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Chapter 2

This study investigates how new students at ACES perceive the tagline 'Giving More for the Less' and its impact on their academic motivation and engagement. It aims to explore the alignment between students' interpretations of the tagline and their actual experiences at the institution, using Social Identity Theory and Framing Theory as theoretical frameworks. The findings will provide insights into the effectiveness of the school's branding in fostering student engagement and trust.

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Orlando Najera
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Chapter 2

This study investigates how new students at ACES perceive the tagline 'Giving More for the Less' and its impact on their academic motivation and engagement. It aims to explore the alignment between students' interpretations of the tagline and their actual experiences at the institution, using Social Identity Theory and Framing Theory as theoretical frameworks. The findings will provide insights into the effectiveness of the school's branding in fostering student engagement and trust.

Uploaded by

Orlando Najera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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in the new normal, which will need to be studied further in different educational contexts

(Creswell & Creswell, 2020).

This study seeks to gain insight into the perception and response of new students at

ACES to the school’s tagline. Because these students are early in their academic career, their

understanding of "Giving More for the Less" could have an outsized impact on their

expectations and engagement with the institution. Surveys and interviews will determine if

students consider the tagline a true representation of ACES’ values as well as if it impacts their

academic drive and involvement in extra-curriculars.

This gap in the literature presents an opportunity to examine how newly enrolled

students at ACES internalize the school’s message and how this influences their early

academic experience. By exploring these perceptions, this study aims to contribute valuable

insights into the effectiveness of school branding in fostering student engagement and

trust.understanding how students interact with the tagline will help ACES refine its messaging

to better support student development, ultimately ensuring that the institution’s values are

clearly communicated and experienced by its learners.


Research Questions

This study significantly seeks to answer the following questions.

General Question: How do newly enrolled Acesians perceive the school’s tagline, and what

impact does this perception have on their academic motivation and engagement?

Sub-Questions:

1. How do students interpret the meaning of the "Giving More for the Less" tagline?

2. Does the perception of the tagline influence students’ motivation to participate in academic

activities, extracurricular programs, or campus life?

3. Are students more likely to take advantage of institutional support services if they believe

the tagline accurately reflects the school's commitment to their success?

Theoretical Lens

Social Identity Theory (Tajfel & Turner, 1979)

Social Identity Theory (SIT) explains how individuals define themselves based on group

membership. This is particularly relevant for new students at ACES Tagum College, where the

tagline "Giving More for the Less" aims to shape their identity within the school community.

SIT suggests that students will develop a strong identification with the school if they feel their

struggles are acknowledged and they receive meaningful assistance. However, a disconnect

between the tagline's promise and actual experiences (e.g., inadequate resources) could lead

to dissatisfaction and disengagement. Therefore, SIT provides a valuable framework for

analyzing how the school's branding influences students' sense of belonging and expectations,

and how discrepancies between perception and reality affect their school experience.

Framing Theory (Goffman, 1974)


Framing Theory examines how language and messages shape perceptions of reality. A

school's tagline ("Giving More for the Less") acts as a frame, presenting the institution as

committed to supporting students, especially those from disadvantaged backgrounds. The

effectiveness of this frame depends on whether students' experiences align with the tagline's

expectations. If experiences confirm the message (e.g., through scholarships or mentorship),

the frame reinforces trust. Conversely, a mismatch can lead to disillusionment. The study

uses Framing Theory to analyze how newly enrolled students interpret the tagline and whether

it successfully shapes their expectations and perceptions of the institution.

Purpose of the Study

The purpose of this study is to examine how newly enrolled students perceive and
interpret the school’s tagline, “Giving More for the Less.” Specifically, it seeks to explore
whether their understanding of the tagline influences their expectations of the institution
and how it aligns with their early experiences. Furthermore, this study aims to assess
the effectiveness of the tagline in communicating the school’s values and commitments,
as well as its potential impact on student engagement, motivation, and trust in the
institution

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