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THE EFFECTS OF RELIGION INTERMS ON SOCIAL INTERACTION OF GRADE 11

STUDENTS OF REGIONAL SCIENCE HIGH SCHOOL-IX

Adznalyn S. Amilussin

Proponent

Submitted In Partial Fulfilment of the Requirement in Research

Ms. Deanne Kathleen T. Villanueva

Research Adviser

REGIONAL SCIENCE HIGH SCHOOL-IX

Malasiga, San Roque, Zamboanga City

March 24, 2018


Republic of the Philippines
Department of Education
Region-IX, Zamboanga Peninsula
REGIONAL SCIENCE HIGH SCHOOL-IX
Malasiga, San Roque, Zamboanga City

APPROVAL SHEET

This research study hereto attained, titled, “THE EFFECTS OF RELIGION INTERMS
ON SOCIAL INTERACTION OF GRADE 11 STUDENTS OF REGIONAL SCIENCE HIGH
SCHOOL=IX,” prepared and submitted by ADZNALYN S. AMILUSSIN, in partial fulfillment
of the requirements in Practical Research-IX, is hereby approved.

MS. DEANNE KATHLEEN T. VILLANUEVA

Practical Research Adviser


ABSTRACT

Internet has become a huge part of people’s lives. In today’s generation, almost all people around
the world rely in the power of internet in doing a lot of tasks. Even though internet is useful for
these students, there are also negative effects in using internet and one of these is the internet
addiction. Internet addiction is an impulse control disorder, which does not involve use of an
intoxicating drug and is very similar to pathological gambling. The society needs full
cooperation of the students and other teenagers to make them realize if the effects of these online
activities in their academic performance are negative or positive. To fulfill this purpose, the
researcher started to collect opinions from the Grade 11 Senior High School students. This study
seeks to gather information regarding the effects of the Grade 11 Senior High School students’
engagement to online activities in their academic performance. The samples of this study are the
Grade 11 Senior High School students of Regional Science High School-IX. The respondents
were picked through simple random sampling. The questionnaires were distributed and
interviews were conducted. The data was processed through triangulation method. Based from
the results,
TABLE OF CONTENTS

Approval Sheet ……………………………………………………………. ii


Abstract …………………………………………………………………… iii
Table of Contents ………………………………………………………… iv
List of Tables …………………………………………………………….. v
I. Introduction …………………………………………………………… 1
Background of the Study …………………………………………. 1
Statement of the Problem …………………………………………. 2
Significance of the Study ………………………………………… 2
Scope and Limitations ………………………………………........ 3
II. Review of Related Literature and Studies …………………………. 4
III. Methodology ……………………………………………………….. 6
Research Design ………………………………………………….. 6
Research Locale …………………………………………………. 6
Research Instruments ……………………………………………….
Respondents …………………………………………………. 6
General Procedure …………………………………………………… 7
IV. Results and Discussions …………………………………………… 8
V. Findings, Conclusion and Recommendations …………………….. 13
Findings …………………………………………………………. 13
Conclusion ……………………………………………………….. 14
Recommendations …………………………………………........... 14
Acknowledgement ……………………………………………………… 15
Appendices ……………………………………………………………… 16
Letter to the Principal …………………………………………… 16
Sample Questionnaire …………………………………………… 17
Interview Transcripts ……………………………………………. 19
Curriculum Vitae ………………………………………………… 24
Reference List ………………………………………………………….. 25
LIST OF TABLES

Table 1. Common Sites visited by Grade 11 Senior High School students

and how they essentially use it..................................................... ........... 8

Table 2. Time spent in these Online Activities............................... ........... 9

Table 3. Addicted or Not Addicted to Online Activities.............................. 10

Table 4. How Online Activities affect their Academic Performance ...................... 11


CHAPTER I

INTRODUCTION

A. Background of the Study

Religion clearly plays an important role in people’s lives. Most believe in a deity, three-

fourths pray at least weekly, and more than half attend religious services at least monthly. People

tend to think of religion in individual terms because religious beliefs and values are highly

personal for many people. However, religion is also a social institution, as it involves patterns of

beliefs and behavior.

Social interaction takes place wherein a person with different religion befriends that

another person having also a different religion. A student who has a different religion will be

somehow having a hard time interacting with other students. Students from this school have each

different religion. Most of them are Roman Catholic, followed by a 35% of Muslims and other

religion such as MCGI and Christians. Problems may arise if the students or a circle of friends

don’t know which reaction they will give when knowing that one of their friends practices

different religion. Hence, this study is conducted to determine the effect of religion within social

interaction of grade 11 students of Regional Science High School.

B. Statement of the Problem

The study aims to determine the effect of religion in terms of social interaction within

Grade 11 students of Regional Science High School-IX.

Specificall, it aims to answer the following questions:


1) What are the consequences of having different religious affiliations within a group?

2) How does a group of friends treat their certain friend having a different religion?

3) How will that person feel if ever his/her friends treated him/her in terms of his/her

religion?

C. Significance of the Study

This study mainly focuses on the effects of religion within social interaction of Grade 11

students of Regional Science High School-IX especially how did it affects them. In this case, the

students who will benefit in this study are the students to gain insight about the effects of religion

interms of social interaction such as consequences of having a different religion, difficulties

interms of religious affiliations and treatment towards a person.

D. Scope and Limitations

This study aims to determine the effects of religion within social interaction of Grade 11

students of Regional Science High School wherein the respondents are only limited to 10

students for each section. All respondents will be coming from Regional Science High School-

IX. The respondents will be all Grade 11 students which are composed of 3 sections, namely 11-

Pascal, 11-Pythagoras and 11-Descartes and the researcher have 30 respondents and used simple

random sampling for this study. The results was gathered through a questionnaire which shows

the different conditions about their view of the problem.


CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature

From the Latin religio (respect for what is sacred) and religare (to bind, in the sense of an

obligation), the term religion describes various systems of belief and practice concerning what

people determine to be sacred or spiritual (Fasching and deChant 2001). This means that religion

as a social institution , exists as an organized and integrated set of beliefs, behaviours, and norms

centred on basic social needs and values. Moreover, religion is a cultural universal found in all

social groups.

Practicing different religions can also have a beneficial effects or a negative effects when

it comes on behavior and social relations: on illegitimacy, crime and delinquency, welfare,

dependency, alcohol and drug abuse, suicide, depression, and general self-esteem. Religious

affiliation refers to a particular system of beliefs, attitudes, emotions, and behaviors constituting

man's relationship with the powers and principalities of the universe (Ocampo, 2017). Religious

affiliation and involvement may also be related to aspects of one’s personality. For some,

religious affiliation may play a major role in their life choices while for others religion plays a

lesser role.

Religious affiliation and its relationship to personality and values is important to

research in order to understand individuals. An individual’s personality and values can be

shaped by their religious affiliation so by studying the relationship of the two one can better

understand their inner dynamics and how they work especially relevant in the current politically

and religiously charged environment such as schools, office works, etc.


B. Related Studies

In the study titled “Religious Affiliation, Religiosity, and Academic Performance of

University Students: Campus Life Implications for U.S. Universities” it shows that a sample of

740 students comprises faiths spanning 5 major religions. They found a positive interaction

effect on performance for Christianity and religiosity, no interaction effect on performance for

Judaism, Buddhism, and Hinduism, and a negative interaction effect on performance for Islam

and religiosity. Based on these findings, the authors offer policy recommendations related to

campus life at U.S. higher education institutions.

According to Cattell’s primary factors religious young people are more submissive while

irreligious young people are more dominant; religious young people are more sober, while

irreligious young people are more cheerful; religious people are more conforming, while

irreligious young people are more expedient; religious young people are more tender minded,

while irreligious young people are more tough minded; religious young people are more self-

disciplined, while irreligious young people display more (Francis and Bourke, 2003).

Second-order factor which is “undisciplined self-conflict” show that religious young

people emerge as more introverted, compared with irreligious young people who emerge as more

extraverted, and religious young people emerge as more inclined to emotionality, compared with

irreligious young people who emerge as more inclined to tough poise.


CHAPTER III

METHODOLOGY

A. Research Design

This study seeks to collect existing and specific information and data regarding the

effects of religion interms on social interaction of Grade 11 students of Regional Science High

School -IX. This study lies under the research design of Grounded Theory as it enables the

researcher to understand the nature and meaning of an experience of the effects of religion

interms on social interaction of the Grade 11 Senior High School students. Data collection and

information were done through a survey and interview means.

B. Research Locale

The study was conducted at Regional Science High School-IX, Malasiga, San Roque,

Zamboanga City from the 28th day of February to 19th day of March 2018.

C. Research Instruments

The research instruments used in this study were self-administered questionnaire, semi-

and structured interview. The self-administered questionnaires were distributed first to the 30

respondents from the three sections and which was then followed by the semi-structured

interview of the researcher with the select respondents based on the results made from the

survey.
D. Respondents

The respondents of the study were the Grade 11 Senior High School students of Regional

Science High School-IX. Specifically, this study includes 10 students per section from XI-

Pascal, XI-Pythagoras, and XI-Descartes about the effects of online activities in their academic

performance.

The respondents were also chose through Cluster Sampling wherein the researcher

randomly selected 10 students from each section of the Grade 11 Senior High School.

E. General Procedure

The researcher made a formal letter regarding the conduction of interviews with the

Grade 11 Senior High School students of Regional Science High School-IX to comply the

needed data for the completion of this research study to be signed by the Principal. The approval

was then obtained from the Principal. After the approval, the assessment was done. The

questionnaires were handed to and collected manually by the researcher from each of the

respondents. Interview was also conducted with some of the respondents about the study. All the

materials were collected and were subjected to coding and hence, the collection of qualitative

data is done.
CHAPTER IV

RESULTS AND DISCUSSION

The research found that participants were involved in several different denominations,

may show different experiences or different effects concerning religious affiliation.

Identifying these effects would give the students an insights concerning religious

affiliations. The researcher expected that religious affiliation would be significantly correlated to

one’s views, values and personality characteristics.

The researcher chose the Grade 11 Senior High School students of Regional Science

High School-IX. With the self-administered survey which was given personally and guide

questions for interview, this study also seeks to identify how the students interact with each other

interms of religious affiliation.

Graph 1: Demographics of Religious Affiliation of Grade 11 students of Regional Science

High School -IX

1.25%

11.75% Islam

35.00% Roman Catholic

Christian
52.00%

Protestant and MCGI


The Pie chart shows the demographic religious affiliation of Grade 11 students of

Regional Science High School-IX: 35 % are Muslims, 52 % are Roman Catholics, 11.75% are

Christians including those who are Evangelical Christians and while the 1.25% are Protestants

and MCGI (Members Church of God International)

Table 1: Students that were treated differently in terms of their religion

Response/Answer Frequency Percentage

YES 7 23.33%

NO 23 76.66%

TOTAL 30 100%

It was found out that 23.33% of the respondents were treated differently in terms of their

religion while 76.66% haven’t been treated differently in terms of their religion. In the survey,

one of the respondents said “They bullied me because of my religion”.

Table 2: Students that had experienced difficulties in terms of their religion

Response Frequency Percentage Justification

“Conflict of Schedule together


YES 6 20% with friends and serving at
church.”
“Just little misunderstanding of
others between culture and
religion.”

“Because my friends and I have


conflict in terms of food.”

“In terms of participating in


different school activities like
dancing or singing.”

“Massive confusion that I almost


became a Satanist.”

“They bullied me because of my


religion but that was before.”

“No, because we are in the same


NO 24 80% religion.”

“Not really because everyone I am


close with respect each other’s
religions, beliefs, etc.

The table shows the frequency of the students for those who had experienced difficulties

interms of their religion. 20 % said Yes that they experienced difficulties. On the other side are

their justifications, that states on what were those difficulties that they had experienced. 80% said

No - its because some of the respondents said that they were treated equally and respectfully.

Table 3: Effects of Religion both Positive and Negative

Positive Effects Negative Effects


It brings each other together Discrimination
There’s something to believe in Difficulties in terms of food (Muslims prohibited to
eat pork and while come Christians don’t eat
chicken meat)
Boosts self esteem Harsh treatment (e.g bullying)

Increase Moral Framework Stereotyping


Expose the students to the different and diverse
culture and beliefs of others Peer pressure

The table states all the respondents’ answers. It was showed here both the positive and

the negative effects in terms of religious affiliations. The data’s presented here was gathered

through interview and was answered by the selected respondents.

Conclusion

This study dealt with the effects of religion interms on the social interaction of Grade 11

students of Regional Science High School-IX. With the help of the questionnaires and the

answers from the interview. The researcher found out some of the possible effects of religion .

These effects were classified into positive and negative. Negative effects are difficulties interms

of food (Muslims are prohibited to eat pork and some Christians are prohibited to eat chicken

meat), peer pressure, harsh treatment and stereotyping. While some of the positive effects are: It

brings each other together, give them something to believe in , boost self esteem , moral

framework and expose the students to the different and diverse culture and beliefs of

others.These negative effects may affects also the academic performance of a student as was said

by one of the respondent, “Because I’m a half muslim and also a half Christian, My classmates

tend to bullied me which was my classmates from before. So to the extent that I quit Madrasa

(An Islamic religious school).”


Recommendations

For further studies, the researcher would like to recommend to widen the range of the

participants or the respondents to to have more comprehensive results. Do interviews for it will

help the researcher achieve specific responses and quote some of the perspective of the

respondents. Adding a set of questions to the survey and to the questions that were asked during

the interview may also help to gain more knowledge about the effects of religion interms on the

social interaction.
ACKNOWLEDGEMENT

The researcher would like to express her gratitude and appreciation to the following
people, who, in any way have contributed and inspired the researcher to the overall success of
her undertaking:

 To the selected Grade 11 participants who selflessly cooperated and contributed their

time and efforts in the survey and interview;

 To her research adviser, Ms. Deanne Kathleen T. Villanueva, for giving the researcher

the opportunity to do this research, for the moral support and the encouragement to be

innovative in the presentation of my study, for her recommendations and feedbacks that

inspired her to enhance her research output and in improving the contents of this study.

 To her parents, Adzhar and Nalha S. Amilussin for their understanding, love, continuous

support and encouragement for the completion of the study.

 To her friends and classmates for their moral support and encouragement in

accomplishing of the research paper.

 Above all, to the Almighty God, for His love and guidance, strength and wisdom.
APPENDICES

Name:______________________________

Section: ____________________________

Good day to everyone! I, Adznalyn S. Amilussin from XI-Descartes a researcher, would like to
have a small portion of your time to answer the following questions for my research titled “THE
EFFECTS OF RELIGION ON THE SOCIAL INTERACTION OF GRADE 11 STUDENTS OF
REGIONAL SCIENCE HIGH SCHOOL-IX.” Rest assured that your answers will remain classified
and will only be used for the development of my study. Thank you.

Directions: Write your answer on the space given below the question. Put a check (√) mark when
dealing a yes/no question.

1. What is your religion?


____________________________________

2. Have you ever been treated differently by your friends based on your religion?
____yes ____no

3. Were you treated badly?


____yes ____no

4. Did you experience difficulties in terms of your religion? What are those?
____yes ____no
____________________________________
____________________________________

5. Did you ever try talking to them about this matter?


____yes ____no

B. Interview Transcripts

Every beginning of an interview, the interviewer introduced the purpose of the study and what it
is all about. The interviewer also talked about what kind of information she wanted to get from
the interviewee.
Transcript: Interview 1

Interviewer: Based on what you had answered in the survey, you had been treated differently by

your friends in terms of your religion?

Respondent: Yes.

Interviewer: How did they treated you?

Respondent: They treated me differently especially when it is RAMADHAN. Since I am not

permitted by my parents to fast during school days, my friends tend to ask me why and I just said

“My parents doesn’t want me to fast” and they would just say “You should be religious” or

“Isn’t all muslim was required to fast?” “Allan you must fast so that you can take away all your

sins.”

Interviewer: It’s like you’ve been pressured

Respondent: More likely peer pressured

Interviewer: What did you feel towards those treatments?

Respondent: Of course I was embarrassed and at the same time confused. I didn’t know that

much about my religion. My father didn’t taught me also. So every time I consult my friends

which are Muslims, they also had these different responses.

Interviewer: What are the difficulties you had experienced?

Respondent: Um, stereotyping, food, etc.

Interviewer: Did you ever try dealing or talking to them towards their treatment to you?
Respondent: I deal with it just by taking every step of the way as a learning experience. They

don’t know that I’m not that educated when it comes on knowing all about my religion. So its

not completely their fault.

Transcript: Interview 2

Interviewer: In what way you were not treated differently by your friends inters of you religion?

Because it says in the survey that you answered NO

Respondent: They just treat me as who I am. No cold treatment. They are very welcoming. Its

because they know that despite of us people having different religion, we must just respect and

be united. Because religion brings each of us

Interviewer: Like together?

Respondent: Yes.

Interviewere: You’re a MCGI. So as for you, what are the things that you can’t do infront of

your friends which are muslims, Christians, etc.

Respondent: In terms of food, I can’t share chicken form them either they are Christians or

Muslims. Its because we cannot eat Halal foods. I can only eat pork, fish, chicken (only some

which are not Halal)

Interview: If ever you’ve been treated differently, what would you feel?

Respondent: Of course, I will be ashamed. Knowing that I’m Ellyn. It’s just that people should

think that even if that person has a different religion, It must not be the main reason to bully
them, stay away from them or to avoid them. You cannot disagree with what they believe in. Be

friends with everybody and don’t be too immature.


REFERENCES

Bourke, Rosamund & Leslie J. Francis. (2000). Personality and Religion Among Music
Students. Pastoral Psychology 48(6), 437-444.

Francis Leslie J. & Bourke, Rosamund. (2003). Personality and Religion: Applying Cattell’s
Model among Secondary School Pupils. Current Psychology 22(2).

Hunsberger, Bruce, Michael Pratt, & S. Mark Prancer. (2002). A Longitudinal Study of
Religious Doubts in High School and Beyond: Relationships, Stability, and Searching for
Answers. Journal for the Scientific Study of Religion 41(2).

2010 Census of Population and Housing (CPH) & 2015 Population Census (POPCEN)

Ning Li & William H. Murphy (2018) Religious Affiliation, Religiosity, and Academic

Performance of University Students: Campus Life Implications for U.S. Universities, Religion &

Education, 45:1, 1-22, DOI: 10.1080/15507394.2017.1398561