COLUMBAN COLLEGE, INC.

SENIOR HIGH SCHOOL

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

THE DEVELOPMENT OF NON-CATHOLIC STUDENTS IN A PRIVATE

CATHOLIC INSTITUTION

RESEARCHERS:
ABADILLA, CHRISTINE MAE G.
AYTALIN, ANGELIKA
BERJA, CLARISSA MAE M.
BUENO, MARICRIS
TAN, WILLIE DENZ B.
TAROMA, JED ANDREI P.

A Qualitative Research Proposal Submitted in Partial Fulfillment

Of the Course Requirements in Practical Research 1

Columban College, Inc. Main

August 2019
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Table of Contents

CHAPTER 1: THE PROBLEM 3

BACKGROUND OF THE STUDY 3
RESEARCH LOCALE 5
CONCEPTUAL FRAMEWORK 6
PARADIGM OF THE RESEARCH PROCESS 7
STATEMENT OF THE PROBLEM 8
ASSUMPTION 8
SCOPE AND LIMITATIONS 9
SIGNIFICANCE OF THE STUDY 10
DEFINITION OF TERMS 11

CHAPTER 2: REVIEW OF RELATED LITERATURE & STUDIES 12

FOREIGN LITERATURE 12
FOREIGN STUDIES 13
LOCAL LITERATURE 14
LOCAL STUDIES 14
LITERATURE SYNTHESIS 16

CHAPTER 3: RESEARCH METHODOLOGY 20

RESEARCH DESIGN 20
POPULATION 21
VALIDATION OF INSTRUMENT 21
RESEARCH INSTRUMENT 21
DATA GATHERING PROCEDURE 21
TREATMENT OF DATA 22
REFERENCES 24
APPENDICES 26
CURRICULUM VITAE 31

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Chapter 1

THE PROBLEM

INTRODUCTION

Background of the Study

The Philippines is known to be the only Catholic-dominated country in Asia and is

considered as one of the most populous countries in terms of the number of Catholics.

According to Lipka (2015), there are roughly 76 million Catholics in the Philippines as of

2010, rounding up to about 81% of the population of the Philippines. The Catholic Church

was brought by the Spanish when they first colonized the country, holding the first mass

on the island of Limasawa, Cebu on March 31, 1521 (Fernandez, 1965).

According to Alonzo et.al (1968), with their influence of Catholicism, the priests

started to build the first private Catholic schools in the country as early as 1582, with

Bishop Salazar implementing rules about education, establishing schools for girls and boys

with their attendance required and supplying curriculum for schools to follow. These

schools have lasted up to this date and have been growing in number throughout the years.

Even if the Catholics make up the largest part in the Philippine population, there

are still many other religions and sects such as Protestants, Islam, Buddhists, etc. Despite

not being a member of the Catholic Church, some choose to take up their education in

private Catholic institutions for various reasons.

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According to Bateman & Gossart (2017), parents see Catholic schools as safe and

inclusive environments where their child can be who they are and still be welcomed and

respected by the school community. This is in line with what a school needs to be. Schools

should not only be seen as a place for intellect but also as a place where the community has

interpersonal relationships designed to effectively communicate values (The Sacred

Congregation for Catholic Education, 2012).

That being said, it can be inferred that the learning environment in Catholic schools

are relatively more positive as compared to public schools (Bateman & Gossart,2017)

because of how they exhibit a safe and inclusive environment which is ideal for

communicating values from teachers to students. This inclusiveness also applies to non-

Catholics as they can now be enrolled in Catholic schools.

This system, however, requires a compromise as non-Catholics enrolled in Catholic

schools are still required to learn the Catholic doctrine as they are enrolled in a Catholic

institution. As for the school administration, they must show consideration and respect to

the individual beliefs of their non-Catholic students (Del Rosario, 2017).

This study aims to find out if there is a development in non-Catholic students

during their time as students of a private Catholic institution in terms of their discipline,

morality, and their perception on Catholic institutions and beliefs.

Research Locale

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FIGURE 1: MAP OF COLUMBAN COLLEGE

The research study was conducted at Columban College Inc. The institution was

known before as the Naval Reservation Junior College. It was then turned over to

Columban Fathers in 1961 and within the same year, Columban College was founded. As

for the Convery Hall, where seminars and other activities in the said institution are held, it

was named after Rev. Thomas L. Convery, the first school director. Furthermore, the

President of the school since 2007 is Rev. Msgr. Crisostomo A. Cacho. The research locale

was chosen because it is convenient to do the research in the said area and it is a good

example in conducting the research study.

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Conceptual Framework

Development of Non-
Catholic Students in Private
Institution

Changes in terms of:

MORALITY DISCIPLINE PERCEPTION ON

- Teachings of the - Implementation of CATHOLIC
Catholic institution that school rules and INSTITUTION
helps non-Catholics regulation. - Teachings of the
practice more for their Catholic institution.
morality. (THEOLOGY)

EFFECTS

POSITIVE NEGATIVE
They gained knowledge about the They cannot express their own
Catholic Institution. faith and beliefs.
They may misinterpret the
school’s way of teaching.

NON-CATHOLIC
STUDENTS

FIGURE 2: CONCEPTUAL FRAMEWORK

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How do the students develop in terms of?

Morality
Discipline
Perception on Catholic Institutions and Beliefs
In which aspects do the students develop the most?
What is the overall change of non-Catholic students in a
INPUT private Catholic institution?
Can the change that will happen to non-Catholic students be
considered positive?

PROCESS PHENOMENOLOGY & CASE STUDY

THE DEVELOPMENT OF NON-CATHOLIC

OUTPUT STUDENTS IN A PRIVATE CATHOLIC

INSTITUTION

FIGURE 3: PARADIGM OF THE RESEARCH PROCESS

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Statement of the Problem

This study aims to find out the Development of Non-Catholic Students in a Private

Catholic Institution.

Specifically, it must answer the following questions:

1. How do the students develop in terms of?

a. Morality

b. Discipline

c. Perception on Catholic Institutions and Beliefs

2. In which aspects do the students develop the most?

3. What is the overall change of non-Catholic students in a private Catholic

institution?

4. Can the change that will happen to non-Catholic students be considered positive?

Assumptions

After conducting the research study, the researchers expect the following outcomes:

1) There is a development on Non-Catholic Students in terms of:

a) Morality - following the school’s rules and regulations

b) Discipline - being punctual when coming to school

c) Perception on Catholic Institutions and Beliefs – understanding and

giving respect instead of judging Catholic beliefs

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2) The researchers believe that the Non-Catholic students would have developed the

most in the aspect of discipline.

3) The researchers assume that the overall change on the non-Catholic students will be

positive.

4) The researchers expect that the development of the non-Catholic students will be

positive.

Scope and Limitations

The study focuses on the Development of Non-Catholic Students in a Private

Catholic Institution. This study is limited only to the 39 non-Catholic Grade 12 students of

Columban College Inc. – Asinan Campus who agreed to be part of the study.

This study is also limited only to the development of the non-Catholic Grade 12

students. Development which includes the positive changes in their morality, discipline,

and perception on Catholic institutions and beliefs. The data gathering procedure will also

be limited to the use of a questionnaire that is verified by the research adviser. This study

began in Columban College Inc. – Asinan Campus in August 2019 and was completed by

October 2019.

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Significance of the Study

1. Non-Catholic Students - Non-Catholic students are able to express their thoughts

and feelings in their experience as a student in a Catholic institution.

2. Catholic Students - Catholic students will also benefit from this study since they

can be more sensitive to their fellow schoolmates who are non-Catholics.

3. Parents - This study will inform the parents to be aware of their children's

development in terms of morality, discipline, and perception on Catholic

institutions and beliefs.

4. School Administration – The study is significant to the school as it could help the

Catholic school administration to improve their implementation of discipline and

development on students.

5. Future Researchers – Researchers may utilize this study as a related study to their

research. They may also improve the study in the future.

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Definition of Terms

Catholic - it refers to the ancient Christian Church; directly translated as "universal"

Non-Catholic - it refers to a person who does not practice or is not a follower of

Catholicism Development - it pertains to positive growth of something or someone

Discipline - it is behaving in a restrained way which involves obeying rules and

regulations

Morality - a belief of what is right and what is wrong

Perception - it refers to the way you think about or to how you understand something or

someone

Beliefs - it refers to what a person considers true or right

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

As St. Thomas Aquinas has proposed, God teaches us to live through the Bible, yet

we have the conscience bestowed by God which gives us the ability to know what is right

and wrong naturally. This gives us the idea that there are two paths in the moral life. It is

already instilled in our minds not to harm without reading the Bible since we already know

that “do unto others as you would have them do unto you.” Following what is written in

the Bible is the best guide to follow. (Gaarder, 1996)

Children eventually become adults and as they do so, they also begin to interpret

and provide meaning to the events in their lives. By mirroring the action of other

individuals that they consider significant to their lives, like teachers, they can construct

their own values, goals, and standards. (Bear, 2005)

Everything that we do whether it be good or bad will be considered as our

behavior. Misbehavior, however, is the willful inappropriate behavior of a person towards

a certain situation. (Charles, 2002)

Teachers should teach discipline as it aims to prevent or suppress misbehavior.

(Charles, 2002)

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Foreign Studies

Donlevy, J. (2009). Catholic School Administrators and the Inclusion of Non-

Catholic Students.

In a previous research study (Mulligan, 1999), a concern unfolded in the provinces

of Ontario, Saskatchewan, and Alberta relating to the non-Catholic students studying in

Catholic institutions. According to a chaplain of a Catholic high school in Toronto,

preserving the Catholic character of a Catholic institution is difficult when the school body

is made up of a large population of non-Catholic students.

Non-Catholics are also given the opportunity in Catholic schools to converse and

encourage the spiritual and moral qualities together with the social and cultural values

associated with different civilizations, according to the Congregation for Catholic

Education.

In the findings of the study, one of the school administrators said that students

need to study in a school established with faith where they can share and apply their own

faith. Another stated that faith of the students must be established at home since they

cannot just acquire a faith when they do not receive help or support from their family.

According to Rymarz (2017), there is no difference in Catholic and non-Catholic

students as they are influenced in their moral values in accordance to society.

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Local Literature

According to Wadi (2015), Filipinos being influenced by varying faith traditions

and colonizers brought them to be religious, with the Spanish colonizers heavily impacting

the Filipinos to be religious. (Rappler, 2015)

As written in The Sacred Congregation for Catholic Education in 2012, the

presence of the Catholic school is vital for civilization and man.

A school is a place where students express themselves and form their attitude that

they will apply in life. (The Sacred Congregation for Catholic Education, 2012)

Students may have a variety of values to choose, from which they can apply in their

lives. These values are to be conveyed through interpersonal and sincere connection and by

individual and accumulative attachment to the outlook in life that runs in the school. (The

Sacred Congregation for Catholic Education, 2012)

Local Studies

Del Rosario, R. (2017). Catholic Religious Education in Philippine Catholic

Universities: A Critique on Catholic Religious Education in the Philippines.

According to Del Rosario (2017), the implemented curriculum as of today is

systematic since it intends to teach the Catholic doctrine to the students. It is also holistic

since it achieves to "incorporate" that rise up social awareness to issues that are present in

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society and come up with solutions. Due to this, most of the universities run by the

Catholic Churches now accept students regardless of their beliefs, but with this, the

institution must be considerate of the administrative and educational purposes to give

inclusion to students regardless of beliefs.

Written in the conclusions of the study, there is a social wrong in the way that

religious education is implemented in a Catholic university by observing the course

curriculum. There is inconsistency in the inclusivity, intercultural and interfaith with the

basic critical discourse interaction between the works of literature and nature and content

or religious education curriculum.

According to Redondo et al. (2017), The school administration needs to understand

their student's satisfaction to provide better methods of teaching.

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Literature Synthesis

A school is a place for the development of a student and as such, the student's

satisfaction towards the school is needed by school administrations for them to devise

better strategies towards continuously developing their students (Redondo et al., 2017)

However, one cannot restrict development to a single aspect. Intellectual values are

not the only points for development within students because schools should be where an

individual may express a variety of values that they follow. Hence, one of the most

important things a student must learn in school is morality, a sense of right and wrong and

morality is not something that an individual learns in school from the teachers alone.

Morality is taught by everyone within the school community as schools must be

communities where the interpersonal relationships between its members open possibilities

for an individual to share their values with others. As time passes by, this sharing of values

may lead to the members opening up to the reality of life and create a definite attitude

towards life. This concept of community-based learning is something that Catholic schools

believe in. As such, the loss of the Catholic schools would deprive mankind of an

important institution for our moral development (The Sacred Congregation for Catholic

Education, 2012).

As such, it can be said that Filipinos learn most of their moral values from their

communities as the Philippines is a country that is mostly Catholic in religious belief.

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Filipinos are also known to be quite religious as the Spanish colonizers left a large impact

on the Filipino faith (Wadi, 2015)

However, as per the earlier statement, students should not be the only ones to

improve their moral character. The administration, also a part of the school community,

improves their morality too. A way that this is achieved is through the inclusion of non-

Catholics in the Catholic institution as this inclusion requires the administration to be

considerate towards their non-Catholic students (Del Rosario, 2017). Respect must be

given by both parties. Respect towards the Catholic faith from the non-Catholics and

respect to those who do not share the same beliefs as the Catholic faith from the

administration. This leads the entire community to grow in terms of morality as there is a

significant exchange of respect between the Catholic and non-Catholic populations within

the institution.

This shows that inclusion may bring out the best from both parties involved.

However, according to Donlevy (2009), he mentioned that in a previous study by Mulligan

(1999), a Catholic institution will have difficulties in preserving its Catholic character

should the number of its non-Catholic population becomes too large as there will only be a

small number of Catholics to uphold the Catholic traditions. This may become a factor in

social wrongs with the way that religious education is taught within Catholic schools and

cause an inconsistency in the inclusiveness of the institution as well as problems regarding

intercultural and interfaith respect (Del Rosario, 2017).

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These problems regarding inconsistency may, in the long run, have a negative

effect on a student's behavior. Should negative behavior be observed, we may call it

misbehavior which is the action done willfully by a person in an inappropriate manner

relative to the situation it occurs in. Misbehavior can, however, be prevented or suppressed

with discipline (Charles, 2002).

This is exactly where the teachers themselves play a very important factor in the

development of student morality. According to Salandanan (2007), teachers are the role

models of students. As such, teachers must have the personality and character that shows

they are moral to instill morality into their students. In brief, they must lead by example.

Salandanan also stated that a teacher who becomes a good role model is a teacher that has

authority over their students and can be trusted to instill discipline as well. By teaching

discipline, students learn other values such as orderliness and punctuality.

Teachers who become good role models of discipline are very important for a child

to learn discipline as children learn from what they see. Children eventually develop values

and one of them is self-discipline, a value which tends to mirror that of the people

significant to them such as teachers. (Bear et al., 2005).

Gaarder (1995) states that if we inspect the philosophy of St. Thomas Aquinas, we

are beings that are given the capacity to distinguish between right and wrong because God

wills it. This is what is called conscience. This ability to know the difference between right

and wrong is something that is inherent in all human beings regardless of religion.

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However, Rymarz (2017) challenges how long the moral values instilled by schools

will last in a person. According to him, students would eventually become influenced to

change their views and their values to conform to their environment. If a morally right

person is surrounded by people who make morally wrong choices then they are influenced

to align their moral values to those around them regardless of whether they are Catholic or

non-Catholic.

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Chapter 3

RESEARCH METHODOLOGY

Research Design

The research study uses the following approach in conducting the study:

Case Study – The researchers chose case study as their approach in the research

study since they are made aware of the experiences of the non-Catholic students of a

private Catholic school which brought on their development over the period of time that

they are studying.

Population

The participants are the Grade 12 non-Catholic students of Columban College Inc.-

Asinan Campus. The researchers chose the Grade 12 students since most of them have

stayed for a longer period of time in the institution as compared to the non-Catholic Grade

11 students, therefore, majority of them have greater experience to be students of a private

Catholic institution. The researchers used purposive sampling as their sampling technique

since they chose their participants who meet the specific criteria of being non-Catholic

Grade 12 students.

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Research Instrument

The instrument used in conducting the research study is a questionnaire that

consists of eleven questions. Each of these questions reflect the research questions.

Validation of Instrument

The researchers are to verify the questionnaire that they will use for the participants

to answer to acquire results for the research study. The researchers will also consult their

research adviser to read the questionnaire and verify it to gain credibility.

Data Gathering Procedure

In order to obtain the data, the researchers will inform the school principal about

the study wherein non-Catholic students of the school will be involved. Afterward, the

researchers would visit all classrooms of Grade 12 students in Columban College – Asinan

and orient the students regarding the study to give them an idea on what they are to engage

in. The researchers will conduct a survey first to know who among the student population

are non-Catholics. After listing all non-Catholics who will participate in the study, the

participants will be given a letter of informed consent to continue the data gathering

process. The participants who will agree to be a part of the study will be given

questionnaires to answer. The findings are then to be sorted out and evaluated. Afterward,

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the researchers will interview with the chosen participants to have a more in-depth

evaluation of their answers.

Treatment of Data

After collecting the data needed for the study, the researchers are to sort out and

interpret the information obtained from the participants by comparing the similarities and

differences of their answers which may indicate their individual improvement. The

researchers will then sort out the findings again by sex based on the similarities and

differences of their answers to have clearer explanations on the findings gathered.

The researchers are to use graphs and tables in presenting the data about the

development of the participants in three aspects which are morality, discipline and

perception on Catholic institutions and beliefs, to see the similarities and differences

between their individual improvement. The researchers will compare their development in

terms of their sex. Furthermore, the researchers will also use graphs to easily show in

which aspect did the participants develop the most. Lastly, as for the remaining two

problems, the researchers will present the data in paragraph form to completely explain

their overall development and to distinguish if the development that occurred in the

participants is positive or negative.

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Chapter 4

RESULTS AND DISCUSSIONS

Results from the First Question

FIGURE 4: DataData
Obtained from the
in Question 1 Answers of the
Respondents in the First Question
A B C D E
Positive 19 48.718% 39 100% 22 100% 22 100% 17 100%
Negativ 20 51.282% 0 0% 0 0% 0 0% 0 0%
e

FIGURE 5: Interpretation of Data Obtained from the Answers

of the Respondents in the First Question

Data in Question 1
39
40
35
30
Yes
25 22 22
19 20 No
20 17
15
10
5 0 0 0 0
0
A B C D E

In terms of following the school rules, 19 respondents said that they were not

coming to school late while the remaining 20 said that they come to school late. Also, all

of the students said that they are always wearing complete uniform including ID, white

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socks for boys and black foot socks for girls and tucked for both boys and girls. In addition

to that, all 22 male respondents said that they are not wearing multiple earrings and have a

proper haircut every first Monday of the month. Lastly, all 17 female respondents said that

they are not wearing heavy make-up.

Results from the Second Question

Overall when it came to following the school rules and regulations, 28 respondents

said that they obey the school rules even before they entered a private Catholic institution.

On the other hand, 11 respondents said that sometimes they did not follow their previous

school’s rules because their previous school was not strict on implementing its rules.

Results from the Third Question

FIGURE 6: Data Obtained from the Answers of the

Respondents in the Third Question
Data in Question 3
Yes 35 89.744%
No 4 10.256%

FIGURE 7: Interpretation of Data Obtained from the Answers

of the Respondents in the Third Question

Data in Question 3
40
35
35
30 Yes
25 No
20
15
10
4
5
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Overall, 35 respondents said that they are following their current school rules. Most

of the respondents said that they follow the school rules because they need to follow it and

that they do not want to face punishments. While the other respondents said that they

respect the school and that Columban College Inc - Asinan promotes integrity. The other

reason is because for other respondents, following the school rules is a responsibility and

that they follow it because they are only doing the right thing.

On the other hand, four respondents said that they are not following the school

rules because sometimes they forget to follow it.

Results from the Fourth Question

Overall, when asked about the things that they do which they consider as morally

right, the participants of the study gave five situations each; 28 of which said that

respecting other people is morally right. Moreover, 16 students also said that they give

respect to other religions, cultures, beliefs, and traditions and being religious is what ten

participants do that they consider as morally right.

On the other hand, having self-control and discipline is what 25 participants said

that they consider as morally right. There are also 11 students that said that being

responsible is morally right, with one participant specifying that paying debts is morally

right. Meanwhile, 11 participants believe that it is morally right to be honest while being

fair is morally right to eight participants. Furthermore, 15 participants said that helping
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other people is morally right. Another participant stated that it is morally right to

procrastinate as long as it does not affect other people.

To go against what is wrong is what ten participants do that they consider as

morally right while two participants answered that forgiving others is morally right for

them. Additionally, one participant emphasized that being nationalistic is morally right.

Results from the Fifth Question

When it comes to their perceptions towards Catholic institutions, 33 participants

said that at first, they thought that all the events done inside the school involve religious

and spiritual activities. Also, 16 of them said that the school is very strict when it comes to

implementing its rules and regulations and 15 of the participants said that students inside

Catholic schools are good and disciplined. Moreover, 6 of them said that teachers in

Catholic institutions are approachable with 3 participants saying that they thought teachers

in Catholic institutions are priests. Also, 5 of them said that they expected discrimination

to not exist in Catholic schools while 3 participants said that Catholic institutions are

conservative. 3 participants also said that Catholic schools are biased in Catholic teachings

and beliefs. 5 of the participants also said that Catholic institutions are clean and orderly.

Additionally, one participant said that it is hard to express oneself in Catholic institutions.

Two of the participants said that Catholic institutions are boring while the other respondent

said that the way of teaching is incompetent. In addition, one respondent said that there are

many students in a catholic institution and the other respondent said that it is expensive to

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study in a Catholic institution. Lastly, some of the respondents thought that students in

catholic institutions must memorize prayers of the rosary and saints, and praise statues.

Results from the Sixth Question

FIGURE 8: Data Obtained from the Answers of the

Respondents
Data in the Sixth Question
Question 6
Yes 21 53.846%
No 18 46.154%

FIGURE 9: Interpretation of Data Obtained from the Answers

of the Respondents in the Sixth Question

Data in Question 6
40
35
30 Yes
25 21 No
20 18
15
10
5
0

21 out of 39 participants said that their perceptions on Catholic institutions,

specifically Columban College Inc. - Asinan, have changed. Most of them said that at first,

they thought that students in Catholic institutions are disciplined but now that they have

already entered one, they realized that not all of them are disciplined. Moreover, 3 of them

said that their perceptions have changed due to their experience in a Catholic institution.

Also, two of the participants said that their perceptions have changed because they thought

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if students are not Catholic, they are not required to attend the mass, but they found out

that they are still required to attend. Furthermore, two participants said that they have

learned that Catholic institutions are not just focused on Catholic beliefs and practices. In

addition, two of the participants said that they have learned to recognize other faiths and

that they have the freedom to express their faith. One of them said that their perceptions

changed because they have learned that it is not the religion that matters but the faith to

one God. Two participants also said that their perceptions have changed since teachers in

Catholic institutions aren't priests. On the other hand, the 18 remaining participants said

that their perceptions did not change and that their experience in a Catholic institution is

just like what they have expected.

Results from the Seventh Question

FIGURE 10: Data Obtained from the Answers of the

Respondents in the Data
Seventh Question7
in Question
A B C
Yes 30 76.923% 32 82.051% 28 71.795%
No 9 23.077% 7 17.949% 11 28.205%

FIGURE 11: Interpretation

Data inofQuestion
Data Obtained
7 from the Answers
of the Respondents in the Seventh Question
40
35 32
30
30 28
Yes 28
25 No
20
15 11
9
10 7
5
0
 COLUMBAN COLLEGE, INC.
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In terms of the development of the respondents, 30 respondents said that their

morality was developed while nine of them said that it did not develop. On the following

question, 32 from the gathered respondents said that their discipline was developed while

seven of them said that it did not develop. Lastly in terms of their perception on Catholic

institutions, 28 of them said that their perception on Catholic institutions developed, while

11 respondents said that there are no changes on their perception on Catholic institutions.

Results from the Eighth Question

FIGURE 12: Data Obtained from the Answers of the

Respondents in the Eighth Question

Data in Question 8
Yes 21 53.846%
No 18 46.154%

FIGURE 13: Interpretation of Data Obtained from the Answers

of the Respondents in the Eighth Question
Data in Question 8
40
35
30 Yes 29
25 21 No
20 18
15
10
5
0
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As for the overall changes in the respondents’ morality, 21 said that their morality

developed as they entered a private Catholic institution. The respondents also gave a

situation that shows their development. Most of the respondents said that they developed

their morality because they were able to show respect to others and are able to be morally

right. While the other respondents said that they became a better person. On the other hand,

two of the respondents said that they improved spiritually and are able to follow rules more

whereas one of the respondents did not give any example.

As for the other 18 respondents, they said that they did not develop their morality

as they entered a private Catholic institution. Based on their answers, eight of the

respondents said that they still do the same things, while the other seven respondents do

not give examples. The other two respondents said that their religion does not determine

morality and that it was the Bible that changed their morality and not the school. There was

also one respondent that said that their morality did not change but it improved.

Results from the Ninth Question

FIGURE 14: Data Obtained from the Answers of the

Respondents in the Ninth Question 30
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Data in Question 9
Yes 30 76.923%
No 9 23.077%

FIGURE 15: Interpretation of Data Obtained from the Answers

of the Respondents in the Ninth Question

Data in Question 9
40
35
30
30 Yes
25 No
20
15
9
10
5
0

As for the overall changes in the respondents’ discipline, 30 of them said that their

discipline developed with a majority of them becoming respectful and have developed self-

control. While the other respondents said that they developed their discipline and it shows

by following the school rules and regulation, wearing of complete uniform, having a

proper haircut and coming to school early. Two of the respondents also said that they

participate in school activities and lastly, one of the respondents said that their discipline

developed and it shows by loving God even more.

As for the other nine respondents, they stated that their discipline did not develop

as they entered a private Catholic institution. Most of the respondents said that they are still

the same as before and that the school did not change them. On the other hand, two of the

respondents did not give any situation. Lastly, one of the respondents said that they are still

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in the process of developing and one of the respondents also stated that they grew but did

not necessarily develop.

Results from the Tenth Question

FIGURE 16: Data Obtained from the Answers of the

Respondents in the Tenth Question
Data in Question 10
Yes 21 53.846%
No 18 46.154%

FIGURE 16: Interpretation of Data Obtained from the Answers

of the Respondents in the Tenth Question

Data in Question 10
40
35
30 Yes
25 21 No
20 18
15
10
5
0
On the following question of whether the respondents’ perceptions on Catholic

institutions have changed or not, 21 from the gathered respondents agreed in a way that

they gained knowledge on how Catholic institutions functions as well as to being taught by

non-priest teachers. They also felt that the institution questioned their beliefs in a way that

it ended up strengthening their faith. They also found out that Catholic institutions are

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 COLUMBAN COLLEGE, INC.
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welcoming and fun and helped them learn to respect other religions. There is also one who

stated that Catholic institutions are more organized in handling money as compared to

other schools. There are also those whose perceptions changed due to the negative

presence of students who are not disciplined. Finally, there are also 20 respondents that

said that their perceptions in Catholic institutions did not change.

Results from the Eleventh Question

As for the overall development of the respondents, majority of them said that they

developed the most in terms of their discipline. Next to discipline, the greatest

development that the respondents went through is in the aspect of their morality while the

least number of developments that the respondents had was on their perceptions on

Catholic institutions. Furthermore, the developments of the respondents weren’t limited to

just those three aspects. Some said that their religious aspect was developed as well as their

mentality. On the other hand, some of them said that they developed physically as well as

in terms of social aspects and love. In addition, their faith and personality were also

developed. While three respondents said that they did not develop at all.

Chapter 5

CONCLUSION AND RECOMMENDATIONS

Conclusions

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 COLUMBAN COLLEGE, INC.
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Overall, the researchers found out that most of the non-Catholic students of

Columban College Inc. - Asinan developed in terms of their morality as well as learned to

follow the school's rules and regulations. Their discipline was also developed in terms of

being punctual when coming to school. In addition, their perceptions on Catholic

institutions and beliefs improved as they learned to give respect instead of judging Catholic

beliefs. Also, the non-Catholic students of Columban College Inc. - Asinan developed the

most in the aspect of discipline.

In conclusion, based from the gathered results it shows that most of the

respondents’ developments are positive while the others did not really develop because of

the negative observations of the respondents on a private Catholic institution.

Recommendations

For further research studies involving the assessment of the Development of Non-

catholic Students in a Private Catholic Instittution, the following recommendations were

made by the researchers:

• The researchers recommend to gather more respondents from different strands that will

further help in conducting the research study in a broader scale.

•Interviews must be conducted as one of the research instruments to help the researchers

gain a deeper understanding about the development of non-Catholic students in a Catholic

institution.

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• Future researchers should assess other developments of non- Catholic students to further

improve the results of the research study.

REFERENCES

Alonso, I. (1968). The Catholic Church in the Philippines Today. Manila: Bookmark Inc.

Bateman, A. (2017, March 10). Growing Percentage of Non-Catholic Students at Catholic

Schools A National Trend. The Heartland Institute. Retrieved from

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https://www.heartland.org/news-opinion/news/growing-percentage-of-non-

catholicstudents-at-catholic-schools-a-national-trend.

Bear, G., Cavalier, A. & Manning, M. (2005). Developing Self-Discipline and Preventing

and Correcting Misbehavior.Boston: Pearson

Charles, C. (2002). Building Classroom Discipline.Boston: Allyn and Bacon

Donlevy, J. (2006). Non-Catholic students’ impact upon Catholic students in four Catholic

high schools.Journal of Religion and Society. 8. n.p.

Fernandez, P. (1965). History of the Church in the Philippines. Retrieved from

http://www.philippinestudies.net/ojs/index.php/ps/article/view/4915/6594

Gaarder, J. (1996). Sophie’s World. New York, NY: Farrar, Strauss & Giroux Inc.

John, R. & Del Rosario, R. (2017).Catholic Religious Education in Philippine Catholic

Universities: A Critique on Catholic Religious Education in the Philippines.

Retrieved from:

https://www.researchgate.net/publication/320087336_Catholic_Religious_Educatio

n_in_Philippine_Catholic_Universities_A_Critique_on_Catholic_Religious_Educa

tion_in_the_Philippines/citation/download

Lipka, M. (2015).5 Facts about Catholicism in the Philippines. Retrieved from

https://www.pewresearch.org/fact-tank/2015/01/09/5-facts-about-catholicism-in-

the-philippines/

Mulhall, D. (2013). The Challenges of Being a Catholic School with Non-Catholic

Students, Teachers, and (Gasp) Principals. Retrieved from

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http://ecommons.udayton.edu/cgi/viewcontent.cgi?

article=1038&context=catholiced_summit

Redondo, S., Berzo, D., Bueno, D., & Mora, R. (2017).Associating Student's Satisfaction

and Quality of Graduate Educational Services.Columban College The Journal A

Multidisciplinary Research Review, 13: (2017 October), p. 1-23.

Rodriguez, F. (2015).PH Education: Allergic to Religion?. Retrieved from:

https://www.rappler.com/move-ph/80474-ph-youth-religion-education

Rymarz, Richard. (2017). A Closer Look at Catholic and Non-Catholic Students in

Catholic Schools: Some Insights for Religious Educators. Retrieved from

https://religiouseducation.net/papers/rea2017-rymarz.pdf

Salandanan, G. (2007). Elements of Good Teaching. Quezon City: Lorimar Publishing Inc.

The Sacred Congregation for Catholic Education. (2012). The Catholic School. Pasay City:

Paulines Publishing House

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APPENDICES

Appendix A

LETTER OF REQUEST

August 22, 2019

Dear Dr. Redondo,

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 COLUMBAN COLLEGE, INC.
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Good day! We are students of STEM 12 - St. Hyginus and as a requirement for our

subject; we are going to have a research study about "Development of Non-Catholic

Students in a Private Catholic Institution". We are asking for your permission to allow us

to conduct a survey involving Grade 12 students, who are non-Catholics, as the

participants for our study.

In line with this, we have chosen your students to be our respondents for this

proposal and we hope that they will take time answering the question honestly. Rest

assured that all data gathered will be treated with the utmost confidentiality and will be

used for academic purposes only.

Thank you for your support and cooperation!

Respectfully yours,

Abadilla, Christine Bueno, Maricris

Aytalin, Angelika Tan, Willie

Berja, Clarissa Taroma, Jed

Endorsed By: Approved By:

Mr. Jerome Dannielle S. Uy Dr. Segundo C. Redondo, Jr.

Research Adviser Principal, SHS Main

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Appendix B

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Appendix C
INTERVIEW QUESTIONNAIRE

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Data in Question 1
A B C D E
Positive 19 48.718% 39 100% 22 100% 22 100% 17 100%
Negative 20 51.282% 0 0% 0 0% 0 0% 0 0%
`
Data in Question 1
39
40
35
30
Yes
25 22 22
19 20 No
20 15
15
10
5 0 0 0 0
0
A B C D E

A) = 22/22 ∙ 100% = 100% - 100%

p̂ = X/n ∙ 100% q̂ = 100% - p̂ = 100% = 0%
= 19/39 ∙ 100% = 100% - 48.718%
D)
= 48.718% = 51.282%
p̂ = X/n ∙ 100% q̂ = 100% - p̂
B)
= 22/22 ∙ 100% = 100% - 100%
p̂ = X/n ∙ 100% q̂ = 100% - p̂ = 100% = 0%
= 39/39 ∙ 100% = 100% - 100%
E)
= 100% = 0%
p̂ = X/n ∙ 100% q̂ = 100% - p̂
C)
= 17/17 ∙ 100% = 100% - 100%
p̂ = X/n ∙ 100% q̂ = 100% - p̂ = 100% = 0%

Data in Question 3
Yes 35 89.744%
No 4 10.256%

p̂ = X/n ∙ 100% q̂ = 100% - p̂

= 35/39 ∙ 100% = 100% - 89.744%
= 89.744% = 10.256%
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Data in Question 3
40
35
35
30
25 Yes
No
20
15
10
5 4

Data in Question 6
Yes 21 53.846%
No 18 46.154%

p̂ = X/n ∙ 100% q̂ = 100% - p̂

= 21/39 ∙ 100% = 100% - 53.846%
= 53.846% = 46.154%

Data in Question 6
40
35
30 Yes
25 21 No
20
15
10 8
5
0

Data in Question 7
A B C
Yes 30 76.923% 32 82.051% 28 71.795%
No 9 23.077% 7 17.949% 11 28.205%
A) p̂ = X/n ∙ 100% q̂ = 100% - p̂

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= 30/39 ∙ 100% = 100% - 76.923% = 82.051% = 17.949%

= 76.923% = 23.077% C)
B) p̂ = X/n ∙ 100% q̂ = 100% - p̂
p̂ = X/n ∙ 100% q̂ = 100% - p̂ = 28/39 ∙ 100% = 100% - 71.795%
= 32/39 ∙ 100% = 100% - 82.051% = 71.795% = 28.205%

Data in Question 7
40
35 32
30
30 28
Yes
25 No
20
15 11
9
10 7
5
0

Data in Question 8
Yes 21 53.846%
No 18 46.154%

p̂ = X/n ∙ 100% q̂ = 100% - p̂

= 21/39 ∙ 100% = 100% - 53.846%
= 53.846% = 46.154%

Data in Question 8
40
35
30 Yes
25 21 No
20 18
15
10
5
0
Data in Question 9
Yes 30 76.923%
No 9 23.077%
p̂ = X/n ∙ 100% q̂ = 100% - p̂
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 COLUMBAN COLLEGE, INC.
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= 30/39 ∙ 100% = 100% - 76.923%

= 76.923% = 23.077%

Data in Question 9
40
35
30
30 Yes
25 No
20
15
9
10
5
0
Data in Question 10
Yes 21 53.846%
No 18 46.154%

p̂ = X/n ∙ 100% q̂ = 100% - p̂

= 21/39 ∙ 100% = 100% - 53.846%
= 53.846% = 46.154%

Data in Question 10
40
35
30 Yes
25 21 No
20 18
15
10
5
0

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CURRICULUM VITAE

CURRICULUM VITAE

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TAROMA, JED ANDREI P.

[email protected]
Lot 1 Block 2 Villa Miranda Old
Cabalan,Olongapo City
09770291116

Junior High School Completer

Ambition/Career Prospect: BS Holistic
Nutrition / BS in Civil Engineering

TAN, WILLIE DENZ B.

[email protected]
#7 Baltazar St. Purok 2 New Cabalan,Olongapo
City
09989162098

Junior High School Completer

Ambition/Career Prospect:BS Geodetic
Engineering/ BS Chemistry

BERJA. CLARISSA MAE M.

[email protected]
41-1st. St. New Banicain, Olongapo, City
09496523345

Junior High School Completer

Ambition/Career Prospect: BS Tourism
Management

ABADILLA, CHRISTINE MAE G.

[email protected]
#44 Otero Avenue Mabayuan,Olongapo City
09497766936 48

Junior High School Completer

Ambition/Career Prospect: BA Psychology / BS
Psychology
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BUENO, MARICRIS
[email protected]
#2 Fontaine St. East Bajac-Bajac, Olongapo City
09212779704

Junior High School Completer

Ambition/Career Prospect: BS in Medical
Technology/ BS Psychology

AYTALIN, ANGELIKA
[email protected]
1356 TabacuhanRd. Sta. Rita,Olongapo City
09275256520

Junior High School Completer

Ambition/Career Prospect: BS Psychology/BS
Biology/ BSED Major in General Science

49