CHAPTER I BACKGROUND OF THE STUDY
This section includes the historical and contextual background of the study, the statement of the problem, hypotheses, significance of the study, scope and limitations, theoretical/conceptual framework, and definition of terms.
HISTORICAL BACKGROUND
Many parents are concerned about the safety of their child on a college campus away from home.The safety of college campuses has become an issue of widespread concern in recent years. This could be due to more women going to college today than ever before, as women are often perceived as being more vulnerable than men, or because of a higher perception of risk due to several high profile cases being covered by the national media in recent years. Whatever the reason, safety is a growing concern that must be addressed by college campuses, particularly by administrators. In order for college administrators to address safety concerns, they must be awareto the issues present present on their their campus. campus. ollege olleges s and universiti universities es strive strive to attain attain the noble goal of making society better. While all segments of society, including campuses, face danger of some sort, by incorporating incorporating effective threat assessment and management strategies, officials can put measures in place that will meet this challenge head!on. In "imon#s study $%&'&( he states that safety policies must respect institutions as uni)ue environments of higher learning. *cts of extreme violence often reflect hatred, intolerance, and bigotry, and people recogni+e that such behavior cannot be tolerated within campus environments. "cholarship, creativity, and the fruitful exchange of ideas 1|Page
and learning could not thrive. et, the actual work of fusing pragmatic security measures with cherishe cherished d -rometh -romethean ean ideals ideals can prove prove challen challenging ging.. Through Through educat education ion and outreach, campuses can allow safety planning and preparation to flourish as friends of an open campus environment. $*ndre "imons, M.*., %&'&( In recognition of this balance, safety strategies should be flexible. igid policies $e.g. $e.g.,, +ero +ero tolera toleranc nce( e( do not not neces necessa saril rily y promo promote te secu secure re envir environm onmen ents ts and may contribute to outlandish applications of discipline that enrage and alienate the general campus populous. *dministrators should review harsh disciplinary measures that may discourage individuals from reporting concerns and suspicions for fear a coworker or fellow student will face unust punishment.$Mario "calora, -h.0. and "hawn 1an"lyke, 2.0. %&'&(
CONTEXTUAL BACKGROUND
3ach college or university in the country has to consider the safety of the persons that inundate the campus by day and night. The college or university campus is not in an academic bubble that repels potential criminals. ities across the nation are continually combating crime and so are universities. There is a growing concern among parents and students alike of the rising crime rates and safety programs on college or university campuses. ampus safety is one of factor in choosing what school to enroll.We are all looking for the safety of the university. We prefer to enroll in a safe school, as well our parents.
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and learning could not thrive. et, the actual work of fusing pragmatic security measures with cherishe cherished d -rometh -romethean ean ideals ideals can prove prove challen challenging ging.. Through Through educat education ion and outreach, campuses can allow safety planning and preparation to flourish as friends of an open campus environment. $*ndre "imons, M.*., %&'&( In recognition of this balance, safety strategies should be flexible. igid policies $e.g. $e.g.,, +ero +ero tolera toleranc nce( e( do not not neces necessa saril rily y promo promote te secu secure re envir environm onmen ents ts and may contribute to outlandish applications of discipline that enrage and alienate the general campus populous. *dministrators should review harsh disciplinary measures that may discourage individuals from reporting concerns and suspicions for fear a coworker or fellow student will face unust punishment.$Mario "calora, -h.0. and "hawn 1an"lyke, 2.0. %&'&(
CONTEXTUAL BACKGROUND
3ach college or university in the country has to consider the safety of the persons that inundate the campus by day and night. The college or university campus is not in an academic bubble that repels potential criminals. ities across the nation are continually combating crime and so are universities. There is a growing concern among parents and students alike of the rising crime rates and safety programs on college or university campuses. ampus safety is one of factor in choosing what school to enroll.We are all looking for the safety of the university. We prefer to enroll in a safe school, as well our parents.
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STATEMENT OF THE PROBLEM
The study aims to determine the perceptions of respondents on campus safety and the degree of their awareness of the school#s safety programs. "pecifically, the study seeks to answer the following )uestions4
'. What What are the the perce percepti ption ons s of respon responde dent nt studen students ts on campu campus s safet safety y at the 5niversity of the 3ast, Manila for school year %&'6 7 %&'8 in terms of4
a. rime rimes s and and 1iole 1iolenc nce e b. "cho "chool ol "af "afety ety -rogr -rograms ams
%. What is the the degree of respondent respondent students# students# awareness awareness of the "chool#s "chool#s safety programs9
6. Is ther there e any any sign signif ific ican antt rela relati tion onsh ship ip betw betwee een n camp campus us safe safety ty and and some some demographic characteristics of the respondents such as4
a. :ender b. las lass s sche schedu dule le c. "cho "chool ol loca locati tion on
8. Is there a signific significant ant differe difference nce between between percept perceptions ions on crimes and violence violence and gender9
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HYPOTHESES OF THE STUDY
The research offers the following hypotheses in a null form which are to be tested for acceptance and/or reection
'. Ther There e are are no sign signifi ifica cant nt relat relation ionsh ships ips betwee between n campu campus s safe safety ty and and some some demographics characteristics of the respondents.
%. There is no no significant significant difference difference between between perceptio perceptions ns on crimes crimes and violence violence and gender.
a. :ender b. las lass s sche schedu dule le c. "cho "chool ol loca locati tion on
THEORETICAL FRAMEWORK
This study is anchored on the following theories4 *braham Maslow#s ;ierarchy of
science laboratory, they#re re)uired to wear gloves or apron. "imilarly some people, and not ust young ones, consider it fun to bully someone whilst under the influence of drink.
ABRAHAM MASLOW'S HIERARCHY OF NEEDS MOTIVA MOTIVATIONAL MODEL
*braham Maslow developed developed the ;ierarchy ;ierarchy of
&s '=8&!>&s 5"*, and and the ;iera ;ierarch rchy y of
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behavior, recruiting all the capacities of the organism in their service, and we may then fairly describe the whole organism as a safety!seeking mechanism. -ractically everything looks less important than safety and protection.
INTERPERSONAL SENSITIVITY
Interpersonal sensitivity refers to the accuracy and/or appropriateness of perceptions, udgments, and responses we have with respect to one another. It is relevant to nearly all aspects of social relations and has long been studied by social, personality, and clinical psychologists. 5ntil now, based on readings, however, no systematic or comprehensive treatment of this complex concept has been attempted. *s discussed by arney 0, ;arrigan 2*. article $%&&6(, Interpersonal sensitivity $I
the
"t#ta$es#%e#t%#$%&#%e
effet(
Interpersonal
sensitivity,
often
conceptuali+ed as an ability, is central to adaptive social functioning. $ arney 0, ;arrigan 2*. %&&6(
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SCHOOL CLIMATE MODEL
This model has been endorsed by the B";" $%&''( and contains three pillars !! safety, engagement and environment.
FIGURE )
*ccording to the
It reflects the norms, goals, values,
interpersonal relationships, teaching and learning practices, and organi+ational structures within the school setting. Cased on a synthesis of available research and expert and stakeholder opinion, the 5.". 0epartment of 3ducation, Bffice of "afe and ;ealthy "tudents $B";"( put forth a model for school climate measurement. $Digure '(
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In the proposed model, safety is the most applicable or related to our study on campus safety. ;ere safety is defined as the physical and emotional security of the school setting and school ‐related activities as perceived, experienced, and created by students, staff, families, and the community. The use and trade of illicit substances in the school setting and during school ‐related activities also is included.
THEORIES OF THE CAUSES OF CRIME
There is a growing body of evidence about the factors that place individuals at risk of crime. )(
BIOLOGICAL THEORY
This theory focuses on aspects of the physical body, such as inherited genes, evolutionary factors, brain structures or the role of hormones influencing behavior. *(
DEVELOPMENTAL LIFE COURSE THEORY
This focuses on human development and how individual and factors interact in different ways and at different developmental stages to influence individual propensity for criminal behavior. +(
PHYSIOLOGICAL THEORY
This focuses on human cognition and its development, and how it relates to criminal behavior. ,(
SOCIOLOGICAL THEORY
This focuses on influence of the organi+ation of society and social conditions.
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-(
GEOGRAPHIC
This focuses on the location of the crime and how physical environment promotes or discourages criminal behavior. .(
ECONOMIC
This focuses on how offending is influenced by incentives.
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CONCEPTUAL PARADIGM
INPUT
Crime and violence School’s safety programs
PROCESS
OUTPUT
Researchers will distribute survey questionnaire to UE College students
Determine the perceptions of students on campus safety
The input discusses the students’ perceptions of campus safety of the University of the East (Manila), in terms of Crime and violence and school’s safety programs. The data will e gathered y a stratified convenient sampling through the means of a survey administered !"# undergraduate and graduate students. The output contains the result of the survey, which is the perception of students on campus safety.
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SIGNIFICANCE OF THE STUDY
The benefits to be derived from the study are4 '. S/%%0 A1t/%2"t"es( They will have a better understanding of safety issues and will be reminded to review current safety programs. %. St1!ets( They will be more aware of their safety and how it can be prevented or avoided.
6. Resea2/e2s( The study can be a contributing article to the pool of studies on the subect of safety in the campus. The result of the study will be serving as a guide of other researchers who would like to embark on a conduct of study of similar nature.
SCOPE AND LIMITATIONS
The study is limited to respondent students in the 53, Manila ampus for the school year %&'6 7 %&'8. It will only gather data on students# perception of how they feel inside the 53 campus as regards their safety. It will cover only safety against crimes and violence and their awareness of the school#s safety programs. In the theoretical frameworks used, *braham Maslow#s ;ierarchy of needs and "chool limate Model, only safety needs used, in relation with the research conducted.
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DEFINITION OF TERMS
AWARENESS
;aving knowledge of something from having observed it or been told about it, operationally, it refers to the knowledge of college students towards ampus "afety.
PERCEPTION
onceptually it refers to the process of using the senses to ac)uire information about the surrounding understand it well? operationally it refers to the understanding of the college students.
CAMPUS SAFETY
* safe, secure environment conducive to the educational, professional and personal growth of all members of the campus community.
SCHOOL3S SAFETY PROGRAMS
1isibility of administrators, campus polices presence on campus? deter delin)uent and violent behaviors? serve as an available resource to the school community
CRIMES
*n action or omission that constitutes an offense that may be prosecuted by the state and is punishable by law. 12 | P a g e
VIOLENCE
Cehavior involving physical force intended to hurt, damage, or kill someone or something.
DEGREE
The amount, level, or extent to which something happens or is present.
DEMOGRAPHIC CHARACTERISTICS
*re those attributes that vary within a demographic study group, such as age, gender, race, social class, etc.
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CHAPTER II RELATED LITERATURE
This chapter will serve as the foundation of the propose study.
This
comprehensive review of literature represents a brief history and discusses multiple topics related to campus safety on college and university campuses. Durther, this literature review was divided into two parts, local and foreign literature. This review of literature addressed campus setting as a determinant of campus safety. That student#s perception on campuses safety may vary only in campus setting. *nd there are no unmarked differences in campus safety issue between male and female.
LOCAL LITERATURE
*s )uoted from :M*
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family were unharmed(. *ccording to the 5- police, there have been 6> hold!ups on campus in the last three years. arely have assailants been caught. Bne reason fre)uently offered for the lack of safety is the accessibility of the 5campus. 5nlike private universities, 5- makes it easy to enter and exit and no driver@s licenses are surrendered before entering. 5- police also cite the large community of informal settlers around the campus where anyone running from the law can easily blend in. 5- 0iliman safety map shows the locations of violent crimes on campus that have been reported in the media through the years, and the five gates around the campus that provide access for nearly anyone to 5-@s leafy, ogger!friendly campus, including those with less innocent intentions. Cut the map also reveals that some of the most outrageous violent crimes have been perpetrated by fellow students on each other in fraternity wars. *s thousands of students converge again at the nation@s premier state university, the map is a reminder to stay vigilant and to prod the university@s administration to provide greater protection for the country@s future. !! :M* at Dar 3astern 5niversity!Manila $D35!Manila(.
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5nder the agreement, the consortium will work with the city government and the police to develop and implement policies geared towards upholding the safety of university belt students. FThe MB* for peace, safety and security underscores the commitment of the 5niversity Celt onsortium to provide our students with a safe learning environment,G said 0r. Michael M. *lba, president of Dar 3astern 5niversity. FWe look forward to working with the city of Manila and the -<-!<-B to further promote and uphold public order in the university belt area.G *mong the provisions outlined in the MB* include the increased visibility of local police and barangay officials in the 5!belt area? provision and maintenance of street lights? encouragement of business establishments to install T1 cameras in and around their premises? creation of a system in collecting, recording, reporting, and summari+ing offenses and related incidents committed against students within the university belt? and the formation of a crime prevention committee to prepare and oversee the execution of a comprehensive security plan for each university. East 2uly 'H, %&'6 a press release from "en. *ngara as he seeking reinforcement oh -hilippine ampus "afety. "en. *ngara wants to beef up the security of students in higher education institutions amid in steady increase in crime rate in campuses all over the country. The Cill '=, or The ampus "afety *ct, seeks to establish a rime -revention ommittee $-( in all colleges and universities tasked to formulate policies and strategies that will help protect students from threats to their safety and security.
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*s "en. *ngara said, FWe must ensure a safe and secure environment for students to pursue their studies within institutions without fear for their physical well! being.G ;e also emphasi+ed F It is necessary for both students and their parents or guardians to have access to information with regard to campus crime statistics, as well as crime prevention plans to e)uip them with an informed choice as to which school to send their children.G
FOREIGN LITERATURE
In an article from The India Times wrote by *lya Mishra last 2anuary 8, %&'6 she stated, widespread public outrage at the brutal gang rape in JH university vice!chancellors and directors of higher learning institutions, the 5: said institutions should ensure women#s security on campus. The 5: recommended that all universities and institutions set up a task force to ensure women#s security and keep the commission informed of actions taken. * safety audit carried out in %&'& at 0elhi 5niversity@s 'K( said they had been the target of sexual harassment or assault between two and five times in a year. 17 | P a g e
"ome >K of these incidents took place in broad daylight. *fraid of the conse)uences, only 8K of students reported the incidents to the police.
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CHAPTER +
RESEARCH DESIGN
This chapter shows the research design and methodology used to achieve the obectives of the study. It will present the method of research, research locale, population and sample, research instruments, data collection procedures and statistical data. This research was concerned generally to see how students perceive about their safety around 5niversity of the 3ast, Manila ampus.
METHOD OF RESEARCH
The researcher adopted the descriptive method study. Its main concentration is in counting and categori+ing features to explain observation. 0escriptive method is concern with the description of data and characteristics about a population. The goal is the ac)uisition of factual, accurate and systematic data that can be used in averages, fre)uencies and similar statistical calculations. 0escriptive studies involved surveys establish to identify the significant relationship between the perceptions and their gender. The study will be Luantitative as it uses researcher#s designed )uestionnaires to conduct survey. Luantitative data is a data that is in numerical form such as statistics and percentages. In layman@s terms, this means that the )uantitative researcher asks a specific, narrow )uestion and collects a sample of numerical data from participants to answer the )uestion. The researcher analy+es the data with the help of statistics. The researcher is hoping the numbers will yield an unbiased result that can be generali+ed to some larger population. 19 | P a g e
RESEARCH LOCALE
The "tudy is about the "tudents@ -erception on ampus "afety at the 5niversity of the 3ast, Manila. The location was at the 5niversity of the 3ast, Manila ampus.
U"4e2s"ty %f t/e East A B2"ef H"st%2y %f t/e U"4e2s"ty %f t/e East
The roots of the 5niversity of the 3ast can be traced back to two rented rooms on 0asmarinas "treet, Manila, where ''& students enrolled in ertified -ublic *ccountant $-*( review classes in "eptember '=8J, barely two months after the -hilippines ac)uired its independence. Eed by 0r. Drancisco T. 0alupan "r., the group of business educators that initiated the classes made it their obective to help the country, then still reeling from the effects of war. But of the ''& students, four made it to top places in the -* board examinations in '=8. 3ncouraged by this initial success, 0r. 0alupan and his colleagues opened the -hilippine ollege of ommerce and Cusiness *dministration $-C*( along . -apa "t. in "ampaloc, Manila, to 6>& students in the summer of '=8. The following year, as more students enrolled and more academic units were organi+ed, the -C* moved to what is now the main campus on laro M. ecto *venue. The graduates of -C* immediately dominated the government examinations of professional practice in accountancy. With this record, the -C* was granted permission by the government to establish other colleges. In rapid succession, the institution opened the olleges of Eiberal *rts $now the ollege of *rts and "ciences(,
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Cusiness *dministration $C*(, 0entistry and the :raduate "chool of Cusiness *dministration. The -C* was granted university status on 2uly 6, '=>' and was renamed the 5niversity of the 3ast, with 0r. 0alupan as -resident and hairman of the Coard of Trustees. The first members of the Coard were ;erminigildo C. eyes, businessman, scholar and former 1ice -resident of the 5niversity of the -hilippines? "antiago D. de la ru+, -* and business executive who later succeeded 0r. 0alupan as -resident? 2ose E. Torres, soldier, businessman and accountant? and 2aime ;ernande+, the first ever Dilipino *uditor :eneral of the then :overnment *uditing Bffice $:*B(, now the ommission on *udit $B*( who later became the "ecretary of Dinance. The succeeding years saw the opening of the colleges of Eaw, Medicine, and 3ngineering, as well as the :raduate "chool of 3ducation. The :raduate "chool later merged with the :raduate "chool of Cusiness *dministration.
T/e Ue M"ss"% State5et
Imploring the aid of 0ivine -rovidence, the 5niversity of the 3ast dedicates itself to the service of youth, country and :od, and declares adherence to academic freedom, progressive instruction, creative scholarship, goodwill among nations and constructive educational leadership.
Inspired and sustained by a deep sense of dedication and a compelling yearning for relevance, the 5niversity of the 3ast hereby declares as its goal and addresses itself to the development of a ust, progressive and humane society.
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T/e Ue V"s"% State5et
*s a private non!sectarian institution of higher learning, the 5niversity of the 3ast commits itself to producing, through relevant and affordable )uality education, morally upright and competent leaders in various professions, imbued with a strong sense of service to their fellowmen and their country. POPULATION AND SAMPLE
The study was conducted on the third $6 rd( )uarter of the alendar year %&'6. The respondents are male and female, graduate and undergraduate students of 5niversity of the 3ast. espondents# demographic profiles were asked if the said variables affect their perception regarding safety. "tratified onvenience "ampling is used. In statistics, stratified sampling is a method of sampling from a population. "tratified andom "ampling is very widely used option and it is useful for when the population is heterogenous. The respondents needed to reflect the diversity of the population, so the researchers specifically seek to include participants of different college students based on their proportionality to the total population. There were representatives in every college. * stratified survey could thus claim to be more representative of the population than a survey of simple random sampling or systematic sampling. In the study the students are randomly selected. esearchers randomly selected students at the 5niversity of the 3ast out of the 'J,'H& undergraduate and graduate student overall population of the Manila ampus. "urveying students within the 5niversity, there were %>8 respondents. The key benefit of probability sampling methods is that they guarantee that the sample chosen is representative of the 22 | P a g e
population. This ensures that the statistical conclusions will be valid.
RESEARCH INSTRUMENTS
Luantitative esearch makes use of tools such as )uestionnaires to collect measurable and numerical data. The researchers also used the Eetter of -ermission to conduct the survey. The )uestionnaires includes demographic profiles and twenty statements that will influence their perception on school safety, the response format is a 8 point type scale with "trongly *gree$'(, *gree$%(, 0isagree$6(, "trongly 0isagree$8( as their potential perception on school safety. The response format is a rating scale from ' to 8, 8 being the highest and ' being the lowest. The )uestionnaire is in 3nglish language. The purpose of the )uestionnaire is to define the variables on their perception of safety.
DATA COLLECTION PROCEDURE
0ata gathering is the process of collecting information. The Eetter of -ermission was made and two hundred fifty four students participated as respondents. The survey was done at the 5niversity of the 3ast. "urveys involved selecting a representative and unbiased sample. * descriptive survey is done, it is the identifying and counting the fre)uency of a particular response, participants answer )uestions administered through )uestionnaires. *fter participants answer the )uestions, researchers describe the responses given. Luestions are constructed properly, they are clear and easy to comprehend. It is rating!scale )uestions with "trongly *gree$8(, *gree$6(, 0isagree$%(, "trongly 0isagree$'( as their potential perception on school safety. The response format is a rating scale from ' to 8, 8 being the highest and ' being the lowest. The 23 | P a g e
respondents used two hundred fifty )uestionnaires with statements regarding the respondents# perception on school safety. The respondents fill out the )uestionnaires with their demographic profiles. "elected students were also interviewed after answering the survey )uestionnaires.
STATISTICAL TREATMENT OF DATA
"tatistical treatment of data is essential in order to make use of the data in the right form. In getting the sample si+e, the group used the "loven#s formula which is, 6, N stands for the whole population of the undergraduate and graduate students who
were enrolled in first semester of school year %&'6!%&'8, while e, stands for the margin of error, the researchers used &.&J> as the margin of error. The data collected were tabulated and analy+ed. *nalyses of data were guided by 5ea and /" 7 s81a2e %f "!e9e!et test(
S0%4e3s F%2510a $formulated by "lovin in '=J&.(
n < / $' N
Bne of the most basic purposes of statistics is simply to enable us to make sense of large numbers.
T/e Mea 24 | P a g e
Bne of the most useful and widely used techni)ues for doing this is the average, or as it is known in statistics, the mean. The statistical mean refers to the mean or average that is used to derive the central tendency of the data in )uestion. It is determined by adding all the data points in a population and then dividing the total by the number of points. The resulting number is known as the mean or the average. Thus the researchers have the first and perhaps the most basic statistical formula4
Where4
$sometimes call the O!bar( is the symbol for the mean.
$the :reek letter sigma( is the symbol for summation.
O is the symbol for the scores.
< is the symbol for the number of scores.
T/e C/"#S81a2e Test %f I!e9e!ee
hi!s)uare is a statistical test commonly used to compare observed data with data researchers would expect to obtain according to a specific hypothesis. The hi! s)uare test is intended to test how likely it is that an observed distribution is due to chance. It is also called a :;%%!ess %f f"t: statistic, because it measures how well the observed distribution of data fits with the distribution that is expected if the variables are independent.
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* hi!s)uare test is designed to analy+e categorical data. That means that the data has been counted and divided into categories. It will not work with parametric or continuous data such as height in inches. *nother way to describe the hi!s)uare test is that it tests the null hypothesis that the variables are independent. The test compares the observed data to
a model that distributes the data according to the expectation that the variables are independent. Wherever the observed data doesn@t fit the model, the likelihood that the variables are dependent becomes stronger, thus proving the null hypothesis incorrect. The hi!s)uare test is only meant to test the probability of independence of a distribution of data.
Where,
the test statistics
the sum of
the fre)uencies observed
the fre)uencies expected CHAPTER IV PRESENTATION< ANALYSIS AND INTERPRETATION OF DATA
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This portion deals with the presentation, analysis, discussion and interpretation of the gathered data. The answers to the problems investigated are likewise presented.
I(
Ta=0e A( De5%;2a9/" P2%f"0e Of Res9%!ets FRE>UENCY
PERCENTAGE
a. Dreshmen
?*
++@
b. "ophomore
8>
'HK
c. 2unior
>8
%%K
d. "enior
&
%HK
a. Eess than a year
J=
%HK
b. '!% years
>&
%&K
c. %!8 years
+@
d. more than 8 years
6%
'6K
a. day
+
+@
b. night
J
%K
c. both
H=
6JK
a.H hours or less
),*
-@
b. =!'J hours
H&
6%K
c. '!%8 hours
'>
JK
)( C122et Yea2 Le4e0
*( Le;t/ %f Stay " UE
+( C0ass s/e!10e
,( N% %f /%12s s9e! " t/e a591s
27 | P a g e
d. more than %> hours
'8
JK
a. Male
''%
8JK
b. Demale
)++
-,@
a. -arents are unemployed
%
=K
b. Bnly ' parent is
>>
'=K
c. Dull time student
>
%>K
d. -arents are employed
))
+,@
e. Working student
6
'6K
a. ollege of 3ngineering
6J
'>K
b. ollege of ""
8
'=K
J
%K
d. :raduate "chool
%J
''K
e. ollege of Cusiness
,.
)@
f. ollege of 0entistry
,
)@
g. ollege of 3ducation
'
K
h. ollege of *rts P "cience
%'
=K
-( Ge!e2
.( E%%5" Stat1s
employed
( C%00e;e De9a2t5et
c. ollege of Eaw
*dministration
The above table reflects the demographic profile of respondents. The respondent consists of %>8 students enrolled in the campus. In terms of class year, most of the 28 | P a g e
respondents are freshmen students of the university $H%, 66K(. When examining the results of the survey, it is important to note that the distribution of class year among respondents is slightly uneven. This slightly uneven distribution is due to the fact that it was difficult to find students who were willing to answer surveys. Thirty!nine percent of the population that is = of the respondents claimed that they stayed in the university within '!% years already. "tudent respondents spend most of their time during the day $=6, 6K( and there are some had a combination of day and night classes $H=, 6JK(. *lmost half of the participants spend almost H hours in a week physically on campus.The table also shows that the student respondents are mostly female with '66, >8K participants who belong to the female category, which shows that the survey captured a realistic population distribution in terms of sex. Durthermore, the participants of this study have both parents who are employed $'&', 68K(. "ince both parents are working, some respondents are full time students in this university $>, %>K(. Durthermore, the data also shows that participants are mostly belongs to the ollege of Cusiness *dministration $8J, '=K( and ollege of 0entistry $8, '=K(.
29 | P a g e
PROBLEM ) W/at a2e t/e 9e2e9t"%s %f 2es9%!et st1!ets % a591s safety at t/e U"4e2s"ty %f t/e East " te25s %f a 2"5es a! 4"%0ee a! = s/%%0 safety 92%;2a5s
MEAN E>UIVALENT
VERBAL DESCRIPTION
6.>& 7 8.&&
"trongly *gree
;igh
%.>& 7 6.8=
*gree
Moderate
'.>& 7 %.8=
0isagree
Eow
'.&& 7 '.8=
"trongly 0isagree
1ery Eow
Ta=0e ) St1!ets3 Pe2e9t"% O C2"5es A! V"%0ee
'
ITEMS
MEAN
DESCRIPTION
I can report violations of campus security to the
6.>6
"trongly *gree
6.6&
*gree
%.==
*gree
6.'>
*gree
6.%J
*gree
5niversity in! charge without fear. %
I can stay late at night in the ampus without feeling afraid.
6
Qnowledge of security measures in the 5niversity gives me a safe feeling.
8
Incidence of petty crimes such as pick pocketing, property theft and the likes, scares me.
>
I avoid bullies inside the campus.
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J
I feel uneasy when there are fraternities and
6.%&
*gree
6.%&
*gree
%.=J
*gree
6.6'
*gree
6.&
*gree
+(*
AGREE
sororities inside the campus.
The 5niversity acts promptly on reports of petty crimes in the ampus.
H
I generally feel secure in the campus because drinking,
drug
and
weapon
laws
are being
implemented =
The 5niversity orients its community on campus security programs.
'&
"ecurity
personnel
apprehend
promptly
wrongdoers or security violators. OVERALL
F";( ) Mea P2esetat"% Of St1!ets3 Pe2e9t"% O C2"5e A! V"%0ee
31 | P a g e
Table/Digure ' presents the perception of students on crimes and violence on campus at the 5niversity of the 3ast. *s reflected in the table, student respondents agree that the campus are satisfactorily performing its tasks of maintaining the safety of students on campus as evidenced by an overall mean rating of +(*, fall under FagreeG category. *ll items in the )uestionnaire fall under the FagreeG description except for Item R' which got the highest mean actuality of 6.>6, strongly agree. The data implies that students can report any violations to the 5niversity in!charge without fear and hesitations. They can come anytime to the security to inform any untoward incidents in the campus. Bn the other hand, item RH received the lowest rating of %.=J, agree. The students seem satisfied in the security in the campus due to drinking, drug and weapons laws are being implemented but only to some extent. Ta=0e * St1!ets3 Pe2e9t"% O S/%%0 Sa fety P2%;2a5s
''
ITEMS
MEAN
DESCRIPTION
There are emergency call boxes throughout the
6.%%
*gree
6.'&
*gree
campus '%
The 5niversity shares safety tips with the school community.
'6
The electrical system is up!to!date.
6.'&
*gree
'8
There is emergency siren system that will sound
6.%%
*gree
6.&8
*gree
6.'%
*gree
during an immediate life!threatening situation. '>
There are fire exits, ladders, alarms, extinguishers and sprinklers.
'J
There is FEaboratory "afety -lanG available in the laboratory
32 | P a g e
'
The omfort rooms are secured with locks.
6.'
*gree
'H
The building location is flood!prone area.
%.H6
*gree
'=
The school buildings are designed to meet building
%.=J
*gree
%.%H
0isagree
+(
AGREE
code standards. %&
The school facilities are ha+ard!free4 $electrical and comfort room doors P natural ha+ard such flood and earth)uake.( OVERALL
F";( * Mea P2esetat"% Of St1!ets3 Pe2e9t"% O S/%%0 Safety P2%;2a5s
33 | P a g e
Table/Digure % displays the responses of students in terms of school safety programs. The data revealed that the safety programs of 53 are average in performance. Items R '' and R'% both received a mean score of 6.%%, agree. The students agree that there are emergency boxes throughout the campus and an emergency siren system is provided to be used during an immediate life!threatening situation. ;owever, the students disagree on the idea that the school campus/facilities are ha+ard!free. They believe that the institution still poses some threat to their safety and security.
PROBLEM * W/at "s t/e !e;2ee %f 2es9%!et st1!ets3 a&a2eess % t/e s/%%03s safety 92%;2a5s
TABLE + De;2ee Of A&a2eess O S/%%0 Safety P2%;2a5s
'
ITEMS
MEAN
DESCRIPTION
I can report violations of campus security to the
6.>6
;igh
6.6&
Moderate
%.==
Moderate
6.'>
Moderate
6.%J
Moderate
5niversity in! charge without fear. %
I can stay late at night in the ampus without feeling afraid.
6
Qnowledge of security measures in the 5niversity gives me a safe feeling.
8
Incidence of petty crimes such as pick pocketing, property theft and the likes, scares me.
>
I avoid bullies inside the campus.
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J
I feel uneasy when there are fraternities and
6.%&
Moderate
6.%&
Moderate
%.=J
Moderate
6.6'
Moderate
promptly
6.&
Moderate
There are emergency call boxes throughout the
6.%%
Moderate
6.'&
Moderate
sororities inside the campus.
The 5niversity acts promptly on reports of petty crimes in the ampus.
H
I generally feel secure in the campus because drinking,
drug
and
weapon
laws
are being
implemented =
The 5niversity orients its community on campus security programs.
'&
"ecurity
personnel
apprehend
wrongdoers or security violators. ''
campus '%
The 5niversity shares safety tips with the school community.
'6
The electrical system is up!to!date.
6.'&
Moderate
'8
There is emergency siren system that will sound
6.%%
Moderate
6.&8
Moderate
6.'%
Moderate
during an immediate life!threatening situation. '>
There are fire exits, ladders, alarms, extinguishers and sprinklers.
'J
There is FEaboratory "afety -lanG available in the laboratory
'
The omfort rooms are secured with locks.
6.'
Moderate
'H
The building location is flood!prone area.
%.H6
Moderate
'=
The school buildings are designed to meet building
%.=J
Moderate
35 | P a g e
code standards. %&
The school facilities are ha+ard!free4 electrical and
%.%H
Eow
+())
MODERATE
comfort room doors P natural ha+ard such flood and earth)uake. OVERALL
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F";( + Mea P2esetat"% Of Ite5s O T/e De;2ee Of A&a2eess O S/%%03s Safety P2%;2a5s
Table/Digure 6 exhibits the students# degree of awareness on school safety programs. *s displayed, the respondents reveal a moderate awareness on school#s safety programs as evidenced of a mean actuality )uantified at +()). *lmost all items received a moderate degree of awareness except for item R' and item R %& . Item ' fall on the highest awareness rating of 6.>6. This means that the students are very much 37 | P a g e
aware of the policy on reporting any incidents of violations to the authority without fear. Bn the contrary, item R%& got the lowest mean score of %.%H. This data suggests that the respondents are somewhat misinformed on the safety procedures being conducted in the university. *s such, the students need to be aware of the existence of such program for them to fully agree that the school facilities are ha+ard!free like the electrical system and comfort room#s interior doors, laboratories and parking lot and also natural ha+ard like flood and earth )uake. It is important to stress that these generali+ations about the overall results of the survey do have some important exceptions. The most notable exception is the disparity in responses of students when it comes to school#s safety programs. That most students disagree that school facilities are ha+ard!free4 electrical and comfort room doors P natural ha+ard such flood and earth)uake. In order to try to overcome this, the interview portion of the study focused on the opinions and responses of students. Cased on interviews made by the researchers, most students who were having classes in engineering building stated that school facilities were not ha+ard!free.
38 | P a g e
PROBLEM + Is t/e2e ay s";"f"at 2e0at"%s/"9 =et&ee a591s safety a! s%5e !e5%;2a9/" /a2ate2"st"s %f t/e 2es9%!ets s1/ as ;e!e2< 0ass s/e!10e a! s/%%0 0%at"%
TABLE 4. Summary Table of the Relationship Between Campus Safety and Gender VARIABLES Ca591s
COEFFICIENT OF CORRELATION )()-
C2"t"a0 Va01e (?*
LEVEL OF SIGNIFICANCE At (-< !f 6 +
REMARKS Ae9t H%
Safety a! Ge!e2
Male Demale TOTAL
SA '= '= +?
A =6 ''6 *.
D & ' )
SD & &
TOTAL ''% '66 *,-
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F";( , S155a2y Of Res9%ses O T/e Re0at"%s/"9 Bet&ee Ca591s Safety A! Ge!e2
"ince the computed O % value of '.'> is lesser than the critical value of .H% at . &> alpha level having a degrees of freedom of. It means that there is no significant relationship between campus safety and gender. Thus, based on the hypothetical data, we could say that sexual identity has no bearing with campus safety. We can say that anybody can be safe or can be in danger in one#s institution regardless of gender.
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TABLE -( S155a2y Ta=0e %f t/e Re0at"%s/"9 Bet&ee Ca591s Safety a! C0ass S/e!10e
VARIABLES Ca591s
COEFFICIENT OF CORRELATION .(-
C2"t"a0 Va01e )*(-
LEVEL OF SIGNIFICANCE At (-< !f 6 .
REMARKS Ae9t H%
Safety a! C0ass s/e!10e
0ay
SA %' H '' ,
A & J& J *.
D '
)
SD
TOTAL =% JH HJ *,
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F";( - S155a2y Of Res9%ses O T/e Re0at"%s/"9 Bet&ee Ca591s Safety A! C0ass S/e!10e
The table shows the obtained value on the relationship of ampus "afety and lass "chedule among student respondents. The coefficient of correlation of .(- is less than the critical value of '%.>= at .&> alpha level degrees of freedom is J. Therefore, the null hypothesis of no difference is retained. ampus safety and class schedule is not significantly related to each other. Whether a student attends morning classes, evening class and even both schedule, their safety in school cannot be measured by their schedule alone. Bthers factors can be attributed to campus safety.
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TABLE 6. Summary Table of the Relationship Between Campus Safety and Shool Loation VARIABLES Ca591s
COEFFICIENT OF CORRELATION ))(?-
C2"t"a0 Va01e *?(?
LEVEL OF SIGNIFICANCE At (-< !f 6 )?
REMARKS Ae9t H%
Safety a! S/%%0 L%at"%
ollege of 3ngineering ollege of "" ollege of Eaw :raduate "chool ollege of Cusiness *dministration ollege of 0entistry ollege of 3ducation ollege of *rts P "ciences TOTAL
SA > =
J > = % +.
A 6' 6 J %& 8& 6H ' '= *?
D
'
)
SD
TOTAL 6J 8J J %J 8J 8 ' %' *,-
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F";( . S155a2y Of Res9%ses O T/e Re0at"%s/"9 Bet&ee Ca591s Safety A! S/%%0 L%at"%
The computed value of ''.H> is less than the critical value of %H.H at .&> alpha level, degrees of freedom is 'H. The data suggests that the null hypothesis is accepted. This means that the location of the school where the student is currently enrolled has no bearing with the campus safety of the university. Whether a student is enrolled in the undergraduate level or even in graduate school, still the campus safety programs of the school is being enforced.
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PROBLEM , Is t/e2e ay s";"f"at !"ffe2ee =et&ee 9e2e9t"%s % 2"5e a! 4"%0ee a! ;e!e2
TABLE !. Summary Table of the "ifferene between #ereptions on Crime and $iolene and Gender VARIABLES Pe2e9t"% % C2"5e
COEFFICIENT OF CORRELATION ,,())
C2"t"a0 Va01e (?*
LEVEL OF SIGNIFICANCE At (-< !f 6 +
REMARKS Ae9t Ha
V"%0ee a! Ge!e2
M*E3 D3M*E3 TOTAL
SA %& %8 ,,
A =' '&H )
D ' ' *
SD
TOTAL ''% '66 *,-
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F";( S155a2y Of Res9%ses O T/e Re0at"%s/"9 Bet&ee C2"5e A! V"%0ee A! Ge!e2
The table shows the significant difference between the perception of students on crime and violence in terms of gender. *s depicted in the table, the attained value of 88.'' is significantly higher to the obtained critical value of .H% at .&> alpha level. Therefore, the alternative hypothesis is accepted. This implies that male and female respondents differ significantly on their perceptions and views about the crime and violence in the school campus. The view of a male student on crime and violence does not necessarily constitute the view also of his female counterpart. Coth gender has a different perception when it comes to crime and violence that exist in the school campus. 46 | P a g e
Cased on the overall results of the completed surveys, seven generali+ations can be made. These generali+ations are based on the seven main sections of the survey4 students# perception on crimes and violence, students# perception on school safety programs, degree of awareness on school safety programs, relationship between campus safety and gender, relationship between campus safety and class schedule, relationship between campus safety and school location and relationship between crime and violence and gender.
47 | P a g e
CHAPTER V CONCLUSIONS RECOMMENDATIONS
This section contains the summary of findings, conclusion and recommendations.
SUMMARY OF FINDINGS
'. 0emographic profile shows that most of the respondents are freshmen students of the university $H%, 66K(. Bther profile shows that4
Thirty!nine percent of the population that is = of the respondents claimed that they stayed in the university within '!% years already.
"tudent respondents spend most of their time during the day $=6, 6K( and there are some had a combination of day and night classes $H=, 6JK(.
*lmost half of the participants spend almost H hours in a week physically on campus.
"tudent respondents are mostly female with '66, >8K.
The participants of this study have both parents who are employed $'&', 68K(. "ince both parents are working, some respondents are full time students in this university $>, %>K(.
Maority of respondents mostly belongs to the ollege of Cusiness *dministration $8J, '=K( and ollege of 0entistry $8, '=K(.
%. "tudent respondents agree that the campus is satisfactorily performing its tasks of maintaining the safety of students on campus as evidenced by an overall mean rating of 6.%&.
48 | P a g e
6. * moderate awareness on school#s safety programs is revealed as evidenced of a mean actuality )uantified at 6.''. 8. There is no significant relationship between campus safety and gender with a value of '.'>.
ampus safety and class schedule is not significantly related to each other with coefficient of correlation of J.&> is less than the critical valueof '%.>=.
Eocation of the school where the student is currently enrolled has no bearing with the campus safety of the university with a value of ''.H> is less than the critical value of %H.H
>. Male and female respondents differ significantly on their perceptions and views about the crime and violence in the school campus as evidenced by the attained value of 88.'' is significantly higher to the obtained critical value of .H%
CONCLUSIONS
Cased on the findings presented, the following conclusions were drawn4 The school and safety program of the 5niversity is satisfactorily performing its tasks of implementing security measures in the school campus though there is still some threat to students# safety and security. "tudents have moderate awareness on school#s safety programs. "chool location where the students are currently enrolled has no bearing with the campus safety of the 5niversity. *nd it can also be concluded, gender has no direct relationship with campus safety that male and female differ significantly on their perceptions and views about crime and violence in the school campus. Bverall, the results of this study indicate that in general, students believe that 5niversity of the 3ast 49 | P a g e
