A STUDY

ON THE DRESS CODE

OF THE STUDENTS
*DENNY ROSE B. BONGNGAT*
SAGUN, MARK JOSHUA
OYAM, CHRIZEL
SIAZON, EUGENE
 Chapter I
Background of the Study
The decision to adopt a uniform
policy is made by the states, local
school districts and individual schools.
School uniforms can be mandatory or
non-mandatory/ voluntary. It is up to
the school district to determine which
uniform policy it plans to have.
Review of Related Literature
• According to Morris (2005), dress
code helped to increase racial
inequality rather than to decrease the
inequalities.
• According to Cohn (1996), A uniform
policy can promote the safety issues
we all fear by allowing school officials
to more easily recognize intruders in
the school.
Review of Related Literature
• According to Lumsden (2001), the
way a student dresses can have an
impact on school safety, academic
success and create a positive and
productive learning environment.
 Statement of the Problem
• Specifically, it sought answers to the
following questions:

1. What is the profile of the respondents

when grouped to:
1.1 Age 1.2Sex 1.3Strand

2. What is the level of perceptions of the

students on the dress code?
 Statement of the Problem
3. Is there a significant difference on the
level of perceptions of the students
regarding dress codes when group
according to:
3.1Age 3.2Sex 3.3Strand
 Chapter II
Research Design and Tools
• Descriptive - Comparative
Research Design
• Stratified Random Sampling
• Survey Questionnaire
 Data Analysis
Inferential Statistics
Frequency
Weighted Mean
T-Test
F-Test
Condition Decision
p.value > 0.05 Accept HO
p.value ≤ 0.05 Reject HO
ARBITRA
STATISTICAL DESCRIPTIVE SYMBO
RY
LIMITS EQUIVALENT L
VALUES
4 3.26-4.00 Strongly Agree SA
3 2.51-3.25 Agree A
2 1.76-2.50 Disagree D
1 1.1-1.75 Strongly Disagree SD
 Table 1.1 Profile of the respondents when
grouped according to age.

Valid Cumulativ
Age Frequency Percent
Percent e Percent
16-17
8 29.6 29.6 29.6
years old
18-19
18 66.7 66.7 96.3
years old
20 and
1 3.7 3.7 100.0
above
Total 27 100.0 100.0
 Table 1.2. Profile of the respondents when grouped
according to sex

Valid Cumulative
Sex Frequency Percent
Percent Percent

Male 11 40.7 40.7 40.7

Female 16 59.3 59.3 100.0

Total 27 100.0 100.0

Table 1.3 Profile of the respondents when grouped
according to strand.
Valid Cumulative
Strand Frequency Percent
Percent Percent

GAS 9 33.3 33.3 33.3

STEM 9 33.3 33.3 66.7

HUMMS 9 33.3 33.3 100.0

Total 27 100.0 100.0

 Table 2 Level of the Perceptions of Students on the Dress
Code
Student’s Perceptions Mean Description

Parents can meet expenses for new dresses

rather than paying for uniform and other 2.52 Agree
expenses.
Different style of clothes may distract students
Strongly
during the lesson rather than listening to their 3.30
Agree
teacher.
Teachers may spend their time checking
Strongly
student's clothes during lesson rather than 3.30
Agree
teaching.
General Weighted Mean 2.86 Agree
 Table 3 ANOVA table on the significant difference on the
Level of Perceptions of the Students towards Dress Code
when they are grouped as to Age.

Source of Sum of Mean

Df F p-value
Variation Squares Square

Between
0.581 2 0.291 2.040 .152
Groups

Within Groups 3.420 24 0.143

Total 4.002 26
 Table 4 Summary of the Level of the
Perceptions of the Students on the Dress
Code as to Sex

Sex Mean Description

Male 2.99 Agree
Female 2.77 Agree
 Table 5. T-Test table on the significant difference
on the Level of the Perceptions of the Students on
the Dress Code as to Sex

Independent Samples t-test for Equality of Means

Test
T Df p-value

Equal variances
1.475 25 0.153
assumed
Equal variances not
1.361 15.669 0.193
assumed
 Table 6 ANOVA table on the significant difference on
the Level of Perceptions of the Students towards
Dress Code when they are grouped as to Strand.

Source of Sum of Mean

Df F p-value
Variation Squares Square
Between
.270 2 .135 .869 .432
Groups

Within Groups 3.731 24 .155

Total 4.002 26
 Conclusions
The conclusion arrived based at the results of the
study, the following conclusion were dawn:
• The researchers concluded that respondents 18-19
years old has the highest frequency in terms of Age and
female in terms of Sex.
• Agree
• There is no significant difference on the Level of
Perceptions of the Students towards Dress Code when
they are grouped as to Age and Sex.
 Recommendations
• Studies could be conducted in high schools to
investigate parent's perceptions of student safety and
academic engagement while at school. This may
assist in determining if other factors such as parental
involvement have a greater influence on academic
engagement and safety as oppose to school
uniforms.
• Studies could be conducted in high schools to
investigate teacher's and administrator's perceptions
of student safety and academic engagement while at
school. This may assist the school system in
providing effective and efficient alternatives to
ensuring the safety of students. It may also assist in
developing and/or adopting certain reforms that will
increase academic engagement.
 References
• Anderson, W. (2002). School dress codes and uniform policies.
Policy Report (4), 120.
• Brunsma, David L. (2004) The School Uniform Movement and What
it Tells us about American Education: A Symbolic Crusade,
ScarecrowEducation
• Brunsma, D. L., & Rockquemore, K. (1998). Effects of Student
Uniforms on Attendance, Behavior Problems, Substance Abuse,
and Academic Achievement. The Journal of Education
Research, 92(1), 53-62
• Cohn, A. (1996, February). Mandatory school uniforms.
• Dussel, I. (2005). When appearances are not deceptive: A
comparative history of school uniforms in Argentina and the
United States. Paedogogica Historica, 41, 179-195.
• Gustafsson, Johan. (2008), Är skoluniform sweet
eller skit?,Högskolan i Kalmar.
• Hanson, M. B. (1996, August 26). Kids choose dress
blues? Insight on the News, 12,42-43.
• LaPoint, V., Hollman, L., & Alleyne, S. (1993,
March). Dress codes and uniforms in urban
schools. Education Digest 32-35.
• Lumsden, L. (2001). Uniforms and dress-code
policies. (ERIC Document Reproduction Service
No. ED 454 568).
• N.Y.C. may require uniforms in elementary schools.
(1997, March 9). Democrat and Chronicle. 28.
• Polacheck, K. (1996).Uniforms help solve many
school problems. Long Beach Press.
• Website:http://www.lbusd.kl2.ca.us/.
• Synott, J., & Symes, C. (1995). The genealogy of
the school: An iconography of badges and
mottoes. The British Journal of Sociology of
Education, 16, 139-152.
• Wade, K.K., & Stafford, M.E. (2003). Public school
uniforms: Effect on perceptions of gang
presence, school climate, and student self-
perceptions. Education and Urban Society,
35(4), 399-420.
• Yeung, R. (2009). Are school uniforms a good fit?
Results from the ECLS-K and NELS.
Educational Policy, 23(6), 847-874. Retrieved
from http://www.online.sagepub.com
THANK
YOU