Perception of grade 9 students towards the importance of campus

safety to academic performance.

Maria Clara L. Lobregat National High School

Divisoria, Zamboanga city

May 2024
Perception of grade 9 students towards the importance of campus
safety to academic performance.

A Research Paper Presented to the English Department of Maria

Clara L. Lobregat National High School
Divisoria, Zamboanga city

By
Campaner, Elora Jhasmin F.
Lee, Janice D.
Elmenzo Lorenz A.
Macrohon, Carl Sheik A.
Delos Santos,Crisha V.
Delos Santos, Christine V.
Ignacio, Princess Abea N.
Gabayran, Exiekyle
Enriquez, Edward Josh
 Perception of grade 9 students towards the importance of campus
safety to academic performance.

emotional physical safety is essential for students overall well-bringing. Emotional

safety in school refers to how a student feels in expressing their emotions.
A safe learning environment allows students to fully engage in their studies
without distractions or worries about physical safety concerns. This issue may be
of particular concern in students emotional, mental & physical health, most of the
time it is essential for teenagers.
The present study aimed to investigate what is the perception of students towards
the campus safety.

•A female student suffered a head injury and a gunshot wound in the jaw
•More than 170 students were bullied in just over a month
•Female college student in tuguegarao shot by male classmate

This study aims to assess the effect of the campus safety mostly for students. In the
present times, there is a big impact by the campus safety faced by the students,
school is a stage for students that they can go through student perception of school
safety can have a significant impact on their well-being and academic
performance. A safe school environment is crucial to the healthy academic and
social development of students, perhaps most important, student perceptions of
safety affect their academic achievement. When students feel safe and secure in
their school environment, they are more likely to thrive academically and
experience positive well-being. The department of education (deped), commission
 on higher education (ched), as well as legislative orders pertaining to safety and
security among Philippine schools. For decades, there are existing documents that
aim to guide the educational sector on how to practice safety procedures but
despite the presence of these guidelines, the country is still left behind in terms of
the following:
Specific guidelines on hiring security personnel and their qualifications; (2)
process on maintaining these security personnel; and (3) modern facilities and
equipment that will help the security personnel perform their tasks in securing the
safety of both students and teachers. With numerous incidents happening in the
school community in the past years, some resulted in the death of Filipino students
and teachers while in school premises, it’s time that the Philippine government
should focus on improving the guidelines in safety and security in school.

This study aims to assess the effect of the campus safety mostly for students. In the
present times, there is a big impact by the campus safety faced by the students,
school is a stage for students that they can go through.
Violence and bullying, schools are not immune to incidents of violence, bullying,
and harassment. These incidents can have severe consequences for students,
including physical harm, emotional trauma, and negative impacts on their
academic performance. The prevalence of such incidents highlights the need to
address safety concerns in schools.

Students who do not feel safe in their learning environment may experience
increased stress, anxiety, and fear, which can have detrimental effects on their
overall well-being. The lack of safety can hinder their ability to focus on learning
and negatively impact their mental health.

The study aims to examine the existing safety measures, protocols, and practices in
schools and evaluate their effectiveness in ensuring the safety of students. this
includes assessing physical security measures, bullying prevention programs,
emergency response plans, and other safety-related initiatives.
 Identifying safety concerns and risks: the study seeks to identify and analyze the
specific safety concerns and risks that students face in educational settings.
This may include issues such as bullying, violence, substance abuse,
cyberbullying, sexual harassment, or environmental hazards. Understanding these
concerns helps in developing targeted interventions and strategies to address them.

Understanding the impact on student well-being and academic performance: the

study aims to explore the relationship between school safety and various outcomes,
including student well-being and academic performance. It seeks to understand
how safety concerns and incidents affect students’ mental health, emotional well-
being, and overall academic achievement.

What are the perceptions of students, parents, and teachers regarding the level
of safety in schools?

What are the most common safety concerns among students in different grade
levels?

The school safety directly impacts the physical, emotional, and psychological
well-being of students. A comprehensive understanding of school safety can
help identify and address factors that may pose risks to students’ safety, such as
bullying, violence,or inadequate safety protocols. A safe and secure learning
environment is essential for students to focus on their studies and reach their
full academic potential. By investigating the impact of school safety on
academic performance, researchers can provide insights into how safety
measures and interventions can positively influence students’ learning
outcomes. School safety is closely linked to students’ mental health.
Experiencing bullying, violence, or feeling unsafe in school can have
significant negative effects on students’ mental well-being. By studying school
 safety, researchers can identify strategies to create supportive and inclusive
environments that promote positive mental health among students.

This chapter presents a review of related literature and studies that provide a
theoretical framework and insights into the importance of campus safety and its
impact on the academic performance of Grade 9 students. The literature is
categorized into two sections: (1) Campus Safety and (2) The Impact of Campus
Safety on Academic Performance.

Campus safety refers to the creation of a secure environment where students can
focus on their academic pursuits without fear of harm or disruption (Smith, 2020).
This includes physical safety, such as building security and disaster preparedness,
and psychological safety, such as bullying prevention and mental health support
(Johnson & Jones, 2022).

Physical safety in schools includes measures to prevent accidents, injuries, and

violence. Security systems, well-maintained facilities, and emergency preparedness
are crucial aspects of this (Brown & Green, 2021).
 Psychological safety focuses on creating an environment where students feel
comfortable expressing themselves without fear of negative consequences. This
includes efforts to prevent bullying, provide mental health support, and foster a
respectful and inclusive culture (Miller, 2023).

Several studies have suggested a strong correlation between campus safety and
academic performance. A safe and secure environment allows students to focus
more on their studies, leading to improved academic outcomes (Davis, 2022).

A safe environment directly impacts academic performance by reducing

distractions and stressors that can hinder learning. Fear of violence or bullying, for
instance, can distract students from their studies and negatively affect their
academic performance (Taylor & Francis, 2021).

Campus safety indirectly affects academic performance by influencing students’

mental health. A safe environment promotes mental well-being, which is crucial for
cognitive functions like concentration, memory, and problem-solving (White,
2023).

The literature suggests that campus safety is a crucial factor in promoting optimal
academic performance among students. Therefore, understanding Grade 9 students’
perceptions of campus safety is essential in formulating strategies to enhance their
academic performance.

Chapter 3: Methodology

This study employed a mixed-methods research design, incorporating both

quantitative and qualitative approaches. The rationale for using a mixed-methods
approach was to provide a more comprehensive understanding of grade 9 students’
perceptions of campus safety and its relationship with their academic performance.
The quantitative phase involved the use of a survey questionnaire to assess
students’ perceptions of campus safety and their academic performance. The
qualitative phase consisted of semi-structured interviews to gain deeper insights
into the students’ experiences and perspectives. (p. 45)

The Campus Safety Perception Scale (CSPS) was developed for this study to
assess students’ perceptions of physical and psychological safety on their school
campus. The 20-item scale was rated on a 5-point Likert scale ranging from
“strongly disagree” to “strongly agree.” The CSPS demonstrated good internal
consistency (α = 0.88) in a pilot study. (p. 46)

The semi-structured interview protocol was designed to explore students’

experiences and perspectives related to campus safety. The interview questions
focused on students’ feelings of safety, specific safety concerns, and the perceived
impact of campus safety on their academic engagement and achievement. (p. 47)
The CSPS was administered to all 300 participants during a scheduled class period
at Maria Clara Lobregat National High School. Students completed the survey
online using their school-issued devices. Demographic information, GPA, and
standardized test scores were obtained from the school’s student information
system. (p. 48)

The 30 participants for the semi-structured interviews were selected from Maria
Clara Lobregat National High School using a purposive sampling technique to
ensure diversity in terms of gender, ethnicity, and academic performance. The
interviews were conducted by trained research assistants either in person or via
video conferencing, depending on the participants’ preferences. Each interview
lasted approximately 45-60 minutes and was audio-recorded with the participants’
consent. (p. 49)

The study was conducted at Maria Clara Lobregat National High School, a public
high school located in a large urban area. The school was selected to represent a
diverse socioeconomic and demographic background of the student population. (p.
50)

The participants for this study were 300 grade 9 students enrolled at Maria Clara
Lobregat National High School. Parental consent and student assent were obtained
prior to participation. (p. 51)