CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, statement of the problem,

significance of the study, and the scope and delimitations.

Background of the Study

Body shaming is a form of bullying that targets a person’s physical appearance,

including body mass, height, shape, body hair, and face features. Indeed, each one of us

engages in it. It is common among young people because they often feel insecure about

their body image, on how others view or see them. We are pressured to keep up with the

ideal image that society accepts; whether we look slimmer, smaller, fairer, have

prominent noses, aligned teeth, smaller eyes and attractive lips. In today’s generation,

people who have negative feelings about their body image, are more likely to have poor

self-confidence. Since body shaming refers to the negative features in one’s appearance,

this might affect their mental and physical aspects. If a person suffers from body

shaming, this might put a lot of stress on them and it can drive them to gain more weight

by stress eating and lose weight by dieting and excessive exercising. (Schluger, 2021),

Images of flawless bodies abound on television, in publications, and on social media.

Physical appearance frequently takes precedence over health considerations in our

weight-conscious culture. The general idea is that we should strive for perfection and find

ways to conceal our shortcomings. Trying to meet these expectations causes us to have

bad thoughts about our value and self-esteem. It also leads to self-objectification and

other-criticism, which can emerge as body shaming.

1
 Body shaming is a serious issue today considering its effects to the youth and to

the ones who experience it. According to Muarifah (2022), body shaming is increasingly

prevalent on social media in today’s digital era. Recently, there has been a lot of

controversies that involve body shaming and body image among teenagers. In a study of

Cassone et al., (2016), they investigated the effectiveness of a 6-week cognitive-

behavioral group intervention in promoting the development of positive body image. The

study also examined if, in accordance with the objectification theory, participants who

reported higher levels of body shame would (a) report higher levels of body

dissatisfaction, and (b) demonstrate less improvement in response to the Positive Bodies

program. The results provided preliminary support for the overall effectiveness of the

program. Contrary to predictions, higher body shame was associated with greater

improvements in indicators of body image over time. Further comparisons with a control

or treatment comparison group are required; however, the results support benefits for

individuals with body dissatisfaction, particularly those reporting higher levels of body

shame. Schluger (2021), aimed at providing a definition and classification of body

shaming. The results show that body shaming is perceived as an unrepeated act in which

a person expresses unsolicited, mostly negative opinions/comments about a target’s body,

without necessarily intending to harm him/her. Still, the target perceives the comments as

negative. It can range from well-meant advice to malevolent insults and it can occur

online and offline. It can be a tool for trolling and can evolve to cyberbullying with

repetition over time. The definition and classification help to investigate body shaming

and its effects on body image and mental health in future research. Altogether, body

shaming is a form of social aggression that has a negative impact on individuals.

2
 Evelianti, et al., (2020), determine whether there is a relationship between body

shaming treatments on body image among adolescents in Depok. The sample in this

study is 81 students in Depok. The results showed that teenagers who get a low body

shaming treatment will have a positive body image and teenagers who get high body

shaming treatment will have a negative body image. Intervention needs to be done to

reduce body shaming treatment in adolescents in improving body image. Brewis,

Alexandra A., and Meg Bruening (2018), studies a large sample (N = 1443) of first-year

(freshman), campus-resident university students. The study has shown that body shame

directly, clearly, and repeatedly predicts depression symptom levels across the whole

school year for all students. Although Alexandra and Bruening (2018), doesn’t

specifically state the effects of body shaming on the adolescence, they have a large

sample size of 1443 participants. Evelianti, et al., (2020), expanded on Alexandra’s study

with more specific results with 81 respondents. Evelianti’s study examined closely the

effects of body shaming and the relationship of it to the body image. Moreover, both of

the studies are relevant to our current research topic and both stated negative effects of

body shaming.

Although previous studies have often explored the effects of body shaming, they

haven’t sufficiently explored the effects of body shaming on the self-assessment of the

students considering senior high students. This research paper aimed to identify effects of

body shaming on the self-assessment of the senior high students in Polytechnic College

of Botolan.

3
Statement of the Problem

The study aimed to identify the effects of body shaming on the self-assessment of

senior high students in Polytechnic College of Botolan school year 2021-2022. This study

specifically sought to answer the following questions:

1. Profile of the respondents;

1.1) Gender

1.2) Year level

1.3) BMI classification

2. How do the respondents perceive their own-self through the following scale?

2.1) the objectified body consciousness scale (OBCS); and

2.2) the body esteem scale (BES)

3. How do the student respondents perceive the effects of body shaming in terms of their;

3.1) self-efficacy; and

3.2) self-esteem

4. Is there a significant difference between the perception of students on their own- self

when grouped according to profile variables?

5. Is there a significant difference between the perception of students on the effects of

body shaming when grouped according to profile variables?

4
Significance of the Study

The result of this study aimed to provide benefits and useful information that will

benefit the following:

Students. This study will help other students to have wider understanding and

knowledge regarding the effects of body shaming. Students might use this research study

as a motivation and inspiration. Students can protect themselves from the effects of body

shaming.

Teachers. This research study will serve as reference for teachers when they are

conducting a lesson. They can use this study as an example for their students.

School. This study will serve as reference if they will be able to conduct

deliberation concerning the welfare of the students in times of catastrophe. In addition,

this research will offer some information about the effect of body shaming on students’

self-assessment inside or outside the classroom.

Community. The outcomes of this paper may alert the community on the

seriousness of the impact of body shaming among youths. This might help to create

actions regarding body shaming and prevent the widespread prevalence of body shaming.

Future Researchers. Being a novice for this kind of topic is a challenge for the

upcoming researchers. This study will be an instrument that will guide and navigate them

in discovering credible, reliable, and tantamount factors that are known as indispensable

data for further understanding on the topic. Indeed, this paper is going to be a chief

source for enlightenment that they will surely need in their future studies.

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Scope and Delimitations

The study focused on identifying the effects of body shaming on senior high

school students’ self-assessment. This research covered up only the responses of the

questions provided by the researchers. This study did not cover other problems that are

not considered as one of the effects of body shaming in the self-assessment of students in

terms of self-esteem and self-efficacy. This study also identified how students perceived

their own self and the effects of body shaming. The study aimed to identify the difference

between the perception of students on their own- self when grouped according to profile

variables and the difference between the perception of students on the effects of body

shaming when grouped according to profile variables. This research only involved a

small sample size of 60 respondents. The other students who do not fall as part of grade

11 and grade 12 students of Polytechnic College of Botolan school year 2021-2022 are

not within the scope of this research.

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 CHAPTER 2

FRAMEWORK OF THE STUDY

This chapter presents the review of related literature and studies glimpsed from

foreign and local sources that have a bearing and relationship with the present study. It

also includes the theoretical framework, conceptual framework, paradigm of the study,

the definition of terms, the null hypothesis.

Review of Related Literature and Studies

According to worldwide viral media, (Willson & Kerr, 2021), they explored

experiences of body shaming as a form of emotional abuse and the effects of the

experiences. The reported findings represent a secondary analysis of data collected from

a study exploring the long-term effects of emotional abuse. The study has shown that

athletes indicated that they have experienced negative verbal comments about their

bodies, body monitoring, forced restrictions of food and water, public criticism of the

body, and punishment when body-related standards are not met. The effects of these

experiences included normalization, social comparison, extreme weight control methods,

negative health outcomes, performance decrements, and decreased enjoyment. Based on

this study, body shaming is literally affecting the whole experiences of the people,

specifically these athletes. They are restricted to have food and water just because they

are not normal in classification. It affects their whole existence as a person, they are not

given the rights to have their enjoyment. Vigilant monitoring of body happens just

because they are athletes and it is required for them to meet body standards

Body shaming pressure and shame that lowers body confidence. Informants are

easily sensitive to a variety of things, such as in choosing clothes, refusing an invitation

7
to leave the house, until further closing and self-limiting. Informants in this study

perform verification efforts to avoid the body shaming back with body treatments, a

program of diet, exercise, and learn makeup. Resistance of body shaming led to the

concept of body pomposity, but they still take measures to change the body’s dress,

forming a good body, and being sensitive on matters relating to the body. Experiencing

body shaming and doing body-pomposity may not be completed even though they can

take the fight. When the informant has been doing body pomposity does not rule out the

possibility they feel insecurity on his back and make changes in order to prevent the

occurrence of body shaming. There were 966 cases of physical insult or body shaming

handled by the police from across Indonesia throughout 2018, Fauzia and Rahmiaji

(2019). As studied, body shaming lowers self-confidence which is linked to self-

assessment. As a senior high student, we’ve encountered a situation like this, such that

we’re from generation Z, body shaming can’t be easily prevented. It’s like we’re always

going to get dressed to meet society's standard. We can’ escape from this sad reality, the

gazes and comments of the people. Some of us are trying so hard to gain weight and lose

weight that we’ve neglected our rights and we neglected our bodies.

As studied by Allado (2019), the researchers observed problems regarding the

effects of body shaming on the academic performance of pupils which they chose to be

the main purpose of the study that is to be conducted. The researchers also aimed to find

out the possible solutions to lessen the cases of body shaming. Several methods propose

explanations about how body shaming came up and its effects on people suffering from

it. This study used causal-comparative or quasi-experimental. This method was chosen

for the reason that it attempts to determine the cause and effect relationships among

8
variables. It can identify the independent variable but not manipulated by the

experimenter, and it can measure the effects of the independent variable on the dependent

variable. Based on the findings of the study, most of the pupils of Pacifico O. Aquino

Elementary School are aware of the existence of body shaming in the said institution, its

effects to the academic performance and the possible solutions that the pupils, teachers,

parents/family, and the school administration can do to lessen its cases. Moreover, the

environment can largely contribute to body shaming and also the proper use of different

media platforms and the right perspective can add up to the possible solutions to lessen

the cases and effects of body shaming. In this study, it is said that body shaming affects

the academic achievement of the study though it is not covered by our study but still it is

an effect of body shaming.

Another study aimed at whether there is a relationship between body shaming

treatment on body image among adolescents in Depok. The results showed that there is a

relationship between body shaming treatment on body image among adolescents in the

Depok area. Teenagers who get a low body shaming treatment will have a positive body

image and vice versa. A study from Sukamtig et. Al. (2020).

Others also conduct a study to understand the relationship between body shaming

and body image, life orientation and emotional expression. The interplay between these

aspects determines one’s personality and how we see the world around us. The results

revealed an insignificant relationship between the body image of males and females, and

a significant relationship between body image and emotional expressiveness which was

found to be positive. However, there exists a significant and negative relationship

between body image and optimism. This proves that people with positive body image can

9
express their emotions well, but disproves the fact that positive body image can lead to a

good level of optimism. As studied, body shaming does not only occur on women but

also to males. Having a positive body image positively affects the emotional

expressiveness of people. Research from Saxena, et., al. (2020),

The perception of our body and those feelings, which are associated with this

image greatly influence not only our self-concept, but our self-esteem, too. Szabó (2015)

The study was to better understand the relationship between body image and self-esteem,

as well as my long-term objective is to provide more effective assistance for individuals

with negative self-concept that is based on poor body image. The development of self-

concept and its connection with self-esteem. Nowadays, body images play such an

important role in our lives to get through some tough moments. It’s the exact same with

self-esteem. Everyone should feel proud and good of themselves. It is believed that

feeling good about yourself can affect your mental health that will eventually lead you to

how to behave. Regarding body image, well we humans care so much about our physical

appearance especially people in their early teens.

ZAP Beauty Index 2020 found that 47 percent of Indonesian women experienced

body shaming because of their curvy figures, 36.4 percent due to their acne-prone skin,

28.1 percent because of chubby cheeks, 23.3 percent because of their dark skin tone and

19.6 percent because they were skinny. According to objectification theory, which holds

that girls and women are commonly treated as sexual objects, females have been seen as

mere companions for decades. To attract males, it has been said, they became obsessed

with their physical features and began to compete with one another. The way society

perceived the role of women was one of the triggers of body shaming. Body shaming can

10
happen to all genders, what you can do is to see and think of yourself as a whole person,

not a collection of specific body parts. Accept and celebrate the uniqueness of your

natural body shape and size and understand that a person’s physical appearance says very

little about their character and value as a person.

Izydorczyk and Warchulska (2018) identified that regardless of age and BMI

values, in pursuit of thinness, sociocultural appearance standards played a major role and

the researchers concluded that the young female adolescents (aged 12 – 20) had the

highest tendency in developing eating disorder due to body shaming. The study results

can prove helpful in creating education programs in preventive healthcare aimed

particularly at the youngest adolescents. We think it's important to remember that each

body is unique. Everyone’s family background and environment influence their size and

weight differently. There’s no such thing as a “one size fits all” body type that’s right for.

Don't focus on your body’s weight and perceived flaws. Don't convince yourself that you

would be happier or “better” if you were thin.

Therefore, conclude as a researcher, body shaming could lead to an eating

disorder, depression, or worse. If you are the parent of a teenager who has participated in

body shaming, you should put an end to it immediately. Teenagers need to learn how to

interact and communicate with one another in a way that is not aggressive or bullying.

Set a good example by not commenting (positively or negatively) on other people’s

bodies; instead, focus on their inner qualities. With some frank conversations, you can do

your part to end body shaming in the next generation.

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Theoretical Framework

This study is anchored on the Objectification Theory (Fredrickson & Roberts,

1997) and Social Comparison Theory (Leon Festinger, 1957) Objectification Theory

asserts that self-objectification which manifests as self-surveillance, leads to increase in

body shame, anxiety, and disgust towards self and subsequent eating pathology.

Objectification theory is a framework for understanding of being a female in a culture

that sexually objectifies female body. The theory proposes that men and women are

socialized to internalize an observer’s perspective as their primary view of their physical

selves. In the objectification theory framework, self-objectification is the primary

psychological mechanism that accounts for the link between women’s experiences of

sexual-objectification at the cultural level and their bodily and subjective well-being at

the individual level. Gazing, comments, harassment and violence that a person receives

leads to an internalized view of self as an object, where a person attentively monitors

their bodies. This initiates negative subjective experiences such as body shame and

appearance anxiety which leads to mental health risks including depression, eating

disorders and might lower self-esteem and self-efficacy and self-confidence. And on the

other hand, the Social Comparison Theory, the proposition that people evaluate their

abilities and attitudes in relation to those of others in a process that plays a significant

12
role in self-image and subjective well-being. Three types of social comparison are

proposed in the theory: (a) upward social comparison, or comparing oneself with

someone judged to be better than oneself. Downward social comparison, or comparing

oneself with someone judged to be not as good as oneself; and (c) lateral social

comparison, or comparing oneself with another who is considered to be more or less

equal. Social comparison theory has held that upward comparisons promote a sense of

inferiority and thus are associated with negative changes in self-concept (the contrast

effect), but recent research suggests that, depending on the circumstances, upward

comparisons instead may promote inspiration and be associated with positive changes in

self-concept (the assimilation effect).

Conceptual Framework

According to Duarte and Gouveia (2017), there has been little research into

prospective resilience variables. The current study examined the relationship between

emotional memories of feelings of warmth and safety and self-reassuring abilities, as well

as whether these abilities buffer the influence of bullying on body image, shame, and

eating disorders.

13
 Self-Assessment
Figure 1. Research Paradigm
Body Respondents
TheShaming
figure above shows that body shaming affects the self-assessment of the

senior high students which are the respondents. The self-assessment of the students is
self-esteem self-efficacy
referred to as self-esteem and self-efficacy. This research study has similarities in the

study of Gam (2020), in which the researcher studied the effects of body shaming among

the school-going adolescents. The end result of the study leads to low self-esteem, self-

efficacy, low body dissatisfaction, and depressive symptoms, which is consistent with the

growing body of work emphasizing the harmful role of appearance-based harassment

among youth.

Null Hypotheses

There is no significant difference between the perception of students on their

own- self when grouped according to profile variables.

There is no significant difference between the perception of students on the

effects of body shaming when grouped according to profile variables.

Definition of Terms

Body Image. The students of Polytechnic College of Botolan, physical

appearance and body features.

Body Shaming. The actions of students in Polytechnic College of Botolan in

terms of attacking other people's bodies regarding their weight and physical appearances.

Self-Assessment. The self-efficacy and self-esteem of senior high students of

Polytechnic College of Botolan in participating in this study.

Self-Efficacy. The positive or negative thinking of succeeding or achieving any

tasks that’s been provided by the school to the senior high school students of PCB.

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 Self-Esteem. The student’s feelings towards oneself are either positive or

negative regardless of any situation that they are experiencing as a senior high school

student of Polytechnic College of Botolan.

Bullying. An action that is experienced by the students of PCB regarding their

body image.

BMI. Stands for body mass index, the measure of the students based on their

height and weight.

Beauty Standards. It refers to the ideal body image that the students are aiming

for.

Physical Appearance. It refers to the student’s body mass, face features, height

and body shape.

Self-Objectification. This refers to the student’s criticism about their bodies such

as comparing themselves to others and examining oneself through mirrors and as an

object.

15
 CHAPTER 3

METHODOLOGY

This chapter provides a presentation and description of the research methodology,

research design, respondent and location, instruments, data collection and data analysis.

Research Design

The researcher used descriptive research design. The purpose of descriptive

research is to collect and analyze information. It describes the characteristics of the

population or phenomenon studied (Siedlecki, 2020). The latent variables body shaming,

body image, self-esteem, and self-efficacy were described using this descriptive research

approach. It describes the profile of the respondents using frequency and percentage, the

self-perception of the student-respondents on body consciousness scale and body esteem

scale and the perception on the effects of body shaming in terms of self-efficacy and self-

esteem.

Respondents and Location

The researchers had a total population of 396 students. The researchers used

Quota Sampling in selecting participants. Grade 11 and 12 students had a sample size of

30 representatives to achieve a total of 60 student-respondents.

Table 1. Table of senior high students of Polytechnic College of Botolan

Grade Level Sample Size Percentage
Grade 11 30 50%
Grade 12 30 50%
Total 60 100.00

According to Showkat and Parveen (2017) sampling makes research more exact

and efficient. It’s the testing technique which really decides the generalization of the

research finding. The respondents that participated in this study are from Polytechnic

16
College of Botolan in which senior high students have a higher chance of experience on

body shaming.

Figure 2. Map of Polytechnic College of Botolan

PCB stands for Polytechnic College of Botolan, a state community college in the

province of Zambales. It was established in 2009 to provide secondary, tertiary, and

technical vocational education to the town of Botolan and its surrounding municipalities.

The campus is at Barangay Batonlapoc, Botolan, Zambales, near the Botolan National

High School. It is a member of the Philippine Association of Local Colleges and

Polytechnic College of Botolan was once named as Botolan Community College in 2009.

The college offers Senior High School education under the following strands:

Accountancy and Business Management (ABM) Humanities and Social Sciences

(HUMSS) Science, Technology, Engineering & Mathematics (STEM) Technological-

Vocational Livelihood Education (TVL). The college offers the following degree

programs: Bachelor of Science in Information Technology, Bachelor of Science in Hotel

17
and Restaurant Management, Bachelor of Elementary Education, Certificate of

Professional Education.

Instruments

The researchers used a survey questionnaire on gathering data, researchers used

demographic questionnaires to identify the characteristics of the respondents in terms of

gender, year level and BMI classification (normal, overweight, and underweight). The

Objectified Body Consciousness Scale (OBCS) by Mckinley and Hyde (1996) and The

Body Esteem Scale by Franzoi and Shields (1984) were used to know how the students

perceive their own self. Rosenberg Self-esteem by Morris Rosenberg (1965) and New

General Self-efficacy scale by Gilad Chen and team (2001) measured self-efficacy and

self-esteem of the respondents. Likert scale is used on the responses of the respondents.

The OBCS contains 7 statements that use a 7-point Likert scale which is strongly

agree down to strongly disagree. The body esteem scale was a listed number of body

parts, the respondents were asked to indicate how they feel about their own body using

the 5-point scale. The new general self-efficacy scale was an 8-item questionnaire, using

a 5-point rating scale, respondents show how much they agree with eight statements.

Lastly, the Rosenberg self-esteem scale which was a 5-item questionnaire. It is a list of

statements dealing with the general feelings about the respondent's view of themselves.

Respondents are asked to indicate how strongly they agree or disagree with each

statement using a 4-point rating scale.

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Data Collection

The researcher formulated questions through google form for the survey. The

questionnaire was composed of two parts. The first one is the demographic questionnaire

for the respondents’ profile. The second one is the scales wherein the questions measures

body shame, body image, self-efficacy, self-esteem. The researchers sent a letter of

request to the advisers of the target respondents to conduct the survey. After the approval,

the questionnaires were distributed online on the target respondents. The respondents

were given enough time to answer the survey. There are written instructions for each of

the parts of the questionnaires. After answering the survey form, the researchers had a

discrete data analysis and conclusion with the significant data collected.

Data Analysis

The researchers used descriptive statistics and analysis of variance (ANOVA).

After the data were gathered, the data was analyzed using Jeffreys’s Amazing Statistics

Program (JASP) software. The following statistical tools were used.

Frequency. The tally or frequency count is the number of times a characteristic

occurs. The formula is:

%= (f/n) x 100

Where:

n= total amount of items is in your data.

f= frequency (the number of items appears).

Percentage. This was employed to determine the percentage distribution of

personal related variables of the respondents. The formula is:

P=f/n x 100

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Where:

P= percentage or %

f= frequency

N= total number of respondents

Weighted Mean. This was utilized to determine the average of the perceptions of

the respondents. The formula is:

X= fx / N

Where:

X= weighted mean

fx= sum of the product of f and x

f= frequency

x= weight of each option

N= total number of respondents

F-test ANOVA. To determine whether the variability between group means is

larger than the variability of the observations between and within the groups. The formula

is:

Table 2. F-test ANOVA Formula

20
The following table represents the interpretation on the scales used.

Table 3. Interpretation for the Objectified Body Consciousness Scale

Interval Qualitative Rating
1-1.86 Strongly Disagree
1.86-2.71 Disagree
2.71-3.57 More or Less Disagree
3.57-4.43 Undecided
4.43-5.29 More or Less Agree
5.29-6.14 Agree
6.14-7.00 Strongly Agree

Table 4. Interpretation for the Body Esteem Scale

Interval Qualitative Rating
1-1.8 Strong Negative Feeling
1.8-2.6 Moderate Negative Feeling
2.6-3.4 No Feeling One Way Or Other
3.4-4.2 Moderate Positive Feeling
4.2-5 Strong Positive Feeling

Table 5. Interpretation for Self-esteem through Rosenberg Self-Esteem Scale

Interval Qualitative Rating
1-1.75 Strongly Disagree
1.75-2.5 Disagree
2.5-3.25 Agree
3.25-4 Strongly Agree

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 Table 6. Interpretation for Self-Efficacy Scale Through
New General Self-Efficacy Scale
Interval Qualitative Rating
1-1.8 Strongly Disagree
1.8-2.6 Disagree
2.6-3.4 Neither Agree Nor Disagree
3.4-4.2 Agree
4.2-5 Strongly Agree

22
 CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the results and interpretation of the findings based on

collected data, related literature and studies, and the researcher’s observations and

experience.

SOP 1. Profile of the respondents in terms of gender, grade level, and BMI

classification.

Table 7 presents the frequency and percentage distribution of the student-

respondents’ profile in terms of gender, grade level and BMI classification.

Table 7
Frequency and Percentage Distribution of the Student-Respondents’ Profile
Gender Frequency Percent
Female 33 55.000
LGBTQ 3 5.000
Male 24 40.000
Total 60 100.00
Grade Level Frequency Percent
Grade 11 23 38.333
Grade 12 37 61.667
Total 60 100.00
BMI Classification Frequency Percent
Normal 52 86.67
Overweight 6 10.00
Underweight 2 3.33
Total 60 100.00

1.1) Gender. As for the gender of the 60 student-respondents, 33 or 55% are

females, 24 or 40% are males and 3 or 5% are LGBTQ. Females make up an

overwhelming majority (33 or 55%) of the respondents, according to the data. In the

article of Genovese (2020), women tend to be more likely to self-select to participate in

online surveys. Male ranked 2nd with a weighted average mean of 40%. Moreover,

23
LGBTQ was ranked as the least obtained weighted mean (5%). According to a study of

Mclnroy (2016), LGBTQ communities have been found to be a hard-to-access population

in the view of the fact that they tend to be less studied and less visible in online surveys.

1.2) Grade level. As for the grade level, there are 23 or 38.333% of grade 11 who

participated in the online survey and 37 or 61.667 % of grade 12 student-respondents.

The figure reveals that most of the respondents are in grade 12 and followed by grade 11.

In the recent study of Taye Gam et., al. (2020), they researched body shaming among

school-going adolescents. Nowadays, teenagers are the most who have experienced body

shaming. According to a study conducted by Cruz Sosa (2020), 64% of teenagers have

encountered forms of body shaming.

1.3) BMI Classification. Table 2 also represents the data on the student-

respondents’ body mass index. Fifty-two or 86.67% of the students have normal BMI

which is a majority followed by 6 or 10% of overweight students and 2 or 3.33% of

underweight student-respondents. Based on the data gathered, females are more likely to

be normal in body mass index while male are more likely to be overweight. According to

a study from Zhang et., al. (2019), it is studied that there are gender differences in the

association of body mass index. The results showed that there was a higher proportion of

overweight on men than in women and the highest mean score was achieved by women

of normal weight group.

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SOP 2. How do the respondents perceive their own self through OBCS and BES?

2.1) Self-perception Through OBCS

Table 8 represents the self-perception of student-respondents through the body

consciousness scale.

Table 8
Self-perception Through Objectified Body Consciousness Scale (OBCS)
Objectified Body Consciousness Scale (OBCS) Weighted Qualitative Rank
Mean Rating
1. I rarely think about how I look. 3.88 U 4
2. I think it is more important that my clothes are
comfortable than whether they look good on 3.08 MLD 7
me.
3. I think more about how my body feels than
5.50 A 1
how my body looks.
4. I rarely compare how I look with how other
4.13 U 2
people look.
5. I rarely worry about how I look to other
3.50 MLD 6
people.
6. I never worry that something is wrong with me
3.72 U 5
when I am not exercising as much as I should.
7. Even when I can't control my weight, I think
3.92 U 3
I'm an okay person.
Overall Weighted Mean 3.96 U

For the self-perception of the student-respondents through the OBCS, ranked 1 st

was indicator 3, I think more about how my body feels than how my body looks

(WM=5.50) interpreted as Agree. The student-respondents agreed upon being conscious

about how their body feels than how it looks. In the article of Payne (2022), teens can

become self-conscious about their bodies as they grow and change during their formative

adolescent years. indicator 4, I rarely compare about how I look with how other people

look (WM=4.13) ranked 2nd, indicator 7, Even when I can't control my weight, I think I'm

an okay person (WM=3.92) ranked 3rd, indicator 1, I rarely think about how I look

(WM=3.88) ranked 4th and indicator 6, I never worry that something is wrong with me

25
when I am not exercising as much as I should be (WM=3.72) ranked 5 th and was

interpreted as Undecided. The least weighted mean was indicator 5, I rarely worry about

how I look to other people (WM=3.50) ranked 6 th and indicator 2, I think it is more

important that my clothes are comfortable than whether they look good on me

(WM=3.08) which are interpreted as More or Less Disagree. Payne (2022), stated that it's

easy for a teen to become self-conscious as their body changes, this period of time may

influence their thinking and how they believe others see and perceive them.

The Overall Weighted Mean was 3.96 which came out to be neutral with a

qualitative rating of Undecided.

2.2) Self- Perception Through BES

Table 9 represents the self-perception of the student-respondents through The Body

Esteem Scale.

Table 9
Self-perception Through Body Esteem Scale (BES)
Body Esteem Scale (BES) Weighted Qualitative Rank
Mean Rating
Nose
1. 3.95 MPF 1
Teeth
2. 2.77 NF 8
Face shape
3. 2.78 NF 7
Chest or breast
4. 3.95 MPF 1
Waist
5. 3.27 NF 5
Hips
6. 3.70 MPF 3
Buttocks
7. 2.75 NF 9
Thighs
8. 2.83 NF 6
Legs
9. 3.57 MPF 4
Body hair
10. 2.43 NF 10
Overall Weighted Mean 3.20 NF

For the self-perception of the student-respondents through the body esteem scale,

ranked 1st was indicator 1, Nose (WM=3.95) and indicator 4, Chest or Breast (WM=3.95)

26
with a qualitative rating of moderate positive feeling. It was followed by indicator 6, Hips

(WM=3.70) and indicator 9, Legs (WM=3.57) interpreted also as moderate positive

feeling. The student-respondents have moderate positive feelings with the body parts;

nose, chest/breast, hips and legs.

The following indicators was interpreted as no feeling one way or other through

the body esteem scale; ranked 5th Waist (WM=3.27), ranked 6th Thighs (WM=2.83),

ranked 7th Face shape (WM=2.78), ranked 8th Teeth (WM=2.77), ranked 9th Buttocks

(WM=2.75), and lastly ranked 10th Body Hair (WM=2.43). The student-respondents

agreed that they did not have feelings about their waist, thighs, facial shape, teeth,

buttocks, or body hair.

The overall weighted mean was 3.20 interpreted as No Feeling One Way or

Other. In the study conducted by Fortman (2006), the results on the body esteem scale

turned out to be neutral. Even though the study was long overdue, it proves and supports

the result of our research.

SOP 3. How do the student-respondents perceive the effects of body shaming in

terms of their self-efficacy and self-esteem?

3.1) Perception On the Effects of Body-Shaming in Terms of Student’s Self-Efficacy.

Table 10 represents the perception of the student-respondents on the effects of

body shaming in terms of self-efficacy.

27
 Table 10
Perception On the Effects of Body-Shaming in Terms of Student’s Self- Efficacy
Through New General Self- Efficacy Scale
New General Self- Efficacy Scale Weighted Qualitative Rank
Mean Rating
1. I will be able to achieve most of the goals
that I set for myself. 4.58 SA 1
2. When facing difficult tasks, I am certain
that I will accomplish them 3.57 A 5
3. In general, I think that I can obtain
outcomes that are important to me. 3.93 A 2
4. I believe I can succeed at most any
endeavor to which I set my mind. 3.58 A 3
5. I will be able to successfully overcome
many challenges. 3.02 N 7
6. I am confident that I can perform
effectively on many different tasks. 3.28 N 6
7. Compared to other people, I can do most
tasks very well. 3.62 A 4
8. Even when things are tough, I can perform
quite well 2.87 N 8
Overall Weighted Mean
3.56 A

For the result in the self-perception on the effects of body shaming in terms of

self-efficacy, ranked 1st was indicator 1, I will be able to achieve most of the goals that I

set for myself (WM=4.58) interpreted as strongly agree. Student-respondents agreed upon

achieving most of the goals that they’ve set for themselves. The following indicator with

a qualitative rating of Agree was ranked 2 nd indicator 3, In general, I think that I can

obtain outcomes that are important to me (WM=3.93). Ranked 3 rd was indicator 4, I

believe I can succeed at most any endeavor to which I set my mind (WM=3.58). Ranked

4th was indicator 7, Compared to other people, I can do most tasks very well (WM=3.62).

Ranked 5th was indicator 2, When facing difficult tasks, I am certain that I will

accomplish them (WM=3.57). The student-respondents agreed upon doing tasks very

28
well and succeeding on it. In the study of Ablard et., al. (2022), students rated their

achievement goals and the results showed that students were high achievers.

Ranked 6th was indicator 6, I am confident that I can perform effectively on many

different tasks (WM=3.28). Ranked 7th was indicator 5, I will be able to successfully

overcome many challenges (WM=3.02). Ranked 8 th was indicator 8, Even when things

are tough, I can perform quite well with a qualitative rating of neither agree nor disagree

(WM=2.87). The results turned out to be neutral in performing effectively and

overcoming challenges successfully as agreed upon by the student-respondents.

The Overall Weighted mean was 3.56 interpreted as Agree.

3.2) Perception On the Effects of Body-Shaming in Terms of Student’s Self-Esteem.

Table 11 represents the perception of the student-respondents on the effects of

body shaming in terms of self-esteem.

Table 11
Perception On the Effects of Body-Shaming in Terms of Student’s Self-Esteem
Through Rosenberg Self-Esteem Scale
Rosenberg Self-Esteem Scale Weighted Qualitative Rank
Mean Rating
1. On the whole, I am satisfied with myself. 2.88 A 4
2. I feel that I have a number of good
qualities. 2.55 A 5
3. I am able to do things as well as most
other people. 3.23 A 1
4. I feel that I'm a person of worth, at least on
an equal plane with others. 3.12 A 2
5. I take a positive attitude toward myself. 3.00 A 3
Overall Weighted Mean
2.96 A

For the perception of the student-respondents in terms of self-esteem through

Rosenberg Self-esteem Scale. Ranked 1 st was indicator 3, I am able to do things as well

29
as most other people (WM=3.23), followed by indicator 4, I feel that I'm a person of

worth, at least on an equal plane with others (WM=3.12). Ranked 3 rd was indicator 5, I

take a positive attitude toward myself (WM=3.00). Ranked 4 th was indicator 1, On the

whole, I am satisfied with myself (WM=2.88). Ranked 5 th was indicator 2, I feel that I

have a number of good qualities (WM=2.55). The student-respondents agreed upon

having a positive feeling toward themselves. According to the study of Chaves et., al.

(2013), it found that a large part of students showed high self-esteem.

The Overall Weighted Mean was 2.96 with a qualitative rating Agree.

SOP 4. Is there a significant difference between the perception of students on their

own self when grouped according to profile variables?

Table 12
Difference in the Perceptions of Own- Self Through Objectified Body Consciousness
Scale When Grouped According to Profile of the Student-Respondents
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 1.703 2 0.852 0.714 0.494 Ho is accepted
Groups Not
Within 67.982 57 1.193 Significant
Groups
Total 69.685 59
Grade Level Between 7.462 1 0.011 Ho is rejected
7.462 6.956
Groups Significant
Within 62.223 58
1.073
Groups
Total 69.685 301
BMI Between 0.674 Ho is accepted
0.958 2 0.479 0.397
Classification Groups Not
Within Significant
68.727 57 1.206
Groups
Total 69.685 301

Table 12 shows that the significant values for field of gender (0.494), BMI

Classification (0.674), were higher than and equal to (0.05) alpha level of significance.

30
Therefore, the null hypothesis is accepted. There is no significant difference on the

perceptions of own-self through the Objectified Body Consciousness Scale when grouped

according to gender and BMI classification of the student-respondents. Student-

respondents believed that they have the same self-perception on the OBCS. The results

are similar in the study of Ainley (2013), both men and women perceived themselves in

body consciousness likewise. Moreover, in the study of Faries (2020), found that there is

no discrepancy in the perception of OBCS when associated in body mass index.

The significant value for Grade Level (0.011) was lower than (0.05) alpha level of

significance. Therefore, the null hypothesis is rejected. There was a significant difference

in the self-perception of the student-respondents when grouped according to grade level.

Student-respondents differ significantly in their perceptions on the OBCS when attributed

to respondents’ grade level. According to the study Ahmed (2018), it found that there is a

significant difference in students' perception of their body consciousness according to

their study year.

Table 13
Difference in the Perceptions of Own- Self Through the Body Esteem Scale When
Grouped According to Profile of the Student-Respondents
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 2 0.228 0.797 Ho is accepted
0.161 0.081
Groups Not
Within 57 Significant
20.179 0.354
Groups
Total 20.340 59
Grade Level Between 1 Ho is accepted
0.441 0.441 1.284 0.262
Groups Not
Within 58 Significant
19.899 0.343
Groups
Total 20.340 301
BMI Between 0.421 2 0.210 0.602 0.551 Ho is accepted
Classification Groups Not

31
 Within Significant
19.919 57 0.349
Groups
Total 20.340 301

Table 13 shows that the significant values for field of gender (0.797), grade level

(0.262), BMI Classification (0.551), were higher than and equal to (0.05) alpha level of

significance. Therefore, the null hypothesis is accepted. There is no significant difference

on the perceptions of own-self through The Body Esteem Scale when grouped according

to gender, grade level, and BMI classification of the student-respondents. Student-

respondents believed that they have the same self-perception on the BES. Latiff et., al.

(2018), study highlights a negative prevalence of body image dissatisfaction that is

correlated with sex and BMI among school-going students.

SOP 5. Is there a significant difference between the perception of students on the

effects of body shaming when grouped according to profile variables?
Table 14
Difference in the Perceptions of the Effects of Body Shaming on Student’s Self
Efficacy When Grouped According to Profile of the Student-Respondents.
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 2 0.728 0.487 Ho is accepted
0.612 0.336
Groups Not
Within 57 Significant
24.106 0.461
Groups
Total 24.718 59
Grade Level Between 1 Ho is accepted
0.140 0.140 0.331 0.567
Groups Not
Within 58 Significant
24.578 0.424
Groups
Total 24.718 59
BMI Between 2 Ho is accepted
0.251 0.125 0.482 0.620
Classification Groups Not
Within 57 Significant
14.845 0.260
Groups
Total 24.718 59

32
 Table 14 shows that the significant values for field of gender (0.487), grade level

(0.567), BMI Classification (0.620), were higher than and equal to (0.05) alpha level of

significance. Therefore, the null hypothesis is accepted. There is no significant difference

on the perceptions of the effects of body shaming on student’s self-efficacy when

grouped according to gender, grade level, and BMI classification of the student-

respondents. Student-respondents believed that they have the same perception on the

effects of body shaming in terms of self-efficacy. In the study of Fallan et., al. (2016),

gender does not have significant differences in self-efficacy.

Table 15
Difference in the Perceptions of the Effects of Body Shaming on Student’s Self-
Esteem When Grouped According to Profile of the Student-Respondents.
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 2 0.057 0.989 Ho is accepted
0.027 0.013
Groups Not
Within 57 Significant
13.421 0.235
Groups
Total 13.448 59
Grade Level Between 1 Ho is accepted
0.011 0.011 0.050 0.825
Groups Not
Within 58 Significant
13.436 0.232
Groups
Total 13.448 59
BMI Between 2 Ho is accepted
0.653 0.327 1.455 0.242
Classification Groups Not
Within 57 Significant
12.794 0.224
Groups
Total 13.448 59

Table 15 shows that the significant values for field of gender (0.989), grade level

(0.825), BMI Classification (0.242), were higher than and equal to (0.05) alpha level of

significance. Therefore, the null hypothesis is accepted. There was no significant

difference in the perceptions of the effects of body shaming on student’s self-esteem

33
when grouped according to gender, grade level, and BMI classification of the student-

respondents. Student-respondents believed that they have the same perception on the

effects of body shaming in terms of self-esteem. As studied by Zuckerman (2016), male

and female did not show any differences.

34
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the results of the research investigation, the

conclusions arrived at, and the recommendations drawn by the researchers.

Summary of Findings

SOP 1. Profile of the respondents in terms of gender, grade level, and BMI

classification.

As for the gender, 33 are females, 24 are males, and 3 are LGBTQ with a total of

60 student-respondents. Majority of the respondents were from grade 12 which is 37 or

61.667% followed by grade 11 with 23 or 38.333% students. Fifty-two of the students

were normal in the body mass index classification and 6 were overweight and 2 has a

body mass index of underweight.

SOP 2. How do the respondents perceive their own self through OBCS and BES?

Majority of the students perceived undecided and more or less disagreed on the

OBCS. For the BES, the majority of the students perceived no feeling one way or other

which means the results were neutral.

SOP 3. How do the student-respondents perceive the effects of body shaming in

terms of their self-efficacy and self-esteem?

The student-respondents perceived agreed on the effects of body shaming in terms

of their self-efficacy and self-esteem.

35
SOP 4. Is there a significant difference between the perception of students on their

own self when grouped according to profile variables?

There was no significant difference on the perceptions of own-self through

Objectified Body Consciousness Scale when grouped according to gender and BMI

classification of the student-respondents however, there was a significant difference on

the self-perception of the student-respondents when grouped according to grade level. For

the Body Esteem Scale, there was no significant difference on the perceptions of own-self

through The Body Esteem Scale when grouped according to gender, grade level, and

BMI classification of the student-respondents.

SOP 5. Is there a significant difference between the perception of students on the

effects of body shaming when grouped according to profile variables?

There was no significant difference on the perceptions of the students on the

effects of body shaming in terms of their self-efficacy and self-esteem when grouped

according to gender, grade level, and BMI classification of the student-respondents.

Conclusion

Based on the findings, the researchers conclude that:

1. Majority of the student-respondents were females and grade 12 students and had

normal body mass index.

2. The student-respondents perceived Undecided and No Feeling One Way or Other

that their own perception with themselves was neutral in terms of objectified body

consciousness scale and body esteem scale. Therefore, the researchers conclude that

students don’t give much attention to their body and are unsure on how they perceive

themselves.

36
3. The student-respondents agreed that their perception on the effects of body

shaming did not affect their self-efficacy and self-esteem. Furthermore, the students have

high self-esteem and self-efficacy even though they felt body shamed.

4. There was no significant difference on the perceptions of own-self through

Objectified Body Consciousness Scale when grouped according to gender and BMI

classification of the student-respondents however, there was a significant difference on

the perceptions of own-self through OBCS when grouped according to grade level. For

the Body Esteem Scale, there was no significant difference on the perceptions of own-self

through BES when grouped according to gender, grade level, and BMI classification of

the student-respondents. Therefore, the students have the same perception of themselves

based on the gender, grade level and body mass index.

5. As hypothesized, there was no significant difference on the perceptions of the

effects of body shaming on student’s self-efficacy and self-esteem when grouped

according to gender, grade level, and BMI classification of the student-respondents. The

students have the same perception on the effects of body shaming in terms of their

gender, grade level, and body mass index classification that it did not affect their self-

esteem and self-efficacy.

Recommendations

The following recommendations were made in light of the study's findings:

1. The students may implement practices/interventions to help each other improve the

self-assessment and prevent the spreading of body shaming.

37
2. The researchers shall present the model plan to the Heads of School for further study

and implementation in order to alleviate the consequences of body shaming experienced

by the students.

3. Department heads and school heads may provide training and orientation for

instructors on various counseling practices that might assist students in coping with and

managing their self-assessment.

4. The community may organize and implement orientation to raise awareness about the

serious consequences of body shaming.

5. For validation purposes, future researchers may undertake follow-up studies in other

schools in Botolan, Zambales.

38
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Fallan, L., & Opstad, L. (2016). Student Self-Efficacy and Gender-Personality

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41
 Appendices
Appendix A (APPROVAL FORM)
Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: pcbzambales.com
Contact Number: 0949-155-3113

May 23, 2022

Mrs. Myrna Pangan

SHS Program Coordinator

Dear Ma’am,
We, Lady Lin D. Bandal, Sofia Bianca I. Villanueva, Athena Jideah U.
Dedicatoria, Margie D. Devesfruto, Grade 12 HUMSS-B students/researchers of
Polytechnic College of Botolan, seek to ask for your permission to allow us to conduct a
survey on the vicinity of the school for our research paper entitled “The Effects of Body
Shaming On The Self-Assessment Of The Senior High Students At Polytechnic College
Of Botolan S.Y. 2021-2022”. The survey will serve as part of the completion of our study
as per compliance to the requirements for Ms. Erika Revillosa, our subject teacher.
We assure that the collected data from the survey questionnaire will remain
confidential for the sake of the student’s privacy and of the school’s protection of
privacy.

We are hoping for your positive response.

Sincerely,

LADY LIN D. BANDAL SOFIA BIANCA VILLANUEVA

Student/Researcher Student/Researcher

MARGIE DEVESFRUTO ATHENA JIDEAH DEDICATORIA

Student/Researcher Student/Researcher

MRS. MYRNA PANGAN

SHS Program Coordinator

42
Appendix B (SURVEY QUESTIONNAIRE)
Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: pcbzambales.com
Contact Number: 0949-155-3113

I. DEMOGRAPHIC QUESTIONNAIRE
DIRECTION: Please tick the most appropriate response.
Gender
● Male

● Female
Grade Level
● Grade 11

● Grade 12
BMI Classification
● Underweight

● Normal

● Overweight

II. LIKERT-SCALE
DIRECTION: Please indicate how much strongly you agree or disagree with the given
statements. Please note that one response only per row.

A. THE OBJECTIFIED BODY CONSCIOUSNESS SCALE (OBCS)

7 6 5 4 3 2 1
I rarely think
about how I
look.
I think it is
more

43
important
that my
clothes are
comfortable
than
whether
they look
good on me.
I think more
about how
my body
feels than
how my
body looks.

I rarely
compare
how I look
with how
other people
look.

I rarely
worry about
how I look to
other people.

I never
worry that
something is
wrong with
me when I
am not
exercising as
much as I
should.

Even when I
can’t control
my weight‚ I
think I’m an
okay person.

B. THE BODY ESTEEM SCALE (BES)

1 2 3 4 5
Nose
Teeth
Face shape

44
Chest or
Breast
Waist
Hips
Buttocks
Thighs
Legs
Body Hair

C. NEW GENERAL SELF-EFFICACY SCALE (NGSES)

1 2 3 4 5
I will be able to achieve
most of the goals that I
set for myself.

When facing difficult

tasks, I am certain that I
will accomplish them.

In general, I think that I

can obtain outcomes that
are important to me.

I believe I can succeed at

most any endeavor to
which I set my mind.

I will be able to
successfully overcome
many challenges.

I am confident that I can

perform effectively on
many different tasks.

Compared to other
people, I can do most
tasks very well.

Even when things are

tough, I can perform
quite well.

45
D. ROSENBERG SELF-ESTEEM SCALE (RSES)

4 3 2 1
On the whole, I am
satisfied with myself.

I feel that I have a

number of good
qualities.

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

I feel that I'm a person

of worth, at least on an
equal plane with
others.

I take a positive
attitude toward
mysself.

46
Appendix C (DATA MATRIX)

Frequency Tables

Frequencies for Gender

Gend Frequen Perce Valid Cumulative
er cy nt Percent Percent
Femal 55.00
33 55.000 55.000
e 0
LGB
3 5.000 5.000 60.000
TQ
40.00
Male 24 40.000 100.000
0
Missi
0 0.000
ng
100.0
Total 60
00

Frequencies for Grade Level

Grade Frequen Perce Valid Cumulative
Level cy nt Percent Percent
38.33
Grade 11 23 38.333 38.333
3
61.66
Grade 12 37 61.667 100.000
7
Missing 0 0.000
100.0
Total 60
00

Frequencies for BMI classification

BMI Frequen Perce Valid Cumulative
classification cy nt Percent Percent
86.66
Normal 52 86.667 86.667
7
10.00
Overweight 6 10.000 96.667
0
Underweight 2 3.333 3.333 100.000
Missing 0 0.000
100.0
Total 60
00

47
Descriptive Statistics
Descriptive Statistics
OBC OBC OBC OBCS OBC OBCS OBC
S1 S2 S3 4 S5 6 S7
Valid 60 60 60 60 60 60 60
Missing 0 0 0 0 0 0 0
Mean 3.883 3.083 5.500 4.133 3.500 3.717 3.917
Std.
1.718 1.660 1.513 1.818 1.513 1.379 1.968
Deviation
Minimum 1.000 1.000 1.000 1.000 1.000 1.000 1.000
Maximum 7.000 7.000 7.000 7.000 7.000 7.000 7.000

Descriptive Statistics
BE BE BE BES BE BE BES BE BE BES
S1 S2 S3 4 S5 S6 7 S8 S9 10
Valid 60 60 60 60 60 60 60 60 60 60
Missing 0 0 0 0 0 0 0 0 0 0
3.9 2.7 2.7 3.9 3.2 3.7 2.7 2.8 3.5 2.43
Mean
50 67 83 50 67 00 50 33 67 3
Std. 1.1 1.1 0.9 1.2 1.2 1.1 0.8 0.8 1.5 1.09
Deviation 26 70 04 68 74 39 36 06 11 5
1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.00
Minimum
00 00 00 00 00 00 00 00 00 0
5.0 5.0 5.0 5.0 5.0 5.0 5.0 4.0 5.0 5.00
Maximum
00 00 00 00 00 00 00 00 00 0

Descriptive Statistics
SEf SEf SEf SEf SEf SEf SEf SEf
1 2 3 4 5 6 7 8
Valid 60 60 60 60 60 60 60 60
Missing 0 0 0 0 0 0 0 0
4.5 3.5 3.9 3.5 3.0 3.2 3.6 2.8
Mean
83 67 33 83 17 83 17 67
Std. 0.7 1.0 0.9 1.0 1.1 1.1 0.5 1.1
Deviation 66 47 72 62 86 95 55 12

48
 Descriptive Statistics
SEf SEf SEf SEf SEf SEf SEf SEf
1 2 3 4 5 6 7 8
2.0 1.0 1.0 1.0 1.0 1.0 2.0 1.0
Minimum
00 00 00 00 00 00 00 00
5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0
Maximum
00 00 00 00 00 00 00 00

Descriptive Statistics
SE SEs SEs SEs SEs
s1 2 3 4 5
Valid 60 60 60 60 60
Missing 0 0 0 0 0
2.8 2.5 3.2 3.1 3.0
Mean
83 50 33 17 00
Std. 0.9 0.8 0.8 0.7 0.8
Deviation 58 11 71 61 44
1.0 1.0 1.0 1.0 1.0
Minimum
00 00 00 00 00
4.0 4.0 4.0 4.0 4.0
Maximum
00 00 00 00 00

Table 7
Difference in the Perceptions of Own- Self Through Objectified Body Consciousness
Scale when Grouped According to Profile of the Student-Respondents
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 1.703 2 0.852 0.714 0.494 Ho is accepted
Groups Not
Within 67.982 57 1.193 Significant
Groups
Total 69.685 59
Grade Level Between 7.462 1 0.011 Ho is rejected
7.462 6.956
Groups Significant
Within 62.223 58
1.073
Groups
Total 69.685 301
BMI Between 0.958 2 0.479 0.397 0.674 Ho is accepted

49
Classification Groups Not
Within Significant
68.727 57 1.206
Groups
Total 69.685 301

Table 8
Difference in the Perceptions of Own- Self Through the Body Esteem Scale when
Grouped According to Profile of the Student-Respondents
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 2 0.228 0.797 Ho is accepted
0.161 0.081
Groups Not
Within 57 Significant
20.179 0.354
Groups
Total 20.340 59
Grade Level Between 1 Ho is accepted
0.441 0.441 1.284 0.262
Groups Not
Within 58 Significant
19.899 0.343
Groups
Total 20.340 301
BMI Between Ho is accepted
0.421 2 0.210 0.602 0.551
Classification Groups Not
Within Significant
19.919 57 0.349
Groups
Total 20.340 301

Profile Source of Sum of df Mean F Sig. Interpretation

Variables Variation Squares Square
Gender Between 2 0.728 0.487 Ho is accepted
0.612 0.336
Groups Not
Within 57 Significant
24.106 0.461
Groups
Total 24.718 59
Grade Level Between 1 Ho is accepted
0.140 0.140 0.331 0.567
Groups Not
Within 58 Significant
24.578 0.424
Groups
Total 24.718 59
BMI Between 2 Ho is accepted
0.251 0.125 0.482 0.620
Classification Groups Not

50
 Within 57 Significant
14.845 0.260
Groups
Total 24.718 59

Table 10
Difference in the Perceptions of the Effects of Body Shaming on Student’s Self-
Esteem when Grouped According to Profile of the Student-Respondents.
Profile Source of Sum of df Mean F Sig. Interpretation
Variables Variation Squares Square
Gender Between 2 0.057 0.989 Ho is accepted
0.027 0.013
Groups Not
Within 57 Significant
13.421 0.235
Groups
Total 13.448 59
Grade Level Between 1 Ho is accepted
0.011 0.011 0.050 0.825
Groups Not
Within 58 Significant
13.436 0.232
Groups
Total 13.448 59
BMI Between 2 Ho is accepted
0.653 0.327 1.455 0.242
Classification Groups Not
Within 57 Significant
12.794 0.224
Groups
Total 13.448 59

51
 Curriculum Vitae
Personal Information

Name: Lady Lin D. Bandal

Address: Batonlapoc, Botolan, Zambales

Birthdate: September 05, 2003

Birthplace: PRMMH Iba, Zambales

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Name of Father: Ramon B. Bandal

Name of Mother: Celia D. Bandal

Cell Phone Number: 09307043937

Educational Background

Elementary: Botolan North Integrated School

Tampo, Botolan, Zambales

(2015-2016)

Junior High School: Botolan National High School

Batonlapoc, Botolan, Zambales

(2019-2020)

Senior High School: Polytechnic College of Botolan

Batonlapoc, Botolan, Zambales

(2021-2022)

52
Personal Information

Name: Sofia Bianca Villanueva

Address: Beneg, Botolan, Zambales

Birthdate: October 18, 2004

Birthplace: Botolan Rural Health Unit

Sex: Female

Civil status: Single

Citizenship: Filipino

Religion: Roman Catholic

Name of father: Arnel D. Villanueva

Name of mother: Evelyn D. Igrobay

Contact information: igrobaysofia@gmail.com

Educational Background

Elementary: Beneg Elementary School

Beneg, Botolan, Zambales

(2015-2016)

Junior high school: Beneg National High School

Beneg, Botolan, Zambales

(2019-2020)

Senior high school: Polytechnic College of Botolan

Batonlapoc, Botolan, Zambales

(2021-2022)

53
Personal Information

Name: Margie D. Devesfruto

Address: Beneg, Botolan, Zambales

Birthdate: September 17, 2004

Birthplace: PRMMH Iba, Zambales

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Name of Father: Norly L. Devesfruto

Name of Mother: Angiely P. Devesfruto

Cell Phone Number: 09705247592

Educational Background

Elementary: Beneg Elementary School

Beneg, Botolan, Zambales

(2015-2016)

Junior High School: Beneg National High School

Beneg, Botolan, Zambales

(2019-2020)

Senior High School: Polytechnic College of Botolan

Batonlapoc, Botolan, Zambales

(2021-2022)

54
Personal Information

Name: Athena Jideah Dedicatoria

Address: NTRA Botolan, Zambales,

Phase 2 Purok-16, Lotus Street.

Birthdate: January 18, 2004

Birthplace: PRMMH Iba, Zambales

Sex: Female

Civil Status: Single

Citizenship: Filipino

Religion: INC

Name of Father: Sadjid Ahosto Dedicatoria

Name of mother: Rose Fe Dedicatoria

Cell Phone Number: 09318083843

Educational Background

Elementary: Paitan, Elementary, School

NTRA, Paitan Proper, Botolan, Zambales

(2015-2016)

Junior High School: New Taugtog National High School

NTRA,Phase 1 Purok-5, Botolan, Zambales

(2019-2020)

Senior High School: Polytechnic College of Botolan

Batonlapoc, Botolan, Zambales

(2021-2022)

55