WESLEYAN UNIVERSITY PHILIPPINES

JUNIOR HIGH SCHOOL PROGRAM

“SEXUAL HARASSMENT AMONG GRADE 12 STEM

STUDENTS IN WESLEYAN UNIVERSITY PHILIPPINES

IN RELATION TO THEIR ACADEMIC PERFORMANCE”

__________________

A Research paper Presented to the Faculty

Of the Junior High School Program

Wesleyan University—Philippines

Cabanatuan City

__________________

In Partial Fulfilment

Of English 10

__________________

By

LORENZ ALEXIS A. LAGASCA

ANTHONY ROSS F. CURA

MARIS REV V. IRANGAN

IZZY TIFFANIE D. RIVERA

RALPH JEROME T. YU

2019
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CERTIFICATION

This research paper entitled, “SEXUAL HARASSMENT AMONG GRADE

12 STEM STUDENTS IN WESLEYAN UNIVERSITY—PHILIPPINES IN RELATION

TO THEIR ACADEMIC PERFORMANCE,” prepared and submitted by Lorenz

Alexis A. Lagasca, Ralph Jerome T. Yu, Izzy Tiffanie D. Rivera,

Anthony Ross F. Cura, and Maris Rev V. Irangan in partial

fulfillment of the requirements for the English 10, has been

examined and is recommended for acceptance and approval for Oral

Examination.

LYNDON JOHN S. DE LEON, LPT

Research Adviser
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JUNIOR HIGH SCHOOL PROGRAM

APPROVAL SHEET

Approved by the PANEL OF EXAMINERS on Oral Examination with

the grade of _____.

LYNDON JOHN S. DE LEON, LPT

Research Adviser

Accepted and approved in partial fulfilment of the

requirements for English 10.

EDUARDO K. DE GUZMAN, LPT, MAIE TITA C. AGSUNOD, LPT, PhD

Date:
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ACKNOWLEDGMENT

God

We thank our almighty father for His shower of blessings

and guidance throughout our research work. We thank him for

his unconditional love whom he give us every second of

everyday and for his protection that shields us away from

every evil and danger that life brings out on us. We also

appreciate all of the hope and blessings that he bestowed

upon us that served as the way for this research to be

carried out successfully.

Ph.D. Tita C. Agsunod

This project would not be possible without the presence and

approval of our institutions High School Principal. We express

our deepest gratitude.

Mr. Lyndon John S. De Leon

We deeply appreciate and would like to thank the effort and

hard work of our teacher on teaching us about how to do this

research and for acknowledgement of his approval on this

research. He served as a vital ingredient in the completion of

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JUNIOR HIGH SCHOOL PROGRAM

this research and we are truly grateful for all of the patience

and effort he placed in teaching us.

Mrs Jessica C. Santos

We thank her for her utmost care and who have been very

supportive of our career goals and who worked actively to provide

us all with the academic time to pursue those goals.

Family

We would like to thank our family whom we are very grateful

for their heartfelt love, prayers, care and sacrifices for

educating and preparing us for our future, and guidance in

whatever we all pursue. They are the ultimate role models whom we

are glad to be with us in this journey.

Classmates

We would like to send our appreciation and gratitude towards

our classmates whom we have grown close to over the years for

their support and also to the ones who served as our inspirations

in carrying out this research for giving us the strength and hope

to strive and work hard.

Wesleyan University—Philippines

We also thank the second home who provided us with the

facilities and apparatus to develop our knowledge and also all of

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JUNIOR HIGH SCHOOL PROGRAM

the staff and people who served the purpose of giving us the

resources to carry out our dreams and also of this research.

The Researchers

We deeply appreciate the support and the hard work of

everyone in the group who sacrificed their time and energy just

to fulfil their dreams and to finish this project. This research

would not have been completed if not for their unbreakable will

to work hard and the hope that we would all be successful at the

end of the day.

The Researcher
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DEDICATION

This study is wholeheartedly dedicated to our beloved

parents, for being very understanding, for being our source of

inspiration, for giving us strength when we thought of giving up,

and for continually providing their moral, spiritual, emotional,

and financial support.

To our classmate and friends, who shared their words of

advice and encouragement to finish this study

To our subject adviser Sir Lyndon John S. De Leon, who

shared his knowledge and _______________________________________

And lastly, to God Almighty my creator, my strong pillar,

our source of inspiration, wisdom, knowledge and understanding.

He has been the source of our strength throughout their program

and on His wings only have we soared.

Thank you. Our love for you all can never be quantified. God

bless you

For you
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TABLE OF CONTENTS

Page

Title page..............................................i

Certification...........................................ii

Approval Sheet..........................................iii

Acknowledgment..........................................iv

Dedication...............................................v

Abstract...............................................viii

Chapter

I. THE PROBLEM

Introduction ....................................1
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Background of the Study .........................3

Statement of the Problem ........................6

Hypotheses ......................................6

Significance of the Study .......................7

Theoretical Framework ...........................8

Conceptual Framework ............................8

Scope and Limitation of the Study ...............9

Definition of Terms .............................9

II. REVIEW OF RELATED LITERATURE

Foreign Literature ..............................11

Local Literature ................................12

Foreign Studies .................................13

Local Studies ...................................14

Synthesis .......................................15

III. METHODOLOGY

Research Design .................................

Respondent of the Study .........................

Research Local ..................................

Instrumentation .................................

Data Gathering Procedure ........................

Statistical Treatment of Data ...................

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PRESENTATION AND ANALYSES OF CHARACTERS

A. Overview of the literary piece ...............

B. Summary ......................................

C. Analysis’ Side Notes .........................

Characters in Focus

_____________________________

SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS

Summary ........................................

Implications ...................................

Recommendations ................................

BIBLIOGRAPHY ................................................

APPENDICES ..................................................

CURRICULUM VITAE ............................................

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INTRODUCTION

Sexual harassment is form of abuse wherein the sexual

nature interests of a person is being harmed. Either

physically or verbally, this act offensive behaviour

became a serious problem for students at all educational

levels and also as a global virus. Most often very

intimidating and humiliating, students in elementary and

secondary schools, as well as vocational schools,

apprenticeship programs, colleges and universities can be

victims of sexual harassment. This problem is more common

than you might think because many students are scared or

too embarrassed to report sexual harassment cases. It’s

victims includes both men and women as priority targets

of discrimination that may occur at no chosen time and

place. It is different from flirting, playing around, or

other types of behaviour that you enjoy or welcome.

Sexual harassment can be requests for sexual favours or

unwelcome sexual behaviour that is bad enough or happens

often enough to make you feel uncomfortable, scared or

confused and that interferes with your schoolwork or your

ability to participate in extracurricular activities or attend

classes.
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There are three primary types of sexual harassment found in

schools: verbal, visual/non-verbal, and physical. The most common

type of verbal, followed by physical, and visual/non-verbal.

Simply put, sexual harassment promotes fear, and gives

people another reason to be on the edge when out. It is

a form of discrimination that violates Republic Act 7877

(Anti-Sexual Harassment Act of 1995).

The researchers headed to this study because the

researchers had gathered and have read different studies

about sexual harassment that made them motivated to

conduct their own research about how sexual harassment

affects academic performance. The researchers want to pursue

this study because the researchers want to spread

awareness especially to the government of the Philippines

so they can widely spread it to the public. The

researchers want to inform people that sexual harassment

can give a negative impact to a person’s psychological

well-being. The person can be more conscious about their

body that leads to a self-objectification because as they

experience this; they can be anxious about how their

bodies are evaluated by strangers. As a result,

objectification can affect a person’s mental state and by

that it can also affect their daily life.

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On the other hand, sexual harassment was associated with

body image, behaviour and more importantly self-esteem which have

emotional effects on people who experienced harassment. Self-

esteem is a person’s overall evaluation of self-worth.

The researchers were also motivated to do this because many

Filipino people are experiencing this issue nowadays. The

researchers saw people accusing everyone of experiencing sexual

harassment so the researchers wanted to end that debate. And

lastly the researchers wanted to promote safety and awareness for

everyone.

BACKGROUND OF THE STUDY

The definition of sexual harassment includes harassment by

both peers and individuals in a position of power relative to the

person being harassed. In schools, though sexual harassment

initiated by students is most common, it can also be perpetrated

by teachers or other school employees, and the victim can be a

student, a teacher, or other school employee. While sexual

harassment is legally defined as "unwanted" behaviour, it has

been argued that even consensual sexual interactions between

students and teachers constitute harassment because the inherent

power differential creates a dynamic in which "mutual consent" is

impossible. One of the most common reasons reported for sexually

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harassing behaviour is because the harasser thinks it is funny to

do so. In their 2006 study, the AAUW found that this was the most

common rationale for harassment by boys—59 percent used it. Less

than one-fifth (17%) of those boys who admitted to harassing

others say they did so because they wanted a date with the

person. (AAUW, 2006) Other researchers assert that the "I thought

it was funny" rationale is a fallacy, and the true reasons align

more with that of a need to assert power and induce fear in

others—more in line with bullying. These hazing behaviours

develop in school, continue in high school and college,

eventually moving into the workplace. (Boland, 2002) In late

2006/early 2007 a study revealed that more than 20% of all boys

had been harassed by a female student. In 15% of all cases the

girl admitted to sexually harassing the boy and asserted the

reasons of "I thought it was funny" and "I'm not doing any harm,

it's what he wanted". High schools are addressing this behaviour.

The AAUW also found that sexual harassment affects academics and

achievement: Students experience a wide range of effects from

sexual harassment that impact their academic development

including: have trouble sleeping, loss of appetite, decreased

participation in class, avoid a study group, think about changing

schools, change schools, avoid the library, change major, not

gone to a professor/ teaching assistant's office hours. Students

may experience multiple effects or just one. The wide range of

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experiences lowers the percentage of students who experience any

particular effect. Studies have shown that if the sexual

harassment was done by a male, both male and female victims

experienced behavioural problems, in contrast to if the female

was the perpetrator, where the behavioural problems occurred

less. Being absent from school frequently, having difficulties

concentrating on school work, and performing poorly on academic

work often result. In a 2011 nationwide survey conducted by the

AAUW of 7th-12th grade students, 32% of students who had

experienced sexual harassment did not want to return to school

after it occurred. This included 37% of female students and 25%

of male students. 31% of the surveyed students felt physically

sick after being sexually harassed, with 37% of females and 21%

of males reporting this effect. 30% of students had difficulties

studying and focusing on school as a result of sexual harassment

including 34% of females and 24% of males, and 19% of students

reported having a difficult time sleeping due to sexual

harassment, including 22% of females and 14% of males. Other

effects include getting into trouble at school, changing the

route in which one gets to and from school, and stopping doing

activities and sports. In a study conducted by the AAUW in 2011,

of 7th to 12th grade students, only 12% of the surveyed students

felt that their school did enough to address sexual harassment.

AN ACT TO ELIMINATE ALL FORMS OF SEXUAL HARASSMENT IN WORK

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PLACES, EDUCATIONAL INSTITUTIONS, AND PUBLIC PLACES, AND

PROVIDING PENALTIES THEREFOR, REPEALING FOR THE PURPOSE REPUBLIC

ACT NO. 7877, OTHERWISE KNOWN AS THE ANTI-SEXUAL HARASSMENT ACT

OF 1995.

STATEMENT OF THE PROBLEM

This study aims to know the impact of Sexual Harassment to

the educational performance of Grade 12 STEM students in Wesleyan

University—Philippines.

Specifically, the study seeks to answer the following questions:

1. What is the socio-demographic profile of the respondents?

a. Age

b. Gender

c. Academic Performance

d. ____________

2. What were the respondent’s academic performance before and

after the experience?

3. How often do the respondents experience sexual harassment?

4. What form of sexual harassment do the respondents experience

the most?

HYPOTHESES

The researchers formulated hypotheses of the possible

outcomes of the experiment:

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HO: There is a direct relation between a student’s self-

esteem and their academic performance

HO: There is a direct relation between a student’s confidence

and their academic performance

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

Students. To be informed and spread an awareness of sexual

harassment.

Parents. They will have enough knowledge about sexual harassment

and to educate and guide their children more effectively.

Women. To help them to understand what sexual harassment is and

spread awareness so that they can avoid experiencing such an

event like that and also to inform them for the possible impacts

on them

Men. ____________________________________________________________

Counsellors: To help them to have additional information when

handling cases about sexual harassment and give them an updated

study about it/

Government. To inform them that sexual harassment in our country

is an important matter that needs (special) attention from them

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and by that they can provide acts and laws for protecting the

people from sexual harassment.

Future Researcher._______________________________________________

THEORETICAL FRAMEWORK

Sexual harassment at school and health outcomes were

reciprocally related more often for men than for women. Perhaps

there is less awareness of sexual harassment as a problem for men

at school compared to women, leading to an environment where the

causes and effects of sexual harassment are not well known or

addressed. Indeed, much of the media attention surrounding the

problem of sexual crimes and harassment on college campuses is

focused on women. In research on middle school students, boys

were more likely to have experienced gender harassment from other

boys rather than girls or adults (Bucchianeri, Eisenberg, Wall,

Piran, & Neumark-Sztainer, 2014). If this pattern is continued

into the college years, perhaps the those who display mental

health symptoms are harassed more often for violating gender

norms (e.g., appearing less masculine or manly), leading to

increased feelings and psychological distress. It is clear that

future research is needed to pinpoint the perceptions of SH in

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various contexts and understanding the wide array of potential

consequences and antecedents. Although a great deal of attention

is now focused prevalence and prevention of sexual assault on

campus, sexual harassment (defined as “unwanted sex-related

behaviour…that is appraised by the recipient as offensive,

exceeding her resources, or threatening her well-being”

(Fitzgerald, Swan, & Magley, 1997,) remains an even more

prevalent issue on college campuses, however research on SH in

college settings has waned since the late 1990s. Over a decade

ago, the most comprehensive study of its type that included both

women and men undergraduates found that up to 62% of women and

61% of men experienced one or more forms of sexual harassment

while in college, with 41% and 36% of all women and men,

respectively, reporting SH experiences in the first year of

school (Hill & Silva, 2005). Moreover, many studies with adults

have documented the negative consequences of SH in terms of

professional, personal and educational functioning (see Hill &

Kearl, 2011; Pina, Gannon, & Saunders, 2009). Among adolescents,

some of the consequences of SH at school included staying home

from school, quitting activities, trouble studying, and trouble

sleeping (Hill & Kearl, 2011) whereas adolescents who were

sexually harassed at work also had significantly higher levels of

school avoidance and academic withdrawal compared to other

employed teenagers (Fineran & Gruber, 2009). Thus, it is likely

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that SH among college students would have similar negative

consequences.

CONCEPTUAL FRAMEWORK

The Academic
Performance of the
student
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Socio - Demographic Sexual Harassment

Profile (S.D.P) occurring among
Grade 12 STEM
- Age Students of
Wesleyan University
- Gender
Philipines
- Birthdate
- SCOPE AND LIMITATION

OF THE STUDY

This study was

limited by the impact of the sexual harassment to the educational

performance and the researchers selected the participants in WUP.

The participants were the Grade 12 STEM students enrolled during

school year 2018-2019. This study focused on the impact of sexual

harassment to a student’s educational performance. The study

asked for the socio demographic profile of the respondents to

correctly identify if what is the real factors that affect sexual

harassment. The researchers look for the significant relationship

of the socio demographic performance towards sexual harassment

and educational performance. In addition, the researchers also

asked for respondent’s grades before and after the experience to

accurately know the impact of sexual harassment in to student’s

educational performance.

DEFINITION OF TERMS

Sexual harassment-

Academic Performance-
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CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

BLAH BLAH BLAH BLAH BLAH BLAH BLAH BLAH

LOCAL LITERATURE:

Sexual harassment is any unwanted sexual attention. It can

be manifested by verbal, physical and non-verbal/visual. It can

be done by a person of either sex. Person who are harassed may

suffer a loss of self-esteem, especially in the absence of

supportive environment. And also the public should be concerned

more about the issue because it violates the dignity of the

person against whom it is directed. Most unions tend to view the

problem as personal matter between the harassment and the victim.

The Sexual harassment violates Section 3 of republic act 7877, or

the “Anti-Sexual Harassment Act of 1995”. In the Philippines, 58%

of incidents of sexual harassment happen on the streets, major

roads, and alleys. Republic Act 7877 penalizes sexual harassment

with 1-6 months and a fine of P10,000 - P20,000 or both

FOREIGN LITERATURE

(1) A student experiencing sexual harassment may stop doing

their school work and taking part in school-related

activities. Educators can prevent cases of sexual harassment

by having a clear, comprehensive anti-sexual harassment policy

in place. Education providers should monitor their

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environments regularly to make sure they are free of sexually

harassing behaviours. (2) Anyone can experience sexual

harassment, regardless of gender or sexuality; the unwanted

conduct could be from someone of the same or different sex.

Sexual harassment commonly involves a pattern or inappropriate

behaviour, repeated by someone in a workplace that the victim

has asked to stop but sometimes continue anyway. (3) The risk

of sexual assault for women studying abroad appears to be

three to five times higher than women studying in our own

country. Since many study abroad programs are located in major

cities around the world. Females studying abroad are also more

likely to encounter non-residents in large numbers which

increases the risk of being assaulted.

LOCAL STUDIES

(1) Amidst all the noise surrounding a busy city, men and

women alike are subject to sexual harassment. (2) WALA PA PAR (3)

Through symbolic interactionism and gender-power configuration

theories, defining features of sexual harassment from the

perspectives of 160 teacher education students

FOREIGN STUDIES

(1) The data generated from this study indicated that students

holds a diverse range of understanding sexual harassment. It was

also found that sexual harassment was prevalent on campus. Men

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were found to be the main perpetrators of sexual harassment while

victims were both men and women. (2) This chapter reviews the

information gathered through decades of sexual harassment

research. This chapter also examines the research methods for

studying sexual harassment and appropriate methods for conducting

research in a reliable way. And it provides definition of key

forms that will be used through-out the report. (3) Sexual

harassment in the workplace continues to be experienced by many

women around the world. Men may also be sexually harassed in the

workplace by women or other men

CHAPTER 3: METHODOLOGY

RESEARCH DESIGN

This study used _____________________ approach with

standardized questionnaire as a tool for dat gathering.

RESEARCH LOCALE

The study was conducted within the Senior high School

program, High School Department, Weslean University-Philippines,

Cabanatuan City, Nueva Ecija. The researchers used compulsory

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surveyed stdents room to room and surveyed them wether they

wanted to or not.

RESPONDENTS OF THE STUDY

The respondents that became part of the study were teenagers

of age ranging from eighteen to twenty years. The researcher went

from room to room to survet the students wether or not they

experienced sexual harassment. This is to avoid singling-out a

victim and making sure it won’t affect wether they would or would

not be telling the truth. This process was repeated until the

researchers obtained data from a sufficient number of

respondents.

INSTRUMENTATION

DATA GATHERING PROCEDURE

STATISTICAL TREATMENT OF DATA

CHAPTER 7:

CURRICULUM VITAE

LORENZ ALEXIS A. LAGASCA

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PERSONAL BACKGROUND _____________________________________________

Birth date: September 19, 2002

Age: 16

Gender: Male

Civil Status: Single

Place of birth: Cabanatuan City

Religion: Roman Catholic

Citizenship: Filipino

Parents: Mellany Alvarez Lagasca

Felix Mamerto Ramirez Lagasca

EDUCATIONAL ATTAINMENT___________________________________________

(PRIMARY)

United International Private School

Al Qusais, Dubai, United Arab Emirates

S.Y. 2008 – 2014

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(SECONDARY)

United International Private School

Al Qusais, Dubai, United Arab Emirates

S.Y. 2014 – 2017

Wesleyan University, Philippines

Mabini Extension, Cabanatuan City, Nueva Ecija, Philippines

S.Y. 2018 - 2019

CURRICULUM VITAE

ANTHONY ROSS CURA

PERSONAL BACKGROUND ____________________________________________

Birth date: January 9, 2003

Age: 16

Gender: Male

Civil Status: Single

Place of birth: Tanay, Rizal, Cordillera, Philippines

Religion: Roman Catholic

Citizenship: Filipino
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Parents: Antonio F. Cura

Rosita G. Fajardo

EDUCATIONAL ATTAINMENT__________________________________________

(PRIMARY)

Umangan Elementary School

Umangan,Aliaga,Nueva Ecija

S.Y 2009 - 2015

(SECONDARY)

Wesleyan University, Philippines

Mabini Extension, Cabanatuan City, Nueva Ecija, Philippines

S.Y. 2015 - 2019

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CURRICULUM VITAE

MARIS REV V. IRANGAN

PERSONAL BACKGROUND ____________________________________________

Birth Date: August 21, 2003

Age: 15 years old

Gender: Male

Civil Status: Single

Place of birth: Bitas, Cabanatuan City, Nueva Ecija, Philippines

Religion: Born Again

Citizenship: Filipino

Parents: Samuel Q. Irangan

Ma. Theresa V. Irangan

EDUCATIONAL ATTAINMENT__________________________________________

(PRIMARY)

Umangan Elementary School

Umangan,Aliaga,Nueva Ecija
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S.Y 2009 - 2015

(SECONDARY)

Wesleyan University, Philippines

Mabini Extension, Cabanatuan City, Nueva Ecija, Philippines

S.Y. 2015 - 2019

CURRICULUM VITAE

IZZY TIFANNIE D. RIVERA

PERSONAL BACKGROUND ____________________________________________

Birth Date: December 21, 2002

Age: 16 years old

Gender: Female

Civil Status: Single

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Place of birth: (PGJ), Cabanatuan Ciy, Nueva Ecija, Philippines.

Religion: Roman Catholic

Citizenship: Filipino

Parents: Ronald V. Rivera

Lourdes D. Rivera

EDUCATIONAL ATTAINMENT__________________________________________

(PRIMARY)

Dona Adela School for Children Inc.

Dona Adela, Cabanatuan City, Nueva Ecija Philippines

S.Y 2009 – 2015

(SECONDARY)

Wesleyan University, Philippines

Mabini Extension, Cabanatuan City, Nueva Ecija, Philippines

S.Y. 2015 - 2019

CURRICULUM VITAE
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RALPH JEROME T. YU

PERSONAL BACKGROUND ____________________________________________

Age: 17

Gender: Male

Civil Status: Single

Place of birth: Dingalan National Hospital, Dingalan Aurora,

Philippines

Religion: Iglesia Ni Cristo (INC)

Citizenship: Filipino

Parents: Jenson P. Yu

Ruby Rose T. Yu

EDUCATIONAL ATTAINMENT__________________________________________

(PRIMARY)

Sunrise Kidcare Academy

Poblacion, Dingalan, Aurora, Philippines

S.Y 2009 - 2015

(SECONDARY)

Wesleyan University, Philippines

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Mabini Extension, Cabanatuan City, Nueva Ecija, Philippines

S.Y. 2015 - 2019