THESIS BRIDGING THE GAP Final

SAINT BENILDE INTERNATIONAL SCHOOL (CALAMBA) INC.
Crossing, Calamba City, Laguna
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study
In human social behaviour, discrimination is a prejudicial treatment or making a
distinction towards a person based on a group, class, or category while difference is the
quality or characteristic that distinguishes one from another. Senior High School refers to
the last two years of the K to 12 program that has been implemented by the Department
of Education namely, grade 11 and 12. Students are now required to choose their
preferred senior high strands upon their entrance and to begin studying the subjects that
are going to introduce them to the career path that they want to take. There are four
academic strands namely, STEM (Science, Technology, Engineering and Mathematics)
provides fundamental concepts related to engineering, math and science , HUMSS
(Humanities and Social Sciences) focuses on human behaviour, arts, culture, literature,
politics and society, ABM ( Administration and Business Management) readies students
for the corporate world and lastly, GAS ( General Academic Strand) provides a flexible
curriculum that allows students to learn and experiences the electives of all other
academic strands.
Belittling of other strands in terms of competitions and academic performances affects
the student’s social environment because of rivalry in every strands. Some cases of this
are the following: “Isn’t being a HUMSS easy, since you don’t deal with science and
math.” It is the common line of every HUMSS students heard. A misconception that
often criticize this strand to be easy. People think that HUMMS students are not
necessarily the most academically inclined students or students who focus more on the
arts than traditional academic students. In GAS, they are judged that their strand is for
those who do not know what they want to take up in college yet, or whose academic
ability does not reach the standards of the other strands and so they are “tossed” or “left”
into GAS.
In STEM, students are being pressured just because of their strand. “You’re a STEM
student right? You must be good at math and science.” People are expecting too much
from every students in STEM, they think that every STEM students can do anything . In
ABM, they are also pressured that they should be good at handling money and they are
also compared to STEM students who are good at numbers. It is is important to
remember that no strand is above the other and one should not look down on a certain
strand because it seems easy. Students of each strand face different challenges and it’s up
to them to be prepared to face these challenges.

The purpose of this study is to bridge the gap between SHS strands. It aims to assess the
differences and to stop discrimination of every SHS strands, the researchers will
investigate and search for differences in every strand. And to look for possible solutions
to these differences that are found. Its significance is to build confidence and trust in
terms of friendship and socialization in every strand in Saint Benilde International School
(Calamba) Inc.
.
Theoretical Framework
This study anchored on Kranmer’s Theory which argues that our prejudice is the
result of traumatic experience. But this theory does not explain why people have
prejudices of whom they have no firsthand experience. Secondly, It does not explain why
in the same society people have got different kinds of attitudes and beliefs. However, The
Well Earned Reputation Theory that is developed by Zawdaki, attempts to explain
prejudices by putting emphasis on the influence of group and society. The members of a
group having bad reputation are victimised by other groups. The jews were made the
victim of prejudicial aggression of other outgroups because some of their characteristics
were not acceptable to the out groups. This attitude is not rational and hence uncritical.
This theory, therefore, does not rationally explain the causes of prejudice. Rather it is not
because of firsthand experience but because of unfamiliarity and lack of direct contact.
To sum it all up, Cornell et al. (2006,p. 46) stated that ,“Behaviour directed towards
category members that is consequential for their outcomes and that is directed towards
them not because of any particular deservingness or reciprocity, but simply because they
happen to be members of that category”

Both theories are connected to our study because it talks about prejudices of whom
they have no firsthand experience and prejudices by putting emphasis on the influence of
group and society . Our study talks about the discrimination between students of different
strands and the strands itself. Even though the students are not acquainted with each other
, but still they have prejudicial thoughts about the students of other strands. Students
have prejudices about other students of different strands since they belong in their chosen
strand.
Research Questions
1.) What are the prevailing gaps among strands in SHS?
2.) How it affects the social life of students in SHS?
3.) What methodologies can be applied to address the gap among SHS strands?
Scope and Limitations
The participants that were interviewed by the researchers were ten (10) Grade
11 and Grade 12 students wherein two(2) students came from each strand . The reason
why the researchers chose both Grade 11 and Grade 12 students was to know if there’s a
different perspective and opinion about this study. In addition, the Grade 11 students
were the ones who were experienced the discriminations between the strands especially,
the HUMSS strand which was new to the school. Also, the Grade 12 students were the
one who experienced it first than the Grade 11 students.
This research was conducted from August 2019 up to September 2019. The time
duration of one month was enough for the researchers to finish the study. It was
conducted on Saint Benilde International School (Calamba) Inc. in Calamba City because
the researchers find it more convenient and easy. Sex, gender, name, age, religion , civil
status and economic status of the students were the variables that are not included in this
study.
Definition of Terms (Alphabetically Arranged)
These are the terminologies that the readers might find confusing :
Term 1. Accountancy and Business Management (ABM) –focuses on the basic concepts
of financial management, business management, corporate operations and all things that
are accounted for.
Term 2. Behavior –the way in which one acts, or conducts oneself, especially towards
other.
Term 3. Bridge – to make a difference between two groups smaller or less significant.
Term 4. Curriculum – the subjects comprising a course of study in a school or college.
Term 5. Department of Education –it is the executive department of the government that
is responsible for improving the quality of basic education.
Term 6. Discrimination – the unjust treatment of different categories of people or things.
Term 7. Gap – a difference between groups.
Term 8. General Academic Strand (GAS) –it helps students to make up their mind with
what they really want to be in the future.
Term 9. Humanities and Social Sciences (HUMSS) – it prepares students to be ready to

take on the world and talk to a lot people.
Term 10. K-12 curriculum – it covers Kindergarten and 12 years of basic education.
Term 11. Perspective – one’s own insight or concept about something.
Term 12. Prejudice –an unfair and unreasonable opinion or feeling, especially when
formed without enough thought or experience.
Term 13. Science, Technology, Engineering and Mathematics (STEM) –integrates

students into a cohesive learning paradigm based on real-world applications
Term 14. Social groups – two or more people who interact with one another, share
similar characteristics and collectively have a sense of unity.
Term 15. Technical and Vocational Livelihood (TVL) –it provides students with job-
ready skills that they will need in the future.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Literature Review
According to Enderun Colleges (2005), Senior high school or SHS refers to the
last two years of the K to 12 program that has been implemented by the Department of
Education here in the Philippines since 2012 – namely, grades 11 and 12. Students are
now required to choose their preferred senior high strands upon their entrance and to
begin studying the subjects that are going to introduce them to the career path that they
want to take. And DEPED said that “The added two-year Senior High Track aims to
equip you with knowledge and skills that will help you prepare better for your chosen
path -- be it higher education, employment, or entrepreneurship”. In addition, College of
Arts and Technology tells that senior high school program is a career ladder that offers a
system that guides you to college.
Humans are very diverse and although we share many similarities, we also have
many differences. A person’s sense of who they are depends on the groups to which they
belong. (Tajfel & Turner 1979). These differences may be difficult for some people to
reconcile, which may lead to prejudice toward people who are different. Prejudice is a
negative attitude and feeling toward an individual based solely on one’s membership in a
particular social group (Allport, 1954; Brown, 2010).

- people will act on their prejudiced attitudes toward a group of people, and this behavior
is known as discrimination. Discrimination is negative action toward an individual as a
result of one’s membership in a particular group (Allport, 1954; Dovidio & Gaertner,
2004). In addition, David Futrelle (2013) stated that discrimination isn’t just an insult to
our most basic notions of fairness. It also costs us money, as some of our best and
brightest players are, in essence, sidelined. Similarly, University of British Columbia
(Vancouver Campus) stated that discrimination is treatment that burdens or disadvantages
someone with no reasonable justification. This involves unfair or different treatment for
reasons unrelated to academic or employment performance. Discrimination in education
occurs when a person or entity takes unfair action ( or inaction) against people) belonging
to certain categories in enjoying a full right to educational opportunities. This is
considered a civil rights violation (
https://civilrights.findlaw.com/discrimination/discrimination-in-education.html)
According to Macrae, et. al (1995)”Even when we work to keep our negative beliefs
under control this does not mean that they easily disappear”. Where do our stereotypes
and prejudices come from? They are, of course, developed as all cognitive
representations are developed, and we have a good idea of the cognitive process involved
in this regard. (Bigler et al. 1995) Prejudice often begins in the form of a stereotype—that
is, a negative belief about individuals based solely on their membership in a group,
regardless of their individual characteristics. Stereotypes become overgeneralized and
applied to all members of a group (Cuddy, Norton, & Fiske, 2005; Nelson, 2004)
,whether or not you agree with a stereotype, stereotypes are generally well-known within
in a given culture (Devine, 1989).
Prejudice is common against people who are members of an unfamiliar cultural
group. Thus, certain types of education, contact, interactions, and building relationships
with members of different cultural groups can reduce the tendency toward prejudice. In
fact, simply imagining interacting with members of different cultural groups might affect
prejudice. Indeed, when experimental participants were asked to imagine themselves
positively interacting with someone from a different group, this led to an increased
positive attitude toward the other group and an increase in positive traits associated with
the other group. Furthermore, imagined social interaction can reduce anxiety associated
with inter-group interactions (Crisp & Turner, 2009).
Cornell et al. (2006) stated that ,“Behaviour directed towards category
members that is consequential for their outcomes and that is directed towards them not
because of any particular deservingness or reciprocity, but simply because they happen to
be members of that category”. According to Kawakami, Dovidio, Moll, Hermsen, &
Russin (2000), “Students who practise responding in non stereotypical ways to members
of other group became better able to avoid activating their negative stereotypes on future
occasions.” Lastly, Gordon Brown stated “I hate prejudice, discrimination, and
snobbishness of any kind - it always reflects on the person judging and not the person
being judged. Everyone should be treated equally “.

Chapter 3
PROCEDURES
Qualitative Design and Methodology
Phenomenology is a research method that is used to describe how human beings
experience a certain phenomenon. This research method attempts to set aside biases and
preconceived assumptions about human experiences, feelings and responses to a
particular situation. This study is a phenomenological research for the reason that
discrimination is a poor human experience from which students are prone to, which the
study talked about. Researchers conducted in-depth interviews of small samples of
participants from each strand.
Research Site
The researchers conducted the study at Saint Benilde International School Inc. in
Opulencia Compound, Crossing Street, Calamba City, Laguna. The researchers find it
more convenient and easy since the researchers were students of the said school and it
has students that can possibly be their participants.

Figure 1. Location of Saint Benilde International School (Calamba) Inc.
Selection Criteria and Participants
The participants that were interviewed by the researchers were ten (10) Grade 11 and
Grade 12 students wherein two(2) students came from each strand . The reason why the
researchers chose both Grade 11 and Grade 12 students since they have different
perspective and opinion about this study. In addition, the Grade 11 students were the ones
who were experienced the discriminations between the strands especially, the HUMSS
strand which was new to the school. Also, the Grade 12 students were the one who
experienced it first than the Grade 11 students.

Data Collection
The researchers collected data by means of making questions and asked
permissions to the participants to conduct one on one interviews and record the said
interview by means of using recorder, then transcribed it into texts that had been placed
in the research study then analysed the data that they’ve gathered and will be responsible
for any result of the research.
Role of Researchers
The researchers had their own duties. Two (2) of them served as the interviewer
and the record person. Both of them did their part as the interviewer asked the
participants questions related to the study and as record person, they recorded their
conversation for the three (3) transcribers to transcribe the said interview into texts.
Data Analysis
Ethical Considerations
The current study ensures that the participants were not forced to cooperate in the
interview. and as such the information gathered through the interviews were confidential
and will be used for academic purposes only. The researchers respect the confidentiality
and anonymity of the research participants. This study cause no harm to any of the
participants that participated to the research. It also ensures that there’s no statement left
uncited to avoid plagiarism.

Chapter 4
FINDINGS AND DISCUSSION
Findings and Discussion
Question 1: WHAT IS YOUR STRAND? WHAT IS YOUR PESPECTIVE ON

YOUR STRAND?
Student 1: ABM , Of course at first its hard but because were grade 12, we can manage
Student 2 : TVL, For the NCII, to acquire jobs easily .
Student 3: STEM, May insight to the stem strand is that its hard and heavy loaded with
math, “PERO NGAYON KAYA NAMAN KASE HINDI NAMAN SYA TOTALLY NA
KABAGSAK BAGSAK”.
Student 4:STEM, WELL, MY PERSPECTIVE ABOUT MY STRAND, uhhh, what do you

mean ba by perspective what’s my insight about my strand? IT WILL HELP ME THRU
THE COURSE THAT I WANT TO GET.
Student 5: TVL, MAAYOS TAPOS MADISKARTE.
Student 6: General academic strand, as a gas student uhm of course we take all of the
subjects because general right? , so that’s all
Student 7: Humanities and social sciences , grade 11, Ahmm my own perspective and
definition about humanities and social sciences is ahmm more communication the more
you communicate the better because the more you socialize with other people you can
understand your purpose in the society
Student 8: HUMMS, uhmm, for me, communicating through others , english

communicating
Student 9: GAS, it’s easy , because we’re just learning again what we’ve just ‘ learned
back in highschool.
QUESTION 2: WHAT MADE YOU PICK YOUR CHOSEN STRAND OVER THE
OTHER STRANDS?
Student 1: Because at college I’ll be taking accountancy and the strand ABM is
connected to that course.
Student 2: Because of the NCII, to apply more easily.
Student 3: I choose stem because there’s a engineering course in stem and it’s also
related to the course I’ll be taking later in college.
Student 4: just what i just said IT FOCUSES MORE ON THE COURSE I WANTED TO
GET.
Student 5: I already have experience regarding that.
Student 6 : HUMMS should have been my strand but unfortunately Saint Benilde doesn’t
offer HUMMS before so I pick GAS.
Student 7: Ahmm because in college il going to take BS education major in science

which is biology
Student 8:for me, this is where my dream are, which is teacher, my second opinion is like
STEM.
Student 9: because in STEM they have a requirement, uhmm , they have a requirement
grade, but my grades didn’t reached that
QUESTION 3: WHAT IS YOUR CONCEPT ABOUT DISCRIMINATION
Student 1: Discrimination i think is your difference to other people
Student 2: “YUNG PANGLALAMANG SA IBA.”
Student 3: Were being compared to others.
Student 4: WELL, DISCRIMINATION nowadays is a trend on any aspect of people’s life.
Student 5: bad.
Student 6: Concept? What concept? Insight? Discrimination is like they’re

downgrading us like as a gas student they say that “ were only gas”… I’m not getting
emotional “chuckles” uhm like there’s a higher strand then that higher strand is
discriminating us that for the reason that were not taking their subjects were “bobo”
Student 7: discrimination is judging someone without knowing their background of

him/her.
Student 8: for me , discrimination is a bad influence , you can get through your friends,
family and others.
Student 9: its natural, it’s bad for your life

QUESTION 4: HAVE YOU EXPERIENCED ANY DISCRIMINATION BETWEEN

STUDENTS FROM OTHER STRANDS?
Student 1: Yes, it’s usually like that
Student 2: Not yet
Student 3: Yes,they say that what they’re experiencing is much harder but we’re all just
students and experiences the same thing.
Student 4: AS FAR AS I CAN SEE, there’s none.
Student 5:yes
Student 6: Between students from other strands? Of course for example uhm stem and
gas, abm and gas , were only saying that “were only gas” although that should not have
been the case.
Student 7: yes because what they say is that a lot of students takes HUMMS because it’s
easy, no math on that part were being discriminated , that we don’t have the capacity to
choose the right track, uhmm when it comes to strand.
Student 8: yes, uhmm , about like when you said your grades to them they will tease you
that “ ambaba mo naman”
Student 9: there’s still none so far

QUESTION 5: HAVE YOUR STRAND BEEN COMPARED TO THE OTHER

STRANDS?
Student 1: IN TERMS OF COMPETITION, ABM AND STEM, the performance of ABM

is much better than stem, of course ABM pride will increase.
Student 2: Yes, a lot they always down us because “were only TVL”, they always say that
its okay let them be they’re only TVL that ABM, STEM or GAS is much more important
but our major subject is saying that were more important because we have NCII but the
others don’t.
Student 3: Not yet. ?????..........
Student 4: always, LIKE EITHER GENERALISTA OR SPECIALIST, MGA GANONG at

type of cases.
Student 5: yes
Student 6: ? I think I’m repeating my answers , same answer as before.
Student 7:
Student 8:uhmm is still don’t have experience about that , so there’s still none.
Student 9: almost all we’re being compared , because some say that our strand, that
we’re the undecided.
QUESTION 6:HAVE YOU HAD ANY QUARREL BETWEEN OTHER STUDENTS?

IS IT BECAUSE OF YOUR STRAND?
Student 1: It’s not from what you call a conflict I think its only a COLD WAR BETWEEN
STRAND but its only for a while
Student 2: There’s still none.
Student 3: Not yet
Student 4: No
Student 5:no
Student 6: What? If you had any quarrel or conflict?, conflict? Ohh no of course we need
to be matured were already adults were not supposed to join in that type of quarrels
right?
Student 7: no
Student 8: there’s still none
Student 9: no, but we have had a misunderstanding not long ago from the other room
because the afternoon session entered the room suddenly while we’re still cleaning the
room, then they we’re angry because the room was untidy.
QUESTION 7: HAVE YOU BEEN ASHAMED TO TALK TO STUDENTS SINCE

BOTH OF YOU ARE IN DIFFERENT STRANDS?
Student 1: no
Student 2: no
Student 3: no
Student 4: NO!
Student 5: no
Student 6: How…? Like do you feel shy to talk to other students because you are in
different strands? Ah, no, just go with the flow.
Student 7: no!
Student 8: No
Student 9: no
QUESTION 8: DO YOU HAVE FRIENDS FROM OTHER STRANDS? DOES IT

AFFECT YOUR FRIENDSHIP BETWEEN THEM?
Student 1: yes namely BRYAN SALVADOR, PAWIG, LELAY, No, i think only on the
schedules, because we don’t have time for bondings
Student 2: Yes, a lot, no
Student 3: yes, MERON, A little bit , because when they ask me a question and I don’t
know the answer they say “ANO BA YAN? STEM KA DAPAT ALAM MO YAN”.
Student 4: YEAH, no “Chuckles”
Student 5 : there’s some, no
Student 6: Yes, yes of course “laughs”, No
Student 7: yes a lot, no it does not
Student 8:yes, no , but there’s other strand that saying that they are busy so there’s not
much communication.
Student 9: yes , no
QUESTION 9: WHAT CAN YOU DO TO LESSEN/AVOID THIS TYPE OF

PROBLEM? IN WHAT WAY?
Student 1: I think a POPULAR WAY IS like a PARTY but MORE ON INTERACTION

BETWEEN STRAND. , ABOUT my first answer?
Student 2: to socialize with others without any insults, just get along with others.
Student 3: I think they just shouldn’t compare what they’re studying to what we’re
studying. We’re all just studying and experiencing difficulties so we should just help each
other out.
Student 4: because FOR ME, IF I’D BE THE VOICE, IT DEPENDS on the person, we
shouldn’t debate over such things
Student 5: just respect each other
Student 6: I think we should just widen our own point of view because I believe that those
who do that is narrow minded
Student 7: to lessen it , uhmm, they should use it as motivation to be eager.
Student 8: for me, what I’m showing others I know that I not faking them
Student 9: to just study well

QUESTION 10: HOW CAN YOU ENCOURAGE OTHER STUDENTS TO CEASE

THE GAP BETWEEN DIFFERENT STRANDS?
Student 1: I think making my answer from the previous question a mandatory for
students.
Student 2: To advise them ,sometimes discrimination starts with bullying .
Student 3: I think they just shouldn’t compare what theyre studying to what we’re
studying. We’re all just studying and experiencing difficulties so we should just help each
other out.
Student 4: they should just value what they want and dont bother others to lessen that
type of issue.
Student 5: Just leave them be and don’t entertain them.
Student 6:,Just because what we see is that’s what you think about the other we should
look for other explanation, not because were gas “were only gas” just like that .
Student 7: I let them choose what they want, to lessen the discrimination
Student 8:for me, uhmm, to be true first to yourself before others, because you can’t
apply what you say to other’s if you can’t apply it to yourself.
Student 9: to just go well with each other.
.
Chapter 5 (Next Page)
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Presented in this chapter are the summary of the study, findings, conclusion,
limitation and recommendation offered by the researchers.
Summary of the Study
Presented in this chapter are the summary of the study, findings, conclusion,
limitation and recommendation offered. SUMMARY OF THE STUDY The main
objective of the study was to know the differences of each strands in Senior High School
of Saint Benilde International School, the study sought to find out that the (HUMSS)
Humanities and Social Sciences, students are not necessarily the most Academically
inclined students who focuses more on the arts and traditional way of academics. In
(GAS) General Academic Strand, this are the students who is undecided on what course
they want to take in college yet and the students whose did’nt reach the academic
standard in other strand. In (STEM) Science and Technology, Engineering and
Mathematics , people are expecting to much from the students of this strand can do
anything. In (ABM) Accountancy and Business Management , they are good in handling
money and also pressured because they are compared to STEM. In (TVL) Technical
Vocational Livelihood, Students in this strand undergo (TESDA) Technical Education
and Skills Development Authority, student whose focuses more on the hands on activities
for the National Certification.

Summary of Findings
All of the informants of this study came from each strand and grade of Saint
Benilde international school, all of them experienced a discrimination unique to their
own strand, all of them have friends from the strand they enrolled and being in different
strands didn’t affect their friendship with them, but being in different strands means
having a different schedules and loads, because of this they have little to no time to
communicate or bond as Student1 said the interview, the informants also see
discrimination as a bad practices in a student’s life but is inevitable like student9’s
answer on Question3, although inevitable all of the informants agreed that we should all
lessen the discrimination among different strands and proposed their own way to avoid
discriminating and being discriminated.
Limitations
The researchers interviewed Grade 11 and 12 students came from each strands. The
reason why the researchers chose both Grade 11 and 12 students to know there’s a
different perspective and opinion about this study, the Grade 11 students where the
ones who experienced the discrimination between strands. The HUMSS strand which
was new to the school. Also, the Grade 12 students were the one who experienced it
first than Grade 11 students.

Conclusions
The researchers concluded that every student from each strands has
similarities and differences. The similarities that they have and both studying hard and
excel on what they do. The difference is that they have different specialties in (HUMSS)
Humanities and Social Sciences, they are good in arts. While the (GAS) General
Academic Strand, they study most of the subject in Senior High School. In (STEM)
Science Technology Engineering and Mathematics, they are good in math and sciences
they also exceed in every task they do. In (ABM) Accountancy and Business
Management, these students are good in numbers and handling money. In (TVL)
Technical Vocational Livelihood, the students are good in hands on activities like (NCs)
National Certificate
Recommendation
We the researchers tend to bridge the gap between strands and build a unity in
every student. The researchers recommends that all students should know that each
strand has its own specialties and subjects they stay focused, like STEM strand focus
more on variables and measurements which is perfect for students which like to pursue
engineering and such, ABM strand focuses more on mathematics but unlike STEM
,ABM’s math is more on accounting and business and is good for students wanting to
pursue businesses and CPA courses , GAS is for those students who is still can’t decide
what they want to take on college thus not taking almost all of the subjects of all
strands, TVL strand specializes more on vocational courses thus giving NCII certification
to it’s students and may not pursue any course on college as this vocational courses can
be used as a living already, lastly HUMMS , the HUMMS strand focuses on
communicating with others and improving it , HUMMS is a strand to pick for students
wanting to pursue courses related to Mass Communication, and Tourism courses.
Choose the appropriate course that fit to their skills to achieve their goals and don’t
regret it in the near future. We will make a seminar for the students to be
knowledgeable about discrimination and to bridge the gaps between students of
different strands.
References
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Appendices(Next Page)
Kurikulum Bita
Name : Nobleza Cedrick Dave C

Address : Blk 1 Lot 6 Canaan Homes San Isidro Cabuyao Laguna
Cellphone Number : 0927085876
Email Address : Padong.1428@gmail.com
Date of birth : February 28 2002

Place of birth : Calamba Laguna
Age : 17 years old
Civil Status : Single
Religion : Katoliko
Father’s Name : Leonard B. Nobleza
Mother’s Name : Ma.Fe C. Nobleza
High School : Saint Benilde International School – (2018 – Kasalukuyan)

Crossing Street, Real
Calamba City, Laguna
Pulo National High School – (2014 – 2018)
Elementary : San Isidro Elementary School –(2010-2014)

Name : Salvador, Bryan E.

Address : Blk 6 Lt 5 Ph 2 Ext, Mabuhay City,Mamatid,Cabuyao,
Laguna
Email Address : bryansalvador123456789@gmail.com
Date of birth : Enero 24,2002

Placeof birth : Muntinlupa,Manila
Age : 17 taong gulang
Religion : Katoliko
Father’s Name : Erwin J. Salvador
Mother’s Name : Maribeth E. Salvador
High school : Saint Benilde International School – (2018 –

Kasalukuyan)
Christ the King School of Cabuyao – (2014 – 2018)

Mabuhay city, Mamatid
. Cabuyao, Laguna
Elementary : Christ the King School of Cabuyao –(2008-2014)

Mabuhay city, Mamatid
. Cabuyao, Laguna
Name : Palad, Bryle Jhirou G.

Address : Blk 4C Lot 30 Granseville Banlic, Cabuyao, Laguna
Email Address : palad.bryle7@gmail.com
Date of birth : May 07, 2001

Place of birth : Bulan, Sorsogon
Age : 18 years old
Religion : Katoliko
Father’s Name : Zaldy C. Palad
Mother’s Name : Lorena G. Palad
High school : Saint Benilde International School – (2018 –

Kasalukuyan)
Saint Vincent College of Cabuyao – (2014 – 2018)
Elementary : Saint Vincent College of Cabuyao –(2010-2014)
.
Name : Pawig, John Laurence M.

Address : Blk 37 Lot 8 San Isidro Heigths, San Isidro, Cabuyao,
Laguna
Email Address : jhonlaurencempawig@gmail.com
Date of birth : March 03, 2002

Place of birth : Imus, Cavite
Age : 17 years old
Religion : Katoliko
Father’s Name : Ronaldo M. Pawig
Mother’s Name : Lorilyn M. Pawig
High School : Saint Benilde International School – (2018 – Kasalukuyan)

Pulo National High School – (2014 – 2018)
Elementary : San Isidro Elementary School –(2010-2014)
.
ptrcmgny769@gmail.comss

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THESIS BRIDGING THE GAP Final

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SAINT BENILDE INTERNATIONAL SCHOOL (CALAMBA) INC.

Crossing, Calamba City, Laguna

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

In human social behaviour, discrimination is a prejudicial treatment or making a

academic strands namely, STEM (Science, Technology, Engineering and Mathematics)

provides fundamental concepts related to engineering, math and science , HUMSS

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 2

Belittling of other strands in terms of competitions and academic performances affects

also compared to STEM students who are good at numbers. It is is important to

to them to be prepared to face these challenges.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 3

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 4

Well Earned Reputation Theory that is developed by Zawdaki, attempts to explain

victim of prejudicial aggression of other outgroups because some of their characteristics

happen to be members of that category”

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 5

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 6

1.) What are the prevailing gaps among strands in SHS?

2.) How it affects the social life of students in SHS?

Scope and Limitations

one who experienced it first than the Grade 11 students.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 7

Definition of Terms (Alphabetically Arranged)

Term 4. Curriculum – the subjects comprising a course of study in a school or college.

Term 6. Discrimination – the unjust treatment of different categories of people or things.

Term 7. Gap – a difference between groups.

Term 9. Humanities and Social Sciences (HUMSS) – it prepares students to be ready to

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 8

Term 11. Perspective – one’s own insight or concept about something.

Term 13. Science, Technology, Engineering and Mathematics (STEM) –integrates

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 9

REVIEW OF RELATED LITERATURE AND STUDIES

path -- be it higher education, employment, or entrepreneurship”. In addition, College of

system that guides you to college.

particular social group (Allport, 1954; Brown, 2010).

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 10

is known as discrimination. Discrimination is negative action toward an individual as a

brightest players are, in essence, sidelined. Similarly, University of British Columbia

(Vancouver Campus) stated that discrimination is treatment that burdens or disadvantages

reasons unrelated to academic or employment performance. Discrimination in education

to certain categories in enjoying a full right to educational opportunities. This is

considered a civil rights violation (

regardless of their individual characteristics. Stereotypes become overgeneralized and

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 11

in a given culture (Devine, 1989).

Prejudice is common against people who are members of an unfamiliar cultural

prejudice. Indeed, when experimental participants were asked to imagine themselves

with inter-group interactions (Crisp & Turner, 2009).

Cornell et al. (2006) stated that ,“Behaviour directed towards category

be members of that category”. According to Kawakami, Dovidio, Moll, Hermsen, &

occasions.” Lastly, Gordon Brown stated “I hate prejudice, discrimination, and

being judged. Everyone should be treated equally “.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 12

Qualitative Design and Methodology

Phenomenology is a research method that is used to describe how human beings

preconceived assumptions about human experiences, feelings and responses to a

study talked about. Researchers conducted in-depth interviews of small samples of

participants from each strand.

has students that can possibly be their participants.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS 13

Figure 1. Location of Saint Benilde International School (Calamba) Inc.