PERCEPTION OF SENIOR HIGH SCHOOL STUDENTS ON THE EXISTENCE

OF STRAND-BASED DISCRIMINATION AND BIAS IN THE FRANCISCAN

COLLEGE OF THE IMMACULATE CONCEPTION

A Research Study
Presented to the Faculty of the
Department of the Senior High School
Franciscan College of the Immaculate Conception, Incorporated
Baybay City, Leyte

In Partial Fulfillment
of the Requirements of
Senior High School Students in
Practical Research 2
(Quantitative Research)

Axl Fitzgerald L. Bulawan

Friam Lyndhel O. Galenzoga
Edciel Gregory S. Galos
Neil Rikko E. Vidallon
Kimberly Ann C. Arcena
Elaiza Mae T. Arevalo
Lady May P. Coretico
Mae Kyle B. Gianan
Grade 12–ABM

NOVEMBER 2019
 ii

APPROVAL PAGE

In fulfillment of the requirements for Practical Research 2, this research paper

entitled, “PERCEPTION OF THE EXISTENCE OF STRAND-BASED
DISCRIMINATION AND BIAS OF SENIOR HIGH SCHOOL STUDENTS IN THE
FRANCISCAN COLLEGE OF THE IMMACULATE CONCEPTION” has been
prepared and submitted by BULAWAN, AXL FITZGERALD L.; GALENZOGA, FRIAM
LYNDHEL O.; GALOS, EDCIEL GREGORY S.; VIDALLON, NEIL RIKKO E.;
ARCENA, KIMBERLY ANN C.; AREVALO, ELAIZA MARIE T.; CORETICO, LADY
MAY P.; and GIANAN, MAE KYLE B. who hereby recommended for the final
examination.

Approved by the tribunal of the Final Examination

MR. ROVEL I. VELOSO

Panelist

MISS NATHALIE G. NOMBRADO MR. RHEGEE F. ESCASINAS

Panelist Panelist

MR. ROWEN JAY LOQUILLANO

Panelist

Accepted as a fulfillment of the requirements for PRACTICAL RESEARCH 2 with

the remark of _____________.

MR. ROVEL I. VELOSO

Practical Research 2 Adviser

SISTER M. JULIANA DAMASING, OSF SISTER M. MARIBEL PIANGCO, OSF

Senior High School Vice-Principal School Principal

Date of Final Examination: November 21, 2019

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ACKNOWLEDGEMENT

First and foremost, the researchers would like to give praises and thanks to God,

the Almighty, for His boundless shower of blessings throughout the course of the research

study and for giving them the strength to complete the endeavor.

They would also like to express their deep and sincere gratitude to Ms. Nathalie D.

Nombrado, their research adviser for her insightful comments and invaluable guidance

throughout the duration of the research process. Her vision, sincerity, and opinions have

deeply inspired them to do better. To Mr. Rovel I. Veloso, their research teacher, for his

immense knowledge and patience of showing the researchers the rope that immeasurably

helped them with their research study. He gave them the opportunity to make and create

their own research study from scratch and gave them the chance to make it into reality. To

Ms. Lourdes R. Simpron, for her unceasing support and for helping the researchers,

emotionally and mentally. Her encouragement has prompted them into making and doing

better choices and actions.

The researchers of this study are also extremely grateful to their parents for the

love, prayer, and sacrifices that they continuously give for their education. To all their

current and past teachers and mentors who have molded them into what they are today and

the principles they stand for, and lastly to all the respondents and to their classmates,
 iv

friends, and anyone who have greatly helped the researchers, in any way shape or form,

making this research study possible.

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TABLE OF CONTENTS

TITLE PAGE ................................................................................................................... i

APPROVAL PAGE ........................................................................................................ ii

ACKNOWLEDGEMENT ............................................................................................. iii

TABLE OF CONTENTS ................................................................................................ v

LIST OF TABLES ........................................................................................................ vii

LIST OF FIGURES ...................................................................................................... viii

LIST OF APPENDICES ............................................................................................... ix

ABSTRACT ...................................................................................................................... x

CHAPTER I: INTRODUCTION

Nature and Importance of the Study ...................................................................... 1

Objectives of the Study .......................................................................................... 2

Statement of the Hypothesis .................................................................................. 3

Time and Place of the Study .................................................................................. 3

Scope and Limitations of the Study ....................................................................... 3

Significance of the Study ....................................................................................... 4

CHAPTER II: REVIEW OF RELATED LITERATURE

Nature of Prejudices ............................................................................................... 5

The Context of Discrimination .............................................................................. 6

Operational Definition of Terms ............................................................................ 8

CHAPTER III: THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework .......................................................................................... 9

 vi

Conceptual Framework ........................................................................................ 10

CHAPTER IV: METHODOLOGY

Research Site and Participants ............................................................................. 12

Research Design ................................................................................................... 13

Research Instruments ........................................................................................... 13

Data Analysis ....................................................................................................... 14

CHAPTER V: RESULTS AND DISCUSSIONS

Sociodemographic Profile of Respondents .......................................................... 15

Respondents’ Experience of Strand-Based Discrimination and Bias .................. 16

Respondents’ Characterization of Strand-Based Discrimination ........................ 19

and Bias

CHAPTER VI: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary .............................................................................................................. 21

Conclusions .......................................................................................................... 22

Recommendations ................................................................................................ 23

Further Recommendations for Future Research .................................................. 23

LITERATURE CITED/REFERENCES ...................................................................... 25

APPENDICES ................................................................................................................ 27
 vii

LIST OF TABLES

TABLE TITLE PAGE

1 Stratification of the Respondents 12

2 Sociodemographic Profile of the Respondents 15

3 Respondents’ Firsthand Experience of Strand-Based 16

Discrimination and Bias

4 Respondents’ Observation of Others’ Experience of 17

Strand-Based Discrimination and Bias

5 Respondents’ Characterization of Strand-Based 19

Discrimination and Bias
 viii

LIST OF FIGURES

FIGURE TITLE PAGE

1 Theoretical Framework of the Study 9

2 Conceptual Framework of the Study 10

 ix

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Letter Asking Permission to Conduct Research 24

B Letter to the Respondents 25

C Survey Questionnaire 26
 x

ABSTRACT

This study aims to observe, analyze, and determine whether Senior High School

students in the Franciscan College of the Immaculate Conception perceive that

discrimination and bias exist based on a student’s choice of strand. The researchers

gathered data using a survey questionnaire, asking whether they have experienced firsthand

or observed others being discriminated and prejudiced on the basis of their strand and

quantify their observations of this phenomena using a non-numerical rating scale. It also

asked respondents to characterize their opinion of the hypothetical existence of such

phenomenon.

Results show that two-thirds (66.15%) and four out of five (88.21%) of the

respondents have experienced firsthand and observed others being discriminated and

prejudiced based on their strand, respectively. The respondents, also, were generally

divided over whether strand-based discrimination and bias is harmful or normal with an

average result of 48.72% and 33.33%, respectively, and 17.95% saying they have no

opinion on the matter.

Based on the results, the researchers concluded that Senior High School students in

FCIC perceive that strand-based discrimination and bias exists.

Keywords: discrimination, bias, prejudice, k-12, senior high school, educational system
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CHAPTER I

INTRODUCTION

Nature and Importance of the Study

Prejudices and discrimination are a natural occurring human and social phenomena.

As social beings, people like to separate or identify a person into a class based on

appearance, identity, or expression. History has shown that as these social classes occur,

common stereotypes and prejudices associated with such class inherently crop up. At times,

stigma and discrimination occur, triggering division and conflict as the minority fight for

equality (Sherif, 1967).

According to Sherif, discrimination is complex. It is common in all society, whether

they do it intentionally or not. Discrimination has always been a naturally occurring

phenomena that humans do. It begins in the mind and translated through action. It could

manifest in many ways and affect a person's life depending on the severity of it. Fight

against discrimination has been an ongoing process and in order for them to continue the

battling against discrimination, they should understand the different types of discrimination

that exist nowadays.

With the enactment of the Republic Act No. 10533 or the “Enhanced Basic

Education Act of 2013” or commonly referred to as the K-12 Program, the mandatory

course of study of the basic education of student was added with two years that forms the
 2

Senior High School. Students in Senior High are required to choose a strand which is

grouped from several fields of studies, targeted to aid students in properly choosing their

profession.

As students categorize themselves into certain tracks, with it comes a divide, a

hierarchy, between Senior High School (SHS) students. A case example of this would be

about how those students who pursue the Science, Technology, Engineering, and

Mathematics Strand are often highly regarded than those students in other strands. Whether

it be through the discussion of which academic strand is more challenging, or the discussion

of what type of student belongs where. People often holds a certain perception and

expectations for each certain strands and comparisons and exemplifications (bad of good)

are made. This sort of social hierarchy is one that must be discussed, if not for the sake of

the current generation, then for the next.

Objectives of the Study

This study generally aims to observe, analyze, and determine whether students

perceive that discrimination and bias exist based on a student’s choice of track and strand

in Senior High School. Specifically, it intends to:

• determine whether Senior High School students have experienced firsthand

being discriminated or prejudiced based on their taken strand;

• determine if Senior High School students have observed others being

discriminated based on their taken strand; and

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• identify how students characterize the hypothetical existence of strand-based

discrimination and bias regardless of whether or not they perceive it exists.

Statement of Hypothesis

The researchers hypothesize that the respondents will respond affirmatively to the

questions of their experience firsthand and observation of being discriminated and

prejudiced on the basis of their strand. They also assume that the respondents would think

that the hypothetical existence of strand-based discrimination and prejudice is not harmful

but just normal or natural.

Time and Place of Study

This research study was conducted on October 2019 in the premises of the Senior

High School of the Franciscan College of the Immaculate Conception, a private sectarian

institution in Baybay City, Leyte.

Scope and Limitations of the Study

The study was conducted among Senior High School students in the Basic

Education Department of the Franciscan College of the Immaculate Conception using a

representative sample. It aimed at understanding whether or not the Senior High School

students of the institution perceive that discrimination and prejudice exists in the
 4

institution. The research aimed on identifying a particularly new phenomenon by inquiring

those possibly affected by it if they believe such phenomena exists. The findings of this

research, thus, should not be established as an objective measure of the existence of

discrimination and bias on the basis of the taken strand and generalized as the opinion of

those in other areas as situations of the respondents and the context may differ.

Significance of the Study

The findings of this study will greatly help not only those students who are currently

studying as Senior High School students but also those who are next in line, considering

that every strand is important on their own and plays a significant role in shaping an

individual students' goals and objectives in life. The more we bring this problem into light;

the greater awareness would be spread which justifies the need for more effective way of

discipline that would be applied especially to students and teachers who are ignorant to the

problem but are part of the problem. Thus, schools that apply the recommended approach

derived from the results of this study will be able to train and discipline students better.

Administrators will be guided on what should be done and greatly improve the school and

class environment in Franciscan College Immaculate Conception. For the researchers, the

study will help them explore some critical areas and uncover significant information about

the human psyche in regards with discrimination and biases that other researchers were not

able to explore.
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CHAPTER II

REVIEW OF RELATED LITERATURE

Nature of Prejudices

According to Allport, man is not born prejudiced; rather, prejudice is learned. By

its very nature, prejudice denies individual human dignity and breaks the fundamental unity

among people. He defines prejudice as a hostile attitude or feeling toward a person solely

because he or she belongs to a group to which one has assigned objectionable qualities. He

stresses that this hostile attitude is not merely a hasty prejudgment before one knows the

facts. It is a judgment that resists facts and ignores truth and honesty. Thus, prejudice blinds

one to the facts and creates a kind of poison in a relationship.

Although prejudice in daily life is ordinarily a matter of dealing with individual

people, it also entails unwarranted ideas concerning a group as a whole. Negative religious,

ethnic, or racial prejudice (based on grouping by religion, nationality, or race) is an

antipathy based on faulty and inflexible generalization or stereotyping. According to

Allport, it may be felt or expressed, and it is directed toward a group as a whole or toward

an individual because he or she is a member of that group. Religious, ethnic, or racial

prejudice persists for several reasons. Prejudice gives an individual a false sense of identity

and self-worth; that is, a person may discriminate against others to make himself feel more
 6

powerful and to elevate his own self-esteem. Also, categorization and stereotyping often

offer a convenient scapegoat for individual or group problems (Allport, 1954).

Prejudice, then, is generally the way one thinks or feels about a particular person or

group. Discrimination is acting on that negative prejudice. Allport further explains that

negative prejudice and discrimination are expressed in escalating levels of violence. These

escalating levels of discrimination move from spoken abuse to genocide in the following

order:

(1) Spoken Abuse (which he calls Antilocution);

(2) Avoidance;

(3) Discrimination or Legalized (Institutionalized) Racism;

(4) Violence Against People and Property; and

(5) Extermination or Genocide (the systematic attempt to destroy an entire

people).

The Context of Discrimination

Allport also contends that minor forms of prejudice such as spoken abuse have a

way of growing into more virulent and destructive forms of discrimination and violence.

In the following excerpts from The Nature of Prejudice, author Gordon Allport identifies
 7

the problem of prejudice, describes the escalating levels of violence associated with

prejudice, and defines the meaning of scapegoat in ancient and modern society.

What people actually do in relation to groups they dislike is not always directly

related to what they think or feel about them. Two employers, for example, may dislike

Jews to an equal degree. One may keep his feelings to himself and may hire Jews on the

same basis as any workers—perhaps because he wants to gain goodwill for his factory or

store in the Jewish community. The other may translate his dislike into his employment

policy, and refuse to hire Jews. Both men are prejudiced, but only one of them practices

discrimination. As a rule, discrimination has more immediate and serious social

consequences than has prejudice.

It is true that any negative attitude tends somehow, somewhere, to express itself in

action. Few people keep their antipathies entirely to themselves. The more intense the

attitude, the more likely it is to result in vigorously hostile action.

Different forms of functional interrelation between groups, and the structural

location of groups within social systems, seem to generate qualitatively different patterns

of prejudice. These can be differentiated in terms of the characteristic image of the

outgroup, the affective and behavioral response to the outgroup, the psychological and

attributional mechanisms underlying the prejudiced attitudes, and their functionality for the
 8

ingroup. These patterns of prejudice may be viewed as mediating between social structure

and social action, thus contributing to the historical process (Duckitt, 1992).

Operational Definition of Terms

The following terms, as used in this research study, shall be defined as follows:

1. Discrimination refers to treating a person or particular group differently, especially

in a worse way from the way in which you treat other people, because of their skin

color, sex, sexuality, etc.

2. Bias or Prejudice refers to preconceived judgement or opinion or an adverse

opinion or learning without grounds or before sufficient knowledge; and

3. Strand refers to the different areas of expertise under the Senior High School

program where the career tracks where each categorical different field of study

belong.
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CHAPTER III

THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework

Examples of Discriminatory
Practices

Access to Positions of
Power

Sex Access to Education

Access to Adequate
Health Interventions

Figure 1. Theoretical Framework of the Study

A study done by Nicola Jones and Rebecca Holmes in 2010, entitled “Gender,

politics and social protection,” tried to outline the effects gender discrimination, especially

in women in areas—and their lack—of (1) access to positions of power, (2) access to

education, and (3) access to adequate health interventions in developing countries. These

three areas are examples of social protection guaranteed by a government. The researchers

focused on these as social protections may be high on the policy agenda in international

development. The paper explores the political economy of social protection and its effects

on gender relation in the country.

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The study revealed that women are less likely to get access of positions of power,

education, and adequate health interventions by looking at statistical data provided by the

United Nations Human Rights Council (UNHHR), which results in a significantly lower

Human Development Index (HDI). Jones and Holmes also highlighted the context and

history of discrimination on the basis of sex in the sampled countries as inherent and

socially structured.

Conceptual Framework

Student’s Student’s Student’s

Sociodemographic Experience and/or Perception on the
Profile Observation of Existence of
• Strand Strand-Based Strand-Based
• Age Discrimination and Discrimination and
Bias Bias
• Sex

Independent Variable Intervening Variable Dependent Variable

Figure 2. Conceptual Framework of the Study

Drawing from the study conducted by Jones and Holmes, the researchers created

this conceptual framework that show the different variables in the perception of

respondents of the existence of strand-based discrimination and bias. The researchers

focused only in the identification of the affected population’s perception only as there are

limited literature on the matter as of date.

 11

The researchers have the respondent’s experience firsthand and his observation of

peers or other individuals possibly experiencing discrimination and prejudice as the bases

for the student’s perception of its existence.

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CHAPTER IV

METHODOLOGY

Research Site and Participants

The research study was conducted at the Franciscan College of the Immaculate

Conception in Baybay City, Leyte. The population sampled in the study were all the

enrolled Senior High School Students—the whole student body—of Basic Education

Department of the same institution.

To get a representative sample of the student body’s perception, the researchers

employed a stratified method of sampling, classifying the students based on their grade

level and their academic strand. Applying Slovin’s formula, a margin of error of ±5%, there

were a total of 196 students sampled in this research, divided equally among the student

body relative to their percentage in the actual total population.

Table 1. Stratification of the Respondents

GRADE STRAND NO. OF STUDENTS RATE RESPONDENTS

ABM 65 16.88% 33
HUMSS 44 11.43% 22
11
STEM 29 7.53% 15
TVL 37 9.61% 19
ABM 37 9.61% 19
HUMSS 54 14.03% 27
12
STEM 95 24.68% 48
TVL 24 6.23% 12
TOTAL 385 100.00% 196
 13

Detailed above is the actual stratification of the sampled population based on the

students’ strands’ actual proportion to the total number of students in the student body used

in order to get a truly representative opinion of the population.

Research Design

The research design used in this study is the descriptive survey research design,

which, according to McCombes, 2019, aims to accurately and systematically describe a

population, situation, or phenomenon and answer what, when, where, when, and how

questions. It allows to gather large volumes of data that can be analyzed for frequencies,

averages, and patterns and when the research aim is to identify characteristics, frequencies,

trends, correlations, and categories.

Research Instruments

The researchers used a survey questionnaire to collect data that were filled out and

answered by the respondents. It asked the respondents’ basic personal information such as

the optional name of the respondent, biological sex, current grade level and chosen strand.

The survey questionnaire inquired (1) if the respondents have firsthand experience

of being prejudiced and discriminated based on their strand in Senior High School and (2)

if they witness others being prejudiced and discriminated based on the same reason. It also

asked the respondents to quantify their observations of this phenomena using a non-
 14

numerical rating scale as a guide in rating their observations with 1 being the least (not

observed) and 8-10 being the greatest (always observed). Finally, (3) it asked, regardless

of whether the respondents perceive that strand-based discrimination and bias exists or not,

how they would describe or characterize this phenomenon to a student’s morale or

academic life with choices being (a) harmful, (b) natural, and (b) no opinion.

Data Analysis

In analyzing the data, the researchers utilized the basic statistical measures of

central tendency: the mean (𝑥̅ ), median (𝑥̃), and mode (𝑥̂) to determine the average

response and their frequency of the respondents’ perception using the statistical tools.
 15

CHAPTER V

RESULTS AND DISCUSSIONS

Sociodemographic Profile of Respondents

Table 2 shows the number of respondents each academic strand that were sampled

relative to the proportion of the total actual population of the entire student body and the

sociodemographic characteristics of the research sample, indicating the proportion of male

and female respondents and their average age in years.

Table 2. Sociodemographic Profile of the Respondents

GRADE NUMBER OF SEX

AGE
AND RESPONDENTS MALE FEMALE —
STRAND n % No. % No. % No. % 𝑥̅
TOTAL 196 100.00 72 36.92 112 57.44 11 5.64 16.94
GRADE 11 89 45.41 35 39.3 48 53.9 6 6.7 16.34
ABM A 15 7.65 8 53.3 7 46.7 0 0.0 16.33
ABM B 18 9.18 5 27.8 11 61.1 2 11.1 16.27
HUMSS A 13 6.63 6 46.2 4 30.8 3 23.1 16.40
HUMSS B 9 4.59 3 33.3 6 66.7 0 0.0 16.11
STEM 15 7.65 5 33.3 9 60.0 1 6.7 16.21
TVL 19 9.69 8 42.1 11 57.9 0 0.0 16.58
GRADE 12 107 54.59 37 34.9 64 60.4 5 4.7 17.43
ABM 19 9.69 1 5.3 14 73.7 4 21.1 17.47
HUMSS A 14 7.14 6 42.9 8 57.1 0 0.0 17.50
HUMSS B 14 7.17 3 23.1 10 76.9 0 0.0 17.38
STEM A 24 12.24 11 45.8 13 54.2 0 0.0 17.46
STEM B 24 12.24 12 50.0 11 45.8 1 4.2 17.22
TVL 12 6.12 4 33.3 8 66.7 0 0.0 17.67

As shown in the table, there are 196 respondents, 89 coming from Grade 11 and

107 from Grade 12. Seventy-two (72) or 36.92% of the whole sample are male, 112 or

57.44% are female, and 11 respondents or 5.64% opt not to provide their biological sexual
 16

identity. Also shown is the average age of the respondents: 16.94. The average age for

respondents from Grade 11 is 16.34, while it is 17.43 in Grade 12.

Respondents’ Experience of Strand-Based Discrimination and Bias

The next tables, Tables 3 and 4 shows the answers of the respondents on the first

and second questions of the survey questionnaire, inquiring their perception on the

existence of strand-based discrimination and bias.

The third table shows the compiled responses of the respondents on the first

question, asking whether they have experienced firsthand being discriminated or

prejudiced based on their strand. It also presents the rating of observation by the

respondents using the non-numerical guide.

Table 3. Respondents’ Firsthand Experience of Strand-Based Discrimination and Bias

Q1. Do you have firsthand experience of being prejudiced or

discriminated based on your chosen strand in Senior High School?
GRADE AND
NON-NUMERICAL
STRAND YES OR NO
RATING
Y % N % 𝑥̅ 𝑥̃ 𝑥̂
TOTAL 129 66.15 66 33.85 5.73 5 6
GRADE 11 59 66.3 30 33.7 5.2 5 5
ABM A 9 60.0 6 40.0 4.2 5 4
ABM B 15 83.3 3 16.7 5.9 5 6
HUMSS A 12 92.3 1 7.7 5.7 5 5
HUMSS B 6 66.7 3 33.3 5.1 5 5
STEM 9 60.0 6 40.0 4.8 7 6
TVL 8 42.1 11 57.9 5.3 5 5
GRADE 12 70 66.0 36 34.0 6.2 5 6
ABM 12 63.2 7 36.8 6.9 6 7
HUMSS A 12 85.7 2 14.3 6.4 7 7
HUMSS B 9 69.2 4 30.8 5.7 6 6
 17

STEM A 9 37.5 15 62.5 5.6 7 6

STEM B 16 66.7 8 33.3 5.8 5 6
TVL 12 100.0 0 0.0 6.9 5 7

As provided by Table 3, two-thirds of the respondents—more than half of the total

respondents—or 129 (66.15%) reveal that they have firsthand experience of being

prejudiced or discriminated based on their strand while only the other third, 66 or (33.85)

say they have not experienced discrimination and bias based on their strand. Other notable

results include the fact that all respondents from Grade 12 (100.0%) say they have

experienced such discrimination and bias and that only Grade 11 TVL and Grade 12 STEM

A have higher number of respondents saying that they have not experienced such

discrimination and bias with 57.9% to 42.1% and 62.5 to 37.5%, respectively. However, it

is observable that the results from Grade 11 are close to the margin of error.

The mean or average rating given by the respondents, also disclosed in Table 2, is

5.73 with the median rating being 5 and the most frequent rating being 6. All of these rating

fall under the Sometimes Observed Rating in the Non-Numerical Guide and not exceeding

the 8-10 range (Always Observed).

Table 4. Respondents’ Observation of Others’ Experience of Strand-Based

Discrimination and Bias

Q2. Have you witnessed others being prejudiced or discriminated

based on their chosen strand in Senior High School?
GRADE AND
NON-NUMERICAL
STRAND YES OR NO
RATING
Y % N % 𝑥̅ 𝑥̃ 𝑥̂
TOTAL 172 88.21 23 11.79 6.02 5 6
GRADE 11 77 86.5 12 13.5 5.7 5 6
ABM A 14 93.3 1 6.7 4.9 4 4
ABM B 15 83.3 3 16.7 6.0 5 6
 18

HUMSS A 12 92.3 1 7.7 6.2 6 6

HUMSS B 14 93.3 1 6.7 5.3 5 5
STEM 10 66.7 5 33.3 5.3 5 5
TVL 18 94.7 1 5.3 6.4 5 6
GRADE 12 95 89.6 11 10.4 6.3 8 7
ABM 19 100.0 0 0.0 7.1 8 7
HUMSS A 14 100.0 0 0.0 6.4 7 7
HUMSS B 11 84.6 2 15.4 7.0 8 8
STEM A 22 91.7 2 8.3 5.2 4 5
STEM B 22 91.7 2 8.3 5.8 5 5
TVL 7 58.3 5 41.7 7.2 8 8

Table 4, on the other hand, illustrates the respondents’ answers on their observation

on whether they have witnessed others being prejudiced or discriminated based on the

strand they are took or are taking in Senior High School.

Compared to the answers from the first question, the second question shows a wider

gap with those who say they have observed others being discriminated and bias based on

strand from those who have not. More than four out of five respondents or 172 (88.21%)

answered positively compared to 23 (11.79%) answering in the negative.

Respondents from Grade 12 ABM and Grade 12 HUMSS A all say they have seen

others based on their strand. The lowest affirmative response came from Grade 12 TVL

with 5 of them or 41.7% of their respondents answered that they haven’t observed being

discriminated or prejudiced based on their strand.

On the non-numerical rating, the average or mean rating given was 6.02, slightly

higher than the rating given by the respondents in the first question. The median and most

frequent rating remain the same with the first question. However, it can be noted that Grade
 19

12 students have rated a higher median and modes than the general median and modes in

the second question.

Respondents’ Characterization of Strand-Based Discrimination and Bias

Table 5. Respondents’ Characterization of Strand-Based Discrimination and Bias

Q3. Regardless of whether you perceive that strand-based

discrimination and bias exists or not, how would you describe or
characterize this type of discrimination and bias to a student’s morale
GRADE AND
or academic life?
STRAND
NO
HARMFUL % NORMAL % %
OPINION
TOTAL 95 48.72 65 33.33 35 17.95
GRADE 11 49 55.1 26 29.2 14 15.7
ABM A 7 46.7 3 20.0 5 33.3
ABM B 6 33.3 8 44.4 4 22.2
HUMSS A 9 69.2 3 23.1 1 7.7
HUMSS B 6 66.7 3 33.3 0 0.0
STEM 11 73.3 3 20.0 1 6.7
TVL 10 52.6 6 31.6 3 15.8
GRADE 12 46 43.4 39 36.8 21 19.8
ABM 7 36.8 8 42.1 4 21.1
HUMSS A 8 57.1 6 42.9 0 0.0
HUMSS B 6 46.2 4 30.8 3 23.1
STEM A 15 62.5 7 29.2 2 8.3
STEM B 5 20.8 12 50.0 7 29.2
TVL 5 41.7 2 16.7 5 41.7

Table 5 shows the respondents’ characterization of strand-based discrimination and

bias and its effect on a student’s morale or academic life, regardless of their perception on

whether it exists.
 20

As observed, the respondents are divided. Ninety-five (95) respondents or 48.72%

believe it’s harmful to morale and academic life, 65 or 33.33% say it’s just normal, while

35 or 17.95% of the total respondents have no opinion at all.

 21

CHAPTER VI

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

Based on the results of the research study, two-thirds or 66.15% of all Senior High

School students of the Franciscan College of the Immaculate Conception say they have

generally experienced being discriminated or prejudiced based on their chosen strand and

rates the frequency it occurs with an average of 5.72, which is under the Sometimes

Observed Classification.

In terms of students observing others being discriminated and prejudiced however,

they register a higher positive response with four out of five respondents or 88.21% saying

that they have observed such scenario although rating the frequency of this happening only

slightly lower with 6.02, also under the Sometimes Observed in the Non-Numerical Rating

Guide used.

Asked on how they would classify strand-based discrimination and bias, if it is

harmful, normal, or do they have no opinion, the respondents seem to be divided with an

average of 48.72%, 33.33%, and 17.95, respectively.

 22

Conclusions

With 66.15% and 88.21% of all of the respondents saying that they have

experienced firsthand being discriminated and prejudiced based on their strand and observe

others being treated the same, respectively, Senior High School students in FCIC therefore

perceive that there exists strand-based discrimination and bias. This means there are

preconceived stereotypes associated with individuals belonging to different strands taken

in Senior High School.

Since the observation of others being discriminated and bias is much higher than

that of experiencing firsthand the same treatment, there may be a sense of naiveté when

perceiving that an individual is actually experiencing being prejudiced or discriminated by

unnoticing such phenomenon to be in existence. If accurate, this lack of ability to detect

this existence in any medium may be a result of ignorance or a sense of apathy.

Also, this ignorance may be the cause of the disagreement on whether strand-based

discrimination and bias is normal or harmful. As Duckkit, J. has observed, prejudice and

discrimination only come into light when one is enlightened by its existence and when

those discriminated feels that such discrimination is growing into more violent and

destructive forms of violence.

 23

Recommendations

With the foregoing results and conclusions, the researchers recommend that there

be more comprehensive study and research on this matter. Efforts in pursuing and objective

and substantial determination of strand-based discrimination and prejudice as a social fact

and as an observable phenomenon should be done in order to provide nuisance to this

matter. Studies on its underlying causes, effects, how it takes place, and the medium with

which it exists could be done to completely understand this phenomenon and provide

conclusive data and citable and real-life scenarios wherein this prejudice and

discrimination exists.

As for the students, there is clear lack of understanding of what strand-based

discrimination and prejudice mean—or even prejudice itself—which may have resulted in

the inconclusive opinion of the respondents in characterizing it. There should be steps taken

in tackling the ignorance, through means of education, of the students on this phenomenon.

Further Recommendations for Further Research

The researchers recommend the following research problems be pursued as

derivatives of this study:

1. The Relationship Between Strand-Based Discrimination and Bias and Social

Media

2. Causes for the Existence of Strand-Based Discrimination and Bias

 24

3. The Relationship of Strand-Based Discrimination and Bias with Other Types of

Discrimination

4. Strand-Based Discrimination and Bias and Its Effects on the Academic

Performance of a Student

5. Psychological Conditions Affecting the Existence of Strand-Based

Discrimination and Bias

 25

LITERATURE CITED

78 cents on the dollar: The facts about the gender wage gap. (n.d.). CNN Money.

Retrieved from https://money.cnn.com/2015/04/13/news/economy/equal-pay-day-

2015/.

Allport, G. W. (1954). The Nature of Prejudice. United States: Addison-Wesley.

Anti-Discriminatory Practice. (n.d.). Retrieved from

https://books.google.com.ph/books?id=nVIJDAAAQBAJ&pg=PP1&q=equality&r

edir_esc=y&hl=en#v=snippet&q=equality&f=false.

Discrimination: What it is, and how to cope. (n.d.). Retrieved from

https://www.apa.org/helpcenter/discrimination.

Duckitt, J. (1992). Patterns of Prejudice: Group Interests and Intergroup Attitudes. South

African Journal of Psychology.

DISCRIMINATION: meaning in the Cambridge English Dictionary. (n.d.). Retrieved

from https://dictionary.cambridge.org/dictionary/english/discrimination.

Jones, N., & Holmes, R. (2010). Gender, politics and social protection. London, UK:

Overseas Development Institute.

 26

McCombes., S., & McCombes, S. (2019, November 5). Descriptive Research Design:

Definition, Methods and Examples. Retrieved from

https://www.scribbr.com/methodology/descriptive-research/.

Sherif, M. (1967). Group conflict and co-operation. London: Roudtledge.

Understanding Discrimination (n.d.). Retrieved from

https://web.archive.org/web/20140601211521/http://cyberschoolbus.un.org/discrim

/id_8_ud_print.asp.
APPENDICES
 24

APPENDIX A – LETTER ASKING PERMISSION TO CONDUCT RESEARCH

Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated

Baybay City, Leyte
AY 2019-2020
Basic Education Department (Senior High School)

October 31, 2019

SISTER M. MARIBEL B. PIANGCO, OSF

Principal, Basic Education Department and School Directress
Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated
Baybay City, Leyte

Dear Sister Maribel:

Peace and all Good!

We, the students of Grade 12-ABM, are currently in the process of conducting our research
studies in fulfillment of the requirements for the subject Practical Research 2 (Quantitative
Research). Our group got the approval of our research teacher to conduct the study entitled
“Perception of Senior High School Students on the Existence of Strand-Based
Discrimination and Bias in the Franciscan College of the Immaculate Conception.”

In view of this, we would like to ask permission to let us conduct the study in the School.
We would like to avail also the participation of Senior High School students in answering
our survey questionnaire and the assistance of the subject teachers in conducting our study.

Thank you very much for your cooperation.

Sincerely,

(SGD.) AXL FITZGERALD L. BULAWAN

Group’s Representative

Noted:

(SGD.) MR. ROVEL I. VELOSO (SGD.) MS. NATHALIE G. NOMBRADO

Research Teacher Research Adviser

Approved:

(SGD.) SISTER M. MARIBEL PIANGCO, OSF

School Directress and Principal, Basic Education Date
 25

APPENDIX B – LETTER TO THE RESPONDENTS

Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated

Baybay City, Leyte
AY 2019-2020
Basic Education Department (Senior High School)

Dear Respondent,

We are currently conducting a research study in partial fulfillment of our requirements in

Practical Research 2. Our study is entitled “Perception of Senior High School Students on
the Existence of Strand-Based Discrimination and Bias in the Franciscan College of the
Immaculate Conception,” which aims to determine the perception of students on the
existence of strand-based discrimination and bias.

We are asking you, in this regard, to fill out the enclosed survey questionnaire to the best
of your truthful knowledge. Your help in answering this questionnaire is highly
appreciated.

Thank you.

Sincerely,

(SGD.) AXL FITZGERALD L. BULAWAN (SGD.) FRIAM LYNDHEL O. GALENZOGA

(SGD.) EDCIEL GREGORY S. GALOS (SGD.) NEIL RIKKO E. VIDALLON

(SGD.) KIMBERLY ANN C. ARCENA (SGD.) ELAIZA MARIE T. AREVALO

(SGD.) LADY MAY P. CORETICO (SGD.) MAE KYLE B. GIANAN

 26

APPENDIX C – SURVEY QUESTIONNAIRE

Name: _________________________________________ Sex: _______________

Grade & Section: _______________ Age: _______________

Biases and prejudices are preconceived opinion that is not based on reason or actual
experience, but a person’s specific classification (e.g. race, sex, gender identity).
Discrimination is when there is unjust treatment based upon that prejudicial conception.
We are inquiring whether you perceive that there is in existence discrimination and bias
based on the strand chosen in Senior High School.

Fill up this questionnaire by putting a check mark (✓) inside the spaces provided
right before your selected answer. Please answer the following questions honestly.

1. Do you have firsthand experience of being prejudiced or discriminated based on

your chosen strand in Senior High School?
( ) Yes ( ) No

On a scale from 1 to 10 with 1 being the least and 10 the highest and using the non-
numerical guide below, how often do you observe such bias and discrimination?
( ) 1 ( ) 2 ( ) 3 ( ) 4 ( ) 5 ( ) 6 ( ) 7 ( ) 8 ( ) 9 ( ) 10

Non-numerical Rating Guide

8-10 Always Observed
5-7 Sometimes Observed
2-4 Rarely Observed
1 Not Observed

2. Have you witnessed others being prejudiced or discriminated based on their chosen
strand in Senior High School?
( ) Yes ( ) No

On a scale from 1 to 10 with 1 being the least and 10 the highest and using the non-
numerical guide below, how often do you observe such bias and discrimination?
( ) 1 ( ) 2 ( ) 3 ( ) 4 ( ) 5 ( ) 6 ( ) 7 ( ) 8 ( ) 9 ( ) 10

Non-numerical Rating Guide

8-10 Always Observed
5-7 Sometimes Observed
2-4 Rarely Observed
1 Not Observed
 27

3. Regardless of whether you perceive that strand-based discrimination and bias exists
or not, how would you describe or characterize this type of discrimination and bias
to a student’s morale or academic life?
( ) Harmful
( ) Normal
( ) No Opinion