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Research-Title-Proposal-FINAL LG
Research-Title-Proposal-FINAL LG
CHAPTER 1
INTRODUCTION
Senior high school is often the time when individuals start to understand
their sexuality or gender identity. However, for LGBTQIA+ individuals, this can be
harassment from peers and even staff. Students have shown that LGBTQIA+
seniors in high school are more likely to experience mental health issues such as
absenteeism from school. Moreover, some students may not have supportive
many LGBTQIA+ seniors have found a supportive community within their peers,
as well as teachers and other professionals who are committed to creating safe
information, and, in some cases, physical or sexual assault during their school
years. These acts can cause significant and long-lasting harm to students and
international law.
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by various challenges and discrimination that can negatively impact their mental
bullying from peers and staff members can lead to increased rates of depression,
queer, intersex, asexual, and other diverse sexual and gender identities. The
healthcare, violence, bullying, harassment, and denial of basic human rights for
the lack of acceptance and understanding from their peers. Many LGBTQIA+
orientation or gender identity. This can create a hostile and unwelcoming school
This lack of support can manifest in the form of biased disciplinary actions,
family acceptance. Some may come from families who are not understanding or
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can lead to feelings of isolation and rejection, making it hard for LGBTQIA+
care system have negatively impacted access to health services and the overall
physical and mental health and well-being of this at risk population and often
create greater visibility for LGBTQ persons, contain fewer supports and
alternatives in the face of discrimination, and are often are less accepting of
rights, not special treatment. A person who is LGBT may be expelled from
school, sacked from a job, or denied housing founded on their sexual orientation
marrying here in our country. Activists are frequently people from diverse
religious and cultural backgrounds who can develop into a powerful political
force. The journey to finally achieving equality and acceptance is still in a long
run, and individuals like you are paving the path for equal rights and visibility.
a learning environment that allows them to grow without being used as a care
study for their peers. The experiences of LGBT high school students helps shed
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light on the unique challenges they face compared to their heterosexual and
issues such as bullying, discrimination, and lack of support that may contribute to
The study can contribute to raising awareness about the needs and rights
surrounding sexual orientation and gender identity within the school community.
By promoting inclusivity and equity, the study can foster a school culture that
embraces diversity and ensures the full participation and success of all students.
The significance of studying LGBT high school students lies in the potential to
ultimately leading to the creation of inclusive and safe environments where all
and location, but most importantly, it highlights the need for increased support for
this vulnerable population. The problem lies in the need for greater acceptance,
issues such as bullying, gender discrimination, and lack of resources can help
create a more inclusive and safe environment for LGBTQIA+ seniors to navigate
Research Aims
students.
school students.
students
Theoretical Framework
approached through the lens of social identity theory, minority stress theory,
Conceptual Framework
This study aims to explore the various factors that influence the
School.
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Figure 1. the paradigm of the study presents the input, involves gathering
the key factors influencing the lived experience of Senior High LGBTQIA+
Queer/Questioning, Intersex, Asexual. This research study will identify the daily
the mental and emotional state of LGBTQIA+ Senior High Students in Moncada
National High School S.Y. 2023-2024. An evaluation of the study will be narrated
for the enlightenment of LGBTQIA+ students who are parts of the population of
this study. Specifically, this study seeks to answer the following questions.
1.1 Age
1.2 Gender
1.3 Strand
2.1 Academic
2.2 Socialization
Research Hypothesis
LGBTQIA+ Students.
students which emphasizes their academic and social performance. The data
Moncada National High School S.Y. 2023-2024 who will represent the
High School. It will be conducted inside the school premises. It will not cover
other problems that are not consider as one of the stressors and depressants.
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Each of the respondents is given the same questionnaires to answer. This study
has an impact on their daily life such as, age, gender, home location, student's
study will be relevant only to the respondents of this study and will not be used
larger LGBTQIA+ community. These experiences provide insights into the unique
which they navigate and overcome these challenges. By sharing their stories,
senior high LGBTQIA+ students can help to raise awareness and promote
understanding of the issues affecting LGBTQIA+ youth. It can also help to inform
and shape the policies and programs designed to support LGBTQIA+ individuals.
can help to ensure that the resources and support available are tailored to the
students face, they can gain a better understanding of the importance of creating
a safe and supportive space for all students. By embracing diversity and
safe and supportive learning environment for all students, regardless of their
older and become more aware of their sexual orientation or gender identity, they
may face challenges such as bullying, discrimination, and rejection from their
peers, which can be difficult for parents to witness. It is important for parents to
understand and support their children, and to provide a safe and accepting
environment for them to explore their identities. Parents may need to educate
Definition of Terms
behaves.
LGBTQIA+ – an acronym that stands for lesbian, gay, bisexual, transgender, and
queer/questioning.
CHAPTER 2
Related Literature
self-identified LGBTQIA+ educators working within New York City (NYC) public
sought to also identify how inclusive NYC public school settings may be towards
sexually diverse populations, which can have implications for the development of
educational practices, curricula, and policies. Findings from this study reveal that,
schools yearly (Green et al., 2019; Institute of Education Sciences [IES] &
organized religion can have both beneficial and harmful outcomes on LGBTQIA+
youth (Wolff, 2016) and a secondary school environment has a significant impact
religious secondary schools to evaluate success factors and best practices that
and Yuan’s (2016) theology of compassion for the marginalized. This study used
interviews produced data relevant to the phenomenon being studied. The study
found that in order to ensure positive outcomes for LGBTQIA+ students at non-
affirming secondary schools, school leaders must shift their school culture,
schools risk distorting the gospel message and exacerbating the mental health
and charged with supporting and advocating for their fellow marginalized
which further studies can be built, and provide much needed visibility for
researchers from across the nation candidly and bravely described their lived
using six thematic elements: The Call, The Role, The Work, The Cost, The
Courage. Two major perceptions permeated this study:(a) the belief that
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LGBTQIA+ center practitioners and their experiences are unique and (b) the
misunderstood. The findings from this study benefit past, present, and future
challenge us all to reflect upon our inclusive practices and consider how we can,
the lived experiences of students who are identified as lesbian, gay, bisexual,
gender identity to social justice theories, all of which point to socially unjust
purposes. The data was coded and analyzed thematically. Findings were that the
rejection by their peers; a lack of awareness and education about the community
challenges were largely negative and unjust because, while LGBTQIA+ people
are equally protected by the same human rights as enshrined in the South
in gender identity and/or sexual orientation face unique challenges and need for
The publication and sharing of the recommendations made in this study may
impact the lives of the participants, middle school institutions, and this researcher
through the raising of consciousness. This study provides a voice to this at-risk
this group is marginalized, under or not supported by the current laws, and are in
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need of advocacy was employed. Emailed surveys and interviews were used to
answer the primary research question: What supports and barriers to academic,
social, and physical health exist on middle school campuses for LGBTQIA+ youth
and their allies? University students anonymously provided the participants for
physical and verbal harassment were varied in frequency and intensity, and
handled these incidents. The average age of questioning fell within the middle
school years, and close friends were chosen for outing adults in the building or
health, yet social health was negative for all. Finally, access to social supports,
transgender individuals are those who perceive a disconnect between their sex
assigned at birth and their gender identity. National surveys indicate that
they experience victimization from both peers and adults, transgender students
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avoid many school activities and spaces. Unsurprisingly, they report lower rates
transgender) peers, and are less likely to seek higher education. In failing to
from teachers, social stigma, and lack of family support. Interviewees also
this study are manifold. More studies are needed to expand the body of
World War II, LGBTQIA+ teachers have been targeted and described as a moral
education has continued until this day as Florida, Oklahoma, Tennessee, and
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people; thus, the anti-LGBTQIA+ rhetoric and legislation have affected the
the perceptions and experiences of current and former K-12 teachers who
identify within the LGBTQIA+ community from California and Florida. The first
article examines the language of two pivotal and historic legislative texts,
choices portray and represent LGBTQIA+ people, teachers, and identity and
According to Damon R Carbajal, Mental health and school climate are two
and ensuring equitable education and spaces for youth. LGBTQIA+ Mexican/x
youth are highly affected by these two entities as part of their lived realities, being
understand how these entities play into the LGBTQIA+ Mexican/x youth
Mexican/x youth, the traumas of discrimination, and the personal and collective
resiliencies in and out of schooling spaces that lead to the emergence of Queer
through their lived experiences that aid in their navigation of society. QIC
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their whole selves and thrive in hostile spaces that often lead to negative
spaces through the utilization of queered capital and strengthen the resilience of
LGBTQIA+ Mexican/x youth, which can lead to a more joyful and fulfilling life.
Student Experience, 30-51, 2024). This chapter aims to explore the impacts of
the Chinese cultural and social environment on the growth experience of Chinese
international students who identify as LGBTQIA+. Using interview data from five
chapter investigates how the cultural and social context in China shapes the
of adolescence and how these experiences impact their development and well-
purpose of this study was to gauge the effects of offering LGBTQIA+ novels to
students in an English Language Arts and Reading high school setting. Most
novel options for students come from old books available in the school’s book
Students are more likely to be engaged in their reading if they can see
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themselves in what they are reading. By reading about someone different from
them, students can feel a sense of empathy toward others. This case study
various North Texas high schools. Students were to choose one of the
LGBTQIA+ novels from a list, read the selected novel, and answer questions
about their reading experience. Offering diverse books was a way to test these
assertions and see if students felt empathy toward others after reading about
their experiences. Another study goal was to check if students were more likely
these books.
Related Studies
central aspect of being human, though its diversity is not completely accepted in
and its possible influence on academic performance and mental health. Method:
identity interferes with academic performance and whether they conceal their
bisexual), 62.5% were heterosexual and 100% were cisgender. Reported not
accounted for 95, 72.90 and 81.82% of the students with extremely severe
depression, anxiety and stress, respectively. Bisexual accounted for 63.63, 67.74
and stress, respectively. The majority of LGBTQIA+ students frequently felt alone
their sexual orientation and/or gender identity did not affect their studies.
(depression, anxiety and stress) and feel more excluded. Among them, bisexuals
and gender minority (SGM) health to promote our understanding of the needs
within our LGBTQIA+ faculty, staff, and students. Certainly, within academic
experience, communities of origin, and both formal and informal networks that
faculty, staff, and students bring to our environment. Stemming back to the Civil
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and color, national origin, sex, and religion and applies to employers with 15 or
rather it requires a culture and climate that is welcoming to all from a broad swath
recent years, which parallels a larger societal trend towards accepting SGM
individuals. The most recent Gallup poll estimates that 62% of US citizens are
satisfied with the acceptance of gays and lesbians in our society, the highest rate
since the origin of the survey in 2001 (Saad, 2022). In addition, a growing
5.6% in 2020 to 7.1% in 2022. While these data suggest progress in acceptance,
how we are contributing to the ongoing success of our SGM members. (Dianne
116, 103746, 2022) This study investigated the self-efficacy of content area,
content in their methods courses and helping pre-service teachers reduce their
bias and prejudice against LGBTQIA+ individuals. The study revealed that
literacy and social studies methods instructors had a higher sense of self-efficacy
identities) communities that are more diverse, out, and active than ever before.
However, studies have shown time and again how institutions are unable to
experience a very hostile school climate, with many reporting high levels of anti-
awareness programs, and other resources are implemented, though, they tend to
and gay students. Therefore, queer students of color, trans folk, and other
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identities within the LGBTQIA+ community end up with little to no support. This
project aims to explore and identify how institutions of higher education are
to create and maintain a more inclusive school climate for these students. Upon
exploring these issues, the goal of the project is to identify recommendations for
report that their sexual orientation and/or gender identity play a substantial role in
institutions for higher education to assess their respective campus climates. This
from these interviews was then used to suggest ways for the university to better
Teele Bernard Matsoso, this study investigated the lived experiences of students
generated and transcription purposes. The data was coded and analyzed
and student housing; bullying and rejection by their peers; a lack of awareness
and education about the community by university faculty or general workers; and
experiences more successful. These challenges were largely negative and unjust
because, while LGBTQIA+ people are equally protected by the same human
education, access, inclusion, sexual orientation, social justice, and human rights.
[IES] & National Center for Education Statistics [NCES], 2019a, 2019b). Because
organized religion can have both beneficial and harmful outcomes on LGBTQIA+
youth (Wolff, 2016) and a secondary school environment has a significant impact
religious secondary schools to evaluate success factors and best practices that
and Yuan’s (2016) theology of compassion for the marginalized. This study used
interviews produced data relevant to the phenomenon being studied. The study
found that in order to ensure positive outcomes for LGBTQIA+ students at non-
affirming secondary schools, school leaders must shift their school culture,
schools risk distorting the gospel message and exacerbating the mental health
2023. The topic of this thesis is the benefits of LGBTQI+ literature choice in
this involves curriculum and what groups, historical figures, and characters
students are able to access in order to learn from and read about. This includes
the LGBTQI+ community and the people who make it up. Many school districts,
positive attribute and in some cases have laws that limit or outright disallow
for students. To help bring knowledge to this topic various research was collected
but the underlying themes were that when students have access to LGBTQIA+
“other” in society are increased, LGBTQIA+ students feel more comfortable and
and male-dominated power structures, higher education today still often pushes
LGBTQIA+ community is being threatened with anti-gay and anti-trans bills that
are being signed into effect in schools. One of the most popular being the ‘Don’t
Say Gay’bill passed in Florida earlier this year. The work laid out in this thesis
proposal aim to combat these efforts and create spaces on university campuses
where LGBTQIA+ students can go and be their authentic selves; where their
voices are highlighted and celebrated. All higher education professionals should
within the LGBTQIA+ community. By doing so, they are uplifting the voices of a
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community of people that the university system, from its inception, has aimed to
LGBTQIA+ community and learn how to use Queer Composition when meeting
CHAPTER 3
METHODOLOGY
Introduction
gathering data and analysis which are relevant to the research. The
methodologies will include areas such as the location of the study, research
design, sampling and sample size, data collection method and its management.
Research Design
High School. The design that was used in the study was descriptive research
design.
School, coping mechanisms for the effects of the traumatic experience, and a
rationale behind this choice is from the sense that Moncada National High School
is the area where student-respondents that are crucial for the study were enrolled
The individuals who will participate in the research are the LGBTQAI+
and objectively.
The gathering procedure involves several key step. First, the researcher
should ask for permission from the principal to conduct the study. Second,
data will be collected then it will be tallied and organized for analysis and then the
directly gather data and information from the respondents. Researchers will use
The individual responses will be recorded in tally sheets before the data is
To answer the part one (1) which is the demographic profile of the
respondents with regards to their name (optional), sex, strand, year and section.
To answer the part two (2) of the questionnaire wherein the questions are
Formula:
Where:
r = range
Ethical Considerations
plagiarism.
36
CHAPTER 4
that have been gathered from the survey distribution to the Grade 12
respondents.
Data Analysis
analysis was engaged. With the provided data from the survey, the researchers
downloaded the responses and went from through them one by one, organized
the responses of the participants and carefully put together the relevant codes.
Based on the similar bunch of codes, the researchers developed the final
Results
This research was conducted for its purpose to investigate The Lived
School. The result of the organized version of the conducted survey follows.
16-17 9 30%
37
18-19 21 70%
20-21 0 0
21 above 0 0
Total: 30 100%
Interpretation: Table 1 shows that 30% of the respondents were aged 16-
17, while 70% were aged 18-19. Therefore, this means that there are more
Lesbian 1 3%
Gay 10 33%
Bisexual 16 53%
Transgender 3 10%
Queer/Questioning 0 0%
Intersex 0 0%
Asexual+ 0 0%
Total: 30 100
of them are gay, 53% of the respondents who identified as transgender have
respondents. The table shows that the majority of respondents, which is 53%,
are bisexual.
GAS 11 A 4 13%
GAS 11 B 2 7%
GAS 11 C 1 3%
GAS 12 A 11 37%
GAS 12 B 7 23%
GAS 12 C 5 17%
Total: 30 100%
Interpretation: Table 3 shows that 13% of the respondents are from GAS
and lastly, 17% of the respondents are from GAS 12 C. Hence, it appears that
the highest number of respondents is from section GAS 12A, and the lowest
unwelcome at school
Bullying 20 67%
Table 4. Q.1
and 83% of the respondents endured gender discrimination, Thus, the table
thoughts
Focus on academics 15 50
Improved skills 5 17
Table 5. Q.2
Interpretation: Table 5 shows that 43% of the respondents think that the
in friends; 27% used to not take negative thoughts; 50% of the respondents
Therefore, the table shows that the majority, which is 50% of the LGBQIA+
D.
judgement of
people/stude
nt affect your
performance
in class?
teacher gives
you
opportunities
during class
discussion
such as
recitation and
other
activities?
41
left behind
during class
discussion
and
engagement?
classmate
assigned you
roles in group
activities?
included and
accepted
inside your
classroom?
Table 6. Q.3
Interpretation: The table shows that 57% of the respondent state yes that
indicate yes that teachers gave them opportunities during class discussion,
and 10% of the respondents say no in the statement. 77% of the respondent
state yes that they feel left behind during class interaction and engagement,
42
activities, 23% of the respondents say yes, and 77% of them state no in the
inside their classroom, and 67% of them say no in the statement The table
show that the majority of the respondents, which is 77%, indicate that they
usually feel left behind during class discussion and engagement. Therefore,
Summary of Findings
students in Moncada National High School. It aims to enlighten the challenges faced
by these students, and what are the strategies they used to overcome their struggles.
This statistical present the data we gathered to know the main challenges experienced
by the respondents. The data shows that many of them undergo in Gender
manifest in various forms, such as bullying, harassment, and lack of support from
Studies emphasize the urgent need for schools to address and combat gender
diversity and acceptance, and creating safe spaces where all students feel respected
and supported.
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CHAPTER V
Summary
In Chapter One, I provided the problem this research project addresses, as well
depth definitions of the terminology I used for this project, including descriptive terms
for participants and for safer spaces in schools. These key terms include the acronym
LGBTQIA+, the term safe space, and numerous other terms used to describe their
lived experiences. In order to offer clarity, I also defined some of the terms that exist in
opposition or operate as part of the study. Because of the nature of this project, I also
introduced the research approach of narrative inquiry as I seek the stories of those
who identify as LGBTQIA+. I closed this chapter with my own researcher positionality
statement.
Conclusion
1.1 The data presented in Table 4 highlights the pervasive challenges faced by
discrimination. The statistics reveal alarming rates of discomfort, rejection, bullying, and
settings. These findings emphasize the critical importance of creating inclusive and
academic performance. This suggests that these students prioritize their studies and
recognize the importance of dedicating their time and energy to their educational
pursuits. It is worth noting that other strategies, such as finding comfort in friends, not
1.3 The significant portion of the respondents feel that the judgment of people
or students does impact their performance in class, with 57% stating yes. Furthermore,
the majority of respondents, 77%, feel left behind during class interaction and
crucial for educators to address these feelings of being left behind and ensure that all
classroom atmosphere, teachers can help students overcome these challenges and
thrive academically.
Recommendations
gender identity. These policies should cover all aspects of student life, including
training sessions for faculty, staff, and students to increase awareness and
understanding of LGBTQIA+ issues. This can help create a more inclusive and
events.
students.
This can help address the unique mental health challenges that LGBTQIA+
6. Foster a safe and respectful campus climate: Create a campus culture that
values diversity, inclusivity, and respect for all students. This can be achieved
additional support and resources for LGBTQIA+ students. This can include
services.
more welcoming and supportive environment for LGBTQIA+ students, fostering their
BIBLIOGRAPHY
Glazzard, J., Jindal‐Snape, D., & Stones, S. (2020, June 30). Transitions Into,
Classroom. TeacherPH.
Amistad, A. M. (2022, July 22). The Lived Experiences of Lesbian, Gay, and
Tang, X., & Poudel, A. N. (n.d.). Exploring challenges and problems faced by
Poteat, V. P., Scheer, J. R., & Mereish, E. H. (2014, January 1). Factors
Scholar.
48
Series.
Ogueji, I. A., & Ogueji, A. M. (2022, November 10). What are the lived
APPENDICES (A)
March 4, 2024
Maria Gracia B. Ledesma , PhD
Principal 1
Madam:
The undersigned are currently working on their study entitled, “THE LIVED
EXPERIENCE OF SENIOR HIGH LGBTQIA+ STUDENTS IN MONCADA
NATIONAL HIGH SCHOOL REGARDING IN ACADEMIC PERFORMANCE”, in
partial fulfillment of the requirements for the subject Inquiries, Investigation and
Immersion of the Grade 12 Senior High Students.
In this regard, we would like to request permission for your kind approval
allowing us administer questionnaire to the respondents of the study.
Attached herewith is the copy of the questi onnaire for your reference.
Hoping that this request will merit your favorable approval and consideration.
Respectfully yours,
Cariaga, Ira Mae
Dagdagan, Jessa D.
Navarro, Lhenan Gene M.
Paje, Ivan C.
Perez, Christine Jade D.
Soriano, Jayzelle Nicolie P.
Taylan, Jedrick V.
Noted by:
IRVIN LAYNO, MAEd
Research Adviser
Approved:
MARIA GRACIA LEDESMA , PhD
Principal 1
50
Dear Respondents,
Greetings!
Your immediate response and your prompt return of the questionnaire will
be highly appreciated. Thank you very much.
Respectfully yours,
Cariaga, Ira Mae
Dagdagan, Jessa D.
Navarro, Lhenan Gene M.
Paje, Ivan C.
Perez, Christine Jade D.
Soriano, Jayzelle Nicolie P.
Taylan, Jedrick V.
Approved:
APPENDICES (B)
PERFORMANCE
you can. There are no correct and incorrect answer on this survey. Your answer
1. Name (Optional):
2. Age:
16-17
18-19
20-21
21 above
3. Gender:
Lesbian
Gay
Bisexual
Transgender
Queer/Questioning
Intersexual
Asexual +
52
Being rejected
Bullying
Gender discrimination
Focus on academics
Improved skills
Questions: YES NO
class?
engagement?
CURRICULUM VITAE
54
Personal Profile
Citizenship. : Filipino
Educational Background
Secondary
Primary:
CURRICULUM VITAE
55
Personal Profile
Citizenship. : Filipino
: Analiza D. Perez
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
: Gerly P. Soriano
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
: Agnes D. Dagdagan
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
: Marlyn G. Cariaga
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
: Rosalinda C. Paje
Educational Background
Secondary
Primary:
CURRICULUM VITAE
Personal Profile
Citizenship. : Filipino
Educational Background
Secondary
Primary:
A Research
Presented to the Faculty
of the Moncada National High School
Senior High School
Moncada, Tarlac
JANUARY 2024
ii
63
APPROVAL SHEET
In partial fulfillment of the requirements for the Senior High School, in the
subject Practical Research 2, this research proposal entitled, “THE LIVED
EXPERIENCE OF A SENIOR HIGH LGBTQIA+ IN MONCADA NATIONAL
HIGH SCHOOL REGARDING THEIR ACADEMIC PERFORMANCE” prepared
and submitted by Cariaga, I., Dagdagan, J., Navarro, L., Paje, I., Perez, C.,
Soriano, J., Taylan, J., Torio, A., is recommended for acceptance and approval.
Accepted and approved in partial fulfillment of the requirements for the Senior
High School in the course subject Inquiries, Investigation, and Immersion.
iii
ACKNOWLEDGEMENT
64
Practical Research Teacher, Sir Irvin A. Layno, who made this project work
possible. His guidance and advices helped us to get through all the stages of
We would also like to thank the research panelists for giving their brilliant
suggestions and point of view about this project, and also for letting our defense
appreciation to the teachers who validated our research project. Thanks to all of
you.
in answering our pre-survey. And also, thanks to God for giving me wisdom,
knowledge, guidance, and strength in making our research, this study would not
The Researchers
iv
DEDICATION
65
To Sir Irvin A. Layno, I am deeply grateful for your guidance and support
throughout the course of this research project. Your expertise and dedication to
process and have inspired me to strive for excellence. Your patience and
and pursue new avenues of inquiry. Your insightful feedback and constructive
validity of my findings.
research. Without their cooperation and support, this study would not have been
possible. Their willingness to share their insights and experiences has been
provided a rich and diverse perspective, adding depth and credibility to the
this study.
The Researchers
vii
i
ABSTRACT
66
students' academic experiences and highlights the necessity for inclusive policies
TABLE OF CONTENTS
67
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
ABSTRACT viii
CHAPTER
1 THE PROBLEM 1
Research Aims 5
Theoretical Framework 5
Conceptual Framework 5
Research Hypothesis 9
Definition of Terms 11
Related Literature 13
vi
68
Related Studies 22
3 RESEARCH METHODOLOGY 32
Research Design 32
Ethical Considerations 35
Data Analysis 36
Results 36
Summary of Findings 42
Summary 43
Conclusion 43
Recommendation 44
69
vii
BIBLIOGRAPHY 47
APPENDENCES 49
Appendix A 49
Appendix B 51
CURRICULUM VITAE 54