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An Analysis of Students’ Violations in Higher Education Institutions

(HEIs) and Its Sanction


Researchers:
Adriano, M.C., Geronimo, S., Gesmundo, R., Reyes, R., Samson,E.,

Introduction

Learning is the endless quest of life. This learning becomes fruitful when it

is built on the premises of positive attitude. The affirmative approach towards life

makes all impedances just vanish away in a fraction of seconds. Teaching is one

vital part of making somebody learn (iLead, 2018, October 20). Student attitudes

on learning determine their ability and willingness to learn. Changing students'

negative attitudes towards learning is a process that involves determining the

factors driving the attitude and using this information to bring about change. It is

necessary for the teachers and school administrators to instill good attitude and

values to their students so that they will be more interested and encouraged to

study and learn their lessons. However, according to (Peregrin, 2018),

researchers estimate that nearly half of all undergraduate and graduate students

admit to cheating on exams or papers at some point during their academic career.

This kind of behavior post a great challenge in the academe. For if the students

will not behave properly, especially inside the classroom, it will be difficult for the

teachers to deliver the lesson to them.

The objective of this research is to analyze students’ violation in HEIS and

the appropriateness of its sanction. The data gathered for this research paper

came from three University’s in NCR and one in Region 3. These Universities

offered undergraduate and graduate programs for Filipino and foreign students.
Approximately, about five thousand (5,000) to ten thousand students (10,000) are

studying in each of these University. Chaos are happening inside and outside the

classroom everyday inspite of the efforts of the teachers and school administrators.

Report has shown that their attempt to solve the conflicts among their students still

was a failure. The common violations that the students committed in University B

were excessive tardiness, cutting of classes or unexcused absences, academic

dishonesty. Students in University C were committed sexual activity inside the

campus and others experienced depression because of family problems e.g.

separation of parents, prolong exposure in social media, and jealousy in what they

see in Social Networking Websites. For University D, the top four (4) violations

were (1) cases of marijuana, (2) brining of deadly weapon, (3) cheating and

alteration of school documents. Lastly, common student violations in University A

were not wearing student uniform, not wearing ID, wearing of earrings for male

students and dishonesty and/or acts of disrespect in word or in deed directed at

any member of academic community.

Teachers and school administrators should consider student violence as

their priority while they are planning for their school activities and programs. The

school rules and regulations like punishment should be clearly determined,

defined, and disseminated to the school staffs, students, and parents so that they

will have a common understanding for the practices. A constructed and

establishment technique should be set by school in order to reward those students

who behave well. With all of these in place, assumption is that students’ violations

will decrease dramatically.


Research Objectives

The following are the main objectives of this study:

1. To study and analyze the violations committed by the students.

2. To study the guidelines set by the University in decreasing students’

violence.

3. To study the appropriateness of the sanctions given by the University.

4. To recommend proper course of action to decrease students’ violence.

Scope and Limitation

The study focuses on the violations committed by the students in the three

(3) Universities in NCR and one (1) University in Region 3. The data came from

the authorized and official offices of the university. Some of the University named

it as the Student Affairs Office while others called it as the Discipline’s Office. The

Data collection

There are four target Universities’ who are involved as participants of this

study. The researchers obtain the data from the discipline’s office and student

affairs office of the University which makes it a very reliable data. The respondents

of this study are the teachers, school administrators, students and parents.
Conceptual Framework

1. Reported Cases of
Students’ Violations

2. Sanctions (based on
Input Policy/Rules, Student
Handbook)

3.

Study and analysis of students’


violations and sanctions
Process

Output
Plan of action on how to decrease
or eliminate students’ violations

Figure 1: IPO Model

The Input-Output (IPO) Model is a functional graph that identifies the inputs,

outputs, and required processing tasks required to transform inputs into outputs.

Figure 1 above shows the inputs needed to study and analyze student’s violations

and the appropriateness of its sanctions. Furthermore, information acquired on

this study will be used to recommend a plan course of action that can be deployed

to decrease or eliminate the occurrence of students’ violations.


Significance of the study

This research will be significant to the following:

For the school,

1. The study provides relevant information in drafting a course of action on

how to decrease students’ violations in the campus.

2. It intends to evaluate the appropriateness of sanctions for each violation.

3. It provides a framework on how to educate the students to religiously

follow the Universities’ policy, rules and regulations.

4. It encourages and challenges the school to strengthen its current

policies, rules and regulations relevant to students’ violations.

For the teachers and students,

1. The teachers will have more time to deliver lesson and less time doing

classroom management.

2. It will build good relationship between the students and teachers.

3. It will create a good atmosphere within the campus and classrooms will

be more conducive to learning.


LITERATURE

The review of related literature is an important aspect every investigation

and it plays a significant role in a research study like this. It acts as a pillar for

the researcher. The literature would include excerpts from different journals,

articles, books and other forms of writing including blogs and previously related

studies that deal with the factors that contribute to Higher Education Institutions

Rule Violation.

The researcher made an extensive search for the existing literature with

an idea of finding links with the already prevailing findings. Interest on analyzing

students’ violation in higher education institutions and the relevance of its

sanction every time a student is found to be in-violation. In recent years, school

administrators have tried to “moderate” the sanction given to erring students

(Kenneth & Hyde, 2014). The researcher has an interest on the type of sanction

that corresponds to students’ violations which is directly related to the present

study. Even before the Spanish era, sanctions were given to Filipino students, to

the belief of the Spanish friars that the local students cannot match their skills

and the only way is to implement a strict discipline or the corporal punishment

(Cuevas, n.d.).

Offenses and Sanctions

Environmental Factors
Dealing Students Misbehaviors

During a tete-a-tete with both public and private students from participating

university, they say that they tend to be more disruptive if the professor publicly

embarrass them. In some cases, a simple asking them to tone down their cellular

phone can turn them (students) into a hooligan in answering back to their teachers

(Gonzales, 2014). Dealing with student misbehavior HEI classroom takes up a

considerable proportion of teaching time for most of the teaching personnel, which

in turn affects the quality of the student’s learning experience. Surveys have

generally indicated that behavior problems have become progressively more

important to schools (Long, 2000). The aim of this paper is to discuss how to deal

with student misbehavior in the classroom.

Many books and articles mentioned numbers of solutions on how to cope

up with disruptive behavior that occurs inside classroom but those solutions are

still theoretical and don’t fit the context of student life. But we forget to talk about

their behavior outside the educational institutions. In the street, at home or other

environments.

References:

1. http://ilead.net.in/blog/teaching-positive-attitude-for-quality-life-and-

personality-development/#more-152, Retrieved: iLead, 2018 October 20


2. Peregrin, T., 2018, Promoting Student Integrity: Ethical Issues in the

Digital Age

3. THE EFFECT OF STUDENT CONDUCT PRACTICES ON STUDENT


DEVELOPMENT IN CHRISTIAN HIGHER EDUCATION by Mark Kenneth Stuart
Hyde Liberty University, Liberty University, Lynchburg, VA April, 2014

4. Charity Cuevas, n.d., Cultural Roots of the Philippine Educational System,


https://www.academia.edu/31267872/Cultural_Roots_of_the_Philippine_Educational_Sy
stem

5. Gonzales, Jenifer (2014), Managing Misbehavior in the College Classroom,


https://www.cultofpedagogy.com/misbehavior-college-classroom/

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