1

SCHOOL DISCRIMANATION AND STUDENTS’ SELF-ESTEEM

A Research Presented to the Faculty of the

Zamboanga Del Sur National High School
Senior High School Department
PAGADIAN City

In Partial fulfilment of the Requirements

For the Subject Research Project
(Quantitative Research)

By:

AMBOL, HADIRA A.
ABERGAS, RUTCHEN M.
ANDO, KATHLYN C.
PANDE, ALEAH MARIE L.
VILLANUEVA, SHELLA MAE C.
BANARES, RHEA D.
CUIZON, CRIMSON AICE J.
FELICES, LANCE KEVIN M.
GELLEGA, XAVIERY

JUNE 2022
 ACKNOWLEDEGEMENT

This research is made possible because of the very supportive and kind- hearted

individuals who were greatly responsible in making this piece of work a successful

fulfillment, despite the many different hardships that the researchers met during the

process.

In view of the above reason, the researchers wish to express immense gratitude

and grateful indebtedness to those who have sincere concern and kind assistance that

greatly contributed to the success of this work.

To Mr. Daryl M. Alviz, our Research Adviser, for his never- ending guidance,

kindness and constant encouragement for the researchers to continue making this work.

To Mrs. Jeryl M. Casilao, our dear principal, for her motherly affection, constant

advicee, and never- ending support for the competition of this work.

To our dear families and loved ones for their moral support in financial

assistance, encouragement, and prayers.

To our friends and classmates, for sharing the agony, laughter, joy, surprises,

and the moral and psychological supports given to one another during the tiring and

challenging moments and above all, to our almighty God for His constant guidance and

never- ending love that made us finish this study with utter care and dedication
 DEDICATION

The piece of work is heartily dedicated to our creator, who shall render and

account for life on earth. To the following people who patiently support us financially and

morally:

Mr. and Mrs. Victor B. Pulmones

Mr.and Mrs. Woody C. Agac-ac

Mr. and Mrs. Alfredo W. Arante

Mr. and Mrs. Limda C. Batonghinog

Mr. and Mrs. Bernde E. Da-an

Mr. and Mrs. Nicomedes Y. Dapat

Mr. And Mrs. Danilo Abellare

Mr. and Mrs. Oscar E. Mejos

Mr. and Mr. Viola P. Rubio

Mr. and Mrs. Jocelyn A. Siarza

They are the source of our inspiration and aspiration in life to finish this work. We

would like also to dedicate this our brothers, sisters, relatives, friends and all the people

behind this success and for making this work possible. Thank you

The Researchers
 ABSTRACT

Discrimination could be the hindrance because student could not function well in the

community they were belong. Therefore, the self-esteem of the students will be lessened

if the students experience various discrimination which lead them not to be motivated.

This piece of work bears the title, “Discrimination in school and students’ Self-

Esteem”. The overarching strategy of this research is to find out the relationship

between discrimination in school and students’ self-esteem. It was conjectured that there

is significant relationship between discrimination in school and students’ self-esteem.

Thirty (30) Grade XII HUMSS students of Zamboanga Del Sur National High School

Senior School Stand Alone as the official research respondents were surveyed using a

survey type questionnaire. In this study, descriptive method was used to gather data to

determine and qualify the response of the respondents needed for study. The

administration of the questionnaire was properly organized ensuring that opposite

briefing and guidance were given to the respondents. In addition, to carry out all the

statistical analyses, the analytics software statistical package for the social sciences

(IBM SPSS Statistical 20) was used. This research found out that the overall status of

discrimination in school was construed as “low” implying that the respondents

experienced weak discrimination in terms of the three sub-variables such as sectioning,

sexual orientation, and ethnicity. However, the status of students’ self-esteem was

labelled as “satisfactory”. Moreover, there was significant relationship between

discrimination in school students’ self-esteem. The correlation result was due to the

rejection of the null hypothesis stipulating that p- value = 0.011 is less than the level of

significance a = 0.05. Hence, this finding entailed that discrimination in school intertwined

with the students’ self-esteem. Finally, the study concluded that the following
respondents did not experience discrimination in school, and it cannot affect their self-

esteem.

TABLE OF CONTENTS

PRELIMINARY PAGES

Titles page i

Approval sheet ii

Acknowledgement iii

Dedication iv

Abstract v

Table of content vi

List of Tables vii

List of Figures viii

CHAPTERS

I. THE PROBLEM AND ITS SCOPE

Introduction 1

Statement of the problem 2

Hypothesis 3

Significance of the study 4

Scope and limitation of the study 5

Definition of terms 6
 Conceptual framework 7

II. REVIEW OF RELATED LITERATURE 9

III. RESEARCH METHODS 21

Research Design 21

Research Locale 21

Research participant 22

Research instrument 22

Data gathering procedure 22

Statistical treatment of data 22

Ethical consideration 23

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

V. SUMMARY OF FINDINGS, CONCLUSION AND RECONMMENDATION

Summary of findings 36

Conclusion 38

Recommendation 39

REFERENCES

APPENDICES

CURRICULUM VITAE
 LIST OF TABLES

Table page

1.1 discrimination in school terms of sectioning 24

1.2 discrimination in school terms of sexual orientation 26

1.3 discrimination in school terms of ethnicity 28

1.4 summary on the status of discrimination in school 29

1.5 students’ self-esteem in terms of self-confidence 30

1.6 students’ self-esteem in terms of self-worth 32

1.7 summary on the status of student’s self-esteem 33

1.8 test of significance relationship between discrimination 34

in school and the students’ self-esteem.

 LIST OF FIGURE

Figure title page

1 Schematic diagram of the study 8

 CHAPER I

THE PROBLEM AND ITS SCOPE

Introduction

All human beings are born free, both in dignity and in right, so why do some

people face discrimination? Discrimination is defined as persistent inequality between

individuals based on race, ethnicity, or gender (Bhugra,2015).

Sexual orientation refers to an enduring pattern of emotional, romantic, and/or

sexual attraction to men, women, or both sexes. Variations of sexual orientation have

been labeled as heterosexual (attracted to the opposite gender), gay or lesbian

(attracted to the same gender), bisexual (attracted to both women and men), or

whatever labels are available in a person's culture (SMART 2009). (Barreiro 2016).

Sexual harassment can affect students in elementary and secondary schools, as

well as vocational schools, apprenticeship programs, colleges, and universities. This

problem is more prevalent than you might think because many students are afraid or

embarrassed to report sexual harassment. Sexual harassment is different from flirting,

playing around, or other types of behavior that you enjoy or welcome. Sexual

harassment can be requests for sexual favors or unwelcomed social behavior (Office if

Civil Rights U.S Department of Education 2015).

Ethnicity is a form of a particular ethics group.

This group has a long history that can be traced from generation to generation, as well
[Gra
as a geographical location that is shared by most of its members. Members of this group
b
have similar habits, languages, and cultures, as well as belonging to the same race and

heritage, and some are family centered (Slow poison, 2004).

The Indigenous peoples in the Philippines face numerous challenges in terms of

development, peace and security, and human rights, particularly in Mindanao, where

overall socio-economic indicators are among the lowest in the country and where there

has been long-standing armed conflict," according to Lentz (2015). Indigenous peoples

in the world continue to be one of the poorest, most excluded, and disadvantaged

sectors of society (Torres, 2016).

Social connections are thought to have a significant impact on a student's

academic success. Most pupils have been divided into sections, even though it is

already part of the curriculum to segregate students based on their academic standing.

Both public and private schools use student sectioning as a frequent practice.

Coordinate and administrations usually decide whether a homogenous or

heterogeneous students sectioning scheme will be used. Homogeneous sectioning is

made up of students who have similar levels of critical thinking and learning credentials.

Heterogeneous sectioning, on the other hand, is made up of students with varying

abilities and interests (Ramos, 2016).

This phenomenon easily leads people to believe heterogeneous grouping is the

best grouping when cooperative learning is used (Watson & Marshall 1995). However,

heterogeneous, grouping is not more effective than homogeneous, grouping when

cooperative learning is used (Miller & Polito,1999). The experiences the children have in

their first classrooms are foundational to how they think about themselves as learners,

students, and members of the larger communities around them. Any experiences of

discrimination at this vulnerable age can negatively affect personal development and
academic trajectories and limit the emotional benefits of early childhood education

(Adair, 2015).

Students experience discrimination is more likely to have negative attitudes about

school and lower academic motivation and performance, and at increased risk of

dropping out of school (Brown, 2015).

Self-confidence is a state of mind and a strong sense of self-belief that is usually

utilized when one need self-assurance, particularly in one's personal judgment, power,

or skill. It's the voice within your head that encourages you to accomplish something

you're afraid of. There is no space for individuals who lack self-confidence in today's

time because there is no shortage of competition. And many great people have used

confidence as a steppingstone to success. Confidence is an important component of

students' school lives. The greater one's self-assurance, the greater one's chances of

success (Gross, 2017).

Anyone who has inculcated this ability enjoys various perks. One of them is that

the magnitude of the difficulty of a tough job decrease. It keeps you going when you face

failure in your life. It helps you to focus on the areas which laid you down. It gives a

spark to your mind to improve and excel in the next try. If you are deficient in this much

needed ability then, there are chances that you would be dominated by pessimism. The

absence of confidence can be the reason for your sorrow and dissatisfaction. Simple

chores of daily life seem to be challenging when you lack confidence (Gross, 2017).

For many of us, establishing and honoring our own self- worth is a difficult task.

Believing in the value of yourself as a person is often confused with being selfish, which

is why many people struggle to identify just how valuable they are to the world. I this

discussion, we will take a closer look at what self- worth is, why it is important, and what
you can do to build in the future. You may be surprised at the positive changes to come

just by realizing what you have to offer. You are already valuable. You need to see how

valuable you are. This is where the process of building self- worth comes into play. How

you go about building your self- worth will depend on the value you can already identify

within yourself (Troy, 2017).

A Local and international studies have affirmed the alarming situation of bullying

and school violence involving Filipino children. The intensity of violence has reached a

disturbing rate that has pushed policymakers to formulate bullying prevention schemes.

Despite organized attempts to make schools a safe environment, this dilemma poses

critical risks that call for aggressive and determined actions to fight violence in schools.

As the new academic year started in June 2012, the Philippines’ Department of

Education (DEPED) has issued a policy to combat school violence prevention and

management, advocating zero tolerance policy on school violence. This paper

scrutinizes the department’s policy on promoting safe schools. It also attempts to provide

views on issues encountered by the education system while analyzing the crucial role of

policymaking in assuring safety in schools. (Saehoon Park, 2013)

So, first and foremost, what exactly is discrimination? Discrimination is a violation

of human rights that can harm all students, particularly those who are singled out.

Discrimination can also be combated in schools by promoting democracy, human rights

respect, and citizenship. Language and cultural competences, historical

multiperspectivity, and gender equality must be prioritized in schools to ensure that all

students' needs are met equally. As a result, the students will be able to gain skills from

democratic culture in this manner, allowing them to reach their full potential in school

and in society.
 These are the figures and facts in the effects of discrimination. Students with

disabilities have a higher rate of early school dropout than their peers of the same age

Whatever form it takes – whether it is parallel school systems for different ethnic groups,

concentrations of minority or disadvantaged children in the same school, or differential

access to educational provision – it results in a lower quality educational experience for

students who are discriminated against.

Nobody shall be denied the right to an education." "The enjoyment of the rights

and freedoms guaranteed by this Convention shall be guaranteed without regard to sex,

race, color, language, religion, political or other opinion, national or social origin,

membership in a national minority, property, birth, or other status.""

Combating discrimination is not only a statutory obligation for schools; it is also

critical for student well-being and academic success. Children and young people who

are subjected to unfair treatment or discrimination are more likely to develop negative

attitudes toward education lower levels of motivation and achievement in the classroom

a greater likelihood of dropping out of formal education bullying experience issues with

mental health Feeling different or "less" than others can be isolating. It erodes an

individual's capacity for participation in society over time, e.g., their sense of self-

efficacy, openness to other cultures and beliefs, tolerance of ambiguity, flexibility, and

adaptability

What are the difficulties? One of the difficulties in combating discrimination in

schools is a lack of data. Children with disabilities, for example, are not always included

in national statistics and may be 'invisible' to policymakers, service providers, and the

public. However, such children are particularly vulnerable to discrimination and are

frequently segregated in terms of educational provision. These are far from the only

'invisible' minorities in schools. LGBTI students, for example, frequently feel compelled
to conceal their sexual orientation at school to avoid victimization. Self-esteem is gained

by learning to accept who we are despite our flaws and still choosing to like ourselves.

Every child's self-esteem grows with each successful interaction involving positive

words. It is critical to instill in a child the belief that they can handle their life well. Our

emotional health, according to Madelyn Swift, is dependent on our self-esteem.

The foundations of emotional health are liking ourselves and feeling capable each

child is truly one-of-a-kind. As parents and educators, we must learn to value each child

as an individual. According to the book Getting it Right with Children, a critical part of our

job as parents or teachers is to teach children how to own their lives, choices, and

responses, and to prevent them from becoming victims of their own lack of knowledge,

skills, or understanding. Every one of us must learn responsibility and life recovery skills.

Discrimination is defined as any behavior that treats people or social groups

unfairly. Discrimination and unfair treatment have been described as a normal part of life

for ethnic minority teenagers, particularly at school, where they spend most of their time.

As a result, they may experience negative developmental outcomes such as poor mental

health, negative behaviors, and a lack of social competence because of their perceived

discrimination. Discrimination occurs in Zamboanga del Sur National High School due to

intelligence, body type, belief, and ability. Students may face discrimination if they are

not as intelligent as their peers, if they are thin or fat, if they are short in stature, or if they

have an unattractive appearance. Most students at the national high school in

Zamboanga del Sur have low self-esteem; they study harder and longer, but they also

have more stress. Cannot perfectly complete the lessons that their teachers expected of

them, which may lead to discrimination from other students, a lack of confidence, and a

fear of social communication, in contrast to other students who have the full ability,

characteristics, and motivation to face their challenges.

Statement of the Problem

This study aims to determine school discrimination and its relation to self-esteem

among GRADE 12 STEM Section Einstein students of Zamboanga Del Sur National

High School Senior High School, Pagadian City, School year 2021-2022.

Specifically, it seeks answers the following question.

1. What is the status of discrimination in school in terms of?

1.1 rank-based sectioning:

1.2 sexual orientation; and

1.3 ethnicity?

2. What is the status of students’ self-esteem in terms of:

2.1 self-worth; and

2.2 self-confidence

3. Is there a significant relationship between school discrimination and

Students’ self-esteem?

Hypothesis

The following hypothesis below will be tested at 0.05 level of significance.

Ho: There is no significant correlation between school discrimination and students’ self-

esteem.

Significance of the study

The study's importance according to the researchers, this study on students' self-

esteem is unaffected by school discrimination, hence it could be relevant for the

following:

Teacher. This research will assist the instructor in guiding kids on how to prevent

discrimination and increase self-esteem.

Students. The findings of this study will assist them in avoiding discrimination and

treating everyone with respect.

Future Researcher. This will serve as a guide for undertaking comparable studies, and

the information, references, statistics, and recommendations will assist them in doing so.

Scope and Limitation of the Study

The study's scope and limitations this study aims to demonstrate the students'

self-esteem and prejudice at school. This study's discrimination as an independent

variable focuses on the students' self-esteem. The study involved 55 Grade 12 STEM

Section Einstein students from Zamboanga Del Sur National High School-Senior High

School, with self-esteem as the dependent variable. The topic at hand. The study will

look at prejudice in students' self-esteem and the relationships between the two.
Research Environment. The study took place at the National High School-Senior High

School in Zamboanga Del Sur. It is in Barangay. Sta. Maria PAGADIAN City, Currently,

the school offers an Academic Track that includes four strands: STEM (Science,

Technology, Engineering, and Mathematics), ABM (Accountancy, Business, and

Management), HUMSS (Humanities and Social Sciences), Sports and Arts Design

Tracks are also available at the school.

Research participants. Students in Grade 12 HUMSS who are officially enrolled in the

school year 2021-2022 will focus of the research. Fifty-four (54) pupils consulted the

research study's official respondents.

Timeline. The research will take place during the second semester of the school year

2021-2022.

Research Design. The descriptive correlational approach was used in this study. The

researcher's goal is to determine whether there is a substantial link between school

prejudice and student self-esteem.

Research Instrument. The survey type questionnaire was utilized to collect data for the

research. The feedback of the participants was determined using a researcher comma

respondents’ view on school prejudice and student self-esteem.

Definition of Term

The following terms are conceptually defined to provide a clear grasp of the

terminology that are operationally used in this study.

Discrimination. It refers to the treatment of distinct groups of people in a discriminatory

manner. Things, particularly based on race, age, or gender.

Orientation Sexual. It is the relationship between a person's sexual identity and the

gender to whom they are attracted.

Ethnicity. It describes the fact or state of being a member of a social group with a

shared national or cultural heritage.

Sectioning by rank. It refers to pupils based on their ability to progress; it presupposes

that a big number of students in a single class will demonstrate a diverse set of skills that

can be best by classifying them into three categories: greatest, medium, and worst.

Self-esteem. Self-assurance and self-satisfaction.

Self-Confidence. It represents an internal state of what we believe and feel about

ourselves, as well as one's belief and abilities in oneself.

Self-worth. Is your assessment of oneself and the value you assign to yourself.

Conceptual Framework

Adolescents spend a lot of time at school, which acts as a hub for peer

relationships as well as a key arena for competition and stratification (Benner 2015).

Simultaneously, ensuring that all learners have the resources and support they need to

critically engage with their perspective discipline requires us to ensure that all learners

have the resources and support they need, but there are factors that can affect students'

confidence, from experiencing discrimination. The purpose of the study was to look at

such person-process-context connections, which is becoming more significant as the

population's diversity, visibility of gays and lesbians, obesity rates, and other population

developments influence views about difference and inclusion in youth culture

(Crosnoe,2011)
 Discrimination law was enacted to make it illegal to discriminate unfair treatment

of a person or group of individuals based on certain protected qualities is prohibited.

Federal legislation prohibits gender discrimination, racial discrimination, and rank-based

sectioning (Priya,2018)

SCHOOL
DISCRIMANATION
STUDENTS’ SELF-
· ETHNICITY ESTEEM

· RANK-BASED · SELF-WORTH
SECTIONING
· SELF-CONFIDENCE
· SEXUAL ORIENTATION

Figure: Schematic Diagram of the Study

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

        

    This chapter summarizes the related literature and studies conducted in the

United States and abroad that the researchers linked to the current study. Through

previously completed studies, articles, and published books, these references assist the

researcher in broadening their thoughts on their chosen issue. 

Discrimination 

           Discrimination is defined as treating or proposing to treat someone unfavorably

because of a legally protected personal characteristic. Bullying someone because of a

protected characteristic is an example of this. Discrimination causes harm or

disadvantage to the targeted individuals or groups (Heitmeyer, 2017). 

           "Discrimination is the act of showing disrespect to another person by judging

them based on their origin" (Christensen, 2017). 

Discrimination in schools, but few studies examine students' perceptions of

discrimination from a variety of sources. Middle and high school students in a

Midwestern school district (N = 1468) completed surveys identifying whether they

experienced discrimination. (Christy, 2016)

Discrimination, harassment, and violence changes within LGBT communities

across three national contexts. The results show that transgender people are more at
risk compared to cisgender gay, lesbian, and bisexual individuals. However, other

factors, such as socioeconomic resources, also affect the likelihood. (Andrew king,2021)

Sexual Orientation 

            Sexual Orientation is a term use to describe our emotional, romantic, and sexual

attraction patterns, as well as our sense of personal and social identity based on those

patterns. Sexual orientation is not a binary issue; it exists on a spectrum, with exclusive

attraction to the opposite sex on one end of the spectrum and exclusive attraction to the

same sex on the other (Psychology Today, 2015). 

           This attraction can exist between two people of the same sex, two people of

different sexes, or two people of different sexes. Between a person of both sexes and

another person of both sexes When a person's sexual orientation is revealed, When

one's sexual orientation is heterosexual, one is said to be attracted to people of the

opposite sex; when one's sexual orientation is homosexual, one is said to be attracted to

people of the same sex. A person is said to be bisexual if they are attracted to people of

both sexes. Bisexuality appeals to both men and women, though some prefer the term

"polysexual" to avoid the assumption that only two genders exist. Asexuality is defined

as a complete lack of sexual interest. Individuals may also identify as pansexual, which

means that they express their sexuality in a variety of ways. 

          Transgender is a catch-all term for transvestites and transsexuals. Transvestites

are people who dress in clothing that is normally worn by members of the opposite

gender in each society and adopt stereotypical characteristics or mannerisms associated

with that gender. Transvestites can be heterosexual, homosexual, or bisexual, as their

enjoyment of wearing the clothing of the opposite gender is unrelated to their sexual

orientation (Research Starters, 2018). 

         Political rights for lesbian, gay, bisexual, and transgender (LGBT) people have

expanded significantly in some countries while contracting in others over the last 50

years. In many parts of the world, political and popular support for LGBT rights is

predicated on issues concerning the prevalence, causes, and consequences of non-

heterosexual orientation (Neblett, 2015). 

           The specific expression of sexual orientation varies greatly depending on cultural

norms and tradition, but research indicates that individuals' sexual feelings develop in

similar ways around the world (Williams, 2014 

           Discrimination based on sexual orientation can take many forms. The high rate of

harassment and violence directed at lesbian, gay, and bisexual people in American

society reflects severe anti-gay prejudice. According to numerous surveys, verbal

harassment and abuse are nearly universal experiences among lesbians, gay men, and

bisexual people. In addition, there is discrimination against lesbian, gay, and bisexual

people in Employment and housing appear to be widely available (Psychology Help

Center, 2016). 

           According to Baily, sexual orientation is an important human trait that should be

study without fear or political constraints. "The more contentious a topic, the greater our

investment in acquiring unbiased knowledge, and science is the best way to acquire

unbiased knowledge" (Vasey, 2002). 

           It is quite clear from reported cases, primarily from the former ombudsman

against discrimination based on sexual orientation, but also from the national police

board (Rikspolisstyreysen RPS), local courts, media, and so on, that the police generally

apply the law strictly, not interfering with ongoing demonstrations unless the conditions

for doing so are clearly present. 

           Some lesbian, gay, bisexual, and transgender youth exist. Furthermore, those

whose appearance and behavior are perceived as contradictory to gender norms and

roles are frequently the targets of sexual orientation discrimination and violence. The

coalition does not intend to minimize the real frameworks and cultural norms that are

identified as the key pillars of sexual orientation discrimination in the workplace by not

including transgender in this booklet (Ozeren, 2002). 

           Many organizations, including a large majority of Fortune 500 companies, have

become more accepting of gay and lesbian workers by adding sexual orientation to their

nondiscrimination statement. However, both small and large organizations may not have

decided whether to address this type of diversity. This article argues that to compete in

the labor market and maximize customer base, inclusiveness may be required. We

make this point by first describing current practices that create inclusive environments to

investigate differences between small and large employers. We then present an

exploratory study that shows that small forms may already have advantages in

establishing inclusiveness. Interviews are presented that further investigate how work

climates may exist for gay and lesbian employees in small and large organizations. Best

practices and recommendations for creating and maintaining an inclusive workforce are

then presented (Wiley Periodicals, 2005). 

           There is currently very little research to support the widely held belief that

"closed" homosexual workers will have a less positive work-related attitude, and no

empirical investigation of companies that prohibit sexual discrimination. This study

examined the relationships between reported sexual orientation disclosure, anti-

discrimination policies, and top management support for equal rights and relevant work

attitudes using data from a survey of 744 homosexual employees. All three independent

variables are discovered to be significantly related to affective organizational

commitment and work-life conflict. Furthermore, anti-discrimination policies and top-level

management support were linked to job satisfaction. However, none of the independent

variables are found to be significantly related to long-term organizational commitment or

job stress. It is recommended that human resource managers who are concerned about

the safety and well-being of transgender adolescent students in schools (LGBT

Resources and Services 2018 publications). 

Ethnicity 

         Several cases of Lumads rights violations were reported in the 2018 program

"Cultural Citizens and the North-South Dialogue." Non-representation at all levels of

society, a lack of education, poverty, and discrimination are all common issues. Their

fight against development aggression, which results in the loss of ancestral domain and

self-determination, as well as environmental destruction, is met with harassment and

human rights violations, including political killings. Community is different. But all

indigenous communities struggle for the right to self-determination (Ty, 2018). 

            According to psychologists, the normative development of ethnic minority

children cannot be understood without considering the effects of racism, prejudice, and

discrimination. They also emphasize how resilient ethnic minority children are in the face

of negative stereotypes. (Farkas, 2003), a review of educational disparities, emphasizes

the importance of better understanding the role of discrimination in predicting the

developmental outcomes of ethnic minority children. The edited book reflects this

increased focus on the effects of discrimination and racism (Quintana and McKown,

2008).  
           In general, marginalized, though things have improved in recent years. Over 80

languages are spoken in the country, and many indigenous cultures are rapidly

disappearing because of urbanization and modernization. Ironic, given that the Spanish

attempted, but failed, to eradicate the culture for over 350 years. Overseas migration,

urbanization, television, and mobile phones have accomplished what colonialism could

not (Mielen, 2014).  

           Even though the law has enabled hundreds of thousands of indigenous peoples

to obtain titles to their ancestral domain, the majority of them lack basic services and

remain disconnected from the rest of society, which may explain why they are not

mentioned in President Gloria Macapagal Arroyo's latest State of the Nation Address.

"They still cannot identify with the so-called mainstream society or culture," says cultural

anthropologist Nestor Castro (Fajardo, 2007). 

Sectioning 

           When five to eight identified gifted students, typically those in the top 5% of ability

in the grade population, are clustered in the classroom of one teacher who has received

training in how to teach exceptionally capable students, group clustering occurs the

other Students in that class are of mixed ability. Student diversity is a potential cause of

variation in student achievement, motivation, and social skills, but some aspects of

student diversity are also affected by students' Prior achievement, motivation, and social

skills (Peterson, Penelope. L, et al, 1984). Grouping practices refer to the basis on which

students are assigned to groups, including the type of instructional task, the composition,

the size, and the stability of 

           Instructional groups (Peterson, Penelope. L, et al, 1984) they consider grouping

as a coordinative mechanism by which teachers and students organize their work for

specific tasks (Peterson, Penelope. L, et al, 1984) different terminology has been used

to describe the sectioning of students. Terms such as clustering, group clustering, ability

grouping, and tracking, levelling and peer tutoring all have connotations and represent

variations involving the sectioning of students by some method other than random

distribution (Flores, 201 5). 

Self-Esteem 

           We all know that self-esteem sometimes referred to as self-worth or self-respect,

can be an important part of success. To little self-esteem can leave people feeling

defeated or depressed. It can also lead people to make bad choices, fall into destructive

relationships, or fail to live up to their full potential (Cherry,2018) 

           Many factors influence our self-esteem, including how well we perceive our own

performance and appearance, as well as how satisfied we are with our relationships with

others (Tafarodi & Swann, 1995). Self-esteem is a stable trait over time, with some

people having relatively high self-esteem and others having lower self-esteem. However,

self-esteem is a state that varies from day to day, and even from hour to hour. When we

complete an important task, when we do something, we believe is useful or important, or

when we believe we are accepted and valued by others, our self-concept will be filled

with positive thoughts, and we will have high self-esteem as a result (Jhangiani & Tarry,

2016). 

           A student self-esteem has a significant impact on almost everything she does—

on the way she engages in activities, deals with challenges, and interacts with others.
Self-esteem also can have a marked effect on academic performance. Low self-esteem

can lessen a student's desire to learn, her ability to focus, and her willingness to take

risks. The challenge in working with children with low self-esteem is to restore their belief

in themselves, so they persevere in the face of academic challenges. However,

Educators shape self-esteem every day, in the normal course of interacting with their

students (Shore, 2018). 

           Another factor that can affect students' ability to make and keep friends is self-

esteem, which can also have an impact on educational achievement due to behavioral

issues. Students' motivation to learn and develop friendships can be hampered by low

self-esteem or a lack of it, particularly those with disabilities (Bauman 2012). 

           Positivity toward oneself is one way to help students achieve academic success.

Self-esteem appears to influence a child's ability to learn and behave in school.

Motivation appears to be influenced by self-esteem as well. Unfortunately, there is

evidence that students with special needs are more likely to develop low self-esteem

(Lyons, 2012). 

           Students' self-esteem can successfully be built and those who are struggling with

confidence can make improvements. It is imperative, however, that educative and

caregivers take a proactive interest in students' self-esteem and make certain they

address issues as they arise. Student self-esteem can be built up from birth to the

school age years. Wise parents take steps to build children's confidence so that

students' self-esteem is not hindered later in life (EduNova, 2012). 

           Self-esteem is influenced by culture rearing practices, achievement-related

attributions and interactions with parents and teachers (Holy, 1987).  

           Most research on self-esteem development has focused on the transition from

childhood to adolescence (Demo 1992). Almogela , et al (2013) showed that there is no

significant difference between the relationship of self-esteem and health-related behavior

when grouped according to males and females. It implied that when it comes to the

variable gender the relationship of self-esteem and health related behavior of males and

females are not significant different from one another  

           Self-esteem is a very important factor if you want to maintain your wellbeing.

What's more, self- esteem will be vital when forming positive, healthy relationships with

those around us. Yet despite this, not all of us have the same self-esteem. According to

the study, there are three types of self-esteem such as inflated, high, and low self-

esteem. lt is very difficult for these people to establish healthy relationships with others.

They always see everyone else as competition (Exploring your Mind, 2015). Another

type of self-esteem is high self-esteem people with this type of self-esteem accept and

value self-esteem. It is a self-esteem that is known to be positive, as it manages to make

the person satisfied with their life. Does this imply that there will not be barriers or walls

to be scaled? Absolutely not, but the confidence in oneself and courage to face any

problems that may arise make everything much easier-Persons of high self-esteem are

not driven to make themselves superior to others; they do not seek to prove their value

by measuring themselves against a comparative standard. Their joy is being who they

are, not in being better than someone else (Branden 2015). The last is low self-esteem

People who have low self-esteem are the opposite of those with high self-esteem. They

do not value themselves, they do not trust in their possibilities, and insecurity that they

may be feeling is carried over into almost every situation. Fear of failure is something

that torments them and holds people with low self-esteem back. Fear of failure is

something that torments them and holds people with low self-esteem back They are the
model of unhappy people. People with low self-esteem have moments of euphoria when

everything is going right for them, but when things start to go bad, their self-esteem

drops very quickly. They are sensitive people who are easily influenced and who tend to

show their opinion, but without defending it (Exploring your mind, 2015). 

Self-Confidence 

           Self-confidence is the belief in one's own abilities and self-esteem; it describes an

internal state comprised of how we think and feel about ourselves. This state changes

depending on the situation we are in and our reactions to what is going on around us. It

is not uncommon to feel quite confident in some situations while feeling less confident in

others. It is also influenced by past events and how we remember them; recalling a

previous success has a very different effect on our confidence levels than recalling a

failure. Confidence and self-esteem are terms that are frequently used interchangeably,

but there may be subtle differences as well. Self-confidence is how we feel about

ourselves and our abilities, whereas self-esteem is whether or not we appreciate and

value ourselves. We may have been discouraged from boasting, but a healthy amount of

self-like and self-approval is required if we are to have the confidence to face life's

challenges and participate as fully as we wish in whatever makes life enjoyable and

rewarding for us. In some ways, having healthy self-esteem leads to being self-confident

(The University of Queensland, 2019). 

           Has consistently argued that the confidence one brings to a specific task

mediates the effect of other variables on performance and is a strong predictor of

behavior related to that task. Researchers have generally supported Bandura's claims,

though most studies are plagued by self-efficacy assessments that do not adhere to his
specificity of measurement guidelines (Bandura, 1977). students' self-appraisals of

ability and, although he labeled them as a form of academic self-concept, used path

analysis to find that they had a strong direct effect on both effort expenditure and

academic performance GPA (Felson, 1984). 

           Self-confidence is considered one of the most influential motivators and

regulators of behavior in people's everyday lives. A growing body of evidence suggests

that one's perception of ability or self-confidence is the central mediating construct of

achievement striving. Ericsson and his colleagues have taken the position that the major

influence in the acquisition of expert performance is the confidence and motivation to

persist in deliberate practice for a minimum of 10 years (Bandura, 1986). 

           Building confidence entails taking small steps that result in a long-term sense of

accomplishment. If you've ever learned a language, mastered a skill, met a fitness goal,

or otherwise overcome obstacles to get where you want to go, you're already well on

your way. Confidence provides you with the skills and coping mechanisms to deal with

setbacks and failure. Self-assurance does not imply that you will never fail. But you'll

know you're capable of dealing with difficulties without becoming paralyzed by them.

Even if things don't go exactly as planned, you'll be able to avoid feeling bad about

yourself (Markway, 2018). 

           Confidence level in students is an important factor in educational success. As

more students are facing bullying and harassment, confidence in students can suffer and

when this occurs, grades often suffer. Building confidence in students is one of the most

important stepparents can take to ensure an atmosphere of learning. If a child is

suffering from bullying, immediate steps must be taken to correct the situation and

rebuild the level of confidence in these students. When a child loses self-esteem, they
may lose motivation in learning. By building confidence in students, parents can

safeguard the most important ingredient to success that is motivation (Kohli, 2018). 

  

Self-Worth 

           There is a plethora of words to describe how we feel about ourselves, how we

think about ourselves, and how we behave toward ourselves. It's understandable if they

begin to blend; however, they are distinct concepts with distinct meanings, findings, and

purposes. SeIf-worth and self-value are two related terms that are frequently used

interchangeably. A sense of self-worth implies that you value yourself, whereas a sense

of self-value implies that you are deserving. The distinctions between the two are so

minor that both can be used to describe the same general concept (Ackerman, 2018). 

           The first step in developing self-esteem is to stop comparing yourself to others

and analyzing your every move; in other words, you must confront your critical inner

voice. The critical inner voice acts as a nasty coach in our heads, constantly nagging us

with negative thoughts about ourselves or others. This internalized dialogue of critical

thoughts or "inner voices" undermines our sense of self-worth and can even lead to self-

destructive or maladaptive behaviors, making us feel even worse about ourselves

(PsychAlive, 2018). 

           Having a high sense of self-worth entails having a positive opinion or assessment

of yourself, as well as unwavering faith in your ability to follow through and complete

tasks. Having a high sense of self-worth entails feeling deserving of good things. It

entails believing that you are entitled to happiness, health, prosperity, success, and love.

– regardless of the challenges you confront, the disappointments you face, or the

opinions of others. It's unflinching, to put it that way. To have a strong sense of self-
worth, you must always accept yourself completely, defects, weaknesses, and limits

included. It's about appreciating the true worth of who you are - right now, at this very

instant (Sicinski, 2008). 

           Self-worth refers to how much you value yourself. It isn't based on what others

think of you or what you have (or haven't) accomplished; it comes from within. However,

it is easy to forget that our worth is not determined by external forces (Wong, 2017). Amy

Morin, L.C.S.W., a psychotherapist, explains in an article for Psychology Today that we

constantly measure our worth, but we're often unaware of how we do it. Sometimes it's

because of our jobs, sometimes because of our appearance, and sometimes because of

our relationship—she compares this method to measuring our height with a random

stick.

CHAPTER III

RESEARCH METHOD

  The chapter describes the research methodology, including the study design,

research environment, research subjects, research instrument, data collection

procedure, and statistical treatment data.  

Research Design 

            The descriptive correlational method is used in this study effort because the

researcher's aim is to determine the significant association between discrimination in

school and the student's self-esteem.  

            Descriptive research entails the collection of data to answer questions about the

current state of the subject of the study. It determines and qualifies the attitudes and
opinions of a group of people who provide the information needed for the research. The

goal of using this method is to collect data for problem solving rather than hypothesis

testing. This will define the utility of the research, which will include the proper approach

used, the accuracy of the data collection method, and the relevance of the information

acquired for the solution of relevant problems in the research (Slyvia,1992).  

Research Locale  

            This study is conducted at Zamboanga Del Sur National High School-Senior

High School Stand Alone, which is located in Barangay Sta. Maria, PAGADIAN City. 

Research Participants  

           The study's research subjects are the Grade XII HUMSS students of Zamboanga

Del Sur National High School who are officially enrolled in the school year 2021-2022.

The sample random sampling technique are used to determine the respondents who

comprised the official sample of the study.  

Research Instruments  

           The survey type questionnaire is utilized to collect data in this study. A

researcher-created test is utilized to measure respondents' responses to discrimination

in school and student self-esteem. 

Data Gathering Procedure  

            The data collection process in this study are done in a sequential order. The

researchers created a test questionnaire to collect the necessary information from the
respondents. The formulated questionnaire is given to the research adviser for

correction. After some adjustments are made based on the research adviser's

suggestions, the researchers requested a letter of permission. Once the necessary

permission is obtained, the researchers distributed the questionnaire to the

respondents.  

Statistical Statement of Data  

           Descriptive statistics such as percentage, weighted mean as a measure of

average, standard deviation as a measure of variability of numerical observations, and

ranks are used to evaluate and interpret the data to assess the position or level of

discrimination and students' self-esteem. The Pearson correlation coefficient r are

employed to test the hypothesis of a substantial relationship between the independent

and dependent variables. The strength of linear association/relationship between two

variables are measured using Person Product - Moment Correlation, which was supplied

by r. The purpose of this test is to see if there was a link between the level of

discrimination and the pupils' self-esteem.  

           For the rejection or acceptance of the null hypothesis, this statistical test

procedure is used in conjunction with the level of marginal statistical significance and the

p-value. If the p-value is less than or equal to the level of significance, the decision rule

indicates that a. Because the null hypothesis is rejected, a significant result is obtained.

The null hypothesis is accepted in all other cases. Furthermore, the hypothesis is

evaluated at a significance level of 0.05. Finally, predictive analytic software is used to

carry out all these statistical analyses. The IBM SPSS Statistics 20 Statistical Package

for the Social Sciences are utilized.  

Ethical Consideration 
           The following principles of ethical considerations have been complied because of

analyzing discrimination in school and students’ self-esteem. 

           Any usage of data from another source are acknowledged with all appropriate

reference. 

          Confidentiality of the responses was strictly maintained between the researchers

and respondents to ensure their privacy. 

          The integrity of the responses is imposed to ensure the accuracy and consistency

of the research data. 

         The collection and gathering of data were done honestly without ant touch of

subjectivity.

   Fabrication and misinterpretation of data was keenly avoided. 

         The process of collecting the data was just and proper. 

         Performing illicit act while conducting the research was obviated. 

 
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the salient finding of the study, analysis and

interpretation of the data gathered to explain the relationship between school

discrimination in school and student’s self-esteem. The presentation of results is

organized based on the order of the specific problems in chapter one. Moreover, the

presentation is exemplified with the aid of tables to understand better implication of the

responses.

SCHOOL DISCRIMINATION

TABLE 1.1

SCHOOL DISCRMANATION IN TERMS OF RANK-BASED SECTIONING

Indicators Weighted mean SD Description Rank

1.sectioning based on grades is not fair enough. 2.4 1.6 low 4.0

2.The grades that were given by the teacher 1.9 1.9 very low 5.0

cannot determines students IQ level.

3.The last section consists of students who are 3.1 2.97 average 1.0

unknowledgeable enough to comprehend.

4.Students belonged in the low class were not 2.6 1.79 low 3.0

prioritized by the school.

5.Teachers treated students less because of 2.6 1.76 low 2.0

the track they belonged.

6.Have a negative effect on students’ language 1.4 0.65 very low 7.0

learning abilities.

7.Have a negative effect on students’ English 1.7 0.87 very low 8.0

language learning motivation.

8.Have a negative effect on students’ motivation 1.8 1.01 very low 6.0

to attend language class.

9.Have a negative effect on students’ sense 1.7 0.87 very low 9.0

responsibility and doing homework.

10.Have a negative effect on students’ behavior 1.4 0.54 very low 10.0

and discipline in class.

AVERAGE 2.43 1.40 low

Scale:4.21-5.00=Very High; 3.41-4.20=High;2.61-3.40=Average;1.81-2.60 Low 1.00-

1.80 Very Low

Table 1.1 reveals the status of discrimination in school of the selected 10 students in

GRADE XII STEM in ZSNHS - SHS Department in terms of sectioning. Accordingly, item

number 3, "The last section consists of students who are unknowledgeable enough to

comprehend" garnered the first rank with a weighted mean of 3.1 and an SD of 2.97

which interpreted as "Average". It was followed by item number 10 "Have a negative

effect on student’s behavior and discipline in class" with weighted mean of 1.4 and an

SD of 0.58 which was construed as a "Very Low". As a result, the discrimination of

school in terms of rank-based sectioning was "Low" as confirmed in the overall mean of

2.43 and the SD of 1.40. This implies that the school has fair treatment in terms of rank-

based sectioning.

In conformity to above findings, student sectioning is the problem of assigning students

to sections of courses they request while respecting constraints such as course

structures, section limits, and reserved spaces. Students may also provide preferences

on class times and course alternatives. In this paper, three approaches to this problem

are examined and combined to tackle it on a practical level: student sectioning during

course timetabling, batch sectioning after a complete timetable is developed, and online

sectioning for making additional changes to student schedules (Muller and Murray,

2005).

The experiments discussed clearly show that the proposed approaches can improve

greatly on an institution's ability to meet student course needs and offer valuable

flexibility to accommodate many students’ class or time preferences throughout the

process.
 Table 1.2

Discrimination in School in terms of Sexual Orientation

Indicators Weighted mean SD Description Rank

1.I don’t consider LGBT in our society. 3.2 2.98 Average 5.0

2.I neglect others because of 2.9 2.61 low 7.0

their sexuality.

3.I regard LGBT as an unacceptable 3.3 0.47 Average 4.0

group of people.

4.I consider LGBT as a disgrace to 3.5 3.46 Very high 1.0

our society.

5.LGBTs are a bad influence to the 2.8 2.04 Average 8.0

younger generation.

6.LGBT people will glow old alone. 3.3 2.98 Average 3.0

7.LGBT people are not normal. 3.4 3.27 Average 2.0

8.LGBT is not a natural expression 2.8 2.16 Average 9.0

of sexuality.

9.I would feel uncomfortable if a family 2.2 1.24 low 10.0

member fall in love with a LGBT person.

10.I would not enjoy attention social 3.1 2.7 Average 6.0

events with LGBT people.

AVERAGE 4.00 2.40 high

Scale:4.21-5.00=Very High; 3.41-4.20=High;2.61-3.40=Average;1.81-2.60 Low 1.00-

1.80 Very Low

Table 1.2 shows the status of discrimination in school of the 55 selected students in

GRADE XII STEM in ZSNHS - SHS department in terms of sexual orientation.

Accordingly, item number 4, "I consider LGBT as a disgrace to our society" was placed

on the first rank with a weighted mean 4.00 of 3.5 and an SD of 3.46 which was

interpreted as "very high". It was then followed by item number 2, "LGBT people will

grow old alone." was placed on the second rank with a weighted mean of 3.4 and an SD

of 3.27 which was interpreted as "average. Nevertheless, the last rank was item number

9, "I would feel uncomfortable if a family member fall in love with a LGBT person." is

place on the last rank with a weighted mean of 2.2 and an SD of 1.24 which is interpret

as " Low". Finally, the overall average of discrimination in school in terms of sexual

orientation can be surmised as "high" which validates through the final weighted mean of

4. This indicates that the school accepted the students equally regardless on their

gender status.

In conformity to above findings, the most supported positive aspects by these

participants were, for lesbian and bisexual women, egalitarian relationships with other

women. For the whole sample, the belief that positive aspects exists and that LGB

identities permit the creation of new gender and relationship scripts and have the

freedom and flexibility to live their relationship as they wish without outside pressure
were the most supported. In this study the participants least identified with questions

related to themes of openness and appreciating diversity (Rodríguez, 2016).

The authors believed that belonging to LGB communities would impact experiencing

positive aspects. The factor which most influenced positive experiences with non-

heterosexual sexual orientations in this survey where those who feel that they belong to

the LGB community.

 Table 1.3

Discrimination in school in terms of ethnicity

Indicators Weighted mean SD Description Rank

1.I am ashamed of my ethnicity because 1.8 0.87 very low 3.0

my peers I belittle me.

2.I am feeling rejected in society 2 0.49 low 1.0

because of my ethnicity.

3.I feel painfully different from the society 1.7 0.87 very low 6.0

just because of my ethnicity.

4.I am looked down at by the society just 1.7 0.87 very low 7.0

because I come from a different group.

5.I am insulted at times because of 1.8 1.0 very low 4.0

my ethnic identity.

6.I am treated less respect because of 1.8 1.0 very low 5.0

my ethnicity.

7.I am unworthy of achieving great things 1.5 0.59 very low 8.0

because of my ethnicity.

8.My ethnicity is burdensome. 1.4 0.52 very low 9.0

9.I am treated with less courtesy 1.9 1.04 very low 2.0

because of my ethnicity.

10.I don’t care about my ethnicity. 1.1 0.36 very low 10.0

AVERAGE 1.67 0.76 very low

Scale:4.21-5.00=Very High; 3.41-4.20=High;2.61-3.40=Average;1.81-2.60 Low 1.00-

1.80 Very Low

Table 1.3 elaborates discrimination in school of the selected 55 students in GRADE XII

STEM in ZSNHS - SHS department in terms of ethnicity. In view of the above findings,

item number 9. " I am feeling rejected in society because of my ethnicity". Garner the

first rank with a weighted mean of 2 and an SD of o.49 which interpret as ‘’ Low".

However, the last rank was item numbers 10, "I don’t care my ethnicity." With a weighted

mean of 1.1 and SD 0.36 which was interpreted as "very Low". Finally, the overall

average of the effect of discrimination of students in terms ethnicity can be surmised as

a "very Low” which validates through the final weighted mean of 1.67. It implicates that

the school acknowledged student's identity regardless of their ethnicity.

In affirmation to above findings, ethnic diversity stimulates the interest of students, as a

corollary of the 'diversity enriching' idea proposed by Lazear (Lazear, E. P. 1998) and

shown by (Octaviano and Peri 2006) (Octaviano, G. I. P., and G.Peri. 2006). The

Economic Value of Cultural Diversity: Evidence from US Cities. "Journal of Economic

Geography" Different ethnic groups can contribute to each other's productivity with
different skills. Proximity to one culture may more easily stimulate an interest in

particular skills which would otherwise be ignored."

Table 1.4

Summary on status of discrimination in school

Status average SD Description

Sectioning 2.43 1.40 low

Sexual orientation 4 2.40 average

Ethnicity 1.67 0.76 very low

Overall Average 2.7 0.46 low

Table 1.4 exemplifies the summary on the status of discrimination of GRADE XII STEM

students in SHS department of ZSNHS. It widely elaborated that the overall survey of

the respondents towards discrimination in school was described to be "Low" as proved

by the grand weighted average of 2.7 an SD of 0.46. This essential finding is

substantiated by the three sub-variables namely the sexual orientation is the leveled as

‘’average’’ with weighted average of 2.43 and Sd of 1.40 and for the sectioning is ‘’low’

with the weighted mean of 2.43 and SD of 1.40 while sexual orientation level as ‘’very

low’ with weighted mean average of 2.7 and SD of 0.46. This would only signify that

respondent give more emphasis on sexual orientation. It implies that there is no such as

discrimination in school on the three sub-variables provided

Student' Self Esteem

Table 2.1

Students' Self-Esteem in terms of Self-confidence Statement

Indicators Mean SD Description Rank

1.I have important responsibilities for 3.17 1.12 satisfactory 4.0

helping out in my school.

2.I have important responsibilities for 3.06 0.94 satisfactory 6.0

helping out my country.

3.I have a major responsibility in 4.01 0.45 very high 1.0

preparing and presenting a report on

my schoolwork during parent conference

4.I have a lot of skills and capabilities 3.14 0.78 satisfactory 5.0

that I could apply in my community.

5.I am able to do things as well as 3.00 0.34 satisfactory 7.0

most other people.

6.I have the ability to find the information 2.86 0.83 satisfactory 9.0

that I need to solve difficult problems.

7.I am capable of explaining math 2.33 1.04 fair 10.0

or science to my friends to help

them understand.

8.I am capable of being a leader on a 2.74 0.87 satisfactory 8.0

team to design and build a hands-on project.

9.I am responsibilities enough to lead 3.52 0.59 satisfactory 2.0

my classmates during school activities.

10.I am determined that I can do the 3.20 0.48 satisfactory 3.0

work that my teachers assign in me.

Overall Result 3.10 0.74

Scale: 4.21-5.00 Very High; 3.41-4.20=High; 2.61-3.40 Average; 1.81-2.60 Low; 1.00-

1.80= Very Low

Table 2.1 elaborates students' self-esteem of the selected 55 students in GRADE

XII STEM in ZSNHS SHS department in terms of self-confidence. In view of the above

findings, item number 3, T have a major responsibility in preparing and presenting a

report on my schoolwork during parent conference gamer the first rank with a weighted

mean of 4.01and an SD of 0.45 which interpret as "Very Satisfactory Followed by item

number 6, "I have the ability to find the information that I need to solve difficult problems

with a weighted mean of 2.86 and an SD of 0.83 which interpret as "Satisfactory.

However, the last rank is item number 7, 7 am capable of explaining math or science to

my friends to help them understand." with a weighted mean of 2.33 and an SD of 1.04

which interpret as "Fair". Finally, the overall average of students' self-esteem in terms of
self-confidence can be surmised as "Satisfactory which validates through the final

weighted mean of 3.10. It implicates that the students have average self-confidence.

In conjunction to above findings, people who are self-confident are more

relaxed in social settings and when meeting new people. Because their belief in

themselves is eternal and not reliant on the judgment of others, they can freely move

about without fear of rejection. According to (Life Coach Directory), self-confidence

breeds a high level of comfort when facing new challenges. In addition, self-confidence

can help you overcome obstacles and pursue and use those skills you own to succeed

(Ray, 2018).
Table 2.2

Students' Self-Esteem in terms of Self-Worth Statement

Indicators Mean SD Description Rank

1.I feel that I am a person of worth, 3.17 0.73 satisfactory 7.0

at least on an equal plane with others.

2.I feel that I have a number of 3.28 0.62 satisfactory 6.0

good qualities.

3.I take positive attitude towards myself. 3.33 1.01 satisfactory 5.0

4.I have more respect with myself. 3.37 0.78 satisfactory 4.0

5.I am satisfied with myself. 3.47 0.67 very satisfactory 1.0

6.I feel that I have much to be proud of. 3.40 0.71 satisfactory 3.0

7.I am inclined to feel that I am not 2.94 1.22 satisfactory 8.0

failure.

8.I feel very useful times. 3.04 3.32 satisfactory 10.0

9.I feel very good at times.

10.I feel contented with myself. 3.42 0.68 satisfactory 2.0

Overall Average 3.24 0.78 Satisfactory

Scale: 4.21-5.00= Very High; 3.41-4.20-High; 2.61-3.40= Average; 1.81-2.60 Low; 1.00-

1.80= Very Low

 Table 2.2 elaborates students' self-esteem of the selected 30 students in GRADE

XII HUMSS in ZSNHS - SHS department in terms of self-worth. In view of the above

findings, item number 5, "I am satisfied with myself." garner the first rank with a weighted

mean of 3.47and an SD of 0.67 which interpret as "Very Satisfactory". Followed by item

number 10, "I feel contented with myself." with a weighted mean of 3.42 and an SD of

0.68 which interpret as "Very Satisfactory". And the last rank is item 9, "I feel very good

at times." with a weighted mean of 293 and an SD of 0.83 which interpret as

"Satisfactory". Finally, the overall average of students' self-esteem in terms of self-worth

can be surmised as "Satisfactory" which validates through the final weighted mean of

3.24. It shows that the students concede self-worth.

In conformity to above findings, (Neff, 2018) found the same study that students

who based their self-worth on internal sources, not only felt better, but they also received

higher grades and were less likely to use drugs and alcohol or to develop eating

disorders.

As mindfulness expert, (Rockwell, 2018) points out, we are all unique and that, in

and itself, gives each of us inherent value. According to (Firestone, 2018), "We shouldn't

be rating ourselves; we should just be ourselves". Although real accomplishments are

important to acknowledge as you build your sense of self, your self-worth should also

take in to account the unique qualities that make you.

 Table 3

Summary on the Status of Students' Self-Esteem

STATUS AVERAGE SD DISCRIPTION

Self-Confidence 3.10 0.74 Satisfactory

Self-Worth 3.24 0.78 Satisfactory

Overall Average 3.17 0.76 Satisfactory

Scale: 4.21-5.00 Very High, 3.41-4.20-High, 2.61-3.40 Average: 1.81 2.60 Low; 1.00-

1.80= Very Low.

Table 3 conspicuously conveys fact about discrimination in school and students'

self-esteem. It widely elaborated that the overall survey of the respondents towards self-

esteem is described to be as "Satisfactory" as prove by the grand weighted average of

3.17 and an SD of 0.76. This essential finding is substantiated by the two sub-variables

namely the self-confidence and self-worth in which self-confidence and self-worth level

as "Satisfactory" based on the corresponding weighted averages of 3.10 and 3.24.

 Table 4

Test of Significant Relationship between Discrimination in School and the Students' Self-

Esteem

Parameters Findings

N 30

Pearson r 0.459**

p-value 0.011

Decision Reject H₂

Interpretation Significant Correlation

Correlation is significant.

Table 4 shows the test of significant correlation between discrimination in

school and students' self-esteem. The null hypothesis states that there is no significant

correlation between discrimination in school and students' self-esteem is tested at 0.05

level of significance using a sample correlation coefficient r. As illustrates in the table,

Pearson r = 0.459 and p-value = 0.011. Since p-value is less than the level of

significance α = 0.05, the null hypothesis is rejected. Hence, there is a significant

correlation between discrimination in school and students' self-esteem.

In like manner, people who are discriminated against can suffer significant

negative consequences. General well-being, self-esteem, self-worth, and social relations

can be severely impacted because of discrimination (Wilson, 2012).

 In addition to above findings, research findings in the past have underscored a

direct relationship between discrimination and self-esteem (Asamen & Berry, 1987). In

fact, several studies posit that experiencing discrimination negatively affects self-esteem

among Chinese American adolescents (Diaz, 2001).

 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter elucidates the summary of findings in relation to the problem being

studied. The conclusion drawn by the researcher was based on the salient findings of

the study and the recommendations proffered to improve the variables.

SUMMARY OF FINDINGS

From the findings that are being elaborated in the preceding chapter, the

following

pertinent points are hereby stressed.

1.Table 1.1 revealed the status of discrimination in school of the selected

55student in GRADE XII STEM in ZSNHS –SHS Department in terms of sectioning.

Accordingly, item 3, the last section consists of students who are unknowledgeable

enough to comprehend. Garnered the first ranked with a weighted mean 3.1 of and an

SD 2.79 of which was interpreted as low. It was followed by item 10, have a negative

effect on student’s sense responsibility and doing homework, with weighted mean of 1.4

and an SD of 0.54 which was construed as a; Very low. Finally, the overall average of

the effects of discrimination of students in terms of sectioning was concluded as low’ as

confirmed in the overall mean of 2.42.

2.Table 1.2 showed the status of discrimination in school of the 55 selected

students in GRADE XII STEM in ZSNHS-SHS department of ZSNHS in terms of

sexual orientation. Accordingly, item number 3, "The last section consists of students

who are unknowledgeable enough to comprehend" garnered the first rank with a

weighted mean of 3.1 and an SD of 2.97 which interpreted as "Average". It was followed

by item number 10 "Have a negative effect on student’s behavior and discipline in class"

with weighted mean of 1.4 and an SD of 0.58 which was construed as a "Very Low". As

a result, the discrimination of school in terms of rank-based sectioning was "Low" as

confirmed in the overall mean of 2.43 and the SD of 1.40. This implies that the school

has fair treatment in terms of rank-based sectioning

3. Table 1.3 elaborated discrimination in school of the selected 55 students in

GRADE XII STEM in ZSNHS - SHS department in terms of ethnicity. In view of

the above findings, item 9. " I am feeling rejected in society because of my ethnicity".

Garner the first rank with a weighted mean of 2 and an SD of o.49 which interpret as ‘’

Low". However, the last rank was item numbers 10, "I don’t care my ethnicity." With a

weighted mean of 1.1 and SD 0.36 which was interpreted as "very Low". Finally, the

overall average of the effect of discrimination of students in terms ethnicity can be

surmised as a "very Low” which validates through the final weighted mean of 1.67. It

implicates that the school acknowledged student's identity regardless of their ethnicity.

4. Table 1.4 exemplifies the summary on the status of discrimination in school. It

widely elaborated that the overall survey of the respondents towards discrimination

in school was described to be "Low" as proved by the grand weighted average of

2.09. This essential finding was substantiated by the three sub-variables namely

the sectioning, sexual orientation, and ethnicity in which the sectioning and

ethnicity was leveled as "Low" with a weighted averages of 2.42 and 2.09 while

sexual orientations were leveled as "Very Low" with a weighted average of 1.75.

This would only signify that the respondents gave more emphasis on sexual

orientation.

5. Table 2 conspicuously conveys fact about discrimination in school and students'

self-esteem. It widely elaborated that the overall survey of the respondents towards

self-esteem was described to be as "Satisfactory" as proved by the grand weighted

average of 3.17. This essential finding was substantiated by the two sub-

variables

namely the self-confidence and self-worth in which self-confidence and self-worth

were leveled as "Satisfactory based on the corresponding weighted averages of

3.10 and 3.24.

6. Table 4 shows the test of significant correlation between discrimination in school

and students' self-esteem. The null hypothesis which stated that there was no

significant correlation between discrimination in school and students' self-esteem

was tested at 0.05 level of significance using a sample correlation coefficient r. As

illustrated in the table, Pearson r = 0.459 and p-value = 0.011. Since p value is

less than the level of significance α = 0.05, the null hypothesis is rejected. Hence,

there is a significant correlation between discrimination in school and students'

self-esteem.

Conclusion

The following conclusions were drawn by the researchers based on the summary

of findings.

1. The status of discrimination in school generally assessed as low, as confirmed

in its 3 sub-variables namely sectioning, sexual orientation, and ethnicity which

are described classified as low discrimination.

2. The status of is found to be satisfactory as ascertained by its 2 sub-variables

self-confidence and self-worth. 3. There is a significant correlation between

discrimination in school and

Recommendations

The following recommendations are deduced based on the findings and

conclusion.
1 School Administrators should acknowledge and consider the students' abilities

whether they belong in a high or low section for them to motivate their

comprehension skills.

2. School Administrators, teachers, and students should feel the worth and give.

values those students who are members of LGBT.

3. School Administrators should accept LGBT people in the school community.

4. School Administrators and teachers should give importance and consider the

students that they are belong in the community regardless in their ethnicity.

5. Teachers and students should give equal treatment regardless of gender

identity.

6. Future researchers must conduct similar studies to validate the results of the

present study.
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 APPENDIX A
Questionnaire

Name: Grade & Section:

SCHOOL-BASED DISCRIMANATION AND PUPILS SELF-ESTEEM

Objectives: This survey type of questionnaire measures the effects of discrimination in
terms of the Sub variables provided below.
Instruction: check the box according to your preferred answer.
Scale:
1-Strong Agree 2-Agree 3-Disagree 4-Strongly Disagree

A. RANK-BASED SECTIONING 1 2 3 4

1. Sectioning based on grades is not fair enough.

2. The grades that were given by the teacher cannot

determines students IQ level.

3. The last section consists of students who are

unknowledgeable enough to comprehend.

4. Students belonged in the low class were not prioritized

by the school.

5. Teachers treated students less because of the track

they belonged.

6. Have a negative effect on students’ language learning

abilities.
7. Have a negative effect on students’ English language
learning motivation.
8. Have a negative effect on students’ motivation to attend
language class.
9. Have a negative effect on students’ sense responsibility
and doing homework.
10. Have a negative effect on students’ behavior and
discipline in class.
 B. SEXUAL ORIENTATION 1 2 3 4

1. I don’t consider LGBT in our society.

2. I neglect others because of their sexuality.

3. I regard LGBT as an unacceptable group of people.

4. I consider LGBT as a disgrace to our society.

5. LGBTs are a bad influence on the younger generation.

6. LGBT people will glow old alone.

7. LGBT people are not normal.

8. LGBT is not a natural expression of sexuality.

9. I would feel uncomfortable if a family member fall in love

with a LGBT person.
10. I would not enjoy attention social events with LGBT
people.

C. ETHNICITY 1 2 3 4

1. I am ashamed of my ethnicity because my peers I

belittle me.

2. I am feeling rejected in society because of my ethnicity.

3. I feel painfully different from the society just because of

my ethnicity.

4. I am looked down at by the society just because I come

from a different group.

5. I am insulted at times because of my ethnic identity.

6. I am treated less respect because of my ethnicity.

7. I am unworthy of achieving great things because of my

ethnicity.
8. My ethnicity is burdensome.

9. I am treated with less courtesy because of my ethnicity.

10. I don’t care about my ethnicity.

 APPENDIX A
Questionnaire

Name: Grade & Section

SCHOOL-BASED DISCRIMANATION AND PUPILS SELF-ESTEEM

Objectives: This survey type of questionnaire measures the effects of discrimination in
terms of the Sub variables provided below.
Instruction: check the box according to your preferred answer.
Scale:
4-Strong Agree 3-Agree 2-Disagree 1-Strongly Disagree

A. SELF CONFIDENCE 4 3 2 1

1. I have important responsibilities for helping out in my

school.

2. I have important responsibilities for helping out my

country.

3. I have a major responsibility in preparing and

presenting a report on my schoolwork during parent
conference

4. I have a lot of skills and capabilities that I could apply in

my community.

5. I am able to do things as well as most other people.

6. I have the ability to find the information that I need to

solve difficult problems.

7. I am capable of explaining math or science to my

friends to help them understand.

8. I am capable of being a leader on a team to design and

build a hands-on project.

9. I am responsibilities enough to lead my classmates

during school activities.
10. I am determined that I can do the work that my teachers
assign in me.

B.SELF-WORTH 4 3 2 1

1. I feel that I am a person of worth, at least on an equal

plane with others.

2. I feel that I have a number of good qualities.

3. I take positive attitude towards myself.

4. I have more respect with myself.

5. I am satisfied with myself.

6. I feel that I have much to be proud of.

7. I am inclined to feel that I am not failure.

8. I feel very useful times.

9. I feel very good at times.

10. I feel contented with myself.

 APPENDEX B
Letter of permission to the principal

Republic of the Philippine

DEPERTMENT OF EDUCATION
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
Senior High School-Stand Alone
Pagadian City
Ma’am JERYL M. CASILAO April 19,
2022
Secondary school Principal
This institution
Ma’am
Greetings of peace and joy!
We, the graduating students from Grade 12 Humanities and Social Science
section Voltaire of Zamboanga Del Sur National High School-Stand Alone, are currently
working on our research study entitled:” SCHOOL DISCRIMINATION AND STUDENTS’
SELF-ESTEEM” This study is conducted in partial fulfillment of our subject RESEARCH
PROJRECT this second semester, academic year 2022.
In connection to this, we would like to ask permission from your good office to
allow us to administer our survey instruments to Grade 12 students, this institution for
the needed in our study.

Your approval on this matter will be highly appreciated. We are hoping that this
request will be given favorably consideration.
Thank you very much.

Noted: Very truly

yours,
DARYL MUTYA ALVIZ
Research teacher HADIRA A.
AMBOL
Group leader
Approved:
JERLYN M. CASILAO
Secondary School Principal lll
APPENDEX C
Letter for Validation to the Teacher

Republic of the Philippine

DEPERTMENT OF EDUCATION
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
Senior High School-Stand Alone
Pagadian City

April 19, 2022

Dear Ma’am/Sir,
Greetings of Peace and Joy!
We, the GRADE 12 HUMANITIES AND SOCIAL SCIENCES STRAND SECTION
VOLTAIRE students of Zamboanga Del Sur National High School-Stand Alone
undertaking research entitled “SCHOOL DISCRIMINATION AND SUDENTS’ SELF-
ESTEEM” in particular fulfillments in our subject in Research Project this second
semester, academic year 2022.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire for our study.

We are looking forward that our request would merit your positive response.
Thank you and more power.

Respectfully yours,
HADIRA A. AMBOL
Research Group Leader

Noted by:
MR. DARYL MUTIA ALVIZ
Research Teacher
 APPENDEX D
Letter to the Respondents

Republic of the Philippine

DEPERTMENT OF EDUCATION
ZAMBOANGA DEL SUR NATIONAL HIGH
SCHOOL
Senior High School-Stand Alone
Pagadian City

To the Respondents:
Greetings!
We, the graduating students from Grade 12 Humanities and Social Sciences
section Voltaire of Zamboanga Del Sur National High School-Stand Alone, are currently
working on our Research study entitled: SCHOOL DISCRIMINATION AND STIDENTS’
SELF-ESTEEM” This study id conducted in partial fulfillment of our subject RESEARCH
PROJECT This second semester, academic year 2022.

In connection to this, we would like to ask some favor that you will be our
cooperating respondents for gathering the data needed in our study.
I am appealing to your kind heart and cooperation by responding honesty to the
following statements and to the questions I order that this study could come up with a
realistic data regarding the variables to be assessed.
Reassured that your response to be held and treated in strict confidentiality.
Thank you very much!

Respectfully yours,

HADIRA A. AMBOL
Group leader
Noted by:
MR. DARYL MUTIA ALVIZ
Research Teacher
 PERSONAL DATA

Name: Hadira A. Ambol

Sex: Female
Birthday: NOVEMBER 14,2002
Birthplace: Pagadian Hospital
Citizenship: Islam
Father's Name: Camarodin A. Ambol
Mother's Name: Samina a. Abas
Address: Barangay Kalasan Pagadian city
Civil Status: Single
Religion: Muslim
Motto: ’Nothing is a waste of time if you learned something’’
Email Address: ambolh014@gmail.com

B. Educational attainment
Elementary: TARAKAN DINAS ZAMBOANGA DEL SUR
Junior High: ZAMBOANGA DEL SUR NATIONAL HIGH SCHOL JHS
Senior High: ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL SHS
Strand: HUMSS
Track: Academic
 PERSONAL DATA

Name:Rutchen M. Abergas
Sex:Female
Birthday: August 12, 2002
Birth place:Pagadian City
Citizenship:Filipino
Father's Name:Rolando Abergas
Mother's Name: Teresita M.Abergas
Address:Alta tierra Tiguma Pagadian city
Civil Status: Single
Religion:Roman Catholic
Motto:Try and try until you succeed
Email Address: rutchenabergas@gmail.com

B. Educational attainment
Elementary:Lenienza Elements School
Junior High: Zamboanga Del Sur National High School
Senior High:Zamboanga Del Sur National High School -SHS
Strand:HUMSS
Track:Academic
 PERSONAL DATA

Name: Aleah Marie Pande

Sex: Female
Birthday: March 22,2001
Birthplace: Pagadian City
Citizenship: Filipino
Father's Name: Mario B.Pande
Mother's Name: Maria Lina L. Pande
Address: Zone 6, Tiguma Pagadian City
Civil Status: Single
Religion: Catholic
Motto: Life is short, so live positively!
Email Address: aleahfacturan@gmail.com

B. Educational attainment
Elementary:
Junior High: Co Tek Chun National Trade School
Senior High: Zamboanga Del Sur National High School-Senior High School
Strand: HUMSS
Track: Academic
 PERSONAL DATA

Name:Kathelyn C. Ando
Sex: Female
Birthday: May 15,2003
Birthplace: Bayog Zamboanga Del Sur
Citizenship: Cebuano
Father's Name: Harold Y. Ando
Mother's Name: Mary Jane C. Ando
Address: Tiguma Zone 2. Pagadian City
Civil Status: Single
Religion: Catholic
Motto: "WORK for a CAUSE not for APPLAUSE"
Email Address: andokathelyn15@gmail.com

B. Educational attainment
Elementary: Bayog Central Elementary School
Junior High: Bayog National Technical Vocational High School
Senior High: Zamboanga Del Sur National High School-SHS
Strand: HUMSS
Track:Academic
 PERSONAL DATA

Name:Shella Mae C.Villanueva

Sex:Female
Birthday:May 30 2001
Birth place:Pagadian City
Citizenship:Filipino
Father's Name:Roberto M. Villanueva
Mother's Name: Marilou C.Villanueva
Address:Upper lumboy Tuburan Pagadian City
Civil Status: Single
Religion:Roman Catholic
Motto:
Email Address: lashecoligado@gmail.com

B. Educational attainment
Elementary:Camp Abelon Elements School
Junior High: Zamboanga Del Sur National High School
Senior High:Zamboanga Del Sur National High School -SHS
Strand:HUMSS
Track:Academic
 PERSONAL DATA

Name: Rhea D. Bañares

Sex:Female
Birthday:February 10,2002
Birth place:Tuburan Pagadian
Citizenship: Filipino
Father's Name:Reynaldo Magno Bañares Sr.
Mother's Name: Berbe Deniega Bañares
Address: Bulanit Labangan Zamboanga Del Sur
Civil Status: Single
Religion:Born again
Motto:Poverty is not the hindrance to success
Email Address: banaresrhea79@gmail.com

B. Educational attainment
Elementary: Bulanit Elementary School
Junior High: Zamboanga Del Sur National High School
Senior High: Zamboanga Del Sur National High School-SHS
Strand:Humss
Track: Academic
 PERSONAL DATA

Name: Crimson Ace Cuizon

Sex: Male
Birthday: July 20, 2003
Birthplace: Pagadian City
Citizenship: Filipino
Father's Name: Archemides T. Cuizon
Mother's Name: Meluna P. Jariol
Address: Tuburan District Pagadian City
Civil Status: Single
Religion: UCCP
Motto: Guapo ko
Email Address:
Aiceace76@gmail.com

B. Educational attainment
Elementary: Bal-lao Elementary School
Junior High:Zamboanga Del sur National High School
Senior High: Zamboanga Del Sur National High School Senior High School
Strand:HUMSS
Track:Academic
 PERSONAL DATA

Name: Lance Kevin M. Felices

Sex: Male
Birthday: December 03, 2003
Birthplace: Pasay City, Metro Manila
Citizenship: Filipino
Father's Name: Elvis O. Felices
Mother's Name: Josiemary M. Felices
Address: Balimbingan, Labangan, Zamboanga del Sur
Civil Status: Single
Religion: Roman Catholic
Motto: Time is Gold!
Email Address: lancekevin2003@gmail.com

B. Educational attainment
Elementary:
Junior High: Zamboanga del Sur National High School
Senior High: Zamboanga del Sur National High School-SHS
Strand: HUMSS
Track: Academic
 PERSONAL DATA

Name: Xaviery L. Gallega

Sex:Male
Birthday: August 31,2002
Birthplace: Bulatok Pagadian City
Citizenship: Filipino
Father's Name:Emedio Mabascog Gallega Jr.
Mother's Name:Allona Lauron Gallega
Address: Bulatok Pagadian City
Civil Status: Single
Religion: Catholic
Motto:I put myself before others
Email Address: gallegaxaviery318@gmail.com

B. Educational attainment
Elementary: Bulatok Elementary School
Junior High: Zamboanga Del Sur National High School
Senior High: Zamboanga Del Sur National High School-SHS
Strand:Humss
Track: Academic