APPROVAL SHEET

DIVISION OF Negros Oriental

DAUIN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
Dauin District
Dauin, Negros Oriental

In partial fulfillment of the requirement for practical Research 1,the research study in

entitled “The lived experience of being one the LGBTQ, prepared and submitted by,

Cardenas, May Ann A, Dagot Marjhones Dave, Gadinggan, Angilo N, Sastrillo, Clint

Frances T, Macolbacol, Marelyn M. is hereby recommended for examination.

Mrs. Floramae T. Sioco

Research Adviser

ACCEPTED IN partial fulfillment of the required for practical research.

Mr. Jason S. Bacolod

OIC, SENIOR HIGH SCHOOL
LGBTQ of Dauin National High School: A Phenomenological
Study

Members:
Abellon, Nilo C.
Cardenas, May Ann A.
Dagot, Marjhones Dave
Elloreg, Nica marie
Gadinggan, Angilo N.
Sastrillo, Clint Francis T.
Macolbacol, Marelyn M.

Dauin National High School

 ACKNOWLEDGEMENT

In behalf of our research we would like to express our gratitude thanks to those

people who help and support us, without all of them this research paper would not be

possible

First and foremost of all we would like to thank God for the divine intervention

for this academic effort we make.

Second, we would like to thank our research teacher Mrs. Floramae T. Sioco for her

most support, guidance and encouragement for giving us this research to give us the

experience to engage ourselves in a serious purposes. .

Third, we would like to thank to all respondents to give us time and help in making

us understand to gather correct information to the living experience of being one of the

LGBTQ.

Finally, we are sincerely thank to our parent who understand, provide advice and

help us to our financial support.

Thank you to all of you for unconditional support and guidance to get the better

volume of our research.

 ABSTRACT

LGBT has become a widely accepted designation for minorities based on sexual

and gender orientation. All members or these subgroups are subjects of similar

prejudices rooted and beliefs and traditions of sexuality and gender. LGBT peoples as

members of a minority group, suffering from various form of socio-economic and

cultural injustice. The lacks of social recognition has an effect on the capacity of LGBT

people to harassment, and the threat of violence due to their sexual orientation. Then

those that identify themselves as heterosexual.

 TABLE OF CONTENTS

Approval Sheet ………………………………………………………………………I

Aknowledgement …………………………………………………………………..II

Abstract ………..………………………………………………………………………IV

Table of Content…………………………………………………………………….VII

CHAPTER 1- THE PROBLEM AND ITS SCOPE

A. Introduction……………………………………………………………………1

B. Theoretical Background………………………………………………….4

C. Review of Related literature and studies

Related Literatures……………………………………….11

Related studies …………………………………………….23

D. Conceptual framework and Background

Conceptual Framework………………………………..29

Conceptual Background……………………………….30

E. The Problem

Statement of the problem…………………………..33

Significance of the study……………………………..35

Scope and Delimitation………………………………38

F. Research Methodology

Research Design………………………………………..40

Research Environment………………………………41

Procedure of Data Gathering…………………….46

Data Analysis…………………………………………….47
 CHAPTER I

INTRODUCTION

“My parents taught me never to judge others based on whom they love, what color

their skin is, or their religion. Why make life miserable for someone when you could be

using your energy for good? We don’t need to be respectful. When you hear people

making hateful comments, stand up to their point out what a waste if is to hate, and you

could open their eyes.”

By: Taylor Swift

People around the world face violence and inequality , and sometimes torture,

even execution because who they love , how they look , or who they are LGBT

community and many other group of people aren’t receiving the acceptance and

respect that they deserve for who they are.

LGBT individuals face challenges in employment and individual level and as member

of a community that is subject to discrimination and abuse. If people spend entire life

resenting others and not accepting them, they became worn out and anxious. Why they

are wasting time being negative to other? When they can be more positive the? This

world is filled with so much violence and dissention, everybody need to recognize the

difference between being respect and justice, because they aren’t mutually exclusive. It

is important accepting people of all kinds has serious benefits for one mental health and

positively impacts the lives of others. This can result in a better quality of life and a

decrease in murder suicide.

 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Bullying:

Toward lesbian, gay, bisexual, transgender and Questioning (LGBTQ) youths are a

pervasive problem in schools that that has Negative impacts on LGBTQ community

(students) mental health and educational outcomes. School social workers need to

understand the prevalence and dynamics of bullying towards LGBTQ community

(student) to respond appropriately to victims and bullies, address school climate issues,

and implement preventive and responsive interventions. School social workers can take

a number of steps to improve the school environment and assist LGBTQ community

(students) to make school on safer place for them to learn.

Mental Health: Is an individual and personal mater. It involves a living human organism

or, more precisely, the condition of an individual human mind. A social environment or

culture maybe conclusive either to sickness or health, but the quality produced is

characteristics only of a person; therefore, it is improper to speak of a “sick society” or a

“sick community”. in speaking of a person mental health, it is advisable to distinguish

between attributes and actions. The individual maybe classified as more or less healthy

in a long-term view of his behavior or, in other words, according to his attributes to his

attributes or, his actions maybe regarded as more or less healthy .that is appropriate

from the view point of single, immediate, short- term situation. Standards of mentally

healthy or normal behavior vary with the time, place, culture and expectations of the

social group. In short, different peoples have different standards. Mental health is one
of many human values; it should not be regarded as the ultimate good in itself. No

completely acceptable, all inclusive concepts exist for physic illness, and, likewise, none

exists for mental health or mental illness. A national program against mental illness and

for mental health does not depend on acceptance of a single definition and nee not

await it. Many scientific investigates have thought about the psychological content of

positive mental health. A review of their contributions reveals six major approaches to

the subject: a. attitudes of the individual toward himself; b. degree to which person

realizes his potentialities through action; c. unification of function in the individuals

personality; d. Individuals degree of independence of social influences; e. how the

individual sees the world around him; and f. Ability to take life as it comes and wastes it.

One value in American culture compatible with most approaches to a definition of

positive mental health appears to be this: An individual should be able to stand on his

own two feet without making undue demands or importions on others. Need for worse

intensive scientific research in mental health underscored. (PSYC INFO Database Record

(c) 2016 APA, all rights reserved).

Educational outcomes: the strategic plan steering committee identified the following

outcomes as defining a best -in-class education for the 21 st century .the committee

developed this list after extensive research into trends shaping the future of secondary

education and after extensive interview with St. Mark’s faculty, graduates, parents, and

leaders in a variety of fields. The board of trustees committed the school to orienting its

educational program around these outcomes when it notified the strategic plan in 2011.

Intellectual Development
  Capacity for collaborative problem- solving

 Critical thinking and analysis

 Written and Oral communication

 Intercultural knowledge and competence

 Creativity and interest in knowledge for its own sake

Character Development

 Ethical integrity

 Courage, confidence, and self-advocacy

 Resilience and adaptability

 Consideration and care for others

 Appreciation of personal and cultural differences

Leadership Development

 Leadership through collaboration and teamwork

 Leading by example

 Ability to elicit excellence and cooperation from others

 Commitment to serving others

 Responsibility to make a positive impact on the lives of others

Motivation

Motivation as a device to perform an action is usually defined as having two

parts, directional such as directed towards a positive stimulus or away from a negative

one, as well as the activated “seeking phase “and Consummatory “liking phase”.
This type of motivation has neurobiological roots in the basal ganglia, and mesolimbic,

dopaminergic pathway. Activated “seeking” behavior, such as Locomotor activity, is

influenced by dopaminergic drugs, and microdialysis experiments reveal that dopamine

and dopaminergic drugs in the dorsorostral nucleus accumbens and posterior ventral

palladum. Injections in this area procedure pleasure, however outsides of these hedonic

hotspot they create an increased desire. Motivation has been considered as one of the

most important reasons that inspire a person to move forward. Mastering motivation to

allow sustained and deliberate practice is central to high levels of achievement e.g.

Self-acceptance:

LGBT people are now more societal accepted than ever before, according to a

recent survey one by Norc at the university of Chicago, with Americans, “dramatically “

moving toward largely accepting LGBT people, something many of us could never have

imagined before. But that doesn’t automatically make all LGBT people accept our own

identities. The LGBT community. Including recent example like Stephen Whites, where

self that possibly help spur the assailant’s actions. Shows that even as society

increasingly embraces us, we need to work or embracing ourselves.

So, this is what we must do now, we must focus not on falling in love with others,

but on learning to love ourselves as we become more equal. Because no matter how

many rights we gain, the tragedies keep coming.

Research Studies

Documenting the Journeys of LGBTQI Migrants and Refugees in Mexico, by Ryan

Kirrane, August 21, 2018. Despite the difficulty in obtaining accurate figures from the

involved countries’ governments, Amnesty international and others have documented

how Lesbian, Gay, Bisexual, Transgender an intersex people (LGBTQI) are particularly

exposed to violence in the Northern Triangle countries. This violence is related

intrinsically to multiple forms of discrimination that LGBTQI people face in different

spheres of family and working life and as part of society and institutionally, on the basis

of their gender identity and/ or sexual orientation. “Given the lack of options for

protecting their lives and physical integrity in their own countries, gay men and trans

women choose to flee and seek protection in other countries such as Mexico or the

United States. For many of them, however, this path is paved with new acts of violence

and discrimination at the hands of criminal gangs and the authorities in the transit and/

or destination countries. When detained, they also find themselves in a highly

vulnerable situation and may even be deported back to their countries of origin; i.e. to

the hell from which they will again be attacked. In other words, gay men and trans9

women are exposed to gender-based violence at every point on their journey in search

of protection.
 CONCEPTUAL FRAMEWORK AND BACKGROUND

B
R
B
A
C Colaizzi’s Method of Analysis
PHENOMONOLOGY
K
ET
STUDENT’S from LGBTQ
community LGBTQ
UIUH
IN
G

STUDENTS
THEMES AND ALL STUDENT’S EVERYTHING
 HUMAN ECOLOGICAL APPROACH

RESPONSE

Figure1. Conceptual framework and Background based on the Concept of

Respect of Kant’s theory

Conceptual Background

Kent’s concept “Respect”

The concept of “respect” is central to Kant’s ethical theory, yet has engaged the

attention of Kantian commentators to a much smaller extent than have other concepts

threat are not more prominently places in Kant’s philosophical system. In general, were

commentators have concerned themselves with “respect” they have been concerned

less with the elucidation of the concept than with the verification of certain moral

judgments concerning what ought to be respected. It might be argued that the Kantian

concept of “respect’ does not stand in need of elucidation, for it is comparatively simple,

easily understood notion. But such a view of “respect” is not in the long run tenable. The

concept has, as we hope to show, many facets, all playing a part in Kant’s ethical theory,

an while at any time one facet may be more conspicuous than the others, it is likely to

lead to misunderstanding of Kant’s position if the other facets are not simultaneously
borne in mind. There are numerous problems of interpretation arising from Kant’s

discussions of respect, but he undoubtedly attributes the following four characteristics

to the concept:

1. Only a person can have respect.

2. The unique object of respect is the moral law.

3. Respect is known a prior.

4. Respect for the moral is the sole moral incentive.

We shall consider their four points in turn. Only a person can have respect. This baldly-

stated point about respect is unclear unless we understand what Kant means by

“person”. Kant is, at a certain level of analysis, explicit on this matter. He writes:

Rational beings are called persons because their nature already marks them out as ends

in themselves”. A person is thus a being whose nature marks it out as an end in itself. A

being whose nature marks it out as an X is clearly a being that is essentially an X. thus

we can say that for Kant a person is a being that I Fundamental principles of the

Metaphysic of Ethics, tr. T.K. Abbott (Longmans 1959)

THEORETICAL BACKGROUND

Describing Edmund Husserls phenomenology as a method of inquiry in the

“essence” of things, This study will:

1. Apply the phenomenological description of Husserl in the study to gain access to

the transcendental reality of LGBT community (students).

2. Establish the live experience of LGBT community (students).

3. Retrieve the essences from the lived experience of LGBT community (students).
 Phenomenology was used since according to Polit and Beck , “Phenomenology is an

approach to thinking about what life experiences of people we like and what they mean

to them”(409).Phenomenology allows one to recognize and to restore the world that

seemed to have been lost when we were looked into our own interval world by

philosophical confusion. Phenomenology does not remedy our intellectual distress; it

also open the door to philosophical exploration for those who wish to practice it (world

and Hober 51).

Furthermore, Polit and Hungler stated that phenomenology is seen as an

important methodology for understanding human experiences. The goal of

phenomenology research is to attain a deeper understanding the participant everyday

experiences. Phenomenological research is centered on the investigation of the

description of the lived experience. It is the process where one learns and constructs

meaning of the human experience through the discourse of those that are living the

experience (575).

The goal of phenomenology is to gain a deeper understanding of everyday

experiences with its central focus being a lived experience of the world with everyday

life (special and carpenter 23) .According to Macnee (190), It is the lived experiences

which are not open to an empirical approach, Therefore, a phenomenological

methodology is utilize to capture and reveal how people experience the world in which

they live. Within healthcare, researcher has embrace phenomenology as a way to

examine, and understand the human experience (speziale and carpenter 23).
 1. Recognize the value of qualitative design and methodologies, Stuckes of human

experiences that are not approachable through qualitative approaches.

2. Focus on the wholeness of experiences rather than solely on its object or part.

3. Search for means and essences of experiences rather than measurements and

explanation.

4. Obtain description of experiences through first- person accounts recognize the

value of qualitative design and methodologies, stuckes of human experiences

that are not approachable through qualitative approaches.

5. Focus on the wholeness of experiences rather than solely on its object or part.

6. Search for means and essences of experiences rather than measurements and

explanation.

7. Obtain in informal conversation in interview.

8. Regard the data experiences as imperative in understanding human behavior

and as evidence of scientific investigation.

9. Formulate question and problems that reflect the interest, involvement, and

personal commitment of the researchers.

10. Views experiences and behavior as integrated inseparable relationship of subject

and of parts and whole.

Bracketing is an important method of phenomenology with phenomenological

research today and is utilized as a skill research providing scientific rigor, more

researchers often associated bracketing with phenomenology in general. Bracketing an

experience is not to change it but to leave it exactly as it. The aim of phenomenological
reduction is to isolate the pure phenomenon from what the researcher remain raid in

any pre conception (Macne104).

THE PROBLEM

Statement of the problem

The LGBT community (students) been discriminated, hated abused, and not given

the same right as others. We believe that any one say gay, lesbian, bisexual, or

transgender should have to right to go out and be themselves wherever they are

without being discriminated or abused for their home, school, or jobs.” Amnesty

international believes that the denial of equal civil recognition of same-sex

relationships prevents many people from assessing a range of other rights, such as right

to housing and social security, and stigmatizes those relationships in ways that can fuel

discrimination and other human right abuses against people based on their sexual

orientation and identity.” (Amnesty International) the hate not only affects adults but

also teenager who are or lesbian.

“LGBT of Dauin National High School : A phenomenology Study”

1. What is your lived experience, being an LGBT of Dauin National High School?

2. What are the advantages/ benefits of being an LGBT?

3. What are the disadvantages of being an LGBT?

4. Being a LGBT; what are your contributions in Dauin National High School?

5. What are your aspirations in life?

 Significance of the study

The findings of this study provide a reliable source of information about the real life

experiences of LGBTQ Community (students). It is very relevant for school

improvements purposes, Students improvement in academic performance and it could

also persuade someone of why he or she would want to support, on find a research

project. Hence, the outcomes of the study are of great help to the following:

Researchers:

For the Researchers, the result of this study is very important for they could

provide appropriate finding of LGBTQ through deep understanding about their lived

experiences.

Teachers:

On the part of teachers, this study is very useful to guide the Students dealing of

their lived experiences.

School Administrators:

The out of the study would lead school Administrators to adjust the program of

guidance services and make a provision program to help students with behavioral

management.

School:

The output of the study would be beneficial to the school for it will be used for

student’s purposes. School can provide secondary reference to students who are

seeking for information about the study of LGBTQ community (students).

Community:
 The study would be very relevant to the community for it would improve the

quality life supporting of equality and health care.

External stakeholders:

The finding of this study would be a great persuasive source to motivate

external stakeholders to support LGBTQ in every step they take, provide them to

attention they needed to change their behavioral.

Government Agencies:

Government Agencies shall be given a strategies and plans to execute to have a

fundraising to help LGBTQ. It provides understanding of the economic impact on the

society.

Future Researchers:

A replication of this study would, a Provide a body of knowledge for a new

research study. The findings will be a reliable information source or will be use to the

Review of Related literature and studies if they want to investigate further that is

related to the topic.

Scope and Delimitation

Scope

The participant’s type will be greatly contingent upon the perception of their

capabilities with regards to this the participants on the study were chosen based on the

following criteria; they were: 1.) 15 Gays, 2.) 10 Lesbian, 3.) 5 Bisexual, 4.) currently

enrolled in DAUIN National High School, 5.) Junior High School students and senior high

school students, 6.) Living in DAUIN, Negros Oriental, 7.) Able to read and write and
interpret ; understand English or Cebuano dialect, 8.) Living truth the experience being

LGBTQ, 9.) Willing to participant and give their statements openly in the study.

Nevertheless, they were chosen because they were capable of following instruction and

completing interviews and were capable to extend informed consent.

Delimitation

The researchers recognized and identified 5 major delimitations in this study.

There were a numbers of delimitations that were addressed. First, mental health

condition of the participants because it affects their understanding and point view on

the environment. They belong second; statistical analysis and method were not

permitted on this study for it is for the quantitative research. Third, the type of response

and therefore, it is open ended questions, fourth, students currently enrolled in another

school except DAUIN National High school, and lastly this study would not include of the

part of LGBTQ.

Research Methodology

Research Design

The method utilized in this study was the Husserl’s phenomenological

qualitative approach and Colaizzi’s method of data analysis. Husserl’s indicate that

phenomenological qualitative approach can exactly look and discover the truth that can

only be proven in the study of human experiences. This attributed to the meaning which

we and our activities are always “In the word” so we do not study our activities by

bracketing the world, rather we interpret our activities and the meaning of things have

for us by looking to our contextual relations on the psychological and emotional

problems experienced by teenagers of LGBTQ and phenomenology was concerned with

the lived experiences of human. It is approach to thinking about what life experiences of

who are and what they mean (Polit and Beck 525).

Husserl’s approach aims being understanding to phenomena in everyday life

with the investigation of people experience (Macnee 190). Utilizing a rigorous scientific.

Methodology in order to answer question “How do we know it” (Wood and Haber 517).

Colaizzi’s method is the only one that cells for validation of results by returning to the

study of participants (Polit and Beck 575). Researcher used Colaizzi’s seven steps. To

analyze and elucidate the date collected and gathered. It helps to distinguish

momentous information and organism it into themes.

Research Environment

Dauin Negros Oriental

The study was conducted in Dauin Negros Oriental. It is located in District II, Poblacion,

Dauin, Negros Oriental. The municipality of Dauin is fourth-class Municipality in the

province of Negros Oriental in Negros Island Region, Philippines. It is based on the north

by Bacong and on the south by Zamboanguita. It is about 1.5kilometer south of

Dumaguete city. The current Municipality Mayor is Neil B. Credo and the Vice-Mayor is

Rodrigo A. Alanano. The total area is 114.10 kilometers. Dauin is composed of 23

Barangays, in includes ; Apo Island, Anhawan, Bagacay, Baslay, Batuhon Dacu,Masaplod

Norte, Masaplod Sur,Boloc-boloc , Bulac, Bunga, Casile, Libjo, Lipayo, Maayong tubig,

Mag-aso, Malungcay, Magsaysay Dacu, Panudtuban, Poblacion I, Poblacion II, Poblacion

III, Tugawe and Tunga-tunga. However, it is not just barangays that makes Dauin a
popular are but also the attractions that you can find and discover here. Dauin in an eco-

tourism destination and known to have a popular beach Resort in Negros Oriental both

local and foreign tourist visited this place. The coast of Dauin officers a breathtaking

view to the people living with in Dauin and to the tourist. It has a lot a scuba dive site

colorful and magnificent coral reef and sanctuaries. Dauin have three origin names. The

first one was originated during Spanish time when Spaniards ask the name of the

majestic tree that towered all over the trees and it was called, Calawin. The second, the

word Calawin was changed to Dawinde by the native’s belief. And the third, the land

becomes into banana plantation and it was sold out by hand, which were locally called

lawing. In every barangay, there are people living and doing different works in order to

them daily needs. People living the seashore usually become a fisherman and those who

live near the mountain became a farmer either both parents or not. Some are working

in the city and in the Philippines.

Dauin National High School

In Dauin, Negros Oriental, it composed of seven secondary schools and the

focused of this study was the Dauin National High School. Dauin National High school

were once called Dauin Municipal High School. In the present, Dauin National High

School offers Senior High School department according to department of education. The

school head of Dauin National High School is Mr. Joelou M. Aguirre while the officer in-

charge is Mr. Jason S. Bacolod. Senior High School Department consists of and

Senior High School students (in Grade -11 and in Grade -12). It offers different tracts

such as Accountancy and Business Management, CSS, HUMSS and Bread and Pastry. The
teachers provide regular way of checking students understanding by checking student’s

performance regularly, assigning and checking homework and receiving student’s

performance data to produce a productive student’s coming from Dauin National High

School.

Procedure of Data Gathering

1. As a protocol a letter of permission was given to the research adviser Mrs.

Floramae T. Sioco to conduct the study.

2. Identifying who would be the participants was done by the researchers. The

researchers were going to recruit participants in the study through snowball

sampling when permission to conduct the research study was approved.

Teenagers who qualified to participate in the study through snowball sampling

when permission to conduct the research study was approved. LGBTQ

community (students) who are qualified to participate in the study and were

willing to participate was included in the study.

3. Bracketing was executed prior to the actual gathering. This is to recognized

personal pre-conceived thoughts of LGBTQ community (students).

4. To maintain consistency, researchers created an informed consent from to

secure the participants private life and to be assured with his/her given

statement will not be leaked without his/her permission and can have

knowledge to the procedures.

5. The participants were guided to proceed to a designated area for the interview.

Participants were interview inside the school campus; researchers prepared our
 audio recording equipment, a notebook, pieces of papers, and ball pens. For

making the interview more successful, chairs were provided both researchers

and participants to have a nice area to sit and to have a proper interview.

6. During the interview, rules, procedures, and rights were pretend to the

participants for the contentment purposes and to make participants easier to

understand that the answers he or she provided will be kept confidential.

Moreover, names and contact information were given by the participants.

7. Research data was collected through face-to-face interviews. To finally begin the

interview, the audio recorder set and researchers get their ball pen and

notebook for recording and writing down all the important answers. Basic

questions were asked like the demographic profile which contain the

participant’s names, age, gender, address and contact number. To ensure to gain

the all data needed in the study, open-ended questions was prioritized during

the interview to get all the opinions and facts about the real life experiences of

LGBTQ community (students) that affect their lives.

8. Participants were convinced to response to all the questions using their own

words and dialect. They will not be pressured to immediately give answers

instead they were given enough time to formulate their ideas and answers. at

the end of interview, senior high school researchers informed the participants

about this need of a second interview regarding to the finding’s that may gather

the finalize it if just fair and it is based on their own experiences. it will not added

nor shortens with the researchers.

 All the recording and writing outputs were kept safe and have a double copy to

secure that’s if ever it will lost they can still have a one copy. Each members of

researcher was given a soft copy with all the data collected and gathered.

Data Analysis

From the participant’s responses, data were collected, gathered and analyzed

instantly, using Colaizzi’s framework for phenomenological analysis Colaizzi’s method

suit perfectly to interpret an analyzed the data which were already available it will be

provide appropriate findings about the psychological and emotional problems of

teenagers with LGBTQ community (students). Therefore, it will be fruitful of the body

knowledge of the study. The following steps were utilized for phenomenology data

analysis (special and carpenters 69-70).

1. Each transcript was read and re-read in order to obtain a general about the

whole content. Each transcript was read several times to really get the main idea

or thought given by the participants. Every word was clearly analyzed in order

for the researchers not miss anything be use accordingly.

2. For each transcript, significant statements that’s pertains phenomenon were

extracted. These statements were recorded of separate sheet and specifics

number was assigned. Researchers extracted this significant statement from

each transcript that answer specific question in the study. Researchers use

numbers to the indicate significant statement that pertain phenomenon. After

doing these Researchers perform a comparative analysis with the extracted

significant statements.
3. Meanings were formulated from the significant statement. In this stage of

analysis, extracted significant statement meaning were formulated. It also uses

specific numbers with accordance with what significant statement being

formulated. Significance statement was put into a systematic statement of

expression on clearly expressed and easily understood. And to have a precise

formulated meaning was viewed with the original meaning. Each formulated

meaning was checked by the research adviser to assured the original thought are

still there.

4. The formulated were sorted into categories and themes. After getting the

approval of the research adviser with the formulated meanings, it was being

categorized to come up with themes that effect to the teenager’s experiences

this themes will be use to describe the psychological and emotional problems

accurately to provide exact data to the research study.

5. The finding of the study was integrated into in exhaustive description of

phenomenon under study. In this step all the themes that were indentified are

called exhaustive description. All themes in the study conflated so that whole

structures of phenomenon “LGBT of Dauin National High school: A

Phenomenological Study.” Subsequently to provide sufficient description and

concrete finding to the phenomenon researchers sought help from the research

adviser to have an approval if the exhausting description reflected.

6. The fundamental structure of the phenomenon was described. At this stage, the

act of process of reducing the findings of the study was done to eliminate those
 unnecessary or repeating words to present the relevance outcome of the

phenomenon. Researchers removed or expel findings that many cause to the

study failed and for the readers to clearly understood the findings without any

doubtful feelings to the findings developed.

7. Finally, validation of the findings was sought from the research participants to

compare the student’s researcher descriptive results with their experiences. In

this final stage of data analysis of senior high school researcher validated the

findings to secure that the findings were developed exactly the same with the

psychological an emotional problems experienced by LGBTQ community

(students). Participants of the study were approached by the researchers to

discuss the outcome of the study base on their experiences.

 CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The real life experiences of LGBT students in Dauin National High School create

emotional and psychological problems. There is a change that effects their relationship

with their fellow students and their developmental outcome. This chapter present,

demonstrate and explain elucidate the actually existing experience or the conscious

events of LGBT students.

The participants were composed 30 respondents and we chosen through Quota

sampling. They were junior and senior high school students in Dauin National High

School.

Colaizzi’s phenomenological approach was used to scrutinize the data. To fortify

emotional connection, the transcriptions were read and

Review by the senior high school researcher’s myriad times. Significant statements

unswervingly related to the phenomena in questions were extracted. These were

categorized and treated to form significant statements about participant lived

experiences. This led to five themes. These themes exhaustively discussed to

considerably describe their lived experiences, which were later on, validated from the

participants.

From the analysis emerged five themes: 1.) Gender equality, 2.) Bully can’t be

avoided, 3.) Feeling of unacceptable, 4.) Giving happiness and joy, 5.) Pursuing dreams.

All these profoundly described the participant’s experiences.

Adhering to principle: Colaizzi’s seven step- method for data analysis

In order to ensure systematic in the analysis of the data, necessary procedure

had to be followed. This research study adhered to the seven steps necessitate by

Colaizzi’s in establishing on efficient analysis of the data.

The analysis started with a reading band acquiring, of feelings for the protocol.

This step required the senior high school researchers to listen to the recorded interview

several times until understandings of the context and familiarization of the content are

achieved. The interviews are achieved. The interview that was written in English

language form was not touched or converted.

Secondly, statements that were considered directly significant for the

phenomena queried were extracted. In order to do so, the statements were first

reviewed. These statements were labeled SS1 and SS150 (see Appendix) signifying

statements were extracted from the interview.

These statements sere then submitted to honest reflection in order to

formulate meaning, which were analyze with respect to the and proceeding statements

in the transcripts. This is important for establish meaning in context. One hundred and

fifty (150) meanings (Appendix) were formulated from 150 significant statements. Some

statement connected to two or three formulated meaning.

The 150 formulated meanings were further analyzed that led to the emergence

of the five themes. Significant statements were oftentimes reviewed to ensure accuracy

of classification. These themes reflect the experience of the participants.

 Then the emergent themes were described exhaustively that was supported by

the statements coming from the interview the discussion of the lived experiences of

LGBTQ students.

Finally, the description of the meaning were further validate whether it

truthfully reflective the participants experiences, the researchers presented then back

to the participants. No new data was obtained from the participant’s validation.

Rigor of the study

Without rigor study, research is worthless, become imaginary tale and loss its

utility. Consequently an immense deal of attention is applied to reliability and validity in

all systematic research methods. Challenges to rigor in quantitative inquiry interestingly

paralled the promising of statistical packages and the development of computing

systems in qualitative research (Morse, et al.202) kirk and Miler (86) suggested a

working definitions of qualitative defined it as “a particular tradition in social science

that fundamentally depends on watching people in their own territory and interacting

with them with their own language, on their own terms. Qualitative research is

pluralistic, consisting of variety approaches, including phenomenology, semiotics,

ethnography, life history, and historical research. The purpose of this paper is to

describe one conceptual model that may be used to evaluate he trustworthiness of

qualitative research.

In this study, credibility was addressed by setting inclusion criteria for the

participants and allowing participants to check the exhaustive description whether

indeed it reflects their experience. The criterion on dependability was achieved by

demonstrating the appropriateness of methodological decisions. Both the senior high

school and research teacher validated the significant statements, formulated meanings

and themes. Schimid (81) described qualitative research as the study of the empirical

world from the view point of the person under study. She identified two underlying

principles. The first is the behavior is influenced by the physical, socio-cultural, and

psychological environment. This is the basis of naturalistic inquiry. The second

assumption is that behavior goes beyond is observed by the investigations were

effectively set aside until core categories ha emerge, thus, enhancing comformability.

The final criterion, one environment way may have applicability in another. In this study

it was achieved by careful content analysis and the use of direct quotations.

FINDINGS AND THE DISCUSSION OF THE STUDY

The discussion was centered on the themes, which become apparent from

carefully categorization of meaningful statement conveyed by the respondents. From

there, come out five themes: 1.) Gender Equality, 2.) Bully can’t be avoided, 3.) Feelings

of Unacceptable 4.) Giving happiness and Joy, 5.) Pursuing Dreams.

Theme 1. Gender Equality

LGBT expressing their feelings or what they are experience of being LGBT

studied at Dauin National School.

PARTICIPANT 1. Shared that:

“Being LGBT they experience gender equality”

Likewise, another participant confirmed that LGBT is treated equally.

PARTICIPANT 18:
 “I experience treated as equal”.

THEME 2: Bully can’t be avoided

An LGBT are experienced some form of harassment or discrimination due to

their sexual orientation gender identity.

PARTICIPANT 19:

“I experience bully and discrimination most of the time due to my sexual

orientation”.

Similar to participant 12:

“I can’t escape from the fact I have never bullied”

THEME 3: Feeling of Unacceptable

The feeling that you are not acceptable to other people can lead to low

confidence. In being LGBTQ,

Fast like the participant 14:

“Some people can’t accept me”

One of the LGBT their each experienced of being not acceptable to our family or in the

country but inspite of not acceptable they show their talent and skills to show that they

are deserving to be acceptable.

THEME 4: Giving happiness and joy

Giving happiness and joy to other people is a wonderful aspect of life, despite

the unpleasant occurs of life.

Participant 15 said that:

“The ability to give happiness”

LGBT is one of the colorful life because even them they are experience discrimination

they don’t care and they serve happiness to the others.

THEME 5. Pursuing Dreams

Pursuing Dreams is one of the successful event in our life

The participant 120.

“To get a decent job”

Similar to participant

“To have a good or stable job”

 CHAPTER 3

CONCLUSION AND RECOMMENDATION

Conclusion:

After gathering all the data from the interview the researchers of the study

conclude that LGBTQ students suffered emotional and psychological problems that

greatly affect them in appositive and negative way.

From the data gathering and analysis, the researchers had come up with 5

themes, these are the following:

Gender equality, bully can’t be avoided, feeling of unacceptable, giving happiness and

joy.

The researchers find out, despite the good and bad experiences of LGBTQ

students of Dauin National high school,

They remained strong in themselves because they accept their true identity. Whatever

the other person tells them they do not care, they accept who they are and what they

are. In spite of this, researchers accepting and supporting LGBTQ rights, LGBTQ students

who were capable to reach their dreams in life to be successful and can possibly taste

the fruit of their perseverance after all the trials, challenged, struggle, they faced before

researching the top of life’s success.

Recommendation:

After concluding the research, the senior high school researcher recommend

this study to be conducted in a wider sampling of population and the new environment

to gain more profound knowledge about the conscious that make up an individual life.
 The researchers recommend that the acceptance of one’s identity is

important for the good relationship of all. The researchers also recommend being

LGBTQ is completely normal should be accepted and respected like hetero romances,

this research is a matter of importance to understand LGBTQ students of their true

identity.

Exhaustive Description

The lack of acceptance of a person’s true identity affect the development

outcome both positive and negative. Participant in LGBTQ had different experiences.

Most of the participants admitted that they are being bullied and not accepted of

others. Some of the expressed that they felt incomplete as a person because of what

people say to them, they are stauly creating and finding his own self.

There are two participant makes them felt the absence of acceptance and

support, looking for everyone’s love to understand them. It makes them hard to resist

those feeling they want from others. Even so, they did not become weak because they

were constantly fighting for the future of their life, does not depend on what others say

or think but depend on the direction of their dreams.

To all exhausting experiences of their livres they keep fighting on their dreams

and passions in life. Instead of thinking unnecessary thoughts, they molded their self

and choose what career they wanted to pursue. Mostly, they already find what

promising career they wanted to reach. Thinking to be respectable professional

someday where the world never underestimate because of their identity.

 APPENDIX
Table 1

PARTICIPANT 1
Extrated significance statement(SS) Formulated Meaning (FM)
SS1.)”My experience was that this FM1.)The participant revealed that he
school has a gender equality” experience gender equality in this school.
SS2.)”Some students belittled us that FM2.)The participant said that some
lower us that our self-esteem” students underestimate of who they are.
SS3.)”Most of the student respect love us FM3.)The participant revealed that most
“ of the students respect and love them.
SS4.)”Bully can’t avoided” FM4.)The participant said that bully can’t
be avoided.
SS5.)”We can pursue our passion and FM5.)The participant revealed that they
talent because were free” can pursue their passion and talent
because they are free.

PARTICIPANT 2
Extracted significance statements (SS) Formulated Meaning (FM)
SS6.)”Ever since live been attending FM6.)The participant said in his first
DNHS I can conclude from my own attended from his experience, it wasn’t
experience, it wasn’t gender equality “ gender equality.
SS7.)”People discriminate us and FM7.)The participant said that people
disrespect us” discriminate them and disrespect.
SS8.)”We can freely defy standards and FM8.)The participant revealed that they
express ourselves in multiple ways, shape can freely defy s and express their selves
or form” in multiple ways, shape or form.
SS9.)”Some people can’t accept us” FM9.)The participant said that some
people can’t accept them.
SS10.)”Most of us really want to FM10.)The participant said that they
entertain and showcase our comedy and want to entertain and showcase their
spread happiness” comedy and happiness.

PARTICIPANT 3
Extracted significance statementS (SS) Formulated Meaning (FM)
SS11.)”They treat me as equal” FM11.)The participant said that he treat
them equal.
SS12.)”we are so talented” FM12.)The respondent said that all gays
are talented
SS13.)”They bully and discriminate me” FM13.)The participant said that he
decorated the stage when there was a
 problem.
SS14.)”My contribution is decorating the FM14.) The participant revealed his
stage when there was a program” participating in dance contest.
SS15.)”To become a fashion designer FM15.) The participant claimed that he
men/women” want to become a fashion designer and
business men/women.

PARTICIPANT 4
Extracted significance statements (SS) Formulated Meaning (FM)
SS16.)”Treat me as equal” FM16.) The participant said that she treat
as equal.
SS17.)”We can express who really we FM17.)The participant said that they can
are” express who really they are.
SS18.)”Other discriminate us” FM18.) The participant said that the
other discriminate them.
SS19.)”I want that all individuals should FM19.) The participant said that she want
accept LGBTQ” all individual should accept LGBTQ.
SS20.)”I want to be a police woman FM20.) The participant said that she
someday” wanted to be a police women someday.

PARTICIPANT 5
Extracted significance statements (SS) Formulated Meaning (FM)
SS21.) “People judged me” FM21.) The participant said that people
judge him.
SS22.) “I have some unique talent” FM22.) The participant revealed that he
has some unique talent.
SS23.) “Made many people laugh and FM23.) The participant said that they
smile” made many people laugh and smile.
SS24.) “We can give happiness and joy to FM24.) The participant said that we made
our fellow students” people laugh and smile.
SS25.) “I want to be a famous dancer” FM25.) The participant revealed that he
want to be a famous dancer.

PARTICIPANT 6
Extracted significance statements (SS) Formulated Meaning (FM)
SS26.) “Some people accept me” FM26.) The participant said that some
people accept her.
SS27.) “I’m happy because they love me” FM27.) The participant said that she is
happy because they love her.
SS28.) “The others not accepting of who FM28.) The participant said that he really
really we are” discriminate to others not accepting of
who really they are.
SS29.) “Some people order to have the FM29.)The participant said that LGBT
LGBTQ that have a peaceful lives” deserved a peaceful life
SS30.) “To finish my studies and have a FM30.)The participant said want to finish
good or stable job” their study and to have a stable job.

PARTICIPANT 7
Extracted significance statements (SS) Formulated Meaning (FM)
SS31.)” The respect me who really am I” FM31.) The participant said that they
respect him whoever he is.
SS32.) “Give happiness and smile for FM32.) The participant said that he can
many people” give happiness and smile for many
people.
SS33.) “ Some people don’t like us” FM33.) The participant said that some
people don’t like them.
SS34.) “ To joined any contest” FM34.) The participant said that revealed
that he joined any contest.
SS35.) “To protect and loved the other FM35.) The participants said that he want
people” to protect and love the other people.

PARTICIPANT 8

Extracted significance statements (SS) Formulated Meaning (FM)

SS36.) “ I think it’s normal and no bullies” FM36.) The participant said that she think
it normal and no bullies.
SS37.) “Being talented” FM37.) The participant said that she is
being talented.
SS38.) “ Some people were being FM38.) The participant said that some
judgemental now a days” people were being judgemental now a
days.
SS39.) “ I want to be successful art FM39.) The participant said that claimed
designer someday and I want to have a that she want to become a successful art
wonderful life” designer someday and want to have a
wonderful life.
 PARTICIPANTS 9
Extracted significance statements (SS) Formulated Meaning (FM)
SS40.) “ I encountered a persons who FM40.) The participant said that we
wants to drag me down and embarrass encounter a persons who want to drag
me” him down and embarrass him.
SS41.) “I’ve helped in the cleanliness of FM41.) The participant said that he
the school” helped in the cleanliness of the school.
SS42.) “My aspiration in life is to become FM42.) The participant claimed that he
a teacher” want to become a teacher.

PARTICIPANT 10
Extracted significance statements (SS) Formulated Meaning (FM)
SS43.) “Happiness and emotional are FM43.) The participant said that
present in my experience of being a happiness and emotional are her present
LGBTQ” in her experience being a LGBTQ.
SS44.) “ I can choose when I am happy” FM44.) The participant said that she can
choose where she can be happy.
SS45.) “Bully can be avoided” FM45.) The participant said that bully
can’t be avoided.
SS46.) “Having many friends” FM46.) The participant say that she
having many friends.
SS47.) “To be a known chef in the future” FM47.) The participant claimed that she
want to be a known chef in the future.

PARTICIPANT 11
Extracted significance statements (SS) Formulated Meaning (FM)
SS48.) “They threat me as equal” FM48.) The participant said that hen
threat him as equal.
SS49.) “I can express my feelings” FM49.) The participant revealed that she
can express her feelings.
SS50.) “Sometimes they bully my FM50.) The participant said that
personality” sometimes they bully her personality.
SS51.) “Threat equally and learn to FM51.) The participant revealed that he
accept all the LGBTQ” threat equally and he learn to accept all
LGBTQ.
SS52.) “To be a seaman, plot, and famous FM52.) The participant claimed that he
basketball player” want to be a seaman, pilot, and famous
basketball player.
 PARTICIPANT 12
Extracted significance statements (SS) Formulated Meaning (FM)
SS53.) “I can’t escape from the fact, I FM53.) The participant said that he can’t
have been bullied” escape from the fact that he had been
bullied.
SS54.) “I have the ability to see the FM54.) The participant said that he have
equality of both genders” the ability to see the equality of both
genders.
SS55.) “I have done my part a lot of FM55.) The participant revealed that he
times” have done his part a lot of times.
SS56.) “I want to be a teacher someday” FM56.) The participant said that he want
to be a teacher someday.

PARTICIPANT 13
Extracted significance statements (SS) Formulated Meaning (FM)
SS57.)”they accept me” FM57.)The participant said that they
accept him.
SS58.)”being who you are and what you FM58.)The participant said that he is
are” being himself or what he really is.
SS59.)”some people don’t accept me” FM59.)The participant said that some
people don’t accept him.
SS60.)”I can make my classmate and FM60.)The participant revealed that he
friends happy” can make his/her classmate and friends
happy.
SS61.)”I want to become a make-up FM61.)The participant claimed that he
artist” want to become a make-up artist.

PARTICIPANT 14
Extracted significance statements (SS) Formulated Meaning (FM)
SS62.) “I’m happy because they accept FM62.) The participant said that she is
me” happy because they accept her.
SS63.) “I can express my feeling” FM63.) The participant said that she can
express her feelings.
SS64.) “ They don’t threat me and judge FM64.) The participant revealed that they
me” don’t threat her and to judge her.
SS65.) “Respect all the genders” FM65.) The participant said that she
respect all the genders.
SS66.) “To reach all my dreams, especially FM66.) The participant revealed that she
to become a chief” want to reach all her dreams and to
become a chief.
 PARTICIPANT 15
Extracted significance statements (SS) Formulated Meaning (FM)
SS67.) “Experience of discrimination” FM67.) The participant said that he
experience of discrimination.
SS68.) “Other people judging me” FM68.) The participant said that other
people judging him.
SS69.) “I joined GAD camp” FM69.) The participant said revealed that
he joined GAD camp.
SS70.) “To become a flight attendant of FM70.) The participant claimed to
lawyer to fight for the right of the LGBT” become a flight attendant r lawyer to
fight for the rights for the LGBT.

PARTICIPANT 16
Extracted significance statements (SS) Formulated Meaning (FM)
SS71.) “Clearly doing an effective FM71.) The participant said that he
campaign against discrimination” clearly doing an effective campaign
against discrimination.
SS72.) “ I don’t care to those people who FM72.) The participant said that he don’t
want to judge me” care to those people who want to judge
him.
SS73.) “They respect me for being who I FM73.) The participant said that they
am” respect him for being his self.
SS74.) “ I joined the GAD camp” FM74.) The participant revealed that he
joined the GAD camp.
SS75.) My aspiration in life is to become a FM75.) The participant said that he want
teacher” to become a teacher.

PARTICIPANT 17
Expected significance statements (SS) Formulated Meaning (FM)
SS76.) “ I experience bullying” FM76.) The participant said that he
experience bullying.
SS77.) “ The ability to live a life with equal FM77.) The participant said that she have
treatment to other gender” ability to live a life with equal treatment
to other gender.
SS78.) “The lack of respect and interest FM78.) The participant said that the lack
with other people” of respect an interest with other people.
SS79.) “I helped promote equality” FM79.) The participant revealed she
helped promote equality.
SS80.) “To become a police woman FM80.) The participant claimed that she
someday” want to become a police woman
someday.
 PARTICIPANT 18
Expected significance statements (SS) Formulated Meaning (FM)
SS81.) “Bully Free” FM81.) The participant said that DNHS is
Bully Free.
SS82.) “I have a talent” FM82.) “The participant said that he have
a talent.
SS83.) “Many students will disobey me or FM83.) The participant said that many
disrespect me” students will disobey and disrespect him.
SS84.) “I want to be a police officer” FM84.) The participant claimed that he
want to be a police officer.

PARTICIPANT 19
Expected significance statements (SS) Formulated Meaning (FM)
SS85.) “I did not experience” FM85.) The participant said that he did
not experiences.
SS86.) “I have a friend” FM86.) The participant said that he have
a friend.
SS87.) “ I get bully with other people” FM87.) The participant revealed that he
get bully with other people.
SS88.) “ To be a good student” FM88.) The participant said that he a
good student.
SS89.) “With my family” FM89.) The participant claimed that his
aspiration in life is with his family.

PARTICIPANT 20
Extended significance statements (SS) Formulated Meaning (FM)
SS90.) “I don’t have more experience” FM90.) The participant said that he don’t
have more experience.
SS91.) “Have a friend and lover” FM91.) The participant said that he have
a friend and lover.
SS92.) “I get bully with other student” FM92.) The participant said that he get
bully with other people.
SS93.) “Being a good student” FM93.) The participant said that he being
a good student.
SS94.) “My aspiration in life is playing FM94.) The participant claimed his
games” aspiration in life is playing games.

PARTICIPANT 21
Extracted significance statements (SS) Formulated Meaning (FM)
SS95.) “Many people a students bullied FM95.) The participant said that there is
me” many people and students bullied him.
SS96.) “We made people to be happy” FM96.) The participant said that they
made people to us be happy.
SS97.) “Many people can hurt me and FM97.) The participant said that many
saying bad towards obedient” people can hurt him and saying bad
towards obedient.
SS98.) “kind student and obedient” FM98.) The participant said that he is a
kind student and obedient.
SS99.) “ My aspiration in life is to fight FM99.) The participant said that his
the right of the LGBT” aspiration in life is to fight the right of the
LGBT.

PARTICIPANT 22
Extended significance statements (SS) Formulated Meaning (FM)
SS100.) “No bully and the school is FM100.) “The participant said that there
friendly” is no bully and school is friendly.
SS101.) “I’m talented” FM101.) The participant said that he is
talented.
SS102.) “We abuse our talent” FM102.) The participant said that they
abuse their talent.
SS103.) “I always participate in my class. FM103.) The participant revealed that he
always participate in class.
SS104.) “My aspiration in life is to FM104. The participant claimed that he
become a fashion designer someday. want to become a fashion designer
someday.

PARTICIPANT 23
Extended significance statements (SS) Formulated Meaning (FM)
SS105.) “My experience in this school was FM105.) The participant said that his
so happy” experiences in this school was so happy.
SS106.) “Underestimating my gender but FM106.) The participant said that he
I never down” underestimate his gender but he never
down.
SS107.) “I feel stronger to face and to FM107.) The participant said that he feel
show my talent” stronger to face and to show his talent.
SS108.) “Make people happy” FM108.) The participant said that he
make people happy.
SS109.) “To become a successful FM109.) The participant claimed that he
freelance make- up artist” want to become a successful freelance
make – up artist.
 PARTICIPANT 24
Extended significance statements (SS) Formulated Meaning (FM)
SS110.) “Some people treat me as equal) FM110.) The participant said that some
people treat her as equal.
SS111.) “ I have the ability to give FM111.) The participant said that she
happiness” have the ability to give happiness.
SS112.) “Some people not accept” FM112.) The participant said that some
people not accept her.
SS113.) “Being a good students” FM113.) The participant said that she
being a good student.
SS114.) “To reach all my dreams” FM114.) The participant claimed to reach
all her dreams.

PARTICIPANT 25
Extended significance statements (SS) Formulated Meaning (FM)
SS115.) “My lived experience being part FM115.) The participant said that her
of LGBT here in DNHS is full of happiness” lived experience here in DNHS is full of
happiness.
SS116.) “Being a good student and be a FM116.) The participant said that she is
good person” being a good student and be a good
person.
SS117.) “Be responsible” FM117.) The participant said that she is
being responsible.
SS118.) “ My aspiration in life is become a FM118.) The participant claimed that her
chief someday” aspiration in life is become a chief
someday.

PARTICIPANT 26
Extended significance statements (SS) Formulate Meaning (FM)
SS119.) “I feel happy even there is some FM119.) The participant said that he feel
people hate me” happy even there is some people hate
him.
SS120.) “I feel thankful because other FM120.) The participant said that he feel
treat me as equal” thankful because other treat him as
equal.
SS121.) “You can make your friends FM121.) The participant said that he can
happy” make his/her friends happy.

SS122.) “Some people not accept me” FM122.) The participant said that some
people not accept him.
SS123.) “ My aspiration in life is to finish FM123.) The claimed that he want to
my study and to get a decent job” finish his study to get a decent job.
 PARTICIPANT 27
Extended significance statements (SS) Formulated Meaning (FM)
SS124.) “They treat as equal” FM124.) The participant said that they
treat him as equal.
SS125.) “you can express your feelings” FM125.) The participant said that he can
express his feelings.
SS126.) “Some bully me” FM126.) The participant said that
someone bullied him.
SS127.) “Help the school clean” FM127.) The participant said that he help
the school clean.
SS128.) “My aspiration in life is to finish FM128.) The participant claimed that he
my study” want to finish his study.

PARTICIPANT 28
Extended significance statements (SS) Formulated Meaning (FM)
SS129.) “Some people don’t accept me” FM129.) The participant said that some
people don’t accept him.
SS130.) “ I have a talent” FM130.) The participant said that he have
a talent.
SS131.) “there are some people can’t FM131.) The participant said that there
accept me” are some people can’t accept him.
SS132.) “ I am willing to help to clean the FM132.) The participant revealed that he
school” willing to help to clean the school.
SS133.) “ My aspiration in life is to finish FM133.) The participant claimed that his
my study” aspiration in life is to finish his study.

PARTICIPANT 29
Extended significance statements (SS) Formulated Meaning (FM)
SS134.) “My lived experience here in FM134.) The participant said that his
DNHS, other student insult me and some lived experience in DNHS other student
of them understand me for who I am” insult him and some student understand
him.
SS135.) “ Being an LGBT is you can do, FM135.) The participant said that being
what people don’t” an LGBT you can do, what people don’t.
SS136.) “Others bully me” FM136.) The participant said that others
bully him.
SS137.) “Be a good student” FM137.) The participant said that he is
being a good student.
SS138.) “My aspiration in life is to finish FM138.)The participant claimed that he
my study” want to finish his study.
 PARTICIPANT 30
Extended significance statements (SS) Formulated Meaning (FM)
SS139.) “My lived experience in DNHS is FM139.) The participant said that his
how I connect my elf with others. experience in DNHS is how to connect his
self with other.
SS140.)” I can make my all friends happy” FM140.) The participant said that he can
make happy all her friends.
SS142.) “Not all people accept me” FM142.) The participant said, not all
people accept him.
SS143.) “Being nice with my fellow FM143.) The participant said that he is
students and respect all teachers” being nice with all his/her fellow students
and respect all teachers.
SS144.) “My aspiration in life is to FM144.) The participant said that he
become engineer someday” want to become a engineer someday.

Themes Formulated Meaning (FM)

1. Gender Equality FM1.)The participant revealed that he
experience gender equality in this
school.

FM18.) The participant said that people

treat them as equal.

FM.22) The participant said that she

treat as equal.

FM51.) The participant said that he

treat him as equal.

FM54.) The participant revealed that

threat equally and he learn to accept
LGBT.

FM57.) The participant said that he

have the ability to see the equality of
both genders.

FM80.) The participant said that she

have the ability to live a life with equal
treatment to the other gender.

FM115.) The participant said that some

people treat her as equal.

FM131.) The participant said that they

treat him as equal.
1. Bully can’t be avoided FM4.) The participant said that bully can’t
be avoided.

FM19.) The participant said that he bully

and discriminate.

FM48.) The participant said that bully can’t

be avoided.

FM53.) The participant said that

sometimes they bully her personality.

FM56.) The participant said that he can’t

escape from the fact he have been bullied

FM90.) The participant revealed that he

get bully with other people.

FM95.) The participant revealed he get

bully with other students.

FM122.) The participant said that she

bully.

FM133.) The participant said that

someone bully him.

FM143.) The participant said that others

bully him.
2. Feelings and acceptable FM6.) The participant said that some
people can’t accept them.

FM14.) The participant said that some

people can’t accept them.

FM36.) The participant said that some

people don’t like them.

FM62.) The participant said that some

people don’t accept them.

FM117.) The participant said that some

people don’t accept her.

FM129.) The participant said that some

people not accept him.

FM148.) The participant said that, not all

people accept him.
3. Giving happiness and joy. FM9.) The participant said that they can
give happiness and joy to their fellow
students.

FM15.) The participant said that they want

to entertain and showcase their comedy
and spread their happiness.

FM29.) The participant said that he made

people laugh and smile.

FM35.) The participant said that he can

give happiness and smile for many people.

FM99.) The participant said that they

made people to be happy.

FM111.) The participant said that he make

people happy.

FM116.) The participant said that she have

the ability to give happiness.

FM127.) The participant said, he can make

his/her friends happy.

FM147.) The participant said that he can

make happy his friends.
5.Pursuing Dreams FM26.) The participant said that she
wanted to be a police woman someday.

FM33.) The participant claimed that she

want to finish study and to have a good or
stable job.

FM45.) The participant claimed that he

want to become a teacher.

FM59.) The participant said that he

wanted to be a teacher someday.

FM69.) The participant revealed that she

want to reach all her reams and to
become a chief.

FM87.) The participant claimed that he

want to be a police officer.

FM107.) The participant claimed that he

want to become a fashion designer
someday.

FM130.) The participant claimed that he

want to finish his study to get a decent
job.

FM135.) The participant claimed that he

want to finish his study.

FM140.) The participant said that his

aspiration in life is to finish his study.

FM145.) The participant claimed that he

want to finish his study.

FM150.) The participant said that he want

to become an engineer someday.
 CURRICULUM VITAE
Personal information
Name: Nilo C. Abellon
Age: 18
Address: Pob. 2, Dauin Negros, Oriental
Date of birth: July 28, 2000
Place of birth: Dist.1, Dauin Negros, Oriental
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Male
EDUCATIONAL BACKGROUND
Primary: Malongcay Elementay School
Secondary: Dauin National High School
Senior high school: Dauin National High School – Senior High

Personal Information
Name: May Ann A. Cardenas
Age: 19
Address: Masaplod sur Dauin Negros Oriental
Date of birth: July 13,1999
Place of birth: Brgy. Dagamas, Catarman, Northern, Samar
Citizenship: FILIPINO
Religion: Catholic
Civil status: Single
Sex: Female
EDUCATIONAL BACKGROUND
Primary: Dagamas Elementary School
Secondary: Duquit High School
Senior high school: Dauin National High School
Personal information
Name: Marjhones dave Dagot
Age: 18
Address: Libjo Dauin, Negros, Oriental
Date of birth: February 13,2000
Place of birth: Zamboanga City
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Male
EDUCATIONAL BACKGROUND
Primary: Tugawe Elementary School
Secondary: Buntod High School
Senior high school: Dauin National High School
Personal information

Name: Nica Marie A. Elloreg

Age: 19
Address: Maayong, Tubig Dauin, Negros, Oriental
Date of birth: September 10, 1999
Place of birth: Masaplod Norte Dauin
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Female
EDUCATIONAL BACKGROUND
Primary: Maayong tubig Elementary School
Secondary: Dauin National High School
Senior high school: Dauin National High School
Personal information
Name: Angilo N. Gadinggan
Age: 20
Address: Maayong Tubig, Dauin, Negros, Oriental
Date of birth: January 8, 1998
Place of birth: Dasmarinas, Cavite Bagong Bayan
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Female
EDUCATIONAL BACKGROUND
Primary: Maayong Tubig Elementary School
Secondary: Dauin National High School
Senior high school: Dauin Nationmal High School
 Personal information
Name: Clint Francis T. Sastrillo
Age: 17
Address: Libjo Dauin Negros Oriental
Date of birth: December 3, 2000
Place of birth: Sibulan Negros oriental
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Female
EDUCATIONAL BACKGROUND
Primary: Tugawe Elementary School
Secondary: Dauin National High School
Senior high school: Dauin National High School
Personal information
Name: Marelyn M. Macolbacol
Age: 21
Address: Cabangahan, Siaton Negros, Oriental
Date of birth: December 29, 1996
Place of birth: Cabangahan, Siaton Negros, Oriental
Citizenship: Filipino
Religion: Catholic
Civil status: Single
Sex: Female
EDUCATIONAL BACKGROUND
Primary: Bantolinao Elementary School
Secondary: Aurelia G. Merecido Memorial High School
Senior high school: Dauin National High School – Senior High School