EFFECTS OF SMART SHAMING

TO CLASS PARTICIPATION OF
GRADE 11 HUMSS LEARNERS
IN SHS IN SAN NICHOLAS 3,
BACOOR CITY
BUNHAN, JESSICA
PRESAS, JHON CARLO
SANDALAN, MARIA ISABEL
HUMSS 12-H
SHS in San Nicholas III, Bacoor City, SDO Bacoor City
BACKGROUND
OF THE STUDY
INTRODUCTION
There is a troubling pattern in the philippines where people who
dictate themselves to acquiring knowledge and disseminating it are
facing criticism and shame. Smart shaming or anti-intellectualism,
pertains to the negative attitude aimed at the quest for knowledge.
STATEMENT OF THE PROBLEM
1. What is the demographic profile of the respondents in terms of:
1.1. Sex
1.2. Section
2. What are the effects of smart shaming to class participation of Grade 11 HUMSS
learners in terms of:
2.1. Oral Recitation
2.2. Group Reports
3. Is there a significant relationship between smart shaming and class participation?
4. Is there a significant difference between the effects of smart shaming to class
participation of male and female respondents?
CONCEPTUAL FRAMEWORK
SIGNIFICANCE OF THE STUDY
The purpose of this study is to determine the effects of smart shaming to
class participation of Grade 11 HUMSS learners in SHS in San Nicholas
3, Bacoor City.
This study is foreseen to be significant and or beneficial to the
following:

Learners Parents Guidance Counselor

Teachers School Future Researchers

METHODS
RESEARCH DESIGN
A correlational research design will be used in the
study as the researcher’s primary objective is to
determine if there is a relationship between the
effects of smart shaming to class participation.
SAMPLING AND PARTICIPANTS
Convenience sampling will be used which is a non-
probability sampling method to determine the
participants of this study. The sample consists of
individuals who are easily accessible to the researcher
and are willing to be a part of the study.
RESEARCH INSTRUMENT
The key instrument in collecting the data is a researcher-made
survey questionnaire with the use of five point Likert Scale. A
likert scale is a rating scale used to measure opinions, attitudes,
or behaviors. It consist of a statement or a question, followed
by a series of five statements. Strongly Disagree (1), Disagree
(2), Neutral (3), Agree (4) and Strongly Agree (5).
STATISTICAL TREATMENT OF DATA
The data will be statistically analyzed using the Pearson’s correlation coefficient
and independent t-test. The Pearson’s correlation coefficient will be used to assess
the relationship between smart shaming and class participation in terms of oral
recitation and group reports. The association between two variables measured on the
same interval or ratio scale is represented by the Pearson coefficient, a form of
correlation coefficient (Kenton 2022). Meanwhile, the independent t-test will be
used to measure the significant difference between the effects of smart shaming to
male and female respondents.
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THANK YOU