BASIC EDUCATION DEPARTMENT
The Investigation of the Existence of
Socioeconomic Status Discrimination on PHINMA
University of Iloilo Basic Education Students
A Research Paper Presented to
the Basic Education Department
PHINMA University of Iloilo
In Partial Fulfillment of
the Requirements for the Completion
of the Junior High School Level
by
De los Reyes, Marydeth R.
Escario, John Whisbert V.
Mendoza, Blubelle Princess G.
Panes, Ecclexia Mer P.
Virgula, Rajal C.
Vispo, Natasha Nicole V.
April 2023
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Chapter 1
INTRODUCTION TO THE STUDY
Background of the Study
Most Filipino fiction and nonfiction series ‘Pinoys’ grew up watching (e.g. ‘Mara
Clara’, ‘Kadenang Ginto’, ‘Magpakailanman’ Episodes, Etc.) portrayed some privileged
individuals who think ‘superior’ to others for they don’t have any financial struggles, unlike
those who are from low-income families. It is sad to think that those series we see on TV
also happen in real life.
Socioeconomic status is the status of an individual in a society. It is determined by
income, occupation, and education. When it comes to students, their socioeconomic status
is measured by his/her allowance and parents’ employment. Socioeconomic status can
greatly affect a student’s academic performance. It is noticeable that privileged students
perform better academically than those from low-income families. Since there are students
who have parents that have a high socioeconomic status that is financially capable of
supporting their children’s daily needs and school supplies. While low-income families
struggle to make ends meet daily, what more in supporting their children’s needs? But it
doesn’t mean that students from low-income families don’t have the right to education. It’s
just that financial capability is one of the factors you need to consider when it comes to
your children’s education. According to OECD Library (2019), this is why socioeconomic
status is linked to a student’s academic performance. Less household wealth often
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translates into fewer educational resources, such as books, games, and interactive learning
materials in the home.
Discrimination is a form of harassment, wherein a person suffers unfair treatment
and prejudice. According to Salentin and Heitmeyer (2023), discrimination is the purposeful
or unintentional application of differential treatment to individuals or social groups on the
basis of a general characteristic. It can occur in almost any aspect of school life, like school
rules and codes of conduct, selection and grouping practices, changing facilities, career
guidance, canteen food, and the physical school environment. Mental health is one of the
most affected in a student’s well-being whenever they are experiencing discrimination. It
can cause depression, anxiety, isolation, stress-related issues, and emotional, physical, and
behavioral changes. Sometimes, discrimination can also be unintentional, which is why you
should always think before you act and speak. Even though it was unintended, the damage
has already been done. Everyone has the right to have access to education, whatever form,
gender, shape, or social status they have. That’s why discrimination, unintentional or not, is
unacceptable.
OECD Library (2019) says parents of higher socioeconomic status are more likely to
provide their children with financial support and home resources for individual learning.
Students from families with varying socioeconomic statuses and the educational levels of
their parents can clearly be distinguished from one another. Due to the difference in
financial capability, students from low-income families often get discriminated against,
hence affecting their academic performance. It is unreasonable to victimize students for
something that is beyond their control. While the research, theory, and policy literature on
race, class, and gender discrimination in education is extensive, the problem of education‐
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based discrimination itself has been widely overlooked (Tannock, 2008). Inequality persists,
and the growing use of technology in education will introduce new elements to this
problem. In this study, we would as well like to emphasize what could be done to improve
these young people’s lives.
Theoretical Framework
This study is anchored on theories of discrimination by the National Research Council
(Measuring Racial Discrimination, 2004). It starts by going through four different forms of
discrimination and the many mechanisms that can cause it. The first three types—
intentional discrimination, covert discrimination, and statistical profiling—involve actions
taken by people and organizations. The fourth kind entails discriminatory behaviors that are
institutionalized within an organizational culture.
According to National Research Council (2004), most people’s concept of
discrimination involves explicit, direct hostility toward members of a disadvantaged group.
Yet discrimination can include more than just direct behavior; it can also be subtle and
unconscious (such as nonverbal hostility in posture or tone of voice). Furthermore,
discrimination against an individual may be based on overall assumptions about members of
a disadvantaged group that are assumed to apply to that individual (i.e., statistical
discrimination or profiling). Discrimination may also occur as the result of institutional
procedures rather than individual behaviors. Numerous studies have examined the harmful
effects of stigma and discrimination on young people.
Using the theory above as a basis, we see how discrimination can affect a student’s
academic performance and health. Students who experience discrimination are less likely to
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succeed academically since their learning environment isn’t healthy for them. Having
unfortunate results to your studies can also have a toll on a student’s mental health and
self-confidence.
Conceptual Framework
Socioeconomic Status Discrimination is one of the challenges some students from
low-income families face. We will list factors that are related to socioeconomic
discrimination among the Basic Education students of PHINMA University of Iloilo. The
diagram below illustrates the relationship between the variables that are being studied in
this research.
Independent Variable
A. Sex
B. Grade Level
C. Socioeconomic Status
Dependent Variable
Socioeconomic Discrimination
to the Basic Education
Students of PHINMA
University of Iloilo
Fig.1. A paradigm showing the relationship of variables included in the study.
Statement of the Problem
The main purpose of the study is to determine the views of PHINMA University of
Iloilo Basic Education Students on Socio-Economic Status Discrimination.
Specifically, the study seeks answers to the following questions:
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1. What is the likelihood that PHINMA University of Iloilo junior high school students
are experiencing discrimination because of their socioeconomic status when viewed as a
whole or when classified by (a) sex, (b) grade level, or (c) socioeconomic status?
2. Is there a significant difference on the extent of socio-economic status
discrimination on PHINMA University of Iloilo junior high school students when grouped
according to (a) sex, (b) grade level, and (c) socioeconomic status?
Hypothesis
Based on the preceding problems, the researcher proposed the following hypothesis:
1. There is no significant there on the extent of socio-economic status discrimination
on PHINMA University of Iloilo junior high school students when grouped according to (a)
sex, (b) grade level, and (c) socioeconomic status
Definition of Terms
In order to have a clear understanding of the terms used in
the study the following terms were defined conceptually and operationally.
Academic Performance This indicates how successfully a student satisfies criteria set
by the institution and the authorities (Bell, 2018). Operationally, academic performance is
the state of the student in his/her studies.
Discrimination is the purposeful or unintentional application of differential treatment
to individuals or social groups on the basis of a general characteristic (Salentin & Heitmeyer,
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2023). Operationally, discrimination is a form of harassment affecting the students’ mental
and social health.
Family Status is being connected to someone via blood, marriage, or adoption (BC's
Office of the Human Rights, 2022). Operationally, Family Status is a social standing of a
family within their community
Financial capability is the ability to manage one's finances effectively
(National Financial Capability Strategy, 2022). Operationally, financial capability is
the ability of a parent to support the needs of their children financially
Social Status refers to the respect or dignity associated with one's status in society
(Libre Texts Social Sciences, 2021). Operationally, social status is the value of a student
within the school's hierarchy.
Socioeconomic status refers to a measurement of one's overall social and economic
standing (EH Baker, 2014). Operationally, Socio-Economic Status is the social standing of a
student or their family.
Student an individual who is enrolled in college, university, or school (Cambridge
English Dictionary, 2023). Operationally, students refer to the high school students in
PHINMA University of Iloilo.
Significance of the Study
Students were placed in a disadvantageous situation due to socioeconomic hardship
particularly if they also encounter discrimination. It is certainly unjust if students are
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discriminated against for conditions outside of their control. In this case, the study's
relevance to the student's community is established.
The researcher’s intent in this study was to find out whether Socio-economic
discrimination is rampant among the high school students of PHINMA University of Iloilo.
The researcher believed that the results of this study would be beneficial to the
following:
The Teachers. The result of this study will be highly beneficial to teachers,
particularly for the advisers who in some way encountered discrimination in their time. If
the teachers are informed that the students are facing discrimination, they can assist by
speaking with their students.
The Students. The study may have significant educational value for the students
because it will assist them identify whether they are discriminated against or whether they
have unintentionally discriminated against someone else. Either way, if that was the case,
the students would be aware of their situation and come up with solutions.
The School Administrator. The results of the study would provide the school
administrators data to build lesson plans and programs for the students’ mental health and
wellbeing. The result of the study would also be able to provide the school information on
the policies and regulations they should implement to avoid such discrimination to the
students.
The Parents. The result of this study is beneficial to the parents because it will
enable them to determine whether or not the school's environment is healthy for their
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children. With this, parents can cooperate with the school administration regarding the
environment of their children.
The Future Researchers. This study might be useful for future researchers who plan
to also study socio-economic discrimination or other forms of discrimination.
Delimitation of the Study
This quantitative descriptive research only focuses on determining The Views of
PHINMA University of Iloilo Basic Education Students on Socio-Economic Status
Discrimination.
The study is only limited to 10 students of every class from Grades 7 to 10 from
average to low-income families.
The study is delimited to the teachers and staff of the school and students from high
income families.
The data needed in this study were gathered using research-made survey
questionnaires. The questionnaires were subjected to content validity by the pool of experts
and reliability tested.
All data gathered were subjected to appropriate statistical analysis with the level of
significance set to 0.05 alpha.
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Chapter 2
REVIEW OF RELATED LITERATURE
Socioeconomic Status Discrimination
Socioeconomic status (SES) discrimination has received less research than other
types of discrimination, despite the fact that it is well recognized that people who belong to
higher social classes have access to resources and opportunities that may improve their
health compared to those who do not (Adler & Newman, 2002). SES discrimination is the
unfair treatment of a person or group based on their real or perceived social position (e.g.,
based on occupation, income, education, etc.).
Reduced academic success is associated with low SES and being exposed to hardship
(Sheridan & McLaughlin, 2016). Learning (linguistic, cognitive, and socioemotional abilities),
behavior, and health can be negatively impacted by early experiences and environmental
factors (Shonkoff & Garner, 2012). Young adults from low-income and less educated
families are considerably more likely to take on very high debt loads compared to their more
advantaged counterparts (Houle, J. N. 2014.) Children from low-income homes therefore
start high school with average literacy abilities that are five years below those of kids from
high-income families (Reardon, Valentino, & Shores, 2013).
According to Zhang (2003), children in low-income environments are considerably
more likely to miss school throughout their academic careers, widening the achievement
gap with their more affluent peers. While the nation's high school dropout rate has
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progressively decreased, pupils living in poverty are more likely to drop out. Low-income
students drop out of school at a rate that is five times greater than that of middle-class
households and six times higher than that of higher-income pupils (National Center for
Education Statistics, 2016).
Effects of Socioeconomic Discrimination
The smaller proportion of underprivileged students in gifted programs has indeed
been pointed out since it is observed that, as a group, low-SES subjects rank considerably
lower on IQ tests. Certainly, such results can be analyzed from different points of view, but
are easier to explain with reference to minorities within a given population. Mirza (2001)
conducted a survey to find out the relationship between SES and student's achievement,
and found that SES has a significant effect on student's achievement. Randall (2005)
recently raised a similar question indicating that “at the individual student level, color has a
greater impact on student achievement than socioeconomic condition does, but at the
classroom level socioeconomic condition is more important than color...” (Randall, 2005, p.
123). Thus, when Gagné (2011) focuses discussion on ethnic as opposed to economic
disproportion in Gifted Programs, it appears to me that an important point may be left out,
at least for countries where lower economic-level groups, taken together, comprise most of
the general population.
Without challenging the proposal that the equity issue can be addressed by the
general orientation of the DMGT Academic Talent Development (ATD) model, I believe that
socioeconomic factors impact both ethnic factors and culturally valued attributes, such as
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giftedness, and the “exceptions” among racial groups may be traced to differences rooted in
socio-economic and cultural characteristics within that specific minority. If IQ tests are the
main tool to recruit students for gifted programs while also being culturally loaded, the
lower proportion of students found to be IGAT (Intellectually Gifted and Academically
Talented) can be inevitably predicted. It is inevitable that the lower percentage of pupils
identified as IGAT (Intellectually Gifted and Academically Talented) students in gifted
programs will be culturally laden.
Forms of Socioeconomic Discrimination
Direct discrimination occurs when one individual is treated worse than another in
similar circumstances based on any of the reasons mentioned in Section 1 AGG. Examples
include employment postings using discriminatory language, age restrictions, a woman's
termination due to pregnancy (gender), or a gym's refusal to grant membership based on
the basis of ethnic origin. (Federal Anti-Discrimination Agency).
Indirect discrimination against a person may arise on reasons other than those
listed in Section 1 AGG, such as an apparently unrelated factor. They initially apply to
everyone equally, but in terms of their impact, they are more discriminatory for some
groups than for others. As a result, if a job posting requests German as a first language for
work in a market garden, it is indirectly discriminatory. A modest level of linguistic
proficiency is needed for this job. However, this need doesn't apply to those who are not
native German speakers, such as individuals who immigrated to a country (Federal AntiDiscrimination Agency).
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According to this theory, an action that has a disparate impact that is associated with
a prohibited ground but does not directly (i.e., expressly) discriminate on that basis is
considered to be engaging in indirect discrimination. Direct discrimination is typically seen as
superior to indirect discrimination, both theoretically and politically (Doyle, 2007).
Harassment. When someone's dignity is violated, when they are humiliated or
offended on the mentioned grounds this will be regarded as discrimination under the AGG's
Section 1 rules. a particular type of harassment sexual harassment is defined as unwanted
sexual behavior, including inappropriate sexual allusions, gazing, making suggestive
remarks, disseminating pornography, and actual sexual assaults are all examples of
inappropriate behavior. A victim of sexual harassment has their dignity violated. Whether
the violation of dignity was deliberate or not is unimportant.
Intersectional Discrimination indicates the precise interplay or "overlapping" of many
discrimination-related features. These are interrelated and can no longer be separated.
AGG-covered grounds for discrimination frequently compound with non-AGG grounds for
discrimination and interact on multiple levels. Therefore, factors such as social standing,
employment situation, or family status, among others, might aggravate discrimination when
they are present in combination, as in the case of a refugee family looking for housing who
has a large number of children and receives transfer payments.
Socioeconomic Status Effects on Students Academic Performance
According to research, academic skill development is slower for children from low
SES homes and communities than it is for children from higher SES groups (Morgan, Farkas,
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Hillemeier, & Maczuga, 2009). For instance, low SES during childhood is linked to subpar
cognitive, linguistic, memory, and socioemotional processing, which leads to subpar adult
health and income. Because of this, pupils' academic progress and results are frequently
significantly impacted in low-SES regions' school systems (Aikens & Barbarin, 2008).
Children's academic performance is impacted by inadequate education and rising dropout
rates, which maintains the community's low SES status. Increased research on the
relationship between SES and education is crucial because it may assist to lower some of
these risk factors by improving school systems and early intervention programs.
The link between family socioeconomic status (SES) and academic achievement in
school-age children has been well-documented over the past few decades. The fundamental
mechanism through which family SES affects academic achievement is still unknown (Li S,
Xu Q and Xia R, 2020). SES and child development have been linked in numerous studies
over the past few decades. (Bradley and Corwyn, 2002; Hackman et al., 2010; Aizer and
Currie, 2014). Children and teenagers from low SES homes showed greater rates of anxiety,
depression, and conduct disorders (Wadsworth and Achenbach, 2005), as well as a higher
health risk than those from high SES families (Chen et al., 2002).
SES has also been linked in numerous studies to children's and teenagers' IQ scores
and academic success (National Institute of Child Health and Human Development [Nicdh],
2005; White et al., 1993). Due to the Confucian culture's impact, parents in China frequently
pay close attention to their kids' academic performance and learning activities (Li S, Xu Q
and Xia R, 2020). Regardless of SES, parents typically do their best to create favorable
learning environments for their children (Wong et al., 2012; Wang et al., 2014). Relevant
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research has demonstrated that this kind of parental support may affect children's selfconcept, which affects their academic success. (Xiao and Liu, 2017). We predicted that
children's self-concept, which affects their academic performance, would be strongly
correlated with family SES, as determined by the parents' education, employment, and
income (Li S, Xu Q and Xia R, 2020).
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Chapter 3
Methodology
This chapter discusses the following: (1) Research Design, (2) Subjects, (3)
Instruments, (4) Procedure, and (5) Data Analysis.
Part One, Research Design, discusses and explains the research method used in this
study.
Part Two, Subjects of the Study, presents the subjects of the study, how they were
selected and where and when the study was conducted.
Part Three, Instruments, describes the instruments used in the study.
Part Four, Procedure, describes how the study was conducted.
Part Five, Statistical Analysis, presents the interpretation and analysis of the data
gathered.
Research Design
The descriptive method of research was used in this study to investigate the socioeconomic
status discrimination on Basic Education students of PHINMA University of Iloilo.
Descriptive Research is one of the research methodologies that describes a study or a topic.
It outlines the properties of the variable being studied and provides the necessary
information to address any associated queries (Voxco, 2021).
The researchers of this study wanted to evaluate the discrimination of the students based
on their socio-economic status, as well as the differences when the respondents were taken
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as a whole and when grouped according to Grade level, Sex, and Socio-economic status.
Stratified random sampling with a purpose of finding out opinion of a group of students was
utilized in this research. The instrument that was used to gather the data in the study was a
questionnaire checklist about PHINMA University of Iloilo Junior High School Students.
The Subjects
The subjects of this study were purposively selected 216 junior high school students of
PHINMA University of Iloilo. They were classified into their Grade level, Sex, and Socioeconomic Status. For the frequency of their experiences, they were grouped as (a) most of
the times, (b) some of the times, (c) seldom, and (d) never. For the grade level they were
classified as (a) Grade 7, (b) Grade 8, (c) Grade 9, and (d) Grade 10. For the sex they were
classified as to (a) male and (b) female. For the Socio-economic Status they were classified
as (a) Php 11,000.00 a month and below, (b) Php 11,001.00 – 22,000.00 a month, (c) Php
22,001.00 – 44,000.00 a month and (d) more than Php 44, 001.00 a month.
Table 1
Distribution of the Respondents as an Entire Group and when Classified According to grade
level, sex, Socio-economic Status
Categories
A. Entire Group
B. Grade Level
Grade 7
Grade 8
Grade 9
Grade 10
C. Sex
Male
Female
Frequency
216
Percentage
100%
56
53
54
53
25.9%
24.5%
25.0%
24.5%
110
106
50.9%
49.1%
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D. Socio-economic Status
Php 11,000.00 a month and
below
Php 11,001.00 – 22,000.00
a month
Php 22,001 – 44,000.00 a
month
More than Php 44, 001.00 a
month
83
67
39
27
38.4%
31.0%
18.1%
12.5%
The Instrument
The instrument employed in gathering the data in this study was the questionnaire
checklist aimed to determine the existence of socioeconomic discrimination.
The questionnaire checklist has two parts. Part I deals with the personal
information of the respondents. Part II is the questionnaire proper containing the
statements that describes socioeconomic status discrimination that students may
experience in school. The respondents were required to check their choices and the
statements were to be answered using the options most of the times, some of the times,
seldom, and never.
Each option has a corresponding point: 4 for most of the time, 3 for some of the time, 2
for seldom and 1 for never. The results were interpreted as:
Value
Interpretation
3.01 - 4.00
High Extent
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2.01 – 3.00
Moderate Extent
1.00 – 2.00
Low Extent
The Procedure
High school students were polled and interviewed before to the instrument's
administration, and they were chosen as potential study participants based on
socioeconomic status. The study questionnaire was created by the researcher and approved
by their advisor. A fresh duplicate of the research questionnaire was created after it had
been validated, and all of the identified respondents were given access to it. All respondents
were asked to complete the questionnaire in order to assess the level of perspective
competence in the junior high school students' self-efficacy at PHINMA University of Iloilo.
The collected data were analyzed quantitatively, tabulated, totaled, and explained. After a
thorough investigation, recommendations and findings were reached.
Prior to the conduct of the instrument the researcher surveyed and interviewed high
school students who drink alcoholic beverages to determine the possible respondents for
the study. The researcher constructed the research questionnaire and was validated by the
researchers’ adviser. When the research questionnaire was validated, a new copy was
made and this was administered to all the identified respondents.
All the respondents were requested to answer the questionnaire on the reasons for
drinking alcoholic beverages among high school students of PHINMA University of Iloilo. The
data were gathered and were subjected to a quantitative analysis, tabulated, tallied,
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interpreted. The conclusions and recommendations were then made after a thorough
analysis.
Chapter 4
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Presentation, Interpretation, and Analysis pf Data
This chapter shows the results of the study. It is made up of descriptive data analysis and
inferential data analysis.
Descriptive Data Analysis
This section shows the mean of the extent for Socio-economic Status Discrimination
of the PHINMA University of Iloilo Basic Education High School students.
Table 2 shows the mean of the extent for Socio-economic Status Discrimination of
the PHINMA University of Iloilo Basic Education High School students. When respondents
are grouped as a whole.
Table 2
N
56
Mean
2.0119
Interpretation
Moderate
Grade 8
Grade 9
Grade 10
53
54
53
1.9975
1.9420
1.9711
Low
Low
Low
Male
Female
110
106
2.0424
1.9170
Moderate
Low
Monthly Family Income
Php 11,000.00 A Month and Below
Php 11,001.00 - 22,000.00
Php 22,001.00 - 44,000.00
More Than Php 44,001.00
83
67
39
27
2.0811
1.9463
1.9009
1.8741
Overall
216
1.9809
Moderate
Low
Low
Low
Low
Category
Grade 7
Sex
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This section shows the mean of the extent for Socio-economic Status Discrimination of the
PHINMA University of Iloilo Basic Education High School students. When respondents are
grouped according to their Grade Level.
Table 3 means
Grade Level
Mean
N
Interpretation
GRADE 7
2.0119
56
Moderate
GRADE 8
1.9975
53
Low
GRADE 9
1.9420
54
Low
GRADE 10
1.9711
53
Low
This section shows the mean of the extent for Socio-economic Status Discrimination of the
PHINMA University of Iloilo Basic Education High School students. When respondents are
grouped according to Sex.
Table 4 means sex
Sex
Mean
N
Interpretation
MALE
2.0424
110
Moderate
FMALE
1.9170
106
Low
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This section shows the mean of the extent for Socio-economic Status Discrimination of the
PHINMA University of Iloilo Basic Education High School students. When respondents are
grouped according their monthly income.
Table 5 means ses
SES
Php 11,000.00 below a month
Mean
2.0811
N
83
Interpretation
Moderate
Php 11,001.00 - 22,000.00 a
month
1.9463
67
Low
Php 22,001.00 - 44,000.00 a
month
1.9009
39
Low
more than Php 44,001.00 a
month
1.8741
27
Low
Inferential Data Analysis
This portion presents the significant differences on the extent of Socio-economic
Status Discrimination on PHINMA University of Iloilo students.
The One-way ANOVA was used to determine the significant difference on the extent
of Socio-economic Status Discrimination on high school students of PHINMA University of
Iloilo. when respondents are grouped according to grade level and Socio-economic Status.
T-test was used to determine the significant difference on the extent of Socioeconomic Status Discrimination high school students of PHINMA University of Iloilo School
Basic Education students when respondents are grouped according Sex.
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Table 6 independent sample t test for sex
Independent Samples T-Test showing the significant difference on the extent of Socioeconomic Status Discrimination the high school students of PHINMA University of Iloilo.
when respondents are grouped according to sex.
Independent Samples T-Test
Means
Equal variances
assumed
Equal variances
not assumed
F
.459
Sig.
.499
TwoSided p
.030
T
-2.183
Df
214
-2.187
213.412 .030
Table 6 shows that the significant value of .030 is lesser than the level of significance at .05.
Therefore, the null hypothesis should be rejected. There is a significant difference in the
extent of Socio-economic Status Discrimination high school of students of PHINMA University
of Iloilo. when respondents are grouped according to sex. It means that PHINMA University
of Iloilo Basic Educations students when grouped according to sex experience the different
extents of Socio-economic Status Discrimination.
Table 7 one way anova for grade level
One-way ANOVA showing the significant difference on the extent of Socio-economic Status
Discrimination the high school students of PHINMA University of Iloilo. when respondents
are grouped according to Grade Level.
One-way ANOVA
Means
Sum of Squares
df
Mean Square
F
Sig.
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Between Groups
Within Groups
Total
.155
38.930
39.085
3
212
215
.052
.184
.282
.838
Table 7 shows that the significant value of .822 is more than the level of significance at .05.
Therefore, the null hypothesis should be accepted. There’s no significant difference in the
extent of Socio-economic Status Discrimination high school of students of PHINMA University
of Iloilo. when respondents are grouped according to Grade Level. It means that PHINMA
University of Iloilo Basic Educations students when grouped according to grade level
experience the same extent of Socio-economic Status Discrimination.
Table 8 one way anova for ses
One-way ANOVA showing the significant difference on the extent of Socio-economic Status
Discrimination the high school students of PHINMA University of Iloilo. when respondents
are grouped according to their Monthly Income.
One-way ANOVA
Between Groups
Within Groups
Total
Sum of Squares Df
1.472
3
37.613
212
39.085
215
Mean Square
.491
.177
F
2.766
Sig.
.043
Table 8 shows that the significant value of .043 is lesser than the level of significance at .05.
Therefore, the null hypothesis should be rejected. There is a significant difference in the
extent of Socio-economic Status Discrimination high school of students of PHINMA University
of Iloilo. when respondents are grouped according to Monthly Income. It means that PHINMA
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University of Iloilo Basic Educations students when grouped according to monthly income
experience different extent of Socio-economic Status Discrimination.
Chapter 5
Summary, Conclusions, Implications and Recommendations
This chapter presents the brief overview of the study. It consists of four parts: (1)
Summary, (2) Findings, (3) Conclusions, and (4) Recommendations.
Summary
Specifically, the study seeks answers to the following questions:
1. What is the likelihood that PHINMA University of Iloilo junior high school students are
experiencing discrimination because of their socioeconomic status when viewed as a whole
or when classified by (a) sex, (b) year level, or (c) socioeconomic status?
2. Is there a significant difference on the extent of socio-economic status
discrimination on PHINMA University of Iloilo junior high school students when grouped
according to (a) sex, (b) year level, and (c) socioeconomic status?
Based on the preceding problems, the researcher proposed the following hypothesis:
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BASIC EDUCATION DEPARTMENT
1. There is no significant there on the extent of socio-economic status discrimination
on PHINMA University of Iloilo junior high school students when grouped according to (a)
sex, (b) year level, and (c) socioeconomic status
The respondents of this study were the 216 students who are enrolled in SY 20222023 in PHINMA University of Iloilo, and were randomly selected. They were grouped
according to sex, year level, and socioeconomic status. The data were gathered through a
questionnaire-checklist that contains the possible experiences of socioeconomic status
discrimination. The researchers used a descriptive type of research. The independent
variables were sex, year level, and socioeconomic status. The dependent variable was
Socioeconomic Discrimination to the Basic Education Students of PHINMA University of
Iloilo.
The statistical tools employed were the mean, rank, t-test and the one-way ANOVA. The
level of significance was set at 0.05.
Findings
The findings of the study were the following:
1. PHINMA University of Iloilo Basic Education Students only experience low extent of
discrimination when grouped as a whole.
2. There is a significant difference in the extent of socioeconomic status discrimination
on PHINMA University of Iloilo Basic Education students. when students are grouped
according to sex.
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BASIC EDUCATION DEPARTMENT
3. There is a significant difference in the extent of socioeconomic status discrimination
on PHINMA University of Iloilo Basic Education students. when students are grouped
according to socioeconomic status.
4. There’s no significant difference in the extent of socioeconomic status discrimination
on PHINMA University of Iloilo Basic Education students. when students are grouped
according to grade level.
5. Male students experience higher extent of socioeconomic status discrimination than
females.
6. Students with a monthly income of php 11,000.00 below a month experience
moderate extent of discrimination than students with a monthly income of Php
11,001.00 - 22,000.00 a month, Php 22,001.00 - 44,000.00 a month, and more than
Php 44,001.00 a month who experience low extent of discrimination.
7. Grade 7 students experience moderate extent of discrimination than higher grade
students who experience lower extent of discrimination.
Conclusions
Based on the findings of the study, the researcher concludes the following:
1. PHINMA University of Iloilo Basic Education Students as a whole experience low
extent of socioeconomic status discrimination. However, female students
experience lower extent of discrimination than male students when they are
grouped according to sex, grade 7 students experience higher extent of
socioeconomic status discrimination than other grade levels when they are
grouped according to grade level, and students with a monthly income of php
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BASIC EDUCATION DEPARTMENT
11,000.00 below a month experience moderate extent of discrimination than
students with a monthly income of Php 11,001.00 - 22,000.00 a month, Php
22,001.00 - 44,000.00 a month, and more than Php 44,001.00 a month when
they are grouped according tho their socioeconomic status.
2.
The extent of socioeconomic discrimination is similar regardless of grade level.
However, there is a difference on the extent of discrimination when the students
are grouped according to sex and socioeconomic status.
Recommendation
1. Students must attend a program that promotes no discrimination against socio-economic
status and for the student to help spread awareness for those who get discriminated.
2. School administration should implement educational program that is teaching students to
stop the discrimination on other students about their family income.
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