31

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The research findings of this study's research respondents who reported being

subjected to language shaming in class are presented in this chapter. The results will be

discussed concerning the study's declared research goals.

Perceived psychological effects of language shaming on the students in terms of

emotional, behavior, and self-esteem when grouped and compared as a whole

according to sex, physical features, and monthly family income/ salary.

The tables below reveal the results garnered from the survey questionnaires

showing the perceived psychological effects of language shaming on the students in

terms of emotional, behavior, and self-esteem when grouped and compared as a whole

according to sex, physical features, and monthly family income/ salary.

Table 2. Perceived psychological effects of language shaming on student's personality

according to sex
32
 33

Table 2 shows the perceived psychological effects of language shaming on

students' personalities according to sex. For question number 1, under the emotional

aspect of students, there were 31 (17.71%) male students and 63 (36%) female students

who answered yes, which means that the impact of the same-related experience on their

overall academic performances. In comparison, there were 34 (19.43%) male students

and 47 (26.86%) female students who answered no. For item number 2, 36 (20.58%)
 34

male students and 52 (29.71%) female students answered that toxic relationships about

social interactions make someone feel unsupported, misunderstood, attacked, or

demeaned. In comparison, 28 (16%) male students and 59 (33.71%) female students

answered no. On the other hand, for item number 3, there are 11 (6.29%) males and 16

(9.14%) females answered that the level of shame they experienced from their teacher did

not affect their emotions (1). In comparison, 16 (9.14%) males and 34 (19.43%) females

answered two as having a common effect of shame on their emotions. There were also 30

(17.14%) males and 48 (27.43%) females who chose 3 having a moderate impact on their

feelings, and there were 15 (8.57%) males and 5 (2.86%) females who experienced the

highest maximum level (4) of shame they encountered from their teachers.

For the behavioral aspects of students, for question number 1, there were 46

(26.29%) male students and 80 (45.71%) female students who answered that they had

been criticized by their teacher before/now. On the other hand, 17 (9.71%) male students

and 32 (18.29%) female students answered no. For item number 2, there are 22 (12.57%)

male students and 41 (23.43%) female students who responded that they've experienced

being judged by their teacher because of their pronunciation. At the same time, 42 (24%)

male students and 70 (40%) female students answered no. For item number 3, 30

(17.14%) male students and 54 (30.86%) female students responded that they had been

criticized because of their grammar inside the classroom. On the other hand, 34 (19.43%)

male students and 57 (32.57%) female students answered that they had never experienced

being criticized for their grammar. For item number 4, there were 35 (20%) male students

and 50 (28.57%) female students who experienced being criticized for their accent, and

there are 29 (16.57%) male students and 61 (34.86%) female students answered that they
 35

had not been judging based on their accent. For item number 5, there are 31 (17.71%)

male students and 56 (32%) female students who have been criticized for their

vocabulary. On the other hand, 33 (18.86%) male and 55 (31.43%) female students

answered no. For item number 6, there are 33 (18.86%) male and 67 (38.29%) female

students responded that they experienced a toxic teacher-student relationship inside the

classroom setting, and there were 31 (17.71%) male students and 44 (25.14%) female

students answered that they never encountered a toxic teacher-student relationship. For

item number 7, there are 40 (22.86%) male and 60 (34.29%) female students answered

that toxicity was due to inappropriate teacher classroom management. While there are 25

(14.28%) male students and 50 (28.57%) female students answered no.

For item number 8, there are 35 (20%) male and 64 (36.57%) female students

who think that the shame related experienced was caused by their own behavior/action.

On the other hand, there are 28 (16%) male students and 48 (27.43%) female students

think that shame-related experiences were not the cause of their behavior or action. For

item number 9, there are 39 (22.29%) male students and 60 (34.29%) female students

answered that not on their behavior/action but because they did not meet the teacher's

beliefs, expectations, and standards why they experienced shame based on this cause. On

the other hand, there are 25 (14.28%) male students and 51 (29.15%) female students

answered no.

In the self-esteem aspect of students, for item number 1, there are 28 (16%) male

and 48 (27.43%) female students answered that they had been criticized by their teacher

because of the way they looked. On the other hand, there were 36 (20.57%) male and 63
 36

(36%) female students who answered no. For item number 2, there are 32 (18.28%) male

students and 50 (28.57%) female students answered that their physical standing did affect

the way the teacher would interact with them. But there are, 32 (18.29%) male students

and 61 (34.86%) female students answered that their physical standing did not affect the

way the teacher looked at them for item no. 3, there 21 (12%) male and 36 (20.57%)

female who answered height as the perceived cause of language shaming. While there are

14 (8%) male and 20 (11.43%), female students perceived weight as the cause of shame.

There are also 8 (4.57%) males and 7 (4%) females who chose complexity (pertaining to

skin color) perceived to be the cause of language shaming. When it comes to physical

deformities/distinct physical features, there are 5 (2.86%) males and 3 (1.71%) females

who answered yes, as it causes them to experienced language shaming from their

teachers. There is 1 (0.57%) female student answered that based on her disability, she

experienced what language shaming is while, there are 0% of male students have not

experienced this kind of situation in terms of their disability. On the other hand, there are

10 (5.71%) males and 29 (16.57%) females answered that they experienced language

shaming in other aspects of their lives, and there are 6 (3.43%) males and 15 (8.57%)

female students answered none. For item number 4, there are 26 (14.86%) male students

and 53 (30.29%) female students responded that they felt shame by being reprimanded by

the teacher, and there are 37 (21.14%) male and 59 (33.71%) female students answered

no. For item number 5, there are 41 (23.43%) male students and 76 (43.43%) female

students answered that language shaming was able leave a long-term impact on their

overall personality. While there are 24 (13.71%) male students and 34 (19.43%) female

students answered that language shaming did not have a long-term effect on their overall
 37

personality. For item number 6, there are 33 (18.86%) male and 61 (34.85%) female

students answered that their self-confidence did drop at a certain level upon having such

shame-related experiences. On the other hand, there are 32 (18.29%) male students and

49 (28%) female students answered that their self-confidence did not drop because of

language shaming. For item number 7, there are 40 (22.86%) male students and 79

(45.14%) female students answered that they had been given corrected feedback by their

teacher without proper basis in such a way that they felt ashamed, and there are 24

(13.71%) male and 32 (18.29%) female students who answered no.

The study of Guay, et.al, (2014) states that there is no significant difference in the

prevalence of verbal abuse between men and women. Verbal abuse is the most common

form of workplace violence. It can lead to many consequences, particularly at the

psychological and organizational levels. Several studies underline the importance of

taking into account sociodemographic variables such as victims' sex to better understand

the phenomenon. However, the results are often contradictory and offer no conclusions as

to the greater prevalence of verbal abuse in one gender or the other. In contrary to this

study, verbal abuse such as language shaming has moderately affect female students than

males.
 38

Table 3. Perceived psychological effects of language shaming on student’s personality

according to physical features
39
40
 41

Table 3 above shows the perceived psychological effects of language shaming on

students’ personalities according to physical features. On question number one, under the

emotional impact on students, there are 32 (18.286%) answered that the shame-related

experiences create an effect on the overall academic performance of students in terms of

height, 20 (11.429%) in weight, 5 (2.857%) in complexity, 5 (2.857%) in physical

deformities, 1 (0.571%) in disability, 21 (12%) in other reasons and 6 (3.429%) in none,

while 25 (14.286%) in terms of height, 16 (9.143%) in weight, 10 (5.714%) in

complexity, 3 (1.714%) in physical deformities, zero percent in disability, 16 (9.143%) in

other reasons and 15 (8.571%) in none answered no. On question number two, under

emotional effect on students, there are 25 (14.286%) answered that toxic relationships

pertain to social interactions that make one feel unsupported, misunderstood, attacked, or

demeaned in terms of height, 16 (9.143%) in weight, 9 (5.143%) in complexity, 6

(3.429%) in physical deformities, 1 (0.571%) in disability, 23 (13.143%) in other reasons

and 10 (5.714%) in none, while there are 31 (17.714%) said no in terms of height, 18

(10.286%) in weight, 6 (3.429%) in complexity, 2 (1.143%) in physical deformities, zero

percent in disability, 17 (9.714%) in other reasons and 11 (6.285%) in none. Also, under

the emotional effect on students, there are 7 (4%) rated. On the other hand, on question

number 3, there are 7 (4%) in height, 4 (2.286%) in weight and in other reasons, 3

(1.714%) in complexity, 2 (1.143%) in terms of physical deformities, 0% in disability

and 8 (4.571%) in none who answered that in terms of the level of shame these students

have no effects on their emotions. Other students experienced shame with low marks on

their feelings, specifically in height 15 (8.571%), weight 14 (8%), complexity 3

(1.714%), physical deformities and disability 1 (0.571%), others 11 (6.286%) and none
 42

with 5 (2.857%). There are also 29 (16.571%) in height, 15 (8.571%) in weight, 6

(3.429%) in terms of complexity, 3 (1.714%) in physical deformities, 0% in disability, 18

(10.286%) in others and 7 (4%) in none who experienced a moderate effect on their

emotion upon language shaming. Lastly, there are 6 (3.429%) in height and in others, 1

(0.571%) in terms of weight and none, 3 (1.714%) in complexity, and 2 (1.143%) in

physical deformities who answered in terms of the level of shame, these students

experienced the highest maximum level of effects on their emotions.

Furthermore, on question number one under the behavioral effect on students,

there are 45 (25.714%) answered that they have been criticized by their teacher before in

terms of height, 26 (14.857%) in weight, 10 (5.714%) in complexity, 5 (2.857%) in terms

of physical deformities, 1 (0.571%) in disability, 25 (14.286%) in other reasons and 11

(6.286%) in none, while there are 11 (6.286%) also in terms of height who answered no,

8 (4.571%) in weight, 5 (2.857%) in complexity, 3 (1.714%) in physical deformities, zero

percent in disability, 15 (8.571%) in other reasons and 10 (5.714%) in none. On question

number two there are 19 (10.856%) who answered that they had been judged by their

teacher because of their pronunciation in terms of height, 12 (6.857%) in weight, 6

(3.429%) in complexity, 2 (1.143%) in physical deformities, zero percent in disability, 17

(9.714 %) in other reasons and 5 (2.857%) in none, while there are 36 (20.571%) who

answered no in terms of height, 24 (13.714%) in weight, 9 (5.143%) in complexity, 6

(3.429%) in physical deformities, 1 (0.57%) in disability, 22 (12.571%) in other reasons

and 16 (9.143%) in none. In question number three, there are 33 (18.857%) in terms of

height who answered that they had been criticized because of their grammar, 22

(12.571%) in weight, 4 (2.286%) in complexity, 4 (2.286%) in physical deformities, zero

 43

percent in disability, 18 (10.286%) in other reasons, 8 (4.571%) in none, while there are

24 (13.714%) who answered no in terms of height, 14 (8%) in weight, 11 (6.286%) in

complexity, 4 (2.286%) in physical deformities, 1 (0.57%) in disability, 21 (12%) in other

reasons and 13 (7.429%) in none. On question number four, there are 32 (18.286%)

answered that they have criticized because of their accent in terms of height, 20

(11.429%) in weight, 9 (5.143%) in complexity, in 2 (1.143%) in physical deformities,

zero percent in disability, 20 (11.429%) in other reasons, and 3 (1.714%) in none, while

26 (14.857%) students answered no in terms of height, 13 (7.429%) in weight, 6

(3.429%) in complexity, 6 (3.429%) in physical deformities, 1 (0.571%) in disability, 19

(10.857%) in other reasons, 18 (10.285%) in none. On question number five, there are 32

(18.286%) answered that they have been criticized in their vocabulary in terms of height,

15 (8.571%) in weight, 8 (4.571%) in complexity, 5 (2.857%) in physical deformities, 1

(0.571%) in disability, 22 (12.571%) in other reasons, and 5 (2.857%) in none, while

there are 24 (13.714%) who answered no in terms of height, 19 (10.857%) in weight, 7

(4%) in complexity, 3 (1.714%) in physical deformities, zero percent in disability, 18

(10.286%) in other reasons, 16 (9.143%) in none. In item number six, there are 31

(17.714%) answered that they had experienced toxic teacher-student relationships inside

the classroom setting in terms of height, 18 (10.286%) in weight, 10 (5.714%) in

complexity, 5 (2.857%) in physical deformities, zero percent in disability, 27 (15.429%)

in other reasons, and 8 (4.571%) in none, while there are 25 (14.286%) who answered no

in terms of height, 16 (9.143%) in weight, 5 (2.857%) in complexity, 3 (1.714%) in

physical deformities, 1 (0.571%) in disability, 13 (7.429%) in other reasons, 13 (7.429%)

in none. On question number seven, there are 36 (20.571%) answered that there was
 44

toxicity due to inappropriate teacher classroom management in terms of height, 20

(11.429%) in weight, 11 (6.286%) in complexity, 1 (0.571%) in physical deformities,

zero percent in disability, 21 (12%) in other reasons, and 11 (6.286%) in none, while

there are 20 (11.429%) who answered no in terms of height, 14 (8%) in weight, 4

(2.286%) in complexity, 7 (4%) in physical deformities, 1 (0.571%) in disability, 18

(10.286%) in other reasons, 11 (6.286%) in none. In item number eight, there are 32

(18.286%) who answered that the shame related experienced was caused by their own

behavior/ action in terms of height, 17 (9.714%) in weight, 9 (5.143%) in complexity, 6

(3.429%) in physical deformities, zero percent in disability, 21 (12%) in other reasons,

and 14 (8%) in none, while there are 24 (13.714%) who answered no in terms of height,

17 (9.714%) in weight, 6 (3.429%) in complexity, 3 (1.714%) in physical deformities, 1

(0.571%) in disability, 18 (10.286%) in other reasons, 7 (4%) in none. In item number

nine, there are 33 (18.857%) who answered that the shame related experienced was

caused because they did not meet the teacher’s beliefs in terms of height, 21 (12%) in

weight, 9 (5.143%) in complexity, 4 (2.286%) in physical deformities, zero percent in

disability, 25 (14.286%) in other reasons, and 7 (4%) in none, while there are 24

(13.714%) who answered no in terms of height, 13 (7.429%) in weight, 6 (3.429%) in

complexity, 4 (2.286%) in physical deformities, 1 (0.571%) in disability, 14 (8%) in other

reasons, 14 (8%) in none.

Furthermore, on question number one under the self-esteem effect on students,

there are 32 (18.286%) answered that they had been criticized by their teacher because of

the way they looked in terms of height, 16 (9.143%) in weight, 4 (2.286%) in complexity,

3 (1.714%) in terms of physical deformities, 1 (0.571%) in disability, 15 (8.571%) in

 45

other reasons and 5 (2.857%) in none, while there are 27 (15.429%) also in terms of

height who answered no, 16 (9.143%) in weight, 11 (6.286%) in complexity, 5 (2.857%)

in physical deformities, zero percent in disability, 24 (13.714%) in other reasons and 16

(9.143%) in none.

In item number two, there are 30 (17.143%) answered that their physical standing

affects the way the teacher would interact with the students in terms of height, 18

(10.286%) in weight, 8(4.571%) in complexity, 6 (3.429%) in physical deformities, zero

percent in disability, 16 (9.143%) in other reasons, and 2(1.143%) in none, while there

are 26(14.857%) who answered no in terms of height, 16(9.143%) in weight, 8(4.571%)

in complexity, 2 (1.143%) in physical deformities, 1(0.571%) in disability, 23(13.143%)

in other reasons, 19(10.857%) in none. In item number three, there are 32(18.286%)

answered that they felt shame by being reprimanded by the teacher in terms of height,

18(10.286%) in weight, 5(2.857%) in complexity, 5(2.857%) in physical deformities,

zero percent in disability, 13 (7.429%) in other reasons, and 5 (2.857%) in none, while

there are 26(14.857%) who answered no in terms of height, 17(9.714%) in weight,

10(5.714%) in complexity, 3 (1.714%) in physical deformities, 1(0.571%) in disability,

24(13.714%) in other reasons, 16(9.143%) in none. In item number four, there are

42(24%) answered that the shame they felt lead a long-term impact on their overall

personality in terms of height, 24(13.714%) in weight, 10(5.714%) in complexity,

4(2.286%) in physical deformities, zero percent in disability, 26 (14.857%) in other

reasons, and 10(5.714%) in none, while there are 15(8.571%) who answered no in terms

of height, 10(5.714%) in weight, 5(2.857%) in complexity, 4 (2.286%) in physical

deformities, 1(0.571%) in disability, 13(7.429%) in other reasons, 11(6.286%) in none. In

 46

item number five, there are 25(14.286%) answered that their self-esteem dropped at a

certain level upon having such shame-related experiences in terms of height,

23(13.143%) in weight, 9(5.143%) in complexity, 4(2.286%) in physical deformities, 1

(0.571%) in disability, 22 (12.571%) in other reasons, and 10(5.714%) in none, while

there are 31(17.714%) who answered no in terms of height, 12(6.857%) in weight,

6(3.429%) in complexity, 4 (2.286%) in physical deformities, 0(0%) in disability,

17(9.714%) in other reasons, 11(6.286%) in none. In item number six, there are

37(21.143%) answered that they have been given corrected feedback by their teacher

without proper basis in such a way that they feel ashamed in terms of height,

24(13.714%) in weight, 11(6.286%) in complexity, 5(2.857%) in physical deformities, 1

(0.571%) in disability, 30(17.143%) in other reasons, and 11(6.286%) in none, while

there are 19(10.857%) who answered no in terms of height, 10(5.714%) in weight,

4(2.826%) in complexity, 3 (1.714%) in physical deformities, 0(0%) in disability,

10(5.714%) in other reasons, 10(5.714%) in none.

Based on the table above, the percentage of respondents’ physical features is

affected by how teachers perceived the students subjected to the research methodology of

this study. Among the total of one-hundred seventy-five (175) Grade 10 students, most of

the students, specifically 53 respondents (30.3%), said that it is because of their height.

Weight is the second most concerned physical feature according to 26 students, with

28.6%. On the other hand, only a few students have concerns about their physical

disabilities, with 3.4% or six respondents among all the students. Complexity and

physical deformities rank second and third least concerned physical features of the

respondents, with 26 (14.9%) and 16 (9.1%), respectively. About 40 students are affected
 47

by their other physical characteristics, and 28 of the respondents said that they have no

concerns with their physical characteristics.

The result conforms to the study of Cash (1995) which showed that there is a

potential shaming that manifests a negative social feedback on an individual's physical

features. Therefore the moderate effects of physical features as a variable when grouped

and compared as a whole, agrees to the study of Cash (1995), which shows that

pessimistic views on the individual's physical appearance have indeed an adverse effect.

In this case, it affected the students' emotions, behavior, and self-esteem.

 48

Table 4. Perceived psychological effects of language shaming on student's personality

according to monthly family income/ salary
49
50
51
 52

Table 4. presented the tabulation of perceived psychological effects of language

shaming on students' personalities according to monthly family income/salary. In the

emotional aspect, for item no. 1, there are 22 (12.571%) students (male and female)

answered that shame-related experiences create an impact on your overall academic

performance with a family bracket income of Php 3,000-Php 5,000, which belong to the

poor category and 29 (16.571%) students who answered that shame related experiences

do not create an impact in their academic performance. There are 26 (14.857%) students

who answered that those shame experiences generate an effect on the student's overall

personality with a monthly salary of Php 6,000-Php 10,000, which is considered as low

income but not poor, and 22(12.571%) students who answered no. In a family income of

Php 11,000-Php 15,000, which is considered the lower middle range of living, 28(16%)

students said that language shaming impacts the students, and 18 (10.286%) students

answered that those shame-related experiences do not create an impact in their overall

personality. On the other hand, there are 15 (8.571%) students in the category having a

middle family income, which is Php 16,000-Php 20,000 answered yes as they considered

that those shame experiences do produce an impact on students most especially in their

personality and 8 (4.571%) students who answered no. There is also 1 (0.571%) student

who answered Yes in question no, one with a monthly family salary of Php 21,000-Php

25,000 (upper middle), and another 1 (0.571%) student who answered no. For a monthly

salary of Php 26,000 and above (Upper average but not rich), there were 2 (1.143%)

students who answered yes and 3 (1.714%) students who answered no.

For item no. 2, there are 19 (10.857%) students answered that yes, toxic

relationships which pertain to social interactions make one feel unsupported,

 53

misunderstood, attacked, or demeaned. Which belong to the poor category having a

family income of Php 3,000-5,000, and 34 (19.429%) students answered no. With a

monthly family salary of Php 6,000-Php 10,000 (low income but not poor), there were 21

(12%) students who answered Yes, and there were 25 (14.286%) students who answered

no. While there are 29 (16.571%) students who answered Yes, which belongs to the

lower middle having a monthly family salary of Php 11,000-Php 15,000, 17 (9.714%)

students answered no. There are also 15 (8.571%) students answered yes, which belongs

to the middle living with a family monthly income of Php 16,000-Php 20,000, while 8

(4.571%) students who answered no. On the other hand, in the family monthly income

ranging from Php 21,000-Php 25,000 (upper middle), there were 2 (1.143%) students

who answered yes, and there were 0% students who answered No. Lastly, in the upper

middle but not rich with a monthly salary of Php 26,000 and above, there are 2 (1.143%)

students who answered yes while the other 3 (1.714%) students answered no.

In item no. 3, students who answered yes that shaming have no effects on their

emotion (1) are 11 (6.286%) having a family income of Php 3,000-5,000 and Php 6,000-

10,000, 3 (1.714%) students whose family monthly salary ranges from Php 11,000-Php

15,000 answered the same effect of emotion, 2 (1.143%) having a family income of Php

16,000-Php 20,000 and 0% in both Php 21,000- Php 25,000 and Php 26,000 and above.

On the other hand, other pupils indicated in their responses that the teacher's guilt had no

effect on their feelings. According to the results in the table above, there are 15 (8.571%)

students who have a monthly family income between Php 3,000-Php 5,000 have

experienced this situation, and 10 (5.714%) students had a family salary of Php 6,000-

10,000, 18 (10.286%) students with a family monthly income of Php 11,000-15,000, 6

 54

(3.429%) students whose family salary ranges between Php 16,000-20,000, 1 (0.571%) of

a student having a family salary of Php 21,000-25,000 and 0% in the family income of

Php 26,000 and above. There are some students who answered that the shame they

experienced had a moderate impact on their emotions wherein, 26 (14.857%) in a low-

income family income (Php 3,000-5,000), 17 (9.714%) answered in a low income but not

poor (Php 6,000-10,000), 24 (13.714%) students having a lower middle living (Php

11,000-15,000), 11 (6.286%) students having a middle living (Php 16,000-20,000), 1

(0.571%) student answered in whose family monthly income is in the upper middle (Php

21,000-25,000) and 0% from the upper middle but not rich living (Php 25,000 and

above). Lastly, there are also students who experienced the highest maximum level of

shame they experienced from their teacher, 3 (1.714%) of the students who are poor (Php

3,000-%5,000), 8 (4.571%) students who are in low income but not poor (Php 6,000-

10,000), 4 (2.286%) students who experienced this level of shame both in the lower

middle (Php 11,000-15,000) and middle (Php 16,000-20,000) and 0% for the upper

middle but not rich (Php 25,000 and above).

For the behavioral aspect, for item number one, there are 26 (14.857%) students

who answered that they had been criticized by their teacher before/now, which belongs to

the poor category with a family income of Php 3,000-5,000 and 28 (16%) students who

answered no. At the same time, there were 32 (18.286%) students who answered same

that they belonged to low income but not poor, living with a monthly salary of Php 6,000-

Php 10,000, and there were 13 (7.429%) students who answered no. For category 3, there

were 42 (24%) students who answered yes, who belong to the lower middle with a

monthly salary of Php 11,000- Php 15,000, and 3(1.714%) students who answered no.
 55

hhhhhhhFor category 4, there were 19(10.857%) students who responded yes that they

belong to the middle with a monthly salary of Php 16,000- Php 20,000, and 5(2.857%)

students who answered no. For category 5, there are 2(1.143%) students, both male and

female, who answered still yes, belonging to the upper middle with a monthly salary of

Php 21,000- Php 25,000, and 0(0%) students who answered no. For category 6, there are

2(1.143%) students who answered yes, which belong to the upper middle but are not rich

with a monthly salary of Php 26,000 and above, and 3(1.714%) students who answered

no.

And then, for item number two, for category 1, there were 17 (9.714%) students

who answered yes, which means that they have been judged by their teacher because of

their pronunciation which belongs to a poor area with a family income of Php 3,000-

5,000 and 38 (21.714%) students who have not been judging based on their

pronunciation. For the second category, there are 17 (9.714%) students answered the

same response in category 1, in which they belong to low income but not poor with a

monthly salary of Php 6,000-P10,000, and there are 29 (16.571%) students answered no.

For category 3, there are 18 (10.286%) students who answered yes, who belong to the

lower middle with a monthly salary of Php 11,000- Php 15,000, and 31 (17.714%)

students who answered no. For category 4, there are 12(6.857%) students who answered

yes that belong to the middle with a monthly salary of Php 16,000- Php 20,000 and 11

(6.286%) students who answered no. For category 5, there is 0% in the upper middle with

a monthly salary of Php 21,000- Php 25,000, while there are 2 (1.143%) students who

answered no. For category 6, both 0% of students in yes and no have 0 responses that

belong to the upper middle but not rich with a monthly salary of Php 26,000 and above.
 56

Also, for the behavioral aspect of item number three, for category number 1, there

were 30 (17.143%) students who answered that they have ever been criticized because of

their grammar, and these respondents belong to the poor category with a family income

of Php 3,000-5,000 and 25 (14.286%) students who answered no. For the second

category, there were 19 (10.857%) students who answered yes, which belongs to low

income but not poor with a monthly salary of Php 6,000- Php 10,000, and there were

25(14.286%) students who answered no. For category 3, there are 25 (14.286%) students

who responded for being criticized by their teacher through their grammar, and these

students who belong to the lower middle with a monthly salary of Php 11,000- Php

15,000 and 26 (14.857%) students who answered no. For category 4, there are 13

(7.429%) students who answered yes that belong to the middle with a monthly salary of

Php 16,000-Php 20,000 and 10 (5.714%) students who answered no. For category 5, there

were 15 (7.429%) students who answered yes that they belong to the upper middle with a

monthly salary of Php 21,000-Php 25,000, and 1 (0.571%) student who responded that

they had never experienced being judged through their grammar. For category 6, there is

1(0.571%) student who responded yes that they belong to the upper middle but not rich

with a monthly salary of Php 26,000 and above, and there is a 0% who answered no.

In item number four, for category number 1, there are 21 (12%) students who

answered that they have ever been criticized for their accent, which belongs to the poor

category (Php 3,000-5,000), and 35 (20%) students who answered no. For the second

category, there are 23 (13.142%) students who answered yes, and these are the

respondents who belong to low income but not poor with a monthly salary of Php 6,000-

Php 10,000, and there are 21 (12%) students who responded that they did not experience
 57

shame through their accent. For category 3, there were 28 (16%) students who answered

yes, who belong to the lower middle with a monthly salary of Php 11,000- Php 15,000,

and 22 (12.571%) students who answered no. For category 4, there are 15(8.571%)

students who answered yes that belong to the middle with a monthly salary of Php

16,000- Php 20,000 and 8(4.571%) students who answered no. For category 5, there is

1(0.571%) student who answered yes, and these respondents belong to the upper middle

with a monthly salary of Php 21,000-Php 25,000, and 1 (0.571%) student who answered

no. For category 6, both the yes and no that belong to the upper middle but are not rich

with a monthly salary of Php 26,000 and above have 0 % or no response.

For the behavioral aspect for item number five, for category number 1, there are

19 (10.857%) students who answered that ever been criticized for their vocabulary, which

belongs to the poor category with a family income of Php 3,000-5,000 and 35(20%)

students who answered no. For the second category, there were 18 (10.286%) students

who answered yes, which belong to the Low income but not poor with a monthly salary

of Php 6,000- Php 10,000, and there were 27(15.429%) students who responded that they

never been criticized based on their vocabulary. For category 3, there are 30 (17.143%)

students who answered yes, who belong to the lower middle with a monthly salary of Php

11,000-Php 15,000, and 16 (9.143%) students who answered no. For category 4, there are

15 (8.571%) students who answered yes that belong to the middle family monthly income

(Php 16,000- Php 20,000) and 8 (4.571%) students who answered no. On the other hand,

for category 5, there were 2 (1.143%) students who answered yes, and these respondents

belong to the upper middle with a monthly salary of Php 21,000- Php 25,000, and 0 %)

students who answered no. For category 6, there is 1 (0.571%) student who answered yes
 58

that belongs to the upper middle but is not rich with a monthly salary of Php 26,000 and

above, while 4 (2.286%) students answered no.

In item number six, for category number 1, there are 29 (16.571%) students who

answered yes. These respondents experienced a toxic teacher-student relationship inside

the classroom setting, and they belong to the poor category with a family income of Php

3,000-5,000, and 22 (12.571%) students answered no. For the second category, there

were 26 (14.857%) students who answered yes, and these respondents belonged to low

income but not poor with a monthly salary of Php 6,000- Php 10,000, and there were 21

(12%) students who answered that they did not experience a toxic teacher-student

relationship within the classroom. For category 3, there were 30 (13.714%) students who

answered yes, who belong to the lower middle with a monthly salary of Php 11,000- Php

15,000, and 21 (12%) students who answered no. For category 4, there are 15 (8.571%)

students who answered yes that belong to the middle with a monthly salary of Php

16,000-Php 20,000 and 8 (4.571%) students who answered no. For category 5, there were

2 (1.143%) students who answered yes, which belong to the upper middle with a monthly

salary of Php 21,000- Php 25,000, and there were 0% who answered no. For category 6,

there were 3(1.714%) students who answered. Yes, that belongs to the upper middle but

not rich with a monthly salary of Php 26,000 and above, and 2(1.143%) students

answered no.

For item number seven, in category number 1, there are 25 (14.286%) students

who answered that toxicity was due to inappropriate teacher classroom management, and

these are students who belong to the poor category with a family income of Php 3,000-

5,000 and 29 (16.571%) students who answered no. For category 2, there are 30
 59

(17.143%) students who answered yes which belong to a low income but not poor with a

monthly salary of Php 6,000- Php 10,000, and there are 16 (9.143%) students who

answered that toxicity was not due to inappropriate classroom management of the

teacher. For category 3, there were 28 (16%) students who answered yes, and these

respondents belong to the lower middle with a monthly salary of Php 11,000- Php

15,000, and 16 (9.143%) students who answered no. For category 4, there are 14 (8%)

students who responded yes, that belong to the middle with a monthly salary of Php

16,000- Php 20,000, and 10 (5.714%) students who answered no. For category five, there

are 2(1.143%) students who answered that toxicity is present because of the teacher's

inappropriate classroom management, and these students belong to the upper middle with

a monthly salary of Php 21,000- Php 25,000, and 0% answered no. For category 6, there

is 1 (0.571%) student who answered yes that belongs to the upper middle but not rich

with a monthly salary of Php 26,000 and above and 4 (2.286%) students who reasoned

out for a no response.

For item number eight, for category number 1, there are 32 (18.286%) students

who think that the shame related experienced was caused by their own behavior/action,

which belongs to the poor category with a family income of Php 3,000-5,000 and 21

(12%) students who answered no. For category 2, there are 23 (13.143%) students who

answered yes, and these students belong to the low income but not poor with a monthly

salary of Php 6,000- Php 10,000, and there are 24 (13.714%) students think that the

shame-related experienced was not a caused of their own behavior/action. For category 3,

there are 24 (14.857%) students who answered yes, who belong to the lower middle with

a monthly salary of Php 11,000- Php 15,000, and 19 (10.857%) students who answered
 60

no. For category 4, there were 14 (8%) students who answered yes, which belongs to the

middle with a monthly salary of Php 16,000-P20,000, and 9(5.143%) students who

answered no. On the other hand, for category 5, 0% of students answered yes that they

belong to the upper middle with a monthly salary of Php 21,000- Php 25,000, and 2

(1.143%) students answered no. For category 6, there are 3 (1.714%) students who

answered yes that belong to the upper middle but not rich with a monthly salary of Php

26,000 and above. Lastly, 2 (1.143%) students answered no.

For item number nine, in category number 1, there are 27 (15.429%) students

who answered that language shaming happens because they did not meet the teacher's

beliefs, expectations, and standards, and these students belong to the poor category with a

family income of Php 3,000-5,000 and 28 (16%) students who answered no. For the

second category, there were 27 (15.429%) students who answered yes, which belongs to

the low income but not poor with a monthly salary of Php 6,000- Php 10,000, and there

were 19 (10.857%) students who answered for a no response. For category 3, there were

28 (16%) students who answered yes, who belong to the lower middle with a monthly

salary of Php 11,000- Php 15,000, and 16 (9.143%) students who answered no. For

category 4, there are 15 (8.571%) students who answered yes that belong to the middle

with a monthly salary of Php 16,000- Php 20,000 and 8 (4.571%) students who answered

no. For category 5, there is 1 (0.571%) student who answered yes that belongs to the

upper middle with a monthly salary of Php 21,000- Php 25,000 and 1 (0.571%) student

who answered no. For category 6, there are 2 (1.143%) students who answered yes that

belong to the upper middle but not rich with a monthly salary of Php 26,000 and above,

and there are 3 (1.714%) students who answered no.

 61

For the self-esteem aspect of the students, for question number 1, there are 13

(7.429%) students answered that they’d been criticized by their teacher because of the

way they looked, which belongs to the poor category, having a family income of Php

3,000-5,000 and 42 (24%) students answered no. With a family income of Php 6,000-

10,000 (low income but not poor), there were 17 (9.714%) students who answered yes,

and there were 27 (15.429%) students who answered no. On the other hand, there were

31 (17.714%) students who answered yes with a family income of Php 11,000-15,000

(lower middle), and 15 (8.571%) students who answered no. With a family income of

Php 16,000-20,000 (middle), there were 12 (6.857%) students who answered yes and 11

(6.286%) students who answered no. For the following family income of Php 21,000-

25,000 (upper middle), there is 1 (0.571%) student who answered yes and 1 (0.571%)

student who answered no. The last family income, which is Php 25,000 and above (upper

middle but not rich), there are 2 (1.143%) students who answered yes and 3 (1.714%)

students who answered no.

For item number 2, under the self-esteem aspect of the students, there are 17

(9.714%) students answered that their physical standing did affect the way the teacher

would interact with them, and these students belong to the poor category, having a family

income of Php 3,000-5,000 and 37 (21.143%) students answered no. With a family

income of Php 6,000-10,000 (low income but not poor), there were 26 (14.857%)

students who answered yes, and there were 19 (10.857%) students who answered no. On

the other hand, there were 22 (12.571%) students who answered yes with a family

income of Php 11,000-15,000 (lower middle), and 24 (13.714%) students who answered

no. With a family income of Php 16,000-20,000 (middle), there were 13 (7.429%)
 62

students who answered yes and 10 (5.714%) students who answered no. For the

following family income of Php 21,000-25,000 (upper middle), there is 1 (0.571%)

student who answered yes and 1 (0.571%) student who answered no. The last family

income, which is Php 25,000 and above (upper middle but not rich), there is 1 (0.571%)

student who answered yes and 2 (2.286%) students who answered no.

For item number 3, under the self-esteem aspect of the students there are 20

(11.429%) students answered that they ever felt shamed by being reprimanded by the

teacher, which belongs to the poor category, having a family income of Php 3,000-5,000

and 34 (19.429%) students answered no. With a family income of Php 6,000-10,000 (low

income but not poor), there were 22 (12.571%) students who answered yes, and there

were 23 (13.143%) students who answered no. On the other hand, there were 21 (12%)

students who answered yes with a family income of Php 11,000-15,000 (lower middle),

and 25 (14.286%) students who answered no. With a family income of Php 16,000-

20,000 (middle), there were 12 (6.857%) students who answered yes and 11 (6.286%)

students who answered no. For the following family income of Php 21,000-25,000 (upper

middle), there are 2 (1.143%) students who answered yes and 0 (0%) students who

answered no. The last family income, which is Php 25,000 and above (upper middle but

not rich), there are 2 (1.143%) students who answered yes and 3 (1.714%) students who

answered no.

For item number 4, under the self-esteem aspect of the students, there are 32

(18.286%) students answered language shaming did leave a long-term impact on your

overall personality, which belongs to the poor category, having a family income of Php

3,000-5,000 and 22 (12.571%) students answered no. With a family income of Php
 63

6,000-10,000 (low income but not poor), there were 28 (16%) students who answered

yes, and there were 17 (9.714%) students who answered that shaming did not leave a

long-term effect on students’ personalities. On the other hand, there were 36 (20.571%)

students who answered yes with a family income of Php 11,000-15,000 (lower middle),

and 10 (5.714%) students who answered no. With a family income of Php 16,000-20,000

(middle), there were 18 (10.286%) students who answered yes and 5 (2.857%) students

who answered no. For the following family income of Php 21,000-25,000 (upper middle),

there is 1 (0.571%) student who answered yes and 1 (0.571%) student who answered no.

The last family income, which is Php 25,000 and above (upper middle but not rich), there

are 2 (1.143%) students who answered yes and 3 (1.714%) students who answered no.

For item number 5, there are 24 (13.714%) students answered that their self-

confidence did drop at a certain level upon having such shame-related experiences, which

belongs to the poor category, having a family income of Php 3,000-5,000, and 28 (16%)

students answered no. With a family income of Php 6,000-10,000 (low income but not

poor), there were 30 (17.143%) students who answered yes, and there were 20 (11.429%)

students who answered no. On the other hand, there were 29 (16.571%) students who

answered yes with a family income of Php 11,000-15,000 (lower middle) and 19

(10.857%) students who answered that somehow shame experiences did not drop their

self-confidence at a certain level. With a family income of Php 16,000-20,000 (middle),

there were 17 (9.714%) students who answered yes and 6 (3.429%) students who

answered no. For the following family income of Php 21,000-25,000 (upper middle),

there are 0 (0%) students who answered yes and 2 (1.143%) students who answered no.
 64

The last family income, which is Php 25,000 and above (upper middle but not rich), there

are 0 (0%) students who answered yes and 0 (0%) students who answered no.

For item number 6, under the self-esteem aspect of the students, there are 26 (14

857%) students answered that they’d been given corrected feedback by the teacher

without proper basis in such a way that the student feels ashamed, which belongs to the

poor category, having a family income of Php 3,000-5,000 and 30 (17.143%) students

answered no. With a family income of Php 6,000-10,000 (low income but not poor), there

were 27 (15.429%) students who answered yes, and there were 20 (11.429%) students

who answered no. On the other hand, there were 38 (21.714%) students who answered

yes with a family income of Php 11,000-15,000 (lower middle) and 6 (3.429%) students

who answered no. With a family income of Php 16,000-20,000 (center), there were 18

(10.286%) students who answered yes and 3 (1.714%) students who answered no. For the

following family income of Php 21,000-25,000 (upper middle), there are 2 (1.143%)

students who answered yes and 0 (0%) students who answered no. The last family

income, which is Php 25,000 and above (upper middle but not rich), there were 5

(2.857%) students who answered yes and 0 (0%) students who answered no.

For item number seven, there 18 (10.286%) students answered height as a

perceived cause of shame which belong to the poor (Php 3,000-5,000), 19 (10.857%)

answered by the low income but poor (Php 6,000-10,000), 13 (7.429%), answered by the

lower middle (Php 11,000-15,000), 6 (3.429%) answered by the middle (Php 16,000-

20,000) and 1 (0.571%) which belong to the category of upper middle (Php 21,000-

25,000). In terms of weight as another perceived cause of language shaming, both 8

(4.571%) students answered to the poor (Php 3,000-5,000) and to the low income but
 65

poor (Php 6,000-10,000), 11 (6.286%) answered by the lower middle category (Php

11,000-15,000), 7 (4%) answered by the middle (Php 16,000-20,000) and 0%) which

belong to the category of upper middle (Php 21,000-25,000). When it comes to

complexity (pertaining to skin color) as perceived to be one of the causes of language

shaming, there are 2 (1.143%) answered by poor (Php 3,0000-5,000), 3 (1.714%)

answered by low income but not poor (Php 6,000-10,000), 6 (3.429%) answered by lower

middle (Php 11,000-15,000), 4 (2.286%) answered by middle (Php 16,000-20,000) and

0% which belong to the upper middle (Php 21,000-25,000). On the other hand, there are

3 (1.714%) students perceived physical deformities or distinct physical features as a

cause of language shaming by the poor category (Php 3,000-5,000), 1 (0.571) answered

by the low income but not poor (Php 6,000-10,000), 1 (0.571%) answered by lower

middle (Php 11,000-15,000), 3 (1.714%) answered by middle (Php 16,000-20,000) and

0% for upper middle. There is 1 (0.571%) answered by a middle category (Php 16,000-

20,000) that disability is perceived as a cause also of language shaming, but all the

remaining categories, which are poor, lower but not poor, lower middle, and upper

middle are 0%. There is also another category that answered that there are other

perceived causes of shaming. For poor 14 (8%), for low income but not poor 8 (4.571%),

for lower middle 15 (8.571%). for middle 2 (1.143%), and for upper middle 0%. Lastly,

there were also respondents that answered none, such as poor 9 (5.143%), low income

but not poor 7 (4%), lower middle and middle 2 (1.143%), and upper middle 1 (0.571%).

The result comforms to the study of Betty Hart and Risley (1995) which stated

that poor children grow up in linguistically impoverished environments that limit their

vocabulary development and, ultimately, their success in school is an enormously

 66

influential study of vocabulary development. It was also supported by Walsh, Glaser and

Wilcox (2006) examined vocabulary development in families of differing socioeconomic

backgrounds, which has been described as "groundbreaking work essential reading in any

course dealing with early literacy skills.” Therefore, most likely the students who belong

to the poor class is been affected by their academic performance.

A notable difference in the perceived psychological effects of language shaming on

students’ emotions, behavior, and self-esteem when grouped and compared

according to sex, physical features, and monthly income.

Table 5.

Mann-Whitney U Test Results for the Notable Difference in the perceived psychological

effects of language shaming on the students’ emotions, behaviors, and self-esteem when

grouped and compared according to sex.

Groups n Mean Ranks Sum of Ranks Mann-Whitney U Test

U-ratio W Z p

Sex Male 64 87.91 5626.50

Female 111 88.05 9773.50 19.000 155.000 -.635 .526

Total 175

Table 5 shows that there is no notable difference in the perceived psychological

effects of language shaming on the students’ emotions, behaviors, and self-esteem when

grouped and compared according to sex. (U = 19.000, p = .526)

 67

It was supported in the study of Kellie Holly (2022) that the effects of language

shaming or verbal abuse on women and men range from confusion to symptoms of, or the

development of, mental disorders. There are substantially more research studies

concerning female victims of verbal abuse, but even so, there are commonalities among

victims in general. The effects of verbal abuse on children ages 18 and under include

substance abuse (more prevalent in males), physical aggression, delinquency, and social

problems—the more verbally aggressive the parent, the more pronounced the problem.

The relationship between these problems and verbal aggression does not depend on the

child's age, sex, or economic status. Parents who tell their children that they are dumb,

wrong, etc., raise children who think they are dumb or wronged and act as such. It was

sustained in this study that whether you are male or female, you are subjected to language

shaming.

Table 6. Kruskal-Wallis H Results for Physical Features

Groupings n Mean Ranks Kruskal-Wallis H Test

df H-ratio p
Physical 1 57 82.78
Features 2 34 83.82
3 15 88.41
4 8 91.20 4 4.771 3.12
5 1 97.26
6 39 89.47
7 21 104.25
Legend:

1- Height 2-Weight 3- Complexity 4-Physical Deformities 5-Disability 6- Others 7- None

 68

Table 6 shows that there is no notable difference in the perceived psychological

effects of language shaming on the students’ emotions, behaviors, and self-esteem when

grouped and compared according to physical features (H (4) = 4.771, p = 3.12) with a

mean rank of 82.78 for Group 1, 83.82 for Group 2, 88.41 for Group 3, 91.20 for Group

4, 97.26 for Group 5, 89.47 for Group 6 and 104.25 for Group 7.

According to Raposo (2022), body shame with the use of language can harm our

mental health and make it harder for us to move through the world with confidence. Body

shaming is not ok. Language shaming towards or physical features or body appearances

most often targets body size, shape, or weight. But it can also focus on physical attributes

relating to skin, hair, age, or disability. Body shaming can target any physical attribute.

Language shaming towards one's body features is a form of bullying in which a person’s

physical appearance is targeted. Image and appearance are a particularly sensitive subject

matter to everyone, young and old. This is due to the fact that the way we present

ourselves has a direct connection to who we are. Although body shaming refers to a

person’s physical appearance and can also be considered as language shaming, the words

being thrown to the victim, can negatively affect both mental and physical aspects of a

person’s life. If a person is suffering from being body shamed it may force them to

reconsider who they are and how they present themselves. This can impact their mental

well-being, their social health, and their professional lives (ClarityClinic, 2022).

Therefore, any form of physical features such as height, weight, complexity, disability,

physical deformities and other features of one's physical appearance or the way they look

can be subjected to language shaming.

 69

Table 7. Kruskal-Wallis H Results for Monthly Family Income/Salary

Groupings n Mean Ranks Kruskal-Wallis H Test
df H-ratio p
Monthly Family 1 54 96.98
Income 2 46 87.52
3 50 83.02 2 9.33 .627
4 23 79.24
5 2 81.88

Legend

Numerical Value Verbal Interpretation

1 Poor (Php 3,000-5,000)

2 Low income but not poor (Php 6,000-10,000)

3 Lower Middle (Php 11,000-15,000)

4 Middle (Php 16,000-20,000)

5 Upper Middle (Php 21,000-25,000)

Table 7 shows that there is no notable difference in the perceived psychological

effects of language shaming on the students' emotions, behaviors, and self-esteem when

grouped and compared according to monthly income/salary (H(2) = 9.33, p = .627) with a

mean rank of 96.98 for Group 1, 87.52 for Group 2, 83.02 for Group 3, 79.24 for Group 4

and 81.88 for Group 5.

Survey questionnaires have asked about different psychological effects of

language shaming on Grade 10 students, which somehow discourage and distract affected

students from learning and developing inside their classes. As stated by Piller (2017) in

her article on Language on the Move, language shaming has two ways in which students
 70

are being affected. First, students being humiliated in front of other people can alter one’s

personal worth and value which can ripple to their confidence level in facing and

conversing with other people. As people focus on the language used by the students

rather than the content and the value of information that the student may share can hinder

the development and learning opportunities of the students, the more students who assess

themselves to be a victim of language shaming, the greater the psychological students.

Table 7 shows the result of the ANOVA test calculated from the distribution table

of respondents’ Sex and Monthly Family Income. Here, both factors resulted in a value

from the ANOVA test, which is above the significance level. The sex of the respondents

has a 0.204 value, and Monthly Family Income has a 0.690 value, which is greater than

the 0.05 confidence level. This means that the two factors agree with the study's null

hypothesis that there is no significant difference in the perceived psychological effects of

Language shaming on the students’ emotions, behavior, and confidence.

Sexual orientation and the monthly family income of students are two primary

factors that affect how people interact and respect students’ capabilities and authentic

personalities. Sex and gender are factors that have a very sharp and thin line with

discrimination in society. However, UNDP Philippines (2013) stated that gender equality

in the Philippines is more advance than in other Southeast Asian Nations as the country’s

government protects the human rights of women and LGBTQ+ people. This means that

people now are more likely to avoid mistreating opposite genders and other genders since

there are now laws against certain acts of discrimination. Moreover, the socioeconomic

status of students, which is reflected by their monthly family income, is an essential

factor that affects people in their society. Based on an article in Business Set-up (2021),
 71

the Philippine country is one of the fast-growing economies in the world, ranked 34th in

the world and 13th in Southeast Asia, with a large economy including a drastic

development in the service and manufacturing sectors. This means that students’ family

income cannot be subjected to discrimination as anyone today can own and develop a

business, even those unprivileged students.

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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter includes the summary of findings that the researchers have analyzed,

documented conclusions, and recommendations to help enhance potential students or

researchers in the English language and Education field.

Summary of Findings

The study aimed to determine the perceived psychological effects of language

shaming on the selected Grade 10 students in one of the secondary schools in Talisay

City in the school year 2021-2022. The study intends to discover that language shaming

exists and can target any student regardless of age, physical features, and monthly family

income/salary.

Based on the findings, which concludes that psychological effects are not related

to the students’ emotion, behavior and confidence, the program interventions can be

recommended in school to be involved in an experimental test where different teaching

method of the English language will be utilized.

Based on the results of the investigation, the following were formed by the

researchers:

1. To sum up, the variables mentioned when grouped and compared as a whole

according to sex and physical features. Monthly family income/salary has

moderate effects on the perceived psychological impact of language shaming in

terms of emotional, behavioral, and self-esteem.

 73

2. There is no notable difference in the perceived psychological effects of

language shaming on students’ emotions, behavior, and self-esteem when grouped

and compared according to the variables such as sex, physical features, and

monthly family income/salary.

Conclusions

The research team came to the following conclusions based on the study's

findings:

1. The results show that language shaming does exist and that every student inside

classrooms is susceptible to this type of denigration. When grouped and compared as a

whole, variables such as sex, monthly family income/salary, and physical features have

moderate effects on the perceived psychological impact of language shaming on a

student's overall personality.

2. The variables such as sex, monthly family income/ salary, and physical features, when

grouped and compared as a whole have no particular effect on whether the individual can

be subjected to language shaming inside the classroom. Therefore, everyone can be a

target of language shaming regardless of whether one is male or female, whose monthly

family income or salary is high or low, or whether one has distinct physical deformities

or not. The perceived psychological consequences, unrelated to students' emotions,

behavior, and self-esteem have an impact on the student's overall academic performance

regarding sex, monthly family income/salary, and self-esteem, supporting the null

hypothesis.
 74

Recommendations

The recommendations are offered after considering the study's findings and

conclusions.

1. Students. They must be well-aware and knowledgeable of scenarios inside the

classroom where they are being subject to language shaming and learn the appropriate

actions to be taken when such circumstances happen. They may consult the school

counselor to know more about the policies set by the Department of Education such as

the DepEd Order No. 40, series of 2012 also known as the DepEd Child Protection Policy

that protects children from any forms of abuse and discrimination. They should be active

in challenging stereotypes that just because they are "merely" students, they don't have

the right to speak up because they lack authority.

2. Teachers. They should be aware of the possible psychological of language shaming on

students. They must focus more on building a good student-teachers relationship inside

the classroom and the language they employ while speaking formally or informally to

students that can motivate them rather than lower their self-esteem and affect their overall

personality. They may ensure that all learners of any age are provided with meaningful,

high-quality educational opportunities alongside their peers requires a whole-school

approach. It begins with schools understanding who might be at risk of discrimination,

what they can do to minimize discrimination and how they can support students at risk of

discrimination. A good place to start is with an assessment of the current situation,

identifying the strengths that exist in the school, but also needs and priorities. Consulting

with school stakeholders is essential, especially students and, where possible, parents –
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e.g., using surveys, questionnaires, focus groups, etc. Given the sensitivities involved,

there is an argument for collecting information on individuals’ experiences of

discrimination anonymously. Based on an assessment of the current situation it is

possible to identify immediate priorities for policy development. Priorities will vary with

the school but might include, for example; language development, gender equality,

accessibility of the physical environment, and intercultural competencies.

3. Future Generations. They should know that language shaming exists and has specific

psychological effects on students’ personalities.

4. Department of education. It is advised to provide new understanding and prior

consciousness about the impact of language shaming on students' personalities. School

boards, as the leaders, should implement various programs and projects of the school

with cooperation from the stakeholders, the Local Government Unit (LGU), and non-

government organizations (NGOs). Create an action plan and other instructional

strategies to encourage students' self-development regarding their conduct, emotions, and

self-worth. The Department of Education should be responsible in creating policies that

can provide equitable consequences and actions to be taken whenever a student is being

shamed. The act of language shaming should be taken seriously and they should create

programs and symposiums to the professionals in the teaching field that raises awareness

on the possible psychological impacts of language shaming to a student's overall

personality