EFFECTIVENESS OF SCHOOL RULES

AND REGULATIONS IN ENHANCING DISICPLINE IN LYCEUM

INTERNATIONAL MARITIME ACADEMY (LIMA)

AGUDA, MARK GIDEON A.

AREVALO, MARK JON LOUIE

ATIENZA, IRSON

MAGBOJOS, JEPHENN JAMES

MUNOZ, ROME RICHIE

JOHN IAVHAN M. PAZ

2022
INTRODUCTION

Educators are preeminent stakeholders and assets in education. It is

extremely important to direct learners to demonstrate appropriate behavior and

attitude either in or out of the academy. School administration sets guidelines

and restrictions to direct the actions of students in the school institution with the

purpose of producing an integrated and balanced academic setting and to

preserve peace and ordinance. In accordance with D.O. No. 92, 1992, pages 22-

23, specifies "any school shall maintain authority both within and outside the

school grounds when students are involved in activities allowed by the school."

Furthermore, the Department of Education has delegated jurisdiction to school

officials; this implies that teachers and executives have the right to impose

disciplinary processes on delinquent students.

Students are carried out in several ways, affecting both their own learning

and the learning of others around them. Disrespect, disobedience, bullying, and

aggressiveness are frequent disciplinary issues among students (Linde, 2021).

One major source of worry is that lack of discipline in educational establishments

does not discriminate, effectively across gender, class, and race lines. The

influence has consequences under authorities; instructors have less time to give

instruction to effectively manage classroom disturbance, among other issues

(Odhiambo, 2009). School discipline is one of the most prevalent public concerns

about schools and school systems across the world, along with academic

accomplishment. Unruly students, college riots, prejudice, and violence in

classrooms, which are prevalent and usually spectacular, reflect these concerns.
There is a never-ending stream of reports suggesting that behavior issues are

frequent in schools, that instructors are still unable to restore discipline, and that

school officials are unable to ensure the safety of children (Mutua, 2004).

Punishment and reward are self-imposed based on one of the four

educational models of education, rather than a set of regular consequences for

usual violations. The learner is free to make mistakes and be confronted with the

repercussions of those mistakes. They're handed the task, give people the

benefit of the doubt, provide freedom rather than control, and counsel rather than

punish (Newton, 1980)

According to one of the four educational models, scholarly discipline,

which is based on the idea that it is required for the school's goals to be

achieved. It is assumed that the faculty has the authority to set rules. In the

interest of maintaining good order in the school, the student is expected to

cooperate willingly with the regulations and to offer his or her conformity and

obedience; he respects proper authority. Punishments are public and uniform,

and they occur almost immediately after a breach of discipline is discovered.

Failure to enforce norms would gradually destroy the authority on which they are

built. (Newton, 1980)

Based on the analysis of Fekadu (2019), around 33.1 percent of students

at Sabian Secondary School in Dire Dawa, Ethiopia, had a poor impression of

school rules and regulations. This shows that students may not properly

understand school rules and restrictions aimed at promoting appropriate

behaviors. The improvement of students' understanding of school policies will

promote their attitude toward encouraging positive behavior because when

students can understand school rules, they can act properly, which creates a

pleasurable school environment.

The goal of this research is to demonstrate the efficacy of rules and

regulations in strengthening discipline, keeping the school in order, and

maintaining the school's quality at Lyceum International Maritime Academy.

Discipline is a prerequisite for almost everything a school can offer to students. It

links both the culture and the climate of a school, and for a satisfactory climate to

exist in a school, a certain level of discipline must exist. This research will help

university officials in establishing guidelines and restrictions that are efficient and

effective in enhancing student discipline, whether it is needed or not. It also

includes how effectively regulations are adhered. Through this study the

effectiveness of rules and regulations will be valued and the importance of it to

the students will be shown.

OBJECTIVES OF THE STUDY

The primary goal of the study is to determine the effectiveness of rules

and regulations in enhancing discipline in LIMA. Specifically, the study aimed to

described the profile of the respondents in terms of gender and year level;

determined the student involvement, implementation, issues arising, attitude

towards school rules and regulations; tested the significant differences of the

responses when grouped according to profile variables; proposed an action plan

based on the result of the study.

LITERATURE REVIEW
Students Involvement in The Formulation of School Rules and Regulations

Kiggudu (2009) examined how school rule administration affects students'

conduct and school performance in chosen private universities in Busiro County,

Wakiso District, Uganda. The study's main conclusion was that all schools had

written regulations. Students, on the other hand, were not involved in their

creation. Some rules and regulations needed to be amended, whereas others

needed consistency in their implementation, prompting students to revolt. The

researcher discovered that, despite laws and regulations outlining dos and

don'ts, students continued to violate the rules and regulations since they were not

involved in their development. The methods of developing school regulations

have a substantial beneficial link with levels of student discipline in the public

secondary schools in Makueni County. However, many Makueni County public

secondary schools did not include students in the process of developing school

rules and regulations. This might explain why there has been student discontent

in 277 of the county's schools in the previous five years. According to the results

of the study, the large percentage of Makueni County public secondary schools

where students are actively engaged in the process of drafting school regulations

are more likely to have a healthy school environment that supports higher levels

of educational discipline. Colleges with little or no student engagement and

dedication to defining school laws, on the other hand, appear to be more likely to

have a bad school culture, which may also contribute to lower levels of student

discipline.
Students who participate in the implementation of school laws refers to the

action of student government groups such as school councils, student

parliaments, and the prefectorial body in the drafting of school rules. It is also

used to describe all aspects of school life and decision-making in which students

can engage, either informally via agreeing and formally through purposely

constructed structures and processes. Engagement also involves students’

participation in group decision at the university or department level, as well as

dialogue between students and other selection, as opposed to merely consulting

or polling among learners (Jeruto & Kiprop, 2011).

The Implementation of School Rules and Regulations in Enhancing

Discipline

According to Adams (2003), one of the tactics used to develop excellent

student behavior is the use of school rules and regulations. This entails self-

control, orderliness, decent behavior, and adherence to school authority.

Students are also handed prospectuses upon entry to schools, particularly at the

secondary level, which outline some of the expectations, including adherence to

rules and regulations.

Kiggudu (2009) researched how the administration of school regulations

influences pupils' academic achievement in Busiro County, Wakiso District,

Uganda. The study used a survey research design, namely a cross-sectional

survey technique. The main data collection instrument, in addition to the

questionnaire, was a review of papers and an interview guide. The study was

done in Busiro County, Wakiso District, and four private universities and colleges
were chosen at random. The major findings of the study were that all schools

have recorded legislation and norms that educators do not know that some

policies and guidelines must be amended, and that others look clueless in their

application, which elevates student indignation and leads to more violence,

attacks, and hostility. Even though school rules and regulations specify what

students should and should not do, the researcher found that learners in most

middle schools in Busiro County cracked the laws and regulations with wide -

spread misbehavior actions such as getting away from schools, having a drink

alcohol, engaging in prevalent attacks that tends to result in failing schools, and

disqualification of educators.

Issues Arising from School Rules and Regulations

Many variables influence student discipline both at school and at home.

Among these aspects, parental upbringing provides the most critical foundation

for child discipline. Aside from the household, the child's social environment has

a significant impact on his or her personality. Corporal punishment has long been

employed to promote discipline in our culture, both at home and outside the

confines of the house. Caning is frequently misunderstood as discipline.

However, studies have demonstrated that this type of aggressive method of

punishment is ineffective in the long term. Corporal punishment dehumanizes the

student, is harsh, and instills terror in the student, impeding normal development

and productivity (Kiprop, 2007)

Discipline among students is mostly a reflection of the traits, attitudes, and

practices of their culture. This was evident in the framework, where it was
determined that parental education and the social setting were intervening

variables in student compliance to disciplinary practices. If there is no social

order in a society, students will be disciplined at school (Grossnickle & Frank,

2006). The shocking degree of classroom violence and field crime in South Africa

mirrors a larger problem in a country with some of the world's worst rates of

violent crime, such as a spate of lethal school knife attacks involving teenage

students who were both perpetrators and victims (McGregory, 2006). But, on the

other hand, the personal background is poor, there are varied socioeconomic

classes present, the school is in a socially disadvantaged area, and there is a

negative influence on peer groups, discipline will deteriorate, and so will

academically progress.

The Attitude of Students Towards Rules and Regulations

Disruptive behavior in the classroom causes disciplinary issues and has a

negative impact on students; it may also contribute to lesser success. Faculty

face a variety of academic and behavioral issues at work that have a direct

impact on the educational – learning process, including forgetting school tools,

prevalent high absenteeism, inattention, overactivity, improper classroom

converse, defacement, disobedience, belligerence, and refusal to accomplish

projects and classwork. If the classroom includes diverse accomplishment criteria

and distinct personalities, there will be challenges with education (Visser, 2009).

Tull and Hawking (2006) conducted a study in Zimbabwe about how

behavior influences actions among middle school students and discovered that

acknowledging how participants perceived laws and regulations, and their

willingness to accept them, can assist in determining whether they nurture

discipline in students. Tull and Hawking go on to suggest that attitudes cause

students to react in favorable or unfavorable ways to things, events, or

arguments. This may also be referred to as a person's atmosphere toward

another individual, item, issue, or even surroundings. The sample research

included 10 schools, 50 students who were randomly recruited, and 10

instructors who were purposefully sampled based on the subjects they taught.

METHODS

Research Design

The effectiveness of school regulations in improving discipline was

evaluated using a descriptive survey design. Survey designs, according to Mills

(2021), are used by researchers to acquire a better understanding of individual or

group viewpoints on a certain concept or topic of interest. This strategy was

appropriate for this study because it was anticipated to permit adequate data

collection primarily via the use of questionnaires. This sort of research was

utilized in the study to describe, record, assess, and reflect on the effectiveness

of rules and regulations, discipline standards, and student view of the rules and

regulations at Lyceum International Maritime Academy.

Participants

The study's participants are students from the department of Lyceum

International Maritime Academy at Lyceum of the Philippines University-

Batangas. It includes students from 1st year to 3rd year students, male and
female, with 124 students from 1 st year, 69 students from 2nd year and 112

students from 3rd year, a total of respondents of 305 students.

Instrument

The researchers used an adapted questionnaire from the research

entitled: “Effectiveness of School Rules and Regulations in Enhancing Discipline

in Public Secondary Schools in Kangundo Division, Machakos County, Kenya”

(NDeto, A., M., 2013) as their main data gathering instrument. The questionnaire

consists of five parts. The first part is the demographic information of the

respondents in terms of sex and year level. The second part consists of student’s

involvement in the formulation of school rules and regulations; the third part

consists of the implementation of school rules and regulations in enhancing

discipline; the fourth part consists of the issues arising from school rules and

regulations; and the fifth part consists of the attitude of students towards rules

and regulations. The five parts of the questionnaire use the following scales: SA

– Strongly Agree, A – Agree, D – Disagree and SD – Strongly Disagree.

Procedure

The survey questionnaire was used to collect data for the study.

Professionals in the field verified the study questionnaire. The researchers

revised the questionnaire based on what the validators advised and proposed.

After revision, the questionnaire was entered into an electronic form (Google

form) and delivered through electronic message via messenger or email. Data

Privacy Consent was provided for the respondents to know that their answers
were confidential, then the retrieval of the questionnaires. The researchers

gathered and examined the data by tallying the findings and interpreting the data.

Data Analysis

Data was encoded and tallied, and various statistical methods were

utilized to analyze the results. In this investigation, Cronbach's Alpha was used.

The frequency distribution was used to analyze the respondent profile. The

weighted mean was used to calculate the effectiveness of school rules and

regulations among students. The Analysis of Variance (ANOVA) was utilized to

identify the significant differences between the responses when they were

grouped by the profile variables.

Ethical Considerations

To ensure that the study was carried out as thoroughly and ethically as

possible, participants in this study were informed that their names and responses

would be kept secret, and Data Privacy Consent was obtained. Except for the

fact that they are students of Lyceum International Maritime Academy, no

specific names were revealed in the article. The researchers provided no

personal opinions, merely facts and outcomes based on the data obtained.

RESULTS AND DISCUSSION

Table 1.
Frequency Table for the Respondent’s Demographic Profile
n=305
f %
Sex
Male 297 97.4
Female 8 2.6
Year Level
1st Year 124 40.7
2nd Year 69 22.6
3rd Year 112 36.7

Table 1 presents the demographic profile for the respondents. In terms of

sex, majority of the respondents are male with the frequency of 297 and

obtaining a percentage of 97.4%. While in terms of year level, majority of the

respondents are 1st year students with the frequency of 124 and obtaining

40.7%.

According to the Life on Board (2020), the marine business is typically

seen as a male-dominated profession. According to recent statistics, women

account for fewer than 2% of all mariners globally. New research done by

SAFETY4SEA confirms this. SAFETY4SEA discovered that men seafarers are

more satisfied than females when it comes to satisfaction levels.

Because of the benefits that the marine sector would bring, first-year

students are the most numerous nowadays. According to Lau and Ng (2015),

one interesting example is the marine sector, which has evolved from a typically

unskilled, labor-intensive business to a capital-intensive, sophisticated one. As a

result, the nature of maritime education has shifted from a very practical, hands-

on approach to higher education stressing business and analytical abilities, as

seen by the growing number of tertiary schools providing under- and

postgraduate marine programs.

Table 2.
Students Involvement In The Formulation Of School Rules And Regulations
n=304
Mean Rank Interpretatio
n
1. I am part of the part of the body that is 3.42 2 Agree
involved in the formulation of school
rules and regulations.
2. I give suggestions in the formulation of 3.21 4 Agree
rules and regulations.
3. I contribute in ensuring that rules in our 3.34 3 Agree
school are followed.
4. My views concerning exam timetable 3.45 1 Agree
are taken seriously.
Composite Mean 3.35 Agree

Legend:1.00 – 1.49 (Strongly Disagree), 1.50 – 2.49 (Disagree), 2.50 – 3.49 (Agree), 3.50-4.00 (Strongly Agree )

The table 2 present the students involvement in the formulation of

regulation on Lyceum international Maritime academy in terms students involved

in the formulation of rule and regulations. The compose mean is 3.35 with

interpretation of Agree. My views concerning exam timetable are taken seriously.

The compose mean is 3.45 with interpretation of agree. Timetable shows exactly

what is to be done at particular time and directs the attention of the student on

exams and to prevents waste of time and energy (Asmai, 2011) this study

presented a solution method for exam timetable problem in centre for foundation

studies and extension education.

Students involved in the formulation of school rules and regulations with

the highest mean of 3.42 with interpretation of Agree. The involvement of the

students on formulating the rules and regulation can influence the behavior and

the attitude of the students (Domic, 2017) this study proved the influence of

school rules formulation on student’s discipline in public secondary schools. I

contribute in ensuring that rules in our school are followed.

The third highest mean 3.34 with interpretation of Agree. Lima is strict on

rules and regulation they ensure the student will follow the rules. The students

will face consequences when they broke the LIMA rule, (Debs, 2019). This study

examine what discipline means to Black and Latinx families at two popular choice

options: a no-excuses charter and two public Montessori magnets. The

researchers found that parents viewed discipline as more than rule-following,

valuing also self-discipline and academic discipline.

The lowest mean 3.21 with the interpretation of Agree. The students

suggestion in decision about rules and regulations strengthens their civic values,

boosts academic achievement, and improves their engagement. And it holds

them responsible for their actions in the campus and sets them up to own the

consequences if they break a rule.

Table 3.
The Implementation of School Rules and Regulations In Enhancing
Discipline
n=305

Mean Rank Interpretatio

n
1. LIMA ensures that students serve the 3.49 4 Agree
given punishment.
2. LIMA provides a written copy of rules 3.34 6 Agree
to all students on admission.
3. LIMA is strict on our dressing code. 3.56 1 Strongly
Agree
4. LIMA’s disciplinary committee handled 3.53 3 Strongly
us discipline in school. Agree
5. LIMA maintains that we have a 3.47 5 Agree
disciplinary file for recording their
offences.
6. There are consequences faced when 3.54 2 Strongly
LIMA’s rules are broken. Agree
Composite Mean 3.49 Agree
Legend:1.00 – 1.49 (Strongly Disagree), 1.50 – 2.49 (Disagree), 2.50 – 3.49 (Agree), 3.50-4.00 (Strongly Agree )

Table 3 shows how the application of school rules and regulations has

helped to improve discipline at Lyceum International Maritime Academy.

The composite mean is 3.49, with the meaning "Agree." LIMA has the

highest mean of 3.56 with the interpretation of "Strongly Agree" on our dress

code. LIMA is quite particular about wearing a uniform in order for its pupils to be

more disciplined. Anyone who does not wear an appropriate uniform faces

penalties, one of which is listed below. The analysis on the implications of

codification and faculty uniform rules is inconclusive and mixed, according to the

Associate in Nursing Education Commission of the States Policy Report. Some

researches discover favorable impacts, while others claim no or just perceived

effects. While no state has forced the wearing of teacher uniforms, 28 states and

the District of Columbia have established legislation governing college attire.

The indicator there are consequences faced when LIMA’s rules are

broken obtain the second to the highest mean of 3.54 with the interpretation of

“Strongly Agree”. Some students have broken school rules and regulations, thus

LIMA is strict with those students who have broken the rules and regulations,

punishing them appropriately. According to study in Kangundo Division,

Machakos County, Kenya (2013) The consequences for breaking rules and

regulations were therefore clearly spelt out and the students were aware of such

consequences that included expulsion and suspension.

With the interpretation of "Strongly Agree," the signal there are penalties

experienced when LIMA's regulations are breached has the second to highest
mean of 3.54. Because some students have breached school rules and

regulations, LIMA is stern with such kids, penalizing them accordingly. According

to research conducted in Kangundo Division, Machakos County, Kenya (2013),

the repercussions for violating rules and regulations were so clearly spelled out,

and pupils were aware of such consequences, which included expulsion and

suspension.

With the interpretation "Agree," the indicator LIMA assures that pupils

serve the specified penalty in the third to lowest mean of 3.49. It demonstrates

that LIMA ensures that students who violate the rules receive the proper penalty.

When student misconduct and the associated discipline problems are

considered, it may be stated that they impair the efficacy of instruction and

negatively influence the school climate, students' achievement, and socializing.

They also put school and student safety at risk (Akpnar & zdaş, 2013b; Kzmaz,

2004; Memduholu & Taşdan, 2007; Sezgin & Duran, 2010).

The indicator LIMA maintains that we have a disciplinary file for recording

their offences obtain the second lowest mean of 3.47 with the interpretation of

“Agree”. LIMA recording all the offences of the students to determine if they still

need to monitor the student or not. According to study in Kangundo Division,

Machakos County, Kenya (2013) all students had a disciplinary file for recording

their offences and this helped in the drafting of student recommendation letters

and school leaving certificates.

The indicator LIMA obtains the lowest mean of 3.34 with the interpretation

of "Agree" by providing a written copy of the regulations to all students on

admission. It means that LIMA did not neglect to remind the kids of the school

regulations so that they would be more disciplined and avoid punishment.

According to a research conducted in Kangundo Division, Machakos County,

Kenya (2013), in most schools, pupils were given a written copy of the rules and

regulations to ensure that they were aware of the laws and the penalties of

breaking them.

Table 4.
Issues Arising from School Rules And Regulations
n=305
Mean Rank Interpretatio
n
1. I am not involved in the formulation of 3.36 3 Agree
school rules and regulations.
2. I am not given a copy of the school 3.17 5 Agree
regulations.
3. I cheat in exam because they are not 3.46 1 Agree
supervised
4. I maintain silence for fear of being 3.43 2 Agree
punished
5. I obey the end of break bell when I see 3.35 4 Agree
my professor
Composite Mean 3.35 Agree

Legend:1.00 – 1.49 (Strongly Disagree), 1.50 – 2.49 (Disagree), 2.50 – 3.49 (Agree), 3.50-4.00 (Strongly Agree )

Table 4 shows the engagement of students in Lyceum International

Maritime Academy in terms of difficulties resulting from school rules and

regulations. With an interpretation of "Agree," the composite mean is 3.35. The

signal I cheat in exams since they are unsupervised had the greatest mean of

3.46 when interpreted as "Agree." Students nowadays use technology and the

internet, and we feel that they cheat in tests and activities.

The extensive use of computers and the arrival of the Internet, according

to a study of studies from Brazilian public schools and institutions, have made it

easier to plagiarize the work of others. Students nowadays remain silent while

chatting with one another because they do not know what to say or seek to avoid

controversy, earning the second-to-highest mean of 3.43 with the interpretation

"Agree." Punishment and extinction are the two tactics for decreasing a behavior

or reaction, according to Skinner's operant conditioning theory.

With the interpretation of "Agree," the indication I am not involved in the

design of school rules and regulations obtains the third to highest mean of 3.36.

The majority of students are uninvolved in school rules and regulations, which we

feel is the responsibility of the school and professor. A school study in Kangundo

Division, Machakos County, Kenya (2013) indicated that students were not

effectively involved in the drafting of school rules and regulations, despite being

heavily involved in their execution. When I meet my professor, I obey the end of

break bell and receive with the second to lowest mean of 3.35 with the

interpretation of "Agree." "Some students nowadays are not disciplined, and we

assume that this is because they are unable to obey the end of the ring bell when

they cannot see the professor."

According to research conducted in Kangundo Division, Machakos

County, Kenya (2013), kids' lack of discipline is mostly a reflection of their

society's qualities, beliefs, and behaviors. Students would be indisciplined in

school if there is no social order at the society. With the interpretation of "Agree,"

the indication I am not provided a copy of the school regulations obtains the
lowest mean of 3.17. Students now have a copy of the school regulations, which

we believe is provided by the school, and we also feel that it is one of the

measures for improved student discipline. According to Adams (2003), school

rules and regulations are among the tactics meant to encourage excellent

student behavior.

Table 5.
The Attitude of Students Towards Rules and Regulations
n=305

Mean Rank Interpretatio

n
1. I don’t like the existing rules in the 3.44 1 Agree
school.
2. I don’t like being controlled through 3.10 2 Agree
rules.
3. I hate being punished in this school. 2.17 5 Disagree
4. I don’t like being supervised during 2.82 3 Agree
examinations.
5. I enjoy going home on suspension. 2.23 4 Disagree
Composite Mean 2.75 Agree

Legend:1.00 – 1.49 (Strongly Disagree), 1.50 – 2.49 (Disagree), 2.50 – 3.49 (Agree), 3.50-4.00 (Strongly Agree)

Table 5 shows how the application of school rules and regulations has

helped to improve discipline at Lyceum International Maritime Academy. The

composition mean is 2.75, with the meaning "Agree." With the interpretation of

"Agree," LIMA is tough on our current norms, with the highest mean of 3.44.

This study is to investigate several aspects that may impact the

performance of future sailors. Most studies stress that student attitude is a

contributing component to performance because it offers a driving force for a

behavioral intention to behave based on the cognitive reaction from the

environment (Salmela-Aro et al., 2008; Velasco et al., 2015; Mendoza et al.,

2014; Bacay, Dotong & Laguador, 2015; Laguador, 2013).

LIMA is quite tough when it comes to controlling pupils through regulations

so that they can be more disciplined. With the interpretation of "Agree," the signal

there are repercussions when LIMA's regulations are breached has the second to

highest mean of 3.10. Discipline is required for practically everything a school

has to offer kids (McGregory, 2006). According to Seifert and Vornberg,

discipline is linked to both the culture and environment of the school, and that in

order for a suitable atmosphere to exist within a school, a particular amount of

discipline must exist. Parents can move their children to "better" schools in

schools where discipline is a severe concern, such as when kids harass others.

Because well-behaved kids typically do well, their transfer may have an impact

on the overall performance of that institution. However, punishment can

exacerbate rather than reduce behavior (Rigby, 2000).

LIMA is rigorous when it comes to discipline, and students dislike getting

penalized in this school, resulting in a mean of 2.17 with the interpretation of

"Disagree." pupils from schools after carefully assessing his age, development,

and the Board of Governors' report The Education Act empowers the Board of

Governors to set administrative rules governing student discipline and to

prescribe suitable punishment other than physical punishment for violations or

noncompliance with such regulations.

Many different strategies of controlling discipline in schools have been

reported to be utilized with this provision. While certain strategies have been

claimed to be beneficial in maintaining student discipline in some schools, they

have also been blamed for indiscipline in others (Rono, 2006). The LIMA assures

that students who are monitored during tests have a mean of 2.82 with the

interpretation "Agree."

Together with academic achievement, one of the biggest issues

expressed by the public regarding schools and the school system in nations

across the world is school discipline. These fears are repeated in regular and

often dramatic media accounts of unruly pupils, student riots, bullying, and

violence in Kenyan classrooms and playgrounds. There is a persistent and rising

belief that behavior issues are rampant in schools, that instructors are struggling

to keep order, and that school officials are unable to ensure children' safety

(Mutua, 2004). LIMA pupils who love staying home on suspension had the

second lowest mean of 2.23 when the meaning of "Disagree" is used. Discipline

at a school is determined by how effective the governing rules and regulations

are. Students should be informed of the repercussions of breaking these norms,

and instructors should make certain that they are strictly enforced. Developing

rules and punishments, teaching them to students, and describing the

advantages of following them is a significant upfront commitment. If there is

uncertainty regarding classroom behavior requirements, pupils may form their

own patterns of behavior. If you don't have a plan for your kids, they will have a

plan for you, as a wise teacher once stated (Sithole, 2008).

Table 6.
Differences on the Variables of the Study when grouped According to Sex
n=305

t p-value Interpretatio
n
Student Involvement on rules and Not
.717 .474
regulations Significant
Implementation of rules and regulations Not
-.149 .882
Significant
Issues arising from rules and regulation Not
.706 .481
Significant
Attitude towards school rules and Not
.003 .998
regulation Significant

Legend: Difference is significant at 0.05 alpha level

Table 6 presents the comparison of the variables of the study when

compared according to sex. Results indicate that on all four variables, the

respondent’s sex has no influence on their level of agreement as proven by the

computed p-values which were all higher than the alpha level 0.05. Sex has no

substantial or no influence on the researchers' study conduct about the laws and

regulations in LIMA. The outcome demonstrated that either male or female

students have the right to observe school rules and regulations, and that neither

male nor female students receive preferential treatment. Furthermore, maritime

schools pursue gender equality in order to fit and discipline student cadets.

While gender-equal maritime education is basically a concept of individual

justice, it is also critical to the credibility of educational institutions. According to

Cars and Osterman (2015). Long-term growth and competitiveness of the marine

sector and our society as a whole are also crucial. Iceland (0.8731), Finland

(0.8421), Norway (0.8417), Sweden (0.8129), and the Philippines are the top five
nations with the smallest gender differences (0.7832). Because these five nations

have a long history of sailing, it is reasonable to anticipate that structures and

institutions for maritime education and training in these countries may be

considered cutting-edge in terms of gender equality.

Table 7.
Differences on the Variables of the Study when grouped According to Year
Level
n=305

t p-value Interpretatio
n
Student Involvement on rules and Not
.377 .686
regulations Significant
Implementation of rules and regulations Not
.136 .873
Significant
Issues arising from rules and regulation Not
.102 .903
Significant
Attitude towards school rules and Significant
10.976 .000
regulation

Legend: Difference is significant at 0.05 alpha level

Table 7 presents the comparison of the variables of the study when

compared according to year level. It was observed that there was a significant

difference on attitude towards school rules and regulation since the obtained p-

value of 0.000 was less than the alpha of 0.05. The attitude of the students, as

expressed through rules and regulations, has an impact on the formation of the

researchers, who are organized by year level. It is really pertinent, and we all

know that each year level has its own way of adhering to the school's rules. They

are the most obedient to school rules and regulations as third-year students

because they already know everything and understand the repercussions if they
do not follow the rules and regulations, whereas first-year students are new to

the regulations. School rules and regulations are one of the tactics used to instill

good behavior in children; these imply self-control, orderliness, appropriate

behavior, and adherence to school authorities.

In addition, rules and regulations are established to ensure effective

governance and to foster respect among others. According to Urieh (2008), the

majority of lower year students believe that strict implementation of disciplinary

measures is ineffective because they do not like the idea of something controlling

their lives, such as school authorities and school rules and regulations, whereas

Mafabi (2008) revealed that most of the higher year students believe that

punishments, school rules, and regulations are effective in remediating one's

misbehavior. While the other items has no significant influence on their level of

agreement as proven by the computed p-values which were all higher than the

alpha level 0.05.

TABLE 8.
PROPOSE ACTION PLAN
KEY RESULTS AREA PROJECTS PERSONS INVOLVED
Complicity of students Conducting a monthly Dean
through rules and organized seminar or Faculties
regulations webinar about the rules Office of the Crew of
and regulations of LIMA Cadets
LIMA Department
LIMA Council
Special Guest expert in
formulation of rules and
regulations
Enactment of laws and Inspection, assessment, Office of the Crew of
legislation and evaluation of pupils Cadets
on a daily basis for Philippine Coast Guard
compliance with laws Dean
and regulations
Controversy of students Conducting a one-on- LIMA Counselor
from rules and one forum of all students LIMA Faculties
regulations in LIMA, particularly Dean
among students who
have a complaint about
the rules and
regulations; the
organization will take
their concerns into
account.
Interpretation towards Distribution of books Dean
school rules and about the rules and Administration
regulation regulation of the school Faculties
and the consequence LIMA Library
they will face LIMA Bookstore

CONCLUSION:

1. Majority of the respondents are male and from first year students.

2. All the categories resulted that the respondents agreed in terms of

effectiveness of rule and regulations in enhancing discipline.

3. There is a significant difference on the attitude towards school rules and

regulations when grouped according to year level

4. An action plan was created to address the effectiveness of rules and

regulation in enhancing discipline in Lyceum International Maritime Academy.

RECOMMENDATION

1. LIMA Department can work with NSTP partner, the PCG or Philippine

Coast Guard, to enhance etiquette among LIMA students.

2. LIMA Dean, faculties, and organizations can have a weekly meeting to

discuss student attitudes toward rules and regulations on the LIMA campus, and

whether or not there is a need to improve, enhance, and add.

3. Dean will always provide a morning briefing for the officers of the crew

cadets to reinforce or tighten the rules and regulations in LIMA.

4. Tables for discussion and implementation of the recommended action plan

may be used.

5. This study could be used as a baseline for future studies.

REFERENCES:

Adams, N. (2003). Secondary school management today. Melbourne:

Hutchinson Ltd, Clandos place

Retrieved from: https://www.researchgate.net

Adolf K Y, Ng. and Yui-Yip, L. (2015) The motivations and expectations of

students pursuing maritime education

Retrieved from: https://trid.trb.org

Cars, M. B. and Osterman, C. (2015) Mind the Gap! Maritime Education for

Gender-Equal Career Advancement

Retrieved from: https://lawexplores.com

Cetikanya, U. and Kocyigti, M. (2020) Disciplinary cases at high schools: An

analysis of decisions of disciplinary committees

Retrieved from: https://files.eric.ed.gov

Dr. Mills, J., (2021). Survey Research, A Simple Introduction

Retrieved from: https://www.supersurvey.com

Fekadu, A., A., (2019) Assessing the Impact of School Rules and Regulations on

Students’ Perception Toward Promoting Good Behavior: Sabian Secondary

School, Dire Dawa, Ethiopia

Retrieved from: https://www.mdpi.com

Grossnickle, D. R. and Frank, P (2006). Prevent the discipline for effective

teaching and learning. A source book for teachers and administrators. Virginia:

Reston publishers

Retrieved from: https://eric.ed.gov

Jeruto, T.K. and Kiprop, C.J. (2011). Extent of Student Participation in Decision

Making in Secondary Schools in Kenya. International Journal of Humanities and

Social Science Vol. 1 No. 21.

Retrieved from: http://www.ijhssnet.com

Kiggudu, H. (2009). The management of school rules and its influence on

students‟ academic performance in selected private secondary schools of Busiro

County in Wakiso District, Uganda. MA Thesis, Makerere University.

Retrieved from: https://makir.mak.ac.ug

Kiprop, C. J. (2007). Disciplinary Strategies that Public School in Kenya can

adopt to curb Indiscipline in Post Caning Era. Nelson Mandela University SA:

Retrieved from: http://vital.seals.ac.za

Linde, S., (2021). Disciplinary Problems in the Classroom: Types & Causes
Retrieved from: https://study.com

Maingi, D., Maithya, R., Mulwa, D., & Migosi, J. (2017). Influence of school rules'

formulation on students' discipline in public secondary schools in Makueni

County.

Retrieved from: http://ir.mksu.ac.ke

Mcgregory, S. (2006). Schoolyard Crime Adds to Teachers Woes in South Africa.

Nairobi: Jomo Kenyatta Foundation.

Retrieved from: https://www.reuters.com

Mutua, J. N. (2004). Investigation into alternative strategies of discipline in the

absence of corporal punishment in public secondary schools. University of

Nairobi, Nairobi.

Retrieved from: http://erepository.uonbi.ac.ke

Newton, R., (1980). Models of schooling and theories of discipline

Retrieved from: https://dlib.bc.edu/

NDeto, A., M., (2013). Effectiveness Of School Rules And Regulations In

Enhancingdiscipline In Public Secondary Schools In Kangundo

Division,Machakos County, Kenya

Retrieved from: https://www.academia.edu

Odhiampo, N., (2009). Effects of rules and regulations on student discipline in

public technical training institutes in Nairobi Province

Retrieved from: http://erepository.uonbi.ac.ke

San Juan, B. (2019) Effectiveness of School Rules and Regulations to the

Students
Retrieved from: https://www.academia.edu

Sebastian, F. (2021) A Study On Dress Code For School Students Impact Of

Dress Codes On Students

Retrieved from: https://www.proquest.com

The Editorial Team (2020) Life on board more attractive to male seafarers,

survey reveals

Retrieved from: https://safety4sea.com

Tull, S. and Hawkins, D. (2006). Marketing Research Measurement and

Methods. London: Macmillan Publishing Company.

Retrieved from: https://www.semanticscholar.org

Visser, P. (2009). Some thoughts on corporal punishment and lawful use of force

at school. New York: Knopf Publishers.

Retrieved from: https://www.govinfo.gov

APPENDIX A

INSTRUMENT OF THE STUDY

PART A: Demographic Information

Student
Gender: MALE ( ) FEMALE ( )
Year Level: 1st year ( ) 2nd year ( ) 3rd Year ( )

PART B: STUDENTS INVOLVEMENT IN THE FORMULATION OF SCHOOL

RULES AND REGULATIONS
Direction: Using the key given, choose or tick the right alternative that fits your
opinion on the implementation of school rules in enhancing discipline as follows:

Strongly Agree=SA, Agree=A, Disagree=D, Strongly disagree=SD

ITEM SA A D SD
I am part of the part of the body that is
involved in the formulation of school
rules and regulations.
I give suggestions in the formulation of
rules and regulations.
I contribute in ensuring that rules in our
school are followed.
My views concerning exam timetable are
taken seriously.
PART C: THE IMPLEMENTATION OF SCHOOL RULES AND REGULATIONS
IN ENHANCING DISCIPLINE
Direction: Using the key given, choose or tick the right alternative that fits your
opinion on the implementation of school rules in enhancing discipline as follows:

Strongly Agree=SA, Agree=A, Disagree=D, Strongly disagree=SD

ITEM SA A D SD
LIMA ensures that students serve the
given
punishment.
LIMA provides a written copy of rules to
all students on admission.
LIMA is strict on our dressing code.
LIMA’s disciplinary committee handled us
discipline in school.
LIMA maintains that we have a
disciplinary
file for recording their offences.
There are consequences faced when
LIMA’s rules are broken.

PART D: ISSUES ARISING FROM SCHOOL RULES AND REGULATIONS

Direction: The table below contains some statements about problems arising
from school rules and regulations. Tick or choose the level of agreement in each
statement as appropriate by indicating whether you strongly agree, agree,
disagree or strongly disagree.

Strongly Agree=SA, Agree=A, Disagree=D, Strongly disagree=SD

ITEM SA A D SD
I am not involved in the formulation of
school rules and regulations.
I am not given a copy of the school
regulations.
I cheat in exam because they are not
supervised
I maintain silence for fear of being
punished
I obey the end of break bell when I see
my professor
PART E: THE ATTITUDE OF STUDENTS TOWARDS RULES AND
REGULATIONS
Direction: The table below has different statements concerning students‟
attitudes towards rules and regulations. By use of a tick please indicate whether
you strongly agree, agree, disagree or strongly disagree with the following
statements.

Strongly Agree=SA, Agree=A, Disagree=D, Strongly disagree=SD

ITEM SA A D SD
I don’t like the existing rules in the
school.
I don’t like being controlled through rules.
I hate being punished in this school.
I don’t like being supervised during
examinations.
I enjoy going home on suspension.

APPENDIX B

STATISTICAL OUTPUT

Frequencies

Statistics

SEX YRLEVEL
Valid 305 305
N Missing 0 0

Frequency Table
SEX
Frequency Percent Valid Percent Cumulative
Percent
1.00 297 97.4 97.4 97.4
2.00 8 2.6 2.6 100.0

Valid Total 305 100.0 100.0

YRLEVEL
Frequency Percent Valid Percent Cumulative
Percent
1.00 124 40.7 40.7 40.7
2.00 69 22.6 22.6 63.3

3.00 112 36.7 36.7 100.0

Valid Total 305 100.0 100.0

DESCRIPTIVES VARIABLES=A1 A2 A3 A4 AMEAN B1 B2 B3 B4 B5 B6 BMEAN C1 C2

C3 C4 C5
CMEAN D1 D2 D3 D4 D5 DMEAN
/STATISTICS=MEAN STDDEV MIN
MAX.

Descriptives

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
A1 305 1.00 4.00 3.4164 .75681
A2 305 1.00 4.00 3.2131 .85676
A3 305 1.00 4.00 3.3443 .74528
A4 305 1.00 4.00 3.4459 .72402
AMEAN 305 1.00 4.00 3.3549 .6685
B1 305 1.00 4.00 3.4885 9
B2 305 1.00 4.00 3.3410 .7168
B3 305 1.00 4.00 3.5607 3
B4 305 1.00 4.00 3.5344 .7791
2
.6861
6
.6927
5
B5 305 1.00 4.00 3.4656 .74315
B6 305 1.00 4.00 3.5443 .67778
BMEAN 305 1.00 4.00 3.4891 .61063
C1 305 1.00 4.00 3.3639
.78347
C2 305 1.00 4.00 3.1672 .87448
C3 305 1.00 4.00 3.4590 .71114
C4 305 1.00 4.00 3.4295 .74942
C5 305 1.00 4.00 3.3541 .76468
CMEAN 305 1.00 4.00 3.3548 .62759
D1 305 1.00 4.00 3.4361 .78010
D2 305 1.00 4.00 3.0984
.93726
D3 305 1.00 4.00 2.1705 1.19364
D4 305 1.00 4.00 2.8230 .98749
D5 305 1.00 4.00 2.2262 1.22929
DMEAN 305 1.00 4.00 2.7508 .78477
Valid N (listwise) 305

T-TEST GROUPS=SEX(1 2)
/MISSING=ANALYSIS
/VARIABLES=AMEAN BMEAN CMEAN DMEAN

/CRITERIA=CI(.9
5).

T-Test

Std. Error
SEX N Mean Std. Deviation
Mean
1.00 297 3.3594 .67143 .03896
AMEAN 2.00 8 3.1875 .56300 .19905

BMEAN 1.00 297 3.4882 .61509 .03569

2.00 8 3.5208 .44040 .15570
1.00 297 3.3589 .62736 .03640
CMEAN
2.00 8 3.2000 .65900 .23299
1.00 297 2.7508 .78921 .04579
DMEAN
2.00 8 2.7500 .63920 .22599

Independent Samples Test

Levene's Test for Equality of t-test for Equality of
Variances Means
F Sig. t df

Equal variances assumed .328 .567 .717 303

Equal variances not
AMEAN assumed .848 7.546
Equal variances assumed .585 .445 -.149 303
BMEAN Equal variances not
-.204 7.754
assumed
.706 303
Equal variances assumed .189 .664
Equal variances not
CMEAN assumed .674 7.346
Equal variances assumed .924 .337 .003 303
DMEAN Equal variances not
assumed .004 7.586

Independent Samples Test

t-test for Equality of Means

Sig. (2-tailed) Mean Std. Error 95%
Difference Difference Confidence
Interval of the
Difference
Lower
AMEAN Equal variances assumed .474 .17193 .23974 -.29983
Equal variances not
.423 .17193 .20283 -.30073
assumed
BMEAN Equal variances assumed .882 -.03262 .21913 -.46383
Equal variances not .843 -.03262 .15974 -.40302
assumed
Equal variances assumed .481 .15892 .22504 -.28392
CMEAN
Equal variances not .521 .15892 .23582 -.39342
assumed
Equal variances assumed .998 .00084 .28163 -.55336
DMEAN Equal variances not .997 .00084 .23058 -.53597
assumed

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of
the
Difference
Upper
.64369
Equal variances assumed
AMEAN Equal variances not assumed .64458

Equal variances assumed .39859

BMEAN Equal variances not assumed .33779

Equal variances assumed .60176

CMEAN Equal variances not assumed .71127
Equal variances assumed .55505
DMEAN
Equal variances not assumed .53766

ONEWAY AMEAN BMEAN CMEAN DMEAN BY YRLEVEL

/MISSING ANALYSIS
/POSTHOC=SCHEFFE
ALPHA(0.05).

Oneway

ANOVA
Sum of
Squares df Mean Square F Sig.
Between Groups .339 2 .169 .377 .686
Within Groups 135.554 302 .449
AMEAN Total 135.893 304

BMEAN Between Groups .102 2 .051 .136 .873

Within Groups 113.250 302 .375
Total
113.352 304
Between Groups .081 2 .041 .102 .903
Within Groups 119.654 302 .396
CMEAN
Total 119.736 304
Between Groups 2 .000
12.687 6.343 10.976
DMEAN Within Groups 174.536 302 .578
Total 187.222 304

Post Hoc Tests

Multiple Comparisons
Scheffe

Dependent Variable (I) YRLEVEL (J) YRLEVEL Mean Std. Error Sig.
Difference
(I-J)
1.00 2.00 .06907 .10062 .790
3.00 .06704 .08734 .745
2.00 1.00 -.06907 .10062 .790
3.00 -.00204 .10253 1.000
3.00 1.00 -.06704 .08734 .745
AMEAN 2.00 .00204 .10253 1.000
1.00 2.00 .01500 .09197 .987
3.00 -.03072 .07983 .929
BMEAN 2.00 1.00 -.01500 .09197 .987
3.00 -.04572 .09372 .888

3.00 1.00 .03072 .07983 .929

2.00 .04572 .09372 .888
1.00 2.00 -.02683 .09454 .961
3.00 -.03594 .08205 .909
CMEAN 2.00 1.00 .02683 .09454 .961
3.00 -.00911 .09633 .996
1.00 .03594 .08205 .909
3.00
2.00 .00911 .09633 .996
2.00 -.43429* .11418 .001
DMEAN 1.00
3.00 -.40230* .09910 .000
1.00 .43429* .11418 .001

2.00 3.00 .03199 .11634 .963

1.00 .40230* .09910 .000
3.00 2.00 -.03199 .11634 .963

Multiple
Comparisons Scheffe
Dependent Variable (I) YRLEVEL (J) YRLEVEL 95% Confidence Interval
Lower Bound Upper Bound
1.00 2.00 -.1785 .3166
3.00 -.1478 .2819

AMEAN 2.00 1.00 -.3166 .1785

3.00 -.2543 .2502
3.00 1.00 -.2819 .1478
2.00 -.2502 .2543
1.00 2.00 -.2112 .2412
3.00 -.2271 .1656

BMEAN 2.00 1.00 -.2412 .2112

3.00 -.2763 .1848
1.00 -.1656 .2271
3.00
2.00 -.1848 .2763

1.00 2.00 -.2594 .2057

3.00 -.2378 .1659
CMEAN 2.00 1.00 -.2057 .2594
3.00 -.2461 .2279
3.00 1.00 -.1659 .2378
2.00 -.2279 .2461
DMEAN 2.00 -.7152* -.1534
1.00
3.00 -.6461* -.1585
*
2.00 1.00 .1534 .7152
3.00 -.2542 .3182
1.00 .1585* .6461
3.00 2.00 -.3182 .2542

*. The mean difference is significant at the 0.05 level.

Homogeneous Subsets

AMEAN

Scheffe

YRLEVEL N Subset for alpha

= 0.05
1
2.00 69 3.3261
3.00 112 3.3281
1.00 124 3.3952
Sig. .776

Means for groups in

homogeneous subsets are
displayed.

a. Uses Harmonic Mean Sample

Size =
95.281.
b. The group sizes are unequal.
The harmonic mean of the
group sizes is used.
Type I error levels are not
guaranteed.

BMEAN

Scheffe
YRLEVEL N Subset for alpha
= 0.05
1
2.00 69 3.4662
1.00 124 3.4812
3.00 112 3.5119
Sig. .876

Means for groups in

homogeneous subsets are
displayed.

a. Uses Harmonic Mean Sample

Size =
95.281.

b. The group sizes are unequal.

The harmonic mean of the
group sizes is used.
Type I error levels are not
guaranteed.

CMEAN
Scheffe

YRLEVEL N Subset for alpha

= 0.05
1
1.00 124 3.3355
2.00 69 3.3623
3.00 112 3.3714
Sig. .925

Means for groups in

homogeneous subsets are
displayed.
a. Uses Harmonic Mean Sample
Size =
95.281.
b. The group sizes are unequal.
The harmonic mean of the
group sizes is used.
Type I error levels are not
guaranteed.

DMEAN

Scheffe

YRLEVEL N Subset for alpha = 0.05

1 2
1.00 124 2.5048
3.00 112 2.9071
2.00 69 2.9391
Sig. 1.000 .959

Means for groups in homogeneous subsets

are displayed.

a. Uses Harmonic Mean Sample Size = 95.281.

b. The group sizes are unequal. The harmonic mean of the group
sizes is used. Type I error levels are not guaranteed.