Lesserafim Docs

MALLIG PLAINS NATIONAL HIGH SCHOOL- SENIOR HIGH SCHOOL
COPYRIGHT
Philippine Copyright 2023

Cabaldo, Ferrer and Maderazo
And the
Senior High School
Mallig Plains National High School
All rights reserved. Portion of this manuscript may be reproduced with proper
referencing and due acknowledge the author.
i
THE SOCIETAL ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+

STUDENTS IN MALLIG PLAINS NATIONAL HIGH SCHOOL
A Research
Presented to the Faculty
of Mallig Plains National High School
Mallig, Isabela
In Initial Fulfillment of the Requirements for the Subject Inquiries, Investigations, and
Immersion
by
Cabaldo, Vanessa T.
Ferrer, Marife J.
Maderazo, Micco P.
July 2023
CERTIFICATION
ii
This research entitled THE SOCIETAL ATTITUDES OF THE STUDENTS

TOWARDS LGBTQ+ IN MALLIG PLAINS NATIONAL HIGH SCHOOL
prepared and submitted by MADERAZO, MICCO P. et al. in partial fulfillment
of the requirements for the subject INQUIRIES, INVESTIGATION AND
IMMERSION has been examined and recommended for Oral Examination.
School Research Committee
CIZA RHEA A. OSOTEO

Chair
QUEEN MARLEEN A. BALIMBIN

Adviser
EMMA LUISA M. FERNANDO PAULINE C. ELEFANTE

Member Member
JENNY JOY G. BENITEZ
Member
….………………………………………………………………………………………
APPROVAL
Approved by the School Research Committee on _____________ with the
grade of __________.
CIZA RHEA A. OSOTEO

Chair
QUEEN MARLEEN A. BALIMBIN

Adviser
EMMA LUISA M. FERNANDO PAULINE C. ELEFANTE

Member Member
JENNY JOY G. BENITEZ
Member
Approved in partial fulfillment of the requirements for the subject

Inquiries, Investigations and Immersion.
EVELYN M. TAGULAO
School Head
ACKNOWLEDGMENTS
The following people are the people who gave their support, cooperation, and
consideration to the researchers in order for this study to be successful.
iii
The researchers wishes to convey and express appreciation and sincere
gratitude to each of them. Praise and thanks go first to God, the Almighty, for His
blessings that enabled us to finish the research successfully. We also appreciate our
parents for their love, prayers, care, and sacrifices that helped to educate us and
prepare us for the future.
Ma'am Queen Marleen Balimbin, our subject teacher, for her deep concern,
sincere support, witty suggestions and enthusiasm.
To the School Administrators and Staff of Mallig Plains National High
School, for their kindness and support to do this work and to complete this research
study successfully.
Zarah Castro, our classmate, for her sincere support for this research study
and for letting us borrow her personal laptop.
Hannah Tasani, our classmate, for her enthusiastic support towards this
research study and for teaching us in encoding.
Eralyn De Leon, our supportive schoolmate, for her kindness and support to
finish this research study.
CERTIFICATE OF ORIGINALITY
iv
This is to certify that the research work presented in this paper, THE SOCIETAL
ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+ IN MALLIG PLAINS
NATIONAL HIGH SCHOOL from Mallig Plains National High School embodies the
result of original and scholarly work carried out by the undersigned. This research
does not contain words and ideas taken from published sources or written works that
has been accepted as basis for the award of a degree from any other higher education
institution, except where proper referencing and acknowledgment were made.
Micco P. Maderazo
Researcher-Representative
July 2023
ABSTRACT
Title: THE SOCIETAL ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+

STUDENTS IN MALLIG PLAINS NATIONAL HIGH SCHOOL
Researchers: Cabaldo, Vanessa T. Ferrer, Marife J. Maderazo, Micco P.
Institution: Mallig Plains National High School Year: 2023
Adviser: Ms. Queen Marleen A. Balimbin
The purpose of this study is to determine the societal attitudes of the students
towards the LGBTQ+ students in Mallig Plains National High School and to
understand the level of acceptance, support, and admiration of the learners to the
v
LGBTQ+ community in S.Y 2022-2023. In this society prejudice, oppression, and
stereotypes all still keep happening. A study was conducted in order to learn about
people's most recent different viewpoints about lesbians, gay, bisexual, transgender,
queer or LGBTQ+.
The researchers used mixed method design where both qualitative and
quantitative will collect and analyze the data in this study. 60 students from Mallig
Plains National High School received questionnaires about their perspectives on the
LGBTQ+ community and the formulas used in the statistical treatment of data were
frequency, weighted mean, percentage, and pearson r correlation.
Results indicate that the majority of respondents are female with the age of 16-
17 and belong to grade 12. The findings showed that most of the students of Mallig
Plains National High School are in favor of accepting, supporting, and appreciating
the LGBTQ+ students. The study's conclusions can be utilized to educate people
about attitudes in society to lessen discrimination and gender inequality.
The researchers are highly suggesting to the future researchers to conduct
further studies to determine the different attitudes and behaviors of the students
towards LGBTQ+ community.
vi
Keywords: Acceptance, Support, Admiration towards LGBTQ+ students.

TABLE OF CONTENTS
Page
COPYRIGHT --------------------------------------------------------------------- I
TITLE PAGE---------------------------------------------------------------------- Ii
CERTIFICATION AND APPROVAL SHEET----------------------- Iii
ACKNOWLEDGEMENTS--------------------------------------------------- Iv
CERTIFICATE OF ORIGINALITY-------------------------------------- V
ABSTRACT----------------------------------------------------------------------- Vi
TABLE OF CONTENTS------------------------------------------------------ Viii
LIST OF TABLES-------------------------------------------------------------- X
LIST OF FIGURES------------------------------------------------------------- Xi
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND----- 1
Introduction--------------------------------------------------------------- 1
vii
Conceptual Framework------------------------------------------------ 3
Statement of the Problem--------------------------------------------- 4
Scope and Limitation--------------------------------------------------- 5
Significance of the Study---------------------------------------------- 5
Definition of Terms------------------------------------------------------ 6
CHAPTER 2 REVIEW OF RELATED LITERATURE AND
STUDIES--------------------------------------------------------------------------- 8
Foreign Related Literature and Studies-------------------------- 8
Local Related Literature and Studies----------------------------- 11
Synthesis------------------------------------------------------------------- 14
CHAPTER 3 RESEARCH METHODOLOGY----------------------- 15
Method of Research----------------------------------------------------- 15
Population, Sample Size and Sampling Technique----------- 16
Description of the Respondent--------------------------------------- 16
Research Instrument--------------------------------------------------- 16
Data Gathering Procedure-------------------------------------------- 17
Analysis of Data---------------------------------------------------------- 17
CHAPTER 4 PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA------------------------------------------- 19
Profile of the respondents--------------------------------------------- 19
Acceptance of LGBTQ+ in Mallig Plains National High
School------------------------------------------------------------------------ 21
Support towards LGBTQ+ in Mallig Plains National High
School------------------------------------------------------------------------ 22
Appreciation towards LGBTQ+ in Mallig Plains National High
School----------------------------------------------------------------
viii
23
CHAPTER 5 SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS------------------------------------------------------ 24
Findings of the Study--------------------------------------------------- 24
Conclusions---------------------------------------------------------------- 26
Recommendations------------------------------------------------------- 27
BIBLIOGRAPHY--------------------------------------------------------------- 28
APPENDICES-------------------------------------------------------------------- 33
APPENDIX 1. Survey Questionnaire------------------------------ 33
APPENDIX 2. Request Letter to Teacher In-Charge--------- 37
APPENDIX 3. Curriculum Vitae------------------------------------ 38
LIST OF TABLES
Number Title Page
1 Four-Point Likert Scale, Numerical Scale and Verbal
Interpretation-------------------------------------- 17
2 Frequency and Percentage Distribution of the
Respondents in terms of Gender---------------------- 19
Respondents in terms of Age----------------------------- 20
Respondents in terms of Grade Level----------------- 20
5 Acceptance of LGBTQ+ students in Mallig Plains
National High School-------------------------------------- 21
ix
6 Support towards LGBTQ+ students in Mallig Plains
National High School----------------------------- 22
7 Appreciation towards LGBTQ+ students in Mallig Plains
National High School----------------------------- 23
LIST OF FIGURES
Number Page
1 INPUT, PROCESS & OUTPUT MODEL------------ 3
x
Chapter 1
Introduction
LGBTQ+ community is a group of people who are lesbian, gay, bisexual,
transgender, queer individuals united by a common culture and social movements.
LGBTQ+ community celebrates pride, diversity, individuality, and sexuality as one.
Eventually, Adolescence is a time of physical, cognitive, psycho-social
development, and identity formation can be difficult, especially for students who
identify LGBTQ+ Nonetheless, Societal attitudes toward homosexuality vary greatly
across different countries, cultures, and beliefs, a lot of cultures have their own
values and beliefs regarding what is appropriate and what is inappropriate sexuality.
Some LGBTQ+ youth experience supportive, welcoming school environments
where they are physically and emotionally safe and their LGBTQ+ identity is
respected or even embraced. Others may experience unwelcoming, unsafe, and
unsupportive conditions in schools.
According to the United Nations Development Programme (UNDP) and
United States Agency for International Development (USAID, 2014) LGBTQ+
people are subject to abuse, bullying, and discrimination, under
the guise of academic freedom which encourages schools and educational institutions
to make their policies. The curriculum does not include the issues among LGBTQ+
1
students. In 2012, the Department of Education (DepEd) issued an order to protect
children from abuse, bullying, and exploitation, regardless of sexual orientation.
Despite differences in cultures and beliefs, LGBTQ+ rights are also human rights, and
no one has the right to treat someone differently because of their gender or sexual
orientation. In addition to this, The Department of Education (DepEd) has directed the
strict implementation of its executive order protecting the community from gender-
based violence and discrimination in DepEd elementary and high schools across all
regions in the country (DepEd ORDER 32, s 2017).
The fact that these actions have been found to be beneficial in addressing the
issue, LGBTQ+ individuals, bullying and prejudice based on gender expression and
sexual orientation still exist, particularly among students. This is still a significant
problem in schools. Consequently, the purpose of this study is to develop a positive
and inclusive environment in school and to determine whether LGBTQ+ students at
Mallig Plains National High School have ever experienced acceptance, support,
admiration and even discrimination inside the school.
Conceptual Framework
FIGURE 1. INPUT, PROCESS & OUTPUT MODEL
INPUT PROCESS OUTPUT
1. Respondents’ 1. Determined the

Profile; 1. Analysis and societal attitudes of
interpretation of
1.1 Gender students towards
profile of the students.
1.2 Age LGBTQ+
1.3 Grade Level 2. Determining the community.
attitudes towards
2. Attitudes of the LGBTQ+ in terms of 2 2. Determined the
students towards experiences of
3.1 Acceptance;
FEEDBACK
To show the flow of the study, the researchers used Input-Process-Output
Model. This explains that the researchers show the profile of the respondents, the
attitudes of students towards LGBTQ+ students, and the different school experiences
of LGBTQ+ students in Mallig Plains National High School.
Statement of the Problem
Main Problem: How does student approach and interact with other LGBTQ+
students?
Sub-problem: This study will determine the attitudes of students towards the
LGBTQ+ community in Mallig Plains National High School. Specifically, this study
will seek questions, Answer to the following:
1. Respondent's profile
3
1.1 Gender;
1.2 Age;
1.3 Grade level?
2. What are the attitudes of students towards the LGBTQ+ students in Mallig Plains
National High School? In terms of:
2.1 Acceptance;
2.2 Support;
2.3 Appreciation?
Scope and Limitation
In this study there will be certain shortcomings and limitations that should be
noted on this research study This study aims to determine the attitudes towards the
LGBTQ+ community in Mallig Plains National High School.
This study is limited only to the chosen area which includes all grade levels
students of Mallig Plains National High School during the school year 2022-2023.
The tool that will be used is to get the demographic profile of the students and the
questionnaires to identify the perceptions of students’ attitudes, beliefs, and treatment
towards LGBTQ+ students which is prepared by the researchers.
4
Significance of the Study
In today's generation people are already aware of the LGBTQ+ community
and through this, the researchers would like to know the recent attitudes of
heterosexual students towards the LGBTQ+. This will lead to acknowledge the
LGBTQ+ individuals and it will also help to change the views of heterosexual
students if in case they had been disgusted or angry towards their gender preference.
This study will not only benefit the researcher but eventually it will help to toil people
in their perceptions and attitudes.
School. This will help them to become a safe space for the third sex
community or the LGBTQ+ community.
Teachers. Teachers will be aware regarding the experiences students
encountered that would help them to improve the school experience for LGBTQ+
students.
Students. This will benefit them by acknowledging and accepting LGBTQ+
community in Mallig Plains National High School.
Parents. In this study, this will give them information about their children's
attitude towards the LGBTQ+ community. this will help them to understand the
importance of parental guidance.
Researchers. This may serve as guidance as they gather information and it
may serve them to achieve the objectives of the study.
Future Researchers. The findings or the data of this study will serve as an
accurate source and useful information for them or this will serve them as the basis
for their research study.
5
Definition of Terms
The following terms are used throughout this study and for the study’s purposes
are defined as follows:
Sexual Orientation. The way an individual identifies themselves sexually, most
commonly, but not limited to, homosexual, heterosexual, or bisexual.
Gender Identity. A person’s internal sense of being male, female, or neither
male or female.
Homosexuality. Primary sexual attraction toward members of the same gender.
Heterosexuality. Primary sexual attraction toward members of the opposite
gender.
LGBTQ+. An acronym most commonly used for lesbian, gay, bisexual,
transgender, and queer. Often referring to the gay community, including intersexed,
transvestite and trans-sexual individuals.
Lesbian. Same gender female sexual attraction.
Gay. Same gender for male sexual attraction
Bisexual. Sexual attraction to both male and female gender.
Transgender. Sexual identification with opposite gender (e.g., biological female
identifies with male gender role).
Queer. A term for people who are not heterosexual or are not cisgender.
Cisgender. Person has a gender identity that matches their sex assigned at birth.
6
SOGIE. An acronym stands for Sexual Orientation, Gender Identity, and
Expression.
Chapter 2
FOREIGN RELATED LITERATURE AND STUDIES
Every student has the right to feel accepted, respected, and protected in a
school community regardless of their gender identity and sexuality. However, schools
can be a hostile and uncomfortable place for students who identify themselves as
lesbian, gay, bisexual, transgender, or queer (LGBTQ+).
Colvin et al. (2019) discussed that LGBTQ+ youth are more likely to report
feeling that schools are unwelcoming or unsafe due to unsupportive peers, staff, and
policies compared to the heterosexual student population. In addition, LGBTQ+
students experience worse outcomes in mental and physical health as well as
education (Snapp et al., 2015). There is a growing body of research on the negative
impact that sexual/gender minority related disparities and the heteronormative culture
in schools have on LGBTQ+ individuals. For example, LGBTQ+ youth are at a
higher risk of peer victimization, sexuality-based discrimination, and harassment
7
when it is compared to heterosexual youth (Colvin et al., 2019; Hatchel et al., 2019;
Steck & Perry, 2018). Schools have a responsibility to create a safe and
inclusive environment that supports LGBTQ+ students academically, physically, and
social-emotionally. However, heteronormative structures
that exclude the LGBTQ+ student population, lack of supportive policies that offer
protection, and unsupportive/untrained teachers contribute to hostile learning
environments. In an exclusionary and hostile school environment, LGBTQ+ students
experience physical abuse, verbal harassment, and other forms of victimization.
Feeling unsafe and unsupported at school has significant consequences on LGBTQ+
students’ mental well-being and academic outcomes. Due to a hostile school
environment, LGBTQ+ students are more likely to feel marginalized and to have low
motivation of learning than their heterosexual peers. (Steck & Perry, 2018). LGBTQ+
students are at a higher risk of academic failure with alarmingly high dropout rates,
which is associated with the chronic stress from verbal and physical victimization at
school (Snapp et al., 2015; Steck & Perry, 2018; Wimberly, 2015).
Furthermore, a higher proportion of LGBTQ+ youth who experience gender
victimization report substance abuse, depression, anxiety, and suicidality (Colvin et
al., 2019; Hatchel et al., 2019). The consequences of hostile school environments for
LGBTQ+ students are significant and demonstrate that more supports are required to
reduce the negative impacts and to enhance the well-being of LGTBQ students in
schools. School curricula, structures, and policies typically prioritize heteronormative
8
structures and contribute to hostile school environments (Steck & Perry, 2018).
Challenging heteronormativity by the implementation of zero-tolerance policies,
LGBTQ+ inclusive curricula, and mandatory professional development for educators,
and creating safe spaces within schools, will promote a positive learning atmosphere
for LGBTQ+ students. For a school community it is important to have a positive
school environment that is linked with important measures of school success such as
academic achievement, high morale staff productivity, and overall better social-
emotional well-being (Day, Fish, et al., 2019; Manitoba Education, 2013). Improving
the school experience for LGBTQ+ students required a multifaceted approach and
commitment from administrators and staff.
There are the key factors that create safe and inclusive schools for LGBTQ+
students: zero tolerance policies, LGBTQ+ inclusive curricula, mandatory
professional development for educators, and safe spaces for LGBTQ+ students. In
addition, it is crucial to examine societal attitudes of individuals towards the
LGBTQ+ community as these are indicators of acceptance by the general society
related to the ability to access social determinants of health or conditions necessary
for thriving (e.g., health care, education, and social services), prevailing opinion about
laws and policies promoting equity for LGBTQ people, as well as exposure to stigma,
discrimination, and violence against this population (Flores, 2019).
LOCAL RELATED LITERATURE AND STUDIES
9
Robillos (2015) briefly discussed that the Philippines held the earliest LGBTQ
advocacy in Asia and made a great contribution in the past decades. This finding is
similar to Conde (2018) For example, some cities passed local ordinances to protect
the LGBTQ+ community, and the national anti-discrimination bill has reached the
final reading recently. Therefore, it is not surprising that the country could rank one of
the most LGBT-friendly nations (Robillos, 2015). But found from this study, the
acceptance of the LGBTQ+ community is still at the surface-level.
The community, especially LGBTQ+ students have been struggling with
bullying, discrimination and, severe mental health issues. It was the gap between the
progress and the remaining problems that caused this misconception. The society in
general is showing a more positive attitude towards community than before, proved
by Tubeza’s 2013 survey – 73% Filipinos agreed that LGBT community deserved the
acceptance, comparing with 9% in 2002. But what the findings implicated was that
LGBT students were still experiencing a passive tolerance rather than fully accepted.
The government was not supportive, which was the main cause of the lack of legal
protection (Vera, 2017).
A study in the Philippines had reported that half of the bixesual people
experienced insults from their friends and they were not accepted by their families
(Ocampo, Alonso-Balmonte, 2016). Thus, LGBTQ+ are still experiencing many
negatives from different stakeholders of the society, which triggers their dysphoria
and leads to mental illness, even suicides. However, this problem was generally
poorly addressed in the Philippines and worldwide (Kidd, Howison, Pilling, et al,
10
2016). The findings indicated that UP Babaylan tried to offer the first response to
members stuck with mental health issue, but the quality of services could be impacted
due to the lack of training and poor connection with professional institutes.
The study of Manalastas (2016) has been observed other challenges which
particularly exists in Philippines which is the powerful religious impact. The Catholic
Church imposes conservative moral ideologies, influencing the public and policies on
education, LGBTQ+ representation in government, and medical services. Although
the constitution declared that the separation of Church and State shall be inviolable
and full respect for all Filipinos’ human rights such as same-sex marriage, the
approval of anti-discrimination bill and LGBTQ+ involvement in election were all
hampered their authority (Vera, 2017). Therefore, to separate the church was
frequently mentioned by participants as an essential solution as it would not only help
to pass the bill but also reduce constraints when conducting LGBTQ+ advocacy.
Besides, as stated by Damante (2016) education should be used as the
fundamental solution to address the poor public awareness towards the LGBTQ+
community.
For schools, many participants reported that they have limited access to
SOGIE knowledge with heterosexual students and teachers not being educated well
(Human Rights Watch, 2017). Therefore, more educational activities should be held,
especially in Catholic schools in order to deliver related information to teachers and
students. Media and the internet can also be utilized to educate people. Although there
were some TV programmes for LGBT representatives in the Philippines, it’s still too
11
few to draw people’s attention (USAID, 2014). In addition, education would reach a
larger population if more opportunities could be provided to LGBTQ+ organizations
or individuals on these platforms (USAID, 2014).
Firstly, help the advocates who are in trouble to get back to work, by means
like providing psychological consultation and the temporary shelter for the homeless
members. Secondly, it is significant to establish LGBTQ+ organizations in
universities which don’t have any, so that more LGBTQ+ individuals could involve in
the advocacy as the institutional support can make the environment safer for LGBT
(Human Rights Watch, 2017).
Synthesis
The researchers were greatly helped by the related literature and studies in their
understanding of the similarities and differences between research studies by different
educational writers regarding the importance of students' societal attitudes toward
LGBTQ+ people. Due to the extensive and varied range of readings that were
essential to the study, the researchers are able to fully comprehend its relevance.
This study focuses on the Societal Attitudes of Students towards LGBTQ+
Students in Mallig Plains National High School. It is based on the reviewed literatures
and studies that the attitudes of an individual towards LGBTQ+ are affected to
LGBTQ+ self-confidence. Studies about the connections between cultures and beliefs
12
and societal attitudes toward the LGBTQ+ community are simple to find, but studies
about the connections between social acceptance of the LGBTQ+ community and the
particulars of academic and social self-esteem of LGBTQ+ students are more difficult
to find. This study serves as a framework of a pioneering study targeting the Societal
Attitudes of Students towards LGBTQ+ Students in Mallig Plains National High
School.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents research design, locale, sample and sampling method,
data gathering instruments, data collection procedure and the data analysis by the
researchers.
Method of Research
The researchers used mixed method design where both qualitative and
quantitative collected and analyzed the data in this study. The overall purpose and
central premise of mixed methods studies is that the use of quantitative and qualitative
approaches in combination provides a better understanding of research problems and
complex phenomena than either approach alone (Creswell & Plano Clark, 2007). This
13
mixed method research focuses on determining the societal attitudes of students
towards the LGBTQ+ students in Mallig Plains National High School.
Population, Sample Size and Sampling Technique
The sampling method used in this study is non-random sampling, The
purposive sampling used for determining the societal attitudes of students towards
LGBTQ+ students in Mallig Plains National High School, and the selected
participants answered the questionnaires made by the researchers.
Description of the Respondents
The research study was conducted in June 2023 at Mallig Plains National High
School. The respondents of the study were 60 students and they were purposely
selected grade 7, 8, 9 10, 11, and 12 students.
Research Instrument
The researchers used a self-made questionnaire checklist as their main
instrument in this study. The survey checklist contains the profile of the respondents
14
such as 1.1) Gender, 1.2) Age, 1.3) Grade Level, the checklist also revealed the safety
measures that were faced by the participants of the research study.
Data Gathering Procedure
The researchers gathered the data through genuinely asking of the permission
to conduct the research study, and if the selected participants are available at the
moment, the researchers distributed the questionnaires checklist to answer by the
respondents.
Analysis of Data
The researchers used four-point likert scale to analyze the data accurately
based on the questionnaires distributed. The data gathered on the Societal Attitudes of
the Students towards LGBTQ+ Students in Mallig Plains National High School.
Table 1: Four-Point Likert Scale, Numerical Scale and Verbal

Interpretation
Four-Point Likert Scale Numerical Scale Verbal Interpretation
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree
15
To determine the percentage and weighted mean, the researchers will use the total
number of samples.
∑ F( X)
Weighted mean =
n
Where:
X = is descriptive rating
n = number of respondents
F = frequency
Percentage:
F
%= X 100
N
Where:
% = percentage
F = frequency
N = total number of respondents
16
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, the data was gathered, organized, and presented together with
the results of the analysis and interpretation. Based on the associated outcomes, the
tables were accurately interpreted.
The following are the findings of the study:
1. Profile of the respondents in terms of:
Table 2: Frequency and Percentage Distribution of the Respondents

in terms of Gender
1.1 Gender Frequency Percentage
Male 21 35%
Female 39 65%
Total 60 100%
Base on table 2 which is the distribution of the gender by respondents, it
shows that female respondents have the highest frequency with 39 respondents and
total of 65% while the male respondents have the lowest frequency with 21
respondents which is equivalent to 35% In contrast, The population of the Philippines
is made up of 50.8% male and 49.2% female, according to Data Reportal (2023).
17
Table 3: Frequency and Percentage Distribution of the Respondents

in terms of Age
1.2 Age Frequency Percentage
12-13 12 20.00%
14-15 19 31.66%
16-17 23 38.33%
18-above 6 10.00%
Total 60 100%
Table 3 shows the distribution of respondents by age, with the majority of
respondents being between the ages of 16 and 17, or 38.33%, and the minority of
respondents being between the ages of 18 and above or 10% Additionally, the United
Nations (2023) estimates that there are 1.3 billion teenagers worldwide, more than at
any other time in history, accounting for 16% of all people in the world between the
ages of 10 and 19.
Table 4: Frequency and Percentage Distribution of the Respondents in terms of

Grade Level
1.4 Grade Level Frequency Percentage
Grade 7 9 15.00%
Grade 8 10 16.66%
Grade 9 10 16.66%
Grade 10 10 16.66%
Grade 11 10 16.66%
Grade 12 11 18.33%
Total 60 100%
The table above describes the grade level of the respondents who took part in the
research study in table 1.3. The largest frequency is in the 12 th grade, with 11
respondents, or 18.33%, while the lowest frequency is in the 7 th grade, with 9
respondents, or 15% percent. According to enrollment data presented by a DepEd
information systems analyst (2022) during the Senate hearing, for the current school
year 2022-2023, at least 68% or around four million out of six million Filipinos aged
16 to 18 years old are enrolled in senior high school.
18
2. What are the attitudes of students towards LGBTQ+ students in Mallig

Plains National High School?
Table: 5 Acceptance of LGBTQ+ students in Mallig Plains National High School
2.1 Acceptance Weighted Verbal
Mean Interpretation
1. I have developed an understanding and 3.51 Strongly Agree
acceptance of LGBTQ+ students.
2. I have developed an understanding the 3.23 Agree
differences between heterosexuals and
homosexuals.
3. I make myself approachable to students 3.76 Strongly Agree
who belongs to LGBTQ+ community.
4. I establish friendship with people who 3.48 Strongly Agree
belongs to LGBTQ+ community.
5. I accept LGBTQ+ students without my 3.43 Strongly Agree
own religious beliefs, values, and other
cultures becoming an issue.
Overall Weighted Mean 3.43 Strongly Agree
The distribution of LGBTQ+ students’ acceptance at Mallig Plains National
High School is seen on table 5. The data collected indicates that 3.48, or strongly
agree, is in favor of accepting LGBTQ+ students. To support this, In the manner of
Michelle Abad (2020) A new Pew Research report revealed that around 73% of
Filipinos think that homosexuality should be accepted by society.
Table: 6 Support towards LGBTQ+ students in Mallig Plains National High

School
2.2 Support Weighted Verbal
Mean Interpretation
1. I support LGBTQ+ students without my 3.43 Strongly Agree
own sexual orientation becoming an issue.
2. I educate myself on common LGBTQ+ 2.91 Agree
terminologies and issues.
3. I support equal rights for everyone 3.6 Strongly Agree
regardless of sexual orientation and gender
identity.
19
4. I let people in LGBTQ+ community 3.66 Strongly Agree

speak for themselves.
5. I have developed an understanding and 3.15 Agree
appreciation of human diversity including
LGBTQ+ individuals.
Table 6 shows how Mallig Plains National High School students support
LGBTQ+ students in many ways. The above-mentioned data indicates that the
LGBTQ+ students at Mallig Plains National High School have a 3.35 support rating,
which is considered as strongly agree. In addition, Outright International (2023)
discussed that LGBTQ+ people in the Philippines enjoy broad social support, as
surveys suggest that a majority of people agree same-sex sexuality should be accepted
by society and believe LGBTQ+ people should have access to the same rights as other
people.
Table: 7 Appreciation towards LGBTQ+ students in Mallig Plains National High

School
2.3 Appreciation Weighted Verbal
Mean Interpretation
1. I have developed an understanding and 3.41 Strongly Agree
appreciation of human diversity including
LGBTQ+ individuals.
2. I acknowledge gender equality rights in 3.38 Strongly Agree
our school by appreciating LGBTQ+
students.
3. I believe that LGBTQ+ inclusivity in 3.51 Strongly Agree
education is important matter.
4. I appreciate the gender equality advocacy 3.55 Strongly Agree
in addressing the stereotypes and stigma
which can often lead to prejudice or bullying
20
experienced by LGBTQ+ students.

5. I recognize my societal advantages 3.41 Strongly Agree
(privilege) and use it for good.
Base on table 7 shows the range of appreciation for LGBTQ+ students, with
the data value of 3.45 indicating strongly agree for LGBTQ+ students at Mallig Plains
National High School. Moreover, Amnesty Philippines Organization (2023) states
that the SOGIE Equality Bill recognizes and appreciates the fundamental rights of
every person regardless of sexual orientation and gender identity.
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presented findings, conclusions and recommendations of this
study. The study determined the societal attitudes of students in Mallig Plains
National High School.
Findings of the Study
21
The following findings are obtained based on the analysis and interpretation of the
data.
1. Demographic Profile of the Respondents
1.1 Gender
It found that female respondents made up a significant portion of the
entire sample of respondents, accounting for 65% of all respondents
overall, closely followed by male respondents with 35%.
1.2 Age
It turned out that majority of respondents belong to 16-17 years old
making up 38.33% of total respondents.
1.3 Grade Level
Results presented that a large number of the respondents are from Grade
12 with 18.33%.
2. What are the attitudes of students towards LGBTQ+ students in Mallig Plains
National High School?
2.1 Acceptance
With a finding of 3.43, which denotes strongly agree, the data showed that
the respondents were in support of accepting LGBTQ+ pupils at Mallig
Plains National High School.
2.2 Support
22
According to the findings, with a finding of 3.35, or strongly agree,
respondents support the inclusivity of LGBTQ+ students at Mallig Plains
National High School.
2.2 Appreciation
The survey’s findings showed that respondents are appreciating the
LGBTQ+ students at Mallig Plains National High School with
3.45 weighted mean, which indicates strongly agree.
Conclusion
The findings of the study yielded to the following conclusions:
1. Most of the participants are female and between the ages of 16 and 17, with
the majority of grade 12 students.
2. Based on some characteristics of the respondents’ societal attitudes about
LGBTQ+ students in Mallig Plains National High School, the researchers
came to their conclusions.
23
2.1 Acceptance of LGBTQ+ students in Mallig Plains National High School
interpreted as strongly agree by the respondents it means that LGBTQ+
students are accepted in the said school.
2.2 Support towards LGBTQ+ students in Mallig Plains National High School
perceived as strongly agree by the participants meaning to say that
LGBTQ+ are supported by other students who do not belong to their
community.
2.3 Appreciation to LGBTQ+ students in Mallig Plains National High School
is considered as strongly agree by the research participants.
Recommendation
Base on the findings and conclusion presented, the following
recommendations are suggested:
1. School. The school must ensure a positive and inclusive environment for
every LGBTQ+ learners.
2. Teachers. The teachers are ought to be aware regarding the experiences
students who belongs to LGBTQ+ students that would also help the teachers
to improve the school experience of LGBTQ+ students.
3. Students. The students must stand up against homophobia that most of
LGBTQ+ individuals are experiencing.
24
4. Future Researchers. As we conducted our survey to the 60 respondents
Mallig Plains National High School, the researchers encountered problems
such as the lack of data that they gathered and some inappropriate answers
given by the respondents. The researchers recommend to future researchers to
conduct further studies to determine more attitudes and behaviors of students
towards LGBTQ+ students.
REFERENCES
Colvin, S., Egan, J. E., & Coulter, R. W. S. (2019). School climate & sexual and
gender minority Adolescents mental health. Journal of Youth and
Adolescence, Retrieved From
http://www.sciepub.com/reference/336291
Conde, C. (2017). Philippines should adopt Same-sex Marriage. Retrieved from
https://www.hrw.org/news/2017/03/20/philippines-should-adopt-
same-sex-marriage
Damante R (2016). Can education reduce prejudice against LGBT People? The
century foundation. Retrieved From
https://tcf.org/content/commentary/can-education-reduce-
prejudice-lgbt-people/
25
Data Reportal (2023) Retrieved From https://datareportal.com/reports/digital-2023-
philippines#:~:text=The%20Philippines’s%20population%20in
%202023,of%20the%20population%20is%20male.
DepEd Information System Analyst (2022) Retrieved From
https://www.philstar.com/headlines/2023/04/25/2261559/less-
ideal-more-quarter-senior-high-age-students-not-
school#:~:text=According%20to%20enrollment%20data
%20presented,enrolled%20in%20senior%20high%20school.
Day, J. K., Fish, J. N., Grossman, A. H., & Russell, S. T. (2019). Gay-straight
alliances, inclusive Policy, and school climate: LGBTQ youths’
experiences of social support and bullying. Journal of Research on
Adolescence, 30(2), 418-430. Retrieved From
https://doi.org/10.1111/jora.12487
Flores, A. (2019). Social acceptance of LGBT people in 174 countries, 1981 to 2017.
Retrieved From
https://williamsinstitute.law.ucla.edu/wp-content/uploads/Global-
AcceptanceIndex-LGBT-Oct-2019.pdf
Hatchel, T., Merrin, G. J., & Espelage, D. (2019). Peer victimization and suicidality
among LGBTQ youth: The roles of school belonging, self-
compassion, and parental support. Journal of LGBT Youth
Retrieved From https://doi.org/10.1080/19361653.2018.1543036
26
Human Rights Watch. (2017). “Just let us be” discrimination against LGBT students
in the Philippines. Retrieved from
https://www.hrw.org/report/2017/06/21/just-let-usbe/discriminatio
n-against-lgbt-students-philippines
Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013
national school climate survey: The experiences of lesbian, gay,
bisexual and transgender youth in our nation’s schools. New
York: Gay, Lesbian, and Straight Education Network. Available
from www.glsen.org
Kidd S, Howison M, Pilling M, et al. (2016) Severe Mental Illness In LGBT
Populations: A Scoping Review. Psychiatric Services. Available
From
https://lgbtqhealth.ca/projects/definingcommunityforlgbtpeoplewit
hschizophrenia.php
Lozier, A. & Beckman, T. O. (2012). Safe school environments for LGBTQ youth:
Are Nebraska schools providing a safe environment? International
Journal of Psychology: A Biopsychosocial Approach. Retrieved
From http://www.sciepub.com/reference/336310
Manalastas, E. J., Ojanen, T. T., Torre, B. A., Ratanashevorn, R., Hong, B. C. C.,
Kumaresan, V., & Veeramuthu, V. (2017). Homonegativity in
27
southeast Asia: Attitudes Toward lesbians and gay men in
Indonesia, Malaysia, The Philippines, Singapore, Thailand, and
Vietnam. AsiaPacific Social Science Review, 17(1), 25–33.
Available From http://www.Tinyurl.com/ybmug67r
Manitoba Education. (2013, September). Safe and caring schools – A resource for
equity and Inclusion in Manitoba schools. Retrieved From
https://www.edu.gov.mb.ca/k12/safe_schools/mygsa/full_doc.pdf
Michelle Abad (2020) Retrieved From https://www.rappler.com/nation/264862-
filipinos-acceptance-homosexuality-2019-pew-research-report/
Ocampo KA, Alonso-Balmonte J. (2016) Experiences, Perceptions, and
discrimination among bixesuals. The Bedan Journal of
Psychology; Retrieved From
https://www.alliedacademies.org/articles/exploring-challenges-
and-problems-faced-by-lgbt-students-in-philippines-a-qualitative-
study-10855.html
Outright International (2023) Available From https://outrightinternational.org/our-
work/asia/philippines
Patterson, C. J. (2013). Schooling, sexual orientation, law, and policy: Making
schools safer for all students. Theory into Practice, Available
28
From https://www.apa.org/members/content/patterson-lgbtq-
research
Robillos M. (2015) Towards an LGBT Rights: Reflecting on the Philippine Setting.
From https://www.alliedacademies.org/articles/exploring-
challenges-and-problems-faced-by-lgbt-students-in-philippines-a-
qualitative-study-10855.html
Snapp, S. D., McGuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015).
LGBTQ inclusive curricula: Why supportive curricula matter. Sex
Education, 15(6), 580-596. Retrieved From
http://doi.org/10.1080/14681811.2015.1042573
Steck, A. K., & Perry, D. (2018). Challenging heteronormativity: Creating a safe and
inclusive environment for LGBTQ students. Journal of School
Violence, 17(2), 227-243. Available From
http://doi.org/10.1080/15388220.2017.1308255
Tubeza, P.C. (2013, 30 July). CHR to document ‘hate crimes’ vs. LGBTs.
Inquirer.net. Retrieved From
http://newsinfo.inquirer.net/455573/chr-to-document-hate-crimes-
vs-lgbts#ixzz2aah9zrXE.
United Nations (2023). Adolescents Statistics – UNICEF DATA. Retrieved From
https://data.unicef.org/topic/adolescents/overview/#:~:text=There
29
%20are%201.3%20billion%20adolescents,cent%20of%20the
%20world’s%20population.
UNDP, & USAID. (2014). Being LGBT in Asia: The Philippines country report.
Bangkok, Thailand. Retrieved From
http://pdf.usaid.gov/Pdf_docs/PBAAA888.pdf
Vera R. (2017) Filipino Psychologists Take A Stand Against LGBT Discrimination.
Available From
https://www.alliedacademies.org/articles/exploring-challenges-
and-problems-faced-by-lgbt-students-in-philippines-a-qualitative-
study-10855.html
Wimberly, G. L. (2015). LGBTQ issues in education: Advancing a research agenda.
American Educational Research Association. Retrieved From
https://ebooks.aera.net/catalog/book/lgbtq-issues-education-
advancing-research-agenda
Appendix 1
QUESTIONNAIRE CHECKLIST
Directions: The researchers are currently conducting a research study entitled “THE
SOCIETAL ATTITUDES OF STUDENTS TOWARDS LGBTQ+ STUDENTS
IN MALIG PLAINS NATIONAL HIGH SCHOOL”. Please write and check the
30
responses coming from you. Your responses will be treated with utmost concern and
confidentiality.
Part 1. Respondent’s Profile
1.1 Gender
o Male
o Female
1.2 Age
o 12-13
o 14-15
o 16-17
o 18 or Above
1.3 Grade Level
o Grade 7
o Grade 8
o Grade 9
o Grade 10
o Grade 11
31
o Grade 12
Part 2. Questionnaires
Directions: Please write and check the responses coming from you. Your responses
will be treated with utmost concern and confidentiality.
SA – Strongly Agree D – Disagree
A – Agree SD – Strongly Disagree
Questions SA A D SD
1. I have developed an understanding and acceptance of 33 25 2 0

LGBTQ+ students.
2. I have developed an understanding the differences between 20 34 6 0
32
heterosexuals and homosexuals.
3. I make myself approachable to students who belongs to 37 22 1 0

LGBTQ+ community.
4. I establish friendship with people who belongs to 30 29 1 0
LGBTQ+ community.
5. I accept LGBTQ+ students without my own religious 29 28 3 0
beliefs, values, and other cultures becoming an issue.
6. I support LGBTQ+ students without my own sexual 28 30 2 0
orientation becoming an issue.
7. I educate myself on common LGBTQ+ terminologies and 12 41 7 0
issues.
8. I support equal rights for everyone regardless of sexual 36 24 0 0
orientation and gender identity
9. I let people in LGBTQ+ community speak for themselves. 41 18 1 0
10. I stand up and defend LGBTQ+ individuals to those who 20 31 7 2

make homophobic jokes.
11. I have developed an understanding and appreciation of 25 35 0 0
human diversity including LGBTQ+ individuals.
12. I acknowledge gender equality rights in our school by 31 26 0 1
appreciating LGBTQ+ students.
13. I believe that LGBTQ+ inclusivity in education is 33 26 0 1
important matter.
14. I appreciate the gender equality advocacy in addressing 35 24 0 1
the stereotypes and stigma which can often lead to
prejudice or bullying experienced by LGBTQ+ students.
15. I recognize my societal advantages (privilege) and use it 26 33 1 0
for good.
Appendix 2
June 8, 2023
EVELYN M. TAGULAO
Teacher In-Charge
Mallig Plains National High School
Centro 1, Mallig, Isabela
Ma’am:
Greetings!
We, a students of Mallig Plains National High School, is currently taking
Academic Strand (Humanities and Social Sciences). For our class in the Graduate
Semester, we will be conducting an action research entitled “The Societal Attitudes
Of The Students Towards LGBTQ+ Students In Mallig Plains National High
School.” This study will conduct a survey questionnaires on Grade 7, 8, 9, 10, 11 and
33
12 students’ attitudes towards the LGBTQ+. The purpose of this study is to discover
the attitudes of the students towards LGBTQ+ students in Mallig Plains National
High School and to develop a positive and inclusive school environment for LGBTQ+
youth.
Attached here is a 15 items survey questionnaires. The questionnaires will be

floated through face to face. We assure you that the information collected will be kept
confidential and will be only used for the purposes of this study.
We are hoping for your positive response! Thank you and God Bless!
Very Truly Yours,

Vanessa T. Cabaldo
Marife J. Ferrer
Micco P. Maderazo
Researchers
Noted:
EVELYN M. TAGULAO MAEd

Teacher In-Charge
Appendix 3
CURRICULUM VITAE
CABALDO, VANESSA T.
VICTORIA, MALLIG ISABELA
vanessacabaldo22@gmail.com
0909-098-8474
I. PERSONAL INFORMATION
Date of Birth : April 18, 2004
Place of Birth : Centro 1, Mallig Isabela
Citizenship : Filipino
Sex : Female
Age : 19
34
Civil Status : Single
Religion : Iglesia ni Cristo
Father’s Name : Ponciano M. Cabaldo
Mother’s Name : Renalyn T. Cabaldo
II. EDUCATIONAL ATTAINMENT
Senior High School : Mallig Plains National High School
Junior High School : Mallig Plains National High School
Elementary : Victoria Elementary School
FERRER, MARIFE J.
VICTORIA, MALLIG ISABELA
marifeferrer109@gmail.com
0961-531-8901
Date of Birth : March 17, 2005
Place of Birth : Victoria, Mallig Isabela
Sex : Female
Age : 18
Religion : Iglesia ni Cristo
35
Father’s Name : Mario D. Ferrer
Mother’s Name : Remedios J. Ferrer
III. EDUCATIONAL ATTAINMENT
Elementary : Victoria Elementary School
MADERAZO, MICCO P.
CENTRO 1, MALLIG ISABELA
miccomaderazo@gmail.com
0075-827-9432
Date of Birth : April 01, 2005
Place of Birth : Salcedo, Eastern Samar
Sex : Male
Age : 18
Religion : Roman Catholic
Father’s Name : Julian E. Maderazo
36
Mother’s Name : Regina P. Maderazo
II. EDUCATIONAL ATTAINMENT
Elementary : Mallig Central School
37

Lesserafim Docs

Uploaded by

Copyright:

Available Formats

Lesserafim Docs

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesserafim Docs

Uploaded by

Copyright:

Available Formats

MALLIG PLAINS NATIONAL HIGH SCHOOL- SENIOR HIGH SCHOOL

Philippine Copyright 2023

THE SOCIETAL ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+

This research entitled THE SOCIETAL ATTITUDES OF THE STUDENTS

School Research Committee

CIZA RHEA A. OSOTEO

QUEEN MARLEEN A. BALIMBIN

EMMA LUISA M. FERNANDO PAULINE C. ELEFANTE

CIZA RHEA A. OSOTEO

QUEEN MARLEEN A. BALIMBIN

EMMA LUISA M. FERNANDO PAULINE C. ELEFANTE

Approved in partial fulfillment of the requirements for the subject

consideration to the researchers in order for this study to be successful.

The researchers wishes to convey and express appreciation and sincere

prepare us for the future.

sincere support, witty suggestions and enthusiasm.

To the School Administrators and Staff of Mallig Plains National High

and for letting us borrow her personal laptop.

research study and for teaching us in encoding.

finish this research study.

ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+ IN MALLIG PLAINS

institution, except where proper referencing and acknowledgment were made.

Title: THE SOCIETAL ATTITUDES OF THE STUDENTS TOWARDS LGBTQ+

LGBTQ+ community in S.Y 2022-2023. In this society prejudice, oppression, and

frequency, weighted mean, percentage, and pearson r correlation.

about attitudes in society to lessen discrimination and gender inequality.

The researchers are highly suggesting to the future researchers to conduct

towards LGBTQ+ community.

Keywords: Acceptance, Support, Admiration towards LGBTQ+ students.

CERTIFICATION AND APPROVAL SHEET----------------------- Iii

TABLE OF CONTENTS------------------------------------------------------ Viii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND----- 1

Statement of the Problem--------------------------------------------- 4

Scope and Limitation--------------------------------------------------- 5

Significance of the Study---------------------------------------------- 5

CHAPTER 2 REVIEW OF RELATED LITERATURE AND

Foreign Related Literature and Studies-------------------------- 8

Local Related Literature and Studies----------------------------- 11

CHAPTER 3 RESEARCH METHODOLOGY----------------------- 15

Population, Sample Size and Sampling Technique----------- 16

Description of the Respondent--------------------------------------- 16

Data Gathering Procedure-------------------------------------------- 17

CHAPTER 4 PRESENTATION, ANALYSIS AND

Profile of the respondents--------------------------------------------- 19

Acceptance of LGBTQ+ in Mallig Plains National High

Support towards LGBTQ+ in Mallig Plains National High

Appreciation towards LGBTQ+ in Mallig Plains National High

CHAPTER 5 SUMMARY, CONCLUSIONS AND

Findings of the Study--------------------------------------------------- 24

APPENDIX 1. Survey Questionnaire------------------------------ 33

APPENDIX 2. Request Letter to Teacher In-Charge--------- 37

APPENDIX 3. Curriculum Vitae------------------------------------ 38

Number Title Page

1 Four-Point Likert Scale, Numerical Scale and Verbal

2 Frequency and Percentage Distribution of the

Respondents in terms of Gender---------------------- 19

3 Frequency and Percentage Distribution of the

Respondents in terms of Age----------------------------- 20