Group 6 III Manuscript Final

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT

Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278
EFFECTS OF SMART SHAMING TO GRADE 12 STEM HONOR STUDENTS

OF THE INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC (MAIN
CAMPUS)
____________________________________________________
A Research Presented
to the Faculty of the International School of Asia and the
Pacific - Peñablanca Campus
___________________________________________________________
In Partial Fulfillment of the Requirements for the Subject

or Learning Area
Inquiries, Investigations, and Immersion
By:
Lasam, Kisha Mae D.
Morla, Kezia Angelique Q.
Ramento, Apprile Joy
Palattao, Janine
Pascua, Kristelline Niña
Perucho, Klayd Harvey
Lopez, Joyce
Second Semester
May 2023
1
TABLE OF CONTENTS
PRELIMINARIES
Title Page ................................................1
Table of Contents .........................................2
Acknowledgment ............................................4
Dedication ................................................5
Approval Sheet ............................................6
Abstract ..................................................7
Chapter I: THE PROBLEM AND ITS BACKGROUND
Introduction ..............................................8
Statement of the Problem .................................10
Hypothesis ...............................................10
Conceptual Framework .....................................10
Significance of the Study ................................12
Scope and Delimitation ...................................13
Definition of Terms ......................................13
Chapter II: REVIEW OF RELATED LITERATURE
Foreign/Local Related Literature .........................14
Chapter III: METHODOLOGY AND PROCEDURE
Research Methodology .....................................22
Research Design ..........................................22
Respondents of the Study .................................22
Research Instrument ......................................23
Samples and Sampling Technique ...........................23
Data Gathering Procedure .................................24
Statistical Treatment of Data ............................24
Chapter IV: PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA ..................................................27
Chapter V: SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
2
Summary of Findings.......................................40
Conclusions ..............................................40
Recommendations ..........................................41
List of Tables ...........................................43
Letter to the Respondents ................................44
Research Instrument ......................................46
Curriculum Vitae .........................................51
Bibliography .............................................58
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ACKNOWLEDGMENT
We would like to acknowledge our family, whose

encouragement has been integral to our success. We also
express our heartfelt appreciation to our friends, who have
provided us with assistance and valuable insights.
We also extend our appreciation to our teachers and

mentors who have guided us throughout this research journey.
Their wisdom, patience, and expertise have been invaluable in
shaping our research skills and perspectives.
Additionally, we would like to thank the participants

who willingly gave their time and effort in contributing to
this research. Their contributions have been essential in
generating meaningful insights and results.
We would also like to acknowledge the authors and

researchers whose works have served as a foundation for our
research. Their insights and contributions have paved the way
for further exploration and development in our field of study.
We will always be grateful for whatever they have done,

no matter how major or minor since they have contributed in
one way or another to the completion of this study.
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DEDICATION
Our study initiative is dedicated to our family and

friends to their unwavering support and inspiration. Their
love and guidance have been instrumental in instilling in us
the values of hard work and determination, which have been
pivotal in our academic journey.
We also dedicate this research paper to our Almighty

God, who has been our source of strength, wisdom, and
understanding throughout this endeavor. Through His grace, we
have been able to navigate through the challenges and emerge
victorious.
5
APPROVAL SHEET
In partial fulfillment of the requirements for the subject:

Inquiries; Investigations and Immersion. This research
titled, “Effects of Smart Shaming to Grade 12 STEM Honor
Students of the International School of Asia and the Pacific
(Main Campus),” has been prepared by Kisha Mae Lasam, Kezia
Angeliqe Morla, Apprile Joy Ramento, Janine Palattao,
Kristelline Niña Pascua, Klayd Harvey Perucho, and Joyce
Lopez who are hereby recommended for physical examination.
Ms. Arlyn B. Natividad, LPT

Subject Teacher
Approved by the Panel on Physical Examination

as___________ with a grade of __________ on May___, 2023.
Mr. Jeric T. Cepeda, LPT

Chairperson
Ms. Honeylane E. Madrilejo, MaEd Ms. Christine Kae L. Aragon

Member Member
Accepted and approved in partial fulfillment of the

requirements for the subject/learning area: Inquiries;
Investigations and Immersion.
Recommending Approval:
Joanna P. Balaqui, LPT

Academic Coordinator
Approved:
Ericson R. Mallari, LPT

OIC Principal
6
Abstract
The effect of smart shaming on students is a crucial

topic that requires attention to address and prevent future
problems. This study aimed to determine the impact of smart
shaming on Grade 12 STEM Honor students at the International
School of Asia and the Pacific - Main Campus, particularly in
terms of self-esteem, socialization, and studies. The results
of the survey showed that smart shaming is prevalent, and it
affects students regardless of their gender or general
weighted average. The study revealed a significant
relationship between the student's demographic profile and
the effect of smart shaming on students. Based on the
findings, it can be concluded that smart shaming negatively
affects Grade 12 STEM students' self-esteem, socialization,
and studies in the International School of Asia and the
Pacific - Main Campus. These results highlight the importance
of addressing smart shaming to promote academic excellence
and students' well-being.
Keywords: smart shaming, anti-intellectualism, self-esteem,

socialization, studies
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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Studies have shown that smart shaming is prevalent in
high school and college settings, and it is more common among
students who are not academically successful. The fear of
being smart-shamed can also discourage students from
excelling academically or seeking help when they are
struggling. This can result in a cycle of low academic
performance, which perpetuates the stigma associated with
being an achiever. The rise of smart shaming has been linked
to a culture that prioritizes social status and popularity
over academic achievement. Students who are academically
successful are often viewed as nerds, geeks, or socially
awkward, leading to stigmatization and exclusion. Smart
shaming can also be influenced by gender, race, and
socioeconomic status, with students from disadvantaged
backgrounds experiencing more smart shaming.
To address smart shaming, educators and parents need to
create a culture that values academic achievement and
celebrates the success of all students. Schools can implement
anti-bullying policies that specifically address smart
shaming, provide support and resources for students who are
targeted, and create safe spaces where students can share
their experiences and receive guidance. Additionally, parents
can encourage their children to value education and emphasize
that being academically successful is something to be proud
of.
Smart shaming can take on many forms, including teasing
or ostracizing students who perform well academically, or
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belittling their achievements by attributing them to luck or

unfair advantages. These behaviors can create a hostile
learning environment that discourages students from pursuing
academic excellence and seeking help when they struggle,
ultimately impacting their grades and academic performance.
In the context of the academic performance of grade 12 STEM
honor students, this issue is particularly relevant as these
students are often high achievers and may be more vulnerable
to smart shaming. Therefore, it is important to understand
the specific ways in which smart shaming affects grade 12
STEM honor students and identify strategies to promote a safe
and supportive learning environment for all students.
Thus, as researchers, we see that there is a need to
conduct the effect of smart shaming on the academic
performance of grade 12 STEM honor students to address a
significant gap in the literature. While previous studies
have explored the impact of shaming on academic performance,
there is a lack of research specifically focused on the
effects of smart shaming.
Therefore, we choose this to discover more about the
effects on the academic performance of students aside from it
discourage them from striving harder. We want to prove that
smart shaming could really affect students' performance and
so, co-students and all people would now be aware about their
actions towards someone who’s just aiming to be smart.
Overall, conducting research on the effect of smart

shaming on the academic performance of grade 12 STEM honor
students is crucial to advancing our understanding of how
social dynamics can impact academic achievement and promoting
a safe and supportive learning environment for all students.
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Statement of the Problem
This study aims to determine the Effects of Smart Shaming

to Grade 12 STEM Honor Students in the International School
of Asia and the Pacific Main Campus. Specifically, it will
seek to answer the following questions:
1. What is the demographic profile of the respondents in
terms of the following:
1.1. Sex
1.2. First Semester General Weighted Average (GWA)
2. What are the effects of smart shaming to the respondents
in the following parameters:
2.1. Self-esteem
2.2. Socialization
2.3. Studies
3. Is there a significant relationship between smart
shaming and the identified parameters when grouped according
to their demographic profile?
Hypothesis
H1: There is a significant effect of smart shaming on the

identified parameters when grouped according to their
demographic profile.
Conceptual Framework
The research paradigm of the study was chartered by the
researchers to achieve the purpose of the following set of
procedures. The research paradigm includes the input used in
conducting the study, the process or method applied, and the
expected output.
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The input includes the demographic profile of the

respondents and the research questions that guide the study.
The process outlines how the research is conducted from the
formulation and distribution of the questionnaire to the
data analysis. Finally, the output represents the
anticipated outcome of the study and indicates the general
view of the situation in the study.
INPUT PROCESS OUTPUT
1. Profile of the a. Formulation

of survey
To determine
respondents in
terms of the questionnaire the Effects
following: used in gathering of Smart
1.1. Sex data. Shaming on
1.2. GWA b. Distribution
of survey
parameters of
2.Parameters: questionnaire to Self-Esteem,
2.1 Self-esteem the respondents Socialization
2.2 Socialization which were , and Studies
2.3 Studies selected using
purposive
to Grade 12
3. Is there a sampling STEM Honor
significant technique. Students of
relationship c. Statistical the
between smart treatment of data
using percentage
International
shaming and the
identified frequency School of
parameters when distribution, Asia and the
grouped average weighted Pacific (Main
according to mean, and the
Pearson
Campus)
their
demographic correlation
profile? coefficient and
Chi-square.
d. Interpretation
and analysis of
data.
FEEDBACK
Figure 1. Research Paradigm.

This shows the relationship between the input, process, and
output of the study.
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Significance of the Study

Results from the findings of this study will be highly
significant and beneficial to the following:
Teachers and School Administrators: Results of the study will
help teachers understand the effect of smart shaming on
students and can initiate and support in crafting policies
and interventions towards a supportive learning environment.
Parents and Guardians: The study can help parents and
guardians become aware of the effects of smart shaming to
their children. This will motivate them to use interventions
that will be relevant in supporting the academic pursuits of
their children.
Grade 12 STEM Honor Students: The findings of the study can
help respondents enhance their awareness about the effects of
smart shaming and pave the way in unfolding their protective
factors to deal with smart shaming.
Researchers: The researchers conducting this study will gain
awareness and additional information about the effects of
smart shaming, which will help them better understand honor
students experiencing smart shaming.
Future Researchers: The current study is expected to have
implications for future research in the field. This study
will serve as a valuable reference or foundation for future
researchers who plan to conduct studies in the same topic.
The findings and recommendations of this study can be useful
for future researchers who are interested in investigating
the effects of smart shaming, particularly among honor
students. By building on the current study’s insights and
recommendations, future researchers can expand and deepen the
knowledge base in this area of research.
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Scope and Delimitations

This research assesses the effects of smart shaming on
Grade 12 STEM honor students at ISAP Main Campus.
This research involves grade 12 STEM honor students who
were included and recognized as an academic achiever-
consistently or not, and either with honors, with high honors
or with highest honors, who are officially registered at the
International School of Asia and the Pacific Main Campus for
the 2022-2023 academic year.
This study primarily focuses on the effects of smart
shaming in terms of self-esteem, socialization, and studies.
The participants were asked to answer the prepared
researcher-made survey questionnaire.
Definition of Terms
For a better understanding of this research study, the

following terms are defined operationally.
Studies: The process of learning and acquiring knowledge and
skills through academic courses, assignments, discussions,
and exams undertaken by students.
Self-Esteem: Confidence in one’s own worth and abilities.
Socialization: The way in which people acquire the skills
and knowledge necessary to function successfully in their
social environment.
Anti-Intellectualism: The attitude that discourages or
disparages rational thought and knowledge, as well as the
pursuit of education and intellectual pursuits.
Smart-Shaming: The act of belittling another person’s
intelligence.
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Chapter II
REVIEW OF RELATED LITERATURE
The related literature review encompasses various

readings from several studies and researchers. The purpose
of this review of literature is to establish facts derived
from prior research. The literature that will be discussed
will contribute to the researchers' understanding and
knowledge of their study.
CONCEPT OF SMART SHAMING
There is no singular definition for anti-intellectualism

as the concept has undergone changes and developments over
the course of time (studioatao.org, 2020). According to
Peters (2018), anti-intellectualism is a worldwide phenomenon
that exists not only in the Philippines but also in first-
world countries. Anti-intellectualism has been labeled
intellectual nonsense and seen as a virus as it spreads easily
from one host to another, with attackers targeting a person's
beautiful accent, esoteric words, or education. On the other
hand, Akizuki, S. (2015) stated that smart shaming refers to
the act of ridiculing or belittling someone for being
academically successful or intelligent which can have
negative effects on the academic performance of students.
As defined by Capitly et al. (2019) smart shaming is a
case in which a group of people is humiliating someone who
has more knowledge and ideas than them. Similarly, according
to White’s article (Peters. M, 2016), smart shaming can be
the result of having less knowledge about one thing that
others tend to have more knowledge about, and relying on
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beliefs, biases, and/or emotions contributes to oppressive

tendencies and patriarchal modes of thinking. People who smart
shame have a disdain for those who are more interested in
learning. Most students in schools are discouraged from freely
expressing themselves and are hampered from expressing their
own opinions, and some are perplexed about pursuing their own
desires and goals due to low self-esteem.
Meanwhile, Biana (2019) emphasizes that smart shaming
phrases are sarcastic and/or made in scorn of the intellectual
for being overly opinionated and/or well-informed. Similarly,
in a study of Secillano (2016), in the Philippines, instead
of encouraging a person to enhance their intelligence, they
mock them and make a person feel ashamed or doubt their own
ability academically.
COMMON PHRASES OR TERMS USED IN SMART SHAMING
In a study of Baygan (2016) on the prevalent expressions

used by Filipinos to describe smart people. The phrases, which
include "edi ikaw na matalino," "edi ako na bobo," "may pa
english pang nalalaman," and "yan nanaman si pabida," were
discovered to be often used to make fun of smart people, which
can effectively shut down a further conversation. Such
language not only hinders genuine discussion with others who
hold opposing views, but it can also be interpreted as
insulting to the people who are the subject of these
statements.
Similarly, Secillano (2016) discovered that labels like
"nerd" and "know it all" are frequently used to characterize
people with a higher degree of intelligence. These studies
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shed light on how harmful words and labels can negatively

affect their social interactions.
EFFECTS OF SMART SHAMING

Several studies have investigated how smart shaming
affects students' academic and personal well-being. According
to Kim et al. (2015), students who were subjected to smart
shaming had lower grades, reduced academic engagement, and
higher levels of depression. Furthermore, they found that
smart shaming was associated with a decrease in students'
academic self-efficacy. Similarly, Song et al. (2016)
discovered that students who were subjected to smart shaming
were more likely to fail their classes and drop out. They
also discovered that smart shaming was linked to higher
anxiety and sadness.
Furthermore, Zell et al. (2016) discovered that high-
achieving students who were stigmatized because of their
intelligence experienced negative emotions such as anxiety
and self-doubt, which resulted in lower academic motivation.
Furthermore, Chen et al. (2018) found that students who were
subjected to smart shaming were more likely to disengage from
their academic work and achieve lower levels of academic
success. This research shows that smart shaming has a genuine
influence on students' academic careers and personal well-
being, emphasizing the importance of intervention and support
to counteract its harmful impacts.
In a research study by Capitly et, al (2019) entitled
“Understanding the Phenomena of Smart Shaming: A Qualitative
Study,” more than half of their participants experienced
smart shaming which negatively affected their grades, while
the rest chose to use their experiences as a motivation to
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perform better at school. This supports our study as it

suggests that smart shaming may have a detrimental effect on
the academic performance of high-performing students, such as
Grade 12 STEM honor students, as it can distract them and
hinder their learning process.
Similarly, a study conducted by Salvanera et al. (2019)
entitled “Smart-Shaming and Its Impacts to the Productive
Skills of High Performing Learners: A Phenomenological
Research,” where they collected the perceived effects of
smart shaming in terms of a) studies, b) self-esteem, and c)
socialization, it was found out that smart shaming has
negative effects on high performing learners due to the
distraction caused by smart shamers, and it impedes learning
since it has a negative impact on the intellectual, emotional,
and social elements of high-achieving students. This aligns
with our study as it indicates that smart shaming may impact
not only on academic performance but also on students’ self-
esteem and socialization, which are important factors that
can influence their overall well-being and academic success.
SMART SHAMING ON SELF-ESTEEM

In a research study by Salvanera et, al. (2021), it was
stated that smart shaming may happen in the form of verbal or
electronic bullying that can harm students' self-esteem
affecting their performance in school and making it difficult
for students to strengthen their productive skills. Moreover,
students who are subjected to smart shaming may feel
embarrassed or ashamed of their academic achievements, which
can lead to a decrease in motivation and self-esteem (Akizuki,
S., 2015).
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According to a study by Cuizon et al. (2017), entitled,

“Impact of the Anti-Intellectual Attitudes to the Level of
Self-Esteem of Senior High School Students from Fiat Lux
Academe-Cavite, Philippines,” which aimed to examine the
extent of the association between anti-intellectual views and
self-esteem, it was found out that smart shaming is prevalent
among students and in the corporate world, and that it is
negatively associated with self-esteem. Their study suggests
that promoting intellectual pursuits and critical thinking
may help increase self-esteem and decrease anti-intellectual
attitudes.
Conversely, students exhibiting a low level of smart
shaming tend to have higher self-esteem, which means that the
student’s high level of smart shaming may affect their
academic performances and can also hinder them from
expressing themselves freely (Cuizon et al., 2017). Self-
esteem and perceived competence are necessary for students to
take risks in their learning and bounce back after failure.
Low self-esteem or lack of confidence leaves students
doubting their ability to succeed, making them hesitant to
engage in learning or take appropriate academic growth risks.
Meanwhile, in a study conducted by Austria, M.C.A., &
Diaz, I.M. (2019), it was noted that people who do not value
intelligence tend to shame those who do. The paper aimed to
investigate why some people engage in smart shaming and found
that emotional regulation affects our behavior and thoughts.
The researchers found that those who struggle with
controlling their emotions are more likely to engage in smart-
shaming and tend to think that it is okay to be ignorant and
that intelligence does not matter. However, according to the
study of Cantojos, C. (2019), smart shaming has a negative
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impact on students’ self-esteem and can prevent the exchange

of ideas and information necessary for learning. A large
majority of the respondents in the study (92%) reported
experiencing smart shaming, and they believed it had a
significant effect on their self-esteem.
SMART SHAMING ON SOCIALIZATION

In a research study by Ybanez (2016), smart shaming is
described as a concept that may be expressed by anyone in the
Philippines and is present in all areas of society. A person's
vulnerabilities can have an impact on their anti-
intellectualism. In addition, family, friends, church,
school, media, and politics are known to influence anti-
intellectualism.
According to Peter (2016), smart shaming is a concerning
trend that can lead to social issues. It shows that the
rejection of reasoning and argumentation in favor of biased
beliefs or emotional responses can exacerbate oppressive and
patriarchal patterns of thinking, which can have serious
implications for marginalized communities.
As stated by the study of Ybanez and Jacob (2016)
entitled "Anti-Intellectualism", the focus is on describing
the experiences of students at the University of the
Philippines Manila (UPM) and the University of Santo Tomas
(UST). The study stated that anti-intellectualism-related
experiences among the participants might be expressed or
viewed in a variety of ways. Three categories of participant
experiences can be made: personal, interpersonal, and
virtual. The participants' preferred means of expressing
anti-intellectualism and the emotions that go along with it
are determined by their individual anti-intellectualism
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experiences. Therefore, by prioritizing the development of

intellectual abilities, we can create a future where all
individuals are empowered to reach their full potential and
contribute to the betterment of society.
SMART SHAMING ON STUDIES

It is necessary to understand and explore what and where
smart shaming occurs. Shame is people's emotion when they
believe they have failed to meet socially established
expectations. Researchers found that smart shaming has been
observed in various educational settings, where students who
are perceived as being intelligent or knowledgeable are
ridiculed or belittled by their peers (Secules et al., 2021).
In the study of Laverghetta, A. (2018) entitled "The
Relationship Between Student Anti-intellectualism, Academic
Entitlement, Student Consumerism, and Classroom Incivility in
a Sample of College Students", a sample of college students
completed an online survey that comprised these issues and
found that those who experienced more smart shaming reported
lower levels of academic motivation and engagement.
Additionally, these students were more likely to skip classes
and avoid academic activities. The researcher suggested that
smart shaming may lead to a negative cycle where students
become disengaged from academics, leading to lower academic
performance.
A research study by Bernaldez et al. (2017) entitled
"Smart Shaming as a Form of Anti-intellectualism: Its
Implication to the academic achievement of the Batangueños"
aimed to investigate the effects of smart shaming on the
academic achievement of Batangueños. The study found that
Batangueños are moderately aware that smart shaming happens
20
in different settings of their academic life and was more

likely to have lower grades and decreased interest in
learning. The Filipino youth responded positively and
negatively when engaged in smart shaming, with their actions
being affected accordingly. Additionally, smart shaming has
a significant negative implication for Batangueños as it
hinders and discourages learning and potential. Researchers
suggest encouraging students to participate actively in
educational activities that will give them more knowledge and
learnings, implementing programs that will help reduce smart
shaming to empower students and stop negative behavior, and
promoting good friendships among students through counseling
or other intervention programs that would diminish the
negative effects of smart shaming.
In addition, Villar (2021) highlights the negative impact
of smart shaming on students, which can discourage them from
exploring new ideas, conducting research, and reaching their
full potential. The persecution of intelligence can lead
individuals to downplay their abilities and foster self-
doubt, ultimately hindering their intellectual growth and
development. This is concerning because withholding essential
information in the current age of fake news and misinformation
can have serious consequences. Therefore, it is crucial to
create a positive learning environment that promotes
intellectual curiosity and encourages students to embrace
their intelligence without fear of judgment or ridicule.
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Chapter 3
METHODOLOGY AND PROCEDURE
Research Methodology
This chapter consists of the research methodology,

Research Design, Respondents of the Study, Research
Instrument, Samples and Sampling technique, Data Gathering
Procedure, and Statistical Treatment of Data. This describes
how the research will be carried out.
Research Design
The method used in this study is descriptive design.

This method involves observing and describing the honor
students’ situation. Since this study is concerned with
effects of Smart shaming to grade 12 Honor students it
determines the status of a variable. It is a description of
grade 12 honor students towards the effects of smart shaming.
Through surveys and questionnaires, the researcher can
generalize and make inferences from results for data
collection.
Respondents of the Study
This study is all about the effects of smart shaming on

Grade 12 STEM at ISAP Main Campus. Thus, the respondents of
this study are grade 12 STEM honor students. The table below
gives a breakdown of the sections of study and the number
of honor students per section.
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TABLE 1: Program of the study and the number of honor

students
PROGRAM OF THE STUDY NUMBER OF HONOR STUDENTS
GRADE 12 STEM HONOR STUDENTS 84
TOTAL 84
Research Instrument
The researchers utilized a survey questionnaire as the

primary tool or instrument. The researchers employed a
questionnaire or survey because it is cost-effective, avoids
interviewer bias, and allows data collecting without the
researcher’s influence. There are 15 questions that answer
the effects of smart shaming to Grade 12 STEM honor students.
Researchers used the Likert scale to gauge students’
thoughts or perceptions in the research that answers the
researcher has specifically determined. The responses on the
Likert scale for each instrument item varied from strongly
agree to strongly disagree in the form of words.
Samples and Sampling Technique
This study used purposive sampling to select

participants. Purposive sampling is a non-probability
sampling technique that involves selecting participants who
meet specific criteria or have particular characteristics
that are relevant to the study. In this study, the
participants were Grade 12 STEM honor students who are
officially registered at the International School of Asia
and the Pacific Main Campus for the 2022-2023 academic year.
The participants were selected based on their academic
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standing, and their availability and willingness to

participate in the study. Purposive sampling was chosen
because it allowed the researchers to select participants
who are most likely to provide relevant and informative data
for the study.
Data Gathering Procedure
The researchers requested permission from the research

teacher and the OIC principal of the high school department
through letter to conduct their study, ensuring them that it
was solely for academic purposes. The questionnaires were
then distributed to the respondents in their respective
classrooms with the assistance of the teacher in charge to
encourage students to take the questionnaire seriously. Prior
to the study, the researchers determined the number of
respondents through the class advisers’ official list of honor
rolls. The data collected was treated with utmost care,
professionalism, and confidentiality to ensure the validity
of the results.
Statistical Treatment of Data

The researchers will use the following statistical tools
for the study:
In problem 1, the profile variables of the respondents

namely, a.) Sex and b.) First Semester GWA will be
statistically treated using percentage frequency distribution
where the formula is:
𝒇
% = 𝒙 𝟏𝟎𝟎
𝒏
Where:
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% = Percentage
𝒇 = Frequency
𝒏 = Number of respondents
𝟏𝟎𝟎 = Constant value
For problem 2, to determine the level of effect of smart

shaming in terms of self-esteem, socialization and studies of
the respondents, an average weighted mean will be utilized
following the formula:
4𝑓4 + 3𝑓3 + 2𝑓2 + 1𝑓1
𝐴𝑊𝑀 =
𝑛
Where,
𝑓4 represents the students who answered “Strongly Agree”.
𝑓3 represents the students who answered “Agree”.
𝑓2 represents the students who answered “Disagree”.
𝑓1 represents the students who answered “Strongly Disagree”.
𝑛 represents the total sample
To answer problem number 3 on the significant

relationship between smart shaming the identified parameters,
the following formulas were utilized:
𝑁 ∑ 𝑥𝑦 × ∑(𝑥 )(𝑦)
𝑟=
√[𝑁 ∑ 𝑥 2 − ∑(𝑥 2 )][𝑁 ∑ 𝑦 2 − ∑(𝑦 2 )]
Where,
𝑟 Pearson correlation coefficient
∑ 𝑥𝑦 sum of the products of paired scores
𝑥 The value in the first set of data
𝑦 The value in the second set of data
𝑁 Total number of value
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2
(𝑂𝑖 − 𝐸𝑖 )2
𝑥 =∑
𝐸𝑖
Where,
𝑥 2 Pearson’s chi-square
𝑂𝑖 The observed value
𝐸𝑖 The expected value
Frequency Distribution Table
To compute the distribution of the profile of the

demographic of the respondents, distribution was used.
Weighted Arithmetic Mean the frequency used in order to

analyze the answer given by the respondents' regarding the
effects of smart shaming on their academic performance.
TABLE 2. Four-point Likert Scale
LIKERT SCALE INTERVAL DESCRIPTION
4 3.01-4.00 Strongly Agree
3 2.01-3.00 Agree
2 1.01-2.00 Disagree
1 0.01-1.00 Strongly Disagree
26
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This part of the study presents the findings obtained

from the respondents in response to survey questionnaires
designed to answer the research questions specifically
stated in the Statement of the Problem. The data from the
results are then analyzed using percentage frequency
distribution.
PART 1: Demographic profile of the respondents.

PART 2: Effects of Smart Shaming to Grade 12 STEM Honor
Students
PART 3: Significant relationship between smart shaming and
the identified parameters when grouped according to their
demographic profile.
DEMOGRAPHIC PROFILE OF THE RESPONDENTS
TABLE 3. Demographic profile of the respondents in terms

of SEX
SEX FREQUENCY PERCENTAGE
Male 18 21.4
Female 66 78.6
TOTAL 84 100
TABLE 3 revealed that out of a total of 84 respondents,

18 are male and 66 are female, which has an equivalent
percentage distribution of 21.4% and 78.6%, respectively.
This data suggests that the majority of the respondents in
the sample are female, and the proportion of male respondents
are relatively small.
27
TABLE 4. Demographic profile of the respondents in terms

of FIRST SEMESTER GENERAL WEIGHTED AVERAGE
FIRST SEMESTER FREQUENCY PERCENTAGE
GENERAL WEIGHTED
AVERAGE
90-92 70 83.3
93-95 13 15.5
96-98 1 1.2
TOTAL 84 100
TABLE 4 represents the demographic profile of the

respondents based on their first semester general weighted
average. Out of the 84 respondents, 70 (83.3%) has an average
of 90-92, 13 (15.5%) has an average of 93-95, and 1 (1.2%)
has an average of 96-98. The data suggests that the majority
of individuals in the sample have their first semester
general weighted average within the range of 90-92, while
the relatively low frequencies of scores in the higher ranges
of 93-95 and 96-98 suggest that these scores are less common
in the sample.
EFFECTS OF SMART SHAMING TO GRADE 12 STEM HONOR STUDENTS
TABLE 5. Effects of Smart Shaming on the Self-Esteem of

Grade 12 STEM Honor Students
Contents 4 3 2 1 WAM Range Descrip

tion
I am 8 52 16 8 2.71 2.01- Agree
suppressing 3.00
my thoughts
during class
28
discussions
because I
might be
ridiculed for
being “too
smart” or
“nerdy.”
I am afraid 14 33 16 21 2.48 2.01- Agree
of getting 3.00
the highest
score in
quizzes and
or tests
because I may
be labeled as
a “cheater.”
I am 4 40 23 17 2.37 2.01- Agree
uncomfortable 3.00
with my
academic
achievements
because I
feel the need
to hide them
or feel sorry
about it to
avoid being
teased.
I doubt my 12 36 23 13 2.56 2.01- Agree
abilities as 3.00
a student due
to my peers
calling me,
“sige na,
ikaw na
matalino.”
I actively 24 49 10 1 3.14 3.01- Strongly
participate 4.00 Agree
in class
discussions
29
and share my
thoughts.
I am 25 56 2 1 3.25 3.01- Strongly
motivated to 4.00 Agree
excel in
quizzes and
tests.
I embrace 27 54 1 2 3.26 3.01- Strongly
challenges 4.00 Agree
and
opportunities
for academic
growth.
I feel 25 54 2 3 3.20 3.01- Strongly
confident in 4.00 Agree
my abilities
as a student.
TOTAL 2.87 2.01- AGREE
3.00
Legend:
3.01-4.00 Strongly Agree
2.01-3.00 Agree
1.01-2.00 Disagree
0.01-1.00 Strongly Disagree
Table 5 presented the effects of smart shaming on the

self-esteem of the respondents. In general, Grade 12 STEM
Honor Students of ISAP Main Campus agreed that smart shaming
has an effect on their self-esteem with an overall weighted
arithmetic mean of 2.87. In fact, it appears that the
respondents tend to agree with statements related to
feelings of discomfort or fear related to their academic
achievements, such as being labeled as “nerdy” (WAM = 2.71)
and “cheater” (WAM = 2.48) or feeling the need to hide them
to avoid being teased (WAM = 2.37) and being called as, “sige
30
na, ikaw na matalino” (WAM = 2.56). However, majority of the

students strongly agree that smart shaming affects their
self-esteem as it makes them actively participate in class
discussions (WAM = 3.14), gives them motivation to excel in
quizzes and tests (WAM = 3.25), embrace challenges (WAM =
3.26), and feel confident in their abilities as students
(WAM = 3.20).
Overall, the results highlight the importance of
creating a supportive and inclusive learning environment
that encourages all students to embrace their academic
strengths and achievements without fear of being stigmatized
or shamed.
TABLE 6: Effects of Smart Shaming on the Socialization of


tion
I easily get 32 35 8 9 3.07 3.01- Strongly
hurt by jokes 4.00 Agree
and remarks
about my
academic
achievements.
I feel judged 21 38 15 10 2.83 2.01- Agree
or criticized 3.00
by my peers
based on my
academic
performance,
and it affects
my self-
esteem and
confidence.
31
I hesitate to 21 32 15 16 2.69 2.01- Agree

share my 3.00
academic
achievements
with my
classmates
because I fear
facing
negative
reactions.
I prefer to be 15 38 21 10 2.69 2.01- Agree
alone during 3.00
class
activities.
I appreciate 16 53 9 6 2.94 2.01- Agree
the 3.00
criticisms
whenever I
make some
mistakes.
I can maintain 38 40 4 2 3.35 3.01- Strongly
healthy 4.00 Agree
relationships
with my peers
despite
differences
in academic
performance.
I feel 30 45 8 1 3.23 3.01- Strongly
socially 4.00 Agree
connected and
accepted by my
peers
regardless of
my academic
performance.
I can work 29 50 4 1 3.27 3.01- Strongly
well with 4.00 Agree
teammates in
group work.
32
TOTAL 3.01 3.01- STRONGLY

4.00 AGREE
Legend:
2.01-3.00 Agree
1.01-2.00 Disagree
Table 6 shows the respondents’ perception of the

effects of smart shaming on socialization or their
relationship with other people. As shown in Table 9,
respondents agree with the statements related to feeling
judged of criticized by peers based on academic performance
(WAM = 2.83); hesitating to share academic achievements with
classmates (WAM = 2.69) and preferring to be alone during
class activities (WAM = 2.69). Additionally, the respondents
also strongly agree with statements related to feeling hurt
by jokes or negative remarks about their academic
achievements (WAM = 3.07). These findings indicate that
smart shaming can have a negative effect on some students’
social well-being and suggest that some students may
struggle with feelings of isolation and insecurity related
to their academic success.
However, the data also reveals that the majority of
students agree with statement related to appreciating
criticism (WAM = 2.94), while strongly agree on the
statements related to maintaining healthy relationships with
peers regardless of academic performance (WAM = 3.35),
feeling socially connected and accepted (WAM = 3.23), and
being able to work well with teammates in group work (WAM =
3.27). These findings indicate that many students can
33
maintain positive social relationships and feel confident

and supported in their academic pursuits.
Nonetheless, the overall data suggests that smart
shaming has an effect on the socialization of the respondents
with the total weighted arithmetic mean of 3.01, indicating
that the students’ responses fall under “strongly agree.”
TABLE 7: Effects of Smart Shaming on the Studies of Grade

12 STEM Honor Students

tion
I feel 22 41 14 7 2.93 2.01- Agree
ashamed to 3.00
recite during
discussion
because I
might put
into shame.
I am afraid 20 39 17 8 2.85 2.01- Agree
of standing 3.00
out or
appearing too
confident in
my academic
performance
because my
peers may
label me as
“pabibo” or
“sipsip.”
I feel 14 28 28 14 2.50 2.01- Agree
anxious about 3.00
getting high
grades as my
classmates
may view me
34
as a threat
or
competitor,
and it
creates
tension or
conflict
among us.
I am 13 30 34 7 2.58 2.01- Agree
concerned 3.00
that my
academic
performance
may be seen
to seek
attention or
gain
favoritism
from
teachers.
I take pride 18 51 7 8 2.94 2.01- Agree
in my 3.00
academic
achievements
and actively
participate
in class
discussion
without fear
of judgment.
I am 24 49 10 1 3.14 3.01- Strongly
confident in 4.00 Agree
my abilities
and do not
fear being
labeled as
teacher’s pet
for excelling
in quizzes or
tests.
35
I am 42 41 1 0 3.49 3.01- Strongly

motivated to 4.00 Agree
excel in my
studies
because I
value
education and
the
opportunities
it brings for
my future.
I feel proud 42 38 4 0 3.45 3.01- Strongly
of my 4.00 Agree
academic
achievements
and celebrate
success
without
worrying
about
negative
comments, as
I value my
educational
and personal
growth.
TOTAL 2.99 2.01- AGREE
3.00
Legend:
2.01-3.00 Agree
1.01-2.00 Disagree
Table 7 shows that smart shaming has an effect on the

studies of the respondents, as evidenced by their responses
to the survey questions. Specifically, the majority of the
36
respondents agree that they feel ashamed to recite during

discussions (WAM = 2.35), afraid of standing out or appearing
too confident in their academic performance to avoid being
labeled as “pabibo” (WAM = 2.85), anxious about getting high
grades (WAM = 2.50) and concerned that their academic
performance may be seen as seeking attention or gaining
favoritism from teachers (WAM = 2.58). These responses
suggest that smart shaming has a negative effect on the
respondents’ willingness to participate and excel in class,
affecting their studies.
On the other hand, upon the analysis of the data, it
can be inferred that smart shaming influences the studies of
the respondents. However, it appears to have a positive
effect on some students. Specifically, the majority of the
respondents agree that they take pride in their academic
achievements and participate actively in class discussion
without fear of judgment (WAM = 2.94). Additionally,
respondents strongly agree that they are confident in their
abilities and do not fear being labeled as teacher’s pet
(WAM = 3.14), motivated to excel in their studies (WAM =
3.49), and feel proud of their academic achievements without
worrying about negative comments (WAM = 3.45).
In summary, the data suggests that smart shaming has an
effect on the respondents, with the majority agreeing that
it affects their studies, with a total weighted arithmetic
mean (WAM) of 2.99, falling under the “agree” category.
37
RELATIONSHIP BETWEEN EFFECTS OF SMART SHAMING WHEN GROUPED

ACCORDING TO DEMOGRAPHIC PROFILE
Gender and Effects of Smart Shaming on the Given Parameter

Gender and Self Esteem
Value df Asymptotic Significance (2-sided)
Pearson Chi-Square 69.745 20 .000
Likelihood Ratio 73.829 20 .000
Linear-by-Linear Association 39.116 1 .000
N of Valid Cases 84
Gender and Socialization

N of Valid Cases 84
Gender and Studies

N of Valid Cases 84
Based on the result of the chi-square test of

independence, there is a significant relationship between
gender and the effects of smart shaming in terms of self-
esteem (r=69.745, p=.000), socialization (r=76.873, p=.000),
and studies (r=84.000, p=.000). The significance value or the
p-value computed is less than alpha (0.05); therefore, there
is sufficient evidence to accept the alternative hypothesis.
GWA and Effects of Smart Shaming on the Given Parameter

GWA and Self Esteem
GWA Self-Esteem
GWA Pearson Correlation 1 -.713 **
Sig. (2-tailed) .000
38
N 84 84
Self-Esteem Pearson Correlation -.713**
1
N 84 84
GWA and Socialization

GWA Socialization

N 84 84
Socialization Pearson Correlation -.759
**
1
N 84 84
GWA and Studies

GWA Studies

N 84 84
Studies Pearson Correlation -.722**
1
N 84 84
Based on the result of the Pearson correlation, there is

a negative strong significant relationship between GWA and
the effects of smart shaming in terms of self-esteem (r=-
.713, p=.000), socialization (r=-.759, p=.000), and studies
(r=-.722, p=.000). The significance value or p-value computed
is less than alpha (0.05); therefore, there is sufficient
evidence to accept the alternative hypothesis.
39
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings,

conclusions, and recommendations of the study.
Summary of Findings
Smart shaming is common in high school and college; it
is one of the factors why students don’t excel academically
due to fear of being smart-shamed. Therefore, the researchers
want to determine the effect of smart-shaming on the Grade 12
STEM Honor students of the International School of Asia and
the Pacific – Main Campus.
In this study, the researchers surveyed GRADE 12, STEM
students. The results revealed that most students are female
(78.6%), while male students are 21.4%. Additionally,
researchers found that most students have a general weighted
average of 90-92 (83.3%). The effect of smart shaming on
students in terms of self-esteem, socialization, and studies
was measured in this study.
Based on the descriptive statistics result, students
agreed that smart shaming affects their self-esteem (M=2.87)
and reflections (M=2.99), while students strongly agreed that
smart shaming affects their socialization (M=3.01).
Additionally, results revealed a significant relationship
between the student’s demographic profile and the effect of
smart shaming on students.
Conclusion
Based on the findings of this study, researchers
conclude that smart shaming is one factor affecting Grade 12
40
STEM students in the International School of Asia and the

Pacific – Main Campus self-esteem, socialization, and
studies. It can also be considered as another form of
bullying. The significant relationship between smart shaming
and gender implies that regardless of gender, students’ self-
esteem, socialization, and studies are affected by smart
shaming.
Additionally, the significant relationship between the
general weighted average and the effects of smart shaming on
students implies that regardless of the general weighted
average, students’ self-esteem, socialization, and studies
are affected by smart shaming.
Determining the effect of smart shaming on students can
help to find and create solutions to address and prevent
future problems. The smart shaming effect could be severe. It
can cost more damage to students’ self-esteem, socialization,
and studies if a solution and intervention cannot be
implemented immediately.
Recommendation
Based on the study's findings, the researchers recommend
the following:
1. School Administration should conduct seminars about the
effect of smart shaming on students' mental health and
academic performance. It will be helpful to spread
awareness.
2. Parents/Guardians should attend seminars on handling the
situation; gentle care from parents can make the child
feel at ease.
3. Students should attend seminars about the effect of
smart shaming on students' mental health and academic
41
performance. It will help them to understand the effect

of smart shaming and enhance their social skills.
4. Future researchers should determine other factors that
cause smart shaming.
42
List of Tables
TABLE 1: Program of the study and the number of honor students
TABLE 2. Four-point Likert Scale
TABLE 3. Demographic profile of the respondents in terms of
SEX
TABLE 4. Demographic profile of the respondents in terms of
FIRST SEMESTER GENERAL WEIGHTED AVERAGE
TABLE 5. Effects of Smart Shaming on the Self-Esteem of Grade
12 STEM Honor Students
TABLE 6: Effects of Smart Shaming on the Socialization of
TABLE 7: Effects of Smart Shaming on the Studies of Grade 12
STEM Honor Students
43
Letter to the Respondents
Dear Respondents:
Greetings!
We, the undersigned Grade 12 Science Technology

Engineering and Mathematics (STEM) students are currently
conducting a study entitled “Effects of Smart Shaming to Grade
12 STEM Honor Students of the International School of Asia
and the Pacific” as a final requirement for our subject
Inquiries, Investigations, and Immersion.
In this regard, we are asking for your precious time,

and effort to answer all the questions in the questionnaire
that are important and helpful for the completion of the
study. Rest assured that all data gathered will be kept at
the highest level of confidentiality.
Your willingness to participate and provide thoughtful

responses would be a valuable contribution to the success of
the study and we would greatly appreciate it.
Thank you very much for your cooperation.
Sincerely yours,
The Researchers
Kisha Mae D. Lasam Kezia Angelique Q. Morla
Apprile Joy Q. Ramento Janine B. Palattao
44
Kristelliñe Pascua Klayd Harvey Perucho
Joyce Lopez
Noted by:
Arlyn B. Natividad, LPT

Inquiries, Investigation, and Immersion Teacher
Marissa C. Bergonia, LPT

Subject Area Head, Sciences and Mathematics
Joana P. Balaqui, LPT

Academic Coordinator-Main Campus
Approved by:
Ericson R. Mallari, LPT

OIC, Principal
45
Research Instrument
RESEARCH QUESTIONNAIRE
PART I. PURPOSE OF THE STUDY

The purpose of this study is to determine the Effects
of Smart Shaming to Grade 12 Honor Students of the
International School of Asia and the Pacific - Main Campus.
PART II. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Directions: Please indicate your response by putting a
checkmark on the line corresponding to your answer.
NAME (optional):
____________________________________________
SEX: ___ Male FIRST SEMESTER AVERAGE: ___ 90-92
___ Female ___ 93-95
___ 96-98
PART III. SELF-ESTEEM

Directions: Read and analyze the statements from each item.
Please answer the table by putting a checkmark in the box
of your chosen response in every item.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
CONTENTS 4 3 2 1
1 I am suppressing my thoughts during

class discussions because I might be
46
ridiculed for being “too smart” or

“nerdy.”
2 I am afraid of getting the highest
score in quizzes and or tests because
I may be labeled as a “cheater.”
3 I am uncomfortable with my academic
achievements because I feel the need
to hide them or feel sorry about it
to avoid being teased.
4 I doubt my abilities as a student due
to my peers calling me, “sige na, ikaw
na matalino.”
5 I actively participate in class
discussions and share my thoughts.
6 I am motivated to excel in quizzes and
tests.
7 I embrace challenges and
opportunities for academic growth.
8 I feel confident in my abilities as a
student.
PART IV. SOCIALIZATION

Please answer the table by putting a check mark in the box
3 – Agree
2 – Disagree
CONTENTS 4 3 2 1
47
1 I easily get hurt by jokes and remarks

about my academic achievements.
2 I feel judged or criticized by my peers
based on my academic performance, and
it affects my self-esteem and
confidence.
3 I hesitate to share my academic
achievements with my classmates
because I fear facing negative
reactions.
4 I prefer to be alone during class
activities.
5 I appreciate the criticisms whenever I
make some mistakes.
6 I can maintain healthy relationships
with my peers despite differences in
academic performance.
7 I feel socially connected and accepted
by my peers regardless of my academic
performance.
8 I can work well with teammates in group
work.
PART V. STUDIES
Please answer the table by putting a check mark in the box
3 – Agree
2 – Disagree
48
CONTENTS 4 3 2 1
1 I feel ashamed to recite during
discussion because I might put into
shame.
2 I am afraid of standing out or
appearing too confident in my academic
performance because my peers may label
me as “pabibo” or “sipsip.”
3 I feel anxious about getting high
grades as my classmates may view me as
a threat or competitor, and it creates
tension or conflict among us.
4 I am concerned that my academic
performance may be seen to seek
attention or gain favoritism from
teachers.
5 I take pride in my academic
achievements and actively participate
in class discussion without fear of
judgment.
6 I am confident in my abilities and do
not fear being labeled as a teacher’s
pet for excelling in quizzes or tests.
7 I am motivated to excel in my studies
because I value education and the
opportunities it brings for my future.
8 I feel proud of my academic
achievements and celebrate success
without worrying about negative
49
comments, as I value my educational

and personal growth.
THANK YOU FOR YOUR COOPERATION. MAY GOD BLESS YOU A

THOUSAND FOLDS!
50
Curriculum Vitae
Personal Information:
Name: MORLA, KEZIA ANGELIQUE Q.
Age: 18
Sex: FEMALE
Birthday: 03/21/05
Nationality: FILIPINO
Address: CALIGUIAN, BURGOS, ISABELA
Civil Status: SINGLE
Religion: CHURCH OF CHRIST
Educational Background:
LEVEL SCHOOL ADDRESS
ELEMENTARY Burgos Central Caliguian,
School Burgos, Isabela
JUNIOR HIGH Burgos National Caliguian,

High School Burgos, Isabela
SENIOR HIGH International Alimannao Hills,

School of Asia and Peñablanca,
the Pacific Cagayan
51
Curriculum Vitae
Name: LASAM, KISHA MAE D.
Age: 17
Sex: FEMALE
Birthday: 06/07/05
Address: PADDAOAN, CONNER, APAYAO
Religion: ROMAN CATHOLIC
ELEMENTARY Paddaoan Elementary Paddaoan, Conner,
School Apayao
JUNIOR HIGH Conner Central Ripang, Conner,
National High Apayao
School
the Pacific Cagayan
52
Curriculum Vitae
Name: RAMENTO, APPRILE JOY Q.
Age:17
Sex: FEMALE
Birthday: 11/01/05
Address: PERU, LASAM, CAGAYAN
ELEMENTARY Peru Elementary Peru, Lasam,
School Cagayan
JUNIOR HIGH Western Cagayan Centro 3 Lasam
School of Arts and Cagayan
Trade
the Pacific Cagayan
53
Curriculum Vitae
Name: PALATTAO, JANINE B.
Age: 18
Sex: FEMALE
Birthday: 12/05/04
Address: MALAMA, CONNER, APAYAO
ELEMENTARY Conner Central Malama, Conner,
School Apayao
JUNIOR HIGH Conner Central Ripang, Conner,
National High Apayao
School
the Pacific Cagayan
54
Curriculum Vitae
Name: PASCUA, KRISTELLIÑE NIÑA E.
Age:18
Sex: FEMALE
Birthday: 01/11/05
Address: CENTRO SURE, STO. NIÑO (FAIRE), CAGAYAN VALLEY
ELEMENTARY Sto. Niño Central Centro Sur, Sto.
School SPED center Niño Cagayan
JUNIOR HIGH Sto. Niño National Centro, Sto. Niño
Highschool Cagayan
the Pacific Cagayan
55
Curriculum Vitae
Name: PERUCHO, KLAYD HARVEY C.
Age: 18
Sex: MALE
Birthday: 08/04/04
Address: CENTRO, STA. ANA, CAGAYAN
ELEMENTARY Sta. Ana Central Centro, Sta. Ana,
School Cagayan
JUNIOR HIGH Sta. Ana Fishery Centro, Sta. Ana,
National High Cagayan
School
the Pacific Cagayan
56
Curriculum Vitae
Name: LOPEZ, JOYCE G.
Age: 18
Sex: FEMALE
Birthday: 12/07/04
Address: BAGUTARI STO. TOMAS ISABELA
Religion: BORN AGAIN CHRISTIAN
ELEMENTARY Bagutari Elementary Bugatari, Sto.
School Tomas, Isabela
JUNIOR HIGH Sto. Tomas National Centro, Sto. Tomas,
High School Isabela
the Pacific Cagayan
57
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INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

HIGH SCHOOL DEPARTMENT

EFFECTS OF SMART SHAMING TO GRADE 12 STEM HONOR STUDENTS

In Partial Fulfillment of the Requirements for the Subject

Lasam, Kisha Mae D.

Morla, Kezia Angelique Q.

Ramento, Apprile Joy

Pascua, Kristelline Niña

Perucho, Klayd Harvey

We would like to acknowledge our family, whose

We also extend our appreciation to our teachers and

Additionally, we would like to thank the participants

We would also like to acknowledge the authors and

We will always be grateful for whatever they have done,

Our study initiative is dedicated to our family and

We also dedicate this research paper to our Almighty

In partial fulfillment of the requirements for the subject:

Ms. Arlyn B. Natividad, LPT

Approved by the Panel on Physical Examination

Mr. Jeric T. Cepeda, LPT

Ms. Honeylane E. Madrilejo, MaEd Ms. Christine Kae L. Aragon

Accepted and approved in partial fulfillment of the

Joanna P. Balaqui, LPT

Ericson R. Mallari, LPT

The effect of smart shaming on students is a crucial

Keywords: smart shaming, anti-intellectualism, self-esteem,

belittling their achievements by attributing them to luck or

Overall, conducting research on the effect of smart

Statement of the Problem

This study aims to determine the Effects of Smart Shaming

H1: There is a significant effect of smart shaming on the

The input includes the demographic profile of the

INPUT PROCESS OUTPUT

1. Profile of the a. Formulation

Figure 1. Research Paradigm.

Significance of the Study

Scope and Delimitations

For a better understanding of this research study, the

The related literature review encompasses various

CONCEPT OF SMART SHAMING

There is no singular definition for anti-intellectualism

beliefs, biases, and/or emotions contributes to oppressive

COMMON PHRASES OR TERMS USED IN SMART SHAMING

In a study of Baygan (2016) on the prevalent expressions

shed light on how harmful words and labels can negatively

EFFECTS OF SMART SHAMING

perform better at school. This supports our study as it

SMART SHAMING ON SELF-ESTEEM

According to a study by Cuizon et al. (2017), entitled,

impact on students’ self-esteem and can prevent the exchange

SMART SHAMING ON SOCIALIZATION

experiences. Therefore, by prioritizing the development of

SMART SHAMING ON STUDIES

in different settings of their academic life and was more

This chapter consists of the research methodology,

The method used in this study is descriptive design.

Respondents of the Study

This study is all about the effects of smart shaming on

TABLE 1: Program of the study and the number of honor

PROGRAM OF THE STUDY NUMBER OF HONOR STUDENTS

GRADE 12 STEM HONOR STUDENTS 84

The researchers utilized a survey questionnaire as the

Samples and Sampling Technique