Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
This Chapter presents the summary of findings of the study as contained in the
different tables, it shows the data gathered and its depth analysis. And these data are
presented in tabular forms.
It designed to gathered data from the teachers and students from Novaliches
High School in relation to the research objectives result of the questionnaires responded
by the 50 participants.
Tables 1 – 5 present the profile of the respondents as to gender, age, and civil status.
Table 1.1
As to Age
(Students)
Age
Frequency
Percentage
Rank
20 - Below
32
64%
1
21-25
9
18%
2
26-30
5
10%
3
31 – Above
4
8%
4
Total
50
100%
Table 1.1 shows the frequency (f), percentage (%) and rank of the age of
the respondents.
There are 32 twenty years old and below respondents which are equivalent to
69% of total respondents and have been classified as rank 1.
There are 9 twenty one to twenty five years old respondents which are equivalent
to 18% of total respondents and have been classified as rank 2.
There are 5 twenty six to thirty years old respondents which are equivalent to
10% of total respondents and have been classified as rank 3.
There are 4 thirty one years old and above respondents which are equivalent to
8% of total respondents and have been classified as rank 4.
This table reveals that respondents aged twenty years old and below got the
highest rank because most of the respondents from Grade 8 are on their teenage years.
Table 1.2
As to Gender
(Students)
Gender
Frequency
Percentage
Rank
Female
27
54%
1
Male
22
44%
2
Others
1
2%
3
Total
50
100%
Table 1.2 visualizes the frequency, percentage, and rank of the gender of the
respondents.
There are 27 female respondents which are the equivalent of 54% of total
respondents and have been classified as rank 1.
There are 22 male respondents which are the equivalent of 44% of total
respondents and have been classified as rank 2.
There are 1 respondent representing the other genders which is the equivalent of
2% of total respondents and have been classified as rank 3.
Table 1.3
As to Civil Status
(Students)
Civil status
Frequency
Percentage
Rank
Single
40
80%
1
Married
9
18%
2
Separated
1
2%
3
Widowed
0
0%
4
Total
50
100%
Table 1.3 depicts the frequency, percentage (%) and rank of the civil status of
the respondents.
The data shows that there are 40 single respondents which is equivalent to 80%
of total respondents and has been classified as rank 1.
The data shows that there are 9 married respondents which is equivalent to 18%
of total respondents and has been classified as rank 2.
The data shows that there are 1 separated respondent which is equivalent to 2%
of total respondents and has been classified as rank 3.
The data shows that there are 0 widowed respondents which is equivalent to 0%
of total respondents and has been classified as rank 4.
This table shows that majority of respondents are still single because the age
bracket were mostly young adolescents which are too young to be legally married.
Table 2.
Situations that makes students uncomfortable inside the classroom
Situations that
Frequency
Percentage
Rank
Stereotyping
14
28%
1
Social exclusion
11
22%
2.5
Physical assault
11
22%
2.5
Cyber bullying
7
14%
4.5
Verbal attack
7
14%
4.5
Total
50
100%
makes students
uncomfortable
inside the
classroom
Table 2 depicts the frequency, percentage and rank of the situations that makes
the respondents uncomfortable inside the classroom.
The data shows that 14 respondents which are the equivalents of 14% of
total respondents are experiencing stereotyping and have been classified as rank 1.
The data shows that 11 respondents which are the equivalent of 11% of total
respondents are experiencing social exclusion and have been classified as rank 2.5.
The data shows that 11 respondents which are the equivalent of 11% of total
respondents are experiencing physical assault and have been classified as rank 2.5
The data shows that 7 of the respondents which are equivalent of 7% of total
respondents are experiencing cyber bullying and have been classified as rank 4.5.
The data shows that 7 of the respondents which are equivalent of 7% of total
respondents are experiencing verbal attacks and have been classified as rank 4.5.
This table shows that the majority of the students are experiencing stereotyping
from their fellow classmates inside the classroom.
Table 3.
Things that makes exceptional students hesitate from socializing with their
classmates
Things that
Frequency
Percentage
Rank
15
30%
1
14
28%
2
9
18%
3
Criticisms
7
14%
4
Rude classmates
6
12%
5
Total
50
100%
makes
exceptional
students hesitate
from socializing
with their
classmates
Inconsiderate
treatment
Insensitive
comments
Anxiety/panic
attacks
Table 3 depicts the frequency, percentage and rank of the things that makes
exceptional students hesitate from socializing with their classmates.
The data shows that 15 of the students which are the equivalent of 30% of total
respondents thinks that inconsiderate treatment from their classmates makes them
hesitate on socializing with them and have been classified as rank 1.
The data shows that 14 of the students which are the equivalent of 28% of total
respondents thinks that insensitive comments from their classmates makes them
hesitate on socializing with them and have been classified as rank 2.
The data shows that 9 of the students which are the equivalent of 17% of total
respondents thinks that anxiety/panic attacks make them hesitate about socializing
with their classmates and have been classified as rank 3.
The data shows that 7 of the students which are the equivalent of 13% of total
respondents thinks that criticisms from their classmates makes them hesitate about
socializing with them and have been classified as rank 4.
The data shows that 6 of the students which are the equivalent of 12% of total
respondents thinks that rude classmates makes them hesitate about socializing with
them with them and have been classified as rank 5.
This table shows that the majority of the respondents think that inconsiderate
treatment from their classmates will make them hesitate about socializing with them.
Table 4. Ways that exceptional students want to be approached inside the
classroom
Ways that
Frequency
Percentage
Rank
15
30%
1
Pleasant greetings
14
28%
2
Genuine smiling
8
16%
3
Friendly gestures
7
14%
4
Friendly chit-chats
6
12%
5
Total
50
100%
exceptional
students want to
be approached
inside the
classroom
A friendly “”How
are you”
faces
Table 4 depicts the frequency, percentage and rank of the ways that exceptional
students want to be approached inside the classroom.
The data shows that 15 students which are the equivalent of 30% of the total
respondents wants to be approached with a friendly “who are you” and have been
classified as rank 1.
The data shows that 14 students which are the equivalent of 28% of the total
respondents want to be approached with pleasant greetings and have been classified as
rank 2.
The data shows that 8 students which are the equivalent of 16% of the total
respondents want to be approached with genuine smiling faces and have been
classified as rank 3.
The data shows that 7 students which are the equivalent of 14% of the total
respondents want to be approached with friendly gestures and have been classified as
rank 4.
The data shows that 6 students which are the equivalent of 12% of the total
respondents want to be approached with friendly chit-chats and have been classified as
rank 5.
This table shows that the majority of the students wants to be approached with a
friendly who are you when they are inside the classroom.
Table 5.Things that distracts exceptional students during class discussions
Things that
Frequency
Percentage
Rank
Crowded room
13
26%
1
Poor
11
22%
2
9
18%
3.5
9
18%
3.5
Poor lighting
8
16%
5
Total
50
100%
distracts
exceptional
students during
class discussions
ventilation/Hot
classroom
Uncomfortable
chairs
Noisy
surroundings
Table 5 depicts the frequency, percentage and rank of the things that distracts
exceptional students during class discussions.
The data shows that 13 of the students which are the equivalent of 26% of the
total respondents thinks that crowded room distracts them during class discussion
which have been classified as rank 1.
The data shows that 11 of the students which are the equivalent of 22% of the
total respondents thinks that poor ventilation/hot classroom distracts them during class
discussion and have been classified as rank 2.
The data shows that 9 of the students which are the equivalents of 18% of the
total respondents thinks that uncomfortable chairs distracts them during class
discussion and have been classified as rank 3.5.
The data shows that 9 of the students which are the equivalent of 18% of the
total respondents thinks that noisy classrooms distracts them during class discussion
and have been classified as rank 3.5.
The data shows that 8 of the students which are the equivalent of 16% of the
total respondents thinks that poor lighting distracts them during class discussion and
have been classified as rank 5. This table shows that the majority of the exceptional
students find it distracting if the room is crowded.
Chapter 5
Summary of Findings,
Conclusions and Recommendations
This chapter presents the summary of findings, conclusions and
recommendations.
Summary
The research done on Grade 8 exceptional students of Novaliches High School
Have shown that most students find it uncomfortable when they experience
stereotyping from their classmates on a mainstream classroom. Inconsiderate
treatment from their peers and teachers at some cases also make them hesitate from
socializing with their classmates. For them to be comfortable inside a classroom they
seek a friendly “how are you?” from their classmates. Crowded classrooms also
distract them during class discussions.
Conclusions
1.
The classroom atmosphere was indeed not exceptional student friendly
mainly because of discrimination towards them and the lack of proper
classroom facilities. There is a barrier that clearly divides the regular
students from the exceptional ones. Multiple issues are found after the
observations and studies done upon the students. There are issues of
stereotyping where exceptional students are being considered as helpless
and deadweight whenever there are group activities just because they have
disabilities. There are times where they experience discrimination. There
are also times where their classmates acts inconsiderate towards them, one
example of this is when regular students talks on their own without using
sign language which makes the mute and deaf feel left out.
2.
Exceptional students feels that their ability to socialize with their
classmates are hindered by their disability because of multiple reasons. One
of the most common issues that they have is they experience discrimination
and that makes them just keep to themselves because they would rather be
alone than experience inconsiderate treatment. The other issue that they
have is that they have low confidence because of their disabilities and it
make them shy away from other people, including their classmates.
3.
Exceptional students are extremely sensitive to their surroundings and
the classrooms being uncomfortable greatly affects their learning progress.
They find it hard to concentrate when the room is too hot from the lack of
ventilation. They also face issues from lack of proper learning material for
them, like books in braille for blind students.
4.
Classrooms with huge populations tends to be chaotic and students often
gets unruly when there are too many of them and that can greatly affect the
exceptional students’ learning progress. Exceptional students, especially
those with learning disabilities (e.g, concentration problem (ADHD) are
extremely sensitive towards their surroundings and even just the slightest
touch or faintest noise can easily distract them from their task.
Recommendation
Discrimination is one of the biggest issues that exceptional students are facing.
Discrimination is a problem that is as old as time itself but that doesn't mean that it's
something unsolvable. There are things that the students, their classmates, teachers,
school administrators and parents can do.
The exceptional students we observed tends to be very reserved and quiet and
because of that they can come off as cold and apathetic towards everyone. They can
start building relationships around them by being more approachable. How can this be
done? It starts within their family. Parents should be involved as they are the ones who
the children are more likely to trust with their personal issue/s. Parents should promote
a friendly and communicative environment inside the house so that the students can
carry it over to their classroom.
As for the faculty and school administration, they should establish clear school
policies and reinforce goals. They should make sure that the school's anti-bullying,
harassment and non-discrimination policies are current. It should also include clear
definitions and consequences. Publicize policies as much as possible inside the school
and develop and reinforce the school's community's goals around respect, civility,
regard and care for others, equity and inclusion. If and when incidences of bias occurs,
the school should make sure that they acknowledge publicly that this is unacceptable,
taking care not to "out “the people engaged in it.
The school administration should be public and purposeful about being
inclusive. They should find ways to let everyone in the school community know that
school is a safe place, all are welcome and that biased words and actions are
unacceptable. Being intentional, public and loud about it sends a strong message that
this is a priority of the community. Some examples include: a clear sign/statement at
the entrance of the building, a public letter to the school community, a wall mural
featuring the diversity of your student body or language about being inclusive, social
media posts, announcements, and school-wide events honouring diversity. Involve the
school community in coming up with these ideas and think about ways to do different
activities throughout the year.
Teachers and guidance counsellors should encourage reporting. Many
discrimination and bullying acts go unreported. In fact, as children get older, they are
less likely to report bullying to the adults in their lives. Establish safe and confidential
reporting mechanisms for bullying incidents and clear procedure for investigation and
response. Make sure students are aware of these procedures and encourage them to tell
a trusted adult about threatening or harassing behaviour that they experience or/and
observe.
We also believe that anti-bias education should be integrated into the
curriculum by school administrations. What happens in the classroom is valued and
important. At the onset, teachers should engage students in a process to create an antibias learning environment. Also, address the critical issue of identity-based bullying
so that students are not targeted based on core aspects of their identity.
Parents and family members are vital members of the school community. If
everyone conveys the same message about bias, hate and discrimination, young
people will get that message. Work with the school's PA/PTA to host a parent
education workshop. Get everyone on the same page about school policies, goals,
language and how to be an ally. In addition, partner with local youth organizations to
organize events that promote respect for differences.
Ensure that school counsellors and teachers have the skills and knowledge to
support students who have been targeted. Assist the exceptional student and the
exceptional student's family in coping with the impact of the bullying and building
skills for dealing with such problems in the future. Make sure not to inadvertently
make the exceptional student feel responsible for the bullying in any way, or to
unintentionally punish the exceptional student by limiting access to activities or
technology. In addition, make sure counsellors understand the fears that many
children have as a result of the election, particularly children whose identities were
targeted during the campaign, and provide comfort and resources they may need.
Parents and teachers should inspire ally behaviour. One of the most effective
tools we can give young people is how to be an ally when faced with bias and
bullying. It can be as simple as encouraging them to reach out to someone targeted by
sending them a supportive text message or saying hello to them. Young people can
also learn how to safely stand up and tell aggressors to stop; for example challenging
bigoted and offensive words. In addition, reporting the behaviour to an adult and
actively not participating are good ways to act as an ally. Acting as an ally helps the
target and also helps the person engaging in “allyship” feel more powerful by doing
something to make a difference. Encourage students to be active
Activism is another way that young people can do something about the bias,
discrimination and hate they see in their schools, online community, neighbourhood
and world—and pro-actively make it a better place. Activism can take many forms:
teaching others, advocating for school or legislative policies, demonstrating, creating
an online public awareness campaign, writing letters, volunteering, raising money,
organizing or signing a petition, etc. Activism is a powerful antidote to feelings of
powerlessness and an important part of citizenship.
About the problem regarding the overcrowding on classrooms which causes
discomfort to the exceptional students especially those with concentration problems,
Schools should use benchmark assessments to determine student placement. Class
sizes should be kept relatively small for those who perform unsatisfactorily. Students
who are strong academically have less to lose in an overcrowded classroom. Providing
a teacher with an aide can help decrease the burden on the teacher. Aides receive a
lower salary, so placing them in overcrowded classrooms would improve the
student/teacher ratios while keeping costs low. Private schools are able to keep their
doors open due to tuition and to a large extent by soliciting donations. In tough
financial times, public school administrators should not be afraid to solicit donations
either.
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