Beruflich Dokumente
Kultur Dokumente
A Research presented to
The Faculty of Senior High School
Notre Dame of Dadiangas University
General Santos City
By:
Harid, Mohajerina B.
Glodove, Warren P.
Olandria, Abigail T.
July 2019
LIVED EXPERIENCES
Table of Contents
Chapter I 4
Introduction 4
Definition of Terms 8
Chapter II 10
Theoretical Framework 10
Related Literature 14
Related Studies 17
Chapter III 19
Research Design 19
Data Analysis 22
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General Procedure 24
Research Instrument 26
Chapter IV 27
Chapter V 37
REFERENCES 38
Books/Journals 43
Interview 45
Thesis 45
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Chapter I
relationship of the two have been tied even long before (Chaney, 2016).
Both Muslim and non-Muslim students share the cognitive, emotional, and
students in school systems have their own concerns (Bashir, 2003). These
classes.
and some of them, who study in catholic schools, felt sad that they have to learn
about other religion according to Badriah, a participant from SMA Santa Theresia
scriptures because of their religion and they avoid reading the Holy Bible.
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not mandatory and may only be conducted in public school elementary and high
schools upon the request of the parent. Yet, if the children want to learn other
religions, it will depend on the religion of the parent according to Jesus Mateo,
permissions requesting particular religion classes under the DepEd Order 49,
prejudices flourish when there is a lack of knowledge about the real state of
Jellys Jasper Sarabillo (2019), stated that the Muslim students he once handled
often cannot relate to the topics since it was Catholic-centered. He also added
that it was difficult to include the Muslim students in group tasks because the
activity might be forbidden for their religion. Sarabillo (2019) mentioned that it
was a struggle for him to impart values because the views and opinions of the
Muslim students are different from the Catholics based on his own point of view.
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researchers would also tackle upon the deficiencies it portrayed. Since the study
of Sejati (2016) was situated in Jakarta, the group decided to conduct this study
Thereupon, the researchers would like to know and describe the lived
Education.
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problem in their own institution. Furthermore, this study also encourages the
skills.
aware to the factors affecting the religious statuses of the students and to teach
Future researchers. This study will serve as a basis for the future
researchers. The proposed study will favor and help the future researchers and
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Definition of Terms
The following terms are defined conceptually and operationally for better
thorough and strong, and accordingly a subjective technique that guarantees the
subject's human experiences, choices, and options and how those factors
including those who believe in Allah as the sole deity and in Muhammad as his
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conceptually, is the fact that there are significant differences in religious belief
and practice.
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Chapter II
and literature. It also introduces the framework for the study that comprises the
theories that would support the assumed results garnered from the review of
related literature.
Theoretical Framework
of psychology, education and culture. This segment would explain theories that
would support the results and correlate them into each other.
The first theory that this paper would elaborate is the Schema Theory. It
was established by Richard Anderson in the year 1977. This theory explains the
learning style that would require previous knowledge of a certain idea. If there is
associate this to the lived experience of the Muslim students for they may have
interaction of two different cultural groups that when come in first-hand contact
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Cognitive
Development
Theory
Syngenism
Theory (Piaget, 1936) Pillar Theory
(Gumplowicz, (Baumrind, 1960)
1897)
Acculturation Transactional
Theory Theory of Stress
and Coping
(Redfield, et al, (Lazarus &
1936) Folkman, 1984)
Grade 12 Monotheism
Schema Theory
(Anderson, 1977) Muslim (Muhammad,
1353-1336 BC)
Students
Lived Experiences
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with each other will bring forth subsequent changes to either or both groups. This
to a new environment with a foreign culture to their own. However, if the former
ceased to connect to the culture of the new environment that would lead to
identity diffusion and afterwards into marginalization. Idling in this stage would
cause confusion for the immigrant and frustration for others, because the
behavior is viewed as unpredictable and capricious and would isolate the person
of syngonism in the year 1897. It states that human beings have an innate
tendency to form groups and cultivate a feeling of unity and comfort. Though the
theory was established from pre-political racial groups and a series of war in the
early years, the syngonism theory was applied to the study. (Ward, 1907)
The theory is applicable to the study since the participants tend to form
groups with fellow Muslims because of their homogenous trait which is their
religion.
institution was influenced by the parents, the Pillar Theory supported the results.
The Pillar Theory states that there is a type of parenting wherein the parent
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dictates rigid rules and decisions that should be followed without question, it is
Some of the decision was from the participant himself/herself, it was under
Jean Piaget’s Cognitive Development Theory of the year 1936. The Formal
Operational Stage of the theory states that children with ages of 12 and above
can make their own decisions and are capable to think abstractly and reason
the participants about their beliefs and practices. Monotheism is said to be the
belief in the oneness of God, or in the actuality of one God and the relatedness of
Theory of Stress and Coping by Lazarus and Folkman in the year 1984. The
or her complex vicinity. The originators also based from another study which was
from Dr. Susan Kobasa in the year 1979. Kobasa introduced the concept of
people who remain holistically healthy under life stress, thus, the constructive
consequence.
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Related Literature
The study of Perdana (2018) aspired to know when and how the Catholic
and Muslim students interacted with each other at SD Ignatius Slamet Riyada, a
school under the Holy Cross. He obtained results which showed that the form of
Catholic schools are noticeably increasing and are now in an average of 23%
that there are ten dimensions, namely: pedagogical, social, psychological, racial,
he was conducting in. The first challenge was that the institution must accept all
students with open arms provided that the students will respect the Christian
living and its conditions. Second, the school must be able to indulge in their
learning needs according to the specification of each. Lastly, the Catholic school
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In a census that Gledhill (2016) included in her article, more than 26,000
Muslim students are now studying in Catholic schools across England. The
results showed that one in three pupils who attend Catholic schools are not
Catholics.
In France, however, only has four Muslim schools and 8,847 Roman
Catholic schools, the latter have been the refuge for Muslims who seeks:
in search for a school for their children. Both parents agreed on the idea of a
Catholic school that focuses on the heart as well as the mind. In correlation to
that, an article of Turner (2011) divulged more to the talk of that topic. Muslim
able to assimilate with the wider community at a young age. Muslim families
accept the opportunity to send their children to a school which promises mutual
understanding of faith, while being able transparent about the Christian customs
and underpinning narrative on which its ethos and values are created and based.
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and academic programs that fit their interest, also, the spiritual attraction to the
The Muslim students are also interested in the different icons that are
schools put-up prayer rooms for them, a trait that other schools don’t have (Wan,
2010).
Anyhow, in Ontario, Lowson (2018) wrote about how the Catholic schools
in that area are allowing the mass enrollment of non-Catholic students to reach a
Each school has its own way of handling situations. In SMA Santa
Theresa Senior High School, as observed by the study of Sejati (2016), all
students, no matter their religion, must undergo the same Catholic religious
education for the school was handled by a Catholic foundation. The results of the
study showed that some Muslim students have a “positive perception” to lessons
that are applicable in their daily lives and a negative perception to lessons that
require memorization and theories. One student stated that they felt sad that they
that worked hard for his children to be able to enroll into a Catholic school. The
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greatest thing the parent observed in the school was the serious and solemn way
that attends a Catholic college, yet, still participate actively in religious class
discussions. Usually, the student shared, that his peers never really know that he
faiths in an Irish Catholic school, it pondered on how most non-religious and anti-
religion students felt a strong urge that Catholicism should be respected and how
some of them felt regret that they lost the ability to believe anymore.
Related Studies
Austria. The conclusion of the researcher’s study was to develop the religious
Last is Hannam’s (2016) study that deals about what really should be the
aim of religious education in a public sphere. The results of the study showed
that if religious education was understood more as faith rather than a practice, it
could open more ways of considering the role of religious education in a public
sphere.
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With the goal of giving voices to the minority faith students in Catholic
and how the school catered their need for spiritual and moral development. The
study showed that the students still wanted to learn religious education and
about the Catholic students’ insight about Muslims and Islam in their school,
which is a Catholic school. The results showed that majority of the students have
a positive attitude towards them and a few negative responses when the rights of
compulsory for them to attend the Mass of Christians and if this was against the
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Chapter III
METHODOLOGY
This chapter aspires to delineate the research design, the locale of the
study, the general procedure, the data analysis, and the participants of the study.
Research Design
(2001), is to attain greater control of the study and to enhance the validity of the
use, the researcher has to regard a number of factors. These include the focus of
the research (orientation or action), the unit of analysis (the person or object of
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used to uncover trends in thought and opinions, and dive deeper into the
problem.
explore and understand people’s daily lived experiences. (Wojnar and Swanson,
2007).
Data will be collected from the Grade 12 Muslim student participants using a
semi-structured interview.
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Existing
Theories
Preparing
Research Selecting
Interview
Questions Participants
Guide
Semi-
Grand Tour Snowball
Structured
Question Sampling
Interview
Gathering
Data
Data Analysis
Data
Interpretation
Drawing of
Conclusions
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Data Analysis
Step 4. The researcher clusters the identified meanings into themes that
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Familiarisation
Identifying siginificant
statement
Formulating meanings
Clustering themes
Developing an
exhaustive description
Producing the
fundamental structure
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The participants of the study are the grade 12 Muslim students of NDDU
choosing samples by taking topic not based on the level or region, but based on
where the samples are chosen for they share a specific trait (Lund Research,
2012).
For the number of participants, Glaser and Strauss (1967) recommend the
to have five to 25 participants while Morse (1994) advice to have at least six.
General Procedure
The research presented in this study will be carried out according to the
following steps:
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sampling wherein the researchers would set a number of criteria to become the
University.
The researchers used simple random sampling amongst the students that
researcher with the capability to inquire more about the participant and address
follow-up questions that are not stated in the interview guide. Also in conformity
Next, a letter will be created to be sent to the participants if they are willing
using the interview guide. The participants will also be asked if ever they would
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consent to it, while it is also being jotted down by the researcher. Subsequently,
the collected data will be analyzed using Colaizzi’s (1978) strategy in descriptive
phenomenology.
researchers will draw conclusions from the findings of the interpreted data.
Research Instrument
researcher through an interview process and it also provides the researcher with
the capability to inquire and address follow-up questions that are not stated in the
interview guide.
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Chapter IV
Transcript Lines
Significant Statements # #
Sometimes, I have a hard time understanding some words 12 16
When I was in Grade 11, in the very first meeting in RE, we already 01 17
Muslims, did not know anything about it. I remembered that I had a
Umm. She (mother) likes it here because according to her, it’s high 14 6-7
School.
was either this institution, but we don’t base in the religion, only in
Naturally, I feel out of place because I don’t know anything about what 13 14
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Priest and I was like, “What’s that?” During our exam, it was
When I was in Grade 11, in the very first Participant scored poorly in an
Um, I often do not understand but I can Participant can often understand the
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Actually, none, but sometimes, yeah, Participant has minor difficulties with the
sometimes I cannot relate but I do listen to subject because she listens to the teacher
the teacher so that I can cope up the instead when she encounters lessons that
Sometimes, I cannot understand and I feel Participant often doesn’t understand the
out of place because I only know a few subject because she lacks background
Yes, umm, because since when I was in Participant chooses the school because
elementary until high school, I was already she already studied in Catholic institutions
making their reflection paper about the students from other sections for an activity
Umm. She (mother) likes it here because Parent of the participant chose the school
according to her, it’s high standard. I really because of its quality and threatens the
wanted to choose another school but she participant to stop her from studying if she
does not allow it, otherwise, she wouldn’t insists on studying in another school.
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6-7)
Umm, I feel happy because RE helps me Participant feels happy because the
become open minded about their subject inspires her to open his mind to
Line# 08)
Yes, it’s my decision to enroll here knowing Participant chose the institution while
For me, I feel like there’s a connection Participant felt a connection between the
Lines # 11)
Me and my mom always make the decision Participant and his mother depends at the
For example, since I am a Muslim and my Participant felt uneasy during catholic
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Naturally, I feel out of place because I don’t Participant felt outcast because of lack of
I’m bothered because I usually compare Participant compares and contrasts the
my religion which is Islam and the Catholic Islam and Catholic religion during class
I remember when we were told to Participant did not have any idea about a
memorize the clothes of the Priest and I certain lesson and had difficulties in the
Line #30)
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unfamiliar words.
lesson.
their belief.
institutions before.
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school.
in another school.
school.
school.
exercises. Interaction
discussion.
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Participant did not have any idea about Difficulty in Retention Academic
the exam.
THIRD THEME
Participants’ Interactions
Social Interaction
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Personal Interaction
Fundamental Structure
themes namely; their academic performance, their enrollment decisions and their
personal insights.
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Chapter V
CONCLUSION
This chapter of the study presents the findings and the interpretation of the
data gathered.
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