CHAPTER 1

INTRODUCTION

Background of the Study

Education serves as a catalyst that enables individuals to acquire knowledge

and develop the necessary skills to face current and future circumstances. Within

the realm of education, disciplinary school policies are crafted by school

administrators to create a learning environment that nourishes the students'

behavior, safety, and quality of education. Educational institutions conduct

communication and implementation strategies to help achieve their goals of

disciplining their students. Hence, it is imperative to study the students’

awareness and satisfaction with these policies to identify the areas of improvement

within institutions and the ways to fill these gaps.

According to Yeban (2023), student discipline in a school setting pertains to

the practices and policies implemented by school administrators and faculty to

regulate student behavior and conduct within and outside the institutions. Yeban

(2023) further elaborates on discipline as a form of training or experience crucial

for shaping rational thinking, enhancing self-control, and developing students’

decision-making abilities and moral reasoning. These indications suggest that

student discipline is not merely focused on enforcing regulations and penalties but

also aiding students in learning and self-improvement.

Student discipline is attained through the implementation of rules,

regulations, and school policies. Disciplinary school policies have a broad purpose

of aiming to create a high-quality environment by ensuring classroom safety

(Wriston & Duchesneau, 2023). These policies establish clear expectations for

student behavior and outline specific prohibited actions, along with the

corresponding consequences for violating the policies (Singh, 2023). Moreover,

these measures are intended to help students in understanding the anticipated

behaviors from them and promoting a positive school culture, where the students’

safety, inclusivity, and support are prioritized (Singh, 2023). Thus, effective

implementation of the disciplinary policies serve as a framework for promoting a

healthy and conducive learning environment.

To ensure its effectiveness, several studies have been conducted to examine

the impacts of the various forms of discipline on the different facets of students’

lives. Elkadi and Sharaf (2023) found in their study that positive discipline as a

classroom management approach yielded positive outcomes for students’ well-

being and academic achievement. Elkadi and Sharaf (2023) stressed the

importance of raising awareness among school administrators, teachers, and

stakeholders regarding the importance of positive discipline. Elkadi and Sharaf

(2023) also highlighted the establishment of a positive learning environment that

safeguards students' rights. These suggest that implementing positive discipline

strategies and creating supportive environments in schools can significantly

benefit students' overall development and academic success.

Similarly, Jones et al. (2018) observed that schools and educators who

respond to student behaviors with respect, trust, and attention are more likely to

establish a sense of respect and positive behavior in students. Jones et al. (2018)

also discovered that students tend to feel alienated and disconnected when their

perspectives are dismissed and punishment is solely imposed to them in times of

misconduct. These signify that disciplinary policies should prioritize positive

relationships, acknowledge student perspectives, and employ constructive

approaches.

Furthermore, Bacher-Hicks et al. (2019) also found that in a school district

in North Carolina, known to have a 23% annual suspension rate among middle

school students and a pronounced concentration of suspensions among minority

populations, also revealed that the students who are placed in schools with high

suspension rates are more susceptible to future arrests and incarcerations and

are less likely to pursue a four-year college program. Bacher-Hicks et al. (2019)

also discovered that the male minority students are more prone to the negative

effects of stricter school policy. Moreover, Bacher-Hicks et al. (2019) measured that

suspensions did not have a statistically significant impact on positive student

achievement.

Aside from suspensions, part of the disciplinary measures imposed to

students is the school uniform policy. However, in general, the students attending

schools with mandatory uniforms did not demonstrate significant improvements

in social skills, internalizing and externalizing behavior, or school attendance as

compared to their counterparts in schools without uniform requirements (Ansari

et al., 2022). The imposition of school uniform policies does not necessarily affect

the behaviors of individuals who are under this system (Ansari et al., 2022).

Aside from the effectiveness, the student awareness and perception

regarding school rules and regulations were also studied. Okon et al. (2021), in

their study focusing on the perceptions of students in public universities in Nigeria

on school discipline and compliance, found that there is a strong connection and
impact between the compliance of the students and their perceptions of school

discipline. This means that the viewpoints of the students play a vital role in

forming their decisions whether to follow school rules and regulations or not. In

the Philippines, Asensi (2019) also delved into the students’ perceptions of school

policies, wherein he found that the students are aware of the presence of rules

regarding student I.D, uniforms, proper haircut, bullying, and waste management.

Asensi (2019) noted that while a majority of students adhered to these policies,

some of them faced challenges in doing so due to disobedience stemming from a

lack of respect for school authority and limitations on self-expression.

Nevertheless, the students contended that school policies offered advantages by

assisting them in improving themselves and their discipline. The results of the

study mean that school policies provide both benefits and challenges to the

students depending on their own perceptions and experiences.

Similarly, Getizo et al. (2019) also found in their study that the

implementation of rules and regulations has positive effects on the discipline of

Grade 12 ABM students in terms of attitude, respect, and personality. Their

research revealed that knowledge about the rules and regulations help the

students avoid bad attitudes and become a good role model with a pleasing

personality and respect towards other people. The findings of the study means that

disciplinary school policies help students to properly hone their behavior and

practice proper conducts.

However, disciplinary school policies also posed disadvantages to other

students, especially those that are affected by some of the policies of other

institutions in the Philippines. For example, the students who are members of the
lesbian, gay, bisexual, and transgender (LGBT) community in the country

frequently experience bullying, discrimination, and in some cases, instances of

physical and sexual assault (Human Rights Watch, 2017). These forms of

mistreatments are believed to be exacerbated by the discriminatory policies and

practices that exclude and marginalize them from participating in the school

environment. Such policies include gendered uniforms or dress codes, restrictions

on hair length, gendered restrooms, and many more. (Human Rights Watch, 2017).

School policies represent important control mechanisms to which students

conform to (Babasa & Balog, 2019). Student awareness and satisfaction are among

the various reasons for the challenges associated with classroom management and

school discipline (Babasa & Balog, 2019). Ensuring awareness of school rules,

fostering liking for rules, and promoting shared goals and plans for discipline

improvement have been found to positively affect students’ discipline by involving

them in the process of school rules’ formulation (Maingi et al., 2017). Meanwhile,

student satisfaction is crucial in monitoring and improving the education quality

of institutions worldwide (Razinkina et al., 2018). Hence, understanding the

awareness and satisfaction of the students with regards to the aforementioned

disciplinary policies is imperative in involving them in the formulation of rules and

monitoring the quality of education in the institution.

Saint Louis College (SLC) in the City of San Fernando, La Union is among

the institutions in the country that currently enforce the aforementioned policies.

The school’s student handbook outlines the expectations of the school for the

students, the proper conduct within and outside the school premises, the offenses,

and the corresponding disciplinary committees and actions to address

misbehavior. With its diverse set of policies, SLC places a strong emphasis on

students valuing and practicing self-discipline to earn respect at all times.

The existing literature concerning school policies and students has been

predominantly focused on the effects and implications of these regulations on

students’ behaviors, academic performance, and overall development. Moreover,

most of the studies have been conducted on an international scale, with only a

limited number of research studies conducted and available in the Philippines

about school rules and regulations. This lack of literature in the Philippine context

highlights a critical gap in understanding the awareness and satisfaction of the

students regarding disciplinary school policies.

Thus, given all the information presented, the researchers decided to

conduct this study to assess the level of awareness and satisfaction of the students

on the disciplinary school policies of SLC. The researchers aim to explore and

understand the viewpoints of the students, placing a special emphasis on their

awareness and satisfaction levels. Besides from the lack of research, numerous

comments and questions by the student body have also emerged regarding the

disciplinary measures of the school as well as its strict implementation. Through

the data that will be gathered in this study, the researchers may also suggest

actions and recommendations that will ensure that the voices and perceptions of

the students are taken into consideration during the formulation, revision, and

implementation of disciplinary school policies. This endeavor represents a vital

step toward promoting a more inclusive and responsive approach to school policies

at SLC.

Theoretical Framework
 The subsequent paragraphs present the theoretical foundations of the

research study.

Theory of Moral Development

The Theory of Moral Development was developed by Lawrence Kohlberg in

the 1950s and 1960s. It focuses on the idea that individuals develop their morality

and moral reasoning as they mature. In this theory, moral development is

considered as a process comprising three primary levels namely the pre-

conventional, conventional, and post-conventional level, each of which

encompasses two distinct stages (Cherry, 2022). Within the pre-conventional level,

the two stages emphasize the recognition of authority, wherein the actions of the

individuals are based on the punishment and reward that would be acquired by

them (Cherry, 2022). On the other hand, the two stages of the conventional level

focuses on the acceptance and conformity to authority and rules to meet social

expectations and social order (Cherry, 2022). Lastly, the two stages of the post-

conventional level posit that individuals may not necessarily follow rules because

of their own ethical and moral principles or on what benefits the majority more

(Cherry, 2022).

School rules and policies are imposed to maintain social order and discipline

among the students. However, not all students agree to these regulatory measures

since many of them have developed internalized values, principles, and beliefs,

especially those individual who are in the level of maturity. This theory was

relevant in choosing the possible respondents of the study, who are reliable to

answer questionnaires related to awareness and satisfaction about disciplinary

school policies. Since the chosen respondents encompass senior high school
students, who are at the stage of either conventional or post-conventional level,

this theory supports their degree of awareness and their ability to rate their

satisfaction about the systems imposed to them based on their experiences of

following the rules according to their moral reasoning.

Rational Choice Theory

This theory was first introduced by Adam Smith in his book, “An Inquiry

into the Nature and Causes of the Wealth of Nations”, which was published in

1776. This theory posits that people make choices by deliberating and calculating

the costs and benefits of their decisions first (Nickerson, 2023). This is helpful in

understanding the behavior of individuals and groups and the factors behind their

choices that are contingent on specific costs and rewards (Nickerson, 2023). In

short, this theory states that people rationalize their decisions first by outweighing

the risks and benefit to acquire their desired outcomes.

Since the theory focuses on the idea that individuals have different choices

and decisions based on what benefits them more, this means that the decisions of

the respondents in answering their level of satisfaction about disciplinary school

policies may also be based on careful deliberations and calculations of the benefits

of these policies and the advantages of their responses to their lives. Thus, this

theory is relevant to the study as a support to the different responses of the

respondents on the given questionnaires.

Operant Conditioning Theory

Operant conditioning theory, also known as instrumental conditioning, is a

method of learning first described by B.F Skinner and was heavily influenced by
the work of Edward Thorndike, a psychologist who proposed the law of effect

(Cherry 2023). This theory associated the probability of repeating actions and

behaviors with the consequences and responses individuals got. There are four

types of operant conditioning that can change behavior namely positive and

negative reinforcement and positive and negative punishment (Cherry 2023). In

simpler terms, this theory suggests that behaviors that are reinforced or rewarded

have a higher possibility to be repeated while the behaviors that are punished have

a lesser possibility to occur again (McLeod, 2018).

School policies serve to govern and regulate various aspects of school

operation, student behavior, and staff conduct. This theory is relevant to the study

because it supports the imposition of disciplinary policies in schools to ensure that

the behavior of the students meet the expectations of the institutions. The offense

committed by the students against these disciplinary measures can result in

different disciplinary actions and punishments that aim to discourage

unacceptable actions. Moreover, this theory may also support the answers of the

respondents regarding their satisfactions of the system that they follow since it

involves a series of consequences as a means to regulate behaviors.

Conceptual Framework

Disciplinary policies are implemented in schools to promote self-discipline

and ensure a harmonious learning environment. Students are obliged to follow

these rules and regulations to avoid committing offenses and experiencing

sanctions that may taint their records and images. However, not all students are

fully aware of the imposition of these rules. Moreover, not all students have good

experiences and perceptions about these policies, which may affect their level of
satisfaction regarding these disciplinary measures. For students, satisfaction can

be defined as an attitude resulting from the experiences, services, and facilities

provided by the institution (Kanwar & Sanjeeva, 2022).

The research paradigm (Figure 1) utilizes the Input-Process-Output (IPO)

Model. First, the input consists of the respondents’ level of awareness and

satisfaction on the disciplinary policies of the school. Second, the process involves

gathering data through survey-questionnaires, which will be analyzed using

average or mean. After which, the relationship of the two variables will be

statistically tested using Pearson r. Lastly, the proposed output of the study will

be a briefing paper that informs the administrations and policymakers of the

school on the current issues regarding the disciplinary school policies. This will

help the school to identify the issues on the disciplinary school policies that need

to be addressed. To measure the inclusivity of these rules, the study will determine

whether or not the students are aware and satisfied based on their experiences.
Figure 1

Research Paradigm

INPUT PROCESS OUTPUT

A. Level of A. Data gathering A. A briefing
awareness of the of the level of paper that
respondents awareness and informs the
about the satisfaction of the administrations
disciplinary respondents on
and
policies of SLC. the disciplinary
policymakers of
policies of SLC
through survey- the school on
B. Level of
satisfaction of the questionnaire. the current
respondents on issues regarding
the disciplinary B. Statistical the disciplinary
policies of SLC. analysis and school policies.
interpretation of
the students’ levelS
e of awareness and
n satisfaction.
S
i e
o n
S i
e o
n S
i e
o S n
r e i
H n o
i i r
g o H
h S i
S e g
Statement of the Problem c n h
h i S
o o
This research aims to assess the level of awareness and satisfaction of cSenior
o r h
l H o
High School students on the disciplinary school policies of Saint Louis College
s i o
t g l
(SLC) for the school year 2023 - 2024.
u h s
d S t
e c
Specifically, this study seeks to answer the following questions: u
n h d
t o e
s
1. What is the level of awareness o
of the respondents on the contentnof the
T l t
e s s
a t
disciplinary school policies in terms of:

a. classification of offenses;

b. committee on discipline; and

c. forms of disciplinary action?

2. What is the level of satisfaction of the respondents on the implementation

of the disciplinary school policies in terms of:

a. classification of offenses;

b. committee on discipline; and

c. forms of disciplinary action?

3. Is there a significant relationship between the degree of awareness and

level of satisfaction of the respondents on the disciplinary policies of the school?

4. What output can be proposed to improve the level of awareness and

satisfaction of the respondents on the disciplinary policies of the school?

Assumption/Hypothesis

1. Senior high school students have a high level of awareness on the

disciplinary school policies of SLC.

2. Senior high school students have a low level of satisfaction on the

disciplinary school policies of SLC.

3. There is no significant relationship between the level of awareness and

satisfaction of the respondents on the disciplinary school policies of SLC.

4. A briefing paper can be proposed to improve the degree of awareness and

level of satisfaction of the respondents on the disciplinary policies of the school.

Importance of the Study

Considering the lack of literature and the emergence of questions on

disciplinary school policies, the study would be of great use to the following:

The students may use this as an instrument to consider their voice and

perceptions in formulating and revising the code of discipline. The data in the

study can help in reforming more inclusive policies that are responsive to the needs

of the students thus, creating a better system and learning environment for them.

The administrators who are at the forefront in the formulation and

reformation of school policies may use this study as their basis in doing their job.

The findings of the study can help in improving the school policies that they make

and revise, ensuring that the needs and expectations of the students are met.

The parents and stakeholders may use the data of the study to help them

gain insights and understanding about the awareness and satisfaction of the

students in disciplinary school policies and the overall system that are being

imposed on them. These insights may help them to realize the environment and

system that works better for their children.

The government and lawmakers may use the data of the study as a basis

in legislating a more inclusive and effective regulatory measures and system to the

educational sector considering that the study encompasses the awareness and

satisfaction of the students in the current disciplinary school policies.

The people and the community may gain awareness of the perceptions of
the students in this generation about the imposed policies to them. The study may

also provide them the idea that they too, have a voice that deserves to be

considered especially in crafting the systems that may directly affect them.

The researchers can use the study to obtain their objectives in assessing

the awareness and satisfaction of the students about disciplinary school policies

and formulating recommendations that would help in solving the problems

presented.

Future researchers may consider the findings of this study for their review

of related literature and use the results as bases and references in crafting their

research design and in conducting more in-depth studies that delve into the

perceptions of the students.

Definition of Terms

In order to properly understand the study, the following terms are defined

conceptually and operationally:

Disciplinary policies. Disciplinary policies outline the expected standard of

behavior of students at school and the sanctions that will be applied for the failure

to meet the expected standard of behavior (Law Insider, n.d.). In the study, these

refer to the rules and regulations that can be found in the student handbook and

code of discipline of the school.

Level of Awareness. This is the quality or state of being aware and

conscious about something (Oxford English Dictionary, n.d.). In the study, this is

the degree of knowledge and understanding that the respondents have regarding

the presence and implementation of the disciplinary school policies.

 Level of Satisfaction. This is the pleasure that people get when they do

something or get something they wanted or needed (Collins English Dictionary,

2023). In the study, this refers to the attainment of the needs and expectations

that make the students feel happy and content with the disciplinary school

policies.

Senior High School students. These are the students between the ages of

15-18, who study under a track or strand of their choice (Collins English

Dictionary, 2023). They are the respondents of the study and must be enrolled in

Saint Louis College, City of San Fernando, La Union.

 CHAPTER II

METHOD AND PROCEDURES

This chapter presents the research design, the sources of data, tools for

data analysis, and ethical considerations, which will provide a framework for the

researchers to systematically collect, analyze, and interpret the findings of the

study.

Research Design

This study employed a quantitative research approach for data collection

and analysis. According to Bhandari (2020), quantitative research entails a

systematic process of collecting and analyzing numerical data. Sreekumar (2023)

further explained that this approach can be used to identify patterns and

averages, enable predictive modeling, test causal relationships, and generalize

findings to broader populations using diverse numerical data collected through

various method. The quantitative research method collects information and data

from respondents using surveys, online polls, questionnaires, structured

observations, and experiments. This approach was suitable for the study since

the data gathered to measure the level of awareness and satisfaction of Senior

High School students on disciplinary school policies involve numbers and

statistics. Moreover, the study also aimed to describe the level of awareness and

satisfaction, and measure their relationship.

 Under the quantitative research approach, the study used the descriptive-

correlational research design. According to Bhat (2023), descriptive- correlational

is a type of research design that aims to investigate the relationship between two or

more variables without the intention of knowing causal connections. It involves the

collection and analysis of at least two variables with the objective of discerning any

correlation and relationship between them. This research design was suitable for

the study because this research aimed to determine and measure the relationship

between two variables, namely the level of awareness and satisfaction of Senior High

School students on the disciplinary policies of SLC.

Sources of Data

Locale, Population, and Duration of the Study

The study took place at Saint Louis College (SLC), City of San Fernando, La

Union. The respondents of the study consist of Senior High School students

enrolled in all Grade 11 and 12 during the school year 2023-2024. The

respondents were deemed suitable for the study as they are at the stage where

they can assess their awareness and satisfaction with regards to the disciplinary

school policies implemented at SLC. With a total population of 1,039 Senior High

School students, excluding the seven researchers, the computed sample size for

the study using the Slovin’s formula was 289 students. Moreover, the

computation and distribution of the number of students per section was

conducted through the application of stratified random sampling. Lastly, the

selected respondents per section was chosen digitally using an app called “Spin

the Wheel.”
Table 1

Distribution of the Respondents of the Study

Section Number of Number of

Students Respondents

11 – St. Mariam Baouardy 27 7

11 – St. Charbel Makhlouf 27 7

11 – St. Justin de Jacobis 31 9

11 – St. Jacques Berthieu 31 9

11 – St. Andre Bessette 32 9

11 – St. Elizabeth Ann Seton 30 8

11 – St. Pedro Calungsod 38 11

11 – St. Joseph the Worker 38 10

11 – St. Martin de Porres 38 11

11 – St. Miguel Febres Cordero 38 11

11 – St. Rose of Lima 39 11

11 – St. Ezequiel Moreno 38 11

11 – St. Philip of Jesus 38 11

11 – St. Mark the Evangelist 38 11

12 – St. Dominic Savio 33 9

12 – St. Bernadette Soubirous 33 9

12 – St. Cecilia 33 9

12 – St. Francisco Marto 22 6

12 – St. Jacinta Marto 31 9

 12 – St. Teresa of Calcutta 29 8

12 – St. John Bosco 26 7

12 – St. Agnes of Rome 38 10

12 – St. Paul the Apostle 40 11

12 – St. Jerome 38 11

12 – St. John Chrysostom 39 11

12 – St. Cyril of Alexandria 39 11

12 – St. Benedict of Nursia 39 11

12 – St. James the Greater 38 11

12 – St. Pio of Pietrelcina 39 10

12 – St. Camillus de Lellis 39 10

TOTAL 1,039 289

Instrumentation and Data Collection

To gather the necessary data, a survey questionnaire containing a checklist

and 5-point Likert Scale, with 15 questions allocated to each variable, were

formulated by the researchers. The 5-point Likert Scale is composed of five choices

per indicator, with two utmost poles and a neutral option, along with intermediate

choices. It is suitable for the study as it can assess the attitudes and views of the

respondents. The utilization of the institutional-based 5-point Likert Scale also

ensures alignment with the context of the institution. Afterwhich, coordination

with the research adviser was done for the distribution of the questionnaire to the

designated validators. After the approval of the survey

questionnaire, the researchers distributed it to the respondents for data

collection.

Google forms were used to distribute the questionnaire to the chosen

students of SLC. However, hard copies of the questionnaire were given to the

respondents who failed to answer the Google form. After the completion of the

survey, the researchers retrieved and reviewed the responses to ensure that the

data gathered is valid, true, and reliable.

Validity

To establish the questionnaire’s validity, the researchers submitted it for

validation to the research adviser and two validators. The research adviser is an

English Department Head, and the validators comprised of a teacher from the

Mathematics Department, and the Assistant to the Principal for Academic Affairs in

SLC High School. All individuals possess expertise in the fields of education and

research, rendering them qualified for the validation process.

This rating scale presents the descriptive equivalent rating for the level of

validity of the questionnaire.

Rating Scale Weighted Mean Descriptive DER

Equivalent Rating

5 4.51-5.00 Very Highly Valid VHV

4 3.51-4.50 Highly Valid HV

3 2.51-3.50 Moderately Valid MV

 2 1.51-2.50 Poorly Valid PV

1 1.01-1.50 Not Valid NV

After the validation process, the computed level of validity for the survey-

questionnaire is 4.92, which is considered as Very Highly Valid. This implies that

the questionnaire no longer needs revalidation, and was suitable for distribution

during the first validation.

Tools for Data Analysis

After the retrieval of the questionnaires, the data gathered was tallied,

classified, and tabulated. Subsequently, statistical tools were employed for the

analysis and interpretation of the acquired data.

Weighted mean was used for the computation of the level of awareness and

satisfaction of Senior High School students on disciplinary policies. Additionally,

the Pearson correlation coefficient (r) was employed to assess the relationship

between the students’ level of awareness and satisfaction. According to Turney

(2023), the Pearson correlation coefficient (r) is used to measure the strength

and direction of the relationship between two variables. Thus, this descriptive

statistic is appropriate in the study because this summarized the characteristics

of the relationship between the level of awareness and satisfaction of the

respondents.
 All computations were executed using Microsoft Excel for precision and

efficiency.

Data Categorization

The categorization and interpretation of the level of awareness and

satisfaction among Senior High School students regarding the disciplinary school

policies of SLC, along with the examination of the relationship between these two

variables, were done through the use of the following.

This rating scale presents the descriptive equivalent rating for the

level of awareness of the respondents on the disciplinary school policies of SLC.

Rating Scale Weighted Mean Descriptive DER

Equivalent Rating

5 4.51-5.00 Very Highly Aware VHA

4 3.51-4.50 Highly Aware HA

3 2.51-3.50 Moderately Aware MA

2 1.51-2.50 Slightly Aware SA

1 1.01-1.50 Not Aware at all NA

This rating scale presents the descriptive equivalent rating for the level of

satisfaction of the respondents on the disciplinary school policies of SLC.

Rating Scale Weighted Mean Descriptive DER

Equivalent Rating

5 4.51-5.00 Very Highly Satisfied VHS

4 3.51-4.50 Highly Satisfied HS

3 2.51-3.50 Moderately Satisfied MS

 2 1.51-2.50 Slightly Satisfied SS

1 1.01-1.50 Not Satisfied at all NS

This rating scale presents the descriptive equivalent rating for the

relationship of the level of awareness and satisfaction of the respondents on the

disciplinary school policies of SLC.

Size of Correlation Descriptive Equivalent Rating

0.90 to 1.00 (or -0.90 to -1.00) Very High Positive (or Negative)

Correlation

0.70 to 0.90 (or -0.70 to -0.90) High Positive (or Negative) Correlation

0.50 to 0.70 (or -0.50 to -0.70) Moderate Positive (or Negative)

Correlation

0.30 to 0.50 (or -0.30 to 0.50) Low Positive (or Negative) Correlation

0.00 to 0.30 (or 0.00 to -0.30) Very Low Positive (or Negative)

Correlation / Negligible Correlation

A Briefing Paper Output

The researchers aim to propose a briefing paper as an output of the study that

will be submitted to the school administration with the help of the research adviser.

According to the Rasmussen University (n.d.), a briefing paper, or a briefing note, is

a document that is used to apprise decision-makers about current issues. It is a

clear summary of an issue that identifies key pieces of information like a situation

requiring attention, its implications, and recommendations to address the issues.

Since the research study focuses on the awareness and satisfaction of the students

on the disciplinary policies of SLC, this proposed output can help the school

policymakers to have a clear and concise record encapsulating the students’

viewpoints on the policies. The documentation may subsequently serve as a

valuable foundation for the improvement of the disciplinary school policies.

Ethical Considerations

Ethical considerations were presented to ensure the safety of both the

researchers and the respondents. Comprehensive measures were considered

across all aspects of the research study to prevent potential violations and

misunderstandings.

Under this quantitative research study, the data gathered from the

respondents is deemed controversial. Hence, to protect the rights of the

respondents, and uphold respect and autonomy in the data collection process,

the researchers ensured that no harm or infringement were done in asking for their

voluntary participation. Moreover, all the gathered information remained

confidential and for research purposes only to encourage honest and open

participation, which can lead to more accurate data collection and reliable research

outcomes. To uphold integrity, all agreements established between the researchers

and the respondents were observed.

In addition, the researchers ensured that there is a proper sourcing and

citation of all the information extracted from diverse references including books,

studies, dissertations, and other sources, to adhere to copyright laws. The

study’s references were guaranteed reliable and credible to maintain the

scholarly integrity of the research.

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