”Impact of Smart Shaming to the Academic Performance Senior High School Students of

St. Augustine College- Las Piñas Branch”

Apillanes, Michael Joe L.

Bautista, John V.

Colegado, Princess Threcia B.

Escalera, JoewenJevin

Garduque, Alexander John T.

Lopez, Christaniel N.

Placino, Bernalyn V.
 CHAPTER I

INTRODUCTION

1.1 Introduction

Most of the students nowadays have experience smart shaming. Smart shaming or

Anti-Intellectualism is mocking someone for being smarter than them. It is also defined

as the hostility or distrust of intellectual pursuits. Those who present an atypical way of

thinking are bothered (perceived as different), deemed a danger to normality, and are

considered outsiders with little empathy for the rest of the population. This is the origin

of the idea that those who have alternative opinions or are part of a counterculture are

elitist, arrogant, matapobre (anti-poor) and aloof. There is a growing trend of shaming

those who take the time to learn more and share their knowledge with others. As if

intelligence is now a liability and scratching beneath the surface is a negative,

invalidating ideas that go against the grain seems to be more common than being

intrigued enough to look further.

There is no better time than the present to learn about any topic or skill. With free

and open access to unlimited information online, there is hardly any excuse to remain

complacent about knowledge. But instead this time is spent on putting down the person

who is actually curious enough to learn. Understand the lack of hope that furthering one's

knowledge will actually lead anywhere. It is easy to accept that onlythe powerfulhave

access to the wisdom of the world and that it's better to not want more than what is

attainable.

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 Thomas Edison once said, "Restlessness is discontent and discontent is the first

necessity of progress." If we are always content with what we are given and refuse to ask

questions - and if we condemn those who actually do - then we accept our step backward

while everyone else leaves us behind. Our failure then becomes no one's fault but our

own.

Smart shaming is one of the reason that affects the academic performance of the

students, it is known to discourage the students to strive to be smarter, and it also hinders

the students from expressing themselves freely. According to Isaac Asimov – (1980) The

strain of anti-intellectualism has been a constant thread winding its way through our

political and cultural life, nurtured by the false notion that democracy means that my

ignorance is just as good as your knowledge. Smart shaming have been known to put

negative stereotypes to students who are trying.

Students try different or various ways to prevent and stop smart shaming. Some of

them tried to surpass smart shaming using their confidence, developing their self-esteem,

but most of them chose to ignore the situation even though they are still affected by it,

because of that students are more likely to be afraid or ashamed to be intelligent, they

start seeing the word "intellectual" as an insult rather than a good quality of a student,

they see high intelligence as a negative trait.

According Shakira Sison (2015), Instead of engaging a person who has something

interesting to say, their ideas are perceived as a threat, as if the person were hurling

insults instead of stating facts. The offended party feels that the person with a unique

thought is making them feel stupid. There is a growing trend of shaming those who take

the time to learn more and share their knowledge with others. As if intelligence is now a

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liability and scratching beneath the surface is a negative, invalidating ideas that go

against the grain seems to be more common than being intrigued enough to look further.

1.2 Objectives of the Study

This study aims to establish and serve as a guide to the research, whereas the goals of

the study are the following:

 To determine the demographic profile of the students.

 To know the impact of smart shaming to the academic performance of senior high

school students.
 To distinguish if there is a significant relationship between smart shaming and

academic performance.

Specifically, attempts to answer the following questions:

1.) What are the demographic profile of students in terms of:

a. Age c. General Average (1st Semester S.Y. 2018-2019)
b. Grade and Section
2.) What are the impacts of smart shaming to the academic performance of senior

high school students?

3.) Is there any significant relationship between smart shaming and academic

performance?

1.4 Theoretical Framework

According to Hofstadter’s Theory of Anti-intellectualism in American life

(2012).Anti-intellectualism in American Life records the tensions between access to

education and excellence in education. Hofstadter argued that anti-intellectualism was a

consequence of the democratization of knowledge. American anti-intellectualism was a

result of certain utilitarianism and the cult of the practical or self-made man.

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 There has always been in our national experience a type of mind which elevates

hatred to a kind of creed; for this mind, group hatreds take a place in politics similar to

the class struggle in some other modern societies. Filled with obscure and ill-directed

grievances and frustrations, with elaborate hallucinations about secrets and conspiracies,

groups of malcontents have found scapegoats at various times in Masons or abolitionists,

Catholics, Mormons, or Jews, Negroes or immigrants, the liquor interests or the

international bankers. In the succession of scapegoats chosen by the followers of this

tradition of Know-Nothingism, the intelligentsia have at last in our time found a place.

The 1950s was a crucible for the American intellectual, then came the 1960s and

the flowering of the ‘organic intellectual’ (a concept adopted from Gramsci) and a range

of social movements that promoted social change and democratization that led to free-

speech, Civil Rights, and anti-war movements. These movements were often associated

with intellectuals such as Herbert Marcuse and the so-called New Left. Indeed, Marcuse

is a perfect example: a member of the Frankfurt School, he migrated to the US in 1934

and became a citizen in 1940. Through his works he attained a kind guru status in the

1960s student rebellions that took place around the world as part of the emerging counter-

culture. His One-Dimensional Man (1964) that focused on the rise of social repression

and the decline of the potential for revolution inspired a generation of students. His

search for the radical or revolutionary subject was influenced strongly by Heidegger’s

phenomenology and he thought only a radical subject could overcome the repressive

structures of advanced industrial society.

1.5 Conceptual Framework

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 The research paradigm illustrates the conceptual framework of the study that shows

the relationship of the input, process and output of the topic. This framework embodies

the specific direction by which the research will have to be undertaken by describing the

relationship between specific variables identified in the study.

Input Process Output

A. Demographic
profile of the senior
Formulating the Survey Impact of Smart Shaming
high school
. Questionnaire used in towards the Academic
students.
gathering data Performance of Senior
 Age
High School Students St.
 Strand
 Grades Augustine College-Las
Distribution of Survey Pinas Branch
Questionnaires

Interpretation and Analysis

of Data

FEEDBACK

Figure 1. Conceptual Framework

The input consists of the research method applied in conducting the research

regarding the Impact of Smart Shaming to the Academic Performance of Senior High

School.

The process on the other hand shows how the research is conducted through

defining the positive and negative impact of Smart Shaming and gathers the required data

relevant to the research by the used of distribution of survey questionnaires to the

respondents.

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 The output as a result, will indicate the general view of the situation on what is

the impact of smart shaming to the academic performance of senior high school students

of St. Augustine College Las Piñas.

1.6 Hypothesis

Null Hypothesis (Ho)

There is no significant relationship between smart shaming and academic

performance of senior highschool students.

Alternative Hypothesis (Ha)

There is a significant relationship between smart shaming and academic

performance of senior high school students.

1.7 Significance of the study

The researchers will provide details to the readers on how the study will

contribute to senior high schools and it will also benefit the senior high school students,

teachers and professors, principal, psychiatrist and future researchers.

Students. This study will help the students to understand the impact of smart

shaming to the academic performance, It will also help them prevent and deal with smart

shaming.

Teachers and Professors. This study will help them to think of an effective

strategy on how will students prevent, cope and deal with smart shaming.

Principal.This study will help the principal to think of an effective strategy to

handle the school so that the school are well organized.

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 Psychiatrist.This study will help the psychiatrist to know that students are more

vulnerable to smart shaming and eventually it will help them to think of an unique and

effective strategy to deal with smart shaming.

Future Researchers.This study will serve as a basis for future researchers to

undergo similar studies related to the impact of smart shaming to the academic

performance of senior high school students.

1.8 Scope and Limitations

The coverage of the study focuses on the Impact of smart shaming towards academic

performance. It also involves the students experiencing smart shaming, teachers, and the

future researcher. The selection of respondents are only limited since there are lots of

students in St. Augustine College of Las Piñas senior high school who are experiencing

smart shaming and has a big impact towards academic performance.

The researcher aims that there are only limited time when gathering

information (July 17, 2018) and selected only those senior high school students who

are experiencing smart shaming in St. Augustine College of Las Piñas. This research

was conducted only on senior high school students of St. Augustine College of Las

Piñas.

1.9 Definition of Terms

1. Smart Shaming –means a group of people mocking someone for being smarter than

them.

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2. Academic -relating to education and scholarship; a teacher or scholar in a college or

institute of higher education.

3. Delimitation -are choices made by the researcher which should be mentioned. They

describe the boundaries that you have set for the study. This is the place to explain: the

things that you are not doing (and why you have chosen not to do them).

4. Hypothesis -a supposition or proposed explanation made on the basis of limited

evidence as a starting point for further investigation.

5.Empathy – the ability to understand and share the feelings of another.

6.Stereotypes – a widely held but fixes and oversimplified image or idea of a particular

type of person or thing.

7. Significance -sufficiently great or important to be worthy of attention; noteworthy.

8. Impact - have a strong effect on someone or something.

9. Prominent- projecting from something; protuberant.

10. Objectives - (of a person or their judgment) not influenced by personal feelings or

opinions in considering and representing fact.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literaure

Lewis (1971), stated that “Shame has an intrinsic tendency to encourage hiding.”

No one wants to be exposed as a failure, so individuals hide the things they despise about

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themselves. The decisions teachers make in terms of their own behavior can have

enormous consequences for the children they teach.”

Walter Anderson (1990), studied that “an unkind word or direct insult is not

what initiates shame in children, but rather a teacher’s apathy. Many children who have

difficulties in school are simply passed from grade to grade without ever learning the

basic skills necessary for a productive life. These children grow to know themselves as

failures and are continuously shamed by their perceived weaknesses.”

Kaufman (1992), cited that “The dunce cap is one of the oldest forms of shame-

based pedagogy. The wearer of the cap is pronounced stupid and ill-equipped for learning

in front of a room of his or her peers. This is the epitome of shame. The dunce cap is no

longer used in schools, but there are a multitude of other techniques that have the

potential of inducing a shame experience in the children that fill the seats of every

classroom. Some children experience shame through the words or actions of insensitive

teachers.Many can remember a remark uttered by a teacher such as, “What are you,

stupid?,” or “You just aren’t smart enough to do that problem.” These types of hurtful

comments can be sources of great shame. Teachers have tremendous emotional power in

the classroom, and this power is dangerous if it is used to control and demean children.”

In the opinion of Broucek (1997), “reminded us that the opposite of shame is

pride. He stated that in the school setting, “Pride and shame are closely connected with

issues of competence, efficacy, the successful meeting of standards and rules, and

achievement of goals.” The concept of a shame–pride axis is essential to a study

examining shame and education. For some children, the educational experience is

enveloped by a sense of pride in one’s achievements. For others, the educational

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experience elicits feelings of shame and selfdoubt. All children enter a learning

environment with a slight sense of shame in not knowing. When everyone is in the same

boat, so to speak, the effect of shame is limited or completely diminished. When some

learners advance and others do not, however, comparisons are made and shame is

perpetuated. For those learners who struggle to meet the challenges of classroom life,

shame is inevitable. Many pedagogical practices highlight only these students’ struggles.

Ability grouping in reading and math, for example, leaves children’s weaknesses

exposed. No matter what name you call the groups, everyone knows that the yellow

birds, hedgehogs, or Flintstones are the “slower learners.” These feelings of shame from

exposure also are seen as a result of other pedagogical practices. Some children do not

want their weaknesses exposed to their fellow classmates, yet teachers continue the

practice of letting students exchange papers for grading. The student who struggles with

spelling, for example, may fail miserably on every test, and yet is forced to exchange his

or her paper with another, which exposes the weakness.”

Cited by Tangney and Dearing (2002), “The forces are involved, however, that can

affect the emotional development of school-aged children. Within the institution of

schools, children are expected to learn and acquire skills. School children therein are

faced with challenges on a daily basis. With every new challenge comes the possibility of

success or failure, which brings the risk of shame.”

Foreign Studies

In accordance with Richard Hofstadter (1963),“There are three forms of anti-

intellectual thought present in American public life since the nation’s founding. Two of

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these have only limited applicability to politics and elections. The first, anti-rationalism,

is the rejection of critical thought as a desirable quality for individuals to hold. The

second, unreflective instrumentalism, describes the preference for short-term payoffs

irrespective of carefully reasoned long-term consequences. While these types of anti-

intellectual thought may plausibly be related to support uncritical political rhetoric and

for policies with immediate payoffs, the link to electoral politics and public opinion is

somewhat unclear. However, a third type of anti-intellectualism he identified has a more

obvious connection to politics and public opinion. This form of anti-intellectualism refers

to the distrust, and perhaps even dislike, for individuals who claim to have superior

knowledge or wisdom about a subject matter.”

According to Kaufman (1992), “Because school is a place for socialization, the

peer group also can be a potential source of shame. Listed the formation of cliques,

teasing and ridicule, and physical bullying as sources of “considerable shame” from ones’

own peers. This type of shame can be continuous and long lasting as it is perpetuated year

after year.”

Tangney and Dearing (2002), stated that “Academic failures are not the only

aspects of school life that leave children open to shame; children also learn socialization

skills in school. Behavior expectations, rules, and procedures are an important part of any

classroom. Many classroom management techniques used by teachers are potential shame

producers. Writing children’s names on the board when an infraction has occurred or

making a child move his desk to the corner are both forms of public humiliation and can

result in shame.”

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 As stated by Hofstaders (2012), “Anti-intellectualism in American Life records

the tensions between access to education and excellence in education. Hofstadter argued

that anti-intellectualism was a consequence of the democratization of knowledge.

American anti-intellectualism was a result of a certain utilitarianism and the cult of the

practical or self-made man.”

According to David Niose (2015), “It is beyond dispute that critical thinking has

been abandoned as a cultural value. Our failure as a society to connect the dots, to see

that such anti-intellectualism comes with a huge price, could eventually be our

downfall. “

Local Literature

Citedby Kim Edward Raymundo (2015), “Nowadays, some of the Filipino’s

seem to view being highly intelligent as a negative trait. Instead of accepting that

someone knows something they don’t, they would downgrade themselves without

knowing that they are actually humiliating the one they are talking to. In other words,

people will insult themselves sarcastically so that you would feel that you’re being too

arrogant for knowing something more than else.”

Studied by Tomas U. Santos (2016), “In a country where education is of great

value among its people, there seems to be a growing trend of making negative comments

and expressions to those who have high intelligence or are critical thinkers—hence, the

term “smart-shaming.”

Jules Ruizol (2017), stated that “I think it should start with ourselves. If we

can’t change the way the industry and the bigger guys work, then maybe we can just start

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small.More importantly, we should be supportive of each other. Instead of rolling our

eyes and throwing passive aggressive comments, we should be more open and listen to

each other’s ideas and opinions. We should work together, not against each other.”

According to Dave Angelo Sales (2017),“Smart Shaming or Anti-Intellectualism–

as we the anti-smart shaming people call it– is an act in which people are mocking others

for the sole reason of being intelligent or having something more than them. Belittling,

depriving, and even more, that it feels like slapping someone else’s face. Thus,

celebrating their ignorance; making fun of themselves to the fact that they are dumb.”

As reported by Iresh Rie Dacian (2017), “I belived that there is nothing wrong

with being a smart ass. I rather admire people who voiced out their opinion and ideas

which I encourage my team members to do. I don’t even care if they are being boastful as

long as there is substance behind that boasting.”

Local Studies

Isabela Secillano (2016), studied that "Nerd," "geek," "know-it-all." These are

just some of the terms that people call out who show a higher level of intellect. You'd

think people would traditionally compliment them or praise them for their smart li'l brain

but no, not in 2016. Smart shaming or anti-intellectualism is the act of mocking someone

who is smarter than others. It's mind-boggling come to think of it. Aren't we supposed to

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encourage everyone to enhance their intelligence, not shame them? How can you be

mocked just for studying a little harder, giving information a little more, reading a little

longer or speaking your mind a little louder? Whatever the rationale behind this,

nonetheless, it needs to be stopped.

In accordance with John Arvin Baygan (2016), “ Ikaw na matalino! Edi akona

bobo. Nosebleed ako, may pa-English English pang nalalaman. If you are the type that

puts an original idea in conversations then you’ve probably heard these expressions

before. It seems that for a lot of unique thought that you have will be answered with a

sarcastic self-depreciative statement or a quick dismissive “edi wow” that effectively

closes any further discussion of the idea; not only does it discourage thoughtful

conversation, it can also serve as a ridicule to a person who thinks differently. Or at least

that’s how people who find themselves in the receiving end of these expressions feel

about it.”

As stated by Patricia Aleckzandra (2016),“One of the countries who values

high-quality education among its people is the Philippines but ironically has an

alarming increase rate of “smart-shaming.” Filipino are not aware that smart-shaming

is actually happening around us. Smart-shaming continuously increase and happens

every day due to lack of awareness among the public. Sadly, the act of mocking

smarter people than us is becoming a norm. Whatever reasons people have behind it,

smart-shaming has to be stopped.”

“Eh di ikawna!. Whenever you say something unfamiliar, may it be academic,

scientific or technical one, especially if that word or phrase is in English language, your

friend or whoever hears it will automatically say that sentence. It means, if my translation

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is right, "you already". In more detail, it could mean like this as well: "Okay, you are the

best of them all. I am not". This famous Filipino phrase has been the go-to answer to such

instances, and somehow, the source of fun jokes. However, it has also been the default

argument of those who cannot (or do not want) to engage in intellectual discourse.”

(Dan Manaig (2017).

In the opinion of Inka Dinka Deux (2018), “Being Filipino is weird because

when you're dumb you're made fun of but when you're smart you're also made fun of.

Being Filipino is weird because when you can't speak English very well, you're stupid,

but when you speak English too well "nasapilipinaska mag tagalogka!"

Synthesis of the Study

Most of the students are experiencing smart shaming and can cause their

academic performance to be poor. There seems to be a growing trend of making negative

comments, insult by others, and expressions to those who have high intelligence or are

critical thinkers. Smart-shaming continuously increase and happens every day due to

lack of awareness among the students. Sadly, the act of mocking smarter people than

us is becoming a norm.

Similarities of the study – All of the articles have the same idea on the

impact of smart shaming to students, it causes poor self confidence and poor

academic performance to students who are experiencing it, smart shaming also

degrades people and it makes the people not to share their thoughts, all of these

impacts of smart shaming may lead to depression.

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 Contrast of the study – The only difference between the articles is smart

shaming only happens before when people are bullies but now smart shaming is

becoming one of our cultures, most of us think that smart shaming is not hurtful,

some of us didn’t even know that they’re already smart shaming someone so we tend

to keep on smart shaming others.

CHAPTER III–METHODS AND PROCEDURE

3.1 Research Design

A descriptive research design was used in this research. According to Manuel and

Medel (1976), descriptive research describes what is. It involves description, recording,

analysis and interpretation of the present nature, composition or processes of phenomena.

The focus is on prevailing conditions, or how a person, group or things behave or

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function in the present. It often involves some type of comparison or contrast.Under this

method, the researchers used survey research design, using questionnaires. Survey

research is a method of collecting information by asking questions.

3.2 Sampling and Sampling Technique

The sampling used in this research is stratified sampling the researcher divides the

population into separate groups, called strata. then a simple random sample is drawn from

each group.

3.3 Research Instruments

In this research, the instrument that the researcher will be using is Survey

questionnaire; a survey questionnaire is a set of questions used in a survey. The survey

questionnaire is a type of data gathering method that is utilized to collect, analyze and

interpret the different views of a group of people from a particular population. The

researchers, first, construct survey questionnaire and then reproduced it. It is based on the

related literature, objectives and research problem. The researchers distributed the survey

forms to the Senior High School students for gathering the data. After that, the

researchers collected the survey form for analyzing the gathered data. Lastly, for the data

analysis, the researchers determined the statistical result of data and they also interpreted

the data.

Respondents of the Study

The respondents chosen by the researchers are the senior high school students in

St. Augustine College-Las Piñas.

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Research Locale

This research will be conducted at the St. Augustine College Las Piñas because it

has the capacity to provide respondents that can give the correct data for the research.

The said location is appropriate because it is the nearest location available for the

researchers. It is the most convenient location because it can provide the data andthe

things that the researchers will need for the research to be conducted easily.

3.4 Data Gathering Procedure

Formulating of Sample Questionnaires

Distribution of Survey Questionnaires

Retrieving of Survey Questionnaires

Interpretation of Data

Finalizing the Data

Figure 2. Research Flow

Figure 2 shows the steps or processes employed in this study. The researchers,

first, stated the background of the study and what is the problem all about. From this, the

researchers developed the research questions and then stated the hypothesis. The

researchers review the literature and then formulated the sample questionnaires. The

distribution of the questionnaires takes place for the gathering of the data. The gathered

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data will be analyzed and interpreted. The next thing is the editing and coding of data.

Lastly, the researchers will give the conclusions and recommendations for this study.

Statistical Treatment

In order to interpret the results of the data, the following statistical formula were

used:

 Weighted Arithmetic Mean

The weighted arithmetic mean is similar to an ordinary arithmetic mean except that

instead of each of the data points contributing equally to the final average.

u=¿
∑ wx
∑w
X́ ¿

where:

X́ u - stands for weighted arithmetic mean.

x – stands for values of the items.

w – stands for the weight of the item.

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