Final PR

ANTI-INTELLECTUALISM: ITS PERSONAL EFFECT TO
GRADE 11- STEM STUDENTS (SECTION A AND B) AT

CHRISTIAN SAMARITAN SCHOOL (TAGOLOAN
BRANCH)
A Research Project in Practical Research 1
In partial fulfillment of the requirements in Practical Research 1
PREPARED BY:
Arcilla, Alexa D.
Lariosa, Deoberry Mae C.
Bernadas, Kesiarylle Aira Y.
Obial, Jhesel E,
Cahulogan, April Joy B.
Eleccion, Shaina P.
Rubi, Jhenny Lou Q.

Cominguez, Britny Rose I.
Gubantes, Vebsmer Angel S.
Ruiz, Chari Mae
MAY 2022 Marquita, Jessa
MAY 2022
ACKNOWLEDGMENT
The completion and success of this work could not have been possible
without the participation and assistance of so many people. Their
contributions are sincerely appreciated and gratefully acknowledged.
We would like to express our heartfelt gratitude to our family for the
constant encouragement and never-ending support, and also for allowing us
to stay late at night to work on our research. To our beloved friends,
classmates and schoolmates, we humbly appreciate you for your love,
patience, enthusiasm and being above and beyond duty calls.
We would also like to express our deep and sincere gratitude towards the
Christian Samaritan School (CSS) for providing us support and help that we
need in times of struggle in our research papers, especially to Mr. Kendrey
Kenneth J. Uban, our Practical Research Adviser, And for Ms. Baby Yrl H.
Torregoza, our Class Adviser for the mental support, active guidance and
assistance throughout the completion of this research.
We would also like to thank all of the students who participated in our
survey and help us gather information and data to form this research. We
have greatly valued all your efforts and willingness to share your knowledge
with us.
And most of all, praises to God, our Beloved and Almighty, to Mama Mary
and to the Holy Spirit, to shower us blessings, wisdom, strength and courage
to continue and complete our research study successfully.
Our sincere gratitude and appreciation also go towards the people who
aren't mention above but willingly helped us throughout this research study.
ABSTRACT
1. Title: ANTI-INTELLECTUALISM: ITS PERSONAL EFFECT TO

GRADE 11- STEM STUDENTS (SECTION A AND B) AT
CHRISTIAN SAMARITAN SCHOOL (TAGOLOAN BRANCH)
2. Authors:
Arcilla, Alexa D.
Lariosa, Deoberry Mae C.
Bernadas, Kesiaryll Aira Y.
Cahulogan, April Joy B.
Eleccion, Shaina P.
Obial, Jhesel E.
Rubi, Jhenny Lou Q.
Gubantes, Vebsmer Angel S.
Cominguez, Britny Rose I.
Ruiz, Chari Mae
Marquita, Jessa
3. Type of Document:
Research Paper
4. Type of Publication: Unpublished
5. Host Institution, Address of Host Institution, Region:
Christian Samaritan School, Tagoloan, Misamis Oriental, Region X
6. Words: How does it affect to the personal life of the students.

iv
TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEGDEMENT i
ABSTRACT iii
TABLE OF CONTENTS iv
CHAPTER 1
1. THE PROBLEM AND ITS SCOPE
Introduction 1
Background of the Study 4
Theoretical Framework 8
Research Questions 10
Purpose of the Study 12
Significance of the Study 12
Scope and Limitations 14
Definition of Terms 14
CHAPTER 2
2. REVIEW OF RELATED LITERATURE
Literature and Studies in Foreign Setting 15
Literature and Studies in Local Setting 22
CHAPTER 3
3. METHODOLOGY
Research Design
Research Respondents
Data Gathering Procedure
Treatment of the Data
CHAPTER 4
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5
5. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary and Findings
Conclusions
Recommendations
Bibliography
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
A new social issue in the Philippines is slowly spreading. Some may say that it is
nothing to worry about but the long-term effect of this problem will be heavy especially
to our economy. Pinoy culture is seemingly set in stone and anti- Intellectualism is
unfortunately a part of that. But the point is what will be the effects on academic
performance and personal life of the students? Student characteristics relating to
intelligence, motivation and creativity are the most important predictors of excellent
achievements in professional life. We been experienced for that schools with high
standardized test scores, varied extracurricular and academic offerings, and graduates
who head off to top colleges however, it's got behavioral and mental health problems.
Students are first exposed to the dismaying trend of anti-intellectualism through the
concepts of tracking and career placement, political correctness, cultural parallels,
educational values, and curriculum standards like Common Core. Disturbing aspects
common to this trend are standardization of curricula and a limited point of view when
investigating ideas and drawing conclusions. Students are being pushed to master
concepts that improve test scores and grade point averages (GPA) instead of learning
basic intellectual. These forms of speech do not allow ideas to spread because of the
chance somebody may feel insulted. There is no variety in high school education. Many
citizens dislike Common Core because of the increased stress that it puts on students.
Education once existed as something very valuable, and something that only the very
wealthy obtained, students simply get educations because they are expected to or are
required to. As the years have progressed, less and less students actually enjoy their
education. These kinds of ideas have led to and continue to lead to many problems
relating to anti-intellectualism. Student’s anti-intellectualism has been increasing
throughout the years. This is a major problem because the trend is spreading around
that it isn’t cool to put forth an effort or to enjoy your classes, it scares a lot of people
that this enormous group of unmotivated students is to someday be in charge of the
country. The understanding of what an intellectual is has to be clear. According to
Richard Hofstadter, who is a very famous American historian, he considers an
intellectual someone who lives for ideas instead of someone who lives off of ideas. His
input is significant because anti-intellectualism is basically his thing, and he was one of
the first Americans to write about it. He goes onto say that two basic traits that
intellectuals comprise of are playfulness and piety. By playfulness, he is referring to an
individual’s curiosity and what makes their mind active. Piety is similar o an individual’s
intensity and how passionate they are about their ideas and beliefs. All intellectuals
should demonstrate these two traits according to him. (Hofstadter, 259-60) Using this
definition, an anti-intellectual would be someone who isn’t curious or serious, so that
would students being uninterested in their classes/education. This changing trend has
caused students to take their educations for granted and develop a hatred towards
school work. Overall, this growing trend is causing more and more students to avoid
thinking for themselves and furthermore avoid having intellectual ideas because
learning isn’t cool. Less and less students want to be different because they don’t want
others to look down on them for not being like them. The idea of wanting to be cool has
caused fewer intellectual ideas in a place where they should be booming. Many
teachers do not encourage intellectualism because it teaches their students to question
ideas and think things out thoroughly. Teachers see this as a threat to themselves if
students start questioning them on their ideas. If there aren’t any teachers to promote
intellectualism, then more and more intellectuals will disappear. Also, if they kept their
standards high, that would mean less anti-intellectuals overall. This whole concept of
having the students evaluate a teacher’s ability is absurd. Seeing as how students today
want a minimum amount of work, they will simply rate teachers who make it easy for
them as excellent teachers. In reality, those teachers aren’t helping the students and
rather are just obliging to what students want. The teacher then who gives students a lot
of work and challenges them gets a worse rating from students.
BACKGROUND OF THE STUDY
There is a growing trend of shaming those who take the time to learn
more and share their knowledge with others. As if intelligence is now a
liability and invalidating ideas that go against the groin seems to be more
common than being integrated enough to look further (Sison, 2015).
According to Cham (2015), most of the people who are being smart-shamed
are the intelligent ones. Is not it a good thing when a person decides to use
his wisdom and knowledge rather than giving way to these effortless
comments when we cannot come up with a better and equally challenging
response? It is not being nerd, that also synonymous to weirdo, when you
know everything or many things. It is being enthusiastic and committed. Anti-

intellectualism, although not as profound as bullying, is a phenomenon that is
slowly spreading throughout the community, specifically in the Philippines. If
not put into stop, in the long run it would produce negative outcomes towards
the youth of the country. It devalues the determination of the people to go all
out for intelligence, anti-intellectualism simply indicates the present youth to
stop striving for excellence. This causes students and people to not strive for
intelligence and information while those of the people who
smart-shame/humiliate their ability to handle things, they are one of the
hindrances of their success (Arcilla, et al., 2017)
Anti-intellectualism is an action of valuing knowledge. It is
disappointing that there are people who tease those people who try to learn
new things and ideas. (Santos, 2016). Anti-intellectualism is being observed
as social media behavior, especially on Facebook. Currently, exploring and
finding that comprehend anti-intellectualism that there are no existing studies
that are trying to understand anti-intellectualism and also there are no
intended meanings has been presented. (Rodriguez, 2017) Moreover,
Cyberbullying is the first concept when talking about the anti-intellectualism.
Having an anti-intellectual attitude is one of the factors that can cause a big
effect to the academic performance and might also be the factor for the self-
efficacy of the students. According to the various researches can also lead to
poor academic performance and can even lead to academic dishonesty.
(Fortuno and Cuason, 2017). The participants who were experiencing to be
feel ashamed they were likely to do the task alone. (Ying-Hsien Chao, Ying-
Yao Cheng, Wen-Bin Chiou, 2011). People or students with a high level of
self-esteem have a low level of anti-intellectual behaviour. (C. K. Cuizon et
al., 2017). When others make someone feel shy and that situation can lead to
bullying. Moreover, Bullying is related to the same management and it can
affect to the family, school, and personality to those who are feeling to be
ashamed. (E. Ahmed & V. Braithwaite, 2004) Shame is a painful feeling and
this is connected to hide their ideas and suggestions and it also gives a
sense of powerlessness (Erichsen, 2016). Shame was found pervasive and a
harmful impact of the emotions to those who are experiencing it. (Gibson,
2016)
In addition of that, People who value ignorance and not only discourage
the pursuit of knowledge. In the age of information, indeed, anti-
intellectualism has become a growing disease. (Barcelon, 2017). Children in
different school are being shamed intentionally, sometimes accidentally. The
question here is if this practice violates their fundamental human rights, in
particular that of freedom. It is possible that the children need more
protection rather than rights because of their limited capacities and
dependent status. (Goodman & Cook, 2019.) Moreover, anti-intellectualism
has been a worldwide concern. Some victims of this social issue easily lose
their self-esteem, sense of camaraderie and good interaction to other people
asthey share their own experiences. (Waters & Winter, 2019). Smart shaming
is already part of their identity; it is the roots of their culture. Like Dr. Virgilio
Enriquez, the Father of Filipino Psychology mentioned in Sikolohiyang

Pilipino that the way or concept of “pakikipagkapawa” is the core of Filipino
Psychology. They share these values with other Asian Countries; most of
their consider empathy, togetherness, and their social relationships of great
importance. The culture of anti-intellectualism is that their experience with
Spanish and American colonization has embedded within our psyche a
distrust of Western constructs, most especially elitism is mentioned by writer
Julia Jasmine Madrazo-Sta. Romana. Educated Filipinos and the common
folk who have no means of attaining any level of Education have created a
huge gap by the social structures during their country’s colonial period. The
Filipino people eventually led many to confine intellectuals to an enlist
stereotype at the chipped off at the spiritless of together. (Pillos, 2019)
Moreover there are cases of smart shaming in the past, in the election of
2015; GiboTeodoro was discriminated for his highly developed intellect.
Regardless, in anti-intellectualism it has the following effects; Such as restricting and
stopping people from developing mentally, it prevents people from explaining them
openly, leaves people feeling they are not intelligent enough to communicate and
convey their thoughts, and it is therefore another form of bullying that this report
encourages ending smart shaming but with the intention of the kind of relationship they
have. (Aleckzandra, 2016) They wouldn’t know the exact number of all the nerd’s geeks
in the world. They are afraid to show their thoughts and ideas but in fact, those things
are really important. The informations that they have are very useful but they can’t
express it since they are conscious about it. (IsabelaSecillano, 2016.) In addition to the
typical emotions that can accompany smart shame, they may also include sorrow,
depression, exhaustion, isolation, and emptiness in addition to the usual emotions that
may accompany shame such as jealousy, frustration, rage, and anxiety. And that's
where guilt and shame can turn into a destructive emotion. If shame results in self-
attack, it is debilitating, and it can adversely affect the way you see yourself and the way
you view the prospect of rebuilding your self-esteem. (Lamia, 2011)
THEORETICAL FRAMEWORK
In this study, the researchers have gathered the most relevant theories to
support them and their study. The researchers could not cover all of the theories
connected to the study and only limited it to what they think is most relevant and helpful
to them and support their variables.
The foundation of our understanding comes from Richard Hofstadter's oft-cited
Anti-Intellectualism in American Life (1963), where this mindset is described as: “a
resentment and suspicion of the life of the mind and of those who are considered to
represent it; and a disposition constantly to minimize the value of that life.” It is
important to note that anti-intellectualism is not so much a school of thought, but rather,
a composite of related strategies to uphold certain ideas (and systems) put forward by
those in power (e.g., creationism, or the belief that the universe and living organisms
originated from divine creation). As such, its tactics are not confined to members of a
certain group, although they may be more prevalent in some. Anti-intellectualism is
often associated with America’s current ideological right, conservative thinkers, and
religious followers, yet progressives and liberals have also wielded anti-intellectualism
to protect their own political power and social standing (including, ironically,
perpetuating a non-existent correlation between intellect and class, and a paternalistic
approach in addressing social change). This has contributed to intersectional divisions,
going so far as to damage progressive and liberal movements, e.g., liberal entitlement
and rhetoric denigrating the South as backwards and racist while overlooking the
decades of work that Southerners have put into various civil rights issues. In 1991,
Professor Daniel Rigney built upon Hofstadter to name three distinct types of anti-
intellectualism: Religious anti-rationalism: rejection of reason, logic, and fact in favor of
emotions, morals, and religious absolutes; Populist anti-elitism: rejection of elite
institutions as well as those categorized within the social and/or intellectual "elite" (e.g.,
professors, old-money politicians); Unreflective instrumentalism: belief that the pursuit of
theory and knowledge is unnecessary unless it can be wielded for practical means (e.g.,
profit). Anti-intellectualism is not, contrary to popular belief, a result of a lack of
education or hostility towards acquiring knowledge. Rather, anti-intellectualism
distinguishes the concept of knowledge between intellect and intelligence, and heavily
favors the latter. As Hofstadter describes, intelligence is utilizing ideas in a practical
way, while intellect is about developing, challenging, and evolving the ideas themselves.
He states: “Intelligence will seize the immediate meaning in a situation and evaluate it.
Intellect evaluates evaluations, and looks for the meanings of situations as a whole.”
Because the continued pursuit of intellectual knowledge necessitates a certain
“discontent with dogmas” (Hofstadter), it often conflicts with and challenges widely
accepted philosophies, societal structure, and the power dynamics of its time. As a
result, anti-intellectualism is evoked as a way to halt the acquisition of new knowledge

that would undermine groups with power and privilege, and does so by painting these
new ideas as irrelevant to daily life, or simply false. (False information, in the form of
fake news, also contributes to this phenomenon by perpetuating incorrect information
that benefits people in power.) As described by writer Harold Rosenberg, acquiring
knowledge challenges the status quo and those in power by “turning answers into
questions.” Hofstadter posits it is the reason that anti-intellectualism has persisted over
the course of United States history. While anti-intellectual rhetoric and tactics are more
commonly witnessed from those who hold dominant identities in the U.S., it is not
confined to any one group, identity, or ideology. Similarly, a claim that any one identity
has a particular disposition towards anti-intellectualism ignores the complex power
dynamics and intersectional identities within that group. For example, negative
stereotypes of Black Americans as being anti-intellectual because “success in school
[is] fundamentally foreign to [the] conception of authentic Blackness” has been
consistently disproven as a vast overgeneralization lacking real data or historical
examples.
RESEARCH QUESTION
This study’s main objective is to determine how anti-intellectualism affect the
student’s personal life and academic activities. It addresses the following research
questions:
1: How does anti-intellectualism influence the self-esteem of Grade 11 STEM
students??
 How did the students cope up in anti-intellectualism?

 How pressured it is to deal with smart-shaming?
2: Why is anti-intellectual mentally prevalent in the Philippines?
 How can a society effectively combat anti-intellectualism both in the short and in
the long term?
 What makes those students to smart-shame those who have long answers in
their academic tests?
3: Is the anti-intellectualism detrimental to society?
 Why is the far right associated with anti-intellectualism?
 What is the root of anti-intellectualism?

ANTI-INTELLECTUALISM
CRITICISM
INTELLECTUALS
OR
SELECTIVE HONOR
STUDENTS
SKEPTICISM
ANTAGONISM
Figure 1. Schematic diagram showing the interplay of the variables in the study.
PURPOSE OF THE STUDY
The Purpose of the study is to understand the effects of a high standard learning
system towards selective honor student’s academic performance. Smart shaming is
very relevant these days so that is why we decide to choose Anti-Intellectualism as our
research. It is an interesting topic since some of the students have been smart shamed
seeing that they have potential and can possess the good points or right statement.
SIGNIFICANCE OF THE STUDY
Students - the students will be able to broaden their understanding and awareness
about anti-intellectualism and assess if they are actually inclined to it. This study will
educate them on the effect of anti-intellectualism on the interpersonal skills of a student
and ways on how they can avoid such.
Academic Achievers - this study will make them see anti-intellectualism as a factor
that affects their holistic growth as a student and find ways on how they can avoid such
and further improve their interpersonal skills and Academic performance.
Teachers - This study will raise awareness among teachers that smart shaming is
happening in school. They will be able to scrutinize it and formulate ways on how to
eradicate or at least lessen the cases of anti-intellectual cases among their students.
Academe - To serve as a contribution to the related studies about anti-intellectualism or
smart shaming which can be used to provide facts.
Parents - they will be more aware that their child may experience smart shaming in
school. In that way, parents will work in cooperation with the school administrators in
finding ways to solve conflict related to anti-intellectualism.
Guidance Officers - this study serves as a basis for guidance Officers in accessing and
formulating solutions for students' cases and issues related to anti-intellectualism. This
can serve as an instrument in promoting student welfare in a more effective way.
Participants - the result of the study will give them more knowledge about anti-
intellectualism.
Researchers - ideas and conclusions that will be formulated upon the completion of this
study can serve as reference for Researchers who will conduct studies related to anti-
intellectualism.
SCOPE AND LIMITATIONS
The coverage of the study focuses on the impact of anti-intellectualism towards
academic performance. It also involves the students experiencing smart-shaming,
teachers and the researchers. The selection of respondents are only limited since there
are lots of students in Christian Samaritan School of Pulot Tagoloan Misamis Oriental
Senior High School who are experiencing smart shaming and has a big impact of
academic performance. The researcher aims that there are only limited time to gather
information and selected only those senior high school students who are experiencing
smart shaming in Christian Samaritan School. This research was conducted only on
Senior High School Students in Christian Samaritan School.
DEFINITION OF TERMS
Anti-Intellectualism - opposing or hostile to intellectuals or to an intellectual view or
approach.
Academic performance - is the measurement of student achievement across various
academic subjects.
Intelligence - the ability to apply knowledge to manipulate one's environment or to think
abstractly as measured by objective criteria.
Information - Any fact or set of facts, knowledge, news, or advice, whether
communicated by others or obtained by personal study and investigation.

Mental-health - includes our emotional, psychological, and social well-being. It affects
how we think, feel, and act.
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents a review of related literature in foreign and local settings
to our research topic, "Anti-Intellectualism: How does it Affect the Academic
Performance of the Selective Honor Students”. Moreover, it shows different variables
related to the study. This chapter includes ideas, published thesis, and generalization or
conclusions. Those included in this chapter help in familiarizing relevant and similar
information to the given study.
Literature and Studies in Foreign Setting
In ‘A Brief History of Anti-Intellectualism in American Media’ Claussen (2004)
follows Rigney’s (1991) theory of American anti-intellectualism identifying three major
types: (1) religious antirationalism,’ the view that emotion is warm (that is, good) and
reason cold (bad), an outlook often complemented by absolute systems of belief
(primarily conservative Protestantism). (2) populist anti-elitism,’ public skepticism first of
the patrician class of ‘gentlemen politicians’ and old money (which still flares up, as
against George H. W. Bush) and later public hostility toward. (3) unreflective
instrumentalism,’ beliefs and behavior indicating that knowledge is worthless unless it
immediately and directly leads to material gain, such as profits or higher salaries and
wages.
Noddings (2007) writes of ‘The New Anti-Intellectualism in America’ brought
about by ‘curricula rigor and pedagogical fraud’: It seems odd to accuse the schools of
anti-intellectualism when they are engaged in a relentless drive for higher test scores,
and students are required to take more difficult academic courses. Passing rates on
some state and local tests show small increases, but there has been little if any
improvement on well-established national tests. The small gains we’ve seen may be the
result of concentrated instruction on narrowly defined objectives. But we are not
promoting intellectual habits of mind. Indeed, we may be reducing intellectual life to
mental labor.
John Elder (2015) writing in The Age asks: ‘Is anti-intellectualism killing the
national conversation?’ and continues: In the main we Australians get along pretty well,
as long as we don’t try to talk to one another about anything complicated. In that event,
the name-calling begins. We’re at each other’s throats. Then we try and put things back
on an even keel, show that we’re a top bunch of blokes and move on as best we can.
Because what we really want from, say, the Adam Goodes imbroglio is the same thing
we want from asylum seekers and climate change: we want the trouble to go away and
for everything to be lovely.
In The Courier Mail (2006) going back some years it is reported that an
Australian politician Lindsay Tanner that ‘most Australians are anti-intellectual and
hostile towards education’ arguing that ‘parents are partly to blame for a culture of anti-
intellectualism in Australia.’ He is reported as saying: ‘There’s a lot of evidence that

we’re still disdaining of learning, we’re still regarding learning activity as something that
`real Aussies’ don’t get into too much.’16 (see Glasson’s, 2012, study of anti-
intellectualism in Australian newspapers).The character of anti-intellectualism in small
white settler ex-colonies share a instrumental pragmatism, a disdain for the theoretical,
a suspicion of anything that does not seem to have an immediate use value, and a
strong emphasis on force, strength and masculinity that exhibit itself in sporting
prowess. As rapid urbanization erodes a rural and agricultural past and the middle
classes become stronger in their own professional identities, anti-intellectualism gives
way to cultural emulation and also to a sustainable intellectual culture.
An important first step in conceptualizing anti-intellectualism or smart-shaming
involves defining its opposite. Intellectualism is a dedication to acquiring knowledge
from reason, contemplation, or analytical thought. On the other extreme of the, anti-
intellectualism can be defined as the depreciation of the complexity associated with
intellectual pursuits, and a rejection of the elitism and self-aware attitude of distinction
that is commonly associated with intellectual life (Shogan, 2007).
Paul Trout (1996) cited that condemning intellectual endeavors as boring, resenting
academic requirements as an intrusion on free time, refusing to learn any more than is
necessary to get a good grade, and ridiculing high – achievers are few of the ways on
how smart – shaming is demonstrated. Elvin Lim (2008) explained that there are two
reasons why some people are against intellectualism. These are: (a) anti– intellectuals
assume that intellectualism exhibits an elitist behavior and (b) anti –intellectualism
posits that speaking the language of the people increases democratic participation.
Literature and Studies in Local Setting
According to Julia Jasmine Madrazo-Sta. Romana which was published on July
6, 2015 entitled Pinoy Culture of anti-intellectualism, we all agree that knowledge is
power. So why is it that there are so many people who are proud of the fact that they're
dumb? Or simply put: why does there seem to be a culture of anti-intellectualism in the
Philippines? The phenomenon of anti-intellectualism but first, we must ask: What is anti-
intellectualism? It was Isaac Asimov who explained this is the best in an interview in the
1980 's. "There is a cult of ignorance in the United States, and there has always been.
The strain of anti-intellectualism has been a constant thread winding its way through our
political and cultural life, nurtured by the false.
While it's no doubt that there are intellectual Pinoys but one must question why,
"Why do these intellectual Pinoys only succeed abroad?" That is a very good question
to ask about why certain Pinoys make it big abroad but do not make it big in the
Philippines. The Philippines as a majority is pretty much anti-intellectual. With that fact
in mind, one should never wonder why the Philippines has No Direction. What does it
mean to be an intellectual? Intellectual is "relating to the ability to think in a logical way."
or "enjoying serious study or thought.". On the other hand, intelligent simply means,
"having a high mental capacity.". Now here's the issue, it’s possible to be dumb and
intellectual at the same time, it's possible to be intelligent and stupid. Dumb only means
slow learner, stupid is when a person purposely rejects intellectualism, sees he/she is
wrong but refuses to accept it. It may be the problem of the Philippines that there are a
lot of intelligent Pinoys but they choose to be stupid. Stupidity is a choice, being dumb
isn't. Besides, I know there will be point misers every now and then who hate this blog
and never bother to take things into context
A quick search on the internet will lead you to various news sites and blogs
that seek to discuss anti-intellectualism in the Philippines. It neither starts nor stops at
the personal accounts shared by individuals in their blogs. Miriam Defensor-Santiago, a
woman who is highly educated with an excellent political career and plenty of awards
and honors to show for it —yet many still consider her “baliw” for her quirky attitude.
Pilosopo Tasyo, in Jose Rizal’s timeless novel “Noli Me Tangere”, is a well-learned old
man who is a philosopher and a wise adviser by the educated but considered crazy by
the ill-learned. From 'entertainment promoting stupidity’, sensationalism of the news,
poor education, and history; there are plenty of reasons attributed by bloggers to have
caused the phenomena of anti-intellectualism in the Philippines. One of the major
suspects pointed out is the shallow entertainment brought by the television; to call the
plot of common telenovela is subpar is an understatement; the mainstream local TV
game shows requires little to no amount of thinking; plenty of the top grossing films are
self-admitted mindless humor; and rumors, gossip, and intrigue fit for tabloid is too
commonly seen in the headlines. The education system isn't off the hook; plenty of
textbooks are outdated and badly written, not to mention that money ensures graduation
regardless of competence. Another possible reason for the distrust intellectuals is the
history of the Philippines itself. The Spaniards, for instance, have severely limited the
education of the common Filipino. Under the supervision of the religious orders, schools
have emphasized secondary and higher education for a few than promoting primary
education for them asses. For the great mass of Filipinos, it is either that they've
received no education at all or learned only the mechanical processes of reading and
writing without much contribution to one's ability for independent thought as it is
observed that students were tended to speak only what they have heard or memorized.
On the other hand, the smart and infamous dictator Ferdinand Marcos may have
contributed to the distrust in intellectuals as well. At the latter end of the 20th century,
there has been a trend in Philippine politics involving the use of the word ‘intellectual’ as
an insult to those running for public office. Politicians had also been known to downplay
their academic and career achievements in order to appeal to the masses, not to
mention that there are politicians that have reportedly been known to celebrate their
ignorance. This begs the question, is our culture, the Filipino culture, anti-intellectual? At
a glance, it is very easy to say yes; however, if we look through the lens of Kapwa
Psychology by the father of Filipino Psychology, Dr. Virgilio Enriquez may shed some
light into the phenomenon. According to him, Kapwa is a core concept of Filipino Social
Psychology which, for the most part, is concerned so how does Kapwa Psychology
contribute to smart shaming if it seems so contradictory? We can imagine the
environment the common Filipino has in its day to day lives: it is glaringly clear that the
Philippines is lacking the proper environment to establish intellectualism to the common
folk.
CHAPTER 3
METHODOLOGY
This chapter presents the following methodology to be used in this study.
Specifically, it discusses the following: research design, research respondents, data
gathering procedure and treatment of data.
RESEARCH DESIGN AND METHOD
This is a quantitative type of research design that uses descriptive method to
empirically presents and determine whether anti-intellectualism affects the grade 11
STEM students (set A and B). This method is the most appropriate to use because the
researchers are going to test the students. It is also useful to evaluate and quantify a
large number of samples needed for more quantitative form of experimentation. This will
be the best method to identify how many grade 11 STEM students from set A and B are
being affected by anti-intellectualism since they will be given choices to choose in the
survey questionnaire.
RESEARCH RESPONDENT
This research will be carried out by Grade 11- STEM students set A and B
who will test their personal effects of Anti-intellectualism and find out if they are one of
the victims of this relevant issue. Since the instrument is classified, it has not been
confirmed if all the students will have to participate. Each individual will have the chance
to choose whether to participate or not.
DATA GATHERING PROCEDURE
The researchers made a letter of approval to conduct the study at Christian
Samaritan School (Tagoloan branch) through the advisory of Practical Research, Mr.
Kendrey J. Uban. They had allotted vigorous time, effort, and teamwork to develop their
questionnaire to serve its intended respondents. The test was created using relevant
questions modified from related research and some individual questions created by the
researchers, and it is comprised of 3 main parts. The researchers will explain to the
respondents the importance of their responses to the study. They will clarify some terms
to the respondents to answer the test with full knowledge of their responsibility as the
study's subject. After the respondents take the tests, the forms will be checked, tallied,
interpreted, and analyzed.
TREATMENT OF THE DATA
The study employed a quantitative analysis of data using descriptive
statistics. Specially, the used tools are the mean, median, mode, frequency, and
percentage. After collecting data, it was then analyzed through central tendencies such
as the Likert Scale with the aid of Google forms' automated results and Microsoft Excel
spreadsheets, plotting it to conclude the overall responses. With the Likert Scale, we
added each respondent's answer (scale 1 to 6 ) then divided it into its number of
choices ( 5 ) to extract its overall result.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION AND DATA
This chapter provides the presentation of statistical data relative to the problems
posted. The corresponding analysis and interpretation of data are incorporated in this
portion of the study gathered from the respondents about Anti-intellectualism: Its
personal effects to Grade 11- STEM A and B at Christian Samaritan School (Tagoloan
branch).
STEM A
Question No.1 Do you get offended when people criticize your intelligence?
ASPECTS FREQUENCY PERCENTAGE

STRONGLY AGREE 3 20%
AGREE 9 60%
UNDECIDED 1 7%
DISAGREE 2 13%
STRONGLY DISAGREE 0 0%
TOTAL 15 100%
Table 1 shows the distribution of respondents when asked about the question “Do you
get offended when people criticize your intelligence?” It can be shown that there were
9(60%) of the respondents who preferably select to answer (AGREE), while there were
1(7%) of the respondents who choose (UNDECIDED).
Question No.2 Do you find it difficult to deal with smart-shaming?

AGREE 12 80%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
find it difficult to deal with smart-shaming?” It can be shown that there were 12(80%) of
the respondents who preferably select to answer (AGREE), while there were 1(7%) of
the respondents who choose (UNDECIDED).
Question No.3 When someone questioned your intelligence, does it make you feel less
confident?

AGREE 7 46%
UNDECIDED 1 7%
DISAGREE 1 7%
TOTAL 15 100%
Table 3 shows the distribution of respondents when asked about the question “When
someone questioned your intelligence, does it make you feel less confident?” It can be
shown that there were 7(46%) of the respondents who preferably select to answer
(AGREE), while there were 1(7%) of the respondents who choose (UNDECIDE and
DISAGREE).
Question No.4 When someone has high expectations for your academics success, do
you feel under pressure?

AGREE 5 33%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
Table 4 shows the distribution of respondents when asked about the question “When
someone has high expectations for your academic success, do you feel under
pressure?” It can be shown that there were 9(60%) of the respondents who preferably
select to answer (STRONGLY AGREE), while there were 1(7%) of the respondents who
choose (UNDECIDED).
Question No.5 Have you ever experienced self-doubt or insecurity as a result of smart-
shaming?

AGREE 8 53%
UNDECIDED 0 0%
DISAGREE 3 20%
TOTAL 15 100%
Table 5 shows the distribution of respondents when asked about the question “Have
you ever experienced self-doubt or insecurity as a result of smart-shaming?” It can be
(AGREE), while there were 3(20%) of the respondents who choose (DISAGREE)
Question No.6 Does smart-shaming have a big impact on your academic

performance?

AGREE 6 40%
UNDECIDED 0 0%
DISAGREE 3 20%
TOTAL 15 100%
Table 6 shows the distribution of respondents when asked about the question “Does
smart-shaming have a big impact on your academic performance?” It can be shown
that there were 6(40%) of the respondents who preferably select to answer
(STRONGLY AGREE AND AGREE), while there were 3(20%) of the respondents who
choose (DISAGREE).
Question No.7 Do you believe that jealousy is one of the reason why people judge
intellectuals?

AGREE 7 46%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
believe that jealousy is one of the reason why people judge intellectuals?” It can be
(STRONGLY AGREE AND AGREE), while there were 1(7%) of the respondents who
choose (UNDECIDED).
Question No.8 Are you one of the students who worries about failing?

AGREE 6 40%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
Table 8 shows the distribution of respondents when asked about the question “Are you
one of the students who worries about failing?” It can be shown that there were 8(53%)
of the respondents who preferably select to answer (STRONGLY AGREE), while there
were 1(7%) of the respondents who choose (UNDECIDED).
Question No.9 Do you feel anxious when you’re unsure about your answer?

AGREE 2 13%
UNDECIDED 5 34%
DISAGREE 0 0%
TOTAL 15 100%
feel anxious when you’re unsure about your answer?” It can be shown that there were
8(53%) of the respondents who preferably select to answer (STRONGLY AGREE),
while there were 2(13%) of the respondents who choose (AGREE).
Question No.10 Do you have irrational fear when it comes to oral recitation or other
individual activities?

AGREE 9 60%
UNDECIDED 0 0%
DISAGREE 1 6%
TOTAL 15 100%
have irrational fear when it comes to oral recitation or other individual activities?” It can
be shown that there were 9(60%) of the respondents who preferably select to answer
(STRONGLY AGREE), while there were 1(6%) of the respondents who choose
(DISAGREE).
Question No. 11 Are you a consistent honor student?

AGREE 6 40%
UNDECIDED 4 27%
DISAGREE 2 13%
TOTAL 15 100%
a consistent honor student?” It can be shown that there were 6(40%) of the
respondents who preferably select to answer (AGREE), while there were 1(7%) of the
respondents who choose (STRONGLY DISAGREE).
Question No.12 Did someone ever refer you as “sip-sip” for always participating in clas

STRONGLY AGREE 0 0%
AGREE 2 13%
UNDECIDED 4 27%
DISAGREE 7 47%
TOTAL 15 100%
Table 12 shows the distribution of respondents when asked about the question “Did
someone ever refer you as “sip-sip” for always participating in class?” It can be shown
(DISAGREE), while there were 2(13%) of the respondents who choose (AGREE AND
STRONGLY DISAGREE).
Question No.13 Are you forced to take STEM as a strand because there are many
high-paying job courses available, even if your dream job does not fall under STEM
strand?

STRONGLY AGREE 0 0%
AGREE 2 13%
UNDECIDED 0 0%
DISAGREE 7 47%
TOTAL 15 100%
forced to take STEM as a strand because there are many high-paying job courses
available, even if your dream job does not fall under STEM strand?” It can be shown
(DISAGREE), while there were 2(13%) of the respondents who choose (AGREE).
Question No.14 In your opinion, do you think asking a lot of questions means you’re
dumb?

STRONGLY AGREE 0 0%
AGREE 0 0%
UNDECIDED 3 20%
DISAGREE 5 33%
TOTAL 15 100%
Table 14 shows the distribution of respondents when asked about the question “In your
opinion, do you think asking a lot of questions means you’re dumb?” It can be shown
(STRONGLY DISAGREE), while there were 3(20%) of the respondents who choose
(UNDECIDED).
Question No.15 Do you think that only intelligent people can change the world into a
bright future?

AGREE 0 0%
UNDECIDED 1 7%
DISAGREE 5 33%
TOTAL 15 100%
think that only intelligent people can change the world into a bright future?” It can be
(AGREE).
Question No.16 As a STEM student, do you feel that you are left out in your
classroom?

STRONGLY AGREE 1 6%
AGREE 1 7%
UNDECIDED 4 27%
DISAGREE 6 40%
TOTAL 15 100%
Table 16 shows the distribution of respondents when asked about the question “As a
STEM student, do you feel that you are left out in your classroom?” It can be shown
(DISAGREE), while there were 1(6%) of the respondents who choose (STRONGLY
AGREE).
Question No.17 Have you ever judge or believed that a person’s knowledge relied on
their appearance?

AGREE 0 0%
UNDECIDED 0 0%
DISAGREE 10 67%
TOTAL 15 100%
you ever judge or believed that a person’s knowledge relied on their appearance?” It
can be shown that there were 10(67%) of the respondents who preferably select to
answer (DISAGREE), while there were 2(13%) of the respondents who choose
(STRONGLY AGREE).
Question No.18 Have you ever had a teacher that emphasized maintaining your
excellence standing?

STRONGLY AGREE 1 7%
AGREE 6 40%
UNDECIDED 5 33%
DISAGREE 3 20%
TOTAL 15 100%
you ever had a teacher that emphasized maintaining your excellence standing?” It can
(AGREE), while there were 1(7%) of the respondents who choose (STRONGLY
AGREE).
Question No.19 Did anyone evaluate your ability and mindset as a STEM student?

AGREE 5 33%
UNDECIDED 3 20%
DISAGREE 3 20%
TOTAL 15 100%
anyone evaluate your ability and mindset as a STEM student?” It can be shown that
there were 5(33%) of the respondents who preferably select to answer (AGREE), while
there were 3(20%) of the respondents who choose (UNDECIDED and DISAGREE).
Question No. 20 Do you believe that intelligence is not the only factor that determines
success?

AGREE 8 53%
UNDECIDED 0 0%
DISAGREE 0 0%
TOTAL 15 100%
believe that intelligence is not the only factor that determines success?” It can be
(AGREE), while there were 7(47%) of the respondents who choose (UNDECIDED,
DISAGREE, and STRONGLY DISAGREE).
Question No.21 Do you become upset when someone mocks your work?
ASPECTS FREQUENCY PERCENT

AGREE 6 40%
UNDECIDED 0 0%
DISAGREE 2 13%
TOTAL 15 100%
become upset when someone mocks your work?” It can be shown that there were
7(47%) of the respondents who preferably select to answer (STRONGLY AGREE),
while there were 2(13%) of the respondents who choose (DISAGREE).
Question No.22 Did you ever feel self-conscious if someone had more creative mind?

AGREE 5 34%
UNDECIDED 2 13%
DISAGREE 4 27%
TOTAL 15 100%
Table 22 shows the distribution of respondents when asked about the question “Did you
ever feel self-conscious if someone had more creative mind?” It can be shown that
there were 2(13%) of the respondents who choose (STRONGLY AGREE, UNDECIDED
and STRONGLY DISAGREE).
Question No.23 Do you overthink your ideas before sharing them?

AGREE 7 46%
UNDECIDED 4 27%
DISAGREE 1 7%
TOTAL 15 100%
overthink your ideas before sharing them?” It can be shown that there were 7(46%) of
the respondents who choose (STRONGLY DISAGREE)
Question No. 24 In terms of academics, are you competitive?

AGREE 3 20%
UNDECIDED 5 34%
DISAGREE 2 13%
TOTAL 15 100%
Table 24 shows the distribution of respondents when asked about the question “In
terms of academics, are you competitive?” It can be shown that there were 5(34%) of
the respondents who preferably select to answer (UNDECIDED), while there were
2(13%) of the respondents who choose (DISAGREE and STRONGLY DISAGREE).
Question No.25 Do you work excessively hard on your school works in an efforts to
garner favorable comments from other?

AGREE 5 34%
UNDECIDED 5 33%
DISAGREE 2 13%
TOTAL 15 100%
work excessively hard on your schoolwork in an effort to garner favorable comments
from others?” It can be shown that there were 5(34%) of the respondents who
preferably select to answer (AGREE and UNDECIDED), while there were 2(13%) of the
respondents who choose (DISAGREE).
Question No.26 Have you ever been compared to others based on your intelligence?

AGREE 9 60%
UNDECIDED 0 0%
DISAGREE 2 13%
TOTAL 15 100%
you ever been compared to others based on your intelligence?” It can be shown that
there were 2(13%) of the respondents who choose (DISAGREE).
Question No.27 Do you feel uneasy when someone says, “you’re STEM student so
you must be a brilliant person”?

STRONGLY AGREE 6 40’%
AGREE 3 20%
UNDECIDED 3 20%
DISAGREE 1 7%
TOTAL 15 100%
feel uneasy when someone says, “you’re a STEM student, so you must be a brilliant
person?” It can be shown that there were 6(40%) of the respondents who preferably
select to answer (STRONGLY AGREE), while there were 1(7%) of the respondents who
choose (DISAGREE).
Question No.28 Does your strand give you the fortitude to handle or challenge
difficulties, especially when others believe that STEM has the ability to do things that
other strands cannot?

AGREE 5 33%
UNDECIDED 4 27%
DISAGREE 2 13%
TOTAL 15 100%
your strand give you the fortitude to handle or challenge difficulties, especially when
others believe that STEM has the ability to do things that other strands cannot? ” It can
(AGREE), while there were 2(13%) of the respondents who choose (DISAGREE).
Question No.29 Do you notice any changes in yourself as a result of being smart-
shamed?

AGREE 5 33%
UNDECIDED 3 20%
DISAGREE 3 20%
TOTAL 15 100%
notice any changes in yourself as a result of being smart-shamed?” It can be shown
that there were 5(33%) of the respondents who preferably select to answer (AGREE),
while there were 0(0%) of the respondents who choose (STRONGLY DISAGREE).
Question No.30 Does it bother as a student when someone criticizes an intellectual?

AGREE 6 40%
UNDECIDED 0 0%
DISAGREE 1 7%
TOTAL 15 100%
Table 30 shows the distribution of respondents when asked about the question “Does it
bother as a student when someone criticizes an intellectual?” It can be shown that
there were 8(53%) of the respondents who preferably select to answer (STRONGLY
AGREE), while there were 0(0%) of the respondents who choose (UNDECIDED and
STRONGLY DISAGREE).
STEM B
Question No.1 Do you get offended when people criticize your intelligence?

AGREE 6 40%
UNDECIDED 4 26%
DISAGREE 1 7%
TOTAL 15 100%
Table 1 shows the distribution of respondents when asked about the question “ Do you
get offended when people criticize your intelligence?” It can be shown that there were
1(7%) of the respondents who choose (DISAGREE and STRONGLY DISAGREE).
Question No.2 Do you find it difficult to deal with smart-shaming?

STRONGLY AGREE 0 0%
AGREE 8 53%
UNDECIDED 1 7%
DISAGREE 4 27%
TOTAL 15 100%
Table 2 shows the distribution of respondents when asked about the question “ Do you
find it difficult to deal with smart-shaming?” It can be shown that there were 8(53%) of
the respondents who choose (UNDECIDED).
Question No.3 when someone questioned your intelligence, does it make you feel less
confident?

AGREE 7 47%
UNDECIDED 0 0%
DISAGREE 3 20%
TOTAL 15 100%
Table 3 shows the distribution of respondents when asked about the question “when
(AGREE), while there were 3(20%) of the respondents who choose (DISAGREE and
STRONGLY DISAGREE).
Question No.4 When someone has high expectations for your academics success, do
you feel under pressure?

AGREE 6 40%
UNDECIDED 1 7%
DISAGREE 2 13%
TOTAL 15 100%
Table 4 shows the distribution of respondents when asked about the question “when
(AGREE), while there were 1(7%) of the respondents who choose (UNDECIDED AND
STRONGLY DISAGREE).
Question No.5 Have you ever experienced self-doubt or insecurity as a result of smart-
shaming?

STRONGLY AGREE 1 7%
AGREE 6 40%
UNDECIDED 4 26%
DISAGREE 3 20%
TOTAL 15 100%
you ever experienced self-doubt or insecurity as a result of smart-shaming?” It can be
(AGREE), while there were 1(7%) of the respondents who choose (STRONGLY
AGREE and STRONGLY DISAGREE).

Question No.6 Does smart-shaming have a big impact on your academic
performance?

STRONGLY AGREE 1 7%
AGREE 7 47%
UNDECIDED 3 20%
DISAGREE 4 27%
TOTAL 15 100%
smart-shaming have a big impact on your academic performance?” It can be shown that
there were 1(7%) of the respondents who choose (STRONGLY AGREE).
Question No.7 Do you believe that jealousy is one of the reason why people judge
intellectuals?

AGREE 7 47%
UNDECIDED 1 6%
DISAGREE 3 20%
TOTAL 15 100%
believe that jealousy is one of the reason why people judge intellectuals?” It can be
(AGREE), while there were 1(6%) of the respondents who choose (UNDECIDED).
Question No.8 Are you one of the students who worries about failing?
AGREE 7 46%
UNDECIDED 1 7%
DISAGREE 1 7%
TOTAL 15 100%
one of the students who worries about failing?” It can be shown that there were 7(46%)
of the respondents who preferably select to answer (AGREE), while there were 1(7%) of
the respondents who choose (UNDECIDED and DISAGREE).
Question No.9 Do you feel anxious when you unsure about your answer?
AGREE 6 40%
UNDECIDED 2 13%
DISAGREE 1 7%
TOTAL 15 100%
feel anxious when you unsure about your answer?” It can be shown that there were
6(40%) of the respondents who preferably select to answer (STRONGLY AGREE and
AGREE), while there were 1(7%) of the respondents who choose (DISAGREE).
Question No.10 Do you have irrational fear when it comes to oral recitation or other
individual activities?

AGREE 4 27%
UNDECIDED 3 20%
DISAGREE 2 13%
TOTAL 15 100%
have irrational fear when it comes to oral recitation or other individual activities?” It can
(DISAGREE).
Question No. 11 Are you a consistent honor student?

AGREE 3 20%
UNDECIDED 6 40%
DISAGREE 3 20%
TOTAL 15 100%
a consistent honor student?” It can be shown that there were 6(40%) of the respondents
who preferably select to answer (UNDECIDED), while there were 1(7%) of the
respondents who choose (STRONGLY DISAGREE).
Question No.12 Did someone ever prefer you as “sip-sip” for always participating in
class?

STRONGLY AGREE 0 0%
AGREE 3 20%
UNDECIDED 2 13%
DISAGREE 7 47%
TOTAL 15 100%
someone ever prefer you as “sip-sip” for always participating in class?” It can be shown
(DISAGREE), while there were 2(13%) of the respondents who choose (UNDECIDED).
Question No.13 Are you forced to take STEM as a strand because there are many
high-paying job courses available, even if your dream job does not fall under STEM
strand?

AGREE 2 13%
UNDECIDED 1 6%
DISAGREE 4 27%
TOTAL 15 100%
forced to take STEM as a strand because there are many high-paying job courses
available, even if your dream job does not fall under STEM strand?” It can be shown
(STRONGLY AGREE, DISAGREE, and STRONGLY), while there were 1(6%) of the
respondents who choose (UNDECIDED).

Question No.14 In your opinion, do you think asking a lot of questions means you’re
dumb?

STRONGLY AGREE 1 6%
AGREE 4 27%
UNDECIDED 2 13%
DISAGREE 4 27%
TOTAL 15 100%
Table 14 shows the distribution of respondents when asked about the question “In your
opinion, do you think asking a lot of questions means you’re dumb?” It can be shown
that there were 4(27%) of the respondents who preferably select to answer (AGREE,
DISAGREE, and STRONGLY AGREE), while there were 1(6%) of the respondents who
choose (STRONGLY AGREE).
Question No.15 Do you think that only intelligent people can change the world into a
bright future?

STRONGLY AGREE 1 7%
AGREE 2 14%
UNDECIDED 2 13%
DISAGREE 2 13%
TOTAL 15 100%
think that only intelligent people can change the world into a bright future?” It can be
(STRONGLY AGREE).
Question No. 16 As a STEM student, do you feel that you are left out in your
classroom?

STRONGLY AGREE 0 0
AGREE 5 33%
UNDECIDED 2 13%
DISAGREE 4 27%
TOTAL 15 100%
Table 16 shows the distribution of respondents when asked about the question “As a
STEM student, do you feel that you are left out in your classroom?” It can be shown that
there were 2(13%) of the respondents who choose (UNDECIDED).
Question No.17 Have you ever judge of believe that a person’s knowledge relied on
their appearance?

STRONGLY AGREE 0 0%
AGREE 3 20%
UNDECIDED 4 27%
DISAGREE 1 6%
TOTAL 15 100%
you ever judge of believe that a person’s knowledge relied on their appearance?” It can
(DISAGREE).
Question No.18 Have you ever had a teacher that emphasized maintaining your
excellence standing?

AGREE 3 20%
UNDECIDED 6 40%
DISAGREE 3 20%
TOTAL 15 100%
you ever had a teacher that emphasized maintaining your excellence standing?” It can
(UNDECIDED), while there were 3(20%) of the respondents who choose (STRONGLY
AGREE, AGREE and DISAGREE).
Question No.19 Did anyone evaluate your ability and mindset as a STEM student?
AGREE 6 40%
UNDECIDED 4 27%
DISAGREE 2 13%
TOTAL 15 100%
anyone evaluate your ability and mindset as a STEM student?” It can be shown that
there were 2(13%) of the respondents who choose (STRONGLY AGREE and
DISAGREE).
Question No. 20 Do you believe that intelligence is not the only factor that determines
success?

AGREE 6 40%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
believe that intelligence is not the only factor that determines success?” It can be shown
(UNDECIDED and STRONGLY DISAGREE).
Question No.21 Do you become upset when someone mocks your work?
ASPECTS FREQUENCY PERCENT
AGREE 8 53%
UNDECIDED 1 7%
DISAGREE 2 13%
TOTAL 15 100%
become upset when someone mocks your work?” It can be shown that there were
1(7%) of the respondents who choose (UNDECIDED and STRONGLY DISAGREE).
Question No.22 Did you ever feel self-conscious if someone had more creative mind?
AGREE 5 33%
UNDECIDED 0 0%
DISAGREE 4 27%
TOTAL 15 100%
Table 22 shows the distribution of respondents when asked about the question “Did you
ever feel self-conscious if someone had more creative mind?” It can be shown that
there were 3(20%) of the respondents who choose (STRONGLY AGREE and
STRONGLY DISAGREE).
Question No.23 Do you overthink your ideas before sharing them?

AGREE 6 40%
UNDECIDED 1 7%
DISAGREE 0 0%
TOTAL 15 100%
overthink your ideas before sharing them?” It can be shown that there were 8(53%) of
the respondents who preferably select to answer (STRONGLY AGREE), while there
Question No. 24 In terms of academics, are you competitive?

AGREE 5 34%
UNDECIDED 5 33%
DISAGREE 3 20%
TOTAL 15 100%
Table 24 shows the distribution of respondents when asked about the question “In
terms of academics, are you competitive?” It can be shown that there were 5(34%) of
the respondents who choose (STRONGLY AGREE).
Question No.25 Do you work excessively hard on your school works in an efforts to
garner favorable comments from other?

AGREE 7 47%
UNDECIDED 1 7%
DISAGREE 3 20%
TOTAL 15 100%
work excessively hard on your school works in an efforts to garner favorable comments
from other?” It can be shown that there were 7(47%) of the respondents who preferably
select to answer (AGREE), while there were 1(7%) of the respondents who choose
(UNDECIDED).
Question No.26 Have you ever been compared to others based on your intelligence?

AGREE 7 47%
UNDECIDED 0 0%
DISAGREE 1 7%
TOTAL 15 100%
you ever been compared to others based on your intelligence?” It can be shown that
there were 1(7%) of the respondents who choose (DISAGREE).
Question No.27 Do you feel uneasy when someone says, “you’re STEM student so
you must be a brilliant person”?

STRONGLY AGREE 2 13’%
AGREE 7 47%
UNDECIDED 2 14%
DISAGREE 2 13%
TOTAL 15 100%
feel uneasy when someone says, “you’re STEM student so you must be a brilliant
person”?” It can be shown that there were 7(47%) of the respondents who preferably
select to answer (AGREE), while there were 2(13%) of the respondents who choose
(STRONGLY AGREE, UNDECIDED, DISAGREE and STRONGLY DISAGREE).
Question No. 28 Does your strand give you the fortitude to handle or challenge
difficulties, especially when others believe that STEM has the ability to do things that
other strands cannot?

AGREE 8 53%
UNDECIDED 3 20%
DISAGREE 2 13%
TOTAL 15 100%
your strand give you the fortitude to handle or challenge difficulties, especially when
others believe that STEM has the ability to do things that other strands cannot?” It can
(AGREE), while there were 2(13%) of the respondents who choose (DISAGREE).
Question No.29 Do you notice any changes in yourself as a result of being smart-
shamed?

STRONGLY AGREE 0 0%
AGREE 6 40%
UNDECIDED 5 34%
DISAGREE 2 13%
TOTAL 15 100%
notice any changes in yourself as a result of being smart-shamed?” It can be shown that
there were 2(13%) of the respondents who choose (DISAGREE and STRONGLY
DISAGREE).
Question No.30 Does it bother as a student when someone criticizes an intellectual?

AGREE 6 40%
UNDECIDED 2 13%
DISAGREE 0 0%
TOTAL 15 100%
Table 30 shows the distribution of respondents when asked about the question “Does it
bother as a student when someone criticizes an intellectual?” It can be shown that there
were 6(40%) of the respondents who preferably select to answer (AGREE), while there

Supporting Details:
1. Earl Howard Gardner, American developmental psychologist and the John H. and
Elisabeth A. Hobbs Research Professor of Cognition and Education
2. Adie Pieraz, Extras, POP CULTURE
3. People or students with a high level of self-esteem have a low level of anti-intellectual
behaviour. (C. K. Cuizon et al., 2017)
4. “Smart-Shaming is similar to crab mentality. The people in the Philippines drag other
people down when they see them being successful, like smart shaming because some
people do not like seeing someone smarter than them” ( Raymundo, 2015)
5. “Shame was found pervasive and a harmful impact of the emotions to those who are
experiencing it”. (Gibson, 2016)
6. “According to the various researches can also lead to poor academic performance
and can even lead to academic dishonesty” (Fortuno and Cuason, 2017)
7. Pradz Sapre
8. John Caldwell Holt author and educator
9. Dona J. Young writing teacher, corporate trainer
10. Craig N. Sawchuk

11. Julia Jasmine Madrazo Sta. Romana
12. Lillian C. Garcia
13. Pursuing STEM Careers: Perspectives of Senior High School Students, The
alignment to the preferred course in college is the primary reason of the participants for
enrolling in STEM. Almost all of the students wanted to pursue STEM-related careers
after their university graduation. Further personal aspiration is the main reason for the
participants to pursue STEM-related professions.
14. Mariam Defensor Santiago
15. Michael Edward Martinez
16. Lily Claiborne, John Morrell, Joe Bandy and Derek Bruff
17. John Lock
18. John Dewey
19. Carol Dweck
20. Charles Spearman
21. Anam Ahmed
22. Mihaly Csikszentmihalyi
23. Gwendoline Smith
24. David A. Bergin & Helen C. Cooks
25. Challenges Faced by Grade 12 STEM Students
26. Earl Howard Gardner,
27. Thomas Roberts
28. Challenges Faced by Grade 12 STEM Students

29. “Some victims of this social issue easily lose their self-esteem, sense of
camaraderie and good interaction to other people as they share their own experiences.
(Waters & Winter, 2019)
30. Daniel Goleman
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and recommendation as reflected in
the findings of the study. The study was conducted at Christian Samaritan School
(Tagoloan Branch). The respondents of the survey are the Grade 11- STEM students
section A and B of Christian Samaritan School, of which a total of 30 respondents were
involved in the study. Respondents were randomly selected, and those who have the
means to answer on face-to-face surveys.
SUMMARY & FINDINGS
The following findings were summarized from the study:
1. Do respondents agree that being intelligent can lead to criticism?
2. Does the effect of coercion can affect the academic performance of
selective honor students?
3. When it comes to academic performance, why do people get competitive?

CONCLUSION
Based on the indicated findings, the following conclusions were drawn:
● Based on the data that we have gathered, most respondents AGREED
that if you are smart, you will be criticized. We came to the conclusion of
criticism that jealousy, insecurity, or annoyance are some of the reasons
why intellectuals are being criticized.
● According to our analysis, the pressure can have a negative outcome to
the academic performance of selective honor students. These effects can
lead them to stress and they can lose their title as an honor student
because they can’t focus, the title is just useless, or they will think that
losing that title is the solution to get rid of the criticism that they receive.
● Using the information we gathered.They’re scared that someone will
exceed and receive more recognition than them. They feel belittled when
they can’t get the highest rank that they wanted, and also don’t want to
receive any disappointment from their friends, family, and teachers.
RECOMMENDATION
Based on the conclusion drawn from this study, the following are highly recommended:
● With the concluded factors, the researchers recommend that intellectuals should use
their knowledge and be smarter to know that criticism should be ignored and never let
negativity consume you. Criticism is normal, just don’t take it as something bad, use that
feedback to help you grow. Keep an open mind when it comes to criticism.
● As stated in our conclusion that most of the selective honors students are pressured
when it comes to their academic performances, the researchers recommend that you
don't need to push yourself so much and a single mistake is not the end of the world.
instead of doubting your performances because you're not satisfied, put more of an
emphasis on enjoying your study.
● In the conclusion of our third statement of the problem, the researchers recommend
that you build self-confidence in your abilities and relying less on outside validation are
important steps in overcoming your competitiveness at school. If you believe in your
skills, you can avoid becoming extremely competitive and feel more confident.
BIBLIOGRAPHY
Angel Geloso. Impact of Smart Shaming To The Academic Performance Senior High
School Students of St. Augustine College-Las Piñas Branch.
https://www.scribd.com/document/436103540/COPYdocx?
fbclid=IwAR2_GdFihtqX0IwgLDEG4-9yOakaZRjfmOltnFxykSp998wA70XqfHyAg5o
Dr. Christen. (2020, December 14). The Shaming of One’s Smarts in the Filipino
Culture. WritingBros. Retrieved December 13, 2022, from https://writingbros.com/essay-
examples/the-shaming-of-ones-smarts-in-the-filipino-culture/
Edric Huang, Jenny Dorsey, Claire Mosteller, Emily Chen. Understanding Anti-
Intellectualism in the U.S. (2021).
https://www-studioatao-org.cdn.ampproject.org/v/s/www.studioatao.org/amp/
understanding-anti-intellectualism-in-the-u
Feliciano III Mungcal (2019) Understanding Smart Shaming: A Basic Qualitative Study
https://www.academia.edu/49388282/Understanding_Smart_Shaming_A_Basic_Qualita
tive_Study?fbclid=IwAR3_EvX8ziLuHCDLRt-
jHqreT5A4DuTdHFQWKt3wwP5OnJorn7WcM7plC18
Fitzwilliam Darcy. Anti-Intellectualism in The Philippines. https://www.ipl.org/essay/Anti-
Intellectualism-In-The-Philippines-F3VE3JYKRJEDR?
fbclid=IwAR33w7tbAXe6Cyu1vUvQxCw7nkDbniV6dI7iGprmW7gU5OVGdJE9NSGSVk
Judy Willis (2016) Judgment: Navigating Choices and Decisions
https://www.edutopia.org/blog/judgment-navigating-choices-and-decisions-judy-willis?
fbclid=IwAR24rWZkBDCiC-rBvL4Oetv4VZfJHQHN2TIErs1xgRKsMRQs5uRVRHLmxxk
Maricar D. (2022). Anti-Intellectualism: An Analysis on the Interpersonal Skills of STEM
Achievers
https://www.academia.edu/42972442/Anti_Intellectualism_An_Analysis_on_the_Interpe
rsonal_Skills_of_STEM_Achievers?
fbclid=IwAR2ZNzSdOK3joVDMIDr6W9zhXQBX3YE-
795ivnecXcK0zaEeRWICgR680W0
Michael A. Peters (2019) Anti-intellectualism is a virus, Educational Philosophy and
Theory, 51:4, 357-363, DOI: 10.1080/00131857.2018.1462946
Richard Hofstadter S. (1963) Anti-Intellectualism in American Life
https://books.google.com.ph/books/about/Anti_intellectualism_in_American_Life.html?
id=32rnqpOdlxQC&redir_esc=y
Smart-Shaming Research. (2020)https://www.coursehero.com/file/53211538/3-Smart-
ShamingResearchdocx/?
fbclid=IwAR3rLQLSkxsFd2WdKugc8RkfNZugCC1L5Z0zRjJ4WxiNLfqcDDlZVuufqLE
Shakira S. (2015) What’s up with the smart-shaming?
https://www.rappler.com/voices/imho/smartshaming/?
fbclid=IwAR0TP5oDxLzpiil15RwisDKhyorIgn8IaLa7igDztU5VURfhZudMGjhzBz8
The Philippines' Problem Of Anti-Intellectualism Prevailing In Society (2015)
https://makingitfuninthephilippines.blogspot.com/p/what-is-making-it-more-fun-
in_20.html
(2019) https://www.coursehero.com/file/42649047/SMART-SHAMING-REPORT-PART-
1docx/?fbclid=IwAR2yXaFZouaQhoToO4rIe2_cVV8vuHlWKsEkoIVTyYOI--
pVfTZj02LOsdI
CHRISTIAN SAMARITAN HEALTH SERVICES AND TECHNICAL SCHOOL, INC.
Matandang Sora St., Zone 7, Poblacion, Tagaloan, Misamis Oriental
𝗔𝗻𝘁𝗶-𝗶𝗻𝘁𝗲𝗹𝗹𝗲𝗰𝘁𝘂𝗮𝗹𝗶𝘀𝗺: 𝗜𝘁𝘀 𝗣𝗲𝗿𝘀𝗼𝗻𝗮𝗹 𝗘𝗳𝗳𝗲𝗰𝘁𝘀 𝘁𝗼 𝗚𝗿𝗮𝗱𝗲 𝟭𝟭- 𝗦𝗧𝗘𝗠 𝗔

𝗮𝗻𝗱 𝗕 𝗮𝘁 𝗖𝗵𝗿𝗶𝘀𝘁𝗶𝗮𝗻 𝗦𝗮𝗺𝗮𝗿𝗶𝘁𝗮𝗻 𝗦𝗰𝗵𝗼𝗼𝗹 (𝗧𝗮𝗴𝗼𝗹𝗼𝗮𝗻 𝗕𝗿𝗮𝗻𝗰𝗵)
The purpose of this survey is to know if there are so many victims of smart-
shaming or if the stem students experienced being smart-shamed.
DIRECTION: Write check in the box of each item.
1. Do you get offended when people criticize your intelligence?

Strongly Agree Agree Undecided Disagree Strongly Disagree
2. Do you find it difficult to deal with smart-shaming?

3. When someone questioned your intelligence, does it make you feel less confident?
4. When someone has high expectations for your academic success, do you feel under
pressure?
5. Have you ever experienced self-doubt or insecurity as a result of smart shaming?

6.Does smart-shaming have a big impact on your academic performance?

7. Do you believe that jealousy is a one of the reason people judge intellectuals?
8. Are you one of the students who worries about failing?

9. Do you feel anxious when you're unsure about your answer?

10. Do you have irrational fear when it comes to oral recitation or other individual
activities?
11. Are you a consistent honor?

12. Did someone ever refer you as "sip-sip" for always participating in class?
13. Are you forced to take STEM as a strand because there are many high-paying job
courses available, even if your dream job does not fall under STEM strand?
14. In your opinion, do you think asking a lot of questions means you're dumb?
15. Do you think that only intelligent people can change the world into a bright future?
16. As a stem student, do you feel that you're left out in your classroom?
17. Have you ever judged or believed that a person's knowledge relied on their
appearance?
18. Have you ever had a teacher that emphasized maintaining your excellent standing?
19. Did anyone evaluate your ability and mindset as a stem student?
20. Do you believe that intelligence is not the only factor that determines success?
21. Do you become upset when someone mocks your work?

22. Did you ever feel self-conscious if someone had more creative mind?
23. Do you overthink your ideas before sharing them?

24. In terms of academics, are you competitive?

25. Do you work excessively hard on your schoolwork in an effort to garner favorable
comments from others?
26. Have you ever been compared to others based on your intelligence?
27. Do you feel uneasy when someone says, "you're a STEM student, so you must be a
brilliant person"?
28. Does your strand give you the fortitude to handle or challenge difficulties, especially
when others believe that stem has the ability to do things that other strands cannot?
29. Do you notice any changes in yourself as a result of being smart-shamed?

30. Does it bother you as a student when someone criticizes an intellectual?


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ANTI-INTELLECTUALISM: ITS PERSONAL EFFECT TO

GRADE 11- STEM STUDENTS (SECTION A AND B) AT

A Research Project in Practical Research 1

In partial fulfillment of the requirements in Practical Research 1

Lariosa, Deoberry Mae C.

Bernadas, Kesiarylle Aira Y.

Cahulogan, April Joy B.

Rubi, Jhenny Lou Q.

MAY 2022 Marquita, Jessa

without the participation and assistance of so many people. Their

contributions are sincerely appreciated and gratefully acknowledged.

constant encouragement and never-ending support, and also for allowing us

to stay late at night to work on our research. To our beloved friends,

classmates and schoolmates, we humbly appreciate you for your love,

patience, enthusiasm and being above and beyond duty calls.

need in times of struggle in our research papers, especially to Mr. Kendrey

assistance throughout the completion of this research.

to continue and complete our research study successfully.

1. Title: ANTI-INTELLECTUALISM: ITS PERSONAL EFFECT TO

Lariosa, Deoberry Mae C.

Bernadas, Kesiaryll Aira Y.

Cahulogan, April Joy B.

Rubi, Jhenny Lou Q.

Gubantes, Vebsmer Angel S.

Cominguez, Britny Rose I.

Ruiz, Chari Mae

5. Host Institution, Address of Host Institution, Region:

Christian Samaritan School, Tagoloan, Misamis Oriental, Region X

6. Words: How does it affect to the personal life of the students.

Background of the Study 4

Purpose of the Study 12

Significance of the Study 12

Scope and Limitations 14

Literature and Studies in Local Setting 22

Data Gathering Procedure

Treatment of the Data

Summary and Findings

performance and personal life of the students? Student characteristics relating to

concepts of tracking and career placement, political correctness, cultural parallels,

relating to anti-intellectualism. Student’s anti-intellectualism has been increasing

that this enormous group of unmotivated students is to someday be in charge of the

country. The understanding of what an intellectual is has to be clear. According to

Richard Hofstadter, who is a very famous American historian, he considers an

intellectuals comprise of are playfulness and piety. By playfulness, he is referring to an

definition, an anti-intellectual would be someone who isn’t curious or serious, so that

teachers do not encourage intellectualism because it teaches their students to question

of work and challenges them gets a worse rating from students.

BACKGROUND OF THE STUDY

more and share their knowledge with others. As if intelligence is now a

common than being integrated enough to look further (Sison, 2015).

comments when we cannot come up with a better and equally challenging

know everything or many things. It is being enthusiastic and committed. Anti-

slowly spreading throughout the community, specifically in the Philippines. If

out for intelligence, anti-intellectualism simply indicates the present youth to

intelligence and information while those of the people who

smart-shame/humiliate their ability to handle things, they are one of the

hindrances of their success (Arcilla, et al., 2017)

Anti-intellectualism is an action of valuing knowledge. It is

new things and ideas. (Santos, 2016). Anti-intellectualism is being observed

as social media behavior, especially on Facebook. Currently, exploring and

finding that comprehend anti-intellectualism that there are no existing studies

that are trying to understand anti-intellectualism and also there are no

intended meanings has been presented. (Rodriguez, 2017) Moreover,