Bulacan State University

Sarmiento Campus

Level of awareness of the BSU-SC students about students’

rights

In Partial Fulfillment of the requirements in Teaching profession

Submitted by:

Tricia M. Gilles

Bsed-english2a

Submitted to:

Mrs. Perpetua Serapio

1
 Table of Contents

Abstract………………………………………………………………………………………4

Chapter I Problem and its Background

Introduction ………………………………………………………………………………….5

Statement of the problem…………………………………………………………………….6

Significance of the study……………………………………………………………………..6

Chapter II Theoretical Framework

Relevant theories…………………………………………………………………………..7-9

Related literature ………………………………………………………………………….10-12

Related studies…………………………………………………………………………….13-17

Conceptual Framework……………………………………………………………………..18

Hypothesis…………………………………………………………………………………..19

Definition of Terms…………………………………………………………………………19-20

Chapter III Methods of Research

Research Design …………………………………………………………………………….21

Methods and techniques ……………………………………………………………………..21

Research instrument………………………………………………………………………….22

Data Gathering………………………………………………………………………………..23

Statistical treatment………………………………………………………………………24

2
Chapter IV Presentation, Analysis, and Interpretation of Data ……………………….25-27

Chapter V Summary, Conclusion, and Recommendation …………………………….28-31

Reference …………………………………………………………………………………..32

3
 Abstract

This study is focusing on the level of awareness of students about their rights. This study aims to
find out the level of the students awareness about their rights from the Bulacan State University
Sarmiento Campus. That may prove beneficial to the parents, teachers, school, and to students.
Through the use of survey, researching references, interpreting data gathered and applying
statistical procedures, found out the conclusion that students from BSU-SC are occasionally
aware about their rights. The students should have knowledge about their rights and should know
to apply it, to comprehend and use their proper rights for every situation.

4
 Chapter I

Problem and its Background

Introduction

Rights that belong to an individual or group of individuals as a consequence of being human.

They refer to a wide continuum of values or capabilities thought to enhance human agency and

declared to be universal in character, in some sense equally claimed for all human beings.

It is a common observation that human beings everywhere demand the realization of diverse

values or capabilities to ensure their individual and collective well-being. It also is a common

observation that this demand is often painfully frustrated by social as well as natural forces,

resulting in exploitation, oppression, persecution, and other forms of deprivation. Deeply rooted

in these twin observations are the beginnings of what today are called “human rights” and the

national and international legal processes that are associated with them.(Britannica)

The question is the students of Bulacan State University aware about their rights?

5
Statement of the Problem

The purpose of this study

1. What is the profile of the respondents in terms of

a. Year level
b. Course
2. Level of awareness of the BSU-SC students about their rights as students

Significance of the study

This study is important to know the importance of the students’ rights. To know the
limitation and what should be done by student’s mentor and same with the students. It is
necessary for the students to know their rights , to know if their teachers and parents doing
their responsibilities for their child or student. The teachers should perform their duties and
responsibilities for the students learning, if they teach coordinate with the philosophies, goals
and objectives of the school.

If schools concerned in accordance with rules and regulations jointly issued consistently with
pertinent appropriation and budgetary laws by the Ministry of the Budget, the Ministry of
Education, Culture and Sports and the Commission on Audit (mpas)
Researchers this study will guide other researchers in conducting a study that will better provide
readers information about the awareness of the Bulacan State University Sarmiento Campus
students about their rights.

Scope

This study focuses on the level of awareness of Bulacan State University Sarmiento Campus
students about their rights.

6
 Chapter II

Theoretical Framework

Relevant theories

The deontological theory states that people should adhere to their obligations and duties when

analyzing an ethical dilemma. This means that a person will follow his or her obligations to

another individual or society because upholding one's duty is what is considered ethically

correct.

The utilitarian ethical theory is founded on the ability to predict the consequences of an action.

To a utilitarian, the choice that yields the greatest benefit to the most people is the choice that is

ethically correct. One benefit of this ethical theory is that the utilitarian can compare similar

predicted solutions and use a point system to determine which choice is more beneficial for more

people.

In the rights ethical theory the rights set forth by a society are protected and given the highest

priority. Rights are considered to be ethically correct and valid since a large or ruling population

endorses them. Individuals may also bestow rights upon others if they have the ability and

resources to do so.

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The casuist ethical theory is one that compares a current ethical dilemma with examples of

similar ethical dilemmas and their outcomes. This allows one to determine the severity of the

situation and to create the best possible solution according to others' experiences. Usually one

will find paradigms that represent the extremes of the situation so that a compromise can be

reached that will hopefully include the wisdom gained from the previous examples (2).

The virtue ethical theory judges a person by his character rather than by an action that may

deviate from his normal behavior. It takes the person's morals, reputation and motivation into

account when rating an unusual and irregular behavior that is considered unethical.

Ethical theories and principles bring significant characteristics to the decision-making process.

Although all of the ethical theories attempt to follow the ethical principles in order to be

applicable and valid by themselves, each theory falls short with complex flaws and failings.

However, these ethical theories can be used in combination in order to obtain the most ethically

correct answer possible for each scenario. For example, a utilitarian may use the casuistic theory

and compare similar situations to his real life situation in order to determine the choice that will

benefit the most people. The deontologist and the rule utilitarian governor who are running late

for their meeting may use the rights ethical theory when deciding whether or not to speed to

make it to the meeting on time. Instead of speeding, they would slow down because the law in

the rights theory is given the highest priority, even if it means that the most people may not

benefit from the decision to drive the speed limit. By using ethical theories in combination, one

is able to use a variety of ways to analyze a situation in order to reach the most ethically correct

8
decision possible (1).

We are fortunate to have a variety of ethical theories that provide a substantial framework when

trying to make ethically correct answers. Each ethical theory attempts to adhere to the ethical

principles that lead to success when trying to reach the best decision. When one understands each

individual theory, including its strengths and weaknesses, one can make the most informed

decision when trying to achieve an ethically correct answer to a dilemma.

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Related literature

Court had this to say as a result of the case Tinker v. Des Moines, "First Amendment rights,

applied in light of the special characteristics of the school environment, are available to teachers

and students. It can hardly be argued that either students or teachers shed their constitutional

rights to freedom of speech or expression at the schoolhouse gate. This has been the

unmistakable holding of this Court for almost 50 years. The Fourteenth Amendment, as now

applied to the States, protects the citizen against the State itself and all of its creatures - Boards

of Education not excepted."

Unfortunately, though, that doesn't mean students are always granted the rights they deserve. As

stated by Civil Liberty expert, J.D. Tuccille, "Since attendees at public schools are almost all

minors, becomes important for activists and advocates of student rights to speak up when there is

a breach of the First Amendment.

The ACLU (American Civil Liberties Union) is designed to help Americans (including students)

become familiar with their own civil liberties. On the ACLU website, it defines the term

"freedom of expression" by stating, "The government does not have the right to forbid us from

saying what we like and writing what we like; we can form clubs and organizations, and take

part in demonstrations and rallies". But it also warns, "a court probably won't overturn the [dress]

codes unless the judge finds that they're really unreasonable, or that they're discriminatory".

Having Your Parent's Support

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If you're about to get yourself in a whole world of trouble with your school, I would strongly

suggest that you have the support of your parents. They need to be fully aware of what you are

doing, and have your back 100%. The voice of an adult will speak louder than your own,

anyway. And it's very difficult to continue a protest when you're grounded to your room, so it's a

good idea to make sure you have support at home.

Don't Start What You Can't Finish

Once you decide to begin the effort of a school protest, you must follow through. You already

have one major strike against you - school administrators probably think you're just a bored,

irresponsible kid trying to make some waves. If you quit in the middle of it all, that is only going

to prove their assumption. This is not some kind of popularity stunt. You have put yourself in a

position of political activist - if you are not prepared to assume the responsibility, and then don't

start. Making a laughing stock of your school and fellow students does not help your cause.

Sign of Rebellion

On April 20, 1999, two school students opened fire on their classmates and teachers at the now-

infamous Columbine High School in Denver. This event led to even greater and more stringent

regulating of student attire, to the point of absurdity.

As if Columbine wasn't bad enough, Dr. Timothy Roberts (University of Rochester, NY) did a

"study" and concluded that there is a direct link between pierced teens and "risky behavior".

With so-called experts like him around, it's no wonder parents get so freaked out when their teen

gets pierced.

In my attempt to keep this article diplomatic, allow me to play Devil's advocate for a moment. It

11
is possible that children who are already inclined toward bad behavior may also desire to be

pierced and/or tattooed.

It is possible that kids who are already in a gang or trying to get into one will get tattooed or

pierced to show support for that gang.

It is also possible that children with a predisposition to rebel might choose to act on that desire

by getting tattooed or pierced. Why? Because adults are already against it,

which makes it a perfect way to rebel - not because there is anything deviant about body art. If

adults were opposed to fuzzy bunny slippers, rebellious kids would be wearing them. The

The bottom line is that getting tattooed or pierced does not automatically mean a teen is involved

in drinking, smoking, drugs, sex, gangs, animal sacrifice or conspiring with extra-terrestrial

aliens.

But that doesn't mean parents or schools are going to stop assuming the worst of our kids. And

unlike adults, teens don't have the option to walk away from a school that doesn't allow them to

be who they are.

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Related studies

The rights of the students

Section 9. Right of Students in School - In addition to other rights, and subject to the limitation
prescribed by law and regulations, and student and pupils in all schools shall enjoy the following
rights:

1. The right to receive, primarily through competent instruction, relevant quality

education in line with national goals and conducive to their full development as
person with human dignity.

2. The right to freely choose their field of study subject to existing curricula and to
continue their course therein up to graduation, except in cases of academic deficiency,
or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions and selecting the
alternatives in fields of work suited to his potentialities.

4. The right to access his own school records, the confidentiality of which the school
shall maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of records,

grades, transfer credentials and other similar documents within thirty days from
request.

6. The right to publish a student newspaper and similar publications, as well as the right
to invite resource persons during assemblies, symposia and other activities of similar
nature

13
 7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the
school or institution.

8. The right to form, establish, join and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and physical
growth and development, or to form, establish, join and maintain organizations and
societies for purposes not contrary to law.

9. The right to be free from involuntary contributions, except those approved by their
own he organizations or societies.

Section 15. Duties and Responsibilities of Students - In addition to those provided for under
existing laws, every student shall:

1. Exert his utmost to develop his potentialities for service, particularly by undergoing
an education suited to his abilities, in order that he may become an asset to his family
and to society.

2. Uphold the academic integrity of the school, endeavor to achieve academic

excellence and abide by the rules and regulations governing his academic
responsibilities and moral integrity.

3. Promote and maintain the peace and tranquility of the school by observing the rules
and discipline, and by exerting efforts to attain harmonious relationships with fellow
Students, the teaching and academic staff and other school personnel.

14
 4. Participate actively in civic affairs and in the promotion of the general welfare
particularly in the social, economic and cultural development of his community and
in the attainment of a just, compassionate and orderly society.

5. Exercise his rights responsibly in the knowledge that he is answerable for any
infringement or violation of the public welfare and of the rights of others.

Subject to limitations prescribed by law and the university policies and regulations, every pupil
or student of the university shall enjoy the following rights:

The right to receive quality and relevant education through competent instruction in accordance
to national goals, educational objectives, and the standards of the University for his Full
Development as human being.

The right to guidance and counseling services to provide himself with appropriate opportunities
to know him, to make decisions, and to elect the field of work suited to his potentials.

The right to free expression of beliefs and opinions as long as it does not disrupt the
administrative, academic and discipline of the university.

The right to publish a school organ or similar publication.

The right to invite resource speakers during convocation, fora, symposia, and assemblies of
similar nature.

The right to participate in the formulation and development of policies affecting the university
in the relation to the locality/region and nation through representation in the appropriate bodies
of the university to be determined by the Board of Regents.

15
The right to establish join and participate in organizations, societies and clubs recognized by the
university for the purposes not contrary the law.

The right to be given reasonable protection within the university premises.

The right to be informed of his rights as well as the policies, rules, and regulations affecting
him.

The right to participate in curricular and co-curricular activities.

The right to be respected as a person with human dignity, to full physical, social, intellectual and
moral development, to humane and healthful conditions of learning.

The right to enjoy academic freedom.

The right to redress of grievances against any wrong or injustice committed against him by
other students or by any member of the academic community in accordance with the defined
procedures and channels of authority therein.

The right to subjected to disciplinary action only after requisites of due process has been fully
complied with.

The right to access to his university records, the confidentiality of which the university shall
keep and maintain.

The right to pursue and continue his course until the graduates except in cases of academic
deficiency or violation of disciplinary regulations.

The right to be given assistance on work opportunities through current and available
information.

The right to be expeditious issuance of official documents like certificates, diplomas, transcript
of records, grades and transfer credential.

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The right to be free from involuntary contributions except those approved by their own
organizations, clubs or societies.

Duties and Responsibilities

Every student shall:

Love God and his fellowmen as he loves himself.

1. Strive to lead a virtues and useful life.
2. Observe the Code of Student Conduct promulgated by the university.
3. Do his best to develop his potentials for service, specially by undergoing an education suited
to his abilities so that he may become an asset to society.
4. Respect the customs and traditions of our people, its duly constituted authorities, the laws of
the land, and the rules and policies of the university.
5. Participate actively in civic affairs and in the promotion of the general welfare and in the
attainment of a just, orderly and compassionate society.
6. Help in the exercise of individual and social rights, the strengthening of freedom, and
enhancement of cooperation among communities and regions in the pursuit of national
progress.
7. Uphold the academic and moral integrity of the university by trying to achieve excellence and
moral uprightness.
8. Promote and preserve the peace and order in the university by observing the rules on
discipline and harmonious relationship with fellow students and with the university personnel.
9. Exercise his rights responsively in the knowledge that he is answerable to God for any
violation of the general welfare and of the rights of the others.

17
 Conceptual Framework

Implemented by Awareness of
Rights of students the Philippines the students
government
1. The right to receive, primarily through about their
competent instruction, relevant quality rights
education in line with national goals and
conducive to their full development as person
with human dignity.

2. The right to freely choose their field of study

subject to existing curricula and to continue
their course therein up to graduation, except in
cases of academic deficiency, or violation of
disciplinary regulations.

3. The right to school guidance and counseling

services for decisions and selecting the
alternatives in fields of work suited to his
potentialities.

4. The right of access to his own school records,

the confidentiality of which the school shall
maintain and preserve.
18

5. The right to the issuance of official certificates,

diplomas, transcript of records, grades, transfer
Hypothesis

Hypothesis

Ha: level of awareness is having effects on the students

Ho: level of awareness is haven’t effects on the students

Definition of Terms

Levelhaving no part higher than another; having a flat or evensurface.being in a plane parallel to

the plane of the horizon;horizontal.equal, as one thing with another or two or more things

with one another. Even, equable, or uniform.

Awareness the state or condition of being aware; having knowledge; consciousness:

Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the

fundamental normative rules about what is allowed of people or owed to people, according to

some legal system, social convention, or ethical theory. Rights are often considered fundamental

to civilization, being regarded as established pillars of society and culture, and the history
19
of conflicts can be found in the history of each right and its development. Rights are of essential

importance in such disciplines as law and ethics, especially theories of justice and deontology.

Guidance the act of guiding; direction; leadership something that guides

advice or assistance, as that given to students by vocational or educational counselors

the process of directing the course of a spacecraft, missile, etc.

Regulationsarule or order prescribed for management or government; prescription; a regulating

principle; a governing direction; precept; law; as,the regulations of a society or a school.

Curricula A fixed series of studies required, as in a college, for graduation, qualification in a

major field of study, etc. All of the courses, collectively, offered in a school, college, etc., or in a

particular subject

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 Chapter III

Methods of Research

Research Design

This paper defined the topic in descriptive form; all the details were discussed all over the paper

with given supportive details and citation to make the information concrete

Respondents of the Study

The respondents consist of 5 students every course from General Engineering1a&1b, Bachelor of

Secondary Education major in English2a, Physical Science2, Math2, and BSHRM, total of 30

respondents

Methods of Research

Data were gathered through gathering necessary data and conducting a survey. Statistical survey

is an important and useful method of gathering data collection. It is used to collect information

about items in population. The survey questionnaires were given to the respondents and were

21
personally distributed by the researcher with help of other course to the selected students of

Bulacan State University Sarmiento Campus.

Research Instrument

In this research, the researcher used a survey questionnaire as an instrument.

Survey had been selected because it is well systematized, easily to understood and

less expensive.

Name: (optional)

Course/year

1. Do you know your rights as a student?

a. Yes
b. No

If yes, cite one__________

2. Is it important to know your rights?

a. Yes
b. No

Justify your answer______

3. Are you aware about your rights?

a. Sometimes
b. Always
c. Never

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Data Gathering

This study was conducted within the period covering the moths of February and March 2012

second semester. The information gathered from the 5 students every course from General

Engineering1a&1b, Bachelor of Secondary Education major in English2a, Physical Science2,

Math2a, and BSHRM.

Collecting data from the school of Bulacan State University Sarmiento Campus, giving the

questionnaire forms that was given to the students and teachers. In this form, there are questions

by simply asking if they are aware about their rights. By answering this questionnaire it will

helps to get the level of awareness of the Bulacan State University Sarmiento Campus students

about their rights.

Statistical treatment

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A statistical treatment will be used to describe the collected information and the analysis of the

existing facts. A frequency distribution shows us a summarized grouping of data divided into

mutually exclusive classes and the number of occurrences in a class. Univar ate frequency

distributions are often presented as lists ordered by quantity showing the number of times each

value appears.

Percentage was utilized to analyze the gathered data. Below is the formula used:

+f
% f= x 100
n

Where:

f= frequency

n= total of respondents

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 Chapter IV

Presentation, Analysis, and Interpretation of Data

Determinating the number of observation

In determinating the number of observation needed, 30 respondents were selected from each

course. The survey enables the researcher to get the most of the necessary data to come up with

the conclusion.

Result of the survey

This survey happened from March 11, 2012 to march 12, 2012. The researchers asked the

30 selected students of Bulacan State University Sarmiento Campus, taking up different

courses to fill out the survey from.

Level of awareness of Bulacan State University Sarmiento Campus students about

their rights
Courses Always Sometimes Never

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 Bsed English 2a 2 3 0
Bsed Physical Science2a 2 3 0
Bsed Math2a 4 1 0
BsIT 1 4 0
BsHrm 3 2 0
General Engineering 1&2 1 4 0

Frequency Distribution

Figure1

Percentage: level of awareness of Bulacan State University Sarmiento Campus students’ rights

Level of awareness of Bulacan State University Sarmiento Campus students about their rights
Courses Always Sometimes Never
Bsed English 2a 40% 60% 0
Bsed Physical Science2a 40% 60% 0
Bsed Math2a 80% 20% 0
BsIT 20% 80% 0
BsHrm 60% 40% 0
General Engineering 1&2 20% 80% 0

In accordance with the results shown in table1, the highest frequency were the sometimes. From

the Bsed English 2a, sixty percent (60%) answered sometimes, and forty percent answered

always. From Bsed Physical Science has same answer from Bsed English. From Bsed math,

twenty percent (20%) answered sometimes and eighty percent (80%) answered always. BsIT

answered twenty percent (20%) always and eighty percent (80%) for sometimes. BsHRM

answered sixty percent (60%) for always and forty percent(40%) for sometimes. General

Engineering has twenty percent (20%) for always and eighty percent (80%) for sometimes.

26
From the survey results the students from Bulacan State University Sarmiento Campus know

their rights otherwise there’s less percent for students who do not know their rights.

Most of the respondents answer yes but they can’t state one about their rights as students.

Those who answers yes with their stating rights they state their rights as:

1. They have to be educated

2. To send them to school by their parents
3. They have rights to give suggestions and opinions in the discussion
4. Respect by the teachers and by others
5. Have to receive proper grade that based on the performance
6. Have certificates
7. Have relevant quality of education to develop as person with human dignity.
8. Right to be counseled and guided
9. To get all the privileges that university offers
10. Right to have efficient and professional teachers
11. Proper education
12. Not hit by the mentor

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 Chapter V

Summary, Conclusion, and Recommendation

Statement of the Problem

The purpose of this study

3. What is the profile of the respondents in terms of

c. Year level
d. Course
4. Level of awareness of the BSU-SC students about their rights as students

Awareness of the students about their rights

Most of the respondents answer sometimes. Sometimes they know and they are aware about their
rights, no one answers never, it means that it could be sometimes and always.
However the respondents are dominant by answering sometimes instead of always.
It would be sometimes because of some instance that the student should react if they were
suppressed by their teachers.

Hypothesis

Ha: level of awareness is having effects on the students

28
 Ho: level of awareness is haven’t effects on the students

Conclusion

Based on the findings above, the conclusion were as follows:

1. Majority of the students from Bulacan State University are barely aware about their rights

as a students

2. Students still know what they supposed to do when they are suppressed and feel that

there’s bias on grading.

Recommendations

Considering the results of the survey and their analysis, the following are the recommendations
for the improvement of human rights education in schools in the Philippines.

I. Knowledge and Application of Human Rights Concepts

1. A more aggressive and effective human rights education program is necessary to ensure
the proper dissemination and education of human rights among second year high school students.
This includes the commitment of school officials to propagate and espouse the principles of
UDHR, and making sure that they are taught during the school year.

29
2. Training of teachers in handling human rights discussions, including making them
understand the importance of human rights education in maintaining quality life, are necessary.
Teaching methods should emphasize the application/relevance of human rights to daily life as
lived by the respondents in their respective milieus.

II. Knowledge and Comprehension of Human Rights Concepts

1. The teaching of human rights, to be more meaningful, should take into consideration the
profile of students such as ethnicity and geographical location. This would also minimize
misconception/misinterpretation of human rights brought about by such variables.

2. Human rights concepts that the students lack knowledge of should be given more
emphasis. These are concepts on the inherent quality of human rights and on the responsibility
that goes with the exercise of one's rights, among others.

3. A more dynamic human rights education should be implemented in ARMM, public

schools, urban areas and among Moslems since the survey results consistently show lower
performance of students.

III. Human Rights Situations (Proper action to take)

1. In teaching human rights, the rights enunciated in the UDHR should be emphasized not
only as values, but also as a set of rules.

2. The significant differences among regions calls for a re-examination of how human rights
education programs in schools are being implemented.

3. The good performance of Region VII calls for a study on how the implementation of its
human rights education program differs from the others. Lessons can be learned or a model
program can be drawn from this study.

4. Situational tests using real-life situations can be further explored as a means to enrich
students' knowledge on how to correctly react to human rights situations.

IV. Knowledge of human rights violations

30
1. The teaching of human rights, to be more meaningful, should take into consideration the
profile of students such as ethnicity and geographical location.
2. A more dynamic human rights education should be implemented in ARMM, public
schools, urban areas and among Moslems since the survey results consistently show lower
performance of students.

3. The teaching of economic, social, cultural and gender rights should be enhanced.

V. Process of Teaching Learning, Materials and School Ethos

1. The curriculum should be reviewed to identify the strength and weaknesses of the
integration of human rights concepts and each subject area.

2. Further studies on human rights education program in Region VII maybe conducted to
identify best practices.

3. The seeming lack of materials for teaching human rights specifically in public schools
should be resolved. Teaching materials such as textbooks, copies of laws, UN documents, lesson
plans, and learning standards should be provided to the teachers.

4. Since knowledge of human rights does not automatically translate into participation in
human rights activities and practice, school policies and gaps between theory and practice should
be reviewed and evaluated.

5. The ambivalence of teachers in teaching human rights should be looked into. Intensive
teacher training together with clear policies and administrative support should be put in place.

31
Reference

1. Ridley, Aaron. 1998. Beginning Bioethics. New York: St. Martin's Press.

2. Penslar, Robin L,. 1995. Research Ethics: Cases and Materials. Bloomington: Indiana
University Press.

3. "General Ethical Foundation." Online. Accessed February 17,

2002. http://stedwards.edu/urswery/norm.htm

4. "Ethical Principles." Online. Accessed February 17,

2002. http://peds.ufl.edu/ethics_course/Ethics,%20Ethical%20Principles.htm

5.MLA Style: "Human Rights First (HRF) ." Encyclopedia Britannica. Encyclopedia Britannica
Ultimate Reference Suite. Chicago: Encyclopedia Britannica, 2010.

6.APA Style: Human Rights First (HRF) . (2010). Encyclopedia Britannica. Encyclopedia
Britannica Ultimate Reference Suite. Chicago: Encyclopedia Britannica.

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