LGBT COMMUNITY: PERCEPTIONS AND EFFECTS OF DISCRIMINATION

A Research Paper

Presented to

The faculty of BPTMNHS

Paniabonan, Mabinay

In Partial Fulfilment

of the Requirements

in English and Math 10

by

Agunod, Jude Edward B.

Azucena, Argen Mae Q.

Bolhano, Charilyn P.

Cadalso, Regine A.

Calibo, Luke Gabrielle E.

Coronado, Merslyn M.

De Los Reyes, Leiahne L.

Manimtim, Angie G.

Montecino, Jezel T.

Tansico, Gella

March 2019
 Abstract

In this paper, it discusses the different perceptions and effects of discrimination that

LGBT Members are faced with and the effects on them. The paper will elaborate on the severe

impacts on LGBT youths not only caused by discrimination but also due to lack of support and

guidance. The paper will also discuss the roles of the parents and schools in helping minimize

discrimination against LGBT youths. This paper will also hopefully instruct schools and parents

to accept and support LGBT students rather than add to the discrimination that they already face.

Doing so will reduce the high school dropout rate and most importantly the youth suicide rate. In

essence, the purpose of this research paper is to identify the perceptions on how the students

interact and socialize with the LGBT Community and the different effects on LGBT members

due to discrimination and to explore various actions that can and should be taken by schools,

peers and parents to help these youths live a normal and happy life.

Stereotyping, gender discrimination, and oppression are still existing in this society. In

order to know the recent views or perspectives of people towards lesbian, gay, bisexual and

transgender (LGBT) a study conducted. The study investigated by surveying 247 respondents of

Benedicto P. Tirambulo Memorial National High School and out of 247 respondents there are 31

respondents who claimed their selves as part of the LGBT Community. It was hypothesized that

there are more positive attitudes than negative attitudes. A results have shown that majority of

the respondents have accept and support the LGBT people and are able to accept, socialize and

interact with them. The findings from this study can be used to acquire knowledge to people

about societal attitudes to decrease any oppression or gender discrimination.

 ACKNOWLEDGMENT

The researchers, with deep honor and gratitude to recognize the following person,

who contributed and extended a helping hand, behind the success of this study:

Parents, they have supported the researchers; both financially and morally.

MS. JENNY ROSE S. SUMAGAYSAY, one of the English teachers in Benedicto P.

Tirambulo Memorial National High School (BPTMNHS), the researchers’ adviser, who shares

her knowledge, expertise, precious time, effort, guidance, brilliant suggestions, and

recommendations for the enhancement and completion of the study.

MR. EFREN M. BALDADO, the researchers’ Mathematics teacher, who helpfully

shared his knowledge, skill, energy and suggestion to make the tallying of the data gathered and

table presentations possible.

MRS. ROSEMARIE S. BOHOL, Secondary School Head of Benedicto P. Tirambulo

Memorial National High School (BPTMNHS), for the consent to the researchers to gather data.

Benedicto P. Tirambulo Memorial National High School Teachers, for providing

the needed data of the respondents and for their support and encouragement to finish the study.

Respondents, the Junior High School Students of Benedicto P. Tirambulo Memorial

National High School, for their active participation and full cooperation in answering the

questionnaire.
 TABLE OF CONTENTS

Page No.

Title page……………………………………………………………………………………… i

Abstract……………………………………………………………………………………….. ii

Acknowledgement……………………………………………………………………………...iii

Table of Contents………………………………………………………………………………iv-v

List of Tables……………………………………………………………………………………vi

Chapter 1: The Problem and Its Scope

Introduction…………………………………………………………………………………….1-4

Review of Related Literature and Studies……………………………………………………...5-8

Conceptual Framework of the Study……………………………………………………………9

The Problem

Statement of the Problem……………………………………………………………………….10

Significance of the Study……………………………………………………………………….11

Scope of the Study……………………………………………………………………………...12

Limitations of the Study………………………………………………………………………..12

Research Methodology………………………………………………………………………....13

Locale of the Study……………………………………………………………………………..13

Research Respondents………………………………………………………………………….13

Data Gathering Procedure………………………………………………………………………14

Statistical Treatment of Data…………………………………………………………………...15

Operational Definition of Terms………………………………………………………………..16

Chapter II: Presentation, Analysis and Interpretation of Data……………………………….17-28

Chapter III: Summary of Findings, Conclusion and Recommendations

Summary of Findings…………………………………………………………...29-30
 Conclusions………………………………………………………………………..31

Recommendations…………………………………………………………………32

References…………………………………………………………………………33

Appendices

A. Letter of Request to the Principal

B. Questionnaire

C. Curriculum Vitae
 List of Tables

Table Title Page

No. No.

1. Profile of the respondents in terms of Sex…………………………………………………..17

2. Profile of the respondents in terms of Age………………………………………………….18

3. Profile of the respondents in terms of Personality…………………………………………..19

4. Profile of the respondents in terms of Grade/year Level……………………………………20

5. Number of students who answered whether they are part of LGBT Community or not…...21

6. Number of students who belong to LGBT Community……………………………………..22

7. Positive perceptions of the students against LGBT Members………………………………23

8. Negative perceptions of the students against LGBT Members……………………………..24

9. Summary of the Perception of the Respondents against LGBT Members………………….25

10. Positive Effects of Discrimination faced by LGBT Members……………………………..26

11. Negative Effects of Discrimination faced by LGBT Members…………..………………..27

12. Summary of the effects of discrimination faced by LGBT Members…...………………...28

 1
INTRODUCTION

The LGBT community also referred to as the gay community, is a loosely defined

grouping of lesbian, gay, bisexual, transgender, LGBT organizations, and subcultures, united by

a common culture and social movements. These communities generally celebrate pride,

diversity, individuality, and sexuality. Gender and sexual orientation play an important in our

everyday lives. The widespread of LGBT community has awakening the social perspectives of

the society towards them. This study could not only benefits to the researches but also for the

whole community (Browman, 2001).

Many people are guilty of discrimination against LGBT youths, whether consciously or

unconsciously. LGBT youths are faced with daily discrimination from society, peers, family and

even school teachers and administrators. Cole (2007) mentions that there is a higher rate of

abuse, neglect, and discrimination against LGBT youths. It also explains that rejected LGBT

youths generally do not learn how to build a relationship with peers or families. As a result, it

creates a state of loneliness and physically abused by parents (“Today’s Gay Youth,” n.d.).

Needless to say, parents and families play a big part in discrimination against LGBT youths and

the effects that it has on them.

Cole (2007) claims that discrimination against LGBT youths can create repression along

with a deficiency in their natural growth. Discrimination also has a social and emotional impact

on them. Instead of being social individuals, LGBT youths remain in the closet and hide. The

loneliness that they bear can turn into depression which often leads to substance abuse or even

suicide. LGBT youths have greater chances of alcohol and substance abuse than heterosexual

youths (“U.S. Gay Youth,” n.d.). Also, roughly about one third of LGBT youths have a drinking

or drug problem.
 2
Human Rights Watch (2001), interviewed some LGBT youths who say that they drink to

the point of passing out or to feel good and normal. The lack of support from parents or schools

can possibly make them feel like there is no hope of ever living a happy life and being

productive.

A person has two angles of perceptions in viewing a certain person or peers that is

involve in a society, it’s either positive or negative. On the other hand, an attitude is “a relatively

enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant

objects, groups, events or symbols.” We all know that we live in a society with a group of LGBT

youths and different people that has different perceptions. Like, the negative stereotypical

thoughts arise from proximity and social knowledge of out groups; and in the case of

heterosexual-homosexual dynamics, they may also serve as a safety mechanism used to enforce

group superiority and normalcy. That means that society still exhibit ambivalence of the

inclusive acceptance of homosexuality today (Human Rights Watch, 2001).

This present study was intended to achieve the views and perceptions of heterosexuality

towards the lesbian, gay, bisexual, and transgender in the society. The study beset 3 main

objectives: To explore current views and perceptions of heterosexuality towards homosexuality.

To discover how people, deal and how they interact with homosexuality. To examine their basis

on how they come up with such an attitude towards homosexuality.

This study focuses on determining the attitudes of an individual towards the LGBT

people by espousing the idea that attitudes may differ on how they view, treat, and communicate

with people within the LGBT community. The current project was designed to investigate what

perceptions and opinions concerning gender and sexuality might underline prejudicial attitudes

and discrimination towards LGBT groups. For example, the continued debate over whether

people are born gay and actively decide to be gay has implications for anti-gay prejudice

attitudes (DarNimrod and Heine, 2010).

 3
Specially, people who believe that homosexuality Is a controllable factor exhibit more

negative perceptions of gays and lesbians, and conversely people who believe that sexual

orientation is determined biologically exhibit more positive perceptions of gay and lesbians

(Herek and Capitanio, 1995).

The two primary sources that have the power and ability to diminish discrimination

against LGBT youths are schools and parents. In my opinion, they are the ones who have the

greatest influence on LGBT youths and in turn have the ability to reduce substance abuse,

educational failure, and suicides. Parents and schools need to realize how much they can help

diminish the effects of discrimination against LGBT youths if they work together and

productively. 50% of all gay and lesbian youths report that their parents reject them to due to

their sexual orientation and because of that suicide is the leading cause of death among gay and

lesbian youths. (Archer, 2002).

Gay and lesbian youths are 2 to 6 times more likely to attempt suicide than heterosexual

youth. Over 30% of all reported teen suicides each year are committed by gay and lesbian

youths. Gays and lesbians are at much higher risk than the heterosexual population for alcohol

and drug abuse. Approximately 30% of both the lesbian and gay male populations have problems

with alcohol. Gay and lesbian youth are at greater risk for school failure than heterosexual

children. (U.S. Department of health and human services, 1989).

“Race, gender, religion, sexuality, we are all people and that’s it. We are all people.

We’re all equal.” That is according to Conor Fronta. Whatever your gender, race, religion and

sexuality is, you’re still the person which you are now. Your sexual preference doesn’t define

you, it is your personality that aspire you to be who you are in the society where you belong. But

there are still people who do not yet accept the third sex in the community.
 4
The purpose of this study is to change people’s perspective about the LGBT in the

society. To make them aware of their treatment that somehow might change either positive or

negative. To know their views that can be share to the readers and to benefits the society in terms

of gender equality.
 5
Review of Related Literature and Studies

This chapter exhibits reviews of current related literature and related studies obtained

from books, journals, and internet resources relevant to the LGBT Community on the

Perceptions and its Effects of Discrimination presented in thematic arrangement.

Related Literature

In the Philippines, this topic has not yet been explored as well. Thus, implying the need

to further its research in exploring how one’s education can influence the sexual orientation of

the person.

One of the most explored areas in explaining sexual orientation is its connection with

age. The most common question that researchers are interested to answer is, “Can there be a

specific age of the person whereby he or she determines sexual orientation?” The answer to this

question vary, as there are studies as that of American Psychological Association (2011) and

Herdt and McClintock(2010) that confirm that there is a specific age where sexual orientation

emerges, while certain organizations such as the parents, family and friends of Lesbians and

Gays oppose to the stated contexts.

According to the said report, there are two types of LGBT family affairs to consider. The

first one is when there is an LGBT Member of the family and the second one is when an LGBT

couple have a family. The focus of this study is the former, where there are LGBT members in

the family.

Today, there are religious sects that are headed or established by the LGBT community in

the country. Some of this is the Metropolitan Community Church, the order of St. Aelred and

Ekklesia Tou Theou. In these sects, they conduct same - sex marriages or commitment

ceremonies. Religion has always played a big role in the Philippine Culture in spite
 6
of the separation of the Church and the State. Their position regarding the topic of LGBT is to

“Love the Sinner yet Hate the Sin.” The church had shown its opposition on the steps made to

provide legal protection to the LGBT Filipinos.

According to “Being LGBT in Asia: The Philippines Report “When the Pew Research

Center conducted a survey in 2013, the results indicated that 73% of the Filipino respondents

said that Homosexuality should be accepted by the society. LGBT Filipinos were sceptical

regarding the results of the survey, saying that they were only tolerated when they fit stereotypes,

such as having an occupation.

There are identified factors that contribute to the Filipino LGBT sexual identity

satisfaction by conducting a qualitative study with the help of 13 self-identified LGBT adults in

Metro Manila. In their results, they indicated three factors which were (1) Self-affirmation and

acceptance, (2) positive support from family and peers and (3) personal values and beliefs. The

first factor, self-affirmation and acceptance, focused on the importance of self-reflection and

focusing on their personal values in order to remind themselves who they really are. Focusing on

the factor, the support of family and peers, the study emphasized on the value of social support

and the importance of creating support groups for the sexual minorities because these factors

play an important role in experiencing the feeling of satisfaction. The last factor personal values

and beliefs, is believed to play an important role for their individuality and personal worth. These

values and beliefs enable LGBT individuals to stand-up for themselves while facing their

difficulties and it would eventually lead them to have a positive self-concept, (Hernandes and

Bance, 2014).

There is also a consideration for examining the relationship between the person’s

occupational attainment and income with that of his/her sexual orientation. Some studies such as

Albelda, et al. (2009) and Barrett and Pollack (2005) explored and so-called
 7
“myth of gay affluence”, a considered belief that homosexual are portrayed as middle-class white

image. They are as well depicted as “high consumers of goods, with professional or White-collar

occupation, frequently in stable dyadic romantic relationships, often with children, and rightfully

due the legal benefits of other non-gay middle-class. In reality, the income and occupational rates

between homosexuals and heterosexuals vary in many ways.”

There is a different, story, however, when it comes to household level as “same-sex

female couples earn lower wages than different sex couples.” Whereas same-sex male couples

earn higher wages (McGarrity, 2014).

In an early study in 2013, indicates that the differences of occupational attainment and

income can depend on other variables such as the type of sexual experience and the timing of

first sexual experience. Women who report their first same-sex dating relationships in young

adulthood tend to have higher occupational status than those without such relationships (Ueno et

al., 2013).

Philippine studies relative to examining such correlation are limited. Studies such as that

reveal the difficulties that homosexuals have in the workplace due to the need of working harder

to prove their qualifications, but still experience discrimination in gaining promotion. Such

difficulties in the workplace in the occupational outlook imply the need to study further how

such difficulty can encourage or discourage determination of sexual orientation (Concordia et al.,

2009).

To some organizations, particularly those from the LGBT group, a person’s age do not

necessarily have to be a determinant from one’s sexual orientation. According to Ryan, C. (2009)

from parents, family and friends of Lesbians and Gays, understanding one’s sexuality and gender

can be a lifelong process. There are variations of instances as to when homosexuals have

identified themselves as such.

 8
An article made by Dr. Liane Pena Alampay (2013) she discussed that it is usually in

adolescence where children explore and know who they are attracted to. She stated that these

terms assume that it is a behaviour that parents could and should control and that it is an

abnormality that needs to be corrected. She added that sexual orientation is not a choice and that

it is something beyond the control of parents. She encourages parents to support and accept their

child unconditionally because this is something that they can control. In addition, research shows

the children who are able to discuss their sexuality with their parents and still support them have

lesser tendencies to have problems on depression, self-harm and feel more confident in their

overall well-being. Lastly, she started that being gay is not a lifestyle choice but a sexual

orientation wherein people cannot simply choose who they are attracted with.

People can often feel pressured to fit in with society’s conventional ideas being male or

female. Those who don’t fit the mould can be subjected to ridicule, intimidation and even

physical abuse. Even though there is an increasing acceptance of LGBT people in society and

greater visibility in the media and public life, many LGBT people still experience discrimination,

harassment and violence at work, school and in social situations.

 9
Conceptual Framework of the Study

The variables of the study include the primary independent variable which is the effects

of discrimination among LGBT Members, the secondary independent variable which is the

profile of the respondents and the dependent variable which is the perceptions of the students to

the LGBT Members in BPTMNHS.

The arrows illustrates that there might be a relationship between the variables.

Primary Independent Variable Dependent Variable

The Effects of Perception of the

Discrimination students to the
among LGBT LGBT Members in
Members BPTMNHS

Profile of the
Respondents in terms
of;
*sex
*age
*personality and
*grade level

Secondary Independent
Variable
 10
The Problem

Statement of the Problem

LGBT youths are faced with daily discrimination from society, peers, family and even

school teachers and administrators. Many people are guilty of discrimination against LGBT

youths. Thus, this research aims to know the perceptions and effects of discrimination among

LGBT Members in BPTMNHS. Specifically, the study needs the answer of the following:

1. What is the profile of the respondents in terms of:

1.1 sex;

1.2 age;

1.3 personality; and

1.4 grade/year level?

2. How many are members of LGBT (Lesbian, Gay, Bisexual, Transgender) in

BPTMNHS?

3. What is/are the perception (s) of BPTMNHS students in LGBT Community?

4. What are the effects of discrimination on the LGBT Members?

 11
Significance of the Study

The Perceptions of the students to the LGBT Members is really important. So that,

they avoid discriminating and they will treat LGBT Members fair as they treat others. The

identification of factors which affect the performance of every student who belong to the LGBT

Community may lead to findings useful to the following.

School Administrators- The result of this study would give some information about the

perceptions of the students of BPTMNHS to LGBT Community and what they do to protect and

stop students who discriminate the LGBT Members.

Teachers- The result of this study would give feedback information for what students do and to

know that when LGBT members experienced a lot of discrimination and how can it affect to

their academic performances.

Community- The result of this study would give awareness in terms of respecting the LGBT

Members.

Parents- The parents can also benefit this study and they can learn to accept their children as

part of LGBT community.

Students- The students can know some information for this study by letting them to know the

awareness to the LGBT members that they are acceptable and not to be discriminated.

Future Researchers- It will help them to have a basis or guide if they will be going to make a

research paper.
 12
Scope of the Study

The main scope of this study is to determine the perceptions and effects of

discrimination to LGBT Members in the BPTMNHS students for the school year 2018-2019.

This study covered BPTMNHS, one of the schools in Mabinay District 1 in the Division of

Negros Oriental.

Limitations of the Study

This study is limited to gather data from the identified 247 students of BPTMNHS.

This means that the results of the study cannot be constructed as true to other schools or districts.

Hence, there may be a trace of bias. Another factor that limits the study is the financial ability of

the researchers. Teachers as assessors of students’ achievement have varied standards of rating

the students. Thus, it can also be considered as limitation of the study.

 13
Research Methodology

This chapter illustrates the research methodology which includes the following: locale of

the study, research respondents, data gathering, and statistical treatment of data.

Locale of the Study

This conducted at Benedicto P. Tirambulo Memorial National High School, one of the

six secondary schools in Mabinay District 1, Division of Negros Oriental. The school is located

at Barangay Paniabonan, one of the biggest barangays in the municipality of Mabinay. The

barangay is found at the Southern part of the Municipality, nine (9) kms. away from Mabinay,

town proper.

Benedicto P. Tirambulo Memorial National High School ranks second among the schools

with big number of student population. As of school year 2018-2019, the school has 42 teachers

and 1 school principal serving more than 1,000 students.

Research Respondents

The respondents of the study are 247 out of 1,026 Junior High School students enrolled at

Benedicto P. Tirambulo Memorial National High School for the school year 2018-2019.
 14
We get the sample population of the respondents through the stratified sampling:

Year Level Population Respondents

Grade 7 333 78

Grade 8 287 65

Grade 9 237 52

Grade 10 169 52

Total = 1,026 = 247

Data Gathering Procedure

Prior to the actual data gathering permission from the Principal of the School is

secured as regard to the conduct of the study.

The researcher’s made their own questionnaire to conduct a survey. When all

information’s and formalities are satisfied, the researcher reproduced the necessary number of

copies according to the number of respondents for final administration. The researcher made an

arrangement as to the schedule of the data gathering at Benedicto P. Tirambulo Memorial

National High School.

 15
Statistical Treatment of Data

The tools that were used in analyzing the data will be the following:

Percent. This was used to show how a part is related to a whole. It is used in presenting the

profile and the Perceptions and the effects of discrimination among LGBT Members.

Formula:

𝑃𝐴𝑅𝑇
Percent= X 100
𝑊𝐻𝑂𝐿𝐸

Where:
Part= frequency of students in a particular category

Whole= total number of students

Weighted Mean. This is used to get the weight of every response.

Formula:
∑ 𝑓𝑤
WX=
𝑁

Where:
f= frequency

w= equivalent weight

N= population/total no. of respondents

 16
Operational Definition of Terms

The following terms are the operational definition of the key terms.

LGBT Community- refers to the group of Lesbian, Gay, Bisexual and Transgender students

studying in BPTMNHS.

Perception- the way that you notice or understand something using one of your senses, it also

refers to the way you think about or understand someone on something.

Discrimination- these refer to how the students treat differently the LGBT Members because of

verbal abuse, physical abuse and etc. that can cause depression and suicide.

Personality- the set of emotional qualities, ways of behaving that makes a person different from

other people.
 17
Chapter II: Presentation, Analysis and Interpretation of Data

This chapter presents the gathered data in tabular form. The tables are arranged

accordingly in correspondence to the order of statement of the problem. The data pertain to the

LGBT Community: Perceptions and Effects of Discrimination in BPTMNHS.

Furthermore, this chapter reveals the analysis and interpretation of the data gathered. The

findings served as guidelines for parents, teachers, school organizations and community to

formulate appropriate actions to the students.

Table 1: Profile of the respondents in terms of sex.

n= 247

Sex Frequency Percent

Male 122 49.4%

Female 125 50.6%

Total 247 100.0%

Table 1 shows the profile of the respondents in terms of sex. There are 122 or 49.4%

male Junior High School respondents and 125 or 50.6% female in the total of 247 or 100.0%.

This means that majority of the respondents are female, and less number of respondents

are male.

According to the School Statistician of BPTMNHS stated that, ever since the beginning

of the school year 2018-2019 the female students has the highest population than male.
 18
Table 2: Profile of the respondents in terms of age.

n= 247

Age Frequency Percent

11-13 years old 100 40.5%

14-16 years old 126 51.0%

17-19 years old 20 8.1%

20 years old and 1 0.4%

above

Total 247 100.0%

` Table 2 shows that there were 247 Junior High School respondents in BPTMNHS. Of

this number, 100 or 40.5% were students who were 11-13 years old, 126 or 51.0% students who

were 14-16 years old, 20 or 8.1% students who were 17-19 years old and 1 or 0.4% who were 20

years old and above. This means that 14-16 years old constitute the most number.

As cited in the study of American Psychological Association (2011) and Herat and

McClintock (2010) confirms that there is a specific age where sexual orientation emerges, while

certain organizations such as the parents, family and friends of LGBT oppose to the stated

contexts.
 19
Table 3: Profile of the respondents in terms of personality.

n= 247

Personality Frequency Percent

Easy- going 86 34.8%

Shy type 37 15%

Serious type 71 28.7%

Sensitive 53 21.5%

Total 247 100%

Table 3 shows that out of 247 respondents there are 86 or 34.8% students who belong to

the personality of easy-going.

This means that most of our respondents are easy to socialize and interact other people.

The main problem in the study is how people approach and interact with the LGBT

people. With help of the respondents, the researchers were able to determine their attitudes

towards LGBT and by that the researchers have discovered on how they treat, interact, and

approach the LGBT on the given attitudes. The following attitudes will reflect on how people

dealt with the LGBT people: pity, repulsion, tolerance, acceptance, support, admiration,

appreciation, and nurturance. There are also some student who finds to interact and socialize

with other people easily to avoid conflict and misunderstanding (Frosch, 2008).
 20
Table 4: Profile of the respondents in terms of grade/year level.

n= 247

Year Level Frequency Percent

Grade 7 78 32%

Grade 8 65 26%

Grade 9 52 21%

Grade 10 52 21%

Total 247 100%

The table shows that out of 247 respondents there are 78 or 32% of the students who

answered our survey. This is because grade 7 has the highest population in BPTMNHS.

For the school year 2018-2019, as stated by our School Statisticians the grade 7

curriculum has the highest number of enrolees.

 21
Table 5: Students who answered whether they are part of LGBT Community or not.

n= 247

Response Frequency Percentage

Yes 31 12.6%

No 216 87.4%

Total 247 100%

The Table 5 shows that out of 247 respondents, 31 or 12.6% of the students answered

YES and there were 216 or 87.4% answered NO.

The researchers discovered that majority of the students does not belong to the LGBT

Community and there are some who do not accept their true identity whether they are a gay,

lesbian, bisexual, transgender because they are afraid that they might be discriminated or not

accepted by others, specifically by their family, peers and by the school administration.
 22
Table 6: Number of Students who belong to the LGBT Community.

n= 31

LGBT Respondents Frequency Percent

Lesbian 8 25.8%

Gay 9 29.0%

Bisexual 14 45.2%

Transgender 0 0%

Total 31 100%

Table 6 shows that out of 31 students belong to the LGBT Community. Bisexual has the

highest number; it is rated as 14 or 45.2%

This means that majority of the students who belong to LGBT Community are

Bisexual. Over 30% of Gays and Bisexual are the much higher populations and has the

higher risk to determine their sexual orientation. (U.S. Department of Health and Human

Services, 1989, as cited in “Today’s Gay Youth,” n,d.,n,p.).

 23
Table 7: Positive Perceptions of the Students against LGBT Community.
n= 216
Statements ET VT MT ST NT WX VD

1. I agree that most of the 61 63 52 22 18 3.58 Very True

LGBT Members are talented.
2. I agree that LGBT Members 32 54 74 28 28 3.15 Moderately True
are intelligent.
3. I believe that LGBT 63 37 40 38 38 3.22 Moderately True
Members are already accepted
in our community.
4. Most of the LGBT Members 29 54 72 39 22 3.13 Moderately True
are respectful.
5. Most of the LGBT Members 27 55 59 47 28 3.02 Moderately True
are famous in the campus
because of their skills and
ability.
Total 3.22 Moderately True

Legend: Scale Verbal Description (VD)

4.21-5.00 Extremely True (ET)

3.41-4.20 Very True (VT)

2.61-3.40 Moderately True (MT)

1.81-2.60 Slightly True (ST)

1.00-1.80 Not True (NT)

Table 7 shows the positive perception of the students against LGBT Community. The
highest positive perception of the students which is Very True is statement number 1 states that
most of the LGBT Member are talented and is rated 3.58 while the lowest positive perception of
the students which is Moderately True is statement number 5 which states that most of the LGBT
Members are famous in the campus because of their skills and abilities and is rated 3.02 or in
weighted mean.

On the contrary, number 5 has the lowest weighted mean because only a few students
have perception that LGBT Members are famous in the campus because of their skills and
ability.

One of the reasons why the students has the positive perceptions against LGBT Members
it’s because of their attitude and also it is based on how they interact and treat others equally
without minding their sexual orientation (Concordia et al., 2009).
 24
Table 8: Negative Perceptions of the Students against LGBT Community

n= 216

Statements ET VT MT ST NT WX VD

1. I’ve already seen LGBT 24 37 52 50 53 2.67 Moderately True

Members doing bad things.
2. I think LGBT Members do 27 47 26 35 81 2.55 Slightly True
not deserve to be respected.
3. I find LGBT Members as 20 24 45 61 66 2.40 Slightly True
perverts.
4. I believe that LGBT 14 14 35 43 110 1.97 Slightly True
Members are enemies in our
society.
5. I think most of the LGBT 30 26 47 37 76 2.52 Slightly True
Members bring diseases like
HIV and AIDS.
Total 2.42 Slightly True

Legend: Scale Verbal Description (VD)

4.21-5.00 Extremely True (ET)

3.41-4.20 Very True (VT)

2.61-3.40 Moderately True (MT)

1.81-2.60 Slightly True (ST)

1.00-1.80 Not True (NT)

Table 8 shows the negative perceptions of the students against LGBT Community. The
highest negative perception which is Moderately True is statement number 1 which states that
LGBT Members doing bad things and is rated 2.67, while the lowest negative perception which
is Slightly True is statement number 4 which states that LGBT Members are enemies in our
society and is rated 1.97 or weighted mean.

This means that most of the students has the negative perception against LGBT Members
doing bad things. While statement number 4 has the lowest weighted mean because only a few
students has the perception against LGBT Members that they are the enemies in our society.

The negative stereotypical thoughts arise from proximity, the widespread of LGBT
Community has awakening the social perspectives of the students towards them. And on how
their perspective view the LGBT are commonly negative based on how they treat and view the
homosexuality (Browman 2001).
 25
Table 9: Summary of the Perception of the Respondents against LGBT Members.

Perception Weighted Mean Verbal Description

Positive 3.22 Moderately True (MT)

Negative 2.42 Slightly True (ST)

Table 9 shows the factors affecting the perception of the respondents against LGBT

Members. The positive factor is the highest weighted mean which is 3.22 and the negative factor

is the lowest weighted mean which is 2.42.

This means that the positive factor is the highest weighted mean because most of the

students have the positive perception against LGBT Members.

According to the study of Hernandes and Bance (2014) stated that the number of positive

and negative responses for dealing with the perception of the students to the LGBT Members

was mostly positive because of their social communication towards each other that may seem for

the LGBT to be acceptable and respected by others.

 26
Table 10: Positive Effects of Discrimination faced by LGBT Members.
n=31

Statements ET VT MT ST NT WX VD

1. I do not mind their bad 6 6 8 6 5 3.06 Moderately True

comments about me.
2. I enjoy my study even if they 7 8 4 5 7 3.09 Moderately True
do not accept me as part of the
LGBT Community.
3. I do not care even though 6 5 4 8 8 2.77 Moderately True
they back-stab me.
4. I continue my journey even 11 4 4 7 6 3.32 Moderately True
though there are many people
who discriminate me.
5. Even if I am bullied I still do 13 4 3 6 5 3.45 Very True
my best so that I can reach my
dreams.
Total 3.13 Moderately True

Legend: Scale Verbal Description (VD)

4.21-5.00 Extremely True (ET)

3.41-4.20 Very True (VT)

2.61-3.40 Moderately True (MT)

1.81-2.60 Slightly True (ST)

1.00-1.80 Not True (NT)

The highest positive effects of discrimination which is Very True is statement number 5
which states that even if they are bullied, they still do their best so that they can reach their
dreams and is rated 3.45. While the lowest positive effects of discrimination which is Moderately
True is statement number 3 and states that they don’t care even though there are lots of back-stab
against them and is rated 2.77 or weighted mean.

Number 3 has the lowest weighted mean because only a few LGBT Members has the
perception that they just ignored all the back-stab against them.

School associated with more positive factors than negative factors. Over half of the group
discussed experiencing verbal or physical harassment at school but despite of this negative
experiences they still focused and managed to overcome all the discrimination on school
environment as stated by Gay- Straight Alliances (GSA).
 27
Table 11: Negative Effects of Discrimination faced by LGBT Members.

n=31

Statements ET VT MT ST NT WX VD

1. I feel ignored by my family 2 5 4 8 12 2.25 Slightly True

because of my sexual
orientation.
2. I experience being bullied. 8 7 5 4 7 3.16 Moderately True

3. I was discriminated in our 7 6 6 5 7 3.09 Moderately True

school because of my sexual
orientation.
4. I already experienced 4 5 4 6 12 2.45 Slightly True
depression.
5. I experience verbal and 6 4 3 4 14 2.55 Slightly True
physical abuse by my parents.

Total 2.70 Moderately True

Legend: Scale Verbal Description (VD)

4.21-5.00 Extremely True (ET)

3.41-4.20 Very True (VT)

2.61-3.40 Moderately True (MT)

1.81-2.60 Slightly True (ST)

1.00-1.80 Not True (NT)

Table 11 shows the Negative Effects of Discrimination faced by LGBT Member on

Community. The highest negative effects of discrimination which is Moderately True is
statement number 2 and it states that they experienced being bullied and it is rated 3.16 while the
lowest negative effects of discrimination as statement number 1 which is Slightly True states that
they feel ignored by their family because of their sexual orientation and it is rated 2.25.

This means that most of the LGBT Members experienced being bullied. On the contrary,
statement number 1 has the lowest weighted mean because few of the LGBT Members feel
ignored to their family because of their sexual orientation.

LGBT Youths are not comfortable with their gender at school and home. Consequently,
they are faced with an alternative which is rarely a positive one. The alternatives that they face
may include depression, substance abuse, violence, and even suicide (Human Rights Watch,
2001, p. 106).
 28
Table 12: Summary of the Effects of Discrimination faced by LGBT Members.

Effects Weighted Mean Verbal Description

Positive 3.13 Moderately True

(MT)

Negative 2.70 Slightly True (ST)

Table 12 shows the factors affecting the Effects of Discrimination faced by LGBT

Members. The positive factor is the highest weighted mean is 3.13 while the negative factors is

the lowest weighted mean which is 2.70.

This means that the positive factor is the highest weighted mean simply because most of

the LGBT Members experienced positive effects of discrimination.

It is notable that many youth viewed their sexual or gender identity as more of a positive

factor than negative one, and frequently described their identities as being flexible but under

their control that despite of the discrimination faced by the LGBT Members they still manage to

continue their studies and ignore the people who does not accept their sexual orientation (Rusell,

Muraco, Subramaniam, and Laub, 2009).

 29
Chapter III: Summary of Findings, Conclusion and Recommendations

This chapter contains summary of findings, conclusion, and recommendations.

Summary of Findings

Based upon the data gathered in the study, the following are the summary of the

significant findings.

1. Profile of the Respondents

Sex. The finding shows that 122 or 49.4% are male and 125 or 50.6% are female.

This means that most of our respondents are female.

Age. Results reveal that majority (126 or 51.0%) of the respondents fall between the age

of 14 to 16 years old.

This means that 14 to 16 years old constitute the most number of respondents.

Personality. The findings show that out of 247 students there were 86 or 34.8% students

belong to the personality of easy-going.

Grade/Year Level. Results reveals that majority of our respondents are Grade 7

Curriculum and it is rated 78 or 32%.

This means that most of our respondents are in Grade 7 Curriculum because they have

the highest population in BPTMNHS.

2. Number of Students belongs to the LGBT Community/Members.

The findings show that out of 247 respondents 31 or 12.6% students belong to the LGBT

Community. Bisexuals have the highest number, it is rated 14 or 45.2%, followed by gays which

are 9 or 29.0% and lesbians constitute 8 or 25.8%.

This means that majority of the students belong to the LGBT Community are bisexuals.
 30
3. Perception of the Students against LGBT Members/Community.

It reveals that out of 216 students, the positive perception has the result of 3.22 which has

the verbal description of Moderately True, 2.42 is the result of the negative perception and has

the verbal description of Slightly True.

Findings mean that most of the students have the positive perception against LGBT

Members/Community.

4. Effects of Discrimination faced by LGBT Members.

That finding shows that out of 31 LGBT Members, the positive effects of discrimination

has the result of 3.13 which has the verbal description of Moderately True, 2.70 is the result of

the negative effects of discrimination and has also the verbal description of Moderately True.

This means that most of the LGBT Members experienced positive effects of

discrimination.
 31
Conclusions

Based upon the significant findings of the study, the following conclusions are drawn:

1. Female students constitute the most number of respondents, Students who are 14-16 years old

gained the highest number, in personality, easy-going got highest percentage, and for grade/year

level, grade 7 Curriculum has the highest respondents.

2. Out of 31 LGBT Members, bisexuals gained the highest number.

3. Most of the respondents have the positive perceptions towards the LGBT Members; number

one got the highest weighted mean.

4. Most of the LGBT Members faced positive effects of discrimination; number five got the

highest weighted mean.

 32
Recommendation

Based upon the significant findings of the study, the researchers recommend the

following.

1. Hopefully, the school, students and the whole teaching force will have the positive perceptions

towards LGBT Members in our school.

2. The researchers’ recommend that in the next school year and the following years to come that

more students of any age, gender, ethnicity, or religious affiliation will have good treatment to

each other.

3. Based on the results the students including the LGBT Members has no discrimination

happened to them because they accepted each others and we hope that the students and the

LGBT Members will avoid discriminating others.

4. Hopefully, the future researchers will use this study as one of their basis and in doing so;

they must take full of responsibility and efforts to make their study effective and fruitful.
 33
References
Abelda, R. (2009). Poverty in the Lesbian, Gay and Bisexual Community. Retrieved August 17,
2016, from https://www.tandonline.com
Alampay, L. (2013). Support LGBT students through Education. Retrieved June 20, 2018,
from https://www.dailytexanonline.com
Archer, J. (2002, February). Local schools must address safety for gays. Education Week, 21
(23), 3. Retrieved October 12, 2007, from EBSCO Host database.
American Psychological Association (2011). Lesbian, Gay, Bisexual and Transgender
Concerns. Retrieved January 24, 2014, from https://www.apa.org
Barett, D. & Pollack, L. (2005). The Business Impact of LGBT-Supportive Workplace Policies.
Retrieved March 7, 2014, from https://www.ncbi.nlm.nih.gov
Browman, D. H. (2001, June). Report says schools often ignore harassment of gay students.
Education Week, 20 (39), 5. Retrieved October 12, 2007, from EBSCO Host database.
Cole, S. (2007, April). Protecting our youth. Edge . Retrieved October 31, 2007,
from www.edgeboston.com
Concordia et al. (2009). Negative and Positive Factors Asociated with the well-being.
Retrieved October 7, 2014, from https://www.fondationtrudeau.com
DarNimrod & Heine (2010). The Attitude Toward Lesbian and gay Men Scale. Retrieved
February 26, 2013, from https://psychology.ucdavis.edu
Herdt & McClintock (2010). Being LGBT in Asia: the Philippines Country Report. Retrieved
January 5, 2016, from https://www.weforum.org
Herek & Capitanio (1995). Prejudice, Social Stress, and Mental Health in LGBT Cpommunity.
Retrieved January 10, 2012, from https://www.apa.org
Hernandes & Bance (2014). Filipino Culture and Sexual Orientation. Retrieved June 29-30,
2017, from https://famipopgroup2wordpress.com
Human Rights Watch (2001). Hatred in the hallways. NY: Human Rights Watch.
McGarrity (2014). The Health of LGBT People. Retrieved September 17, from
https://www.ncbi.nlm.nih.gov
Ryan, C. (2009). Sexual Orientation and Gender Diversity Youth. Retrieved August 9, 2015,
from https://www.apa.org
Today’s gay youth: The ugly, frightening statistics (n.d.). Retrieved October 31, 2007,
from www.pflagphoenix.org
Ueno et al. (2013). Illness Management in older Lesbian, Gay and Bisexual. Retrieved
February 8, 2019, from https://www.researchgate.net
 34

Appendices
 35
January 4, 2019

ROSEMARIE S. BOHOL
School Principal I
BPTMNHS

Madam:

May we have the honor to ask permission from your good office to conduct our research
study entitled “LGBT COMMUNITY: PERCEPTIONS AND EFFECTS OF
DISCRIMINATION” at Benedicto P. Tirambulo Memorial National High School, Mabinay
District I on February 4-8, 2019 in partial fulfillment of our requirements in English and Math
Subjects.
In this connection, we humbly ask your permission to allow us to float our
questionnaires to Junior High School students of BPTMNHS.
The researchers assure that confidential matters will be strictly adhered in secrecy
following the research code of ethics.
We favorably hope for your positive response in this regard.
Thank you very much.

Respectfully yours,

(Sgd.) AGUNOD, JUDE EDWARD B.

(Sgd.) AZUCENA, ARGEN MAE Q.

(Sgd.) BOLHANO, CHARILYN P.

(Sgd.) CADALZO, REGINE A.

(Sgd.) CALIBO, LUKE GABRIELLE E.

(Sgd.) CORONADO, MERSLYN M.

(Sgd.) DE LOS REYES, LEIAHNE L.

(Sgd.) MANIMTIM, ANGIE G.

(Sgd.) MONTECINO, JEZEL T.

(Sgd.) TANSICO, GELLA.

Noted by:
(Sgd.) JENNY ROSE S. SUMAGAYSAY (Sgd.) EFREN M. BALDADO
English Teacher Math Teacher

Approved by:

(Sgd.) ROSEMARIE S. BOHOL

Principal I
 36
QUESTIONNAIRE
LGBT COMMUNITY: PERCEPTIONS AND EFFECTS OF DISCRIMINATION
Dear Respondents,
Your cooperation is indeed a great help and is also one of the factors for
achieving our requirements in ENGLISH and MATH 10. Thank you!
INSTRUCTIONS: Read each sentences carefully and check the box that corresponds to
your answers.

Name (optional): ___________________________ Year Level:

Sex: Male Female Grade 7
Age: 11-13 years’ old 17-19 years’ old Grade 8

14-16 years’ old 20 and above Grade 9

Grade 10

PERSONALITY:

I make friends easily. I find it difficult to approach others.

I don’t appreciate jokes. I hate doing funny things.

I get upset easily. I interact and socialize with other people.

I talk to different people. I don’t like being the center of attraction.

I get irritated easily. I choose my words with care.

I am afraid that I will do wrong things.
I am afraid of making friends.
I love large parties.
I easily get hurt even just a simple joke.
I don’t want to hear bad comments
about me.

ARE YOU A MEMBER OF LGBT (Lesbian, Gay, Bisexual, and Transgender)? Specify:
__________________ Yes No
If NO, answer the part A.
If YES, proceed to part B.

INSTRUCTIONS:
Put a check (√) in the corresponding number according to the Legend below:
LEGEND:

5 - Extremely True 3 - Moderately True 1 - Not True

4 - Very True 2 - Slightly True
 37
PART A:

These are the insights of the students against LGBT community. Please answer the table
below and put check (√) that corresponds to your answer.

Extremely Very Moderately Slightly Not

True True True True True
1. I agree that most of the LGBT
Members are talented.
2. I’ve already seen LGBT
Members doing bad things.
3. I agree that LGBT Members
are Intelligent.
4. I think LGBT members do not
deserve to be respected.
5. I believe that LGBT members
are already accepted in our
community.
6. I find LGBT as perverts.
7. Most of the LGBT members
are respectful.
8. I believe that LGBT members
are enemies in our society.
9. Most of the LGBT members
are famous in the campus
because of their skills and
ability.
10. I think most of the LGBT
members bring diseases like HIV
and AIDS.
 38
PART B:

These are the effects of discrimination faced by you as an LGBT Member. If you are a
member of LGBT, you are obliged to answer the table below base on your own experience.

Extremely Very Moderately Slightly Not

True True True True True

1. I feel ignored by my family

because of my sexual
orientation.
2. I don’t mind their bad
comments against me.
3. I experience being bullied.
4. I enjoy my study even if
they don’t accept me as part
of the LGBT community.
5. I was discriminated in our
school because of my sexual
orientation
6. I don’t care even though
they back-stab me.
7. I already experienced
depression.
8. I continue my journey even
though there are many people
who discriminate me.
9. I experience verbal and
physical abuse by my parents.
10. Even if I’m bullied, I still
do my best so that I can reach
my dreams.
 39
CURRICULUM VITAE

Personal Profile

Name: Jude Edward B.

Gounod
Age: 16
Sex: Male
Birthday: August 30, 2002
Birthplace: Botong, Lumbangan,
Mabinay, Negros Oriental
Address: Botong, Lumbangan,
Mabinay, Negros Oriental
Mother: Rosinie Agunod
Father: Eduardo Agunod
Sibling/s: Jane Agunod
Rege Agunod
Iryn Agunod
Merry Rose Agunod
Cherry Agunod
Edelyn Agunod
Educational Background
Elementary: Lumbangan Central
School (LCS)
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

Many challenges that I encounter during making this research paper but I and my group mates
can’t accomplish it without the help of our parents. Thanks to our supportive parents.
 40
CURRICULUM VITAE

Personal Profile

Name: Argen Mae Q. Azucena

Age: 16
Sex: Female
Birthday: February 8, 2003
Birthplace: Dagbasan, Mabinay,
Negros Oriental
Address: Dagbasan, Mabinay,
Negros Oriental
Mother: Elgen Q. Azucena
Father: Armelito V. Azucena
Sibling/s: Armel Paul Q. Azucena
Asia Mae Q. Azucena

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

What I have learned in this research is the cooperation of each member is really needed, and if
someone is giving you a task to do something related to the research you must be responsible
enough in accomplishing it on time and should have lots of patience. And also when I go to
college I already have lots of ideas in making this project.
 41
CURRICULUM VITAE

Personal Profile

Name: Charilyn P. Bolhano

Age: 15
Sex: Female
Birthday: April 5, 2003
Birthplace: Dawis, Bayawan City
Address: Dagbasan, Mabinay,
Negros Oriental
Mother: Myrna P. Bolhano
Father: Hamlin B. Bolhano
Sibling/s: Shenalyn Bolhano
Charlo Bolhano
Helbert Bolhano
Robert Bolhano
Jemalyn Bolhano

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

I have learned a lot about research paper. For me, a research paper is very helpful to me when I
go to Senior High. Many advantages we gain in making on this project.
 42
CURRICULUM VITAE

Personal Profile

Name: Regine A. Cadalso

Age: 15
Sex: Female
Birthday: April 6, 2003
Birthplace: Luyang, Mabinay, Negros
Oriental
Address: Tomonon, Mabinay,
Negros Oriental
Mother: Ritchel A. Cadalso
Father: Regie C. Cadalso
Sibling/s: Regie A. Cadalso
Remart A. Cadalso
Rina Jane A. Cadalso

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

I’ve learned in making this research paper are you need to be responsible of what are you going
to do and just believe in yourself. I believe in the saying “Trust God and He will Provide you”.
 43
CURRICULUM VITAE

Personal Profile

Name: Luke Gabrielle E. Calibo

Age: 15
Sex: Male
Birthday: March 7, 2003
Birthplace: Dumaguete City
Address: Lumbangan, Mabinay,
Negros Oriental
Mother: Gina E. Calibo
Father: Lonie A. Calibo
Sibling/s: Gracey Laveign E. Calibo

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?
I have learned a lot in this research paper because before I have no idea in making this kind of
project. Also it is very helpful to me because I have now an idea when I go to Senior High
School. And most importantly we’ve learned to be responsible in our action, being obedient and
being helpful. Thanks to this project we manage to build teamwork. And thanks to our teachers
and parents who help us in accomplishing this project.
 44
CURRICULUM VITAE

Personal Profile

Name: Merslyn M. Coronado

Age: 16
Sex: Female
Birthday: October 2, 2002
Birthplace: Dagbasan, Mabinay,
Negros Oriental
Address: Dagbasan, Mabinay,
Negros Oriental
Mother: Hersalita M. Coronado
Father: Rogelio S. Coronado
Sibling/s: Herly M. Coronado
Remon N. Coronado
Arnel M. Coronado

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?
Research paper for me is very helpful because when I go to Senior High School, I know now
how to handle this kind of project.
 45
CURRICULUM VITAE

Personal Profile

Name: Leiahne L. De Los Reyes

Age: 16
Sex: Female
Birthday: July 6, 2002
Birthplace: Ronda, Cebu
Address: Malasbalas, Lumbangan
Mabinay, Negros Oriental
Mother: Pedriana De Los Reyes
Father: Rodrigo De Los Reyes
Sibling/s:

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

I learned more about the research paper. It is helpful for me because I already have an idea when
I go to Senior High. I learned also now the important leadership in this research paper. Even
though I thought that I can’t handle this kind of projects but in the end my group successfully
accomplished it with the help of our parents.
 46
CURRICULUM VITAE

Personal Profile

Name: Angie G. Manimtim

Age: 16
Sex: Female
Birthday: August 28, 2002
Birthplace: Dagbasan, Mabinay,
Negros Oriental
Address: Lumbangan, Mabinay,
Negros Oriental
Mother: Annallie Manimtim
Father: Joven Manimtim
Sibling/s: Jessa Manimtim
Joann Manimtim

Educational Background
Elementary: Janinuay Christian
Academy (JCA)
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?
The things I learned in this research are the self-discipline, cooperation, time management, effort
and hard work. Even though there are some of us who is not cooperating sometimes but still we
do our best in order to finish this research and most of all we share different thoughts and
feelings but in the end we still manage to comply this research.
 47
CURRICULUM VITAE

Personal Profile

Name: Jezel T. Montecino

Age: 15
Sex: Female
Birthday: May 1, 2003
Birthplace: Cansal-ing, Mabinay,
Negros Oriental
Address: Paniabonan, Mabinay,
Negros Oriental
Mother: Nieves T. Montecino
Father: Vicente T. Montecino
Sibling/s: Jenizel T. Montecino
John Mark T. Montecino
Jerald Montecino

Educational Background
Elementary: Don Cristito C. Tirambulo
Memorial Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?

There are lots of experiences I encountered during in making of our research paper. Need an
effort and cooperation to the group like sharing ideas.
 48
CURRICULUM VITAE

Personal Profile

Name: Gella Tansico

Age: 16
Sex: Female
Birthday: October 4, 2002
Birthplace: Manila Hospital
Address: Tobod, Bulwang,
Mabinay, Negros Oriental
Mother: Logian T. Palomar
Father: Gabriel B. Crausos
Sibling/s: John Mark T. Crausos
Juliana T. Palomar
Julina T. Palomar

Educational Background
Elementary: Dansulan Elementary
School
Junior High School (Present): Benedicto P. Tirambulo
Memorial National High
School
What have you learned about the research?
The things I learned about this research are the time management, cooperation, patience, is much
needed and most of all team work because we cannot accomplish it without helping each other.