Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL NORTE
Liloy I District
Liloy National High School
Liloy Zamboanga Del Norte
THE PERCEPTION OF THE Grade 11 STUDENTS OF LILOY NATIONAL HIGH
SCHOOL ON DRESS CODE POLICY
A Research Proposal Presented to:
Charelyn T. Bagasina, RN, LPT
Practical Research I Adviser
Submitted by:
Name of Researchers
11-STEM A
MAY 2024
CHAPTER 1
INTRODUCTION:
Clothing holds a multifaceted role in human societies, extending far beyond its
fundamental purpose of protection. It serves as a powerful medium for individuals to reflect and
express their personality, identity, and individuality, providing a canvas for self-expression
(Mandal and Kumar, 2022). The choices one makes in clothing become a tangible representation
of their inner selves, allowing them to communicate and create a visual language that conveys
their beliefs, values, and affiliations. The way people present themselves to society affects how
other people perceive and treat them. This feature of dressing has a controversial impact on
society (Jhangiani and Tarry, 2022). Depending on the social context, proper visual
representation is a must, such that the necessity to dress congruently for different societal
contexts is given stress in the current world.
Depending on the setting, mood, and level of professionalism, the garments that one
utilizes might convey different signals to other people in society. Through applying restrictions
and clothing standards, different institutions are able to maintain a conducive and distraction-free
atmosphere for different professional functions to occur. With this, the concept of dress code
policy is given importance in different social institutions. According to the Indeed Editorial
Team (2022), dress code policies are a set of guidelines that outline the expected attire within an
organization, providing examples of suitable and unsuitable clothing choices along with
corresponding consequences for non-compliance. Adhering to dress code policies, especially in
professional settings, shows compliance with organizational standards and values. It is crucial to
promote a professional image and a conducive environment to effectively facilitate different
contextual functions. This applies to settings that facilitate learning.
In schools, the expectation for students to dress modestly and maintain proper decorum
has led to the implementation of dress code policies. These policies often include setting clothing
standards or mandating uniforms as a means to ensure propriety in student attire on the school
campus. As stated by the institution of Bonneville Academy (2023), appropriate attire in schools
contributes to a conducive learning environment by fostering a sense of discipline, reducing
distractions, and promoting a professional atmosphere. As dress code policies perceive
significance in learning institutions, many schools all around the world have chosen to
implement such policies (Chen, 2022), including the Philippine Educational Institution.
The Department of Education (DepEd) of the Philippine Constitution first implemented
guidelines for proper school attire in 2008 in the DepEd Memorandum 2008 No. 46 s. 2008.
There, it was considered necessary for the institution to provide guidance on what constitutes
proper attire in school. With this, schools all around the Philippines, including local institutions,
are intended to implement dress code policies.
According to a DepEd memorandum, Liloy National High School (LNHS) is one of the
schools in the Philippines that have implemented dressing protocols. While the intentions behind
the implementation of dress code policies are often rooted in promoting a focused learning
environment and discouraging distractions, the implementation and enforcement of these policies
have been surrounded by multiple opposing perceptions (Sabit, 2021). Concerns about individual
expression, gender stereotypes, and potential infringements on personal freedoms circulate
around the whole concept of dress code policies, as highlighted by Chen (2022). These matters
have raised concerns regarding the views and perceptions of students regarding these protocols.
The implementation of stricter protocols on the school campus of LNHS, especially in the
senior high school department, has fueled the researchers' desire to conduct this study to
determine the viewpoint of the Grade 11 students, especially upon its stricter implementation on
the school campus. This study, in congruence, will evaluate the perception of the Grade 11
students of Liloy National High School on the school dress code policy. The findings that this
study will yield aim to showcase the attitude of the selected students toward the dress code
policy, which will in turn guide the school authorities in implementing effective protocols to
promote a positive school climate.
RESEARCH OBJECTIVE:
The objective of this study is to evaluate the perception of the Grade 11 students of Liloy
National High School on the implementation of dress code policies.
STATEMENT OF THE PROBLEM:
General Question:
1. How does the Grade 11 students of Liloy National High School view the dress code policy?
Specific Questions:
1. What are the reasons why there should be a dress code policy in the school?
2. What are the effects of implementing dress code policy in the school?
2.1. What are the advantages of having a dress code policy in the school campus?
2.2. What are the disadvantages of having a dress code policy in the school
campus?
3. How can the school implement a dress code policy suited to the perception of the Grade 11
students?
SIGNIFICANCE OF THE PROBLEM:
The proceedings of this study will be beneficial to the following individuals and
organizations:
Students:
The findings of this research will directly impact the Grade 11 students of Liloy National
High School by shedding light on their perceptions of the dress code policy. By understanding
the students' perspectives, the school administration can make informed decisions about the
policy's effectiveness, relevance, and possible improvements. Additionally, students can use the
results to express their views constructively and engage in discussions with teachers and school
administrators about their concerns and suggestions for the dress code.
Teachers:
Teachers play a crucial role in implementing and enforcing the dress code policy. The
study's outcomes will help them better understand how students perceive the policy, which can
aid in fostering a positive learning environment. Armed with insights from the research, teachers
can adjust their approaches and communication methods related to the dress code, thereby
encouraging students to comply with the policy and minimizing potential conflicts.
Parents:
Parents are significant stakeholders in the education system, and they are often involved
in discussions about school policies. The research findings will allow parents of Grade 11
students at Liloy National High School to comprehend their children's opinions and feelings
towards the dress code policy. This understanding will enable parents to support their children
effectively, participate in decision-making processes, and work collaboratively with teachers and
school administrators to address any concerns raised by the students.
School Administrators:
The study's insights will be highly valuable to school administrators and policymakers.
They can utilize the data to evaluate the current dress code policy's impact on the students and
identify potential areas for improvement or revision. Additionally, administrators can use the
research as a basis for developing more inclusive, effective, and student-friendly dress code
guidelines that align with the school's values and goals.
Future Researchers:
This research serves as a foundational resource for future researchers interested in
exploring dress code policies or related topics in educational settings. By documenting the
perceptions of Grade 11 students at Liloy National High School, it opens doors for comparative
studies across different schools and regions. Future researchers can build upon this work, expand
the scope, and contribute to the body of knowledge surrounding dress code policies and their
influence on students' experiences and academic performance.
SCOPE AND DELIMITATION OF THE STUDY:
The primary focus of this study is to evaluate the perception of the Grade 11 students of
Liloy National High School on the implementation of dress code policies.
This study will be conducted at Liloy National High School, Liloy, Zamboanga del Norte
of the school year 2022-2023.
There will be sixteen Grade 11 students chosen through quota sampling and the data will
be gathered through survey questionnaires.
DEFINITION OF TERMS:
Perception- This study will determine the perception of the grade 11 students of Liloy National
High School on the dress code policy.
Grade 11 Students- The grade 11 students of Liloy National High School will be the
respondents of this study.
Liloy National High School- This study will be held at the Liloy National High School campus.
Dress Code Policy- The dress code policy implemented in Liloy National High School will be
the dress code policy that the researchers will determine the students' perception from.
CHAPTER II
REVIEW OF RELATED LITERATURE:
The concept of dress regulation may initially appear straightforward, but upon closer
analysis, it becomes evident that the debate surrounding clothing regulations has a rich historical
background (Lunenburg, 2013). According to the study of Whitman (2020), entitled "A
curricular critique of school dress codes", while implementing a school clothing code confronts
numerous challenges, probably the most difficult is arguing that a dress code restricts an
individual's freedom of expression. Many students argue that dress regulations infringe on their
constitutional right to free expression. Dressing serves as a form of nonverbal communication,
especially for young people, with clothing acting as a means to express their personality (Pinto,
2016). In clothing, individuality is a factor given stress (Killen, 2013). Many students were
against the dress codes because they saw high school as a place of independence and freedom,
which the dress codes denied them. While a dress code does not specify which products students
are permitted to wear, it does provide precise criteria for how students should dress. With this in
mind, it's easy to see why some students believe that a uniform or dress code guideline restricts
their freedom of expression (Killen, 2013).
Moreover, according to Goldstein-Schultz (n.d.), in her study entitled "The Living
Gender Curriculum: Helping FCS Students Analyze Gender Stereotypes,", another concern
associated with dress protocols is gender stereotypes. Dress codes, as outlined in RA 7877,
should be free from gender bias and discrimination in educational institutions and related
activities. However, a recent interview by Time Magazine revealed that female students often
feel unfairly targeted by dress codes, arguing that their bodies should not be seen as a distraction
in an educational setting (Chen, 2022). As stated by Goyal (2021), gendered dress codes
perpetuate victim-blaming through the justifications of these rules. It is worth noting that dress
codes primarily aim to create a distraction-free learning environment for male students, which
conveys a message to both girls and boys: girls are instructed to cover up to protect themselves
from boys, while boys are implicitly depicted as lacking self-control (Goyal, 2021). Goyal (2021)
further stated that while, in reality, these messages aren't true, they could also be indirectly
ingrained in young students' minds due to the "gender stereotypes" perpetuated by dress code
policies.
Despite the challenges dress codes present, the underlying reasons for their
implementation remain strong. School dress code standards are developed with the intention of
establishing a distraction-free learning environment (Lunenburg, 2013). It has also been
proposed that dress regulations can enhance performance (Workman & Studak, 2016), improve
classroom focus, and reduce competition based on physical appearance (Holloman et al., 2015).
A dress code can foster social integration by reducing feelings of exclusion among students.
Furthermore, dress codes are implemented to combat gender-related harassment and establish a
sense of professionalism within educational institutions (Pinto, 2016).
While schools in France embrace the idea of students leaving behind their individual
identities to engage with diverse perspectives, this approach faces opposition in other parts of the
world, where the concept of individual identity is highly valued (Gereluk, 2016). Other than that,
the concept of a student's distinctive sense of identity is also an important component in the
debate over clothing restrictions, with stakeholders arguing that students' sense of identity is
critical to their personal development (Pinto, 2016).
The rationale behind dress codes is reasonable, as schools should strive to provide
distraction-free learning environments. However, it is crucial to acknowledge the complexities
surrounding dress standards. While dress regulations are established with good intentions,
schools must recognize the widespread opposition they face (Thornburg, 2017). It is important
for institutions to acknowledge and consider the diverse opinions and perspectives surrounding
dress code policies. By understanding the students' various viewpoints, schools can make
informed decisions regarding the implementation or disregard of dress code policies, ensuring
the development of effective rules and an optimal educational environment for students.
CHAPTER III
METHODS:
A DESIGN
The proprietors will conduct a qualitative research study using textual data as the primary
means of investigation. According to Bhandari (2022), qualitative research aims to gain deeper
insights into people's experiences, opinions, or preferences by collecting and evaluating non-
numerical data. In this study, qualitative research was employed to understand and interpret the
students' perceptions and opinions regarding dress codes in educational institutions.
To conduct the investigation, a phenomenology research design will be utilized.
Phenomenology is a research approach that focuses on studying the experiences of people and
making meanings out of it (ResearchMethod, 2022). Its goal is to provide a direct description of
human experiences. According to Toadvine (2016), perception is the background of experience
which guides every conscious action. In connection, this study will specifically undertake
perception phenomenology. According to Maurice Merleau-Ponty on his investigation
Phenomenology of Perception (1945), perception phenomenology is the study of essences,
including the essence of perception and of consciousness. He also said that phenomenology is a
method of describing the nature of our perceptual contact with the world. By employing a
perception phenomenology research design, the researchers aimed to thoroughly and accurately
evaluate the students' viewpoints on clothing regulations in schools through their experiences on
the school's dress code policy.
By combining qualitative research techniques with a phenomenology of perception
approach, this study aim to provide an understanding of the students' perspectives on dress codes
in educational institutions. This approach allows for a nuance exploration of their experiences to
evaluate their opinions and perception of the topic. Consequently, obtain valuable insights of the
topic.
B. SAMPLE
The research will focus on Grade 11 senior high school students from Liloy National
High School as the target population, selected purposively in line with the study's scope. To
ensure a comprehensive representation of the population, the researchers will employ a quota
sampling approach. Quota sampling is a method for selecting survey that involves dividing the
population into distinct subgroups called strata that may vary in important ways (Simkus, 2023).
This method enables researchers to draw more precise conclusions by ensuring that each
subgroup is adequately represented in the sample (McCombes, 2023).
In this study, the entire Grade 11 curriculum population will be subdivided based on the
students' respective strands: STEM, ABM, HUMSS, and TVL. By employing quota sampling,
the researchers aim to ensure an equitable distribution of perceptions and ideas across the entire
population. For data collection, a sample of 16 individuals will be selected from the population,
with each subgroup consisting of four chosen representative participants.
C. ETHICAL CONSIDERATION
Prior the conduct of the study, the survey questionnaires will be utilized in the
proceedings of the data collection will be given permit by experts and professionals, ensuring to
avoid provoking questions along the survey, as well as avoid redundant questions in regards and
consideration of the respondents's time. Before conducting the survey, the respondents are first
explain of the purpose of the study, and the process of the survey. Written consents will be
obtained before the survey. The data that will be gathered in the surveys are only use for the
study only and will be treated with utmost confidentiality.
D. Data Collection
Data collection for this research involve conducting surveys among a semi-randomly
selected sample of Grade 11 students from LNHS. The researchers will prepare survey
questionnaires to gather comprehensive data.
The survey will consist of open-ended questions, design to encourage respondents to
express their ideas freely and provide more expansive data. This approach allow for a broader
exploration of the students' opinions and perspectives on the topic.
The data collection takes place at Liloy National High School on May 26, 2024. Survey
papers will be distributed to the respondents during their free time. The researchers will provide
assistance in explaining the instructions, ensuring clarity and understanding among the
participants. After receiving the questionnaires, the respondents are given an hour to complete
them. This timeframe allowed ample time for thoughtful and considered responses.
Data collection takes place in a natural setting, creating a comfortable and familiar
environment for the students. This approach aim to ensure that the responses captured the
students' genuine perceptions and opinions about dress codes in educational institutions.
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