CHAPTER I
INTRODUCTION
Introduction
Most of the students nowadays have experience smart shaming
Smart shaming or Anti-Intellectualism is mocking someone for
being smarter than them. It is also defined as the hostility or
distrust of intellectual pursuits. Those who present an atypical
way of thinking are bothered (perceived as different), deemed a
danger to normality, and are considered outsiders with little
empathy for the rest of the population. This is the origin of the idea
that those who have alternative opinions or are part of a
counterculture are elitist, arrogant, (anti-poor) and aloof. There is a
growing trend of shaming those who take the time to learn more
and share their knowledge withothers.
if intelligence is now a liability and scratching beneath the surface is
a negative in validating ideas that go against the grain seems
to be more common than being intrigued enough to look further.
There is no better time than the present to learn about any topic or
skill. With free and open access to unlimited information online,
there is hardly any excuse to remain complacent about knowledge.
But instead this time is spent on putting down the person who is
actually curious enough to learn. Understand the lack of hope that
furthering one's knowledge will actually lead anywhere. It is easy to
accept that only the powerful have access to the wisdom of the
world and that it's better to not want more than what is attainable
Thomas Edison once said, "Restlessness is discontent and
discontent is the first necessity of progress." If we are always
content with what we are given and refuse to ask questions - and if
we condemn those who actually do - then we accept our step
backward while everyone else leaves us behind. Our failure then
becomes no one's fault but our own. Smart shaming is one of the
reason that affects the academic performance of the students, it is
known to discourage the students to strive to be smarter, and it
also hinders the students from expressing themselves freely.
According to Isaac Asimov (1980)
The strain of anti-intellectualism has been a constant thread
winding
itswaythroughour political and cultural life, nurtured by the false n
otion that democracy means that myignorance is just as good as
your knowledge. Smart shaming have been known to put negative
stereotypes to students who are trying. Students try different or
various ways to prevent and stop smart shaming. Some of them
tried to surpass smart shaming using their confidence, developing
their , but most of them chose to ignore the situation even though
they are still affected by it, because of that students are more likely
to be afraid or ashamed to be intelligent, theystart seeing the word
"intellectual" as an insult rather than a good quality of a student,
they see high intelligence as a negative trait.
According Shakira Si son (2015),
Instead of engaging a person who has something interesting to say,
their ideas are perceived as a threat, as if the person were hurling
insults instead of stating facts. The offended party feels that the
person with a unique thought is making them feel stupid. There is a
growing trend of shaming those who take the time to learn more
and share their knowledge with others. As if intelligence is now
liability and scratching beneath the surface is a negative,
invalidating ideas that go against the grain seems to be
more common than being intrigued enough to look further.
Objectives of the Study
This study aims to establish and serve as a guide to the research,
whereas the goals of the study are the following:
To determine the demographic profile of the students.
To know the impact of smart shaming to the academic performance
of senior high school students.?
To distinguish if there is a significant relationship between smart
shaming
And academic performance.
Specifically, attempts to answer the following questions of:
1.) What are the demographic profile of students in terms
a. Age c. General Average (1st Semester S.Y. 2021-
2022)
b. Grade and Section
2.) What are the impacts of smart shaming to the academic
performance of senior high school students?
3.) Is there any significant relationship between smart shaming
and academic performance.?
Scope and Limitations
The coverage of the study focuses on the Impact of smart shaming
towards academic performance. It also involves the students
experiencing smart shaming, teachers, and the future researcher.
The selection of respondents are only limited since there are lots
of students in Tanay Sampaloc. Integrated National High School
who are experiencing smart shaming and has a big impact towards
academic performance. The researcher aims that there are only
limited time when gathering information (March 16, 2018) and
selected only those senior high school students who are
experiencing smart shaming in Tanay Sampaloc. Integrated
National High School This research was conducted only on
senior high school students of Tanay Sampaloc. Integrated
National High School.
CHAPTER II
Theoretical Framework
According to Hofstadter’s Theory or Anti intellectualism in
American life (2012) Anti intellectualism in American Life
records the tensions between access to education and excellence in
education. Hofstadter argued that anti-intellectualism was a
consequence of the democratization of knowledge. American anti-
intellectualism was a result of certain utilitarianism and the cult of
the practical or self-made man. There has always been in our
national experience a type of mind which elevate shatter to a kind
of creed; for this mind, group hatreds take a place in politics similar
to the class struggle in some other modern societies. Filled with
obscure and ill-directed grievances and frustrations, with elaborate
hallucinations about secrets and conspiracies, groups of
malcontents have found scapegoats at various times in Masons or
abolitionists,
Catholics, Mormons, or Jews, Negroes or immigrants, the liquor int
erests or theinternational bankers. In the succession of scapegoats
chosen by the followers of this tradition of Know-Nothing is, the
intelligentsia have at last in our time found a place. The 1950s was
a crucible for the American intellectual, then came the 1960s and
the flowering of the ‘organic intellectual’ (a concept adopted from
Gramsci) and a range of social movements that promoted social
change and democratization that led to free-speech, Civil Rights,
and anti-war movements. These movements were often associated
with intellectuals such as Herbert Marcuse and the so-called New
Left. Indeed, Marcuse is a perfect example: a member of the
Frankfurt School, he migrated to the US in 1934and became a
citizen in 1940. Through his works he attained a kind guru status in
the1960s student rebellions that took place around the world as
part of the emerging counter-culture. His One-Dimensional Man
(1964) that focused on the rise of social repression and the decline
of the potential for revolution inspired a generation of students. His
search for the radical or revolutionary subject was influenced
strongly by
Heidegger’s phenomenology and he thought only a radical subject
could overcome the repressive structures of advanced industrial
society.
INPUT PROCESS OUTPUT
A. Demographic
profile of the senior Impact of Smart
high school students.FEEDBACK
Formulating the Shaming towards
Survey the Academic
Age Questionnaire used Performance of
Strand in gathering data Senior High School
Students Tanay
Grades Distribution of Sampaloc.
Survey Integrated
Questionnaires National High
School
Interpretation and
Analysis of Data
Conceptual framework
The input consist of the research method in applied conducting the
research regarding the impact of the smart Shaming to the
Academic Performance of the Senior High school.
The process o n t h e o t h e r h an d sh o w s h o w t h e r e s e a r ch i s
c o n d u c t e d t h ro u g h defining the positive and negative impact of
Smart Shaming and gathers the required data r e l e v a n t t o t h e
r e s e a r c h b y t h e u s ed o f d i s t r i b u t i o n o f su r v e y
q u e s t i o n n a i r e s t o t h e respondents.
The output as a result, will indicate the general view of the
situation on what is the impact of smart shaming to the academic
performance of senior high school students of Tanay Sampaloc.
Integrated National High School.
Significance of study
The researchers will provide details to the readers on how the
study will contribute to senior high school and it will also
benefit the senior students, teachers and professors, principal,
psychiatrist and future researchers.
Students. This study will help the students Significance of the study
The researchers will provide details to the readers on how the
study will contribute to senior high schools and it will also benefit
the senior high school students , teachers and professors, principal,
psychiatrist and future researchers.
Students
. This study will help the students to understand the impact of
smart shaming to the academic performance, It will also help them
prevent and deal with smart shaming
teachers and Professors. This study will help them to think of an
effective strategy on how will students prevent, cope and deal with
smart shaming. Principal. This study will help the principal to think
of an effective strategy to handle the school so that the school are
well organized.
Psychiatrist.
This study will help the psychiatrist to know that students are more
vulnerable to smart shaming and eventually it will help them to
think of an unique and effective strategy to deal with smart
shaming. Future Researchers. This study will serve as a basis for
future researchers to under go similar studies related to the impact
of smart shaming to the academic performance of senior high
school students.
Definition of Terms
1.Smart Shaming – means a group of people mocking someone
for being smarter than them.
2. Academic -relating to education and scholarship; a teacher or
scholar in a college or institute of higher education.
3. Delimitation -are choices made by the researcher which should
be mentioned. They describe the boundaries that you have set for
the study. This is the place to explain: the things that you are not
doing (and why you have chosen not to do them).
4. Hypothesis -a supposition or proposed explanation made on the
basis of limited evidence as a starting point for further
investigation.
5.Empathy– the ability to understand and share the feelings of
another.
6.Stereotypes – a widely held but fixes and oversimplified image or
idea of a particular type of person or thing.
7.Significance-sufficiently great or important to be worthy of
attention; noteworthy.
8. Impact- have a strong effect on someone or something.
9. Prominent- projecting from something; protuberant.
1 0 . Objectives - (of a person or their judgment) not influenced by
personal feelings or opinions in considering and representing fact.
REVIEW OF RELATED LITERATURE
Foreign Literature Lewis (1971), stated that “Shame has an intrinsic
tendency to encourage hiding.” No one wants to be exposed as a
failure, so individuals hide the things they despise about
themselves. The decisions teachers make in terms of their own
behavior can have enormous consequences for the children they
teach. ”Walter Anderson (1990), studied that an unkind word or
direct insult is not what initiates shame in children, but rather a
teacher’s apathy. Many children who have difficulties in school are
simply passed from grade to grade without ever learning the basic
skills necessary for a productive life. These children grow to know
themselves as failures and are continuously shamed by their
perceived weaknesses. ”Kaufman (1992), cited that “The dunce cap
is one of the oldest forms of shame- based pedagogy. The wearer of
the cap is pronounced stupid and ill-equipped for learning in front
of a room of his or her peers. This is the epitome of shame. The
dunce cap is no longer used in schools, but there are a multitude of
other techniques that have the potential of inducing a shame
experience in the children that fill the seats of every classroom.
Some children experience shame through the words or actions of
insensitive teachers. Many can remember a remark uttered by a
teacher such as, “What are you ,stupid?,” or “You just aren’t smart
enough to do that problem.” These types of hurtful comments can
be sources of great shame. Teachers have tremendous emotional
power in the classroom, and this power is dangerous if it is used to
control and demean children .”In the opinion of Broucek (1997),
“reminded us that the opposite of shame is pride. He stated that in
the school setting, “Pride and shame are closely connected with
issues of competence, efficacy, the successful meeting of standards
and rules, and achievement of goals.” The concept of a shame–
pride axis is essential to a study examining shame and education.
For some children, the educational experience is enveloped by a
sense of pride in one’s achievements. For others, the education.
experience elicits feelings of shame and self doubt. All children
enter a learning environment with a slight sense of shame in not
knowing. When everyone is in the same boat, so to speak, the
effect of shame is limited or completely diminished. When some
learners advance and others do not, however, comparisons are
made and shame is perpetuated. For those learners who struggle to
meet the challenges of classroom life, shame is inevitable. Many
pedagogical practices highlight only these students’ struggles.
Ability grouping in reading and math, for example, leaves children’s
weakness sex posed. No matter what name you call the groups,
everyone knows that the yellow birds, hedgehogs, or Flintstones
are the “slower learners.” These feelings of shame from exposure
also are seen as a result of other pedagogical practices. Some
children do not want their weaknesses exposed to their fellow
classmates, yet teachers continue the practice of letting students
exchange papers for grading. The student who struggles with
spelling, for example, may fail miserably on every test, and yet is
forced to exchange his or her paper with another, which exposes
the weakness.” Cited by Tangney and Dearing (2002), “
The forces are involved, however, that can affect the emotional
development of school-aged children. Within the institution
of schools, children are expected to learn and acquire skills.
School children therein are faced with challenges on a daily basis.
With every new challenge comes the possibility of success or
failure, which brings the risk of shame.
Review of related studies
In accordance with Richard Hofstadter (1963) “There are three
forms of anti-intellectual thought present in American public life
since the nation’s founding. Two of these have only limited
applicability to politics and elections. The first, anti-rationalism, i s
the rejection of critical thought as a desirable quality for individuals
to hold. The second, unreflective instrumentalism, describes the
preference for short-term pay off irrespective of carefully reasoned
long-term consequences. While these types of anti-intellectual
thought may plausibly be related to support uncritical political
rhetoric and for policies with immediate payoffs, the link to
electoral politics and public opinion is somewhat unclear. However,
a third type of anti-intellectualism he identified has a more obvious
connection to politics and public opinion. This form of anti-
intellectualism refers to the distrust, and perhaps even dislike, for
individuals who claim to have superior knowledge or wisdom about
a subject matter. ”According to Kaufman (1992), “Because school
is a place for socialization, the peer group also can be a potential
source of shame. Listed the formation of cliques, teasing and
ridicule, and physical bullying as sources of “considerable shame”
from ones’ own peers. This type of shame can be continuous and
long lasting as it is perpetuated year after year. ”Tangney and
Dearing (2002), stated that “Academic failures are not the only
aspects of school life that leave children open to shame; children
also learn socialization skills in school. Behavior expectations,
rules, and procedures are an important part of any classroom.
Many classroom management techniques used by teachers are
potential shame producers. Writing children’s names on the board
when an infraction has occurred or making a child move his desk
to the corner are both forms of public humiliation and can result in
shame A s s t a t e d b y Hofstadter (2012), “Ant-intellectualism in
American Life record he tensions between access to education and
excellence in education. Hofstadter argued that anti Intellectualism
was a consequence of the democratization of knowledge. American
anti-intellectualism was a result of a certain utilitarianism and the
cult of the practical or self-made man. ”According to David Noise
(2015), “It is beyond dispute that critical thinking has been
abandoned as a cultural value. Our failure as a society to connect
the dots, to see that such anti-intellectualism comes with a huge
price, could eventually be our downfall.
Chapter III
RESEARCH DESIGN
