Chapter 1

INTRODUCTION

Background of the Study

The goal of this study is to identify the factors affecting the school

uniform policy on senior high school student discipline which might improve

the existing school uniform policy in senior high school learners.

Generally, it gives answer to the following question:

1. how does uniform policy influence on students’ discipline?

2. does the uniform policy really influence the students to have

self-discipline?

3. does the school really need to implement uniform policy to

discipline the SHS students?

4. does the uniform policy really help the students to build up

discipline or it’s just a formal wear?

Uniforms contribute to better discipline in everyday school operations.

The findings support that in general, implementing school uniforms at schools

might enhance discipline and allow for better learning. The authors

recommend keeping uniforms where they are already used and to consider

introducing uniforms where they are not yet common (Krskova, 2021).

Uniforms are often uncritically promoted by schools as increasing students’

academic success, school attendance, and belonging at school, and

purported to enhance good in society by creating good citizens (Friedrich &

Shanks, 2021). The school uniform has been identified as improving student

self-respectability, discipline, school attendance, reputation, wealth, success.

The research that exists on school uniforms considers uniforms primarily as

either a tool for improving discipline (Chacko, 2020) and academic

performance– or as a physical restriction on bodies (McCarthy et al., 2020).

At the national level, Philippine basic education faces significant

challenges, as evidenced by the National Achievement Test (NAT), which

reveals poor educational quality for Filipino students across the country.

Despite the implementation of the K–12 curriculum aimed at improving

educational outcomes, progress has been minimal. This is further

demonstrated by low achievement scores on international tests, such as the

Third International Mathematics and Science Study (TIMSS). The struggle

with Mathematics, often resulting in emotional distress, is a common issue

among Filipino students. Scholars argue that academic emotions play a

pivotal role in the learning process, which can be the foundation for effective

learning (Pekrun & Linnenbrick-Garcia, 2019).

Students' emotional disposition towards Mathematics significantly

impacts their learning outcomes in Tagum City, reflecting a global concern

(Etang & Regidor, 2022). This is further supported by observations from a

specific school in the Tagum City Division facing challenges in student

learning (Zamora et al., 2022). Positive emotions, such as confidence and

enjoyment, foster engagement and connection with the subject matter (Zan &

Martino, 2007 as cited in Etang & Regidor, 2022). Conversely, negative

emotions like fear and apprehension can impede success in Mathematics

education. This highlights a critical issue facing the education sector: many

students struggle with math. By fostering positive academic emotions in

students, educators can help them recognize the value of Mathematics in

everyday life, thereby promoting greater engagement and confidence.

 This study holds significant relevance considering ongoing changes in

schools. The aim is to swiftly understand how self-directed study in math

influences students' emotions, as ensuring a fair educational opportunity for all

students is paramount to us. This research carries broader implications,

providing valuable insights for teachers and policymakers in shaping school

rules based on students' sentiments toward independent math learning. The

researchers investigate this connection to support students not only in

achieving success in math but also in fostering a positive school experience.

These findings aim to benefit educators and policymakers in creating an

equitable and enriching learning environment for all students.

The literature on independent learning in mathematics and its impact

on academic achievement lacks examination of the interplay between

independent learning practices and academic emotions among students

(Cardino & Ortega-Dela Cruz, 2020). Existing research often explores either

independent learning strategies or academic emotions separately, without

comprehensive investigation into how various facets of independent learning,

such as task completion ability, problem-solving skills, and self-belief, interact

with academic emotions like learning-related enjoyment and anxiety in

mathematics education. Addressing this research gap is crucial for

understanding the psychological processes behind students' engagement in

independent learning and its effects on their emotional experiences and

academic outcomes.

Research Objectives
The objective of this research was to examine how school uniform policies

affect student behavior at senior high schools. In particular, this study aimed

to:

1. Investigate if the school uniform policy can influence a student's conduct.

2. Aim to assess the impact of the school uniform policy on discipline in senior

high schools.

3. Determine the elements that motivate students to comply with the school

dress code.

4. Establish the connection between school uniform rules and students.

Hypotheses

The following hypotheses of the study were tested at a 0.05 alpha level

of confidence:

Ho1. There was no notable connection found between the implementation of

a school uniform policy and student behavior.

Ho2. No aspect of school uniform policy had an impact on student discipline.

Review of Related Literature

This section indicates the independent and dependent variables and

their indicators about the relationship between independent learning in

Mathematics and the academic emotions of Grade 11 students. The

independent variable is independent learning in Mathematics, and its

indicators are ability to complete tasks, ability to overcome problems, and

belief in one's own abilities. And the dependent variable is the academic
emotions of Grade 11 students, and its indicators are learning-related

enjoyment and learning-related anxiety.

Independent Learning in Mathematics

According to Hayat et al. (2020), students who possess confidence in

their abilities tend to utilize more metacognitive learning strategies, resulting in

enhanced academic performance. This belief in oneself, alongside the ability

for perspective-taking, holds significant importance in academic and social

contexts, profoundly shaping students' growth trajectories. Those with strong

self-belief approach learning with resilience, set ambitious goals, and confront

challenges with a positive attitude, ultimately leading to increased academic

accomplishments and a sense of achievement. Conversely, students with

lower self-belief may struggle with self-doubt, avoid challenging situations,

and experience reduced motivation, impeding their overall development

(Neubauer et al., 2022). The correlation between students' self-belief and

perspective-taking, rooted in social comparison theory, highlights the crucial

role of these cognitive aspects in fostering positive interactions and successful

outcomes across various life domains (Wolgast, 2018).

Dewey (2021) explained that independent learning in Mathematics had

an underlying cause that focuses on providing opportunities for students to

develop their potency together with thoughts to find the solution for every

problem in their daily life. Moreover, learning Mathematics through

independent study encourages students to discover and construct their

knowledge with guidance from the teacher. Implementing independent

learning fosters higher quality and more advanced Mathematics learning

(Anggreini & Priyojadmiko, 2022). With this approach, it is hoped that students

will not only rely on memory in their mathematical studies but will also

understand the origins of rules and be able to develop them to solve specific

cases.

The attitude of students learning independence in solving a problem

applied in Mathematics learning is an important thing to do (Basir et al., 2021).

This relates to what is needed in life to be more productive. In addition, in

fostering an attitude of independent learning in students, they can solve a

mathematical problem using their reasoning (Basir et al., 2021). Moreover,

motivation to solve a math problem independently is not easy, so the role of

students’ social environment is very influential in reducing the difficulties

experienced by students in solving mathematical problems independently.

Ability to Complete Tasks

The effectiveness of education lies in students' ability to complete tasks

and fulfill responsibilities, fostering cognitive, social, and emotional growth.

Self-directed learning, as studied by Ayish and Deveci (2019), empowers

students to take charge of their learning journey. Zimmerman (2018)

emphasizes the significance of self-regulation in predicting task completion

success, as it enhances focus, time management, and organization skills.

Moreover, self-regulation cultivates responsibility, accountability, and goal-

setting abilities among students.

In this investigation conducted by Sipayung (2021) regarding

Mathematics education, the goal is for students to develop independent

learning skills. Students who can learn independently are intellectually

motivated and employ effective and adaptable learning strategies to excel in

various learning and assessment tasks (Wong & Wong, 2021). Learning

independently is important to note that student motivation varies, as students

differ in their self-concept and beliefs about their abilities across different

subjects. These beliefs may evolve over time, highlighting the heterogeneous

nature of student motivation (Oppermann et al., 2020).

Therefore, it is imperative to conduct a quantitative study to investigate

the potential correlation between independent learning and student motivation

in the context of online-based Mathematics education. Memories of past

failures and successes play a significant role and can serve as motivational

factors influencing how students’ approach and complete challenging tasks

(Finn, 2020).

Ability to Overcome Problems

The ability to overcome problems is not confined to the academic

realm; it is a crucial life skill. Individuals encounter a wide array of challenges

in personal and social contexts throughout their lives, requiring the utilization

of problem-solving skills. Successfully navigating these challenges is pivotal

for personal autonomy, adaptability in social dynamics, and a balanced

existence (Ocak et al., 2021).

Problem-solving encompasses a range of essential abilities, including

planning, data analysis, method application, result evaluation, strategy

diversification, and collaboration with others. These skills are fundamental to

the problem-solving process, which involves recognizing and articulating

issues, formulating effective plans, implementing those plans, and critically

reviewing the problem-solving process (Franestian et al., 2020).

 Moreover, problem-solving helps students develop skills to solve

problems in the real world (Sukariasih et al., 2020), and it influences how they

construct their thoughts and knowledge (Fitriani et al., 2020). The students’

problem-solving skills are not merely valued by their learning results but also

by their understanding and learning activities for each of the problem-solving

steps (Melawati et al., 2022).

Understanding problem-solving is the basis for determining actions and

the next problem-solving steps (Laurens et al., 2018). Thus, problem-solving

can be considered an important aspect of Mathematics learning (Klang et al.,

2021). Moreover, understanding the problem-solving process can improve

students’ learning performance (Hsiao et al., 2018). The success of good

students’ Mathematics performance is dependent on their ability to solve

problems and understand when and how to apply knowledge and ability

(Chytrý et al., 2020).

In essence, problem-solving is not only about finding solutions but also

about understanding the underlying processes and methodologies involved.

This understanding, coupled with the application of problem-solving skills, not

only enhances academic achievement but also fosters critical thinking and

adaptability in various facets of life.

Belief in Own Abilities

According to Hayat et al. (2020), students who possess confidence in

their abilities tend to utilize more metacognitive learning strategies, resulting in

enhanced academic performance. This belief in oneself, alongside the ability

for perspective-taking, holds significant importance in academic and social

contexts, profoundly shaping students' growth trajectories. Consequently,

those with strong self-belief approach learning with resilience, set ambitious

goals, and confront challenges with a positive attitude, ultimately leading to

increased academic accomplishments and a sense of achievement.

Conversely, students with lower self-belief may struggle with self-doubt, avoid

challenging situations, and experience reduced motivation, impeding their

overall development (Neubauer et al., 2022).

Moreover, the correlation between students' self-belief and perspective-

taking, rooted in social comparison theory, highlights the crucial role of these

cognitive aspects in fostering positive interactions and successful outcomes

across various life domains (Wolgast, 2018). Additionally, self-confidence is a

positive attitude possessed by one who believes that he has the ability to

develop a good value for himself and his surroundings. This belief in self-

ability is fully aware of the possessed capacity to further implement it

effectively. In other words, students who have good self-confidence will be

more likely to actualize their potential as an inner ability that has an impact on

their learning performance (Nufus et al., 2018).

Academic Emotions

In the realm of educational psychology, understanding the intricate

landscape of students' emotions has become paramount. Negative emotions,

which can stem from a wide variety of sources, often result from specific

experiences or events (Scott, 2022). Additionally, the role of emotions in

students’ learning and academic achievement has received increasing

attention in recent years (Rezapour et al., 2022).

In educational psychology, academic emotions, encompassing both

positive and negative feelings experienced by students in academic settings,

are gaining recognition for their profound impact on various aspects of

students' educational experiences. Research conducted by scholars such as

Pekrun, Goetz, Titz, and Perry has shed light on the prevalence of emotions

such as anxiety and positive feelings, revealing their influence on learning

strategies, expectations, and academic success (Rezapour et al., 2022).

Firstly, anxiety has been found to negatively affect students' motivation

to study (Tian et al., 2023). These emotions significantly influence students'

attention, motivation, self-regulation, and interest. Categorizing them into

positive and negative emotions highlights their substantial impact on learning

satisfaction and the learning process, with positive emotions generally

enhancing academic performance while negative emotions often have the

opposite effect (Pekrun et al., 2011 as cited in Tan et al., 2021). Fostering a

positive learning environment can favorably impact students’ learning

processes. Conversely, Schweder et al. (2022) have stated that fostering self-

efficacy and positive emotions in learning contexts focused on achieving

objectives is beneficial to prevent the motivational decline of the student.

Learning-Related Enjoyment

In a study by Das and Madhusudan (2023), the significance of social

interaction and collaboration in enhancing students' enjoyment of learning

through group activities was highlighted. This aspect fosters a sense of

community and amplifies enjoyment in the learning process. Building on this

foundation, Shemshack and Spector's (2020) findings emphasize that

personalized instruction is a key driver for increasing student motivation and

enjoyment of learning. Tailoring teaching methods to individual needs and

interests can lead to improved academic outcomes. Expanding on these

insights, a recent study by Kapasi and Pei (2022) revealed that providing

students with opportunities for self-reflection and self-assessment can elevate

their enjoyment of learning.

Moreover, this study found that implementing joyful scaffolds in

teaching Mathematics led to improved learning outcomes (Yabo, 2020).

Cognitive progressions were deepened, knowledge attainment was

enhanced, psychomotor skills were activated and augmented, and student

interests and learning manners were maximized. Compared to traditional

teaching methods, the joyful scaffold proved to be significantly more efficient

in improving Mathematics performance. However, it is important to note that

the findings are limited to the sample used in the study and may not be

representative of a larger population. Future research could replicate the

experimental design with a larger group and explore its applicability to other

subject areas. Despite these limitations, the study's findings could serve as a

reference for future researchers interested in similar teaching techniques.

On the other hand, Danuri et al. (2023) indicated in their study that

some students not only perform well in math but also derive great enjoyment

from the learning experience. Additionally, in their empirical report, Jirout et al.

(2022) reveal that early enjoyment in education is closely linked to later

academic success, indicating a bidirectional relationship between preschool

enjoyment and general knowledge development.

This study emphasizes the link between math enjoyment, confidence,

and academic attitudes, particularly within the context of independent math

learning. It stresses the significance of personalized activities to boost math

enjoyment and confidence, essential for self-guided learning (Christensen &

Knezek, 2020). Additionally, it identifies gender disparities and diverse student

groups, providing insights into individual emotional responses to independent

math learning. Incorporating these findings enhances our understanding of

how independent learning impacts academic emotions and highlights the

importance of targeted interventions to improve math-related emotional

experiences in education.

Learning-Related Anxiety

Academic anxiety is a well-established, significant predictor of

academic emotions. Additionally, students with high levels of anxiety are

unable to perform at the best of their ability (Mirawdali et al., 2018). Also,

anxiety is the most prominent mental health problem impacting students

pursuing higher education (Center for Collegiate Mental Health, 2018).

Moreover, anxiety is further described as a maladaptive component of the

learning process that impairs individuals’ attentional control, even when there

is no threatening stimulus present. Hence, as a result of interfering with

memory and concentration, anxiety negatively impacts students’ academic

outcomes, namely poor academic emotions and student attrition (Lisnyj et al.,

2020). Anxiety and academic emotions across various educational settings.

The authors conducted a comprehensive review of 40 studies and found that

anxiety has a negative effect on academic emotions. In conclusion, they

conclude that reducing anxiety levels in students can enhance their overall

learning experience and lead to better academic outcomes (Wang et al.,

2018).

The vital role of independent learning in Mathematics, emphasizing its

impact on academic success and lifelong learning, is that autonomous

learners, as evidenced by studies, exhibit higher self-efficacy, reduced

anxiety, and improved academic confidence. Teachers play a crucial role in

fostering independent learning through varied resources and technology

integration. Additionally, the importance of problem-solving skills cultivated

through tutor-free problem-based learning is underscored, correlating with

improved grades and enhanced learning experiences. Academic self-concept,

or belief in one's abilities, significantly influences academic and personal

growth trajectories, playing a pivotal role in approaching learning with

resilience. It further explores the impact of academic emotions, emphasizing

the profound role of learning-related enjoyment in enhancing student

motivation and overall academic outcomes.

Theoretical Framework

This study is grounded in Boyatzis' Theory of Self-Directed Learning

(2002), which posits that individuals have the capacity to take responsibility for

their own learning, examines the relationship between independent learning in

Mathematics (IV) and academic emotions (DV). Independent learning in

Mathematics is operationalized by the ability to complete tasks, the ability to

overcome problems, and belief in one's own abilities as its indicators.

According to Burcă-Voicu et al. (2022), the theory emphasizes that self-

directed learning involves individuals taking the lead in planning, sustaining,

and assessing their learning experiences.

Academic emotions, including learning-related enjoyment and learning-

related anxiety, constitute a central focus within the field of psychology,

particularly in the context of classroom learning and their correlation with

students' achievements. The Control-Value Theory (CVT), introduced by

Pekrun in 2006, comprehensively elucidates these emotions. This theory

articulates emotions as intricate psychological processes, spanning affective,

cognitive, motivational, and physiological dimensions, as detailed by Pekrun

et al. in 2011. Moreover, it underscores the significance of appraising

subjective control and value, wherein subjective control relates to the

perceived mastery over achievement-related actions and outcomes. This

foundational theory furnishes a comprehensive framework for understanding

academic emotions and their implications in educational settings.

The study is also anchored on the Self-Determination Theory (SDT),

developed by Ryan and Deci (1985). This theory explores the innate human

drive to fulfill fundamental psychological needs. SDT posits that meeting these

inherent needs allows individuals to function effectively and thrive (Chou, V.,

& Tumminia, A., 2017). According to Tan et al. (2021), academic emotions

play a crucial role in learning outcomes, thus aligning with the premise of

SDT. A study conducted by Chen & Wang (2019) revealed that students

exhibiting higher levels of self-directed learning behaviors experienced greater

increases in positive academic emotions over time, highlighting the pivotal

role of independent learning in cultivating a positive emotional atmosphere in

education. Similarly, research by Brown and Lee (2017) demonstrated a

significant positive correlation between engagement in independent learning

activities, such as self-directed study, and reduced levels of negative

academic emotions like anxiety and frustration, emphasizing the potential of

self-directed learning to mitigate adverse emotional experiences in

educational settings.

Conceptual Framework
 Figure 1 is the conceptual framework which illustrates the study's

variables, focusing on the independent variable—independent learning in

Mathematics—and the dependent variable—the academic emotions of

students. Independent learning in Mathematics is characterized by three key

indicators: the ability to complete tasks, the capacity to overcome problems,

and a strong belief in one's abilities. When evaluating students' aptitude for

independent learning in Mathematics, pivotal markers encompass self-

efficacy (measured by the ability to complete tasks), self-trust (belief in one's

abilities), and problem-solving skills (the ability to overcome challenges), as

advocated by Smith and Johnson (2019).

The dependent variable in this study is students' academic emotions,

which are indicated by two factors: learning-related enjoyment and learning-

related anxiety. Academic emotions play a crucial role in the learning process,

influencing cognitive, metacognitive, affective, and motivational processes

based on the learning environment, task, and objective. These emotions

significantly impact essential learning functions such as attention, perception,

memory, and metacognition (Wortha et al., 2019). According to Renninger

and Hidi (2016), students who are genuinely interested and engaged in their

studies are more likely to delve into ideas, comprehend information

thoroughly, and exhibit internal motivation, fostering their growth as learners.

Figure 1

Conceptual Framework of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Independent Learning in
Mathematics Academic Emotions
(Rubiyanti & Eka, 2020) (Pekrun et al., 2002)

 Ability to complete  Learning-related

tasks. enjoyment
 Ability to overcome  Learning-related
problems. anxiety
 Belief in own abilities
Significance of the Study

The main objective of this research is to examine whether the

enforcement of a uniform policy in schools can impact the behavior of senior

high school students. The study intends to determine if the school uniform

policy has a significant influence on disciplining senior high school students

and molding their behavior. Additionally, the research aims to identify the

factors that encourage students to adhere to the school uniform policy. The

findings of this study can offer valuable insights for school administrators,

teachers, and policymakers regarding the impact of implementing a school

uniform policy for senior high school students. Furthermore, the study can

also serve as a guide for other schools and organizations looking to promote

student discipline and create a positive environment through similar policies

that establish a specific school culture.

Scope and Limitations of the Study

The main focus of this study is to investigate the impact of school

uniform policies on student discipline among senior high school students. It

will be carried out at Tagum National Trade School with an estimated

population of 2,500 and a sample size of 1,800 selected through random

sampling. Respondents will be senior high school students chosen randomly

in the first semester of the school year 2024-2025. A survey questionnaire will

be used to achieve the study objectives during the specific academic year,

excluding junior high school students. Limitations include the possibility of

non-senior high school students participating and some students not

completing the survey due to time constraints and academic obligations like

assignments and projects.

Definition of Terms

To facilitate the understanding of this study, different terms are defined

herein.

School Uniform Policy. A set of rules established by a school requiring

students to wear specific clothing that conforms to a standard dress code.

Student Discipline. The adherence to school rules and regulations,

reflected in the frequency of disciplinary incidents such as detentions,

suspensions, and expulsions.

Senior High School Students. Students enrolled in the final years of

secondary education, typically aged 15-18.