CORRELATION OF OUTFIT IN CLASS TOWARDS ATTITUDE AND ACADEMIC

PERFORMANCE OF GRADE 10 STUDENTS

A Research Project Presented to the Research Committee of

PAIMA NATIONAL HIGH SCHOOL
Bayombong, Nueva Vizcaya

In Partial Fulfillment of the Requirements for the Subject

INQUIRIES, INVESTIGATIONS, IMMERSION

Submitted by

Jennifer G. Balitoc
Francis Joshua O. Santiago
Rina Ampat
Jessie Mark Macaraeg
Sharo Mae D. De Guzman
Sherwin Obra
Cayjay Camangian

Submitted to
Mark Valentine G. Maluta

May 2024

i
 Acknowledgement

We would like to express our heartfelt gratitude to the Almighty God for helping us to

complete this study and to everyone who helped in completing our research paper. From our

incredible group mates to the insightful respondents who generously shared their perspectives,

to our supportive teacher who guided us every step of the way and to our family who loved and

supported us. Your collaboration, encouragement, and dedication have made this journey truly

memorable and fulfilling. We deeply thankful for each of you and the unique contributions you

brought. This achievement is a reflection of our shared commitment to excellence and effective

teamwork.

ii
 Dedication

To all the people in our life.

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 Table of contents

CHAPTER I: INTRODUCTION………………………………………………………………………………………………….….viii

Background of the study……………………………………………………………………………….……………..viii

Statement of the problem…………………………………………………………………………………..…………ix

Research Hypothesis……………………………………………………………………………………………………..ix

Significance of the study…………………………………………………………………………………………..…….x

Scope and delimitation of the study………………………………………………………………………………xi

Conceptual Framework………………………………………………………………………………………………….xi

Definition of terms………………………………………………………………………………………………………..xii

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES……………………………………………………xiii

CHAPTER III: RESEARCH METHODOLOGIES……………………………………………………………………………….xvi

Research design…………………………………………………………………………………………………………..xvi

Sampling method…………………………………………………………………………………………………………xvi

Research Instrument……………………………………………………………………………………………………xvi

Data Gathering Procedure…………………………………………………………………………………………..xvii

Statistical Treatment of Data………………………………………………………………………………………xvii

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA…………………….……….…xix

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS………………….xxx

Summary of Findings…………………………………………………………………………………………………..xxx

Conclusion………………………………………………………………………………………………………….……..xxxi

Recommendation……………………………………………………………………………………………….……..xxxii

REFERENCES………………………………………………………………………………………….………………………….…..xxxiv

APPENDIX………………………………………………………………………………………………………………………………xxxv

Appendix A………………………………………………………………………………………………………………xxxv

iv
 Appendix B……………………………………………………………………………………………………………xxxviii

Appendix C……………………………………………………………………………………………………………………xI

Appendix D……………………………………………………………………………………………………………………xIi

CURRICULUM VITAE…………………………………………………………………………………………………………………xIiii

v
 List of figures

Figure 1: Conceptual Framework…………………………………………………………………………xi

vi
 List of tables

Table 1: Data interpretation for R.Q.#1……………………………………………………………xviii

Table 2:Data interpretation for R.Q.#2……………………………………………………………xviii

Table 3:Data interpretation for R.Q.#3……………………………………………………………xviii

Table 4:Presentation, Analysis, and Interpretation of data for R.Q.#1………………xix

Table 5:Presentation, Analysis, and Interpretation of data for R.Q.#2………………xx

Table 6:Presentation, Analysis, and Interpretation of data for R.Q.#3………………xxi

Table 7:Presentation, Analysis, and Interpretation of data for R.Q.#4………………xxi

Table 8:Presentation, Analysis, and Interpretation of data for R.Q.#5………………xxii

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 Chapter I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Choosing what to wear to school is the first task for every student each day (Perry, 2006).

Students nowadays possess greater awareness than just their outfit studies. Students are unable

to concentrate effectively since they are constantly having to check each other’s outfits

(Madhuriya, 2023).

According to Borkala (2022), students' outfit choices give out information about their

sense of style, personality, and body language. Students ought to be explicit about their style and

conscious of it. When students dress professionally, they are intentionally motivated. It sharpens

their concentration and focus. It is like to Bhattacharya (2023), that the students’ choices of outfit

affect their attitudes and actions while reflecting their identity values and state of mind.

According to the Journal “How do Students Clothing Preferences Affect Their Social Skills

in the Philippines,” published by SCISPACE (n.d.), students’ inclinations regarding what to wear

can influence their social abilities. According to a pilot study, when students dressed more

professionally than when they dressed more casually or recreationally, they performed better in

class.

While conducting the same study, researchers noticed that most of the past researchers

were based on students, teachers, and parents’ perceptions, and they used only one kind of

research design: a qualitative study, while others used a quantitative study. The past researchers

have recommended to future researchers that they determine the perceptions of students in

terms of clothing-related issues and examine the relationship between their clothing and their

academic performance and other variables.

viii
 This study “Correlation of Outfit in Class Towards Attitude and Academic Performance of

Grade 10 Students,” aims to know the relationship between students’ outfits in class and their

Attitude and Academic Performance. Grade 10 students will be the respondents because

researchers noticed that some of them wear their outfit choices rather than wearing the uniform

implemented by the school.

This study is important because its findings can provide insights and recommendations to

students, teachers, and school administrators. Thus, the researchers wanted to study the

correlation between outfits in class towards attitude and academic performance of grade 10

students.

Statement of the Problem

This study aims to investigate the correlation between outfit in class towards attitude and

academic performance of grade 10 students. Specifically, it seeks to answer the following

questions:

1. What are the respondents’ outfits in class?

2. What are their attitudes in class?

3. What is their level of academic performance?

4. Is there a significant relationship between outfits in class and their attitude?

5. Is there a significant relationship between outfits in class and their academic

performance?

6. How do the respondents describe their outfits, attitudes, and academic performance?

Research hypothesis

Null Hypothesis

ix
 There is no significant relationship between the outfit in class towards attitude and the

academic performance of grade 10 students.

Alternative Hypothesis

There is a significant relationship between the outfit in class towards attitude and the

academic performance of grade 10 students.

Significance of the study

The outfit of the students pays a lot to the students’ attitude and academic performance.

Schools as studies reported are one the problem because many do not follow the rules.

This study aims at the correlation of outfit in class towards attitude and academic

performance of grade 10 students.

The result of the study will be valuable to the following:

Students. Students can gain awareness from this study about the impact of their outfit choices on

their academic performance, encouraging them to dress professionally to enhance their attitude

during classes.

Teachers. Teachers can benefit from this study by understanding the role of outfit professionalism

in students’ engagement and attitude.

Parents. This study will inform the parents about the importance of outfit choices in influencing

their child's attitude and academic performance in class.

School Administrators. School Administrators can use the findings of this study to formulate or

refine dress codes that promote a positive learning environment, considering the influence of

outfit professionalism on student attention.

Future Researchers. This study will serve as a basis for related topics. (more here)

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Scope and Delimitation of the Study

The main objective of this study is to provide information about the correlation between

outfits in class towards the attitude and academic performance of grade 10 students. In gathering

the data, the researchers will use a survey questionnaire and the grade point average of the

students in the first quarter. Researchers will use purposive sampling in choosing the participants.

This study will be limited to 10th-grade students only. It will not cover any other grade

level.

Conceptual Framework

Bhattacharya (2023) asserts that clothing has a significant influence on how students view

themselves. It also has a direct impact on attitudes, ideas, and behavior. According to Law and

Istook (2016), an individual’s outfit choices correlate with their cognitive performance.

The conceptual framework for this study is based on the idea that the outfit worn by grade

10 students in class can have an impact on their attitude and academic performance. The

dependent variables are attitude and academic performance. Attitude can be measured through

questionnaires, while academic performance will be measured through the general weighted

average in the first quarter of the school year 2023-2024. The independent variable is the outfits

of students in class; researchers will identify their type of outfit.

Independent Variable Dependent Variables

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Definition of Terms

Outfit in Class
Conceptual Definition: According to Law (2016), an outfit in class is defined as the clothes of an
individual.
Operational Definition: In this study, the outfit will be operationalized as the type of clothing worn
by grade 10 students in class.

Attitude
Conceptual Definition: According to Halime and Sen (2013) as cited by Borja (2016), attitude is a
tendency that is ascribed to specific people and that results in organized thoughts, feelings, and
actions regarding a psychological object.
Operational Definition: In this study, attitude will be operationalized as the students’ thoughts,
feelings, and actions regarding their outfits in class.

Academic Performance
Conceptual Definition: According to Olivier, et.al, (2019), as cited by Al Matalka et.al (2022), it is
described as a student’s capacity to execute academic performance assignments and it is
measured by objective standards like final course grade, and grading point average.
Operational Definition: In this study, academic performance will be operationalized as the
students’ general weighted average in the first quarter.

xii
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

The impact of school dress codes on students has been a subject of debate (Pendharkar,

2022). The outfits that students wear are governed by policies that vary from school to school. It

is important to wear comfortable clothing when attending school. Regardless of the dress code,

it is always best to choose cute and informal conservative outfits. If you arrive at school in overly

formal attire, others may assume you are trying too hard (Anderson, 2024).

Dress restrictions can have a significant effect on students’ academic performance, as

claimed by Sabit, (2021). When students are allowed to wear the outfit they want, they may

prioritize their appearance over their schoolwork. This can also have a negative impact on their

confidence if they feel like they do not belong or do not have the latest and greatest clothes. Lack

of confidence can be a major obstacle to academic progress (Anglia, 2023). When students are

preoccupied with their appearance and fear of being judged, it can be difficult for them to focus

on their studies. This can lead to a decline in academic performance and lower grades, as noted

in the journal “Clothing Insecurity and Its Impact on School Performance” (2023).

According to the journal article “6 Reasons Why Students Shouldn’t Wear School

Uniforms” published by Tumblr (n.d.), students develop their style based on their taste and

preferences, with some preferring skirts and others preferring pants. In addition, students tend

to perform better in class when they are wearing school uniforms. This is because they are in the

mindset that it is time to study and learn. Also, a study by Baumann and Krskove (2016) found

that wearing school uniforms can improve students' listening skills, reduce noise levels, and lead

to shorter wait times for teachers when classes start on time.

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 In a study by Fusingan (2019) titled “The Effect of Wearing Improper Uniform on the

Academic Performance of STEM Students in Grade 12 Section B of Bestlink College of the

Philippines First Semester of S.Y. 2019-2020,” it was discovered that mandatory uniform policies

have been a recent topic of discussion in public school reform. Proponents of these policies often

emphasize the advantages of uniforms on behavioral and academic outcomes. However, the

study found that uniforms do not directly impact substance abuse, behavioral issues, or

attendance. The authors found that uniforms can have a detrimental impact on students’

academic performance. Similarly, the journal “Clothing Insecurity and Its Impact on School

Performance” (2023) discusses how clothing insecurity can lead to a decline in academic

performance. When students are preoccupied with their appearance and fear of being judged, it

becomes difficult for them to concentrate on their studies. This can result in lower grades and

overall academic performance.

According to Perry’s (2006) study “The Impact of School Dress on the Behavior of

Elementary School Children: One School Educator’s View,” students’ school outfits can influence

their emotions and behavior. When students dress to fit in with a certain group, they may feel

better about themselves. However, some students may dress immodestly, which can be

distracting for both themselves and others. For example, students who wear short skirts and low-

rise jeans may divert attention from themselves and others. In a 2016 study by Candace and Istook

titled “The Influence of Outfit Choice on Students’ Performance in Class,” it was found that

students’ attitudes and feelings can be significantly impacted by the outfit they choose to wear to

class. Wearing leisure clothes can either make students feel confident and at ease or indolent and

self-conscious. This highlights the importance of considering one’s outfit choice and how it can

affect their mindset and performance in class. As Tom (2023) discusses, clothing is more than just

a material item. It is a means of expressing oneself and can greatly influence the attitudes,

xiv
behaviors, and relationships with others. For example, dressing formally can make them feel more

professional and authoritative, which can affect how others perceive them. Therefore, it is

important to keep in mind that clothing is more than just what they put on their bodies; it reflects

their identity, values, and state of mind.

According to Yeban and Richmond’s (2023) journal article “School Dress Codes,” school

dress codes are regulations on what students are allowed to wear. In the DepEd Tambayan

publication “Updated DepEd Guidelines on Students’ Uniform and Proper Attire” (2008), written

by Secretary Jesli A. Lapus (as stated in DepEd Order No. 45 s. 2008), it is stated that public school

students are not required to wear the uniform. However, it is important to provide guidance on

what is considered an appropriate school outfit. The article also emphasizes the importance of

students’ outfits reflecting respect for the school as a place of education. Also, students are

discouraged from wearing expensive or flashy clothing, as well as form-fitting dresses, miniskirts,

shorts, low-cut blouses, hip-hop pants for boys, and sleepwear. Additionally, according to Gabriela

Baron (2022) in its article, Vice President Sara Duterte also stated that students must still adhere

to appropriate outfits. This means that students may choose to dress comfortably for class, such

as in t-shirts, skirts, blouses, or pants, if their clothing promotes appropriate behavior and

manners.

xv
 Chapter III
RESEARCH METHODOLOGIES
Research Design

The study “Correlation of Outfit in Class towards Attitude and Academic Performance of

Grade 10 Students,” is a mixed-method study. According to Fischler (2012), “a mixed-methods

research design is a procedure for collecting, analyzing, and ‘mixing’ both quantitative and

qualitative research methods in a single study to understand a research problem. “

The research design to be used is an explanatory sequential mixed-methods approach.

This approach involves first collecting and analyzing quantitative data to identify patterns and

relationships between variables, followed by qualitative data collection to provide a deeper

understanding of the quantitative results, as stated in the Harvard Catalyst publication. This

method allows for a comprehensive exploration of the relationship between students’ outfits,

attitudes, and academic performance by combining statistical analysis with qualitative insights.

Sampling Method

In selecting the participants, the researchers will use purposive sampling. According to

Nikolopoulou (2023), purposive sampling refers to a group of non-probability sampling techniques

in which units are selected based on specific characteristics needed for the study. Therefore, all

grade 10 students will be included as participants, as they possess the necessary characteristics

for the study.

Research Instruments

For problem 1, researchers will use a questionnaire to collect the data. The instruments

were made by the researchers and there are 17 items. For the descriptor of the questionnaire,

always is equal to 4, often is 3, sometimes is 2, and never is 1.

xvi
 For problem 2, researchers will use a questionnaire to gather the data. The instruments

were made by the researchers and there are 10 items. The descriptor for each question, strongly

disagree is equal to 1, disagree is 2, agree is 3, and strongly disagree is 4.

For problem 3, researchers will get the GWA (General Weighted Average) of the students

in the first grading.

For problem 6, which is the qualitative question, researchers will use a questionnaire to

collect the data. The instruments were made by the researchers, and it is an open-ended question.

Data Gathering Procedure

The researchers will use a questionnaire to collect data related to the topic. Once the

research instruments are created, they will be submitted to the research adviser for review and

corrections. After the research instruments are validated, the researchers will seek permission

from the grade 10 adviser to conduct the study with their students. Once approval is obtained,

the researchers will obtain consent from the participants and distribute the questionnaires. After

the questionnaires are completely answered, the researchers will approach the grade 10 adviser

to obtain the general weighted average of each student as this is one of the data needed for the

study. Finally, the researchers will evaluate and interpret the data collected from the participants.

Statistical Treatment of Data

To analyze the data, researchers will use frequencies and weighted mean to describe the

students' outfit choices and attitudes in class while the average system will be used for the

academic performance. This method is suitable for addressing problems 1, 2, and 3, as they

involve quantitative questions. For problems 4 and 5, researchers will use Pearson r to determine

xvii
the relationship between variables. Open Coding will be used for problem 6 which is qualitative

data.

To analyze and interpret the first problem, the table below will be used.

Range Interpretation
3.26-4.00 Always
2.51-3.25 Often
1.76-2.50 Sometimes
1.00-1.75 Never

The second problem will be analyzed and then interpreted using the table below.

Range Interpretation
3.26-4.00 Strongly Agree
2.51-3.25 Agree
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

Data in the third problem will be analyzed and interpreted using the table of interpretation below.
This was based on the DepEd Order 8, s. 2015.
Interpretation Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 75

xviii
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of data.

Q1. What are the respondents’ outfit in class?

Outfit Weighted mean

White T-shirt 2.91
Oversized T-shirt 2.74
Uniform 2.60
Jeans 2.60
Trousers 1.91
Hoodie Jacket 1.81
Polo Shirt 1.70
Baggy Pants 1.67
Denim Jacket 1.65
Varsity Jacket 1.42
Tattered Jeans 1.35
Floral Dress 1.35
Sleveless Shirt 1.33
Croptop 1.30
Blazer 1.26
Mini Skirt 1.09
Short Pants 1.07

Based on the data gathered and the weighted mean of each outfit, the respondents most

preferred outfits in class are white t-shirt, oversized t-shirt, uniform and jeans while the least

preferred outfits are croptop, blazer, mini skirts, and short pants. The weighted mean values

indicated the average preference for each outfit based on the responses gathered.

xix
Q2. What are their attitude in class?

Statements Weighted mean

When I wear the outfit I want, I actively participate in class. 3.00
When I wear the outfit I want, I am more focused on the lesson. 2.88
When I wear the outfit I want, I listen carefully to my teacher’s discussion. 2.88
When I wear the outfit I want, I feel motivated to learn and participate in 2.95
class.
When I wear the outfit I want, I can express my ideas and opinions in class. 2.77
When I wear the outfit I want, I feel positive and happy. 2.88
When I wear the outfit I want, I am less likely to be efficient. 2.70
When I wear the outfit I want, I am friendly to others. 2.91
When I wear the outfit I want, I am resilient. 2.86
When I wear the outfit I want, I am open-minded. 2.88

Based on the data gathered and the weighted mean of each statement regarding

students’ attitudes in class when wearing the outfit they want, the students are feel more

engaged, motivated, and positive in class when they wear the outfit they want. The highest

weighted mean is for actively participating in class, indicating that students are more involved and

engaged when they are comfortable with their outfit choices. Additionally, wearing preferred

outfits seems to positively impact students’ focus, motivation, and overall attitude towards

learning and interacting with others in the classroom.

The findings is different to the study of Anglia (2023), when a student are allowed to wear

the outfit they want they may prioritize their appearance over their school work. This can also

have a negative impact on their confidence if they feel like they do not belong or do not have the

latest and greatest clothes. And according to the journal “Clothing Insecurity and Its Impact on

School Performance”, when students are preoccupied with their appearance, it can be difficult

for them to focus on their studies.

xx
Q3. What is their level of academic performance?

Interpretation Grading Scale Students

Outstanding 90-100 1

Very Satisfactory 85-89 15

Satisfactory 80-84 19

Fairly Satisfactory 75-79 8

Did Not Meet Expectations Below 75 0

Based on the table above the majority of students (19 out of 43) performed at a

satisfactory level, indicating a high level of academic performance. While a significant number of

students (15 out of 43) achieved a very satisfactory level of performance showing that a

considerable portion of students population met the expected standards. And a smaller number

of students (8 out of 43) demonstrated a fairly satisfactory level of performance indicating a

moderate level of academic achievement. It is noteworthy that none of the students fell below

the expected standard, as there were no students who received grades below 75. Overall, the

academic performance of the students can be considered positive, with a majority of students

performing at a satisfactory level or higher.

Q4. Is there a significant relationship between outfit in class and their attitude?

Outfit in class Attitude

Outfit in class 1
Attitude 0.416055 1

xxi
 Based on the table below, the correlation value between outfit in class and attitude of

the students is 0.416055, and the p-value is 0.005529. In this case since the p-value (0.005529) is

less than the significance level of 0.05, there is a significant relationship between outfit in class

and attitude of the students. Therefore, the null hypothesis is accepted while the alternative

hypothesis is rejected.

The positive correlation coefficient (0.416055) indicates that there is a moderate positive

relationship between outfit in class and attitude of the students. This means that students who

dress better in class tend to have more positive attitude. However, it’s important to note that

correlation does not imply causation. While there is a significant relationship, it does not

necessarily mean that dressing better in class causes a positive attitude or vice versa. Other

factors may also influence students attitude.

Overall, the data suggests that there is a significant positive relationship between outfit

in class and attitude of the students, but further research is needed to understand the underlying

factors and causality.

It is congruent to the the study of Candace and Istook (2016), they found that students

attitude and feelings can be significantly impacted by the outfit they choose to wear to class.

Q5. Is there a significant relationship between outfit in class and their academic performance?

Outfit in class Academic Performance

Outfit in class 1
Academic Performance 0.114056 1

Based on the data, the correlation value between outfit in class and academic

performance of the students is -0.13772, and the p-value is .466676. In this case, since the p-value

(.466676) is greater than the significance level of 0.05, there is no significant relationship between

xxii
outfit in class and academic performance. Therefore, the null hypothesis is accepted while the

alternative hypothesis is rejected.

The negative correlation coefficient (-0.13772) indicates a weak negative relationship

between outfit in class and academic performance of the students. However, since the p-value is

not significant, we cannot confidently say that there is a true relationship between these

variables.

It’s important to note that correlation does not imply causation. Even if there were a significant

relationship, it does not necessarily mean that outfit in class directly causes changes in academic

performance. Other factors, such as study habits, motivation and individual differences, may also

play a role in academic performance.

In summary, based on the given data, there is no significant relationship between outfit

in class and academic performance of the students. However, further research with a larger

sample size and more comprehensive measures may provide more insights into this relationship.

It is different to the study of Sabit (2021), that dress restrictions can have a significant

effect on students’ academic performance.

Q6. How do the respondents describe their outfit, attitudes, and academic performance?

“Please write about the connection of your outfit choices, attitudes in class, and academic

performance in the space provided.”

Based from the data gathered, student 1 answered “When I wear the outfit I feel positive and

I’m happy”, student 5 “When I wear the outfit I want I’m happy and active in class”, student 18

“When I wear the outfit I want to wear in a day I feel more comfy and I feel more positive”, student

27 answered that ” When I wear the outfit I want I feel happy and my confidence”, student 31

“When I wear the outfit I want, I am happy and active in class”, student 40 “When I wear the outfit

xxiii
I want I’m confident and happy”, student 40 “When I wear the outfit I want I’m confident and

happy”, student 41 “When I wear the outfit I feel positive and I’m happy” and student 42 “When

I wear the outfit I want, I am happy and active in class”. The respondents indicate a connection

between the students choice of outfit, their attitude and their academic performance, they

mentioned feeling positive, happy, and confident when wearing outfits of their choice all leading

to positive emotions and happiness. This positive emotional state can influence their attitude and

potentially enhance academic performance.

According to the collected data, student 2 “The connection of each is it help me to focus on

the lesson”, student 19 “The connection of each is it help me focus on the lesson and its makes

me comfortable”, student 25 “If I wear the the comfortable or the outfit that I want I’m more

participate in class”, student 26 “I am more comfortable when I wear the outfit I want, I am more

focused on listening in our discussion”, and student 28 said that “I am comfortable when I wear

the outfit I want, I am focusing in the discussion and listening”. Based from the answer of the

students the connection of their outfit choices, attitude in class and academic performance are

their focus and concentration. They highlighted that their outfit choices help them focus on the

lesson and participate actively in class. This suggests a link between attire, concentration, and

engagement in academic activities.

Students 6 “I am comfortable when I wear my comfort outfit and I don’t want to attend class

if my outfit is not comfortable”, student 7 “I feel more comfortable because I wear the outfit that

I want”, student 10 “I am comfortable to where uniform as outfit that I’m comfortable”, student

15 “I like oversize outfit because am comfort of that”, student 16 “Sometimes my outfits presents

my mood, if I wear oversized shirts, with smooth “tela” makes me comfy/ comfortable. While

xxiv
sometimes I use “sando” and it makes me more comfortable”, student 18 “When I wear the outfit

I want to wear in a day I feel more comfy and I feel more positive”, student 19 “The connection

of each is it help me focus on the lesson and its makes me comfortable”, student 23 “I am

comfortable I am complete uniform yesterday and I don’t like attend the class not complete

uniform. A negative attitude dampens one’s morale which weakens one and thereby leading”,

student 24 “I am comfortable when I wear those outfits in class. And I’m so goo cool”, student 25

“If I wear the the comfortable or the outfit that I want I’m more participate in class”, student 26

“I am more comfortable when I wear the outfit I want, I am more focused on listening in our

discussion”, student 28 “I am comfortable when I wear the outfit I want, I am focusing in th

discussion and listening”, student 29 “Comfortable clothes and the texture of the clothes”,

student 32 “Comfortable clothes and the texture of the clothes”, student 33 “The connection of

my outfit choices, attitude and academic performance was I can be more comfortable in class

when I’ve wear that outfit and my style defined on my attitude”, student 35 “When I wear outfit

like oversized shirts makes me comfortably but also chubby looking and when I also wear croptop

sometimes its uncomfy but I never wear mini skirts”, student 36 “When I wear those outfits I feel

comfortable to go school and participate wisely in our activities to all subjects. I feel like my

attitude will be happy. Feel like I'm so confident with that outfit”, student 37 “Comfortable clothes

and connection of my outfit choices, attitude and academic performance. Was I can be more

comfortable in class when I’ve wear that outfit and my fashion defined my attitude”, student 39

“I am comfortable when I wear my comfort outfit because I don’t want to attend class if my outfit

is not comfortable”, and student 43 “ I feel more comfortable because I wear the outfit that I

want”. Comfort was a reccuring theme, with respondents emphasizing the importance of comfort

in their attire was associated with a willingness to attend class and participate effectively.

xxv
 The findings is alike to the study of Anderson (2024), he said that it is important to wear

comfortable clothing when attending school.

Based from the answer ot two students, student 3 said that “Of course there is a form its

like students properly and its good to see when your in form”, and student 20 “Of course the is

from, its like studying properly and its good to see when you’re in form”. Formality and Proper

Appearance is the connection of outfit in class, attitude and academic performance of the

student. Respondent mentioned the significance of dressing properly or following school

regulations to maintain a sense of formality and discipline. This connection between attire,

formality, and academic performance was evident in their responses.

Based from the data gathered, student 14 answered that “I confident in class because

good student”, student 16 aslo answered that “Sometimes my outfits presents my mood, if I wear

oversized shirts, with smooth “tela” makes me comfy/ comfortable. While sometimes I use

“sando” and it makes me more comfortable”, student 27 “When I wear the outfit I want I feel

happy and my confidence”, student 36 “When I wear those outfits I feel comfortable to go school

and participate wisely in our activities to all subjects. I feel like my attitude will be happy. Feel like

I'm so confident with that outfit”. Outfit choices were linked to feelings of confidence and self-

expression. Respondents expressed that wearing preferred outfits allowed them to express their

style, which in turn influenced their attitude and behavior in class.

This is similar to the study of Tom (2023), that clothing is more than just a material item.

It is a means of expressing oneself and can greatly influence tha attitude, behaviors, and

relationship with others.

xxvi
 According to the answer of the student, student 4 “Kahit ano ang suotin hindi

maapektuhan ang aking attitude or academic performance”, student 17 “My outfit everyday is

oversized is my class, my attitudes is tahimik and lutang sa klase”, student 30 “When I wear the

outfit I like I’m not active in class”, student 33 “The connection of my outfit choices, attitude and

academic performance was I can be more comfortable in class when I’ve wear that outfit and my

style defined on my attitude”, student 34 “No matter what outfit I want I’m not mostly active in

all activities”, and student 36 “When I wear those outfits I feel comfortable to go school and

participate wisely in our activities to all subjects. I feel like my attitude will be happy. Feel like I'm

so confident with that outfit”. A few respondents indicated that their outfit choices sometimes

reflected their mood, impacting their comfort and confidence in class. This suggests a correlation

between attire, mood, and attitude towards academic tasks.

The findings is agrees with the findings of Perry (2006), that students school outfits can

influence their emotions and behavior.

As for the answer of the students they answered, student 22 “I wear a merril because I

feel aesthetic, cool”, and student 24 “I am comfortable when I wear those outfits in class. And I’m

so goo cool”. Respondents mentioned wearing outfits for aesthetic reasons, feeling cool or

aesthetic when dressed in certain attire. This aesthetic appeal may contribute to their overall

attitude and perception in class.

Based from the collected data, student 35 “When I wear outfit like oversized shirts makes

me comfortably but also chubby looking and when I also wear croptop sometimes its uncomfy

but I never wear mini skirts” and student 15 “I like oversize outfit because am comfort of that”.

Based from the answer of the student personal style and identity is the connection of outfit in

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class, attitude and academic performance. Individual fashion preferences and personal style were

highlighted by respondents as factors influencing their comfort, confidence, and participation in

class activities. This connection between style and identity can impact academic performance.

The findings is similar with the study of Tom (2023), he said that it is important to keep

in mind that clothing is more than just what they put on their bodies, it reflects their identity,

values, and state of mind.

Based from the data gathered, student 8 “I wear the about because that is the school

regulation”, and student 11 said that “Ang outfit kong pumapasok sa paaralan ay walang

kinalaman sa aking ugali sa klase at academic performance, tanging isinusuot ko lamang ang mga

ito dahil alam kong hindi labag sa batas ng paaralan”. For respondents who mentioned wearing

uniforms or adhering to school regulations, the theme of uniformity and compliance with

institutional rules emerged as influencing factors in their outfit choices and behavior in class.

This is corresponding with the findings of Anderson (2024), that the outfits that students

wear are governed by policies fro school to school.

These positive emotions, happiness, focus concentration, comfort, formality, proper

appearance, confidence, self expression, aesthetic appeal, personal style, identity, uniformity and

compliance reflect the varied ways in which outfit choices intersect with attitudes in class, and

academic performance, underscoring the complex relationship between personal attire,

emotional states, and academic engagement among students.

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 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents summary of findings, concluisons, and recommendations.

Summary of Findings

Q1. What are the respondents outfit in class?

Based on the presentation, analysis, and interpretation of the data in chapter 4, the

respondents most preferred outfits in class are white t-shirt, oversized t-shirt, uniform and jeans

while the least preferred outfits are croptop, blazer, mini skirts, and short pants.

Q2. What are their attitude in class?

The attitude of the students in class based on the presentation, analysis and

interpretation of data, the students are feel more engaged, motivated, and positive in class when

they wear the outfit they want. The highest weighted mean is for actively participating in class,

indicating that students are more involved and engaged when they are comfortable with their

outfit choices.

Q3. What is their level of academic performance?

Based on the presentation, analysis, and interpretation of data, majority of

students (19 out of 43) performed at a satisfactory level, indicating a high level of academic

performance. While a significant number of students (15 out of 43) achieved a very satisfactory

level of performance showing that a considerable portion of students population met the

expected standards. And a smaller number of students (8 out of 43) demonstrated a fairly

satisfactory level of performance indicating a moderate level of academic achievement. It is

noteworthy that none of the students fell below the expected standard, as there were no students

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who received grades below 75. Overall, the academic performance of the students can be

considered positive, with a majority of students performing at a satisfactory level or higher.

Q4. Is there a significant relationship between outfit in class and their attitude?

Based on the data gathered, the correlation value between outfit in class and attitude is

0.416055, and the p-value is 0.005529. In this case, since the p-value (0.005529) is less than the

significance level of 0.05, there is a significant relationship between outfit in class and attitude of

the students.

Q5. Is there a significant relationship between outfit in class and their academic performance?

Based on the data analysis, the correlation between ouftfit in class and academic

performance of the students is -0.13772 and the p-value is 466676. In this case, since the p-vaue

(466676) is greater than the significance level of 0.05, there is no significant relationship between

outfit in class and academic performance of the students.

Q6. How do the respondents describe their outfit, attitudes, and academic performance?

Based on the analysis of data, these positive emotions, happiness, focus

concentration, comfort, formality, proper appearance, confidence, self expression, aesthetic

appeal, personal style, identity, uniformity and compliance reflect the varied ways in which outfit

choices intersect with attitudes in class, and academic performance, underscoring the complex

relationship between personal attire, emotional states, and academic engagement among

students.

Conclusion

Based on the findings, the following conclusions are arrived at.

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 1. The most preferred outfit in class are white t-shirt, oversized t-shirt, uniform, and jeans

while the least preferred outfits are croptop, blazed, mini skirts, and short pants.

2. When students are allowed to wear the outfit they want, they tend to feel more engaged,

motivated, positive in class and actively participate.

3. The students level of academic performance can be considered positive, with a majority

of students performing at a satisfactory level.

4. There is a significant relationship between outfit in class and attitude of the students.

5. There is no significant relatinsip between outfit in class and academic performance of the

students.

6. Positive emotions, happiness, focus, concentration, comfort, formality, proper

appearance, confidence, self expression, aesthetic appeal, personal style, identity,

uniformity and compliance reflect the varied ways in which outfit choices intersect with

attitudes in class, and academic performance, underscoring the complex relationship

between personal attire, emotional states, and academic engagement among students.

Recommendation

Based on the findings and conclusion, recommendations are addressed to the following:

School Administrators.

1. To consider the preferences of students when establishing dress codes or guidelines for

classroom attire.

2. To provide options for students to express their individuality through their clothing

choices while maintaining appropriate standards.

Parents.

1. To support their child’s clothing choices within the boundaries set by the school.

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 2. To encourage open communication with their child about their preferences and the

impact it has on their attitude and engagement in class.

Students.

1. To advocate for dress codes or guidelines that respect individual expression while

maintaining a respectful and appropriate learning environment.

2. To take responsibility for their clothing choices and to understand the impact it can have

on their attitude and academic performance.

Future Researchers.

1. To further investigate the relationship between outfit choices in class and attitudes to

gain deeper understanding of how clothing impacts student engagement and motivation.

2. To explore other factors that may influence academic performance and how they interact

with outfit choices.

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 REFERENCES

References
6 Reasons Why Students Shouldn't Wear School Uniforms. (2017). Tumblr.

Anderson, S. A. (2024). How to Dress for School. wikiHow.

Anglia, N. (2023). Why Students Should Wear Uniforms.

Baumann, C., & Krskova, H. (2016). School Discipline, School Uniforms, and Academic
Performance. ERIC.

Bhattacharya, S. (2023). How Garments Express Your Mood and Personality.

Borkala, M. (2022). The Way You Dress Is An Expression Of Your Personality.

Clothing Insecurity and It's Impact on Academic Performance . (2023).

Fusingan, P. (2019). The Effect of Wearing Improper Uniform in Academic Performance of STEM
Students in Grade 12 Section B of Bestlink College of the Philippines First Semester of
S.Y. 2019-2020. SCRIBD.

How Do Students Clothing Preferences Affect Their Social Skills In The Philippines. (2023).
SCISPACE.

Law, E., & Istook, C. (2016). The Influence of Outfit Choice on Students Performance in Class .

Madhuriya, D. (n.d.). What Effect Fashion Does On Student. Career Guide. com.

Perry, S. L. (2006). The Impact Of School Dress On Behavior Of Elementary School Children: One
School Educator's View.

Tambayan, D. (n.d.). Updated DepEd Guidelines on Students Uniforms & Proper School Attire.
DEPEDTAMBAYAN.NET.

Yeban, J., & Richmond, S. (2023). 6 School Dress Codes. FindLaw.

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 APPENDIX A

Instruction: Below are statements about outfits worn in class. Please rate the frequency you wear

each type of the following outfit in class by putting a check (/) mark.

Statements Always Often Sometimes Never

1. I wear school uniform in class.

2. I wear jeans in class.

3. I wear tattered jeans in class.

4. I wear trousers in class.

5. I wear baggy pants in class.

6. I wear mini skirt in class.

7. I wear short pants in class.

8. I wear floral dress in class.

9. I wear oversized t-shirt in class.

10. I wear white t-shirt in class

11. I wear polo shirt in class.

12. I wear crop top in class.

13. I wear sleeveless shirt in class.

14. I wear varsity jacket in class.

15. I wear denim jacket in class.

16. I wear hoodie jacket in class.

17. I wear blazer in class.

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Instruction: Below is a list of statements about your attitudes in class based on the outfit you

wear. Please indicate whether you, strongly agree, agree, disagree, or strongly disagree with each

statement by putting a check (/) mark.

Statements Strongly Agree Disagree Strongly

Agree Disagree

1. When I wear the outfit I want, I

actively participate in class.

2. When I wear the outfit I want, I am

more focused on the lesson.

3. When I wear the outfit I want, I listen

carefully to my teacher’s discussion.

4. When I wear the outfit I want, I feel

motivated to learn and participate in

class.

5. When I wear the outfit I want, I can

express my ideas and opinions in

class.

6. When I wear the outfit I want, I feel

positive and happy.

7. When I wear the outfit I want, I am

less likely to be efficient.

8. When I wear the outfit I want, I am

friendly to others.

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 9. When I wear the outfit I want, I am

resilient.

10. When I wear the outfit I want, I am

open-minded.

Please write about the connection of your outfit choices, attitudes in class, and academic

performance in the space provided.

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APPENDIX B

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xxxviii
APPENDIX C

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APPENDIX D

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Curriculum Vitae

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