A Comparative Study Between Fines and Community Service in the Perspective of Silliman University College Students Enrolled in S. Y. 2015-2016
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Silliman University
College of Business Administration
A Comparative Study between Fines and Community Service
In the Perspective of Silliman University College Students
Enrolled in S.Y. 2015-2016
MEMBERS:
Belarmino, Katherine
Dela Cerna, Ramon
Fabileña, Ida
Jayari, Juan Carlo
Pinili, Alessandra Sabrina
Recto, Monique
Schelling, Anke
Tomarong, Coleen
TABLE OF CONTENTS
CHAPTER I
The Problem and Its Scope Introduction …………………………………………………………………….......... 3 Theoretical Background …………………………………………………………...... 5
The Problem Statement of Problem ………………………………………….……………. 9 Statement of Objectives ……………………………………………………. 10 Significance of the Study …………………………………………………... 11 Scope & Limitations of the Study ………………………………………………… 12 Definition of Terms ………………………………………………………………… 13
Research Methodology Research Environment …………………………………………………………….. 14 Respondents of the Study …………………………………………………………. 23 Sampling Technique ……………………………………………………………….. 23 Research Instruments ……………………………………………………………… 27 Data Collection Procedures ……………………………………………………….. 28 Data Analysis (Statistical Treatment) …………………………………………….. 29
CHAPTER II
Presentation, Analysis, and Interpretation of Data …………………………………… 30
CHAPTER III
Recommendation and Conclusion ……………………………………………………… 43
Bibliography ………………………………………………………………………………... 45
Appendices
Appendix A: Letter to the Respondents …………………………………….…… 47 Appendix B: Survey Questionnaire …………………………………………….… 48 Appendix C: Results from the Self-Administered Questionnaires ……………. 51
CHAPTER I: The Problem and Its Scope
INTRODUCTION
At Silliman University, students from every college are required to attend non-academic events throughout their stay. These events can range from Christian convocations at the Silliman Church, to parades around the city. From sitting through hours of both religious and secular sermons and performances, as well as walking around the city either at various times of the day, student participation is indeed important to the university.
The task of ensuring attendance usually falls on these colleges’ respective course-related orgs, as well as college’s student council. Attendance is checked either by logging in and/or out of log in sheets provided by an org’s officials, as well as the college’s council members, or by submitting a sheet of paper with one’s name and signature to the said council member. This is usually done before and/or after the said event.
The vast majority of students oftentimes do not attend most of these required events for their own respective reasons. Nevertheless, they are sanctioned in the form of having to pay monetary fines according to the gravity of the missed event, as well as the number of absences the student had incurred before his or her clearance can be signed at the end of the semester. Giving donations prior to clearance signing has also been practiced, but not nearly as often as requiring monetary compensation to the same effect.
The current setup prompted the researchers to conduct a study comparing monetary fines with community service in terms of the benefits students can derive from either penalty. They chose community service since it is more or less in line with the events the students were required to attend. In addition, it is a system which the school has yet to implement. This paper will illustrate the students’ opinions on the matter in terms of objective data in detail.
THEORETICAL BACKGROUND
Students tend to complain about their college expenses, especially those on a tight budget. These are not only limited to tuition fees; students from outside the city must also take board and lodging, and food allowance into account. In addition, both local and non-residents of the city must worry about rationing their remaining allowance for possible miscellaneous expenses incurred during the day and/or week.
This financial burden is magnified when fines for missed events are imposed upon these students. Fines are a sum of money imposed as a penalty for an offense or dereliction (http://www.thefreedictionary.com/fine). They are collected every end of the semester and the amount varies depending on the importance, as well as the number of absences a student incurs regarding required events. Most students and parents find these fines as a problem. However, they are believed to hold a number of benefits. Fines serve as an expedient form of punishment in terms of a student’s time. The mere transaction absolves the student of his or her infraction(s) in a matter of minutes. The university’s fine system assigns a certain amount, not more than fifty Pesos, according to the scale of a certain event. Fines are cumulative, in that every absence increases a student’s total fine payment at the end of the semester.
Oftentimes, students will need an incentive to attend required events. This is why the imposition of monetary fines is considerably an effective means of deterring truancy. In times when money is hard to come by, most people would like to avoid any unnecessary expenses—even students. The financial burden is set in place to instill discipline within the student body.
Furthermore, the collected fines serve as additional funding for college programs and parties. This can clearly be seen in colleges’ acquaintance and Christmas parties. Students want to enjoy these social gatherings, but at the same time, notable parties require more capital. This is where the fine system is particularly helpful to the student body. However, the system is not without flaw. Commensurability is an issue because one student’s ability to pay his or her total fine may not be equal to another student’s ability to pay. The setup inadvertently gives favor to those who can afford to be absent at a required event considering their clearances are signed the moment they are able to produce the money.
Moreover, it is commonplace for the latter to intentionally skip these required events since there is a quick and easy remedy for their situation. It teaches students that religious and socio-cultural events are a (financial) burden instead of a privilege. The essence of these activities is to attempt to establish a connection between the student and the rest of the community. When students can just pay their way out of these events, the situation becomes directly counterintuitive to the values the university tries to impart. Community service, on the other hand, is voluntary work intended to help people in a particular area, and this can certainly be helpful to students as well. It refers to service that a person performs for the benefit of his or her local community (https://www.trinityvalleyschool.org/uploaded/community_service/brochure_and_contract.pdf). This could be in the form of holding outreach programs for senior citizens, orphans, and victims of natural calamities within the city, among other activities. It is also similar to the events that students are usually required to attend.
According to Stenger (2013), students who participate in high-quality community-based service-learning enjoy a number of benefits, both in their personal and professional life, according to numerous studies carried out in K-12 and higher education programs. These benefits can be broken down into three aspects of development: psychological, social and cognitive development.
Regarding the psychological benefits of community service, sources indicate that students have shown increases in positive feelings and mental health, and decreases in depression and stress. From their analysis of collected data, Thoits and Hewitt (2001) assert that "voluntary association membership contributes to decreased psychological distress and buffers the negative consequences of stressors. The feeling of comfort one derives from participating in community service basically improves mental health and stability.
Moving on to the social benefits, students are able to interact with the members of the community through community service. They get to meet different people from different backgrounds and walks of life. This helps them learn how to empathize with others, and it gives them a broader perspective of the world around them. Smith (1999) explains that by participating in service projects, students forge bonds with each other, as well as other members of the community. These bonds enhance their interpersonal skills and increase their social network. Additionally, volunteerism can lead to increased care for others and a desire to cooperate and get involved in positive ways, even among those who had previously exhibited antisocial tendencies. (pp. 169-176) Finally, community service provides cognitive benefits to the individual. There is a common saying that "you learn something new every day." This definitely holds true for community service. With each new experience, old skills are developed as new ones are learned. New information is integrated with past experience, and one's knowledge base grows. Additionally, the lessons learned from volunteering frequently support and enrich understandings of how the community is set up to function. Furthermore, when students reflect upon and share their experiences, they experience great cognitive gains. Hedine (1989) says,
One of the best supported findings of research about community service is that students learn most (knowledge about the people for whom they volunteer, attitudes about being responsible, and being active citizens, and problem solving skills) when they are in programs that have regular opportunities to process and talk about their direct experiences. (pp. 201-2013) This isn’t to say that community service is a perfect, hassle-free alternative. Students may find this penalty time-consuming. This is because the programs involved are not exactly brief. Serving the community and getting to know its members can last for hours at a time. This may build resentment within the student, and ultimately compromise the success of the undertaking. Using this as a punitive measure also takes away the essence of community service. The fact that students would be coerced to participate is in itself not as fulfilling to the student compared to if he or she were to join by his or her own volition. Hence, there would be no effective transfer of values from the school to the student.
THE PROBLEM
Statement of the problem
Many students know this problem. They did not attend a required event and therefore have to pay a corresponding fine. This system had been implemented to minimize absenteeism. There had been many considerations about fines since some students cannot afford these additional expenses or some just simply do not want to pay them. That is why some colleges questioned the currently implemented system and suggested community service as a replacement for fines. The supporters of community service argue that community service would not only benefit the university but also the individual himself and even the society as a whole.
This business research aims to analyze and interpret the opinion of Silliman University students (SY 2015-2016) on community service as replacement for fines and the benefits resulting from this undertaking. To a research was done and a survey had been conducted. The main problem of this study is to determine whether student prefer community service over fines
The study intends to answer the stated problem through the following questions:
1. What is the profile of the respondents in terms of the following? a. Course a. Year level b. Gender c. Age
2. What percentage of the population under study is or has been required to pay fines?
3. In what form were those fines implemented? (Money, Notebooks, Pencils etc.)
4. Do respondents regard fines as a significant expense?
5. Would students prefer community service over fines? 6. Due to which reasons would students choose/ not choose community service over fines? 7. What are the student's benefits of community service regarding the following aspects? a. Psychological b. Social c. Cognitive
8. How would Silliman University benefit from community service as a substitute for fines?
9. How would the general public benefit from students' community service?
Statement of Objectives 1. Determine the percentage of Silliman University students who pay fines. 1. Identify the form in which those fines were paid. 2. Determine if the students regard these fines are as an significant expense. 3. Know if students prefer community service over fines. 4. Identify the students' reasons for (not) choosing community service over fines. 5. Identify the students' benefits of community service involvement. 6. Identify Silliman University's benefits of such implementation. 7. Identify the general public's benefits from community service.
Significance of the Study
This study aims to identify whether students prefer the currently implemented fines system or community as a way of making up for their absences. The study also explains the different impacts of fines and community service on the society, university and the individual himself.
SCOPE & LIMITATIONS OF THE STUDY
This study will focus on determining which whether students prefer community over fines. The study had been conducted at all colleges in Silliman University, Dumaguete City. To facilitate the research process study uses a random set of samples, targeting students of the different colleges in Silliman University. The respondents had been chosen solely to the fact that they were enrolled in Silliman University in the perspective colleges represented in the sample. The Education Doctorate Program had been omitted since the population of that college was not high enough to be represented in the sample size. The nature of the study uses a questionnaire regarding the students’ opinions on fines and community service. These survey questionnaires had been answered by the respondent independently and without any form of influence exercised by the researchers.
Although the researchers reached their aims and completed the required number of samples, there had been some limitations of the study. Because of the given restrictions for the study the study is solely limited to students of Silliman University who are enrolled for the first semester of the school year 2015 to 2016. Also the representative sample size for certain colleges only include a small number of correspondence due to the given sample size. The study should have included more participants to generalize a broader field of opinions. The results might have been affected due to the fact that first year students did not experience the fines system yet. But since the researchers conducted a random choice of participants the possibility of having first year students as correspondents could and should not have been eliminated. And lastly it cannot be denied that a few students do not answer survey questionnaires thoughtfully. Faithful presentation is imperative to the research process, which is why the end result could easily have been affected by haphazardly answered questionnaires.
DEFINITION OF TERMS
Absolve – Set or declare (someone) free from blame, guilt, or responsibility.
Commensurable – It measurable by the same standard.
Counterintuitive – It is contrary to intuition or to common-sense expectation (but often nevertheless true).
Dereliction – It is the state of having been abandoned and become dilapidated.
Empathize – Understands and shares the feeling of another.
Expedient – It is a means of attaining an end, especially one that is convenient but considered improper or immoral.
Impose – When it is force to be accepted or put in place.
Inadvertent – When it is not resulting from or achieved through deliberate planning.
Infraction – It is a violation or infringement of a law, agreement, or set of rules.
Miscellaneous – The items or people gathered or considered together of various types or from different sources.
Tight budget – It is when there is not much money available.
Truancy – It is the action of staying away from school without good reason; absenteeism.
RESEARCH METHODOLOGY
Research Environment
The study was conducted inside the premises of Silliman University with its students; a percentage of the students from the College of Arts and Sciences, College of Agriculture, College of Business Administration, Institute of Clinical Laboratory Sciences (Medical Technology), Institute of Rehabilitative Sciences (Physical Therapy) , College of Performing and Visual Arts, Divinity School, College of Education, College of Engineering and Design, College of Law, Master of Arts Program, Master of Sciences Program, Master of Theology Program, College of Nursing, Ph.D. Program, School of Medicine, School of Public Affairs and Governance, and the College of Mass Communication were asked to partake in the survey. Since its founding, the College of Arts and Sciences occupied a central position in the University. This was not only because of its size but also because its liberal arts curriculum served as an integrating and unifying element fundamental to the educational development of students of whatever field of specialization. Just as the University grew from an institute of humble beginnings, the college has also expanded through the years. Course offerings in the College of Arts and Sciences are varied to suit the needs and demands of the student, the nation, and the international community.
At present, the College of Arts and Sciences is composed of the following departments: Anthropology and Sociology, Biology, Chemistry, English and Literature, History and Political Science, Filipino and Foreign Languages, Mathematics, Philosophy, Physics, Psychology, and the Social Work department.
The College of Agriculture emphasizes academic preparation with extensive community practice for leadership in rural Philippines. Courses are geared to understanding our society and to developing skills needed for making agricultural communities productive and financially viable. Silliman University College of Agriculture is an ACAP (Association of Colleges of Agriculture in the Philippines) charter member.
The College offers degree programs in Bachelor of Science in Agriculture (majors in Animal Science and Agronomy), Bachelor of Science in Agricultural Business and Master in Applied Science (M.App.Sci.) in Systems Agriculture. The Bachelor of Science programs are PAASCU accredited (level II).
Within the framework of the mission statement of Silliman University, the College of Business Administration (CBA) aims to inculcate in the students the philosophy of service to others, nurtured by the ideals of Christian faith as it prepares them for responsible leadership in agriculture, commerce, industry, and government.
The CBA offers instruction and training in the generally accepted principles and practices of modern business including personnel, finance, production and marketing. The program in accounting explores accounting concepts, principles and practices in the effective accumulation, development, and communication of financial information for better decision making. Courses in management expose the student to concepts, principles and practices in effective business management. Courses in economics, business mathematics, statistics, computers, business research and law provide an understanding of the environment in which business operates and the analytical tools essential to effective decision making. Proficiency in technical and administrative skills and Christian values are given equal emphasis in the development of a total Christian personality in the business graduate.
The College seeks to attain these objectives through a system of selective student admission, superior instruction with a strong Christian orientation, and a high degree of attention to the individual needs of the student. The curricula are designed to be relevant to the needs of the community, the region and the nation, and abreast with the rapid economic, with the rapid economic, social and technological changes. Important linkages in the surrounding community are continually developed and sustained. These will provide opportunities for the students to be aware of problems obtaining in their immediate environment and to learn strategies in solving them.
The Institute of Clinical Laboratory Sciences (ICLS) began as a program under the Biology Department of the College of Arts and Sciences in 1970. By 1987, the program was transferred under the College of Arts and Sciences as the Medical Technology Department. The move brought along with it more enrollees and more faculty as well as autonomy to the unit. Changes in the B.S. Medical Technology Curriculum design were instituted thus improving the teaching-learning approaches of the course. These improvements led to exemplary performances in the Medical Technology licensure examination over the years as well as its accreditation under the PAASCU.
The faculty of the SU Physical Therapy Program believes that the human being is created in the image and likeness of god--- a unique yet unified whole with spiritual, biological, mental, emotional, socio-cultural and environmental components. As a member of a family, a community and the world, his day-to-day encounter with life affects the wholeness of an individual. Physical Therapy is a humanistic science that seeks to assist the person in meeting his/her health needs and problems. This is achieved through independent practice or in collaboration with health and non-health disciplines by promoting and restoring health, preventing illness and treating disease conditions, and by improving functional capabilities that provide the best care through rehabilitative techniques. Physical Therapist is one who has acquired the essential knowledge, skills and desirable attitudes so that he/she can function efficiently in any work setting.
The College of Performing and Visual Arts started out in 1912 as the Music Department of the College of Arts and Sciences. Since the beginning, however, the inspiration to create an independent college was already there, even as far back as 1906 when Dr. Walter O. MacIntire organized the Silliman Band. At that time, Silliman founder and first president Dr. David S. Hibbard already spoke of a vision to establish a music school which he hoped would be established sometime in the second quarter of the Silliman University's existence. This vision was finally fulfilled upon the arrival of American missionary Geraldine Kate who became the founding school director and first voice teacher of the Silliman Conservatory of Music which was formally opened in 1934. It existed as such for seven years until it became known as the School of Music in 1941. With firm foundations in both music and dance, the school became the University’s small wonder. It became the live force of culture in Southern Philippines, attracting students from much of Mindanao and the Visayas. With the addition of the Fine Arts Department of the school of Music became the School of Music and Fine Arts in 1969. Eventually, the School of Music and Fine Arts became the College of Performing Arts which officially opened with the college status in June 2001.
Today, the Divinity School offers revised Bachelor of Theology and Master of Divinity (for non-B.Th. graduates) programs in response to the accreditation standards of ATESEA. The Divinity School also offers to B.Th. graduates a two-year M.Div. thesis track program with major in Biblical Studies, Theology, Pastoral Ministry, Christian Education, Spiritual Care (Clinical Pastoral Education) and Master of Arts in Peace Studies. This program seeks to respond to the needs of the church and its related institutions.
In the pipeline are masters and doctoral degree programs in Development Studies, and Values and Peace Education. Also in the pipeline is the Doctor of Ministry, a professional degree, and ladderized courses for certificate programs to equip the lay people for the ministry of the church.
The Divinity School has a program called Justice and Peace Center, which is an expression of its concern for justice and peace. Based on biblicotheological framework, this program conducts advocacy work for peace based on justice, and offers to partner communities trainings on fundamentals of peace and peace education, conflict management to conflict transformation, and peace-building. It supports the efforts of the Philippine Ecumenical Peace Platform to call for the resumption of peace talks between the Philippine government and a revolutionary group towards the attainment of genuine peace in the country.
The College of Education, is duly accredited by the Philippine Association of Accredited Schools, Colleges and Universities (PAASCU). It seeks to provide the integration of the general education curriculum and the professional education of teachers in the secondary, elementary and early childhood levels. It aims to develop teachers with competencies in a chosen discipline - managing teachinglearning processes, leading and facilitating groups and organizations imbued with responsibility and accountability, citizenship and service, and commitment to Christian faith and democratic living and to provide, maintain, update relevant programs for related occupations (librarians, dieticians, guidance, counseling) responsive to the emerging needs and demands of educational and other related institutions. To achieve the goals and objectives of the teacher education program, the College provides well-equipped laboratory schools and other facilities for the major fields in cooperation with the various departments of Silliman University. It has a highly qualified faculty with graduate degrees earned here and abroad.
The College of Education seeks to meet the needs of the following groups of students: those preparing to teach in the early childhood, elementary, and secondary schools and colleges; those preparing for educational work in the trades and industries and in other related fields; those whose major interests are in other fields but who desire courses in education; and graduate students preparing for teaching, guidance counseling and supervisory or administrative positions.
The College of Engineering started as a Department of Engineering in June 1932, offering an undergraduate program in Civil Engineering. InS March 1935, the Board of Trustees authorized the change in status of Silliman from an Institute to a University. With government approval of this change, Silliman proceeded to adopt additional undergraduate programs in Mining Engineering, Chemical Engineering and Industrial Engineering. The College produced its first graduates of the four-year Civil Engineering program in 1947. It was also in the same year that the first two years of Mechanical Engineering and Electrical Engineering were offered. In 1952, two-year program common to all five-year Engineering courses with complete five-year courses in Civil, Mechanical and Electrical Engineering was offered. In 1998, the five-year course in Computer Engineering was offered under the Mechanical Engineering Department and then the Computer Engineering Department was created in 2000. However in 2002, Computer Engineering and Electrical Engineering Departments were merged into one department, the Electrical and Computer Engineering Department. In 1960, the Uytengsu Hall was put up for offices and classrooms. The construction of this building was made possible with the help of Mr. Tirso Uytengsu, a member of the Board of Trustees and a Silliman Alumnus. He also had previously given a memorial scholarship to bear the name of his son Wentworth, a freshman pre-law student of Silliman University who died a martyr at the hands of Japanese KEMPTEITAI when World War II broke out.
Within the framework of the basic commitment of Silliman University to the Christian faith, the College of Law aims: (1) to prepare students for a career in Law; (2) to train them for service, responsibility and leadership in the government and the private sector; (3) to instill professional growth and improvement; and (4) to produce competent, honest and dedicated lawyers motivated by the ideals of truth, justice and Christian love.In addition to other applicable University rules, the Bachelor of Laws (LI.B.) is conferred upon students who have satisfied the entrance requirements and completed the full course of instruction, with a cumulative Q.P.A. of 2.3, as minimum requirement.
Today, the Silliman University College of Law stands proud more than ever. Guided by its battle cry, LAW WITH A CONSCIENCE, the College "seeks to teach its students not just the correct understanding of legal provisions and principles but their ethical implementation to society and people.." Suffice to say, for the 10 year period 1978-1987, the College was ranked No. 7 by DECS among 57 law schools throughout the country. For 1988 to 1992, the school ranked No. 10 among 63 law schools with a curriculum based on the Model Law Curriculum developed by Philippine Association of Law Schools approved by College continues to set its sight higher year after year.
In addition to the aims of the revised BSN Curriculum, the Silliman University College of Nursing (SUCN) upholds the University’s mission to facilitate the highest quality Christian education (SU Mission Statement, December 6, 1986). The SUCN philosophy states: “ the Person is a unified whole, a responsive member of a family, community and the world who continually contributes to the improvement of the quality of life and environmental well-being within his life span. Nursing is a caring discipline which assists the PERSON in coping with his needs and problems. Utilizing the nursing process, this is achieved by independent practice in collaboration with other disciplines which aim at promoting and restoring health, preventing illness and alleviating human suffering. the Environment covers those tangible and intangible conditions that influence the person’s quality of life. Health is the dynamic process of becoming the person one wants to be while upholding the ideals of Christian faith across one’s life span. Nursing Education is a holistic discipline that facilitates the Person’s acquisition of attitudes, knowledge, and skills towards professional nursing practice and a Christian quality of life. The Practitioner in Nursing is one who has acquired attitudes, knowledge, and skills in order to continually respond constructively to the changing needs of the profession, the health care delivery system and society.
The baccalaureate program is aimed at developing students to become well-balanced and well-adjusted professionals who are sensitive to the needs of the community, country and the world. It is also aimed at preparing them for effective and personally satisfying service as a nurse generalist and providing them with a foundation for graduate study.
The School of Medicine is committed to the development of physicians who maintain and promote the health of the community in line with changing medical needs and demands of the time in the pursuit of medical excellence.
Silliman University’s medical education is also committed to the development of educators who foster a student-centered learning process, who can upgrade such medical education, and who can serve as student models. The development of quality Christian education – as spelled out in the objectives of the School – is a commitment to excellence in the next millennium.
The Silliman University School of Public Affairs and Governance believes in governance that looks into the heart rather than at the appearance of things or phenomena (1 Sam 16:7). The school maintains that no facts exist except those that are disclosed in the interpretation of what is already understood (Salazar, 2001). As Salazar aptly puts it, “We can have a million facts in our heads and still remain uneducated.”
Started in June 2007 to provide formal training in the management of local government affairs, the School of Public Affairs and Governance offers three options for specialization: Fiscal Administration, Local Governance, and Criminal Justice System. The School aims to beef up the expertise of public servants to become more efficient administrators who can discharge their duties in the most economical way with maximum results. A distinguished panel of guest lecturers from Manila and abroad join the resident faculty of Silliman in teaching the courses. As a precursor to the opening of the School, Silliman offered a special program on Local Fiscal Administration mainly for city/town administrators, treasurers, and planning and development officers in Negros Oriental and nearby provinces. The focus of the specialization was improving the local government units’ capability for revenue generation. Their final output was a Revenue Enhancement Plan describing the concrete steps to enhance tax collection in actual settings. The short course was timely as in 2007 alone, the national government released P193 billion to local governments as Internal Revenue Allotment (IRA). Most local governments depend entirely on the IRA for their expenditures and need to be encouraged to work for fiscal autonomy.
The Mass Communication program is administered under a separate College independent from the College of Arts and Sciences which is the case with most mass communication programs of other schools in the country. Being the pioneer journalism/masscom school outside Metro Manila, the SU communication program is recognized as a strong program by other communication schools.
The College offers a basic four-year course leading to the Bachelor of Mass Communication degree. It is a generalist program with specializations in community journalism, radio-tv broadcasting, advertising and public relations, communication arts and religious communication.
The core courses teach the basic theories, concepts and skills needed in this field. In keeping with its Strategic Development Plan, the faculty started to implement this year plans to develop and offer ladderized courses leading to graduate programs by next school year, including that of a BMC major in Broadcasting.
In addition to its formal offerings, the College conducts seminars, workshops and special courses for campus journalists and mass media professionals from time to time. It has conducted research in community journalism, journalism education and environmental journalism.
Respondents of the study
The respondents of the study conducted were 200 students currently enrolled in the first semester of S.Y. 2015-2016. The group of respondents was comprised of students from the College of Arts and Sciences, College of Agriculture, College of Business Administration, Institute of Clinical Laboratory Sciences (Medical Technology), Institute of Rehabilitative Sciences (Physical Therapy) , College of Visual and Performing Arts, Divinity School, College of Education, College of Engineering and Design, College of Law, Master of Arts Program, Master of Sciences Program, Master of Theology Program, College of Nursing, Ph.D. Program, School of Medicine, School of Public Affairs and Governance, and the College of Mass Communication.
Sampling Technique
The sample size was determined by the use of the Slovin’s formula as shown below: n= N1+Ne2
Where in: n = sample size N = population e = sampling error
The percentage used for the sampling error is 7%.
The total number of students enrolled in Silliman University in the current semester is 7747.
The data above can now be set in the formula.
n = N1+Ne2
n = 77471+77470.072
n = 198.8434 ≈ 200
The researchers rounded the result off to 200 so that they could get an even number of respondents.
To get a fair amount of respondents from each college we used this formula:
x = n[(yN) 100%]
Where in: x = number of respondents from each college y = total population of the college
CAS x =200[( 10137747) 100%] x = 200[13.08%] x = 26.16 ≈ number of respondents in the College of Arts and Sciences
AGR x =200[( 1217747) 100%] x = 200[1.56%] x = 3.12 ≈ number of respondents in the College of Agriculture
CBA
x =200[( 17237747) 100%] x = 200[22.24%] x = 44.48 ≈ number of respondents in the College of Business Administration
CCS
x =200[( 3437747) 100%] x = 200[4.43%] x = 8.86(10) ≈ number of respondents in the College of Computer Studies
COPVA
x =200[( 1667747) 100%] x = 200[2.14%] x = 4.28 ≈ number of respondents in the College of Performing Arts
DIV
x =200[( 887747) 100%] x = 200[1.14%] x = 2.28 ≈ number of students in the Divinity School
EDU x =200[( 7107747) 100%] x = 200[9.16%] x = 18.32 ≈ number of respondents in the College of Education
ENG
x =200[( 12657747) 100%] x = 200[16.33%] x = 32.66 ≈ number of respondents in the College of Engineering
LAW
x =200[( 1207747) 100%] x = 200[1.55%] x = 3.1 ≈ number of respondents in the College of Law
MA
x =200[( 2067747) 100%] x = 200[2.66%] x = 5.32 ≈ number of respondents taking up Master’s Degree
MAS
x =200[( 1577747) 100%] x = 200[2.03%] x = 4.06 ≈ number of respondents in the College of Mass Communication
MS
x =200[( 807747) 100%] x = 200[1.03%] x = 2.06 ≈ number of respondents taking Masters in Science
MT x =200[( 8027747) 100%] x = 200[10.35%] x = 20.7 ≈ number of respondents taking up Medical Technology
NUR
x =200[( 2847747) 100%] x = 200[3.67%] x = 7.34 ≈ number of respondents in the College of Nursing
PHD
x =200[( 1017747) 100%] x = 200[1.30%] x = 2.6 ≈ number of respondents taking Ph.D.
PT
x =200[( 2807747) 100%] x = 200[3.61%] x = 7.22 ≈ number of respondents in the Physical Therapy
SOM
x =200[( 2457747) 100%] x = 200[3.16%] x = 6.32 ≈ number of respondents in the School of Medicine
SPAG
x =200[( 427747) 100%] x = 200[0.54%] x = 1.08≈number of respondents in the School of Public Affairs and Governance
The respondents from each college were selected at random. The acronyms used were derived from the provided list of college students provided by the Dean’s Office.
Research Instruments
The main tool for gathering our data was the survey questionnaires. Each member of the group chose to conduct the survey at 2 colleges. They chose from the list of colleges (which also contained their respective populations) that was provided to them by the Dean’s Office. Each member did not survey all of the students enrolled in the college but only a percentage of their chosen colleges’ respective populations to have equal representation from each college. All of the survey questionnaires were returned and answered properly.
The survey questionnaire distributed by the researchers consists of 11 questions that would help them get an overview of each college’s punitive measure for missed required events. The questions also touched on whether or not the students were satisfied with their college’s system, and which sanction they would prefer if the system be reformed.
Data Collection Procedures
To gather data, the researchers used a primary data with use of survey questionnaires given to randomly selected students from each colleges in Silliman University, excluding the Education Doctorate Program (since the population of that college was not high enough to be represented in the sample size). The researchers used a sampling error of 7% as per Slovin’s formula resulting to the required sample sizes per college:
A/S 26
AGR 4
CBA 44
CCS 8
COPVA 4
DIV 2
EDU 18
ENG 32
LAW 4
MA 6
MS 2
MT 20
NUR 8
PHD 2
PT 8
SOM 6
SPAG 2
MAS 4
Total number of respondents 200
Data Analysis (Statistical Treatment) After conducting the survey and completing the data collection, the researchers listed the answers in tally form to be later incorporated into graphs and charts. Interpretation will be made easier and more convenient through the use of such graphs in presenting the results of the most common to the least chosen answers to the survey questions. The percentages showing the weight of the frequency of each answer are shown in tables.
CHAPTER II: PRESENTATION, ANALYSIS & INTERPRETATION OF DATA
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Table 1.0 Age of the respondents Age | Number of Respondents | Percentage | 16 | 15 | 7.5% | 17 | 20 | 10% | 18 | 34 | 17% | 19 | 43 | 21.5% | 20 | 45 | 22.5% | 21 | 10 | 5% | 22 | 10 | 5% | 23 | 2 | 1% | 25 | 1 | 0.5% | 26 | 1 | 0.5% | No age indicated | 19 | 9.5% | Total | 200 | 100% |
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Figure 1.0 Age of the respondents
Table 1.0 shows the age of the respondents which ranges from 16- 26 years old, along with the corresponding number of respondents to each age. As the table shows, nineteen (19) respondents have not indicated their age. In Figure 1.0, the differing ages of the respondents can be clearly compared in magnitude. Among the total respondents, 56% are teenagers (totaled from the percentages of ages 16-19), 34.5% are in their 20’s (totaled from the percentages of ages 20- 26), and 9.5% have not indicated their ages at all.
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Table 1.1 Gender of the respondents Gender | Number of Respondents | Percentage | Male | 80 | 40% | Female | 103 | 51.5% | No Gender indicated | 17 | 8.5% | Total | 200 | 100% |
Figure 1.1 Gender of the respondents
Table 1.1 indicates the gender of the respondents. As shown in Figure 1.1, most of the respondents identify as female with 51.5%, male with 40%, and the remaining 8.5% have not indicated their gender.
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Table 1.2 Colleges/ departments of respondents College | No. of Respondents | Percentage | Agriculture | 4 | 2% | Arts and Sciences | 26 | 13% | Business Administration | 44 | 22% | Clinical Laboratories Sciences | 20 | 10% | Computer Studies | 8 | 4% | Divinity | 2 | 1% | Doctor of Philosophy (PhD) | 2 | 1% | Education | 18 | 9% | Engineering and Design | 32 | 16% | Law | 4 | 2% | Mass Communication | 4 | 2% | Master of Arts (M.A.) | 6 | 3% | Master of Science (M.S) | 2 | 1% | Medicine (M.D.) | 6 | 3% | Nursing | 8 | 4% | Performing and Visual Arts | 4 | 2% | Public Affairs and Governance | 2 | 1% | Rehabilitative Sciences | 8 | 4% | Total | 200 | 100% |
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Figure 1.2 Colleges/ departments of respondents
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Table 1.2 and Figure 1.2 shows the corresponding number of respondents per college and the percentage. Majority of the respondents belong to the College of Business Administration comprising 22% and Master of Science, Doctor of Philosophy, Divinity, and Public Affairs & Governance have the least respondents with 1% each.
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Table 1.3 Year level of respondents Year level | Number of respondents | Percentage | First | 25 | 12.5% | Second | 43 | 21.5% | Third | 73 | 36.5% | Fourth | 43 | 21.5% | Fifth | 12 | 6% | No year level indicated | 4 | 2% | Total | 200 | 100% |
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Figure 1.3 Year level of respondents
Table 1.3 and Figure 1.3 which year levels the respondents belong in. Majority of the respondents are sophomores which is 37% and minority belongs to the fifth year level which is 6%.
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Table 1.4 Question 3 Question 3: Do you always attend required events in your college? | Answer | Number of respondents | Percentage | Yes | 71 | 35.5% | No | 129 | 64.5% | No answer indicated | 0 | 0% | Total | 200 | 100% |
Figure 1.4 Question 3
Table 1.4 and Figure 1.4 shows whether or not the students participate in school activities and events. It shows how active or how passive most of the students are when it comes to school activities and events. Majority has answered No with a percentage rate of about 65% and Yes with 35%. This then gives the researchers of how most students react to school activities and events and that most of the respondents are rather apathetic towards school activities and events.
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Table 1.5 Question #4 Question 4: How many required events do you miss every semester? | Answer | Number of respondents | Percentage | 0-3 | 80 | 40% | 4-6 | 48 | 24% | 7-9 | 24 | 12% | All events | 8 | 4% | None (no answer) | 38 | 20% | Total | 200 | 100% |
Figure 1.5 Question #4
Both Table 1.5 and Figure 1.5 show that greater part of the respondents actively participates in school affairs and events. It shows that most of the respondents miss about 0-3 school activities per semester. This hints that the respondents might regard the sanctions implemented by their college seriously or that they are interested and enthusiastic in participating in these events.
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Table 1.6 Question # 5 Question 5: Which sanction does your college implement to compensate for missed events? | Answer | Number of respondents | Percentage | Fines | 72 | 36% | Donations | 33 | 16.5% | Community service | 65 | 32.5% | Others | 10 | 5% | Combination of sanctions (e.g. Community service & donations, etc.) | 7 | 3.5% | No answer indicated | 11 | 5.5% | Total | 200 | 100% |
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Table 1.6 shows which among the stated sanctions is most common and most implemented in colleges. Figure 1.6 confirms that fining students who miss activities and/or events is the most mainstream sanction in all of the colleges. This gives away the fact that most students might be more afraid of being fined than any other sanction.
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As depicted in Table 1.7 and Figure 1.7, giving out donations is the most preferred sanction and is the most frequently ranked 1st in a scale of 1- 4. On the other hand, ‘other’ sanctions is least preferred by the students and the most frequently ranked 4th.
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Table 1.8 Question # 7 Question 7: Are you satisfied with the way your college regulates absenteeism? | Answer | Number of respondents | Percentage | Yes | 151 | 75.5% | No | 42 | 21% | No Answer | 7 | 3.5% | Total | 200 | 100% |
Figure 1.8 Question #7
Table 1.9 shows how many among the respondents are contented with the sanction system of their college. Figure 1.9 illustrates that most of the respondents are satisfied with the sanctions implemented in their college with 75% among them answering Yes.
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Table 2.0 Question # 8
Question 8: Does the sanction implemented by your college encourage you to attend your college required events? Answer | Number of respondents | Percentage | Yes | 127 | 63.5% | No | 67 | 33.5% | No Answer | 6 | 3% | Total | 200 | 100% |
Figure 2.0 Question # 8
Table 2.0 gives the researchers an idea about the effect of the sanctions applied by the respective colleges of the respondents. In Figure 2.0, it shows that 63% are encouraged to attend activities and events due to the sanctions implemented on their college, while 34% are not and 3% prefer not to answer.
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Table 2.1 Question # 9 Question 9: Regardless whether your college implements fines, do you see this kind of remedy as a burden to students? | Answer | Number of respondents | Percentage | Yes | 131 | 65.5% | No | 60 | 30% | No Answer | 9 | 4.5% | Total | 200 | 100% |
Figure 2.1 Question # 9
Table 2.1 shows the number of respondents who think their sanctions are a burden and just adds hassle to their daily activities. Figure 2.1 portrays that 65% of the respondents perceive these sanctions implemented as burdens and trouble and 30% think otherwise while 5% have no answer.
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Table 2.2 Question #10 Question 10: If you were to choose, would you prefer community service over fines? | Answer | Number of respondents | Percentage | Yes | 119 | 59.5% | No | 75 | 37.5% | No Answer | 6 | 3% | Total | 200 | 100% |
Figure 2.2 Question # 10
Table 2.2 shows the preference of students between community service and fines. Figure 2.2 illustrates that 59% of the respondents are in favor of community service rather than fines to compensate for their absence in any activity/event in connection with their college. It only goes to show that majority of the respondents do not like to spend. However, another 38% do not favor community service and 3% do not have any answer.
CHAPTER III: RECOMMENDATION AND CONCLUSION
RECOMMENDATIONS
Since the information extracted from the research proves that majority of the student respondents prefer community service and/or donations over monetary fines, the researchers recommend the implementation of community service combined with the option to donate to their college (to offset some hours from community service). This instead will compensate for absences in place of fines.
The community service programs should have no loopholes. This means students should duly be assigned a proportionate amount of hours in accordance to the number of required events they had missed. Attendance should again be checked. Completion of service hours will be a prerequisite for the college’s council to sign the absentee student’s clearance. In valid cases wherein a student cannot render community service, the option of donating props and other materials to their college is presented. The college’s council will determine what the student must bring. A possible donation could be potted plants, which would provide aesthetic value for a college/ department. Utility tools are another possible option since they would be usable for the college's student council. Other examples include school supplies for outreach programs and/or for the council itself, such as cheering materials for intramurals, or anything that is directly usable and functional towards the student council and its area of responsibility.
Seeing that the researchers have only confined their study with the students of Silliman University, future researchers may also refer and take into consideration the opinions and views of student respondents in other tertiary institutions in Dumaguete City to be able to get a more precise and realistic point of view.
CONCLUSION
The data acquired from the research instrument used, shows that the students prefer to be sanctioned with a community service or give donations rather than give monetary fines. The rankings show that donations and community service were ranked first as their most preferred sanctions.
This validates the fact that students would rather engage in community-related activities and it demonstrates that the respondents prefer to give out material things for the use of their college rather than spend a large amount of money for paying their fines at the end of each semester.
Even though the respondents have preferred these sanctions, they still find it to be a burden on their part. Despite this, they had expressed in their surveys that it also serves as motivation to attend required events. All in all, students are willing to compensate for their absences as long as they are assured that such sanctions are just.
BIBLIOGRAPHY
Community Service: A Definition. (n.d.). Retrieved from https://www.trinityvalleyschool.org/uploaded/community_service/brochure_and_contract.pdf
Fine. (n.d.). The Free Dictionary. Retrieved from http://www.thefreedictionary.com/fine
Hedin, D. (1989). The Power of Community Service. Proceedings of the Academy of Political Science. 37 (2). Caring for America's Children, pp. 201-213. Retrieved November 28, 2005 from http://links.jstor.org/sici?sici=00650684%281989%2937%3A2%3C201%3ATPOCS%3E2.0.CO%3B2-7
Smith, Steven Rathgeb. (1999). Comment: Volunteering and Community Service. Law and Contemporary Problems. 62 (4). Amateurs in Public Service: Volunteering, Service-Learning, and Community Service, pp. 169-176.
Stenger, M. (2013, May 23). Students Can Benefit from Participation in Community Service Studies Show. Retrieved August 29, 2015, from http://www.opencolleges.edu.au/informed/news/students-can-benefit-from-participation-in-community-service-studies-show-4147/
Thoits, P. and Hewitt, L. (2001). Volunteer Work and Well-Being. Journal of Health and Social Behavior. 42(2), pp. 115-131. Retrieved November 28, 2005 from http://links.jstor.org/sici?sici=0022-1465%28200106%2942%3A2%3C115%3AVWAW%3E2.0.CO%3B2-6
APPENDICES
APPENDIX A
Letter to Participants
Dear Participant:
We are students from the College of Business Administration who are currently conducting research entitled: A Comparative Study between Fines and Community Service. The study is in partial fulfillment of the requirements in Management 35 (Business Research).
In this regard, we would like to request for your participation by answering our survey. You will greatly help the completion of this study.
We assure your answers will be kept confidential and will be used solely for the purpose of this study.
Thank you for your time and cooperation.
Sincerely yours,
Anke Schelling Coleen Tomarong
Alessandra Pinili Katherine Belarmino
Monique Recto Ramon dela Cerna
Ida Fabileña Juan Carlo jayari
Noted by:
Dr. Mirabelle Engcoy, MBA
APPENDIX B
Survey Questionnaire
Name (Optional): _____________________________________________________________
Gender: ______________________________________________________________________
Age: _________________________________________________________________________
Year Level & Course: __________________________________________________________
8. Does the sanction implemented by your college encourage you to attend your college required events?
____ Yes ____ No
Why do you think so? ________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. Regardless whether your college implements fines, do you see this kind of remedy as a burden to students?
____ Yes ____ No
10. If you were to choose, would you prefer community service over fines/sanctions? (Indicate your reason on the space provided)
____ Yes
____________________________________________________________
______________________________
______________________________ 11. Do you have any suggestions? If yes, please state them.
