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Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
NEW CABALAN SENIOR HIGH SCHOOL
WEARING OF SCHOOL UNIFORM

AND SELF－ESTEEM OF NCSHS STUDENTS
Practical Research 2
MARK ARJON P. FERNANDEZ

JILLIAN MANA
NICOLE C. FLORES
KEN DUSTINE PERALTA
12- GAS (General Academic Strand)
SUSAN T LAXAMANA
Practical Research Teacher
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
The use of school uniforms is a common practice in public schools as it promotes a sense
of unity and discipline among students. Typically, school uniforms consist of a shirt, pants or
skirt, and a tie. The researchers aims to analyze the relationship between Wearing school uniform
and self-esteem of NCSHS students.
Since a considerable number of students are still not adhering to the school uniform
policy, it is prudent to wear them regardless of enforcement. Wearing a uniform epitomizes the
discipline and elegance that the institution stands for. However, if wearing full uniforms is not
feasible, an alternative option is available; white T-shirts and black pants. Nonetheless, many
students continue to flout this dress code by opting for clothing such as crop tops, skirts or pants.
According to Nathan, N., McCarthy, N., Hope, K. et al. (2021).The impact of school uniforms on
primary school student’s physical activity at school: outcomes of a cluster randomized controlled
trial. Shows that many students have difficulties on wearing uniforms in terms of Pysical Activity,
particularly among girls.
According to Underwood (2018), uniforms help students understand that they are part of a
community with rules that must be followed to achieve success and become a member of that
community. This sense of belonging can lead to increased school spirit and a stronger sense of
unity among students. The researcher argue that while freedom of choice is important for youth,
guidelines must be put in place to prohibit overly casual attire and promote social justice, thus
creating an environment conducive to academic achievement and learning.
Wearing uniforms in school can reduce distractions and help children focus on their
studies. When children are allowed to wear what they like, fashion trends and owning the latest
styles become a priority, which can negatively impact their academic progress. Uniforms
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eliminate this distraction and allow students to focus on their school status. Uniforms use as to
promote, equality, human rights, and student safety. Reidy J (2021)
This study purpose is to understand why students are reluctant to wear uniforms, whether
it is due to personal preference or external factors. It also seeks to identify if there is a relationship
between wearing school uniform and self-esteem of NCSHS students.
Statement of the Problem
This study aims to analyze the relationship between the wearing of school uniforms and
the self-esteem of students at New Cabalan Senior High School (NCSHS), specifically, it seeks to
answer the following questions.
1. Demographic profile of the respondent’s;
1. Gender;
2. Age; and
3. Strand?
2. How may the perception of students towards wearing of school uniform be described?
3. How may the self-esteem of students be described?
4. Is there a significant relationship between wearing of school uniforms and the self-
esteem of students?
5. What actions can be taken based on the findings of the study?
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Research Locale
The study will be conducted in New Cabalan Senior High School, a medium stand-alone
school located in Purok 2, Lopez Jaena Street, New Cabalan, Olongapo City. Under the capable
leadership of Mr. Albert A. Llego, the school exemplifies a commitment to academic excellence,
discipline, and holistic development. With its inclusive and supportive culture, New Cabalan
Senior High School fosters a strong sense of community, encouraging students to showcase their
talents, develop leadership skills, and build meaningful connections. By conducting the research
in this esteemed institution, the study aims to provide valuable insights that can further enhance
the school's academic environment, student behavior, and overall school climate, contributing to
the continuous growth and success of New Cabalan Senior High School.
Figure 1. Map of New Cabalan Senior High School
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Conceptual Framework
Input Process Output
Demographic profile;
 Age • Data Gathering

 Gender
 Strand • Survey
Students’ • Questionnaire
perception The impact of wearing
school uniforms and self-
Does school Statistical Tool esteem at NCSHS are
uniforms affect determined.
self-esteem  Frequency
 Percentage
Relationship  Weighted
between wearing Mean
school uniforms  Pearson r
and self-esteem
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Theoretical Framework
The research employs Symbolic Interactionism as its theoretical framework to delve into
the intricate connections between school uniforms and self-esteem among New Cabalan Senior
High School (NCSHS) students in the academic year 2023-2024. Symbolic Interactionism posits
that uniforms function as symbols influencing students' self-perception, group identification, and
social interactions within the school environment. These uniforms act as symbolic
representations, shaping students' sense of belonging, identity, and social relationships. By
utilizing this framework, the study aims to unravel how the symbolic significance of uniforms
affects students' perceptions of self, their interactions with peers and authority figures, and
ultimately, their self-esteem within the school context, providing insights into the symbolic nature
of school uniforms and their impact on students' perceptions and social dynamics.
Significance of the Study
Understanding the correlation between the utilization of school uniforms and the self-
esteem of students at New Cabalan Senior High School (NCSHS) during the academic year 2023-
2024 holds significant implications. This study's importance lies in its potential to offer
meaningful contributions and insights to various stakeholders involved in the educational
environment, excluding student behavior and school climate, focusing solely on self-esteem and
uniform impact. The potential benefits for each stakeholder group are outlined below:
Teachers. Enhanced student-teacher relationships: By fostering a sense of equality among

students, uniform policies can enable teachers to focus on students' academic progress and
individual qualities, facilitating improved rapport and interactions. The findings of this study can
aid teachers in implementing action research projects aimed at refining policies concerning school
uniforms.
Students. Cultivation of belongingness and identity: School uniforms have the potential to create
a shared identity among students, fostering a sense of unity and reducing socio-economic
disparities. Understanding the impact of uniforms on self-esteem can assist in mitigating truancy
and promoting a more secure learning environment.
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Guidance Counselors. Facilitated student engagement: Reduced distractions from clothing

through uniform policies might enhance student focus and participation in counseling sessions,
thereby optimizing guidance counselors' efforts in supporting student well-being.
Parents. Alleviation of financial burden: The implementation of school uniforms can ease
financial pressure on parents, eliminating the need for expenditure on expensive or trendy
clothing choices for their children.
Other Researchers. Enriched knowledge base: Investigating the nexus between school uniforms
and self-esteem contributes to the expanding body of research in education and psychology. It
also provides valuable insights into the psychological and sociological factors influencing student
behavior, offering a deeper understanding of the impact of clothing choices on students' self-
perception and confidence levels.
Scope and Delimitation
The scope of this study is confined to analyzing the relationship between the wearing of
school uniforms and the self-esteem of students at New Cabalan Senior High School (NCSHS)
exclusively. The research specifically focuses on analyzing the influence of school uniforms on
students' self-perception, confidence levels, and overall sense of identity concerning their self-
esteem during the academic year 2023-2024. To gather pertinent data, quantitative methods
involving surveys, interviews, and observational techniques will be utilized to explore the
perceived impact of school uniforms on the self-esteem of NCSHS students. The study strictly
concentrates on assessing the impact of school uniforms on students' self-esteem and does not
extend its investigation to encompass other aspects such as student behavior, school climate,
socioeconomic status, teaching methodologies, or parental involvement. It is crucial to
acknowledge that the findings of this research are applicable solely within the specific context of
New Cabalan Senior High School and may not be generalized to other educational institutions
due to the unique characteristics and setting of NCSHS.
Definition of Terms
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School Uniform. Operationally: Operationally, the term “school uniform” refers to the specific
standardized clothing items, such as shirts, trousers/skirts, and accessories, that students are
required to wear as part of their daily attire within the premises of NCSHS. From an operational
perspective, it focuses on the practical implementation and enforcement of the dress code policy
within the school.
- Conceptually: Conceptually, the term “school uniform” refers to a broader idea or concept of a
standardized attire that promotes a sense of unity, discipline, and equality among students. It
encompasses the underlying principles and objectives behind implementing a dress code policy,
emphasizing the values of uniformity and a sense of belonging within the school community.
Self-Esteem. Operationally: Operationally, “self-esteem” refers to the individual students’
subjective evaluation of their own worth and value within the context of NCSHS. It involves
assessing their beliefs, emotions, and attitudes towards their abilities, appearance, and overall
identity as influenced by the experience of wearing a school uniform.
- Conceptually: Conceptually, “self-esteem” refers to a psychological construct that encompasses
an individual’s overall perception of themselves. It focuses on their beliefs, emotions, and
attitudes towards their own worth and value, independent of any specific context such as wearing
a school uniform. This conceptual definition considers self-esteem as a broader aspect of an
individual’s well-being and identity formation.
CHAPTER II
Review of Related Literature
The relationship between the wearing of school uniforms and the self-esteem of students
has been a subject of interest within educational research. This review aims to explore and
synthesize existing literature that examines the impact of school uniforms on the self-esteem of
students attending NCSHS. By delving into the findings of these studies, this review seeks to shed
light on the potential connections between the wearing of school uniforms and the self-esteem
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experienced by students at NCSHS. Understanding this relationship can provide valuable insights
for teachers , students, guidance councelors, parents and future researchers, in assessing the
impact of school uniform policies on the psychological well-being and overall development of
students within the unique context of NCSHS. Through an analysis of the literature, this review
aims to contribute to the ongoing discussion surrounding the influence of school uniforms on
student self-esteem and inform decision-making regarding the implementation and potential
benefits of school uniform at NCSHS.
According to, Aaron B. Jones, Michael J. Richardson, Bryant T. Jensen & Erin F. Whiting
(2020) Perceptions of School Uniforms in Relation to Socioeconomic Statuses, the article
suggests that the impact of school uniforms on student behavior and school climate is influenced
by socioeconomic factors. It highlights the need for schools to consider the diverse perspectives
and experiences of their student body when implementing uniform policies. By understanding the
varying perceptions of uniforms based on socioeconomic status, schools can better address the
potential implications and tailor their policies to meet the needs of all students.
Another related study by Durisic (2022) explores the connection between school climate
and student behavioral problems, aligning with the topic at hand. The author emphasizes that the
school environment, including its climate and organization, plays a significant role in shaping
student behavior. The study highlights various indicators of a negative school climate, such as
vaguely defined rules, lack of motivation and monitoring by teachers, inadequate disciplinary
measures, and poor relationships with parents. Durisic underscores the importance of
school climate in both understanding and addressing behavioral problems, emphasizing its
potential to reduce and prevent such issues. This study provides valuable insights that can further
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contribute to the understanding of the impact of school climate on student behavior and its
implications for creating a positive and conducive learning environment.
The study conducted by Ansari, Shepard, and Gottfried (2022) delves into the ongoing
debate surrounding the impact of school uniform policies on student behavior. In order to
contribute new insights to this discussion, the researchers utilized nationally representative data
from the Early Childhood Longitudinal Study Kindergarten Class of 2011. The findings indicate
that, overall, students in schools with uniform policies did not exhibit better social skills,
internalizing or externalizing behavior, or school attendance compared to students in schools
without uniform policies. This held true for both public and private schools. However, there was a
suggestion that low-income students in schools with uniform policies demonstrated better school
attendance than their counterparts in schools without such policies. These findings shed light on
the nuanced relationship between school uniforms and student behavior, emphasizing the need for
further exploration and consideration of specific contexts and student populations.
Another study, "The Psychology of School Climate" by McGiboney (2023) is a

comprehensive book that examines the importance of school climate in fostering positive student
outcomes. The book provides a review of research from around the world, with over 600
references, making it a valuable resource for educators, psychologists, child advocates, and
researchers. It explores how a positive school climate contributes to students feeling connected
and engaged, highlighting the impact of social determinants on student lives and outcomes.
According to a study by Musu-Gillette, Zhang, Wang, Zhang, and Oudekerk (2017), the
percentage of schools with such policies increased from 12 percent to 20 percent between 2000
and 2014. Ongoing research on school uniforms is particularly relevant for middle-grade students,
as
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young adolescents are especially susceptible to perceptions about clothing. The authors
emphasize that there is policies increased between 2000 and 2014 on students perception in
school uniform.
One related article by Johanna, Reidy. (2021). “Reviewing School Uniform through a
Public Health Lens: Evidence about the Impacts of School Uniform on Education and Health”
explores the role of public health in the discussion surrounding school uniform policies. It
highlights the potential contributions of public health perspectives to the debates and rationales
surrounding the use of uniforms. The review provides an overview of existing research on school
uniforms, examining their impact on academic performance, social dynamics, student behavior,
and overall school climate. It also addresses the influence of uniforms on body image, self-
esteem, and psychological well-being. The article emphasizes the need for further research in this
area, particularly studies that examine long-term effects and consider diverse perspectives and
experiences. By promoting evidence-based approaches, the article aims to ensure the well-being
and holistic development of students in educational settings.
Another comprehensive study was conducted by Rachel Baumsteiger, Jessica D.

Hoffmann, Ruth Castillo-Gualda, and Marc A. Brackett to investigate the impact of RULER, an
evidence-based approach to social and emotional learning, on school climate. The study examined
various dimensions of school climate, including teaching quality, student relationships, adult
relationships, student-adult relationships, discipline, support for social learning, student voice,
respect for diversity, and overall school satisfaction.
More over, another related study by, Constanza, González., Jorge, J., Varela., Paulina, A.,
Sánchez., Francisca, Venegas., Pablo, De, Tezanos-Pinto. (2021). “Students’ Participation in
School and its Relationship with Antisocial Behavior, Academic Performance and Adolescent
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Well-Being. Child Indicators Research”. Emphasized the importance of student participation in

schools. They suggest that student involvement not only benefits civic development and prosocial
behaviors but also has potential effects on academic performance, prevention of antisocial
behaviors, and subjective well-being. Through their study, they found that student
participation, particularly the perception of being listened to by school authorities and having the
power to define norms of coexistence, was associated with higher academic achievement, reduced
antisocial behavior, and increased student life satisfaction. These findings underscore the
significance of promoting student engagement and genuine participation in educational settings
for creating a positive and inclusive learning environment.
The authors, Marisa E. Marraccini, Yumeng Fang, Sharon P. Levine, Andrew Chin, and
Cari Pittleman, conducted a systematic review and ecological content analysis to measure student
perceptions of school climate. They emphasize the importance of assessing and monitoring school
climate to enhance positive student outcomes and mitigate risk behaviors. Their review identifies
research-based instruments that measure student perceptions of school climate, evaluating their
content and psychometric properties. The findings provide guidance to school professionals for
instrument selection. The study is published in the School Mental Health journal (Marisa et al.,
2020). Futhermore, according to Jenna Howard Terrell, Christopher C. Henrich, Amanda Nabors,
Kathryn Grogan, and Joseph McCrary (2020) they discuss the conceptualization and measurement
of safe and supportive schools in their paper published in Contemporary School Psychology. The
authors highlight a collaborative partnership between a large urban school district and researchers
to develop a process for assessing school climate and supporting school safety efforts. They
employ a comprehensive framework that encompasses various aspects, including physical safety,
staff and student connectedness, emotional safety, physical environment, engagement, and norms
and policies. The researchers utilize existing school-level data collected by the state and the
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district to create a standardized measurement model. They emphasize the importance of

communication and consultation with district and school staff to employ data-driven strategies for
improving school safety. The paper offers a valuable methodological description of identifying
and utilizing school-level data, ultimately contributing to the enhancement of safe and supportive
schools.
A study by, McSharry (2023) examines the role of school uniforms in Ireland, specifically
focusing on the intersection of religion, class, and gender. The study explores how school
uniforms reflect and reinforce social hierarchies and identities within the Irish education system.
Wise and Hackett (2023) investigate the inculcative power of Australian cadet corps
uniforms during the 1900s and 1910s. The study highlights the importance of uniforms in
fostering a sense of national identity, discipline, and responsibility among middle-class students
attending private schools in Sydney.
Olsson and Shanks (2022) analyze the relationship between school uniform policies and
employability from the perspective of projecting the employer’s gaze. The study examines how
school uniforms shape perceptions of professionalism and prepare students for future
employment.
Ellis, Gage, Kramer, Baton, and Angelosante (2022) discuss the impact of school uniform
policies on rural special education. The study explores the experiences and perspectives of
students, parents, and educators regarding the implementation of school uniform policies in rural
areas.
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Sunaeva, Sunaeva, Gordeeva, Gerasimenko, and Moskovskaia (2020) provide a scientific

and practical justification for designing school uniforms. The research focuses on the
development of school uniform designs that consider both aesthetic and functional aspects, with
the aim of enhancing the overall educational environment.
Xia, Diamond, Peaslee, Peng, Blum, Wang, and Venier (2022) investigate the presence of
per- and polyfluoroalkyl substances (PFAS) in North American school uniforms. The study
assesses the potential health and environmental risks associated with the use of PFAS-treated
textiles in school uniforms.
Shanks (2020) presents a policy briefing on the affordability of secondary school uniforms
in Scotland. The study examines the financial implications and challenges faced by families in
meeting the costs of school uniforms, highlighting the potential impact on educational equity.
Stacy (2013) explores the perceptions of high school students regarding the impact of a
school uniform policy. The study investigates students’ experiences of wearing uniforms, their
attitudes towards the policy, and the perceived effects on discipline, self-expression, and a sense
of belonging.
In conclusion, wearing of school uniforms and the self-esteem of NCSHS students

provides valuable insights into the potential impact of school uniform policies on student well-
being. The findings suggest that the wearing of school uniforms at NCSHS may have both
positive and negative effects on student self-esteem. On one hand, uniforms can promote a sense
of unity, equality, and belonging among students, potentially enhancing their self-esteem by
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fostering a positive social environment. Uniforms can also alleviate the pressures associated with
clothing choices and reduce instances of bullying or discrimination based on attire, contributing to
a more positive self-perception. On the other hand, some studies suggest that strict uniform
policies may lead to feelings of resentment or decreased self-expression, potentially impacting
self-esteem negatively. It is crucial to consider the individual experiences, attitudes, and
perceptions of students at NCSHS in understanding the complex relationship between school
uniforms and self-esteem. Further research is needed to explore the specific mechanisms and
contextual factors that influence this relationship within the unique setting of NCSHS. By
considering the insights gained from this review, educational stakeholders at NCSHS can make
informed decisions regarding school uniform policies, striving to create an environment that
nurtures positive self-esteem and supports the holistic development of their students.
CHAPTER 3
RESEARCH METHODOLOGY
The research methodology employed in this study aims to analyze the relationship
between the wearing of school uniforms and the self-esteem of students at NCSHS. By utilizing a
systematic and rigorous approach, this research seeks to provide a comprehensive understanding
of how school uniform policies impact the self-esteem of students within the unique context of
NCSHS. This section outlines the research design, data collection methods, and data analysis
techniques utilized in this study, highlighting the steps taken to ensure the validity and reliability
of the findings. By employing a robust research methodology, this study aims to contribute to the
existing body of knowledge on school uniform policies and their potential influence on student
self-esteem, providing valuable insights for educational practitioners and stakeholders at NCSHS.
Research Design
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The correlational method was used in this study. It is used to measure the relationships
between the variables. Correlational research is useful in predicting events and figuring out the
frequency and links between variables, but it necessitates caution in both methodology and data
processing. A correlational study seeks to ascertain relationships between two or more variables.
Simply put, it examines whether an increase or decrease in one variable corresponds to an
increase or decrease in another variable (Tan, L. Y. C. 2014).
Research Locale
The study will be conducted in New Cabalan Senior High School, a medium stand-alone
school located in Purok 2, Lopez Jaena Street, New Cabalan, Olongapo City. Under the capable
leadership of Mr. Albert A. Llego, the school exemplifies a commitment to academic excellence,
discipline, and holistic development. With its inclusive and supportive culture, New Cabalan
Senior High School fosters a strong sense of community, encouraging students to showcase their
talents, develop leadership skills, and build meaningful connections. By conducting the research
in this esteemed institution, the study aims to provide valuable insights that can further enhance
the school's academic environment, student behavior, and overall school climate, contributing to
the continuous growth and success of New Cabalan Senior High School
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Figure 1. Map of New Cabalan Senior High School
The Respondents
The participants for this study will be the senior high school students who will be wearing
uniforms at New Cabalan Senior High School throughout the academic year 2023-2024. The
selection of participants will follow purposive sampling, wherein students meeting specific
criteria, such as being enrolled in Grade 11 and wearing uniforms, will be included in the study.
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STRAND MALE FEMALE TOTAL SAMPLE SIZE

ABM 9 17 26 13.8=14
HUMMS-A 18 24 42 22.3=22
HUMMS-B 17 27 44 23.3=23
HUMMS-C 18 24 42 22.3=22
COMBO 2-A 16 9 25 13.2=13
COMBO 2-B 13 12 25 13.2=13
COMBO-1 8 18 26 13.8=14
EIM 29 2 31 16.4=16
ICT-A 35 10 45 23.8=24
ICT-B 25 8 33 17.5=18
TOTAL 188 151 N=339 n=179+1=180
The most commonly used way to get the sample size is Slovin`s formula, in symbol:
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Where:
n= sample size
N= population size
e= desired margin of error
Sampling Technique
The sampling technique used in this study would be purposive sampling. Purposive sampling
involves the selection of participants who meet specific criteria relevant to the research question.
In this case, the Grade 11 students who wear uniforms would be selected as respondents.
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Part I. Demographic Profile of the Respondents
Instructions: Kindly fill out the form and mark a check (/) next to your most honest
answers. All of your responses are crucial to the success of our research. Thank
you!
Name: (Optional) Sex: Male Female
Strand: ABM COMBO 1 ICT Age: 15-17 years old
HUMSS COMBO 2 EIM 18-20 years old
21 years old and above
Perception of Students in Wearing School Uniform
Now, thinking about student uniforms, rate your level of agreement: 4 - Strongly agree, 3 - Agree,
2 - Disagree, and 1 - Strongly Disagree.
Adapted from Andrew Yoxsimer (2015)
(Strongly agree) (Agree) (Disagree) (Strongly Disagree)

4 3 2 1
Indicators
1. Uniforms have reduced

behavior problems at
my school
2. Now that I wear a
uniform, students treat
me better than before.
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3. Now that I wear a

uniform, teachers treat
me better than before.
4. I think most students
like wearing uniforms.
5. I get teased because of
my uniform.
6. I still have my identity
when I wear a uniform.
7. I feel more comfortable
at school because I
wear a uniform.
8. My school is safer
because we wear
uniforms.
9. I feel safer wearing a
uniform at school.
10. My family likes that I
wear a uniform to
school.
11. With the uniforms,
there are fewer
distractions at school.
12. With the uniforms,
there are fewer
problems at school.
13. With a uniform. I
worry less about my
appearance at school.
14. With a uniform, I
worry less about how
others look at school.
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15. With a uniform, I can

focus more on learning
in school.
16. Wearing a uniform
makes me feel equal to
other students.
17. Wearing a uniform
makes me feel more
confident at school.
18. It would be a good idea
for students to continue
wearing uniforms.
19. I think uniforms help
our school look better.
20. I think uniforms help
our school succeed
Self Esteem of Respondents
Instructions: Below is a list of statements dealing with your general feelings about
yourself. If you strongly agree, (4). If you agree with the statement, (3). If you
disagree, (2). If you strongly disagree, (1).
Adopted from Jennifer Rodriguez (2005)
Indicators (Strongly Agree) (Agree) (Disagree) (Strongly Disagree)
4 3 2 1
1. On the whole, are

you satisfied with
yourself?
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2. At times, do you
think you are no
good at all?
3. Do you feel that you
have a number of
good qualities?
4. Do you believe that
you are able to do
things as well as
most other people?
5. Do you feel that you
do not have much to
be proud of?
6. Do you sometimes
feel useless?
7. Do you consider
yourself a person of
worth, at least on an
equal plane with
others?
8. Do you wish you
could have more
respect for
yourself?
9. All in all, do you
feel inclined to
believe that you are
a failure?
10. Do you take a
positive attitude
toward yourself?
Data Gathering
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Data will be collected using the structured survey questionnaire administered to the selected
Grade 11 students who wear uniforms. The questionnaire will be distributed during a designated
time, ensuring that participants have sufficient time to complete it. The researcher or trained
assistants will be present to provide instructions, clarify any doubts, and address any concerns
raised by the respondents. The data collection process will be conducted in a conducive and
confidential environment to encourage honest and accurate responses.
Data Processing and Statistical Treatment
The collected data will be analyzed using Pearson Correlation Coefficient (r).
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1. Mean is calculated using this formula
Where:
X=mean
∑×= the sum of all scores
N= the number of cases
2. Percentage- The technique used to convey proportions, ratios, or fraction with respect to a
whole, with 100 acting as denominator.
Percentage is calculated using the formula:
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Where:
P= Percentage
ƒ- Frequency
n- Total number of respondents
100- Constant value
3. Frequency- It allows the researcher to have a glance at the entire data conveniently. It shows
whether the observation are high and low and whether they are concentrated in one area or spread
out across the entire scale.
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4.Weighted mean- will be calculated using this formula
Table 2
Point Point Scale Interpretation Verbal Interpretation
4 3.28-4.00 Strongly Agree Very Acceptable
3 2.58-3.27 Agree Acceptable
2 1.76-2.57 Disagree Unacceptable
1 1.00-1.75 Strongly Disagree Very Unacceptable
Numerical Weight for the wearing of school uniform.
Table 3:
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Numerical Weight for the self-esteem of students.
Point Point Scale Interpretation Verbal Interpretation
4 3.28-4.00 Strongly Agree Very High Self-Esteem
3 2.58-3.27 Agree High Self-Esteem
2 1.76-2.57 Disagree Low Self-Esteem
1 1.00-1.75 Strongly Disagree Very Low Self-Esteem
Chapter IV
Data Analysis and Interpretation
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In Chapter 4 of research, data analysis and interpretation play a vital role. This step
involves analyzing the collected data, finding patterns and relationships, and drawing meaningful
conclusions. It helps answer research questions, validate hypotheses, and achieve the study's
objectives.
Demographic profile of the respondent’s;
Table 1: Gender
Gender Frequency Percentage
Male 52 39%
Female 80 61%
Total 132 100%
Table 1 shows the gender of the respondents which are 52 males and 80 females. This
indicates that there are 80 females, constituting 60.60% of the group, which is the highest
percentage, while there are 52 males, making up 39.4%, which is the lowest percentage.
This suggests that the female population is larger than the male population in this group. It
implies that, this gender distribution suggests that a larger proportion of females in the group are
likely to be wearing school uniforms compared to males. According to the Canadian Institutes of
Health Research, gender refers to the socially constructed roles, behaviors, expressions, and
identities of girls, women, boys, men, and gender diverse individuals. It encompasses how people
perceive themselves and others, how they behave and interact, and the distribution of power and
resources in society. Gender identity is not limited to a binary concept of being either a
girl/woman or a boy/man. It exists on a continuum and can evolve over time. The socially
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constructed roles, behaviors, expressions, and identities associated with gender can influence how
individuals perceive themselves and others. This includes how they feel about their appearance
and how they are perceived by their peers. Wearing school uniforms can play a role in shaping
these perceptions and, consequently, impact student self-esteem.
According to Mimmo (2012), gender can significantly influence students' attitudes

towards wearing school uniforms. Research has indicated that gender plays a role in how students
perceive and respond to uniform policies.
Studies have shown that girls tend to exhibit more positive attitudes towards school
uniforms compared to boys. Girls often view uniforms as a means to foster equality, reduce social
comparisons, and cultivate a sense of belonging and identity within the school community. On the
other hand, boys may be more inclined to express negative attitudes towards uniforms, perceiving
them as restrictive or as limiting their individuality.
However, it's important to recognize that attitudes towards school uniforms can vary
greatly among individuals, irrespective of gender. Factors such as personal preferences, cultural
backgrounds, and individual experiences can also significantly influence how students perceive
and respond to uniform policies.
Understanding the role of gender in shaping students' attitudes towards school uniforms
can assist educators and policymakers in tailoring their approaches to address concerns and
promote acceptance among all students. It emphasizes the significance of considering diverse
perspectives and developing inclusive uniform policies that cater to the needs and preferences of
all students, regardless of their gender.
30
Region III
Table 2. Age Range of the Respondents
Age Range Frequency Percentage
15-17 115 87%
18-20 14 11%
21 and above 3 2%
Total 132 100%
Table 2 shows the age range of respondents, ranging from 15 as the minimum age up to
21 and above.
Specifically falling within the 15-17 age range (115), accounting for 87.12% of the
total. This is followed by the 18-20 age range (14) representing 10.60%. As the age range
increases, the number of respondents gradually decreases, with the smallest group being
those aged 21 and above (3), constituting 2.27%.
Therefore, it implies that the majority of respondents are teenagers, suggests that the
findings may be more applicable to understanding the relationship between school uniforms and
self-esteem within the teenage demographic. Since teenagers make up the largest portion of the
respondents, the study’s conclusions are likely to reflect their experiences and perspectives more
significantly compared to older age groups.
A study by Agarwal (2015) titled "Effects of School Uniform on Student's Achievement,

Behaviour, and Attendance in Government School of Odisha: A Case Study of Sundergarh
District."
31
Region III
Agarwal's study specifically examines the effects of school uniforms on students in

government schools in the Sundergarh district of Odisha. By focusing on a specific region and
educational setting, the study provides valuable insights into how age may impact students'
attitudes towards uniforms.
In the context of Agarwal's study, age can play a significant role in shaping students'
perceptions of and responses to school uniforms. Younger students may be more accepting of
uniforms as they are less concerned about individuality and more focused on fitting in with their
peers. On the other hand, older students, particularly adolescents, may have a stronger desire for
self-expression and may be more likely to question or resist uniform policies.
By examining the effects of uniforms on student achievement, behavior, and attendance,
Agarwal's study helps us understand how age may interact with these outcomes. It provides
insights into how different age groups within the Sundergarh district respond to and are
influenced by school uniforms.
Therefore, when considering the influence of age on attitudes towards school uniforms,
the study by Agarwal (2015) offers specific insights into the effects of uniforms on students in
government schools in the Sundergarh district of Odisha. It enhances our understanding of how
age can shape students' perceptions and responses to uniform policies in that particular context.
32
Region III
Table 3. Strand of the respondents
Strand Frequency Percentage
ABM 14 10.60
HUMMS-A 12 9.09
HUMMS-B 11 8.33
HUMMS-C 13 9.85
COMBO 2-A 15 11.36
COMBO 2-B 11 8.33
COMBO-1 18 13.64
EIM 20 15.15
ICT-A 10 7.58
ICT- B 8 6.06
Total 132 100
Table 3 shows the strand of the respondents it displays the distribution of

respondents across various academic strands, each represented as a percentage of the total.
It indicates that EIM, has the highest proportion of respondents at 15.15%,

followed closely by COMBO-1 with 13.64%. Conversely, ICT-B has the lowest
representation at 6.06%. These percentages offer insight into the relative popularity or
enrollment rates of different academic programs among the surveyed respondents. It
33
Region III
implies that there is a varying level of interest or enrollment rates among the surveyed
respondents across different academic strands.
Specifically, EIM appears to be the most preferred or popular choice among the
respondents, while ICT-B has the lowest representation. This suggests potential
differences in perceived value or attractiveness of these academic programs among the
surveyed population."
Table 3: Perception of Students in Wearing School Uniform
Indicators WX DR
1. Uniforms have reduced behavior problems at my school 2.52 Agree

2. Now that I wear a uniform, students treat me better than 2.60 Agree
before.
3. Now that I wear a uniform, teachers treat me better than 2.76 Agree
before.
4. I think most students like wearing uniforms. 2.97 Agree

5. I get teased because of my uniform. 2.02 Disagree
6. I still have my identity when I wear a uniform. 3.03 Agree
7. I feel more comfortable at school because I wear a 3.19 Agree
uniform.
8. My school is safer because we wear uniforms. 3.11 Agree

9. I feel safer wearing a uniform at school. 3.06 Agree
10. My family likes that I wear a uniform to school. 3.40 Strongly Agree
11. With the uniforms, there are fewer distractions at school. 2.61 Agree
12. With the uniforms, there are fewer problems at school. 2.39 Disagree
13. With a uniform. I worry less about my appearance at 2.70 Agree
school.
14. With a uniform, I worry less about how others look at 2.84 Agree
school.
34
Region III
15. With a uniform, I can focus more on learning in school. 2.81 Agree
16. Wearing a uniform makes me feel equal to other students. 2.90 Agree
17. Wearing a uniform makes me feel more confident at 3.06 Agree
school.
18. It would be a good idea for students to continue wearing 3.44 Strongly Agree
uniforms.
19. I think uniforms help our school look better. 3.36 Strongly Agree
20. I think uniforms help our school succeed 2.99 Agree
Overall WX 2.89 Agree
Table 3 illustrates students’ perceptions regarding wearing school uniforms with 20

statement with the overall weighted mean stands at 2.89, which are agree indicating acceptable
interpretation.
This suggests that students believe uniforms offer several positive impacts, including a
reduction in behavior problems, improved treatment from peers and teachers, increased comfort
and safety, and a sense of identity. Moreover, students feel that uniforms aid in maintaining focus
on learning and contribute to fostering a better overall school environment.
The statement garnering the highest average response is statement 18, “It would be a good
idea for students to continue wearing uniforms,” with a total weighted mean of 3.44, indicating a
strongly agree which is very acceptable interpretation. This suggests that a significant portion of
the student population supports the continuation of school uniform policies, perceiving benefits
such as fostering unity, discipline, or equality within the school community.
Conversely, the lowest average response pertains to statement 5, “I get teased because of
my uniform,” with a weighted mean of 2.02, signaling a disagree which is unacceptable
interpretation. This implies that most students do not perceive themselves as being teased due to
wearing school uniforms. This could indicate that either uniform-related teasing is not widespread
35
Region III
among the surveyed student population or that students do not view uniform-related teasing as a
significant concern.
According to Mimmo (2012), the author acknowledges that the implementation of
mandatory school uniforms in public schools has faced resistance, despite research suggesting
that uniforms can improve the behavioral climate of a school. The author aims to explore the
attitudes and perceptions of students who have experienced school uniform policies compared to
those who have not.
These findings highlight the overall positive perception of uniforms among students, with
strong agreement towards the continuation of wearing uniforms and a disagreement regarding
being teased because of them.
Table 4: Self Esteem of Respondents
Indicators WX DR
1. On the whole, are you satisfied with yourself? 2.86 Agree
2. At times, do you think you are no good at all? 2.77 Agree
3. Do you feel that you have a number of good qualities? 2.73 Agree
4. Do you believe that you are able to do things as well as 2.83 Agree
most other people?
5. Do you feel that you do not have much to be proud of? 2.67 Agree
6. Do you sometimes feel useless? 2.88 Agree
7. Do you consider yourself a person of worth, at least on an 2.83 Agree

equal plane with others?
8. Do you wish you could have more respect for yourself? 3.27 Agree
9. All in all, do you feel inclined to believe that you are a 2.64 Agree
failure?
10. Do you take a positive attitude toward yourself? 3 Agree
Overall WX 2.85 Agree
36
Region III
Table 4 shows the self-esteem of respondents with the overall weighted mean 2.85 which
indicates agree response which is high self-esteem. Which means that students generally have a
positive perception of themselves, with agreement being the predominant response for all
statements.
The highest-rated statement is "Do you wish you could have more respect for yourself?"
3.27 with a strong agreement response indicating that high self-esteem. It implies that students
strongly desire to have more self-respect. This suggests that students value self-respect and
recognize its importance in their overall well-being.
On the other hand the lowest-rated statement is “All in all, do you feel inclined to believe
that you are a failure?” 2.6 with a weak agreement response indicating high self-esteem. It means
that the respondents generally do not feel inclined to believe that they are failures. This could
imply that the respondents have a relatively positive self-esteem or outlook on their own abilities
and worth, as they are less likely to endorse beliefs associated with failure or inadequacy.
Additionally, students generally take a positive attitude toward themselves, indicating that
they have a favorable view of their own capabilities and qualities. They express satisfaction with
themselves and believe that they possess good qualities. Although occasional moments of self-
doubt and feelings of being useless are present, overall, students consider themselves individuals
of worth and believe they can perform as well as others.
These findings suggest that students have a generally positive self-perception, highlighting
the importance of self-respect and a positive attitude in shaping their overall self-esteem and well-
being.
According to Nupur Srivastava and Shalini Agarwal (2013), self-esteem is a
multidimensional construct that encompasses various components such as self-worth, self-
acceptance, and self-confidence. It reflects an individual's overall evaluation of their own
worthiness and value.
37
Region III
The concept of self-esteem has been widely studied in psychology and has been found to
have a significant impact on various aspects of an individual's life, including their mental health,
relationships, and overall well-being. People with high self-esteem tend to have a positive
outlook, feel confident in their abilities, and have a greater sense of self-acceptance. On the other
hand, individuals with low self-esteem may struggle with feelings of inadequacy, self-doubt, and
a negative self-perception.
In their study, Srivastava and Agarwal aimed to explore the attitudes of respondents
towards themselves, which can provide insights into their level of self-esteem. By understanding
how individuals perceive themselves, researchers can gain a deeper understanding of the factors
that contribute to self-esteem and its implications for psychological well-being.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATION
This chapter offers a concise overview of the research findings, conclusions, and
recommendations derived from the investigation conducted by the researcher.
Summary of Findings
1.Profile of the respondents
Gender. There are 80 females, constituting 60.60% of the group, which is the highest
percentage, while there are 52 males, making up 39.4%, which is the lowest percentage.
Age. The majority of respondents fall within the 15-17 age range (115), accounting for
87.12% of the total. This is followed by the 18-20 age range (14) representing 10.60%. As
38
Region III
the age range increases, the number of respondents gradually decreases, with the smallest
group being those aged 21 and above (3), constituting 2.27%.
Strand. The majority are in EIM strand has the highest proportion of respondents at 20
(15.15%), followed closely by COMBO-1 with 18 (13.64%). COMBO 2-A has 15
respondents (11.36%), ABM has 14 respondents, accounting for 10.60% of the total.
HUMMS-C with 13 respondents (9.85%), HUMMS-A with 12 respondents (9.09%),
HUMMS-B with 11 respondents (8.33%), COMBO 2-B has 11 respondents (8.33%), ICT-
A with 10 respondents (7.58%), and ICT-B has the lowest representation at 8 (6.06%).
2. Perception of students
The students’ perceptions regarding wearing school uniforms with 20 statements with the
overall weighted mean stands at 2.89, which are agree indicating acceptable interpretation. This
suggests that students believe uniforms offer several positive impacts, including a reduction in
behavior problems, improved treatment from peers and teachers, increased comfort and safety,
and a sense of identity. Moreover, students feel that uniforms aid in maintaining focus on learning
and contribute to fostering a better overall school environment.
3. Self-esteem of students
The self-esteem of respondents with the overall weighted mean 2.85 which indicates agree
response which is high self-esteem. Which means that students generally have a positive
perception of themselves, with agreement being the predominant response for all statements.
4. Significant relationship between wearing of school uniforms and the self-esteem of

students
39
Region III
The study indicates a significant level of self-esteem among respondents, with an

overall weighted mean of 2.85, reflecting an agreeable response indicative of high self-
esteem. This implies that students possess a favorable perception of themselves, with
agreement being the prevalent response across all statements. These findings underscore a
notable relationship between the wearing of school uniforms and the self-esteem levels of
students.
References:
Aaron B. Jones, Michael J. Richardson, Bryant T. Jensen & Erin F. Whiting (2020)
Perceptions of School Uniforms in Relation to Socioeconomic Statuses, RMLE Online, 43:6, 1-
13,
Ansari, A., Shepard, M., & Gottfried, M. A. (2022). School uniforms and student
behavior: is there a link?. Early childhood research quarterly, 58, 278-286.
Durisic, M. (2022). School Climate and Student Behavioral Problems.
McGiboney, G. W. (2023). The psychology of school climate. Cambridge Scholars

Publishing.
Underwood, J. (2018). Under the law: School uniforms, dress codes, and free
expression: What’s the balance? Phi Delta Kappan, 99(6), 74–75. Web.
Nathan, N., McCarthy, N., Hope, K. et al.(2021). The impact of school uniforms on
primary school student’s physical activity at school: outcomes of a cluster randomized controlled
trial.
40
Region III
Reidy J (2021) Reviewing School Uniform through a Public Health Lens: Evidence
about the Impacts of School Uniform on Education and Health. Public Health Rev 42:1604212.
Stirratt, M. J., Meyer, I. H., Ouellette, S. C., & Gara, M. A. (2008). Measuring
identity multiplicity and intersectionality: Hierarchical classes analysis (HICLAS) of sexual,
racial, and gender identities. Self and Identity, 7(1), 89-111.
Jones, A. B., Richardson, M. J., Jensen, B. T., & Whiting, E. F. (2020). Perceptions
of school uniforms in relation to socioeconomic statuses. RMLE Online, 43(6), 1-13.
Johanna, Reidy. (2021). Reviewing School Uniform through a Public Health Lens:
Evidence about the Impacts of School Uniform on Education and Health.. Public health reviews,
42:1604212-.
Rachel, Baumsteiger., Jessica, D., Hoffmann., Ruth, Castillo-Gualda., Marc, A.,

Brackett. (2021). Enhancing school climate through social and emotional learning: effects of
RULER in Mexican secondary schools. Learning Environments Research, 1-19.
Constanza, González., Jorge, J., Varela., Paulina, A., Sánchez., Francisca,

Venegas., Pablo, De, Tezanos-Pinto. (2021). Students’ Participation in School and its
Relationship with Antisocial Behavior, Academic Performance and Adolescent Well-Being. Child
Indicators Research, 14(1):269-282.
Marisa, E., Marraccini., Yumeng, Fang., Sharon, P., Levine., Andrew, Chin., Cari,
Pittleman. (2020). Measuring Student Perceptions of School Climate: A Systematic Review and
Ecological Content Analysis. School Mental Health, 12(2):195-221.
Jenna, Howard, Terrell., Christopher, C., Henrich., Amanda, Nabors., Kathryn,

Grogan., Joseph, McCrary. (2020). Conceptualizing and Measuring Safe and Supportive Schools..
Contemporary School Psychology, 24(3):327-336.
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McSharry, M. (2023). School Uniforms in Ireland: The Intersection of Religion,

Class and Gender. In: Shanks, R., Ovington, J., Cross, B., Carnarvon, A. (eds) School Uniforms.
The Cultural and Social Foundations of Education. Palgrave Macmillan, Cham.
Wise, N., & Hackett, L. J. (2023). The Inculcative Power of Australian Cadet
Corps Uniforms in the 1900s and 1910s. M/C Journal, 26(1).
Olsson, A., & Shanks, R. (2022). Employability and school uniform policies:
Projecting the employer’s gaze. Childhood, 29(4), 628-645.
Ellis, Kaci; Gage, Nicholas A.; Kramer, Dennis; Baton, Emily; Angelosante,
Courtney – Rural Special Education Quarterly, 2022
Sunaeva, S. G., Sunaeva, G. G., Gordeeva, T. A., Gerasimenko, I. I., &

Moskovskaia, I. A. (2020). Scientific and practical justification of designing school uniform. In
SHS Web of Conferences (Vol. 79, p. 03007). EDP Sciences.
Xia, C., Diamond, M. L., Peaslee, G. F., Peng, H., Blum, A., Wang, Z., … &
Venier, M. (2022). Per-and polyfluoroalkyl substances in North American school uniforms.
Environmental Science & Technology, 56(19), 13845-13857.
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Policy briefing.
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School Uniform Policy.
Tan, L. Y. C. (2014). Correlational study.
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Mimmo, Jonathan, “Student perceptions of school uniforms: a comparative study

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District. MA thesis.
43

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Republic of the Philippines

WEARING OF SCHOOL UNIFORM

MARK ARJON P. FERNANDEZ

12- GAS (General Academic Strand)

Statement of the Problem

1. Demographic profile of the respondent’s;

3. How may the self-esteem of students be described?

5. What actions can be taken based on the findings of the study?

Figure 1. Map of New Cabalan Senior High School

Input Process Output

 Age • Data Gathering

Teachers. Enhanced student-teacher relationships: By fostering a sense of equality among

Guidance Counselors. Facilitated student engagement: Reduced distractions from clothing

Another study, "The Psychology of School Climate" by McGiboney (2023) is a

Another comprehensive study was conducted by Rachel Baumsteiger, Jessica D.

Well-Being. Child Indicators Research”. Emphasized the importance of student participation in

district to create a standardized measurement model. They emphasize the importance of

Sunaeva, Sunaeva, Gordeeva, Gerasimenko, and Moskovskaia (2020) provide a scientific

In conclusion, wearing of school uniforms and the self-esteem of NCSHS students

Figure 1. Map of New Cabalan Senior High School

STRAND MALE FEMALE TOTAL SAMPLE SIZE

e= desired margin of error

Part I. Demographic Profile of the Respondents

Name: (Optional) Sex: Male Female

Strand: ABM COMBO 1 ICT Age: 15-17 years old

HUMSS COMBO 2 EIM 18-20 years old

21 years old and above

Perception of Students in Wearing School Uniform

Adapted from Andrew Yoxsimer (2015)

(Strongly agree) (Agree) (Disagree) (Strongly Disagree)

1. Uniforms have reduced

3. Now that I wear a

15. With a uniform, I can

Self Esteem of Respondents

Indicators (Strongly Agree) (Agree) (Disagree) (Strongly Disagree)

1. On the whole, are

Data Processing and Statistical Treatment

1. Mean is calculated using this formula

∑×= the sum of all scores

N= the number of cases

Percentage is calculated using the formula:

n- Total number of respondents

100- Constant value

4.Weighted mean- will be calculated using this formula

Point Point Scale Interpretation Verbal Interpretation

4 3.28-4.00 Strongly Agree Very Acceptable

3 2.58-3.27 Agree Acceptable

2 1.76-2.57 Disagree Unacceptable

1 1.00-1.75 Strongly Disagree Very Unacceptable

Numerical Weight for the wearing of school uniform.

Numerical Weight for the self-esteem of students.

Point Point Scale Interpretation Verbal Interpretation

4 3.28-4.00 Strongly Agree Very High Self-Esteem

3 2.58-3.27 Agree High Self-Esteem

2 1.76-2.57 Disagree Low Self-Esteem

1 1.00-1.75 Strongly Disagree Very Low Self-Esteem

Demographic profile of the respondent’s;

Gender Frequency Percentage

Total 132 100%