DISCRIMINATION EXPERIENCED BY THE INDIGENOUS PEOPLE LEARNERS

AND THE EFFECT TO THEIR SELF CONFIDENCE

A Research Presented to

Polomolok National High School

Brgy. Cannery Site, Polomolok

South Cotabato

In Partial Fulfillment

of the Requirements for

Practical Research 2

ACADEMIC

GRADE 12 HUMSS-BILLONES

By

JASMINE KIETH F. WAJE

GREZEL M. CABABAN

ROSICA T. PANDIAN

FRENCH G. MARTINEZ

JOROSS S. FIGUEROA

XYVHON A. SOLIMINIANO

VINN JOSHUA B. PRACULLOS

 CHAPTER I

THE PROBLEM

Introduction

Lack of respect for the indigenous people learners' rights and cultures may result in
discrimination against their traditions and may also be the cause of discrimination against
indigenous people, according to this study on the effects of discrimination on indigenous people
learners' self-confidence. Indigenous or tribal women are frequently discriminated against
because they are indigenous and because they are women, denying them the opportunity to enjoy
equality of opportunity and treatment with other people or groups. Discrimination goes against
everything that makes us human.

According to Nicholas Biddle(2008) this may be in part because Indigenous education

policy, at least at the national level, is mostly silent on the difficult issue of racism and
discrimination.Research shows the potential effect of an Indigenous child or his/her family
experiencing racism, discrimination, prejudice, bullying or unfair treatment due to their
Indigenous status between the ages of 5 and 9. In 2008, 14% of students aged 14 and younger
reported experiencing bullying or unjust treatment because they were Native Americans in the
preceding 12 months, according to their caregivers. For secondary school pupils from Aboriginal
and Torres Strait Islander backgrounds in non-remote areas of the nation, this figure jumps to
23%. According to the International Work Group for Indigenous Affairs (I.W.G.I.A.), the
Philippines' estimated 111 million population includes 10% to 20% indigenous peoples as well
as more than 100 different ethnic groups. Some people are Igorot ("mountain") people who dwell
in Luzon, the country's most northern region, while the Lumad ("indigenous people") live in
Philippines, the country's most southern territory. In some nations, Indigenous women
experience a disproportionate amount of domestic violence because they take the brunt of the
resentment and fury brought on by systemic prejudice that affects the larger community.

According to Isobe lRanulfa S. Dolatre Experiences of bullying and unfair treatment are a
significant factor in explaining school attendance. For those students who didn’t experience
bullying or unfair treatment, 7% missed school without permission in the previous 12 months
(according to their carer). Among those who did experience bullying or unfair treatment, this
rises to 16%. For instance, a black female and indigenous learner may encounter sexism, racism,
and religion prejudice at various points throughout her time in school. The difficulties that the
learner has are made worse by these many forms of discrimination. Age Discrimination,
Religious Discrimination, National Origin. Cultural racism is one in which discrimination
emerges from a supposed superiority of the culture of an ethnic group with respect to the culture
of another. It is not that a culture is better, but rather that it is taken for granted that a certain
ethnic group is incapable of developing a culture and diverse that “superior” ethnic group.
 According to Ricardo Pagan Discrimination's consequences can also be seen
psychologically. The most significant emotional effects of discrimination are stress and worry.
Adults who experience discrimination grow more watchful of their surroundings. As a result,
they could alter their behavior, which raises their stress levels. For example, members of
stigmatized groups could feel a greater need to display oneself well in public to receive
assistance and prevent harassment. Some people never leave the house without planning a
suitable retort to any threats or insults they anticipate receiving. Sometimes, even when they are
not currently experiencing harassment, people get more stressed when they perceive
discrimination. People who experience discrimination may eventually become depressed. Like
those who suffer from physical illnesses, those who experience discrimination report a reduced
quality of life and overall poor health. Depending on the person, there are people who are
discriminated against, their self-confidence decreases and what if they find it difficult to apply
for a job because they are discriminated against, especially for their physical appearance, but
there are also people who make it a motivation to discriminate against them for ex. After losing
weight, they will be motivated to whiten and gain weight so that they will not be discriminated
about their appearance.

Through this study the researcher became interested in conducting a study about the
Discrimination Experienced by the Indigenous People Learners and the Effects to their Self-
Confidence of Indigenous (IPs) learners at Polomolok School. Further it will tacle about, profile
of Indigenous people learners experienced discrimination, kind of discrimination do the
Indigenous people learners’ experienced, and the effect of discrimination to their Self-
Confidence. The gathered data will serve as awareness to teachers, students, especially to school
about discrimination.
Statement of the Problem

The study aimed to determine the Senior High School on Discrimination

experienced by the Indigenous People learners and the Effect to their Self-Confidence.

Specially, it answered the following questions:

1. What is the profile of the Indigenous People learners who experienced discrimination in
terms of;

1.1 Age when he/she was discriminated;

1.2 Tribe; and
1.3 Gender?
2. What kind of discrimination do the Indigenous People Learners experienced?
3. What are the effects of discrimination to the Self Confidence of Indigenous People
Learners?

Scope and Delimitation

This study focuses on the Discrimination Experienced by the Indigenous People Learners
and the effects to their Self- Confidence in the Polomolok National High School. The purpose of
this study is to determine the effects of Discrimination through the Indigenous People Learners.
The Researcher limited fifty (50) respondents composing twenty-five (25) male and twenty-five
(25) female Indigenous People Learners enrolled in the first semester of the school year 2022-
2023. The respondents are selected randomly from Polomolok National High School. Each
respondent will be given Questionnaire which is about their discrimination experienced and to be
conducted through face to face. And lastly, The researcher only choose Grade 7 to Grade 12
Indigenous (IPs) learners of Polomolok National High School as a respondents of this study to
know how they affects of discrimination. And mainly to identify the different perception of the
respondents on how they will react to the following questions that will be given.
Definition of Terms

Profile of Indigenous People Learners- This refers to the background of the tribal
learners
Indigenous people Learners- It is defines as the distinct social and cultural groups.

Discrimination Experienced- It is refers to the someone treat that person differently, or

less favorably, for some reasons.

Effect of Discrimination- It is defines the people who are treated unfairly.

Self-Confidence- It is refers to an attitude about your skill and abilities.

Conceptual Framework

Independent Variable Dependent Variable

Discrimination to the Effect to their Self-Confidence

Indigenous People Learners

The Dependent and Independent Variables are depicted in the figure above with the title
Discrimination experienced by the Indigenous people learners and the Effect to their Self-
Confidence.

The first figure depicts the Independent Variable, which is Discrimination to the
indigenous People Learners.

An arrow was employed by the researchers to show the association between the
independent and dependent variables in this study.
 Chapter II

Review Related Literature

Profile of Indigenous People Learners

According to Jester P. Eduardo & Arneil G. Gabriel (2021) Indigenous Peoples (IPs) in
the Philippines have long endured discrimination and a lack of educational opportunities,
according to historical records. Of the 102.9 million people living in the Philippines, the IPs
make up between 10% and 20%. Some cultural minorities that are able to attend school
experience injustice due to the neo-colonial roots of the Philippine educational system. To the
fullest extent possible, indigenous women encounter tremendous obstacles in exercising their
rights. Aboriginal women receive a variety of forms of prejudice, frequently lack access to
healthcare, education, and ancestral lands,endure disproportionately high rates of poverty and are
violently assaulted, often by family members and sexual assault, even when it occurs in the midst
of trafficking and hostilities.

Moreover, Naomi Priest & Nicholas Biddle (2015) This may be in part due to the fact
that, at least nationally, Indigenous education policy is largely mute on the contentious subject of
racism and discrimination. Our study illustrates the potential consequences for an Indigenous
child or his or her family who, between the ages of 5 and 9, encounters racism, discrimination,
prejudice, bullying, or unfair treatment because of their Indigenous status. What we demonstrate
is that at the age of 10, those who had such an encounter had much lower arithmetic scores and
perceptions of their own academic competence. Racial discrimination and bullying are frequent
occurrences for Indigenous adults and children, according to data from the Longitudinal Study of
Indigenous Children.

In addition to (Karlsen, 2013) A person's cognitive and affective development, as well as

the psycho-social underpinnings of schooling, occur within this age range. Discrimination
against Indigenous People is widespread and can be seen in historical and structural disparities in
socioeconomic indicators, educational outcomes, and health metrics (Paradies, 2010). To the
fullest extent possible, indigenous women encounter tremendous obstacles in exercising their
rights. Aboriginal women receive a variety of forms of prejudice, frequently lack access to
healthcare, education, and ancestral lands,endure disproportionately high rates of poverty and are
violently assaulted, often by family members and sexual assault, even when it occurs in the midst
of trafficking and hostilities. As the Permanent Forum on Indigenous Issues of the United
Nations. There are an estimated 476 million Indigenous peoples worldwide. Although they
make up just 6 percent of the global population.
Indigenous People Learners Discrimination Experienced

According to (ILO 2000) Bullying, harassment, physical and verbal abuse, and threats of
not inheriting a family's privately obtained assets are all common in the indigenous communities
in the area. In contrast to many other Indigenous cultures, men dominate traditional decision-
making procedures, ceremonies, and other communal concerns. This inequality is also traceable
in our Indigenous sociopolitical structures and system.

Moreover, (Amnesty International). We all have a right to be treated equally, regardless

of our race, ethnicity, nationality, class, caste, religion, beliefs, sex, gender, language, sexual
orientation, gender identity, or sex traits, age, health, or other status. However, it's all too often to
read terrible tales of people who experience abuse just because they are members of a "different"
group than those who hold positions of privilege or power. When a person cannot exercise their
human rights or other legal rights equally with others due to an arbitrary distinction imposed in
practice, policy, or legislation, discrimination has taken place. The non-discrimination principle
is at the heart of Amnesty International's mission. To ensure that everyone can enjoy their rights,
we oppose discriminatory laws and practices by collaborating with communities around the
world equal rights for all people.
Discrimination can take various form:

Direct discrimination occurs when there is a clear distinction between two groups of people, as a
result of which members of one group have fewer rights than members of the other group. For
instance, requiring women, but not men, to show proof of a certain degree of education as a
requirement for voting would amount to direct sex discrimination.

Indirect discrimination occurs when a rule, policy, or practice harms a certain group or groups
disproportionately despite being presented in neutral terms (i.e., no explicit distinctions are
made). For instance, any group that is less likely to have attained that level of education is
indirectly discriminated against by a rule that stipulates that all voters must present proof of that
degree of education (such as disadvantaged ethnic groups or women).

Intersectional discriminationis when multiple forms of discrimination come together to make one
or more groups even more disadvantaged. For instance, discrimination against women typically
results in lower pay for equal effort than for men. Members of an ethnic minority who
experience discrimination frequently receive less money for doing the same job as others.
Intersectional discrimination on the basis of sex, gender, and ethnicity occurs when women from
a minority group are paid less than other women and less than men from the same minority
group.

Furthermore, to (United Nations Human Rights) abuse, coercive assimilation, and

violence. Indigenous peoples continue to experience grave human rights violations on a daily
basis despite all the advances in international human rights standard-setting. Indigenous
communities all over the world deal with issues of violence and brutality, ongoing assimilation
policies, marginalization, land dispossession, forced removal or relocation, denial of land rights,
effects of large-scale development, abuses by military forces and armed conflict, and a host of
other abuses. Every region of the world has reported instances of violence and cruelty, which are
most frequently committed against indigenous people who are protecting their rights and their
lands, territories, and communities.Women's sex violence One estimate claims that more than
one in three indigenous women will experience rape in their lifetime, making them more prone to
experience it.

Effect of Discrimination to the Self-Confidence of Indigenous People Learners

According to Benabou & Tirole (2002) Self-assurance affects motivation and alters
people's conduct. It is taken into account as a determinant for students' capacity for problem-
solving at the university. Furthermore, Palavan (2017) claims that. Lack of self-confidence
among pupils can lead to a lack of motivation, which can make learning difficult. Mandatory and
force students to display a bad attitude regarding learning. These are the main motivations and
causes for conducting the analysis. Due to the fact that if students' subpar performance persists,
the favored departments and the creation of an effective curriculum is impossible. Tunçel (2015)
advises language teachers to boost their pupils' self-esteem and steer clear of actions that
undermine it.

According to (Rubio 2007) Due to poor self-esteem, a student may experience

psychological hurdles in the classroom, such as a lack of security, fearfulness, anxiety, and a
sense of social isolation, which can have a negative impact on their performance. They may thus
cause someone to become preoccupied and lose focus while learning. The majority of students
exhibit inadequate class involvement, according to the researcher's own experiences. The main
worry is that students' poor performance may be caused by a lack of confidence, which can then
influence their vulnerability in the learning process because participation and self-confidence are
tightly associated.

Moreover, to (DSDWEB 2022) In addition to contributing to mental health issues

including anxiety, depression, and stress, it can make people feel unworthy, guilty, angry, sad,
and disturbed. It may serve as a catalyst for animosity and conflict, which may lead to pain,
injury, or even death. A lack of self-confidence, self-harm, and suicidal thoughts might come
from it, as does exclusion from society and social isolation. As a result, discrimination may be
detrimental to a person's physical, mental, and emotional health. Additionally, this may have an
impact on a person's social and professional lives. For instance, they could distrust people and
find it difficult to develop new relationships. Or perhaps they lack self-confidence. According to
(Perkins 2018) Self-assurance is linked to success, academic accomplishments, conciliation, and
a person's Self-efficacy, self-esteem, and self-compassion are three variables that might influence
the amount of wellbeing, among other things. Any person's sense of self-assurance.
Chapter III
 Methodology

This chapter shows the research design , research locale, the respondents of the study, the
sampling, the data gathered procedure, the research instrument and the statistical treatment used
by the researcher.

Research Design

The researcher used a qualitative non-experimental research design specifically

descriptive survey study. This study aimed to identify the discrimination experienced by the
Indigenous people (IP) learners and the effects to their Self-Confidence and researchers gathered
the answers through survey form. The researchers also wants to discover if there is significant
difference in the self-efficacy of the respondent across their profile.

Research Locale

This study was conducted at Polomolok National High School it is one of the most well-
known schools in Brgy. Cannery Site because of their expert teaching strategy and skills. It is
located at Octavio Village, Polomolok South Cotabato it offers program like Junior High School
and Senior High School Indigenous people learners, this is the best school for making the
learners eager to learn and happy to share. The place was chosen because of its relevance and
accessibility to the respondents.

Respondent of the Study

The respondents of the study came from Polomolok National High School Cannery Site
Polomolok South Cotabato. The respondents were the fifty (50) Indigenous people learners who
experienced discrimination.

Sampling
 The process of selecting respondents to answer questions meant to gain data for this
research study is through probability sampling particularly the stratified random sampling where
the researchers selected people based on their characteristics of the target population Overall,
there were fifty (50) respondents who are chosen to answer the given questionnaire for the
reliability of the research study. The given questionnaires were used gather data on the
Discrimination Experienced by the Indigenous People Learners and the Effects to their Self-
Confidence.

Table 1. Sample Size of the Respondents

From Grade 7 to Grade 12 Sample Size

Grade 7 10

Grade 8 10

Grade 9 5

GRADE-10 6

HUMSS 9

ABM 6

STEM 4
TOTAL 50

Research Instrument
 The instrument that the researchers used in conducting the study is a self-administered
survey questionnaire that was checked by Ma’am Karen Adajar–Zambra and validated by two
teachers Alvin Butil and Ronel Selvera who are currently pursuing master’s degree. The survey
questionnaires were made using suitable questions amended from review of related literature and
individual questions formed by the

Researchers. In statement of the problem no. 1 and 2 the researchers used checklist while liker
scale was used in statement of the problem no.3

MEAN ADJECTIVAL DESCRIPTION

4.1-5.0 STRONGLY AGREE
3.1-4.0 AGREE
2.1-3.0 NUETRAL
1.1-2.0 DISAGREE
0.0-1.0 STRONGLY DISAGREE

Data Gathering

The researchers personally administered the research instrument to the respondent. They
conferred and discussed the significance of the study and accomplished the distribution of the
instrument properly.

The respondents were given minimum of 5 minutes to accomplish the forms to prevent them
from giving hasty responses. The researchers went from one school to another in collecting the
accomplished questionnaire have been accomplished, the results were tallied and tabulated. The
gathered data were the basis of the study.

Statistical Treatment

The researchers used frequency distribution as it’s statistical treatment to solve the
gathered data on the research question about profile of Indigenous people learners who
experienced discrimination in terms of; age when she /he was discriminated; tribe; and gender
and kind of discrimination do the Indigenous people learners experienced. The usage of table is
the way of the researchers in interpreting the result of the data.
 To interpret the gathered data the researcher used central tendency mean in thee question
about what are the effect of discrimination to the self-confidence of Indigenous people learners.
In order to interpret the result, the researcher used this adjectival description.

∑x
x
=N

MEAN ADJECTIVAL DESCRIPTION

4.1-5.0 STRONGLY AGREE
3.1-4.0 AGREE
2.1-3.0 NUETRAL
1.1-2.0 DISAGREE
0.0-1.0 STRONGLY DISAGREE
Chapter IV
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the gathered data
based from the statement of the problem in chapter I.

The first question is about the profile of Indigenous people learners’ in terms of; age,
tribe, and gender.

The second question is about what kind of discrimination do the Indigenous people
learners experienced.

The third question is about what are the effects of discrimination to the self-confidence of
Indigenous people learners.

Table 1. Number of Indigenous People Learners who Experienced Discrimination in terms

of; Age; Tribe; and Gender.

A. Age

INDICATOR FREQUENCY PERCENTAGE

DISTRIBUTION
Below 5 yrs old 10 20%
6-8 yrs old 5 10%
9-11 yrs old 7 14%
12-14 yrs old 10 20%
15-17 yrs old 10 20%
18-20 yrs old 5 10%
Others 3 6%
Total 50 100%

The table shows the percentage of Indigenous learners whose affected in discrimination
experienced due to their age status.

Moreover, the table shows that 20% of age is the highest percentage of the learners that are
affected in discrimination experienced of Indigenous people learners.

While the 6% of age is the lowest percentage of the learners that are affected in discrimination
experienced of Indigenous people learners.

According to Carrington C.J Shephered 2017, Two-fifths (40%) of primary carers, 45%
of families and 14% of Indigenous children aged 5–10 years were reported to have experienced
racial discrimination at some point in time, with 28–40% of these experiencing it persistently
(reported at multiple time points). Primary carer and child experiences of racial discrimination
were each associated with poor child mental health status (high risk of clinically significant
emotional or behavioural difficulties), sleep difficulties, obesity and asthma, but not with child
general health or injury. Children exposed to persistent vicarious racial discrimination were more
likely to have sleep difficulties and asthma in multivariate models than those with a time-limited
exposure.

B. Tribe

INDICATOR FREQUENCY PECENTAGE

DISTRIBUTION
BLA’AN 33 66%
MANOBO 10 20%
T’BOLI 4 8%
Others 3 6%
Total 50 100%

The table shows the percentage of Indigenous learners whose affected in discrimination
experienced due to their Tribe status

Furthermore, the table above shows that 66% Bla’an tribe is the highest percentage of the
learners that are affected in discrimination experienced by the Indigenous people learners.

While the 6% of other tribe is the lowest percentage of the learners that are affected in
discrimination experienced of indigenous people learners.

According to Jacqueline K. Cariño Indigenous peoples are among the poorest and most
marginalized sectors of Philippine society. They experience neglect and discrimination in the
provision of basic social services by the Government. The 2008 budget shows that regions with
highest concentrations of indigenous peoples get the smallest allocations from the national
government. Thus, social service provision in indigenous territories is far below that of the rest
of the country. The general health situation in regions and provinces with the largest
concentrations of indigenous peoples is below the national average. Indigenous peoples
experience seasonal to chronic food shortages during the year. A major factor causing food
insecurity and poverty among indigenous peoples is the loss of ancestral land due to
displacement by development projects and extractive industries including mining, dams, logging
or natural causes. Another factor is environmental degradation – destruction of forests, pollution
of waters and loss of agro biodiversity as a result of impacts of extractive industries and
agriculture modernization.
 C. Gender

INDICATOR FREQUENCY PERCENTAGE

DISTRIBUTION
MALE 11 22%
FEMALE 39 78%
Total 50 100%

And lastly, the table shows the percentage of Indigenous learners gender whose affected
in discrimination experienced due to their gender status.

Furthermore, the table above shows that 78% of female Indigenous is the highest percentage
experienced discrimination and 22% male is the lowest percentage of Indigenous learners whose
experienced discrimination.

According to International Labour Office Discrimination in employment and occupation

affects indigenous men and women differently and gender may be an additional cause of
discrimination against indigenous women. In the labour market, indigenous women are more
discriminated against than both indigenous men and non-indigenous women. In addition,
indigenous women may also be discriminated against within indigenous communities
themselves.

Table 2. What Kind of Discrimination do the Indigenous People Learners’ Experienced?

INDICATOR FREQUENCY PERCENTAGE

DISTRIBUTION
VERBAL 26 52%
NON-VERBAL 10 20%
HARASSMENT 0 0%
SEXUALITY 2 4%
COLOR RACISM 9 18%
OTHERS 3 6%
TOTAL 50 100%

The table shows kind of discrimination experienced do the Indigenous learners.

Furthermore, the table above shows that there’s have many kind of discrimination do the
Indigenous learners experienced, but table shows that verbal discrimination is the highest
percentage of Indigenous learners discrimination experienced verbal have a 52% and the lowest
is the 2% sexuality discrimination

According to AMNESTY INTERNATIONAL Indigenous People are often marginalized

and face discrimination in countries’ legal systems, leaving them even more vulnerable to
violence and abuse. Indigenous human rights defenders who speak out face intimidation and
violence, often supported by the state. In addition, individuals may be physically attacked and
killed just for belonging to an Indigenous people. Peaceful efforts by Indigenous Peoples to
maintain their cultural identity or exercise control over their traditional lands, which are often
rich in resources and biodiversity, have led to accusations of treason or terrorism.
Discrimination is the reason why Indigenous peoples make up 15% of the world’s extreme poor.
Globally, they also suffer higher rates of landlessness, malnutrition and internal displacement
than other groups.

Table 3. What is the Effect of Discrimination to the Indigenous People Learners to their
Self-Confidence?
 STATEMENT MEAN(X) ADJECTIVAL
DESCRIPTION
1. I have low self-esteem 2.92 NUETRAL
because of discrimination.
2. I experienced hopelessness 2.72 NUETRAL
because of discrimination.
3. I experienced depression 2.64 NEUTRAL
because of discrimination.
4. I become stressed and 2.5 NUETRAL
fearful because of
discrimination.
5. I have poor health because 2.1 NUETRAL
of discrimination.
6. I used my discrimination 3.8 AGREE
experienced as a motivation.
7. it helps me to become a 2.98 NUETRAL
strong person.
8. I do more social 3 NEUTRAL
interactions.
9. I become positive thinker. 3.96 AGREE
10. it helps me to learn and 4.5 STRONGLY AGREE
love myself more.
GRAND MEAN 0.6 STRONGLY DISAGREE

The grand mean of 0.6 is strongly disagree, in the table above illustrate how
discrimination experienced effect to their self-confidence..

In fact, the chart reveals that the percentage of effect the discrimination that has the greatest
impact on students self-confidence is 4.5% on indicator 10. Which is influenced by the
discrimination experienced.

Chapter V
 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMANDATION

This chapter presents the summary of findings, conclusion and recommendations based
upon the result of the gathered data pertaining to this research.

This chapter aimed to know the effects of discrimination experienced by the Indigenous
people learners.

This study was survey method of research determining the kind of discrimination do the
Indigenous people learners’ experienced. The researchers used is a descriptive-quantitative
survey method since it involves varied Junior High to Senior High School Students from
Polomolok National High School. T

The sampling technique of this research was stratified probability random sampling used
by the researchers, thus, the researchers used a random sampling, so that there will no biased on
the result of this research

Summary of Findings

Based on the analysis of the gathered data, the following are the findings of the study.

1. In the first statement of the problem which is the profile of Indigenous people learners
who experienced discrimination in terms of; age when he/she was discriminated; Tribe; and
gender. The data shows that the young Indigenous people leaners have a greater experienced of
discrimination, and the tribal people is largely experienced discrimination, and lastly the female
tribal learners is largely experienced discrimination.

2. In the second statement of the problem which is the kind of discrimination do the
Indigenous people learners experienced. The data shows that the there’s have a discrimination do
the Indigenous but verbal discrimination is the largely experienced of Indigenous people
learners.

3. In the third statement of the problem which is what are the effect of discrimination to
the self-confidence of Indigenous people learners. The data shows that the usually among
Indigenous learners there’s no self-confidence due to their discrimination experienced.
Conclusion

The following are the conclusion formulated by the researchers with regard to the finding
accumulated by this research.

The researchers concluded that most of the young Indigenous people learners are influenced by
significant to them people who have made an impact in someone’s life because of
discrimination, and because of their cultural and being a tribal tradition they experienced
discrimination , and the female Indigenous learners are mostly experienced discrimination
because of their unique tribe and culture.

The researcher concluded that verbal discrimination is often done by people to Indigenous
people learners because of their tribe.

The researcher concluded that the most of the Indigenous people learners who do not have self-
confidence are often affected by the discrimination they experienced.

Recommendation

In the light of finding the conclusion. The following recommendation will formulate.

1. The researchers recommend that the parents are encourage to discuss about discrimination of
their children they should also determine the significant others in the life of other children. The
school guidance counsellor should conduct a discussion on how will avoiding discrimination.
Furthermore students who have experienced discrimination must report to teacher or the
guidance so that the discrimination against them can be stopped.

The Indigenous learners should share their cultures or traditions so that other people can
understand their unique cultures. The Indigenous learners should be proud of their tribe.
Furthermore, Indigenous learners need to love themselves and their cultures more and ignore
those who discriminate them.

Parents are encourage to discuss about the female tribal. They should also determine the
significant others in the life of their children. School guidance conselors should conduct a
discussion on how to prevent the discrimination toward to Indigenous learners. Moreover,
Indigenous learners should avoid people who discriminate them.
2. The researcher recommend that there should be a laws aimed at our Indigenous learners to
avoid discrimination against them. The school have laws for discriminating against Indigenous
learners and punish those who discriminate against them. Teachers should guide students who
are discriminated against to better embrace their self-confidence.

3. The researcher recommend that Indigenous and tribal people should have access to training
that is based on their economic environment social and cultural conditions and practical needs, as
such training is more likely to promote their equal opportunities.

Efforts should be made to ensure that Indigenous people learners have access to education that is
culturally and linguistically appropriate and that does not aim at or result in unwanted
assimilation.

Bibliography

Profile of Indigenous People Learners

Jester P. Eduardo & Arneil G.Gabriel (2021) Indigenous Peoples and the Right to Education:
The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines
https://journals.sagepub.com/doi/full/10.1177/2158244021100949

Nicholas Biddle & Naoimi Priest (2015) Professor of Economics and Public Policy, ANU
College of Arts and Social Sciences

https://theconversation.com/racism-hits-indigenous-students-attendance-and-grades-48233?
fbclid=IwAR2W0VJpycYlxdjALWqnV_2hmHlmSpF9q_ePBxEzYnahzFUkgJlW4YiBmSA

Indigenous People Learners Discrimination Experienced

Amnesty International

https://www.amnesty.org/en/what-we-do/discrimination/

United Nation Human Rights

https://www.un.org/development/desa/indigenouspeoples/about-us.html

Effect of Discrimination to the Self-Confidence of Indigenous People Learners

DSDWEB

https://dsdweb.co.uk/level-3-diploma-in-care/promote-equality-and-inclusion-in-care-settings/
describe-the-effects-of-discrimination/#Effects_of_discrimination_on_the_individual

Rubio (2007), Benabou & Tirole (2002) American International Journal Social Sciences

https://www.cribfb.com/journal/index.php/aijssr

Appendix A

Approved Letters
Appendix B

Sampling
Table
 From Grade 7 to Grade 12 Sample Size

Grade 7 10

Grade 8 10

Grade 9 5

GRADE-10 6

HUMSS 9

ABM 6

STEM 4

TOTAL 50

Appendix C

Statistical Treatment, Tabulation, and Data Gathering

Respondents I1 I2 I3 I4 I5 I6 I7 I8 I9 I 10
R1 4 3 3 3 2 5 5 2 3 4
R2 3 3 2 3 1 5 5 5 5 5
R3 2 2 2 1 2 4 4 4 3 5
R4 3 3 3 3 3 3 4 4 4 5
R5 1 1 1 1 1 3 3 5 5 4
R6 2 2 2 1 1 5 5 2 5 5
R7 3 2 1 1 1 5 5 4 5 5
R8 3 4 4 4 2 2 5 4 4 5
R9 3 2 1 1 1 3 5 3 5 5
R10 3 3 4 4 4 5 4 3 3 4
R11 3 3 3 3 3 3 3 2 3 5
R12 3 3 3 3 3 4 4 3 3 5
R13 3 3 3 3 3 3 4 3 4 4
R14 2 3 2 2 1 4 4 3 4 4
R15 3 2 3 4 1 5 5 4 3 5
R16 2 3 3 2 3 4 5 3 3 5
R17 3 1 2 2 3 1 2 3 3 4
R18 3 1 1 1 1 4 4 3 4 5
R19 4 4 2 3 2 4 5 3 5 5
R20 5 3 4 2 1 3 2 4 3 4
R21 3 4 3 4 2 2 5 3 3 2
R22 3 2 3 4 3 3 3 3 3 4
R23 5 5 3 3 2 5 5 1 5 4
R24 5 5 5 3 2 5 5 1 5 3
R25 4 3 3 3 2 4 4 4 5 5
R26 2 1 2 2 1 4 3 2 2 3
R27 5 4 4 4 3 5 5 4 4 5
R28 4 4 3 5 4 5 5 2 3 5
R29 3 4 2 1 3 5 4 3 4 5
R30 2 1 3 3 2 4 4 3 4 5
R31 3 2 3 3 2 4 4 3 5 5
R32 1 2 3 3 2 1 3 1 4 5
R33 2 3 3 3 2 4 4 2 3 5
R34 3 2 2 1 2 4 3 3 4 5
 R35 3 2 1 3 3 4 3 3 3 4
R36 5 3 3 3 2 4 3 33 3 4
R37 3 3 3 3 2 4 4 1 3 5
R38 5 2 2 1 1 4 4 3 5 5
R39 1 1 2 2 2 4 3 3 5 4
R40 1 1 1 2 2 3 3 3 5 5
R41 2 2 2 2 2 3 3 3 5 5
R42 2 3 2 1 3 4 4 3 4 5
R43 2 2 2 2 2 3 3 3 4 5
R44 3 3 2 2 2 4 4 3 5 5
R45 3 3 2 2 2 3 3 3 5 5
R46 3 4 4 1 3 4 4 3 3 3
R47 4 4 3 3 2 5 5 4 5 5
R48 3 3 4 2 1 4 4 3 4 5
R49 1 3 4 4 2 3 5 3 4 5
50 2 4 4 3 3 4 4 4 4 5
146 136 132 125 105 190 149 150 198 225
2.92 2.72 2.64 2.5 2.1 3.8 2.98 3 3.96 4.5
Description N N N N N A N N A SA

Appendix D

Instrument

DISCRIMINATION EXPERIENCED BY THE INDIGENOUS PEOPLE LEARNERS

AND THE EFFECTS TO THEIR SELF-CONFIDENCE

 Questionnaire

Name (optional): Grade:

Section: Track: Strand:

General Directions: The researcher will keep your privacy. Kindly check (/) the box of your
Choice.

PART I: Your Profile Status

A. Your age when you were discriminated

Below 5 years old 15-17

6-8 18-20

9-11 others (Please specify):

12-14

B. Your Tribe

Bla’an T’boli

Manobo Igorot

Bukidnon others (Please specify):

C. Your Gender

Male Female

PART II: Kind of Discrimination

Verbal Sexuality

Non-Verbal Color Racism

Harassment Others (Please specify):

PART III: Effects of Discrimination

Scale Description
5 Strongly Agree Highest effect that experienced
discrimination
 4 Agree High effect that experienced
discrimination
3 Neutral Neither Agree or Disagree
2 Disagree Less effect that experienced
discrimination
1 Strongly Disagree Less effect that experienced
discrimination

STATEMENT Strongly Agree Neutral Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
1. I have low self-esteem
because of discrimination.
2. I experienced hopelessness
because of discrimination
3. I experienced depression
because of discrimination.
4. I become stressed and fearful
because of discrimination.

5. I have poor health because of

discrimination.
6. I used my discrimination
experience as a motivation
7. It helps me to become a strong
person
8. I do more social interactions.

9. I become positive thinker.

10. It helps me to learn and love
myself more
Address: Prk. Sto Nino Cannery Site, Polomolok, South Cotabato

Mother’s Name: Cherina F. Waje

Father’s Name: Chris R. Waje

Educational Background

Senior High School: Polomolok National High

School

Octavio Village, Cannery Site, Polomolok,

South Cotabato

2021-2023

Junior High School: Senior High School:

Polomolok National High School

Octavio Village, Cannery Site, Polomolok,

South Cotabato
 2017-2020

Elementary: Perfecto B. Salada Elementary School

2010-2016

Personal Data

Name: Vinn Joshua B. Pracullos

Age: 19

Birthdate: August 22, 2003

Address: Bryg. Polo Prk. 3 Polomolok South Cotabato

Mother’s Name: Rachel B. Pracullos

Father’s Name: Dexter Pracullos

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023

Junior High School: Senior High School: Schola de San Jose

2017-2020

Elementary: Polomolok Elementary School

2010-2016
 Personal Data

Name: Rosica T. Pandian

Age: 19

Birthdate: December 16, 2003

Address: Prk Tinefulan Brgy Maligo Polomolok South Cotabato

Mother’s Name: Ailene T. Pandian

Father’s Name: Marcilo P. Pandian

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023

Junior High School: Senior High School: Polomolok National High School

2017-2020
 Elementary: Brgy. Maligo Elementary School

2010-2016

Personal Data

Name: Joross S. Figueroa

Age: 18

Birthdate: April 12, 2004

Address: Asuncion Village Cannery Site Polomolok South Cotabato

Mother’s Name: Rosalinda S. Figueroa

Father’s Name: Jojo B. Figueroa

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023

Junior High School: Senior High School: Polomolok National High School

2017-2020

Elementary: Dole Cannery Central Elementary School

2010-2016
 Personal Data

Name: Xyvhon A. Soliminiano

Age: 18

Birthdate: March 28, 2004

Address: Upper Klinan Polomolok South Cotabato

Mother’s Name: Ruth A. Soliminiano

Father’s Name: Romeo P. Soliminiano Sr

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023

Junior High School: Senior High School: Polomolok National High School

2017-2020

Elementary: Brgy. Dole Central Elementary School

2010-2016
 Personal Data

Name: Grezel M. Cababan

Age: 18

Birthdate: July 18, 2004

Address: Londres Village Polomolok South Cotabato

Mother’s Name: Melanie M. Cababan

Father’s Name:

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023

Junior High School: Senior High School: Polomolok National High School

2017-2020

Elementary: Dole Central Elementary School

 2010-2016

Personal Data

Name: French G. Martinez

Age: 17

Birthdate: June 20, 2005

Address: People’s Village Cannery Site, Polomolok, South Cotabato

Mother’s Name: Erma G. Martinez

Father’s Name: Ely P. Martinez

Educational Background

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2021-2023
Junior High School: Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok, South Cotabato

2017-2020

Elementary: Perfecto B. Salada Elementary School 2010-2016

Appendix E

DOCUMENATION