CHAPTER 1

BACKGROUND OF THE STUDY

Introduction

Public display of affection (PDA) among students has become a visible and often debated

behavior in secondary schools, particularly during class hours and group activities. As

adolescents navigate emotional development, peer relationships, and identity formation,

expressions of affection such as holding hands, hugging, or other intimate gestures may naturally

occur within school settings. However, schools are primarily institutions for learning, where

maintaining focus, discipline, and mutual respect is essential. In this context, PDA can raise

concerns regarding classroom management, distraction from academic tasks, and the

appropriateness of certain behaviors within an educational environment.

At Vicenta C. Enerio National High School, like many public secondary schools, students

come from diverse backgrounds and hold varying beliefs, values, and levels of awareness

regarding school rules and social norms. While some students may view PDA as a normal and

harmless expression of affection, others may perceive it as uncomfortable, distracting, or

disrespectful, especially during class hours and collaborative group activities. These differing

perspectives can influence peer interactions, group dynamics, and the overall learning

atmosphere. Understanding how students interpret and respond to PDA is therefore important in

promoting a school environment that balances personal expression with academic responsibility.

This study seeks to explore the students’ perspectives on public display of affection

during class hours and group activities at Vicenta C. Enerio National High School. By examining
students’ views, experiences, and opinions, the research aims to provide insights into how PDA

affects learning, peer relationships, and the school climate. The findings of this study may help

school administrators, teachers, and guidance personnel develop clearer policies, appropriate

interventions, and value-based programs that encourage respectful behavior while supporting

students’ social and emotional development.

STATEMENT OF THE PROBLEM

Public display of affection (PDA) among students during class hours and group activities

has become an observed issue at Vicenta C. Enerio National High School. While PDA may be

viewed by some students as a normal expression of emotions, it can also lead to distractions,

discomfort, and disruptions in the learning process. Teachers and school administrators often

face difficulty in addressing this behavior due to the absence of clear data on how students

themselves perceive PDA within the school environment.

Understanding students’ perspectives is important in creating fair and effective school

policies that promote respect, discipline, and a positive learning atmosphere. Differences in

opinions regarding what is acceptable behavior during class hours and group activities may

affect peer relationships, group cooperation, and overall classroom management. Without a clear

understanding of these perspectives, efforts to regulate PDA may not fully address students’

concerns or experiences.
RESEARCH QUESTION

1. How does public display of affection affect students’ focus, comfort, and participation in

class and group work?

2. What are students’ views on the existing school rules and policies regarding public

display of affection?

3. What suggestions can students provide to help manage or address public display of

affection in school?

SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to various stakeholders of Vicenta C. Enerio

National High School. For students, the study will provide an opportunity to express their views

and concerns regarding public display of affection during class hours and group activities.

Understanding these perspectives may help promote self-awareness, mutual respect, and

responsible behavior within the school community.

For teachers and school administrators, the study's results will provide a valuable basis

for evaluating existing school rules and classroom management practices related to PDA.

Insights gathered from students can help educators develop clearer guidelines, implement

appropriate interventions, and create a learning environment that minimizes distractions while

respecting students’ emotional development.

guidance programs, value formation activities, and further research related to student behavior

and school culture. The study may also serve as a reference for future investigations on

adolescent behavior, helping improve policies and practices that support a safe, respectful, and

conducive learning environment.

SCOPE AND DELIMITATIONS

The scope of this study examines the students’ perspectives on the public display of

affection during class hours and group activities at Vicenta C. Enerio National High School. It

involves selected students from different grade levels and examines their views on the forms of

PDA observed in school, its perceived effects on learning, comfort, and group participation, as

well as their opinions on existing school rules related to PDA. The study is limited to the school

setting and students’ self-reported perceptions and does not include teachers’, parents’, or

administrators’ perspectives, nor does it aim to observe or measure the actual frequency of PDA

behaviors.

This study is delimited to the students of Vicenta C. Enerio National High School and

focuses only on their perspectives regarding public display of affection during class hours and

group activities. The research includes selected students from specific grade levels and is

confined to behaviors observed within the school premises during school-related activities. It

does not cover students’ behavior outside the school, nor does it include the perspectives of

teachers, parents, or school administrators. Additionally, the study relies solely on students’ self-
reported responses and does not involve direct observation or measurement of PDA occurrences,

which may limit the generalizability of the findings.

DEFINITION OF TERMS

1. Public Display of Affection (PDA) – Refers to physical expressions of affection between

students, such as holding hands, hugging, or other intimate gestures, performed openly

within the school premises during class hours or group activities.

2. Students’ Perspective – The opinions, views, attitudes, and personal interpretations of

students regarding public display of affection and its appropriateness and effects within

the school setting.

3. Class Hours – The designated time periods during the school day when formal

instruction, lessons, and classroom activities are conducted.

4. Group Activities – School-related tasks or activities that require students to work

together, such as group discussions, projects, performances, or cooperative learning

activities.

5. School Environment – The overall physical, social, and emotional setting of Vicenta C.

Enerio National High School where learning and student interactions take place.

6. School Rules and Policies – The set of guidelines and regulations implemented by the

school to manage student behavior and maintain order and discipline within the school

premises.

7. Learning Atmosphere – The condition of the classroom or school environment that

influences students’ concentration, participation, comfort, and academic performance.