CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains an analysis of the data collected. This analysis will provide

an answer to the questions noted in the statement of the problem. To specify, the data

gathered will be used to determine the level of strand discrimination and level of

self-concept of the SHS students. Furthermore, the significant relationship between

strand discrimination and self-concept will be concluded.

1. Profile of the Respondents

Table 1 presents the summary of the profile of the respondents in terms of

sex, age, and strand.

Table 1.1 Distribution of Respondents According to Sex

SEX FREQUENCY PERCENTAGE

Male 145 43%

Female 194 57%

TOTAL: 339 100%

As presented in table 1.1, 145, or 43% of the respondents, identify as male, and

the remaining 194, or 57%, are female. This indicates that male availability is 14% lower

than female.

In spite of the fact that men and women differ in many things, one of them being

the physical structure of the brain (Goldman, 2017), Erol and Orth (2011) reveal that they

did not differ in their self-esteem trajectories.

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 Table 1.2 Distribution of Respondents According to Age

AGE FREQUENCY PERCENTAGE

16-18 298 89%

19-21 32 9%

22+ 9 2%

TOTAL: 339 100%

Table 1.2 shows that most respondents are aged 16-18, 298 or 89% of the total.

32, or 9%, are 19-21, and only 2%, or nine (9) of the 339 respondents, are 22 years old

and above.

According to Onetti et al. (2019), self-concept decreases as students proceed to

higher grade levels. The average level of self-esteem is usually low in adolescence, from

ages 10 to 19, and becomes higher during adulthood (Ogihara & Kusumi, 2020). This

may be because social interaction contributes to one's self-identity. Self-concept is said to

be never finished as it continuously forms and develops, although it initially begins to

form in childhood (Cherry, 2022).

Table 1.3 Distribution of Respondents According to Strand

STRAND FREQUENCY PERCENTAGE

STEM 46 13.69%

HUMSS 157 46.18%

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 TVL 76 22.41%

ABM 54 16.04%

ARTS & DESIGN, 6 1.67%

SPORTS

TOTAL: 339 100%

As shown in table 1.3, the researchers made certain that each strand has enough

representation, taking into consideration the uneven number of students per stratum.

Starting with the largest number of respondents, HUMSS students make up 46.18% or

157 of the sample. They are followed by TVL, with 76 respondents or 22.41%. 16.04%

or 54 students are from the ABM strand, 13.69% or 46 are from the STEM, and only

1.67% or six (6) representatives came from Arts & Design and sports track.

The Philippines was the last country in Asia to implement the K-12 Program

(SEAMEO & INNOTECH, 2012). As stated by Sarmiento and Orale (2016), the program

is a more effective education model than the country's previous basic education

curriculum. The SHS is designed similarly to the old set-up of US basic education and

the Singapore system in which strands or academic tracking exist.

2. Level of Strand Discrimination of SHS students

Table 2. Summary of the Level of Strand Discrimination

STATEMENT WEIGHTED INTERPRETATION RANK

MEAN

You experience 2.52 DISAGREE 3

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strand-based
stereotypes.

You witness strand 2.80 AGREE 1

hierarchy or
ranking daily.

People act as if they 2.63 DISAGREE 2

are underestimating
your strand.

You are called 2.17 DISAGREE 10

names or insulted
because of your
strand.

People act as if they 2.48 DISAGREE 4

think you are not
smart based on your
strand.

You are treated with 2.40 DISAGREE 6

less courtesy than
other people from
different strands
are.

You are treated with 2.45 DISAGREE 5

less respect because
of your strand.

You receive poorer 2.23 DISAGREE 9

service than other
people at school.

You feel like there 2.30 DISAGREE 7

are fewer accessible
opportunities
offered for your
strand compared to
other strands.

There is a negative 2.29 DISAGREE 8

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 impression attached
to your strand that
generalizes the
population.

Table 2 aims to present the level of strand discrimination of SHS students in

KNCHS using the mean. They disagree with almost all of the statements, making one an

exemption. They agree that they witness strand hierarchy or ranking daily. However, the

majority of them claim that they don't experience strand-based stereotypes. They also

deny being underestimated, insulted, belittled intelligence-wise, treated with less courtesy

or respect, given poorer services and lesser opportunities, and that there is a negative

impression that generalizes their strand. With the data presented, it is safe to conclude

that there are zero-to-few discriminatory experiences within the chosen locale.

3. Level of Self-concept of SHS students

Table 3. Summary of the Level of Self-concept

STATEMENT WEIGHTED INTERPRETATION RANK

MEAN

If you work hard, 3.46 STRONGLY AGREE 1

you think you can
get better grades.

You can follow the 2.78 AGREE 8

lectures easily even
when you are
pressured because
of the image of
your strand.

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You can confidently 2.80 AGREE 7
help your
schoolmates with
schoolwork despite
coming from a
different strand.

You don't feel any 2.80 AGREE 7

sense of inferiority
or lowliness
towards students
from different
strands.

You often hear 2.99 AGREE 2

positive remarks
about your strand
from the people
around you.

Others view you as 2.86 AGREE 6

an intelligent
person regardless of
your strand.

Most of your 2.94 AGREE 4

teachers think that
you are doing well
in your strand.

You are treated well 2.96 AGREE 3

by your teachers
regardless of your
strand.

Most of the time, 2.90 AGREE 5

your efforts are
rewarded in the
same way the
others from
different strands are
acknowledged.

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 Public offices that 2.86 AGREE 6
offer services
outside the campus
treat you fairly
regardless of your
strand.

In table 3, the level of self-concept of SHS students is presented. They strongly

agree with the first statement that says one can get better grades by working hard and

agrees with the rest of the listed statements. They agree that they can easily follow

lectures despite the pressure and confidently help their schoolmates from different

strands. They claim they don't feel inferior to those from different strands and often hear

positive remarks regarding their strand and themselves. In addition, students agree that

they are treated well inside and outside the school grounds and are even given the

recognition they deserve. Therefore, the level of self-concept of the students is high.

4. Significant Relationship Between SHS Students’ Level of Strand

Discrimination and Self-concept

Table 4. The Correlation Between Strand Discrimination and Self-Concept (N=339)

Self-Concept

Strand Discrimination, IV Pearson Correlation .220**

Sig. (2-tailed)
** Correlation is significant at the 0.05 level (2 tailed.)

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 After the data was gathered and tabulated, the researchers solved for Pearson r

correlation. In the solving process, the degrees of freedom was used to find the critical

value. The researchers used interpolation to find the exact critical value and compared the

T-statistic or r (0.220) with the critical value (0.107). Since the value of r is greater than

the interpolated critical value, the researchers concluded that there is a weak to moderate

positive correlation between the two variables, strand discrimination and self-concept. In

other words, the level of strand discrimination is directly proportional to the level of

self-concept.

Like the current researchers' findings, Versey and Curtin (2016) observed that

more discrimination experienced by an individual leads to lower self-esteem. In contrast

with the concluded results, Bulawan et al. (2019) reported that a significant portion of

their respondents experiences strand-based discrimination. This leads the researchers to

believe that every school differs in inclusivity and that one study concerning prejudice

and self-concept may be accurate only for the population and does not apply to the

general public.

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Figure 5. Graph of the Correlation Between Level of Strand Discrimination and

Level of Self-concept