The Effectiveness of wearing School Uniforms towards School Behaviors

A basic Research Paper

Presented to:
Mrs. Angeline G. Abaigar
Faculty, Science Department
Wright National High School
Paranas, Samar

In partial Fulfillment in the requirements

In Research 10 (STE Curriculum)
School Year 2017-2018

Presented by:
Mark Angelo N. Gabiana
Grade 10 STE Students

March 2018
 ACKNOWLEGDEMENT

The researchers would like to acknowledge with sincere thanks and heartfelt gratitude and
appreciation, the special persons who contributed much for the Fulfillment of this study.

To our Almighty Father, the source of everything, for giving me guidance and strength to
hurdle the obstacle in making this research successful.

To my Parents and Relatives for their unconditionally support, emotionally, morally,

spiritually, and most of all financially.

To our Practice teacher in research Sir Bernard Louie Dabuet, for the effort, patience,
immeasurable support, guidance and concern in making this study possible.
To our every supportive Mrs. Angeline G. Abaigar, our research adviser, for her
constructive criticism which serves us our foundation and challenge for the success of our research
study.
To my Classmate, Friends, and Love once who give me the support, cheers and
encouragement.
To the respondents who cooperatively answer the honest answered the questionnaires.
To the Teacher who give their understanding and support in making this research paper.
Thank you everyone for giving me this relief.

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 ABSTRACT

The purpose of the study was to see what effect school uniforms had on students behaviors.
Subjects Grade 10 STE students of Wright National High School. But this research has several
problems. First, the population used in this study because they may be noisy, irritating, or they will
not participate to this research. Secondly, the amount of time given to the researcher. Each one of
them will answer the survey questionnaires, so that I can know what impact made by the school
uniforms to the students towards their behavior practices. It will be answered by a liker-type scale
where 5 = Strongly Agree (SA), 4 = Agree (A), 3 = Uncertain (U), 2 = Disagree (D) and 1 =
Strongly Disagree (SD).it turned out good for the researcher and great for teachers who might use
this as a guide that uniforms are so effective it can change students’ future but uniform is no use if
the student is not dedicated in studying and participating to the class. It is interesting that many
schools are implementing school uniform policies without scientific support of their effectiveness.
It would be interesting to see how different uniforms vary in strictness and their effect on students.
It would also be interesting to see the effects of uniforms on college students, since most of the
research done at the elementary schools and high schools.

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 Table of Contents

Acknowledgements i
Abstract ii

Chapters Page

I. The Problem and Its Settings

Introduction 1
Statement of the Problem 2
Hypothesis
Theoretical Framework
Conceptual Framework 4
Significance of the Study 5
Scope and Delimitation
Definition of Terms 6

II. Review of Related Literature & Conceptual Framework

Related Literature 7
Related Studies 10

III. Methodology
Research Design 12
Instrumentation
Sampling Procedure 13
Statistical Treatment of Data

IV. Results and Discussion 14

V. Summary, Conclusion and Recommendation

Summary 15
Findings
Conclusion 16
Recommendation

Bibliography 17
Appendices 18
Biography 26

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 Chapter I
The Problem and Its Setting

Introduction
Do clothes make us? School uniform policies have recently be enforced by many

schools around our region. Some teachers believe that students who arrived dressed for

success will be ready to learn and some don’t. Student’s success can take on many form-

fewer absences, fewer referrals for behavior problem, fewer expulsions, better grades, and

in some cases, significantly higher achievements. The way student’s dresses can have big

impact on school safety, academic success and create a positive, productive learning

environment.

Parents show mixed feelings towards the mandatory uniform policies. Some feel it

“could help reduce problems associated with dress” and other argue that infringes upon the

students “first amendment right to freedom of expression (Caruso, 1996). However, many

schools already have dress codes in place that approve and disapprove certain dress attire.

But mostly the administrators and faculties are the deciding factors to see if the standards

are met but it is still a judgment call. Enforcing a new school or old school that everyone

adheres too “can enhance students” self-concepts and classroom behaviors” and also puts

less responsibility on administrators and faculty to decide if the standards are met. The

purpose of the study was to see what effect school uniforms had on students Behaviors.

1
 Statement of the Problem

This study aims to discover and answer the following:

1. Are uniforms really important?

2. Should every school in the region use dress codes?

3. Do uniforms have a big impact towards school behaviors?

4. Will uniforms make me confident?

5. Will I be successful if I use dress codes?

Hypothesis

Wearing school uniform has a big impact to the students overall behavior in school.

Theoretical Framework
Although there have been many pieces of legislation regarding school uniforms in the United
States, there are currently no states that require or ban them by statute according to ProCon.org.
The National Center for Education Statistics reports that in 2011 only 19% of public schools
required uniforms. They also suggest that elementary schools are more likely than secondary
schools to implement uniform policies, as are city schools over suburban and rural schools. The
number of schools that require pupils to wear uniforms has been on the rise over the past 10 years
especially. In a growing number of school districts across the nation, students must wear a uniform.
This is not the stereotypical school uniform associated with Catholic schools – pleated plaid skirt
with a blouse for girls; a button-down shirt, a necktie and dark pants for boys. Instead, these are
mostly khaki and blue or khaki and red shirt/blouse and skirt/pants uniforms. According to the US
Department of Education, wearing a uniform can decrease the risk of violence and thef instill
discipline and help school officials recognize intruders who come to the school. As form teacher,
principal and superintendent and now a policy and law scholar, I am skeptical aboutsuch claims.
Research on the effects of school uniforms is still nascent. And the findings on the impact of school
uniforms on student behavior, discipline, connection to the school, attendance and academic gains
is at best mixed. Lawsuits, protests, individuality About half of schools around the country have
dress codes policies. A dress code identifies what clothes cannot be worn to school. A school
uniform policy defines what clothes must be worn to school. Dress codes limit clothing options
while school uniforms define clothing options.

2
 Schools claim that when students come in uniforms, it improves discipline and leads to
academic gains. The Bossier Parish School Board in Louisiana enacted a uniform policy in 2001
in order to increase test scores and reduce disciplinary problems. However, such mandatory
policies that decide what students can or cannot wear to schools, have led to free speech violations
lawsuits. Students allege such policies are unconstitutional, as they restrict their freedom of
expression. There have been nine lawsuits up to 2014. School districts have won almost all the
cases, except one, where an appeals court found the uniform policy of a Nevada school
unconstitutional. The school required students to wear shirts emblazoned with the school motto,
“Tomorrow’s Leaders,” which the court found to be a violation of students’ free speech rights. A
more important question is whether there is any evidence to show that mandatory uniform policies
can lead to improved student outcomes. Research shows mixed results: it’s true that some studies
show a reduction in the incidence of misbehavior. But then, there are others that show an increase
in student suspensions. A few others show no significant change in student misbehavior.

In the 1920's Australian boys were often seen wearing short pants and peaked school caps
to school just like boys in England. The major difference was that boys in Australia tended to go
to school barefoot, something English boys would never do. After World War II, uniforms in
Australia became a lot more casual. Today, this casual style is becoming increasingly normal for
Australian schools. he pioneering work of missionaries throughout Africa started the history of
school uniforms in Africa, according to Nile Journal. Uniforms were used as a way to differentiate
students at the missionary schools from kids running the streets. Before and after World War II in
Africa, school uniforms became particularly popular with totalitarian states. The uniforms were
used as a way to recruit and control young people. Today the school uniform is probably more
prevalent in Africa than anywhere else in the world, despite its sometimes negative connotation.
The sense of commonality is what keeps school uniforms thriving here. China widely adopted
school uniforms in the 19th century as a symbol of modernity, says China Daily Asia. Early
uniforms were influenced by Western fashion mixed with traditional Chinese attire. This inclusion
of the country's own history made uniforms different from those of most countries. Chinese school
uniforms in the past have been criticized for being dull and showing little difference between styles
for boys and girls. Today uniforms are more influenced by Korean fashion with girls wearing bow
ties, blouses, and plaid skirts while boys wear suits and ties.

3
 Conceptual Framework

Self-esteem
School Effective

Uniforms School

Human
Motivation Classroom

Student Environment
Behavior

Figure 1. Conceptual Framework

4
Significance of the Study

The purpose of this study was to see the impact that school uniforms had on

student’s overall behavior in School. This study will help the students to identify the impact

of wearing school uniforms to their overall behavior in school.

This study will beneficial especially to the:

Students. The result and findings of the study will beneficial to the students who wears

and don’t wears school uniform. It’s to identify the impact of wearing the uniform to the

student’s behavior in school.

Parents. This study let the parents be aware of the behavior of their children. This actually

helps them to understand the importance of wearing school uniform in school.

Teachers. This will help them to persuade their students to apply wearing school uniform.

Future Researchers. This study will be a basis for the future studies and researchers

specially those which related to “The Effectiveness of wearing School Uniforms towards

School Behaviors”.

Scope and Delimitation

The study is descriptive in nature and focused on the Grade 10 STE. The research

sample is composed of thirty (30) Science Technology and Engineering students of Wright

National High School. The primary data gathering method used was survey questionnaires

to determine the impact given by the School Uniforms in terms of School Behaviors. This

study will be conducted before the 2nd of January 2018 comes. This research used purposive

and convenience sampling in which an equal representation for gender and grade level

among the respondents was applied. In distributing questionnaire the researcher will

personally give the questionnaire and explain its content.

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Definition of Terms

1. Clothing- Nathan Joseph considered this term a sign that he defines as "anything that

stands for something else."

2. Academic Achievement- What the students accomplish in the classroom, measured

by grades and test scores.

3. Mandatory Uniform- The school uniform that is strictly defined and enforced with

no option to be modified.

4. Dress Code- Rules about the dress of the students that state what must not be worn.

5. Uniform Policy- Rules about dress of the students that state what must be worn.

6. Anecdotal Evidence- Evidence based on personal observation, case study reports, or

random investigations rather than systematic scientific evaluation.

7. Empirical Evidence- Evidence derived from observation or experiment.

8. Curriculum-All the courses of study offered by an educational institution.

9. Formal Uniform- Uniforms with strict restrictions that have to be specific colors,

brands, and styles as indicated by the school.

10. Informal Uniform- Uniforms that have to be the style and colors as the school

chooses, but do not have strict restrictions.

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 Chapter II

Review of Related Literature & Studies

This chapter will present a couple of discussion on the methodology use procedure

of gathering data and information that employed in the study. It involves the research

design, research instrumentation, sampling procedure and statistical treatment of data.

Review of Literature

Many public schools in the United States have started implementing dress codes
Or uniform policies to deal with different issues within the schools. Literature on the
Effects of school uniforms were found to be somewhat limited and most of the research
done was inconclusive. The research discussed below first starts out with articles
dealing with the history of school uniforms and legal issues. The research further goes
into recent studies conducted, starting with the main reasons for implementation school
uniforms and continuing with other impacts uniforms have. The research ends with
disputes against school uniforms and studies that show their ineffectiveness. The
literature review ends with suggestions on how to successfully implement a uniform
policy for schools. Since the early 1990s, student uniform policies have been used as
safety measures to help stop gang violence in the schools. Also, schools implemented
uniform policies in hopes of helping students focus on school, save parents money on
school clothes, help identify who belongs to the school and who does not, boost student
self- perceptions, and heighten school pride. While school uniforms are rising in
popularity, their effectiveness remains unclear. Most of the data that has been collected
is either perceptual or quantitative.

Synott and Symes (1995) state that "the uniform governs and regulates both the
outward and inward dispositions of the pupil." The English uniforms were introduced
into the public school system in the middle of the 19th century, and emerged as a way
to foster school affiliation, loyalty and pride. Urban public schools have recently
implemented school uniform policies to counter-balance gang related activity and
rappers dress codes. There have been several experiences of uniform codes in both
public and private schools. Dussel (2005) argues that "contemporary America is the
experience of the regulation of the bodies of more advantaged social groups which
adopted a vestimentary code that is called the 'preppy look', which consisted of khaki
or gray trousers, Oxford shirts with button down collars in white or light blue." This
style of uniform is seen today in modem public school uniform policies. The idea that
how one dresses effects how one behaves and performs is not a new concept. Schools
in the 1950's and 1960's had campaigns to try and curb juvenile delinquency and

7
slogans such as "Dress right, act right" were heard throughout schools (Anderson,
2002). In the 1980's, many school officials took another look at their dress codes and
considered implementing uniform policies in a response to the growing amount of gang
activities in their schools. The restrictive codes were put in place for the urgency of
protecting the students from gang activity and to produce a safe school environment.
Lane, Swartz, Richardson, and VanBerkum (1996) stated that "though gang members
are known to intimidate others in various ways, their clothes have been a primary form
of
gang identification. The first public school to adopt the school uniforms was Cherry
Hill Elementary in Baltimore, Maryland, in 1987. In 1994, Long Beach Unified School
District was the first school district to adopt a district wide uniform dress code policy
(Anderson, 2002). School uniform policies really took off after President Clinton's
1996 State of the Union Address. He stressed that school uniforms would help promote
security and would be safe for children. With the President's recommendation, the U.S.
Department of Education mailed A Manual of School Uniforms to all school districts
in the United States. Today, most of the states have some sort of dress code or uniform
policy although "no state to date has legislatively mandated the wearing of school
uniforms" (Anderson,2002).
Legal Review of School Uniforms "Opponents of uniform requirements allege that
uniforms result in unnecessary reutilization violations of students First Amendment
rights, authoritarian regimentation, extraordinary expenditures on special clothing in
an environmental tone that is harmful to education and learning as well as a cosmetic
solution to deeper societal problems" (Brown, 1998).Being aware of students
expression of dress and of the legal issues, in regards to implementing a dress code or
uniform policy, are important factors school officials should keep in mind. The major
argument against school uniforms is that they violate the students First Amendment
right. This Amendment states: Congress shall make no law respecting the establishment
of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech,
or of the press, or the right of people to peaceably assemble, and to petition the
government for a redress of grievances (First Amendment US Constitution.net). In
1969, the Supreme Court had a case which acted as a guideline for lower courts in
regards to students free expression rights. In Tinker v. Des Moines Independent
SchoolDistrict (1969), students wore black armbands in protest of the Vietnam War.
School officials forbid the armbands and the students were suspended. Uerling (1997)
cites that "this case was one of the first regarding dress codes and appearance in
schools." The Supreme Court reversed the suspensions finding that the wearing of the
bands were not disruptive and did not interfere with educational learning. They stated
that the message conveyed by the armbands represented "pure speech". The court
concluded that student expression is protected unless it could be shown that a particular
behavior would "materially and substantially interfere with the requirements of

8
appropriate discipline in operation of the school or collide with the rights of other"
(DeMitchell, Fossey, and Cobb, 2000). Although that specific Court stressed the need
for school officials to maintain discipline and order, the decisive factor in Tinker was
that the government failed to produce any evidence that the armband actually caused,
or might have caused, disruption in the school (Weisenberger, 2000). The Tinker case
was a win for students and the freedom of expression. However, a closer look at this
case shows that it does not allow students to have free reign on wearing whatever they
want.
The Supreme Court found that "the problem posed by the present case does not
relate to regulation of the length of skirts or the type of clothing to hairstyle or
deportment. It does not concern aggressive, disruptive action or even group
demonstrations. Our problem involves direct, primary First Amendment rights akin to
'pure speech' "(Supreme Court as cited by DeMitchell et al., 2000). Therefore, the
Supreme Court differentiates dress from primary First Amendment rights and student's
choice of clothing is not constitutionally protected (DeMitchell et al., 2000). Bethel
School District No. 403 v. Fraser (1986) was a case ruled by the Supreme Court, in
1986, which had a significant impact on students' expression rights. The ruling in this
case started giving school officials more discretion to restrict student dress. Matthew
Fraser was running for student government and his speech contained sexual innuendos.
He was warned prior to giving his speech that he was prohibited from using vulgar
language. He was suspended and his suspension was upheld by the court. The Supreme
Court held that vulgar or indecent student expression is not protected by the First
Amendment in the public school setting (McCarthy, 2001). Students must realize that
their rights are protected by the First Amendment but these rights are not absolute and
are not the same as adults. "The constitutional rights of students in public schools are
not automatically coextensive with the rights of adults in other settings. While adults
have wide freedom in matters of public discourse, it does not follow that the same
latitude must be permitted to children in public schools" (Supreme Court as cited by
DeMitchell et al., 2000). The Fraser case had two major conclusions. First, it takes a
hierarchical approach to free speech giving more value to political speech than vulgar
speech. Secondly, it differentiates between content-based and content-neutral
restrictions on free speech in school settings (Weisenberger, 2000). This case allowed
school official to determine what expression falls into what's appropriate and what's
not. In Hazelwood School District v. Kuhlmeier (1988) we see another case where the
court upholds the schools decision. The principal of the high school removed articles,
which he deemed objectionable, from the school paper before they could be published.
One article dealt with teen pregnancy and the other talked about the impact of divorce
on students. The Supreme Court ruled in favor of the principals actions. Since the paper
was school affiliated, school officials needed to be involved in regulating and editing
what goes into the paper (Weisenberger, 2000).The court held that the school was a

9
 "closed forum" and had the right to exercise reasonable control of their school-
sponsored newspaper. Canady v. Bossier Parish School Boar d (2001) was another case
involving students' reaction against newly enforced uniform policies and saying that
their rights were in violation. In 1997, the Louisiana Legislature passed a law allowing
schools to enforce student uniforms. The Bossier Parish School Board wanted to see if
the uniforms had a positive effect on behavior and academic achievement. They
implemented a trial uniform policy in sixteen of their schools. Students retaliated and
said the uniform requirement violated their "Fourteenth Amendment right to wear
clothing of choice and First Amendment right to express their views and religions
beliefs through attire" (McCarthy, 2001). In Canady teachers and school officials saw
improvements in test scores and decrease in fights and behavioral problems. The court
acknowledges the student dress as speech but determined that dress code speech was
not totally protected in the school
setting. The court held, "if policy furthers an important governmental interest, the
interest is unrelated to the suppression of student speech, and the restriction of student
speech is incidental to the governmental interest, then the school uniform policy would
not violate the First Amendment" (Supreme Court as cited by Bell, 2001).

Related Studies

According to study in titled “Dress for Success? The effects of School uniform on
students achievement and behavior” by Gentile, Elizabetta; Imberman, Scott A. that
Uniform use in public schools is raising, but we know little about how they affect
students. Using a unique dataset from a large urban school district in the southwest
United States, we assess how uniforms affect behavior, achievement and other
outcomes. Each school in the district determines adoption independently, providing
variation over schools and time. By including student and school fixed-effects we find
evidence that uniform adoption improves attendance in secondary grades, while in
elementary schools they generate large increases in teacher retention.

In the study “Are school uniforms a Good fit?” by Yeung Ryan. One of the most
common proposals put forth for reform of the American system of education is to
require school uniforms. Proponents argue that uniforms can make schools safer and
also improve school attendance and increase student achievement. Opponents contend
that uniforms have not been proven to work and may be an infringement on the freedom
of speech of young people. Within an econometric framework, this study examines the
effect of school uniforms on student achievement. It tackles methodological challenges
through the use of a value-added functional form and the use of multiple data sets. The
results do not suggest any significant association between school uniform policies and
achievement. Although the results do not definitely support or reject either side of the
uniform argument, they do strongly intimate that uniforms are not the solution to all of
American education’s ills.

10
 In the study in titled “Effects on student’s uniform on attendance, Behavior
problem, Substance use, and academic achievement” by Brunshma, David L.
Mandatory uniform policies have been the focus of recent discourse on public school
reform. Proponents of such reform measures emphasize the benefits of student
uniforms on specific behavioral and academic outcomes. Tenth-grade data from The
National Educational Longitudinal Study of 1988 was used to test empirically the
claims made by uniform advocates. The findings indicate that student uniforms have
no direct effect on substance use, behavioral problems, or attendance. Contrary to
current discourse, the authors found a negative effect of uniforms on student academic
achievement. Uniform policies may indirectly affect school environment and student
outcomes by providing a visible and public symbol of commitment to school
improvement and reform.

In the study “School uniform, academic achievement and Research Use” by

Bodine, Ann. School uniforms are being advocated for a range of social, educational,
economic, and familial reasons. In 1998, The Journal of Educational Research (The
JER) published an article by D. Brunsma and K. Rockquemore that claims that
uniforms correlate negatively with academic achievement, but data presented in this
article actually show positive correlation between uniforms and achievement for the
total sample, and for all but 1 school sector. Examination of structure of argument
reveals that the erroneous claim results from misleading use of sector analysis.
Simultaneous with the JER article, and on the basis of the same National Education
Longitudinal Study: 1988 database, an Educational Testing Service article reported that
no correlation exists between uniforms and achievement. The two articles are
contrasted in this study. The effect of new communication technology in amplifying
political uses of academic research is discussed.
In the study in titled “The effects of Uniform on No uniform Apparel Expenditures”
by Pamela S. Nurom. The uniform industry has grown steadily the past 20 years with
increased attention from employers trying to create a professional image among
workers as well as school administrators considering uniforms to curtail school
violence. Although an important part of human dress for centuries, uniforms have
received little attention from researchers of the clothing market. This study examines
the impact of uniform purchases on household expenditures for selected nonuniform
apparel subcategories based on an economic model of conditional demand.
Expenditure equations are estimated using the 1990–1991 Consumer Expenditure
Survey. The results suggest that, on average, consumers do not substitute uniforms
for other apparel purchases. Rather, uniforms and nonuniform apparel appear to be
complements in consumers’ purchases, resulting in greater household expenditures on
nonuniform apparel. These results are a first step in understanding the economic
effect that uniform purchases, mandated by employers, schools, or others, have on
household clothing expenditure.

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 Chapter III

Methodology

This chapter includes the research design used, the participants involved the

process of data gathering method and the procedure in data analysis.

Research Design

This study utilized descriptive-survey method of research to determine the

effectiveness of wearing school uniforms towards school behaviors. Data will be

gathered using a questionnaire. Appropriate statistical tools will be utilized to aid the

organization and presentation of data, such as: weighted mean.

Instrumentation

As mentioned earlier, this study used the questionnaire as the instrument

to capture the pertinent information very vital to the study.

Questionnaire

The questionnaire as the primary data tool in data gathering will draft by the

researcher. This part is consist of 10 statements and answerable by a liker-type scale

where 5 = Strongly Agree (SA), 4 = Agree (A), 3 = Uncertain (U), 2 = Disagree

(D) and 1 = Strongly Disagree (SD)

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Sampling Procedure

The respondents in this study were 36 students (Grade 10 STE) of Wright

National High School Paranas, Samar. The researcher personally distributed and

retrieved the questionnaire. After which, the data contained in the survey instrument

were tabulated and encoded.

Statistical Treatment of Data

Once the data and information ere gathered and obtained from the respondents,

they were tallied, organized and analyzed.

Mean. This measure was employed to calculate the averages where the measure is

applicable.

Weighted Mean. This was used to express the collective perception of the

respondents. In interpreting the weighted mean, the following were used:

Range Interception

4.51 – 5.00 Strongly Agree (SA)

3.51 – 4.50 Agree (A)

2.51 – 3.50 Uncertain (U)

1.51 – 2.50 Disagree (D)

1.00 – 1.50 Strongly Disagree (SD)

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 Chapter IV

Results and Discussion

This chapter comprises the presentation, analysis and interpretation of data about the
problems stated in chapter one. It further decodes the most imperative knowledge and
understandings necessary for drawing conclusions and recommendations. This part describes the
Effects of wearing School Uniform towards School Behaviors.

The purpose of this study was to define the importance of considering some effects in
wearing school uniforms towards school behaviors. The researcher makes statements which are
related to the effects of wearing uniforms such us personality, and traits.

Effectiveness of wearing School uniforms towards school behaviors

Table 1. Weighted Mean

Statements x QD

1. I don’t like wearing school uniforms. 2.86 Uncertain

2. I feel confident and smart whenever I’m wearing a school 3.43 Uncertain
uniform.
3. My Parents won’t allow me to go to school without wearing 2.73 Uncertain
school uniform.
4. I feel like a prisoner wearing school uniform. 2.1 Disagree
5. I’m respected wearing School Uniforms. 2.73 Uncertain
6. I can’t express myself with school uniforms. 2.6 Disagree
7. Our family can’t afford school uniforms for me. 1.73 Disagree
8. I’m more recognizable when wearing school uniform. 3.03 Uncertain
9. It’s hot in our school so don’t wear school uniform. 3.03 Uncertain
10. School uniform minimizes competition over clothing. 3.6 Agree
Weighted Mean (total) 2.78 Uncertain

Table 1 represents the statement that is related to effectiveness of school uniform towards school
behavior. In the table below the statement no. 10 ‘School uniform minimizes competition over
clothing has the highest mean of all and followed by the statement No. 1, 2, 3,5,8 and 10 has the
same Qualitative description which is the ‘neither’ and lastly the lowest mean among all is the
statement No. 3,6 and 7. So in short the students more seen the school uniform minimizes
competition over clothing in school.

14
 Chapter V
This chapter summarizes the result of the study followed by the conclusion based on the

findings and recommendation for the effects had on Science Technology Engineering Students in

Wright National High School.

Summary

Now the researcher know the top 3. First is that, the Grade 10 STE (Science Technology

Engineering) Students likes wearing uniform because it increases their confidence and they feel

smart when they are wearing school uniform. Second is they wear uniform for to make them more

recognizable to the teachers around and to make a good image to the people around them. Last is

that they like wearing uniform because they believe that school uniforms can minimize the

competition over clothing. And make a good reputation to the section. But some students of the

Science Technology Engineering section don’t like wearing uniform because they believe that the

climate in Wright National High School is not suitable for wearing school uniform.

Findings

Based on the analysis and interpretation of the data gathered, the following answers drawn;

Climate is one of the factors that decrease the number of students using school uniform.

1. The School Uniform is not suitable for the environment for the students to wear.

15
Conclusion

In conclusion, the results of this study were inconclusive. Results showed that there was a

significant effect in wearing uniform for STE (Science Technology Engineering) Student’s

towards their school behaviors. The researcher find out that the respondents likes wearing school

uniform because it make them more confident, more smart and more inspired to study and to learn

more from their teachers. The researcher also find out that the other student’s don’t like wearing

uniforms because the climate in their school is not suitable for wearing uniforms. It has been

determined that further research is needed to assess more accurate effects of uniforms on student's

classroom behaviors.

Recommendations

There is a need for more research of the effects of the implementation of school uniforms

in all areas of the school climate. Most of the past research is based on student, parent there are

few studies that show empirical results. It is interesting that many schools are implementing school

uniform policies without scientific support of their effectiveness. Further research should try to

find more concrete evidence of the effectiveness of uniforms on student's behavior, and attendance.

It would be interesting to see how different uniforms vary in strictness and their effect on students.

Would one get better results if the uniform policy was strict and not open to interpretation? It

would also be interesting to see the effects of uniforms on college students, since most of the

research done at the elementary schools and high schools.

16
 Bibliography

Bobbi Jo Adams (2016) The effectiveness of school uniforms on students' academic achievement
and overall classroom behavior. Rowan Digital Works. Retrieved from
https://scholars.opb.msu.edu/en/publications/dressed-for-success-the-effect-of-school
uniforms-on-student-achi-3.
Kroll A., Dinklage L., Lee J., Morley E., and Wilson E.(2008 January, 08) Career Development:
Growth and Crisis.New York: John Wiley & Sons, Inc., 1970. 262 pp. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/00131727109340525
National Association of Elementary School Principals. (2000) School uniforms: Why & how.
Principal Online. Retrieved from http://www.naesp.org/misc/uniforms.htm.

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Appendices

Appendix I: Documents

Appendix II: Questionnaire

Appendix III: Answered Questionnaire

Appendix IV: Biography

18
Appendix I

19
20
Appendix II

21
Student’s Survey Questionnaire

Statements 5 4 3 2 1

1. I don’t like wearing school uniforms.

2. I feel confident and smart whenever I’m wearing

a school uniform.
3. My Parents won’t allow me to go to school
without wearing school uniform.
4. I feel like a prisoner wearing school uniform.

5. I’m respected wearing School Uniforms.

6. I can’t express myself with school uniforms.

7. Our family can’t afford school uniforms for me.

8. I’m more recognizable when wearing school

uniform.
9. It’s hot in our school so don’t wear school
uniform.
10. School uniform minimizes competition over clothing

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Appendix III

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24
Appendix IV

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 BIOGRAPHY

Personal Information

Name : Mark Angelo N. Gabiana

Nickname : Nog-nog
Age : 16 years Old
Sex : Male
Birthdate : December 04, 2001
Birthplace : Paranas, Samar
Home address : Zone 6, Paranas, Samar
Email Address: Kingangelo95@gmail.com
Contact No. :09452480437
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Name of Father: Arturo L. Gabiana
Name of Mother: Oliva N. Gabiana

Achievements

 Elementary Graduated at Catbalogan 1 Central Elementary School.

 Been part of the STE Class year 2014.
 Second Place in the Unit Meet 2017.
 1st place in School Based Science Fair of Wright National High School
 A SSG Committee 2017-2018

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