Republic of the Philippines

Department of Education
Region XII
DIVISION OF SOUTH COTABATO

EMILIANO P. BAQUIAL NATIONAL HIGH SCHOOL

316717
Tupi North District
Crossing Rubber, Tupi, South Cotabato

ACADEMIC PERFORMANCE AND THE ETHICAL DILEMMAS

OF GAY LEARNERS: BASIS FOR THE GUIDANCE PROGRAM

AN ACTION RESEARCH
Poster Presentation
Theme 4-Governance cum Cross Cutting

MARLON D. SIMBA
Teacher I

October 2019

1
 ABSTRACT

This study entitled “The Performance and the Ethical Dilemmas of

Gay Learners: Basis for a guidance Program ” sought to determine the

performance of gay learners in terms of attendance and punctuality, quality of

work, relationship with others; and cooperation to the school and ethical

dilemmas of among gay learners. The study used purposive stratified sampling

procedure to get the exact respondents. The researcher used researcher

made questionnaire which was validated by the experts in this field. In

identifying the gay learners to be the respondents of the study the researcher

asked permission if they are gay and willing to answer the questionnaire with

the consent of their parents and guardians.

The study revealed that the gay learners relationship with others was

high, followed by the gay learners cooperation to the school, the gay learners

attendance and punctuality and lastly, gay learners’ quality of work is

described as sometimes. In the perceived dilemmas of gay learners the result

revealed that there were problems such as gender orientation or preference

and discrimination with regards to community because of being gay. Based on

the result and findings, there is a need to create a Counseling Program for the

gay learners.

2
Context and Rationale

Homosexuality had gone through debate of its cause whether it is genetics

or environment. However, regardless of the factors which honed them to

become a homosexuals, it is the right of every individual to be respected

despite of the sexual orientations an individual may belong and being bullied.

Bullying in every institution or organization both public and private is

very rampant now a days, but homosexuals excel in their field of specialty to

the school where they enrolled to hone their knowledge, skills, and attributes to

stand in front of the community. These are the requirements in place because it

is largely through the efforts of learners that the goals of education are

achieved. Learners’ ability to convey knowledge, to teach skills, to demand,

and to inspire others should determine who should inspire our young

generation.

In the Philippines, religion plays a major role in the lives of Filipinos with

the strong influence of the Roman Catholic Church. With this low level of

acceptance of homosexuals, it is an urgent call to address this issue especially

on the rights of homosexuals in the global arena. The core skills, values

needed and utilized by individuals for learning, and life in varied contexts or

situations are fundamental and prerequisite upon going to school (Abas,

2016).

Thus, the researcher would like to know if the performance and the

ethical dilemmas of gay learners in the school will have a great effect to their

personal life as a student and to the community.

3
REVIEW OF RELATED LITERATURE AND STUDY

Attendance and Punctuality. Attendance is most valued by teachers.

Although teachers are willing to help learners to develop their skills, most

expected learners are already possessing ethics (Sessom, 2017). Attendance,

affects every aspect of the teaching and learning process. In the study, it is one

of few openly gay and the need more people to be as courageous to voice out

the ideas and to stand well in the institution as well as a wider representation in

the business. It also needs straight allies to be vocal about their backing and it

is needed to make a stand or run it smoothly (Qvist, 2014). Value

statements are derived from and grounded in values. It defines how people

want to behave with each other in an institution, a company, or a family. This is

statements about how the institution will value learners and the stakeholders

and community as a whole (Heathfield, 2013).

Quality of work. In terms of quality of work based on the scientific

investigation rebut the story that sex is the sole basis for gay relationships.

Studies are beginning to put sex in its place alongside other basic components

of enduring relationships such as love, commitment, and companionship. One

circulating argument concerning the impact of intimate exclusivity versus

openness on homosexual couples. Although in popular thinking "quality" is

often interpret as a mark of sincere difficulty in a human relationship, the origin

and consequences of intimate willingness in homosexual pair may be more

varied (Peplau, 2011).

In like manner, research suggests that gay learners report more

incidents of harassment and are more likely to report experiencing unfair

4
treatment in the global arena than heterosexual the usual gender (Drydakis,

2014). An important line of research concerns the nature and homosexual

relationship to quality of work (Bell &Weinberg, 2011). Some of the early

studies of gay individuals examined personal psychological adjustment, so

recent studies of homosexual partnership have tested the adjustment gay

male. Two studies compared lesbian, gay male and heterosexual measures of

relationship adjustment. Compared matched samples of lesbians, gay men,

and heterosexuals on measures of love and liking for their primary partner;

again, there is significant differences were found among groups. Other

research has begun to look at factors that contribute to the quality of gay

learner relationships the article by (Peplau, 2011).

Relationship with others. In addition to the influence of revelation,

waited that the support of institutions will also influence activities related

attitudes of gay learners. Mostly, that is gay supportive and recognizes the

needs of teachers will likely have a positive effect on learners’ attitudes and

their general well-being. Button’s (2001) work showed initial evidence for this in

that line support and acknowledges sexual variety in the school resulted in less

discrimination. In addition, it was expected that more support and less

discrimination will also result in more positive attitudes (Griffith K. & Hebl M.,

2002). Consistent with the study, it was examined how revelation link to

satisfaction and anxiety. Research conducted outside the workplace has

shown that those several who disclose their personality to others tend to have

high psychological adjustment and life gratification. It was expected that the

similar decision in the school, particularly given that students who hide their

5
sexual orientation report strategies (e.g., making up lies, change the gender of

their partners in conversation) for dealing with the related mental distress e.g.,

pity, anxiety that can take their time and energy. Likewise, students who

disclose may be able to establish closer and more honest relationships with

others are feel accepted for who they are (Griffith K. & Hebl M., 2002).

Cooperation to the school. Students are difficult to meet their needs

because many do not know how to deal with their emotions’ struggle.

Educators may have concerns about their own capacity to support their

students, or hesitate to act because of personal feelings or fear of negative

reactions to the larger society. Similarly, schools and communities are

sometimes uncertain about what support learners need to school’s

commitment to the well-being of their learners. This dynamic can create an

individual human relationship among the very single functioning to support the

student. Finally, students may struggle with a variety of issues in seeking to be

genuinely undergone, including the fear of social rejection and mistreatment or

abuse from peers. As a result, many of these students hope to escape notice

and to simply survive rather than flourish (GLSEN & Harris Interactive, 2012).

The results of not affirming a child’s gender identity can be stern, and it can

interfere with their ability to develop and maintain healthy interpersonal

relationships. In the school context, that distress will also hinder a learners

focus in class and ability to learn. Gender-based bullying affects all children

especially gay learners, not only those who identify themselves as LGBTQ or

who have nonconforming gender identities or expressions.

6
 Ethical Dilemmas. From a more general point of view the

relationship persistent a light on the key role played by all kinds of

discrimination based on sexual orientation wage discrimination as well as

discrimination. Affecting negatively both the probability of aggression during a

certain length of time and the return associated to bullying, any kind of

discrimination based on sexual orientation lowers the activities of gay learners

on the school leading to a higher rate of dropouts among common students

than among their heterosexual counterparts. In this case as pointed out by

(Gordon & Morton, 2012), discrimination does not only affect grades and

conduct of the learners but also the performance (Laurent & Mihoubi, 2012).

Gay learners can demonstrate a wide range of other skills, attributes

and knowledge, often called talents’. It includes communication skills,

planning, team work, enterprise skills, problem solving, reflection, numeracy

skills, IT skills, leadership skills and commercial awareness. In a competitive

and fast-moving global economy, gay need to stand out to get the respect

they want (Career and Employability Service, 2014).

Gay Learners.

It is romantic attraction, sexual attraction or sexual behavior between

members of the same sex or gender. As a sexual orientation, homosexuality is

an enduring pattern of emotional, romantic, and/or sexual attractions primarily

or exclusively to people of the same sex. It also refers to a person's sense of

identity based on those attractions, related behaviors, and membership in a

community of others who share those attractions. There is no agreement

among scientists about why a person develops a particular sexual orientation;

7
however, biologically-based theories for the cause of sexual orientation are

favored by experts, which point to genetic factors, the early environment, or

both in combination (West, 2016).Most people experience little or no sense of

choice about their sexual orientation. There is insufficient evidence to support

the use of psychological interventions to change sexual orientation (APA,

2013).

Action Research Questions

This study determined the performance and the ethical dilemmas of

gay learners, the result of which was used as basis for crafting the Guidance

Program.

Specifically, it answered the following questions:

1. What is the performance of gay learners in terms of:

1.1 attendance and punctuality;

1.2 quality of work;

1.3 relationship with others; and,

1.4 cooperation to the school?

2. To what do gay learners manifest their ethical dilemmas?

3. Based on the results of the study, what guidance program can be

developed for the gay learners?

Scope and Limitation

This study was limited only on the performance and ethical dilemmas of

gay learners. It focused only on the performance of gay learners as a whole in

terms of attendance & punctuality, quality of work, relationship with others and

8
cooperation to the school. This study also included the ethical dilemmas

among the gay learners as basis for the development of Guidance Program.

The respondents of the study were the teachers and gay learners of

Emiliano P. Baquial National High School.

Conceptual Framework

Input Process Output

Assessment on the
Performance among
Gay learners:

 Attendance Proposed
and Evaluation of the Guidance
punctuality; Ethical Program
 Quality of Dilemmas of for Gay
work; Gay Learners Learners
 Relationship
with others;
 Cooperation
to the School

9
METHODOLOGY

Research Design

This study on the pperformance and ethical dilemmas of gay learners:

basis for a guidance program of Emiliano P. Baquial National High School

developmental research as its method.

Sampling Method

The researcher used purposive stratified sampling procedure to get

the exact number of respondents from the school.

Data Collection

In conducting the study, the researcher made a questionnaire which

pertained to the performance of gay learners in terms of attendance and

punctuality, quality of work, relationship with others and cooperation to the

school. This questionnaire was developed by the researcher and were

validated by a group of experts. Part I dealt with the performance of gay

learners in terms of attendance and punctuality, quality of work, relationship

with others and cooperation with the school. Part II pertained to the ethical

dilemmas of gay learners.

Ethical Issues

Before the data collection, the researcher wrote a letter to the

school asking permission and approval to allow him to conduct the study on

Performance and the Ethical Dilemmas of Gay Learners: Basis for a Guidance

Program. In identifying the gay learners to be the respondents of the study the

researchers asked them if they are willing to answer the questionnaire and

admitted that they are gay with the consent of their parents and guardians.

10
 Then, questionnaires were distributed to the respondents.

Questionnaires were retrieved, after the data were gathered, the researcher

subjected the answers to statistical treatment for interpretation and analysis of

the data as basis for the guidance program.

Plan for Data Analysis

This study on performance and ethical dilemmas of gay learners

employed developmental research as its method. To determine the

performance of gay learners, the researchers used weighted mean to analyze

and interpret the gathered data; while to describe the performance and the

perceived dilemmas of gay learners a five point scale was utilized.

Range Description Interpretation

4.50- 5.00 Always Performance and perceived dilemmas of gay

learners were manifested 90% of the time.
3.50 – 4.49 Often Performance and perceived dilemmas of gay
learners were manifested 80% of the time.

2.50 – 3.49 Sometimes Performance and perceived dilemmas of gay

learners were manifested 50% of the time.

1.50 – 2.49 Seldom Performance and perceived dilemmas of gay

learners were manifested 30% of the time.

1.00 – 1.49 Never Performance and perceived dilemmas of gay

learners were not manifested anytime.

11
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1a
Performance of Gay Learners
(Attendance and Punctuality)

Attendance and Punctuality Mean Description

1. Report on time in the class. 3.94 Often
2. Present in all school activities. 4.29 Often
3. Attend the activities outside/inside the
4.00 Often
school.
4. Get late in the school activities. 3.35 Sometimes
5. Arrive 15 minutes before the start of
3.06 Sometimes
the class in school.

Average Mean 3.73 Often

Table 1a shows that the 11 gay learners evaluated that they often

report on time in the class with the mean of 3.94. Moreover, they often present

in all school activities with a mean of 4.29. They often attend the activities

outside/inside the school with a mean of 4.00. Furthermore, they are

sometimes get late in the school activities with a mean of 3.35. They also

sometimes arrived 15 minutes before the start of the class in school with a

mean of 3.06. The over-all mean of 4.09. It defines how people want to

behave with each other in an institution, a company, or a family. This is

statements about how the institution will value learners and the stakeholders

and community as a whole (Heathfield, 2013).

12
 Table 1b
Performance of Gay Learner
(Quality of work)

Quality of Work Mean Description

1. Perform as a learners the best of their
3.65 Often
ability
2. Hard work and creativity is evident to
3.53 Often
the output.
3. Able to meet the deadlines on the
tasks assigned to them in producing best 3.12 Sometimes
output.
4. Output passed the school standard. 3.24 Sometimes
5. Able to follow request promptly with
3.24 Sometimes
good expected output.

Average Mean 3.35 Sometimes

Table 1b shows the responses of the teachers of gay learners as to quality

of work with a mean of 3.35 described as sometimes. They view that gay

learners can perform their duty to the best of their ability with a mean of

3.65described as often. Moreover, the gay learners are able to show hard

work and creatively that is evident to the output with a mean of 3.53 and

described as often.

They sometimes meet the deadlines on the tasks assigned to them in

producing best output with a mean of 3.12. Furthermore, the output passed

the school standard with a mean of 3.24 described as sometimes. Lastly, they

are sometimes able to follow request promptly with good expected output with

a mean of 3.24 described as sometimes. An important line of research

concerns the nature and homosexual relationship to quality of work is

moderately accepted (Bell &Weinberg, 2011).

13
 Table 1c
Performance of Gay Learner
(Relationship with others)

Relationship with Others Mean Description

1. Establish friendly relations with teachers,
4.24 Often
classmates and peers.
2. Promote unity and harmony among teachers,
classmates and peers. 4.18 Often

3. Cooperate in activities with common goals. 3.94 Often

4. Can handle different attitudes, personality
and behaviors. 4.41 Often
5. Approachable outside/inside the school. 3.76 Often

Average Mean 4.11 Often

As evaluated, the gay learners often have wholesome relationships

with others based on the average with a mean of 4.11.

Specifically, they always established friendly relations with teacher

classmates and peers with a mean of 4.24 described as often. They often

promote unity and harmony among teachers, classmates and peers with a

mean of 4.18 as often, can cooperate in activities with common good with a

mean of 3.94, verbally described as often. Moreover, they can handle different

attitudes, personality and behavior with a mean of 4.41 described as often.

Lastly, they are approachable outside/inside the school with a mean of 3.76

described as often. Likewise, students who disclose may be able to establish

closer and more honest relationships with others are feel accepted for who

they are (Griffith K. & Hebl M., 2002).

14
 Table 1d
Performance of Gay Learner
(Cooperation to the school)

Cooperation to the School Mean Description

1. Adhere to the policy of the School. 4.35 Often
2. Share the same vision to the school. 3.59 Often
3. Cooperate in all activity set by the
3.94 Often
school.
4. Show loyalty in the school. 4.06 Often
5. Displays good character by following
3.71 Often
the mission and vision of the school.

Average Mean 3.93 Often

Table 1d shows the cooperation to the school of gay learners. It shows

that the gay learners often adhere to the policy of the school with a mean 4.35

described as often and share the same vision of the school with the mean of

3.59 described as often. They also cooperate in all activities set by the school

with a mean 3.94 described as often. Moreover, gay learners show loyalty in

the school with a mean of 4.06 described as often. Lastly, they display good

character by following the mission and vision and mission of the school with a

mean of 3.71 described as often. They have an average mean of 3.93

described as often. Discrimination does not only affect grades and conduct of

the learners but also the performance (Laurent & Mihoubi, 2012).

Ethical dilemmas of gay learners

This study determined also the ethical dilemmas of gay learners.

Table 2 shows the results.

15
 Table 2
Ethical Dilemmas of Gay Learners
Dilemmas Mean Description
1. Difficulty in trusting classmates or peers
because of being gay
2.09 Seldom
(Nahihirapang magtiwala sa mga kaklase at
kaibigan dahil sa pagiging bakla)
2. Problem handling with classes because of
being gay
1.36 Never
(Mayroong problema o suliranin sa pag-aaral
dahil sa pagiging bakla)
3. Discrimination with regards to community
because of being gay
3.45 Sometimes
(Diskriminasyon sa kommunidad dahil sa
pagiging bakla)
4. Discriminations within the family about
being gay
1.64 Seldom
(Diskriminasyon sa pamilya sa sa pagiging
bakla)
5. Questioning about decision making about
being gay
2.00 Seldom
(Pagdadalawang isip hinggil sa paggawa ng
desisyon dahil sa pagiging bakla)
6. Gender orientation or preference (Pagpili
3.50 Often
ng kasarian)
7. Difficulty adjusting with the peers, or
classmates and teachers
1.36 Never
(Nagkakaroon ng problema hinggil sa
pakikibagay sa mga kaibigan at kaklase)
8. Difficulty dealing with criticisms (Problema
2.09 Seldom
o suliranin sa mga negatibong pagpuna)

Average Mean 1.93 Seldom

Table 2 shows the results. As evaluated the ethical dilemmas of the

gay learners, difficulty in trusting classmates or peers because of being gay

obtained a mean of 2.09 described as seldom. This is followed by Problem

handling with classes because of being gay with a mean of 1.36 as described

as never. Discrimination with regards to community because of being gay with

16
a mean of 1.36 described as seldom. Discriminations within the family about

being gay obtained a mean of 1.64 described as seldom. Questioning about

decision making about being gay obtained a mean 2.00 described as seldom,

Gender orientation or preference with a mean of 2.45 mean as described

seldom. Difficulty adjusting with the peers, or classmates and teachers

obtained a mean of 1.36 described as never. Difficulty dealing with criticisms

obtained a mean of 2.09 described as sometimes. In a competitive and

fast-moving global economy, gay need to stand out to get the respect they

want (Career and Employability Service, 2014).

Summary of Findings & Discussion

Based on the findings of the study, the following are hereby formulated:

1. On the performance of gay learners:

1.1 The gay learners attendance and punctuality is described as often

indicated by the mean of 3.73

1.2 The gay learners’ quality of work is described as sometimes as

indicated by the mean of 3.35

1.3 The gay learners relationship with others is described as often

as indicated by the mean of 4.11

1.4 The gay learners cooperation to the school described as often as

indicated by the mean of 3.93.

2. On the extent of perceived dilemmas of gay learners

2.1. Gender orientation or preference as often as indicated by the

mean of 3.50.

17
 2.2. Discrimination with regards to community because of being gay

as sometimes as indicated by the mean of 3.45

2.3. Difficulty in trusting classmates or peers because of being gay as

seldom and as indicated by the mean of 2.09

2.4. Difficulty dealing with criticisms as seldom and indicated by the

mean of 2.09

2.5. Questioning about decision making about being gay as seldom

and indicated by the mean of 2.00

2.6. Discriminations within the family about being gay as seldom as

indicated by mean of 1.64

2.7. Problem handling with classes because of being gay as never as

indicated by mean of 1.36

2.8. Difficulty adjusting with the peers, or classmates and teachers

as never indicated by mean of 1.36

Conclusions

Based on the findings, the following conclusions are hereby drawn:

1. Most of gay learners can handle different attitudes, personality and

behaviors.

2. Most of gay learners have difficulty in their gender preferences.

3. Most of the gay learners have experienced discrimination with regards

to community because of being gay.

18
 Recommendations

Based on the conclusions the following are recommendations:

1. Gay learners should be given a chance to excel to their chosen endeavor by

the school.

2. Parents and guardians of gay learners will undergo parenting seminar with

regards to the gender acceptance.

3. There’s a need to create a guidance program intended for the gay learners for

them to be aware on the issues they encountered such as discriminations.

4. Further study will be conducted with different respondents such as lesbians,

transgenders or any form of homosexuals.

PROPOSED PROGRAM

July – September

Areas of Concern Objectives Methodology Persons Venue Budget/Source Evaluation

Involved of Budget

Bullying -To be able -Lecture about - Fifteen -Covered Php 5,000,00 -End of the
(Discriminations to lessen relationship (11) Gay Area of -Training Training
with regards to the effect of specifically learners Emiliano materials workshops
community bullying how to handle -Twenty P. Baquial -Honorarium for through
that they bullying. (20) Teache National the speaker questionnair
because of being
feel. -Seminar rs High -Certificates e and
gay) -Training -Parents or School -Training toolkit interview
workshops Guardians -Snacks about the
-Meal program.
-Program
-MOOE/SEF/
Kabugwason

Identity Crisis/ -To identify - One week - Eleven - Covered Php 10,000,00 - End of the
Gender the crisis workshop for (11) Gay Area of -Training Training
orientation or encountere the gender Learners Emiliano materials workshops
preference d by the preference for -Twenty P. Baquial -Honorarium for through
gay the gay (21) Teache National the speaker questionnair

19
 learners learners rs High -Certificates e and
-Parents or School -Training toolkit interview
Guardians -Snacks about the
-Meal program.
-Program
-MOOE/SEF/
Kabugwason

October- December

Areas of Concern Objectives Methodology Persons Venue Budget Evaluation

Involved

-To be able -Workshops - Fifteen - Covered Php 5,000.00 Ideally,

to deal with will be (15) Gay Area of  Training successful
Difficulty dealing the undertaken to learners Emiliano Materials gay learners
with criticisms criticisms the gay - Teacher P. Baquial  Certificates will show and
they learners and National  Training influence
encountere Guidance High toolkit others
d. Councilor School  Snacks through
 Meal interview and
 Program focus group
etc. discussion.
 SEF
 Kabugwaso
n

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http://work.chron.com/importance-attendance-work-ethics-5082.html.

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