Procedure

A systematic procedure was used to facilitate the gathering of data.

Step 1. Asking Permission

The researchers asked permission from the school principal as well as from the

research adviser, statistician, and critic through a letter requesting to conduct this study.

Right after the letters were approved, another letter was also given to the guidance

counselor to ask for the data regarding the statistics of students involved in student’s

misconduct inside the institution. Afterwards, another letter was given to the

respondent’s advisers for a request for us to get the average of the final grades of the

selected respondents as well as requesting their consent along with the signed approval

sheets from the school principal and research personnel alike to conduct this study.

Step 2. Securing of Questionnaire

In order to secure a survey questionnaire, the following actions were taken.

First, the researchers formulated their own survey questionnaire, obviously

related to the research study. Afterwards, the formulated survey questionnaire is

submitted to the research personnel for possible corrections or suggestions and to be

validated as well. Finally, if no critiques found any errors other than item arrangement,

the researchers were to use the survey questionnaire. There was no need for pilot

testing since the questionnaire was standardized and was only adopted.
Step 3. Administration of the Survey

The survey questionnaire is given to the respondents during their

available/vacant time or the time permitted by the class adviser/subject teacher. The

respondents are given proper instructions and guidelines for them to answer correctly,

as well as requesting their consent to answer the questionnaire. During the answering

of the questionnaire, respondents are checked/monitored properly. The researcher will

also ensure the confidentiality of the data sources. It will be firmly implemented that no

information on the respondents and their records will be illegally leaked to the public. All

data that will be gathered will be used solely for the purposes of this research.

Step 4. Analysis and Interpretation of Data

As soon as the respondents were given the questionnaire, their responses were

arranged, totaled, tabulated, and then reviewed and examined to see whether there was

any relationship between the school discipline policies and academic performance.

The researchers will employ the following statistical tools in this study: the

frequency counts, the percentage, the weighted mean, and Correlation Chi- Square to

know whether there would be a correlation between the student’s perception about

school discipline policies and academic performance.

The null hypothesis will be tested at 0.05 level of significance.

 The following scales and their corresponding interpretations will be used to measure

the variables of the impact of discipline policies on students' conduct in academic

achievement in order to make data computation easier.

In terms of the factors frequency and status of school discipline policies the

scoring below will be used:

Scale Description

Interpretation

4 Strongly Agree Frequently

3 Agree Always

2 Disagree Sometimes

1 Strongly Disagree Never

In terms of Academic Performance, the grade range below will be used from

DepEd order number 8, s. 2015.

Scale Grade Range

Interpretation

5 90 – 100 Outstanding

4 85 – 89 Very

Satisfactory

3 80 – 84 Satisfactory
 2 75 – 79 Fairly

Satisfactory

1 Below 75 Did not meet

expectation

Statistical Treatment

The data was computed following the statistical treatment below

A. Interpretation Adopted from the Questionnaire

Student Manual

Categories Statement number

1. Effects of Behavioral Misconduct 1 2 3 4 5 6 7 8 9 10

2. Awareness to School Discipline 11 12 13 14 15 16 17 18 19 20

Policies

3. Awareness to School Discipline 21 22 23 24 25 26 27 28 29 30

Policies

The following items in the questionnaire can be categorized into three

categories.

The students ought to add their scores (the four-point scores) per category.
 In order to analyze student’s perception about school discipline policies and how it

can affect their academic performances, a weighted mean was computed to determine

their average grades.

Correlation Chi-Square

In order to know whether or not there was any correlation between the two

statistical data sets of the students’ types of intelligence and their mathematical

performance, Chi-Square Formula with 0.05 alpha and specified degree of freedom was

used. The Chi-Squared tests check the difference between the observed value and the

expected value. Since Chi-Square shows and checks whether or not there is any

correlation between two categorical variables which can be calculated by using the

given observed frequency and expected frequency, it was the most suitable statistical

treatment to know whether or not there is any correlation between the math students’

types of intelligence and their mathematical performance. The Chi-Square is denoted by

X². The Chi-Square formula is:

where:

𝑂𝑖 – is the observed value (actual value)

𝐸𝑖 – is the expected value