Chapter I

The Problem and Its Scope

Introduction

In life, an individual may experience many different changes and phases throughout his

or her educational career. Adjustment to one’s environment is among the many changes that is

undergone in the process of going to school no matter near or far.

People come from many different backgrounds and these originate one’s beliefs,

practices, and culture. These factors determine how one may be or how one may act when

exposed to a new environment, like having to stay in a dormitory. Students tend to become their

expectations when they are given independence, they live up to the practices and principles that

have been developed within them when they were under the direct care of their parents and/or

other members of the household.

However, the presence of other factors, such as roommates, during a student’s stay in a

dorm house can influence his or her decisions and outlook on life. At the same time, the

principles and characteristics that one may already have had still plays a significant role in the

interaction of other students and of the environment one is placed in. These interactions that form

behavior and attitude greatly influence what one does and what one decides to do during his or

her time during school and outside of school.

This is what makes adjustment hard. The presence of many kinds of influences on one’s

habits creates a challenge of responsibility –a struggle between positive and negative influence if

you will. It shifts the balance of knowing what is right and what is wrong, and it is what

determines what a student does that can lead them to their success or to their failure.

1
 In an educational institution like Silliman University, the presence of many students

possessing different cultures, practices, and backgrounds is very abundant. They are given the

great responsibility of independence and are expected to excel in their studies and to become

better individuals through personally enhancing experiences within the confines of school and as

well as beyond its walls. However, living in independence as a student is more a challenge than

it is a privilege and it means having to adjust rightly to one’s interpersonal or intrapersonal

interactions and as well as one’s new environment.

So, what is one way that a student can preserve his or her good decision-making skills

even when presented with the tremendous challenge of independence and having to grow in a

new and distant place from home? What enables students to know what to do and what not to

do? Or more accurately, how do they develop good habits that will lead to their success

academically and holistically?

Self-control is the cornerstone of good decision-making, the beginning of good habits,

and the foundation of responsible independence. It is the consciousness of one’s actions and

what it entails no matter good or bad. It is the maturity which sprouts from the knowledge and

importance of knowing one’s goals and priorities. It is the little things we choose to do and enact

for the good of our long-term benefit.

What is an act of self-control that is achievable by students and is beneficial to their

studies and developmental activity? One solid act would be following one’s given curfew.

Following a curfew not only is for the good of safety and responsibility. No, it goes beyond just

those two.

2
 In this study, the researchers will find out more about the self-control regarding curfew

between dormers and non-dormers. Along with that, the researchers aim to know more about its

benefits and its indications.

Statement of the Problem

This study aims to determine the self-control regarding curfew between the students

residing on and off dormitories. It is also interested to know whether the demographic

characteristics (age, gender, relationship status) of each resident respondent are related to their

compliance to their curfew hour.

The study aims to answer the following questions:

1. What is the demographic profile of students residing in on and off campus dormitories in

terms of age, gender, relationship status?

2. What is the usual curfew hour for dormers and non-dormers?

3. Are males more likely to follow their given curfew hour?

4. Are females more likely to follow their given curfew hour?

5. Which between the two are most likely to follow the curfew hour? Dormers or non-

dormers?

6. What are the different factors that influence the students’ likelihood to have self-control

with regards to their curfew hour?

3
 Conceptual Framework

Independent Factors Dependent Factors

Peers/Roommates/Friends Living off Campus

Family Dependence Outcome

School Work Non-dormer Student Self-Control:

School Activities Curfew
Dormer Student
Learning Programs
Living in Campus
Work/Learning Environment
Independence

The Conceptual Framework explains the hypothesis that is assumed in the researchers’

study. Wherein the dependent factors (the non-dormer and dormer students) are affected by the

various independent factors therefore influencing their compliance to their curfew.

Significance of the Study

The study will benefit the following:

Student Personnel services. This will help them asses the needs of the students living in

the dormitories. It will also help them know the needs of those who are living off campus and

how to reach out to them.

University Administration. It will provide university administrators with ideas to

improve, modify, or change policies, and provisions in dormitories that may affect the students

need for self-control.

4
 Dormitory Managers. It will help them develop more strategies in managing students

residing in dormitories because the results of this study can give them ideas in improving

management skills.

Students. It will serve as a guide for the students to determine how to address their

behaviors that will help meet their needs for self-control.

Parents. It will help parents become more knowledgable about their children’s needs

while staying far from them. Being knowledgeable of their children’s needs can help them

understand that in adapting to changes and pressures, constant support is much needed.

Guidance Counselors. It will show that there is a need for counselors to conduct

programs to achieve self-control in terms of discipline and how one must behave for all students

including those residing in the dormitories.

Teachers. It will help teachers gain a better understanding of the behavior and

performance of their students. It can also help them improve their teaching methods by reaching

out with students efficiently based on how they apply discipline in their performance.

Peers. It will provide them with ideas on personal adjustment to environmental changes.

It will also give the peers an idea on how to help others who are having trouble adjusting.

Student Residents. This will help students residing in dormitories to become more aware

of self-discipline.

5
 Scope and Delimitation

The general limit of this study is to determine the difference in the self-control regarding

curfews between dormers and those living off-campus. This study will mainly assess the

student’s activities and how it affects their ability to strictly observe the set curfew. Furthermore,

the study covered how their activities reflect their obedience to curfew. The researchers have

conducted the study among student dormers and non-dormers in Silliman University. The

method used for data gathering are close-ended questionnaires. The results will be analyzed

through examining the data in order to reveal the patterns and themes that will further give the

researchers an understanding of their research objective.

Definition of Terms

To understand the paper better, the following terms are defined:

Behavior – the way in which someone conducts oneself or behaves.

Curfew – an order that requires people to be indoors after a certain time at night.

Dormers – a student residing in one of the following: Edith Carson Hall, Woodward Hall,

Larena Hall, Doltz Hall, Vernon Hall, Del Carmen Hall, Azucena Cottage,

Sampaguita Cottage, Ipil Cottage, Molave Cottage, and Narra Cottage.

Non-Dormers – a student living outside the campus but within Dumaguete city.

Self-Control – restraint over one’s own impulses, emotions, or desires.

6
 Chapter II

Review of Related Literature and Studies

This chapter presents and offers several literature and studies that are closely related to the

researchers’ study. The information collected from books and articles found here have been of

great help to the researchers in their study. Sources are mostly gathered from foreign and local

areas.

Related Literature

Teaching Teens Boundaries and Self-Control

Boundaries aren’t handcuffs; they free teenagers to make decisions since they know how

far they can go. Boundaries are only effective when they are known in advance. Responsibility

and a sense of self-control begin with a toddler knowing and understanding the breadth of their

decisions among those boundaries. These boundaries teach a child to make better decisions in

situations that are crucial in life.

This topic is relevant to the study because it shows the relationship of self-control and the

decision-making skills of teenagers. When teenagers have self-control, they make better choices

in life as they become responsible enough to deal with their decisions.

Curfews are Effective in Keeping Teens Out of Trouble

A study shows that state’s that have curfews have lower rate among teens.

For example, “Typical curfews need that teenagers underneath seventeen years keep out of

streets ranging from 11pm or time of day.

7
This is believed to protect them from crimes committed after nightfall, as well as from violating

the law, and there exist serious evidence in favor of this conviction. Curfew develops values

within a teen. It instills responsibility and awareness amongst teenagers. If a teenager values the

curfew law that means he understands the importance of it and its effect on society. The curfew

law is enforced to keep teenager’s parents out of court arguing and saving money from the

wrongdoing of their child.

Studies show that ninety-three of cities that presently enforce a curfew law believe it's effective.

Juvenile Curfews Law

It is set by state and local governments that juvenile curfew laws are intended to restrict

the hours during which minors are allowed to be out in public. Anyone under 18 years of age is

prohibited from being on the streets or patronizing a business after the designated time. The

purpose of juvenile curfew laws is to prevent any sort of criminal activity from happening and to

protect the health and welfare of minors.

This study helps the researchers since it talks about the law as to why juvenile curfews

are dominant to the students living on and off campus and how it is a way to keep the youngsters

safe from criminal activities.

Why Curfews Should Be Enforced

Curfews have many advantages that students fail to realize. These benefits embody

staying out of bother, higher time management, less sleep deprivation and hyperbolic focus at

school. Curfews help teens develop the necessary time management skills that they will carry out

in adulthood. Setting curfews will also help teens have the right amount of sleep that will make

them focus in class well. It will make them perform to the best of their abilities and attain good

8
grades in class. Curfews bring a lot of great advantages to the teens of today. They are

reasonable guidelines that are ought to be followed.

This topic shows relevance to the current study because it talks about the advantages that

curfews bring to the teens of today. It doesn’t only make them stay out of trouble, but it also

makes them better in managing their time and makes them focus well in school.

Enforcement of curfew in Silliman University Dormitories

Parents make their children stay in dormitories for benefits such as being nearer to the

classrooms, cleaner and having better facilities, and are safer. However, Silliman University's

dormitories observe strict guidelines regarding curfews which may disinterest the students. In

fact, an article by The Weekly Sillimanian (2014) states that one of the most commonly violated

rules is the following of curfews. Students stay beyond curfews for many reasons. Some go back

to their dorms during the morning after engaging in parties or attending to personal concerns.

Others go to study sessions or finish their requirements with classmates and return during the

morning. The Student Housing and Residence Division enforces curfew which doesn’t accept

any excuses. If you don’t obey the curfew, you are at risk of being kicked-out. Students are

forced to follow the curfew to avoid being evicted from the dorms. This is essential in giving the

researchers enough background on the curfew policies of the university that they held their study

in. It also enlightens them on how the university is imposing these policies.

Teenage Self-Control

Casey, B. & Caudle, K. (2013) says that a paradox for human adolescence is why, during a time

when the individual is probably faster, stronger, of higher reasoning capacity and more resistant

to disease, there is such a rise in mortality relative to childhood.

9
The cause of the higher rate of mortality is not caused by diseases, but rather to preventable

forms of death (accidental fatalities, suicide and homicide) associated with adolescents putting

themselves in harm’s way due, in part, to diminished self-control. In their paper named The

Teenage Brain: Self Control, they presented their work in the context of three common “myths”

or overgeneralizations about adolescence to clarify and temper some of these claims.

These myths square measure that adolescent behavior is irrational or deviant; that adolescents

square measure incapable of creating rational selections as a result of their less mature anterior

cortex, the so-called rational, Vulcanized

region of the brain; and, that all adolescents experience the same degree of stress. The study

showed that adolescents can show remarkable restraint in controlling habitual responses but tend

to fail when controlling habitual responses to salient positive cues in the environment.

Specifically, we showed that adolescents have comparable or even better impulse control than

some adults in neutral contexts.

However, in emotional contexts, adolescents’ impulse management ability is severely taxed

relative to kids and adults. This study helped the researchers to understand better the level of

teenagers’ self-control. This is essential in determining the type of research environment that the

researchers can ideally have. It suggests that the environment should be neutral and should not

provoke any emotion that can affect a teenager’s responses.

10
 Related Studies

Living in On-campus Student Housing: Students Behavioral Intentions and Students

Personal Attainments. (Najib, N.; 2015)

A study that suggests that on-campus residencies can affect the behavior and the personal

attainments of one student. According to Najib, N. (2015), it is helpful for universities to make

certain upgrades to their dormitories to improve the living state of its residents. Students usually

find themselves to be more focused and they tend to feel more productive when they are in a

more vibrant work space. The study also measured and formulated a table in which they

distinguish two sides of a student’s behavior (favorable and non-favorable behavior) to conclude

if living in on-campus residences does affect them negatively or positively. The study also stated

that living in on-campus residences also affects their personal attainments, and their personal

developments. Students would learn to be more self-reliant, socially responsible, and would be

able to discover one’s personality.

This study can help our case since it mainly talks about the effects of living in on-campus

residences to students. It gives us insight about the possible outcomes it has on student’s

behavior and performance. How that helps us is that it allows us to draw a base line from which

we are able to tell if living in Silliman University’s on-campus residences also gives students the

same benefits.

Estimating the Effects of Dormitory Living on Student Performance (de Araujo, P & Murray, J.;

2010)

The study is conclusive about how living in dormitories enables students to gain an

increase on their GPA. According to de Araujo, P & Murray, J. (2010), the research finds that

11
this is due to the Wisconsin University’s various academic services and programs that aim to

encourage and promote an environment wherein students are conducive to studying or learning.

Services like tutoring are made available to the students all in the benefit of them becoming able

to increase their academic performance. Student organizations and school programs are

established to encourage purpose and productivity that aims to increase the students’ academic

involvement and development. These have many behavioral effects on students that are positive

in most cases and promote their good habits which manifest in their semester and cumulative

GPA. The dorm and the environment it provides has an observable effect on the students,

showing itself by the average increase of 0.19 to 0.97 on their Grade Point Average.

This seems to happen regardless of how long they actually stay in a dorm for –whether it

be for a single semester or for the whole year. What is found to be the most important factor is

that they were able to develop a good study habit during their stay. This is evidenced and

supported by the various activities and programs within the dorms that encourage and enhance

learning. Along with that are the presence of peers that often influence one another to study well.

How this study and its findings help the researchers with their own is that it provides

them insight and knowledge as to how the dorms in their own school are able to positively affect

its students and their performance in school. From this they are able to set a baseline from which

they are able to draw factors and predictions from. The study tells them that dorms practice a

positive culture within its walls and that there is much incentive for students to involve

themselves within it. Now, how the researchers are able to interpret and relate this to their own

specific study about self-control in relation to the observance of curfew is that there is much

benefit to abiding by it not only in terms of getting home early but so that they are able to reap

12
the benefits from the academic encouragement and support they can get from the dormitory’s

environment and their peers.

Self-Control and Academic Performance in Engineering (Honken, N., Ralston, P., & Tretter, T.;

2016)

This study is about the correlation of self-control and a student’s ability to complete

homework, study diligently, and behave positively in the classroom. According to Honken, N.,

Ralston, P., & Tretter, T. (2016), Self-control, although it is less of a predictor compared to

cognitive ability when it comes to achievements in standardized tests, is a reliable predictor to

student’s GPA. It allows them to put in more work when it is needed, and it enables them to

consistently work on an effective level of productivity. Self-control is essential to academic

performance and it opens up opportunities for students to improve and bolster their skills in time

and study management, both of which allow them to efficiently complete their tasks.

Furthermore, the study found that self-control predicted between 27%-42% as much variance in

the first semester GPA as did the ACT scores. The study’s results have implications for how

much positive impact self-control can have on the freshman engineering students.

The study also describes what self-control is. It states that it is achieved through hard

work and consistency. It is a behavior that is cultivated through a student’s discipline and

learning. It is the manifestation of their willingness to succeed and it is the realization that they

must organize and manage their time in order to focus on important things. Self-control is

fundamentally knowing when to do what and vice-versa.

Self-control seems to be picked up from the student’s environment as well. The study

mentions that during its research, it found that peers and other external factors are responsible for

13
positive or negative self-control. Of course, it is positive self-control that bolsters an individual’s

chances to improve and increase their grade point average. Self-control influences many aspects

of an individual’s performance in both academics and personal life.

How this study helps the researchers is that it gives them insight as to how self-control

can affect a student and more specifically their academic performance. It allows the researchers

to draw and predict relations between self-control and academic success in their own research. It

gives background on the implications, predictions, and definitions of self-control. The study also

very briefly describes how a student’s self-control can be influenced by external factors. The

researchers are given this important information and are able to relate this to their own research

which specifically pertains to self-control of dormers in terms of their curfew.

The Effectiveness of Curfews Towards Young Adolescents (Applebury, G.; 2016)

This study suggests that curfews would instill time management and learning

responsibility. According to Applebury, G. (2016), Parents may have their various reasons for

imposing curfews on their teenagers. The first one is of course for safety and and the second

would be that it is simply in the law. Not only does the study only suggest personal development

towards a teenager but it also suggests that crime rates would drop due to a city imposing a

curfew. The study shows that a state that had curfews had a significant drop in crime rate among

teens.

The study would aid the researchers of their paper by providing insight and data towards

the activity and effectivity of the curfew system.

14
 Chapter III

Methodology

This chapter contains the research design, research environment, research respondents,

research instruments, the data collection procedure and the data analysis procedure which are of

use and are pertinent to the research. This part will mainly explain the step by step process of

how the research study was conducted, how the respondents were chosen, explain the type of

research environment that was present, and discuss the intended strategy for the collection and

analyzation of the gathered data.

Research Design

The study mainly focuses on knowing the level of self-control regarding curfew between

dormers and non-dormers. The type of research will be quantitative; thus, the researchers aim to

perform statistical, mathematical and computational techniques to differentiate the level of self-

control regarding curfew between dormers and non-dormers. The data will be gathered through a

survey given to fifty (50) dormers and fifty (50) non-dormers in Silliman University.

Research Environment

The study will be conducted in Silliman University, Dumaguete City. It will cater to the

on campus regular dorms namely: Edith Carson Hall, Woodward Hall, Larena Hall, Doltz Hall,

Vernon Hall and Del Carmen Hall. And the cooperative dorms namely: Azucena Cottage,

Sampaguita Cottage, Ipil Cottage, Molave Cottage, and Narra Cottage. It also includes the

people living around Dumaguete City.

15
 Research Respondents

The study includes all female and male students who reside in on selected campus

dormitories. The total number of respondents would be 100, composed of 50 students in on

campus dormitories and 50 students living off campus.

Research Instrument

For this particular study, the researchers employed a standardized questionnaire. The

researchers conducted a survey to measure their compliance to curfew to the students living on

and off campus.

Data Collection Procedure

The researchers were able to gain permission from the managers and residents of Edith

Carson Hall, Woodward Hall, Larena Hall, Doltz Hall, Vernon Hall and Del Carmen Hall

residence to conduct their research through a standardized questionnaire. The researchers then

obtained permission from their adviser to proceed with the data collection.

After the collection of the data from the questionnaires given to the residents, the

researchers organized and subjected them to statistical tests. The results that came from the tests

were then analyzed and interpreted.

16
 DORMERS

Table 1.1
Gender Frequency Percent
Female 26 52.00 %
Male 24 48.00 %

Table 1.2
Age Frequency Percent Frequency Percent
(female) (male)
17 5 19.23 % 3 12.5 %
18 9 34.62 % 7 29.17 %
19 5 19.23 % 5 20.83 %
20 6 23.08 % 7 29.17 %
21 1 3.85 % 2 8.33 %

Table 1.3
Course Frequency Percent Frequency Percent
(female) (male)
Senior High School 11 42.31 % 9 37.5 %
BS Psychology 1 3.85 % 3 12.5 %
Engineering 2 7.69 % 3 12.5 %
Arts and Sciences 0 0% 2 8.33 %
Computer Sciences 1 3.85 % 3 12.5 %
Performing and Visual Arts 2 7.69 % 2 8.33 %
BS Education 1 3.85 % 0 0%
BS Foreign Affairs 1 3.85 % 0 0%
BS Pharmacy 1 3.85 % 0 0%
Masscom 3 11.54 % 0 0%
Business and 2 7.69 % 1 4.17 %
Administration
Nursing 0 0% 1 4.17 %
Nutrition and Dietetics 1 3.85 % 0 0%

Table 1.4
Relationship Status Frequency Percent Frequency Percent
(female) (male)
Single 23 88.46 % 18 75.00 %
Taken 3 11.54 % 6 25.00 %

17
 1. Do you have a curfew hour?
Table 1.5
Frequency Percent Frequency Percent
(female) (male)
Yes 26 100.00 % 24 100.00 %
No 0 0% 0 0%

2. Do you agree with the implementation of the curfew hour?

Table 1.6
Frequency Percent Frequency Percent
(female) (male)
Agree 22 84.62 % 18 75.00 %
Disagree 4 15.38 % 6 25.00 %

3. Are you a dormer?

Table 1.7
Frequency Percent Frequency Percent
(female) (male)
Yes 26 100.00 % 24 100.00 %
No 0 0% 0 0%

4. What time is your curfew?

Table 1.8
Frequency Percent Frequency Percent
(female) (male)
9:30 pm 8 30.77 % 3 12.5 %
10:00 pm 18 69.23 % 21 87.5 %

5. How far is your place from school?

--------------------
6. Do you find that you get enough study with your curfew?
Table 1.9
Frequency Percent Frequency Percent
(female) (male)
Yes 22 84.62 % 18 75.00 %
No 4 15.38 % 6 25.00 %

18
 7. How often do you get home before the curfew?
Table 1.10
Frequency Percent Frequency Percent
(female) (male)
Always 17 65.38 % 9 37.5 %
Sometimes 7 26.92 % 11 45.83 %
Rarely 2 7.69 % 4 16.67 %
Never 0 0% 0 0%

8. How often do you get home after the curfew?

Table 1.11
Frequency Percent Frequency Percent
(female) (male)
Always 4 15.38 % 3 12.5 %
Sometimes 8 30.77 % 13 54.17 %
Rarely 13 50.00 % 7 29.17 %
Never 1 3.85 % 1 4.17 %

9. What factors affect what time you go home?

Table 1.12
Frequency Percent Frequency Percent
(female) (male)
Peers 16 61.54 % 20 83.33 %
School work 24 92.31 % 22 91.67 %
Organizational 15 57.69 14 58.33 %
meetings
Trainings/ 7 26.92 % 13 54.17 %
practices
Work 1 3.85 % 1 4.17 %
Dating 3 11.54 % 6 25 .00%
Leisure (gaming, 5 19.23 % 11 45.83 %
partying, etc. )

10. Do you think that the curfew affects you positively?

Table 1.13
Frequency Percent Frequency Percent
(female) (male)
Yes 24 92.31 % 19 79.17 %
No 2 7.69 % 5 20.83 %

19
NON-DORMERS

Those with curfew

Table 2.1
Gender Frequency Percent
Female 17 77.27 %
Male 5 22.73 %

Those with no curfew

Table 2.2
Gender Frequency Percent
Female 15 53.57 %
Male 13 46.43 %

Those with curfew

Table 2.3
Age Frequency Percent Frequency Percent
(female) (male)
16 0 0% 1 20.00 %
17 5 29.41 % 1 20.00 %
18 11 64.71 % 3 60.00 %
19 1 5.88 % 0 0%
20 0 0% 0 0%
21 0 0% 0 0%

Those with no curfew

Table 2.4
Age Frequency Percent Frequency Percent
(female) (male)
17 6 40.00 % 1 7.69 %
18 5 33.33 % 6 46.15 %
19 3 20.00 % 4 30.77 %
20 0 0% 2 15.38 %
21 1 6.67 % 0 0%

20
Those with curfew
Table 2.5
Course Frequency Percent Frequency Percent
(female) (male)
Senior High School 12 70.58 % 3 60.00 %
Computer Sciences 0 0% 2 40.00 %
BS Foreign Affairs 0 0% 0 0%
BS Pharmacy 5 29.41 % 0 0%
Masscom 0 0% 0 0%
Business and Administration 0 0% 0 0%
Nursing 0 0% 0 0%

Those with no curfew

Table 2.6
Course Frequency Percent Frequency Percent
(female) (male)
Senior High School 8 53.33 % 7 53.85 %
Computer Sciences 1 6.67 % 4 30.77 %
BS Foreign Affairs 1 6.67 % 1 7.69 %
BS Pharmacy 2 13.33 % 0 0%
Masscom 1 6.67 % 0 0%
Business and 1 6.67 % 0 0%
administration
Nursing 1 6.67 % 1 7.69 %

Those with curfew

Table 2.7
Relationship Status Frequency Percent Frequency Percent
(female) (male)
Single 16 94.12 % 5 100.00 %
Taken 1 5.88 % 0 0%

Those with no curfew

Table 2.8
Relationship Status Frequency Percent Frequency Percent
(female) (male)
Single 13 86.67 % 10 76.92 %
Taken 2 13.33 % 3 23.08 %

21
 1. Do you have a curfew hour?
Table 2.9
Frequency Percent Frequency Percent
(female) (male)
Yes 17 53.13 % 5 27.78 %
No 15 46.88 % 13 72.22 %

2. Do you agree with the implementation of the curfew hour?

Those with curfews
Table 2.10
Frequency Percent Frequency Percent
(female) (male)
Agree 17 100.00 % 3 60.00 %
disagree 0 0% 2 40.00 %

Those with no curfews

Table 2.11
Frequency Percent Frequency Percent
(female) (male)
Agree 12 80.00 % 8 61.54 %
disagree 3 20.00 % 5 38.46 %

3. Are you a dormer?

Table 2.12
Frequency Percent Frequency Percent
(female) (male)
Yes 0 0% 0 0%
No 32 100.00 % 18 100.00 %

4. What time is your curfew? (for those with curfews)

Table 2.13
Frequency Percent Frequency Percent
(female) (male)
6:00 pm 2 11.76 % 0 0%
7:00 pm 1 5.88 % 0 0%
8:00 pm 4 23.53 % 1 20.00 %
10:00 pm 7 41.18 % 3 60.00 %
11:30 pm 1 5.88 % 0 0%
12:00 am 0 0% 1 20.00 %
depends 2 11.76 % 0 0 %

22
 5. How far is your place from school?
Those with curfew
Table 2.14
Frequency Percent Frequency Percent
(female) (male)
3 – 5 minutes 4 23.53 % 2 40.00 %
6 – 10 minutes 2 11.76 % 2 40.00 %
Beyond 10 minutes 11 64.71 % 1 20.00 %

Those with no curfew

Table 2.15
Frequency Percent Frequency Percent
(female) (male)
3 – 5 minutes 3 20.00 % 5 38.46 %
6 – 10 minutes 7 46.67 % 1 6.67 %
Beyond 10 minutes 5 33.33 % 7 46.67 %

6. Do you find that you get enough study with your curfew? (for those with curfews)
Table 2.16
Frequency Percent Frequency Percent
(female) (male)
Yes 15 88.24 % 3 60.00 %
No 2 11.76 % 2 40.00 %

7. How often do you get home before the curfew? (for those with curfews)
Table 2.17
Frequency Percent Frequency Percent
(female) (male)
Always 13 76.47 % 3 60.00 %
Sometimes 3 17.65 % 2 40.00 %
Rarely 1 5.88 % 0 0%
Never 0 0% 0 0%

23
 8. How often do you get home after the curfew? (for those with curfews)
Table 2.18
Frequency Percent Frequency Percent
(female) (male)
Always 2 11.76% 0 0%
Sometimes 5 29.41 % 2 40.00 %
Rarely 5 29.41 % 3 60.00 %
Never 5 29.41 % 0 0%

9. What factors affect what time you go home?

Those with curfew
Table 2.19
Frequency Percent Frequency Percent
(female) (male)
Peers 9 52.94 % 3 60.00 %
School work 14 82.35 % 4 80.00 %
Organizational 5 29.41 % 1 20.00 %
meetings
Trainings/ 5 29.41 % 4 80.00 %
practices
Work 0 0% 0 0%
Dating 0 0% 1 20.00 %
Leisure (gaming, 1 5.88 % 0 0%
partying, etc. )
Others:
No ride home 1 5.88 % 0 0%
Parents work 1 5.88 % 0 0%

24
Those with no curfew
Table 2.20
Frequency Percent Frequency Percent
(female) (male)
Peers 13 86.67 % 8 61.54 %
School work 13 86.67 % 10 76.92 %
Organizational 7 46.67 % 5 38.46 %
meetings
Trainings/ 5 33.33 % 7 53.85 %
practices
Work 1 6.67 % 1 7.69 %
Dating 0 0% 2 15.38 %
Leisure (gaming, 4 26.67 % 7 53.85 %
partying, etc. )
Others:
No ride home 0 0% 0 0%
Parents work 0 0% 0 0%

10. Do you think that the curfew affects you positively?

Those with curfew
Table 2.21
Frequency Percent Frequency Percent
(female) (male)
Yes 14 82.35 % 5 100.00 %
No 3 17.65 % 0 0%

Those with no curfew

Table 2.22
Frequency Percent Frequency Percent
(female) (male)
Yes 10 66.67 % 8 61.54 %
No 5 33.33 % 5 38.46 %

25
 Data Analysis Procedure

The data that are needed were collected from the survey that was conducted with the fifty

(50) dormers and fifty (50) non-dormers in Silliman University. The collected data was analyzed

through a statistical test that was be done by the researchers. The researchers evaluated the

results based on the statistical on the outcome of the statistical test conducted. The analyzed and

interpreted data will be used to formulate the conclusions of the study.

26
 Chapter IV
Findings

Figure 1

Gender ratio of dormers

Dormers (male); 48% Dormers (female); 52%

This pie chart shows the percentage ratio of gender of dormers in Silliman University. There is
close to an equal number of dormers that we have surveyed.

Figure 2

gender ratio of non-dormers

Non-dormers (male) Without cur-
few
23% Non-dormers (female) With cur-
few
39%

Non-dormers (female) Without

curfew)
27% Non-dormers (male) With curfew
11%

This pie chart shows the percentage ratio of gender of non-dormers in Silliman University. The
non-dormers surveyed shows that there are 39% females with curfews, 11% males with
curfews,27% females without curfews and 23% males without curfew. It shows that the majority
of the students with curfew are female non-dormers.

27
Figure 3

A ge of Dor mer s
17 18 19 20 21
40.00%
34.62%
35.00%
29.17% 29.17%
30.00%
25.00% 23.08%
20.83%
19.23% 19.23%
20.00%
15.00% 12.50%
10.00% 8.33%
5.00% 3.85%

0.00%
Dormer (female) Dormer (male)

This bar graph shows the age bracket of the dormers in Silliman University. It shows that most of
the female dormer respondents are 18 years old, then followed by 20 years old, then followed by
17 and 19 years old, then followed by 21 years old. It also shows that most of the male dormer
respondents are 18 and 20 years old, then followed by 19 years old, then followed by 17 years
old, then followed by 21 years old.
Figure 4

age of non-dor m er s
16 17 18 19 20 21
70%
60%
50%
40%
30%
20%
10%
0%
Non-dormer (female) With Non-dormer (male) With Non-dormer (female) Non-dormer (male)
curfew curfew Without curfew Without curfew

This bar graph shows the age bracket of the non-dormers in Silliman University.

28
Figure 5

COURSE/COLLEGE OF THE DORMERS

Senior High School BS Psychology Engineering
Arts and Sciences Computer Sciences Performing and Visual Arts
BS Education BS Foreign Affairs BS Pharmacy
MassCom Business and Administration Nursing
Nutrition and Dietetics
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Dormers (female) Dormers (male)

This bar graph shows the different courses/colleges of dormers in Silliman University.
Figure 6

Cour s e/college of the

non-dor m er s
Senior High School Computer Sciences BS Foreign Affairs
BS Pharmacy MassCom Business and Administration
Nursing
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Non-dormers (female) Non-dormers (male) With Non-dormers (female) Non-dormers (male)
With curfew curfew Without curfew Without curfew

This bar graph shows the different courses/colleges of non-dormers in Silliman University.

29
Figure 7

RELATIONSHIP STATUS OF DORMERS

Single Taken
100.00%
88%
90.00%
80.00% 75%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
0.1154
10.00%
0.00%
Dormers (female) Dormers (male)

This bar graph shows the relationship status of the dormers in Silliman University.
Figure 8

R elati ons hip s tatus of

non-dor m er s
Single Taken
120.00%
100%
100.00% 94%
87%
80.00% 77%

60.00%

40.00%
23%
20.00% 13%
6%
0%
0.00%
Non-dormers (female) Non-dormers (male) Non-dormers (female) Non-dormers (male)
With curfew With curfew Without curfew Without curfew

This bar graph shows the relationship status of the non-dormers in Silliman University.

30
Figure 9

the s tand of the dor m er s r egar ding the

im plem entati on of the cur few hour
90.00% 84.62%
80.00% 75.00%
70.00% Agree Disagree

60.00%
50.00%
40.00%
30.00% 25%
20.00% 15%
10.00%
0.00%
Dormers (female) Dormers (male)

This bar graph shows whether the dormers in Silliman University agree or disagree to the
implementation of the curfew. The graph shows that there is a majority of dormers that agree to
the implementation of the curfew hour.
Figure 10

Agree Disagree

120%

100%

80%

60%

40%

20%

0%
Non-dormer (Female) Non-dormer (Male) with Non-dormer (Female) Non-dormer (Male)
With curfew curfew Without curfew Without curfew

This bar graph shows whether the dormers in Silliman University agree or disagree to the
implementation of the curfew.
31
Figure 11

Cur f ew hour of dor m er s

80.00%
Dormers (female);
0.6923
70.00%

60.00%

50.00%

40.00%
Dormers (female);
30.77%
30.00%

20.00% Dormers (male);

12.50%
10.00%

0.00%
Dormers (female) Dormers (male)

The bar graph shows the

Figure 12

cur f ew hour of non-dor m er s

6:00 PM 7:00 PM 8:00 PM 10:00PM 11:30 PM 12:00AM Depends
70.00%
60%
60.00%

50.00%
41%
40.00%

30.00%
24%
20% 20%
20.00%
12% 0.1176
10.00%
0% 0%
0.00%
Non-dormers (female) Non-dormers (male)

The bar graph shows the curfew time of the non-dormers surveyed. It shows that majority of the
students have a curfew at 10:00 PM. (????)

32
Figure 13

Factor s A ff ecti ng the ti m e Dor m er s go

hom e
Peers School Work Organizational Meetings
Trainings/Practices Work Dating
Leisure (gaming, partying, etc)
100.00%
92.31% 91.67%
90.00%
83.33%
80.00%
70.00%
61.54% 58.33%
60.00% 57.69%
54.17%
50.00% 45.83%
40.00%
30.00% 26.92% 25.00%
20.00% 19.23%
11.54%
10.00% 3.85%
0.00% 4.17%
Dormer (Female) Dormer (Male)

Figure 14

f actor s aff ecti ng the ti m e

non-dor mer s go home
Peers School work Organizational Meetings
Trainings/Practices Work Dating
Leisure (gaming, partying, etc) No Ride Home Parents' Work

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Non-dormer (Female) Non-dormer (Male) with Non-dormer (Female) Non-dormer (Male)
With curfew curfew Without curfew Without curfew

33
 Chapter V

Discussion

The study was focused on finding out the characteristics of the behavior of dormer and

non-dormer students towards their curfew, and as well as finding out about the different factors

that contribute to such behavior. The researchers had determined that the study would have

yielded valuable information and insight to many beneficiaries such as; the school

administrators, the students themselves, teachers, parents, future researchers, and several more.

The data that have been found as a result of the research hold importance towards addressing and

identifying possible behavioral issues that students may have towards their curfew. In other

words, the school and its constituents would be able to correct, support, and improve its students’

behavior towards curfew. The study contained the following research questions; a.) What is the

demographic profile of students residing in on and off-campus residences in terms of age,

gender, and relationship status? b.) What is the usual curfew hour for dormers and non-dormers?

c.) Are males more likely to follow their given curfew hour? d.) Are females more likely to

follow their given curfew hour? e.) Which between the two are most likely to follow the curfew

hour? Dormers or non-dormers? f.) What are the different factors that influence the students’

behavior towards their curfew hour? According to the results from the surveys, the researchers

concluded the following findings for each research question in respective order; a.) From the

sample size of 100 students, there were 42 males and 58 females, there was one 16 year-old,

twenty-one 17 year-olds, forty-one 18 year-olds, eighteen 19 year-olds, fifteen 20 year-olds, and

four 21 year-olds, and 85 single & 15 taken. b.) The average curfew hour between both dormers

and non-dormers is 10:00pm. c.) Out of the 24 males that were dormers, 11 of them responded

34
with “Sometimes” as an answer to “how often do you get home before your curfew.” This

resulted with 45.83% as the majority of the answers, followed by “Always” at a 37.5%, then

“Rarely” at 16.67%, and then lastly 0%. As for the 5 males that were non-dormers that had a

curfew, 3 responded with “Always” which gave a 60.00% and then 2 responded with

“Sometimes” which gave a 40.00%. d.)

35