivery perceived by the students6
7. &s there a significant relationship between awareness and implementation6
8. 2o manual help the students as perceived by themselves in terms of their /
a- Academic +erformance
b- !tudent !ervices and 0elfare +rograms
c- %onduct and 2iscipline
d- 1ights, 2uties and 1esponsibilities
Conce#tua" $rame%or&
4
&n order to fully develop the study, the researchers presented a conceptual framework. The
conceptual framework discussed the main thrust of the study. The main thrust of the study is to
determine the level of implementation of policies and by(laws in the !tudent "anual. The paradigm
below shows the &nput(+rocess(9utput of the study. :asing from the diagram below, the $xtent of
implementation will depend on the respondents awareness regarding the provisions in terms of/ a-
Academic +olicies b- !tudent !ervices and 0elfare +rograms c- %onduct and 2iscipline d- 1ights,
2uties and 1esponsibilities that are stipulated in the !tudent "anual of %agayan !tate #niversity,
Andrews %ampus.
OUTPUT
PROCESS
INPUT
;igure3. 1esearch +aradigm
Si'nificance of te Stud(
5
This study has the following contributions to the following/
To the !tudents
The study will benefit the students by simply informing them on the 2os and 2onts
of the school policies, in case of unawareness, through this study they will be informed of their
rights and privileges as a student.
To the Administrators
This will help the administrators in assessing the effectiveness of their strategy in
implementing the policies and by(laws written in the !tudent "anual.
To the 1eaders
This study will inform the readers on the level of implementation of the policies and
by(laws in the !tudent "anual of %agayan !tate #niversity. This will also help them in terms of
determining how well these policies and by(laws are implemented at %agayan !tate #niversity.
To the ;uture 1esearchers
This study will serve as a pattern and basis for future researchers that will conduct a
study that is related to the topic.
To the Teachers
This will help them in assessing the effectiveness of their strategy in implementing
the policies and by(laws written in the !tudent "anual.
Sco#e and De"imitation)
6
The study focused on the .evel of Awareness and $xtent of &mplementation of the
!tudent "anual of %agayan !tate #niversity. &t includes the following/
The provisions in the !tudent manual were delimited in terms of a- Academic +olicies b-
!tudents !ervices and 0elfare +rograms c- 1ights, 2uties and 1esponsibilities d- !tudent
%onduct and 2iscipline.
The study was conducted within the vicinity of %agayan !tate #niversity, Andrews %ampus,
Tuguegarao %ity, %agayan. The researchers delimited the scope of the study within the four
2epartmental %olleges/ the %ollege of :usiness, $ntrepreneurship and Accountancy, the
%ollege of Allied ealth and !ciences, the %ollege of Teachers $ducation and the %ollege of
ospitality and &ndustry "anagement through stratified random sampling.
The respondents are the students from the four colleges mentioned. The chosen respondents
will be the sub<ect of the survey for the attainment of the ob<ectives of the study.
Definition of Term)
To specify the limit of the study titled =The .evel of Awareness and &mplementation
of !tudent "anual of %agayan !tate #niversity>, the paper defines the following terms/
7
Le*e"+ it is the degree or range of the implementation of the provision stated in !tudent "anual.
E,tent of Im#"ementation+ it is the act of putting provisions of student manual into action to
further test the awareness and implementation of the said provisions. The extent of implementation
will be measured through its amount of service, compliance, quality of delivery and respondents
responsiveness.
Amount of Ser*ice+ represents the quantity of a provided service received by the respondents.
Com#"iance+ refers to how closely academic policies, students services and welfare programs,
rights, duties and responsibilities, student conduct and discipline are being followed by the
respondents.
-ua"it( of De"i*er(+ deals with the manner, in which the provisions were implemented.
Re)#ondent) Re)#on)i*ene))( measures how the respondents obey the provisions.
Student Manua"+ it is where all the policies, by(laws and rights of the students are written. &t is a
manual that serve as a guide to all students in a certain #niversity.
A%arene))+ it is the state of mindfulness or responsiveness of the respondents on the
implementation of the policies and by(laws in the !tudent "anual.
Pro*i)ion)+ are the policies, rules and regulations stated in the !tudent "anual.
CHAPTER T.O
RE/IE. O$ RELATED LITERATURE AND STUDIES
This chapter underscores the background readings set about by the researchers on the
variables to be focused in the research study. &t commences with literature and studies on the
8
definition of the implementation in relation to the research study. The second section of the chapter
focused on the related study on the awareness of the students on the policies and provisions
stipulated in the student manual. The last section of the chapter synthesi)es the review of both
conceptual and research literature presented in this portion of the research proposal.
Loca" Stud(
As to the awareness of the students, in relation to the policies and by(laws as stipulated in
the student manual, ;ernande) ,4??@- concluded from the findings that the awareness of the
students in +angasinan !tate #niversity ,+!#-, .ingayen %ampus, in accordance with the content of
the student handbook in terms of general academic policies, scholarship program, student clubs and
organi)ations, student discipline and disciplinary measure, are mostly aware. owever, student
offences and their corresponding penalties, and their right and duties are themselves not aware.
:ased from the mentioned findings and conclusions of the study, he recommended that the
school administrator must furnish the said handbooks to all the students of +!#, he must formulate
a comprehensive, and well(discussed written policies of the content of said handbook, he must
design a policy that the teacher or adviser is capable to discuss the content of the handbook on the
first day of the class in order that the students understand the declared policy, and he must organi)e
a seminar that discusses the content of the said handbook. &n return, it is the responsibility of the
students to read and follow the guidelines andAor policies expressed in the handbook.
$orei'n Stud(
&mplementation means a specific set of activities designed to put into practice an activity or
program of known dimensions>. According to Boseph A. 2urlak of .oyola #niversity %hicago in
the article =why program implementation is important>, program implementation refers to how well
a proposed program or intervention is put into practice and is fundamental to establishing the
9
internal, external, construct and statistical conclusion validity of outcome evaluations. 1esearch
conducted on preventive field trials indicate that program implementation is variable across change
agents and settings and is sometimes seriously compromised, and that the level of implementation
influences outcomes. +reventionists should not expect that the quantity or quality of program
implementation will be a perfect 3??C. +rogram implementation refers to how well a proposed
program or intervention is put into practice and has been alternatively referred to as treatment
adherence, fidelity or integrity, or sometimes, as one form of process research or process evaluation.
&mplementation can be distinguished from other aspects of program diffusion such as dissemination
,efforts to inform others of the existence of a program and its findings-D adoption ,a specific
decision to initiate a program- and maintenance or institutionali)ation ,the continuation of a
program after its trial adoption-.
According to "at 2. 2uerden and +eter A. 0itt in their article =Assessing +rogram
&mplementation/ 0hat it is, 0hy it is important and ow to do it> they stated that the core of
implementation is the concept of program integrity, defined as the degree to which a program is
implemented as originally planned. +rogram integrity consists of five main dimensions/ adherence,
dosage, quality of delivery, participant responsiveness, and program differentiation ,2ane E
!chneider, 3FF@-/ Aderence refers to how closely program implementation matches operational
expectations, Do)a'e represents the amount of a provided service received by a participant, -ua"it(
of De"i*er( deals with the manner in which the service was provided, Partici#ant Re)#on)i*ene))
measures individuals* engagement and involvement in the program ,2omitrovichE Greenberg,
4???-, Pro'ram Differentiation identifies program components in order to ascertain their unique
contributions to the outcomes ,2usenbury, :rannigan, ;alco, E ansen, 4??7-.
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As noted, the study of implementation is essential to truly understanding program outcomes.
#nfortunately, reviews of research from a number of different disciplines suggest that issues
pertaining to implementation are often ignored. &n one of the first reviews to address
implementation, +eterson, omer, and 0onderlich ,3F@4- found that on average only 3HC of the
experimental studies published in the Journal of Applied Behavior Analysis between 3FH@ and 3F@?
that provided an operationali)ed definition of independent variables actually measured the degree of
implementation of these variables. Those studies that do include measures of implementation
integrity often report that this information contributes to the understanding of program performance
and outcomes. ;or example, findings from studies of adolescent drug abuse prevention programs
suggest that higher levels of implementation are related to increased program effectiveness and
participant outcomes ,:otvin, :aker, 2usenbury, Tortu, E:otvin, 3FF?D 2usenbury et al., 4??7D
+ent) et al., 3FF?-. The findings from these studies highlight the need to evaluate program
implementation in order to more fully understand program functioning and impacts.
Although most organi)ations develop plans detailing how various services and programs
should be conducted, the level of actual adherence to these plans varies greatly ,2urlakE 0ells,
3FFI-. 0ithout understanding the degree to which a program was implemented as originally
planned, often referred to as Jprogram integrity,J it becomes difficult to suggest linkages between
outcomes and programs. $valuating program integrity provides important information to multiple
stakeholders, including evaluators, funders, and program staff and administrators ,1ossi, .ipsey, E
;reeman, 4??8-. 9btaining a clear picture of how well a program was implemented allows
programmers to more confidently link programs to observed outcomes ,2obson E %ook, 3F@?-.
There are a number of key steps organi)ations should consider when conducting
implementation evaluations. The following serve as more specific recommendations. ;irst, uniform
11
operationali)ed definitions of the components of program integrity ,e.g., adherence, dosage, etc.-
need to be employed when studying implementation ,2usenbury et al., 4??7-. &n other words, a
quality implementation evaluation needs to collect data from as many of the core integrity domains
as possible. This process allows for comparison of implementation research findings across
programs and disciplines. ;urthermore, all pertinent components of the program and
implementation system need to be fully and clearly described in order to facilitate accurate effective
measurement ,Gresham EGansle, 3FF7D +eterson et al., 3F@4-.
+rogram implementation is also applicable to schools and it does not only reflect universities
or colleges but also the leadership of the student leaders in putting the plans of programs into
reality.
&n relation to the study, the researchers adopted this foreign study since the !tudent "anual
does not only focused on the rules and policies that governs the university but also focused on the
different provisions regarding the !tudent !ervices and 0elfare +rograms, the best example of these
are the different !cholarship +rograms that are being offered by the university such as Academic
scholarship, Athletic scholarship, %ampus +ublication ,e.g. if you are a member of the %!#
%ommunicator, you can acquire the said scholarship-, #niversity !tudent Government 9fficers
!cholarship, 19T% scholarship ,e.g. if you are one of the %adet officers, you can also acquire this
scholarship- and lastly !ocio(cultural scholarship. &n order to assessed the extent of implementation
of the different provisions especially these scholarship programs, the researchers designed their own
way of assessing it through adopting the four dimensions of program integrity namely/ Adherence,
2osage, Re)#ondent) Re)#on)i*ene)) and -ua"it( of De"i*er( but in order for the terms to be
more applicable to the study, the researchers changed the terms Adherence and 2osage to
12
Com#"iance and Amount of Ser*ice. Therefore, the $xtent of &mplementation of the provisions
was assessed according to/ Com#"iance0 Amount of Ser*ice0 Re)#ondent) Re)#on)i*ene)) and
-ua"it( of De"i*er(1
CHAPTER THREE
RESEARCH METHODOLOG2
This chapter presented the methods that were used in conducting the study. &t
includes the research design, locale of the study, respondents of the study and sampling procedure,
data gathering tool, data gathering procedure and data analysis.
Re)earc De)i'n
The researchers used descriptive method in order to acquire accurate, factual,
systematic data that will provide an actual picture of the study. To determine the .evel of Awareness
and the $xtent of &mplementation of the !tudent manual, data was obtained through floating of a
standardi)ed questionnaire as a survey instrument.
13
Loca"e of te Stud(
The study was conducted within %agayan !tate #niversity, Andrews %ampus. The
researchers delimited the scope of the study within the four departmental college namely/ %ollege
of :usiness $ntrepreneurship and Accountancy, %ollege of Allied ealth and !ciences, %ollege of
Teachers $ducation and %ollege of ospitality and &ndustry "anagement.
The desired number of respondents was determined the use of !lovins ;ormula
which is/ n K N A ,3 L Ne
4
-
0here nK sample si)e eK margin of error
NK population si)e
Re)#ondent) of te Stud(
The respondents of the study will be the students from the four 2epartmental %ollege
namely/ %ollege of :usiness $ntrepreneurship and Accountancy, %ollege of Allied ealth and
!ciences, %ollege of Teachers $ducation and %ollege of ospitality and &ndustry "anagement.
There were 3?,7HF students in the four colleges and the researchers used the !lovins formula in
computing for the desired number of respondents from the total population. 7@M students were
randomly chosen and were distributed within the four departments through !tratified 1andom
!ampling technique. The researchers used stratified random sampling to avoid biases in choosing
the respondents and to be able to get reliable responses. The table below shows the total population
per 2epartment. %o$2 K7MMI, %:$AK733F, %&"K4@7H, %A!K@MI.
Figure 1 Population per Department
!lovins ;ormula: n = N
14
3LNe
4
K 3?,7HF
3 L 3?,7HF,.?M-
4
K 7@M
!ample si)e per
2epartment A %ollege
2$+A1T"$NT N#":$1 9; 1$!+9N2$NT! C of 2&!T1&:#T&9N
%o$2 7MMI 7MMIA3?7HFK 78C
%:$A 733F 733FA3?7HFK 73C
%&" 4@7H 4@7HA3?7HFK 4IC
%A! @MI @MIA3?7HFK @C
NK 3?7HF 3??C
N The sample si)e was determined through using stratified random sampling
Data Gaterin' Too"
The researchers used a standardi)ed questionnaire as the main tool in gathering data
from the respondents. The contents of the questionnaire were the different provisions in terms of a-
Academic +olicies b- !tudent !ervices and 0elfare +rograms c- %onduct and 2iscipline d- 1ights,
15
2uties and 1esponsibilities that are stipulated in the !tudent "anual. The questionnaire has three
parts/
PART I3 The students .evel of Awareness on the different provisions that are stipulated in the
student manual in terms of a- Academic +olicies b- !tudent !ervices and 0elfare +rograms c-
%onduct and 2iscipline d- 1ights, 2uties and 1esponsibilities. The questions were in the form of
scalar particularly M( point scale.
PART II3 The $xtent of &mplementation of the different provisions that are stipulated in the student
manual in terms of a- Academic +olicies b- !tudent !ervices and 0elfare +rograms c- %onduct and
2iscipline d- 1ights, 2uties and 1esponsibilities according to %ompliance, Amount of !ervice,
1espondents 1esponsiveness and 5uality of 2elivery. $ach component was in the form of a M(point
scale.
PART III3 %ontains questions that determine if such item is helpful to the students and it is
formulated through dichotomy.
Data Gaterin' Procedure
&n order to have a systematic flow of conducting the study, the researchers followed
the following steps/
3. +reparation of self(administered questionnaire
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4. &n order to fully develop the study, the researchers personally disseminated the letter of
permission to ask some data from the different offices that are concerned.
3. A letter of permission to conduct the study were disseminated to the 2eans of the four
%olleges, and with their approval, the researchers personally administered or floated the
questionnaires to the respondents in order to ensure the 3??C retrieval of the questionnaires
and to enable the researchers to discuss properly the questions intended for the survey.
Data Ana"()i)
To process the data gathered, the following statistical tools were used/
a.- ;requency count and percentage for dichotomy
b.- ;requency count
c.- 0eighted mean
17
d.- Average weighted mean for scalar
To determine the .evel of Awareness of the students in the different provisions
stipulated on the student manual, the following .ikert scale was used/
!%A.$ OA.#$ "$AN 1ANG$ 2$!%1&+T&O$ OA.#$
M 8.4?( M.?? Oery igh .evel of Awareness
8 7.8?( 8.3F igh .evel of Awareness
7 4.H?(7.7F "oderate .evel of Awareness
4 3.@?(4.MF .ow .evel of Awareness
3 3.??(3.IF Oery .ow .evel of Awareness
To determine the $xtent of &mplementation of the different provisions according to
%ompliance, Amount of !ervice, 1espondents 1esponsiveness and 5uality of 2elivery as
perceived by the students, the following .ikert scale was also used/
%9"+.&AN%$
!%A.$ OA.#$ "$AN 1ANG$
M 8.4?( M.??
8 7.8?( 8.3F
7 4.H?(7.7F
18
4 3.@?(4.MF
3 3.??(3.IF
A"9#NT 9; !$1O&%$
!%A.$ OA.#$ "$AN 1ANG$
M 8.4?( M.??
8 7.8?( 8.3F
7 4.H?(7.7F
4 3.@?(4.MF
3 3.??(3.IF
1$!+9N2$NT! 1$!+9!&O$N$!!
!%A.$ OA.#$ "$AN 1ANG$
M 8.4?( M.??
8 7.8?( 8.3F
7 4.H?(7.7F
4 3.@?(4.MF
3 3.??(3.IF
19
5#A.&TP 9; 2$.&O$1P
!%A.$ OA.#$ "$AN 1ANG$
M 8.4?( M.??
8 7.8?( 8.3F
7 4.H?(7.7F
4 3.@?(4.MF
3 3.??(3.IF
CHAPTER $OUR
PRESENTATION0 INTERPRETATION AND ANAL2SIS O$ DATA
The focus of this study is to determine the .evel of Awareness and the $xtent of
&mplementation of the !tudent manual of %agayan !tate #niversity, Andrews %ampus. The
provisions in the !tudent "anual were delimited in terms of a- Academic +olicies b- !tudent
!ervices and 0elfare +rograms c- 1ights, 2uties and 1esponsibilities d- !tudent %onduct and
discipline.
The table below shows the students .evel of Awareness in the different provisions in
terms of Academic Po"icie).
20
TA:.$ A(
A%A2$"&
%
+9.&%&$!
Academic
policies
M 8 7 4 3
0eighted
"ean
Admission
policy
384 34@ @@ 34 3M 7.FH
%lass
attendance
3I? 373 HM 3M 8 8.3H
;ees
3I? F3 I? 4F 4M 7.F7
%lass
!chedule
37I 337 @@ 7? 3M 7.@H
1e($xamination
I? FF 33? H@ 7@ 7.4M
1ectification of
Grades
@? 33M 33I 8@ 4M 7.8@
A*era'e .ei'ted Mean 4A.56 7 8199

:ased from the table above, under the Academic policy students are highly aware on
the policy regarding class attendance since this policy was strictly implemented in every class.
2uring first day of classes, +rofessors discuss the said policy and that act has a big impact on the
students awareness. The policy on class attendance has a weighted mean of 8.3H which means the
students has a very high level of awareness on it while the policy on re(examination got the lowest
weighted mean of 7.4M. !tudents have a moderate level of awareness on the said policy since it is
not always practiced by them. 1e(examination is only permitted when a student has a low class
standing or heAshe did not meet the passing rate but oftentimes, instead of taking a re(examination,
students are being ask to re(take the sub<ect on the next semester. To assess the students level of
awareness in terms of Academic policy, they have a igh .evel of Awareness with an average
weighted mean of 7.II.
21
The second table shows the students .evel of Awareness in the different provisions
in terms of Student Ser*ice) and .e"fare Pro'ram)1
TA:.$ :(
!T#2$NT
!$1O&%$!
AN2
0$.;A1$
+19G1A"
!
!cholarship and ;inacial Assistance M 8 7 4 3 0eighted
mean
Academic !cholarship 3IM 3?4 II 48 I 8.?@
Athletic !cholarship 34M 33? 3?@ 7? 34 7.@?
%ampus +ublication 3?4 348 FF 88 3H 7.HH
#!G 9fficers !cholarship @4 F8 33? I8 4M 7.78
19T% !cholarship FF @H 3?4 HF 4F 7.83
!ocio(cultural !cholarship IF FF 3?3 H@ 7@ 7.7?
A*era'e .ei'ted Mean 4A.56 7 81:;
:ased from the table above, among the different !cholarships that are being offered
by the #niversity, students are very much aware on the Academic !cholarship with a weighted
mean of 8.?@. &t has been proven that many students are striving to have high grades in order to
avail the said scholarship since this would really help them to lessen their financial burdens. 9n the
other hand, !ocio(cultural !cholarship has the lowest mean of 7.7?D the reason why some students
are not aware of it is that, not all students are being gifted with talents and it is really hard avail
such scholarship if a student doesnt have that ability in order to be qualified. To assess the
students .evel of Awareness in terms of !tudent !ervices and 0elfare +rograms, still they have a
igh .evel of awareness on the different scholarship programs with an average weighted mean of
7.H?.
22
The third table also shows the students .evel of Awareness in the different
provisions in terms of their Ri't)0 Dutie) and Re)#on)i!i"itie).
TA:.$ %(
1&GT!,2#T&$
! AN2
1$!+9N!&:&.&
$!
1ights, 2uties and 1esponsibilities M 8 7 4 3 0eighted "ean
1ight to freely choose their field of
study sub<ect
33? 348 @? 83 7? 7.H8
1ight to school guidance and
counselling services
3?@ 37M FI 4@ 3I 7.IM
ave the right to access hisAher
school records
34@ 347 @@ 4H 4? 7.@4
ave the right to the issuance of
official certificates, diplomas etc.
33@ 34I FH 48 4? 7.I@
1ight to publish student newspapers
and similar publications
33M 3?I F@ 87 44 7.HM
1ight to freely express opinions and
suggestions
344 FH F8 M7 4? 7.H8
1ight to form, establish, <oin and
participate in organi)ations and
societies recogni)e by the school
37H 338 @3 7H 3@ 7.@8
A*era'e %ei'ted mean 7 8198
:ased from the table above, students are highly aware on their right to form,
establish, <oin and participate in organi)ations and societies recogni)e by the school. The existence
of the different ma<or and minor organi)ations is a proof of their awareness. 0hile, among the
different rights of the students,
23