TEACHER ’ S FAVORITISM TO

STUDENTS AND ITS EFFECTS

the practice of giving special treatment or unfair advantages to a person or

TEACHER ’ S FAVORITISM TO
STUDENTS AND ITS EFFECTS
Chapter
1
Statement of the Problem:
 

Terminating favoritism here in Naga

Hope Christian School can really help the
students as well as the teachers. It can
really affect the students that lead to less
focus on their studies.
 
This study was conducted to
investigate teacher’s favoritism and its
effects to the academic performance of high
school students in Naga Hope Christian School
during the school year 2009-2010 as perceived
by the students; specifically the study
attempt to answer the following questions:
 Statement of the Problem:
 

Terminating favoritism here in Naga

Hope Christian School can really help the
students as well as the teachers. It can
really affect the students that lead to less
focus on their studies.
 
to an end, or This
bringstudy
something to an end
was conducted to
investigate teacher’s favoritism and its
effects to the academic performance of high
school students in Naga Hope Christian School
during the school year 2009-2010 as perceived
by the students; specifically the study
attempt to answer the following questions:
Statement of the Problem:
 

Terminating favoritism here in Naga

Hope Christian School can really help the
students as well as the teachers. It can
really affect the students that lead to less
focus on their studies.
 
This study was conducted to
investigate teacher’s favoritism and its
effects to the academic performance of high
school students in Naga Hope Christian School
during the school year 2009-2010 as perceived
by the students; specifically the study
attempt to answer the following questions:
 
Sub Problems
1)What is favoritism?
2)What are the factors that cause
favoritism?
3)When favoritism seen as a negative
thing?
4)How does favoritism affect other
students in the class who are not
given attention?
5)How does favoritism change one’s
reputation?
6)Does favoritism raise one’s self
esteem or confidence?
7)How can the teacher and administration
resolve this issue?
Hypothesis:
The researchers believe that
favoritism is a problem that affects
students and teachers alike. Considering
the overall physical, emotional and
psychological effects to both sides,
Favoritism does more harm than good, it
degrades personalities, destroys
relationships and the biased tone is an
example of unfair treatment which
violates the right of a student to have
equal opportunities to achieve his/her
basic right to learn.
Significance of the study:
In today’s modern classrooms, self esteem,
popularity and status are increasingly given
importance by students rather than academic
performance. It is apparent that a student’s
status is undermining his opportunity to
learn. This study will emphasize and
determine the root causes and the long term
effects of favoritism. For those who see and
assume that the concept of favoritism is
nothing more than a harmless act, this study
will make them review their assumptions and
let them contemplate and reconsider more on
the subject if they see it as a positive or
negative thing.
 Significance of the study:
In today’s modern classrooms, self esteem,
popularity and status are increasingly given
importance by students rather than academic
performance. It is apparent that a student’s
status is undermining his opportunity to
learn. This study will emphasize and
determine the root causes and the long term
effects of favoritism. For those who see and
assume that the concept of favoritism is
nothing more than a harmless act, this study
diminish orthem
will make weaken something
review gradually
their assumptions and
let them contemplate and reconsider more on
the subject if they see it as a positive or
negative thing.
Significance of the study:
In today’s modern classrooms, self esteem,
popularity and status are increasingly given
importance by students rather than academic
performance. It is apparent that a student’s
status is undermining his opportunity to
learn. This study will emphasize and
determine the root causes and the long term
effects of favoritism. For those who see and
assume that the concept of favoritism is
nothing more than a harmless act, this study
will make them review their assumptions and
let them contemplate and reconsider more on
the subject if they see it as a positive or
negative thing.
 Significance of the study:
In today’s modern classrooms, self esteem,
popularity and status are increasingly given
importance by students rather than academic
performance. It is apparent that a student’s
status is undermining his opportunity to
learn. This study will emphasize and
eriously and at
determine thelength especially
root, causes and inthe
order
longto term
unders
effects of favoritism. For those who see and
assume that the concept of favoritism is
nothing more than a harmless act, this study
will make them review their assumptions and
let them contemplate and reconsider more on
the subject if they see it as a positive or
negative thing.
Significance of the study:
In today’s modern classrooms, self esteem,
popularity and status are increasingly given
importance by students rather than academic
performance. It is apparent that a student’s
status is undermining his opportunity to
learn. This study will emphasize and
determine the root causes and the long term
effects of favoritism. For those who see and
assume that the concept of favoritism is
nothing more than a harmless act, this study
will make them review their assumptions and
let them contemplate and reconsider more on
the subject if they see it as a positive or
negative thing.
Scope of the study:
This study is conducted to determine
the causes and effects of favoritism in the
High School Students of Naga Hope Christian
School. Since this thesis deals with factors
like psychology, emotion, self esteem and
popularity, it will involve students from
High School department. Information
regarding this topic will be gathered and
collected using surveys, interviews and
testimonies and will be analyzed and
processed to provide an organized study and
solution to the problem.
Conceptual Framework
Chapter
3
Methods of research and Procedures:
The methods and procedures undertaken by
the researchers will be revealed in this
chapter. As such, the following information
and data gathered is considered accurate,
credible and a liable source of pertinent
information regarding the topic in
question, which is favoritism and its
effects on the school and students. The
researches ensure truthfulness and accuracy
throughout.
 For this chapter, the descriptive method in
presenting and providing data will be employed.
Utilizing the survey questionnaire composed of up
to ten queries, it will be used to examine high
school students and teachers within the school.
With that in mind, the wide variety and scope of
respondents will guarantee that the outcome will
be diverse and specific at the same time.

The questionnaire used was mainly made up of

two parts. The first part dealt with the
demographic information, which deals with the
respondent’s age, gender, year level (for students)
and advisory class (teachers). The second part of
the questionnaire dealt with questions that
require honest input and participation.
 
 As such, a total ninety copies of questionnaires have
been created for this research. With the first eighty
equally distributed to male and female high school
students, giving each gender a total forty each. For
increased diversity of results, these questionnaires
will also be equally divided among the various year
levels from first year to fourth year. Meanwhile, a
separate set of ten will also be given to the teachers.
However, it should be noted that when the survey
questionnaire was conducted on site, the class of 3rd
Year Obedience had a special one off division of
respondents. They had six boys and four girls
participating, as opposed to the balanced five on five
division. As for the teachers, the five on five system
was also implemented.
 
The results of the questionnaires will be tallied to
give the readers of this research paper a concise and
accurate outcome based from the data gathered, organized
and carefully systematized by the researchers. Tables
will be utilized to better showcase the results in an
illustrative manner.
Chapter 4  

 PRESENTATION OF ANALYSIS
AND INTERPRETATION OF DATA
STUDENTS
TABLE 1
Year Level of Respondents Male Population Female Population

First Year 10 10
Second Year 10 10

Third Year 11 9
Fourth Year 10 10

Total Population 41 39
 TABLE
2
What can you say about 
 Male  Female  Male  M.R. Female  F.R.
favoritism? Population Population Percentage  Percentage

It’s a hassle and annoyance for  16 18 30% 2 38% 1

our studies.

It’s a normal occurrence and  18 13 33% 1 28% 2

relationship for the teacher 
and student.

I consider it a challenge to  15 10 28% 3 21% 3

strive harder and become 
better.
I don’t care at all. 5 6 9% 4 13% 4
 TABLE
3
2.    Listed below are possible traits that a student Male  Female  Male  Female 
may have to make him/her a “favorite”. Rate the  Ranking Ranking Percentage Percentage
following from 1-9 sequentially. 1 for the best and 
9 for the worst.

Rich and Wealthy 6th 7th 10.84% 9.71%

Exceptionally Intelligent 1st 1st 13.10% 13.50%
Good Looking and Appealing 7th 9th 10.68% 8.75%
Generally Popular 9th 3rd 9.02% 11.86%
Courteous and Respectful 5th 6th 11.27% 11.41%
Has a Good Sense of Humor 8th 8th 9.45% 9.43%
A Good Leader 2nd 2nd 12.56% 12.14%
Hardworking and Diligent 3rd 4th 11.70% 11.74%
Talented and Adept 4th 5th 11.48% 11.46%
 TABLE
4
3.  Do you think that the teachers in Male  Female  Male  M.R. Female  F.R.
NHCS’s High School Department  Population Population Percentage Percentage
are still practicing “favoritism”?

Yes 7 5 17% 3 13% 2.5

No 11 5 28% 2 13% 2.5

Yes, but only few 23 29 55% 1 74% 1

 TABLE 5
4.        What are the possible effects there can  Male  Female  Male  Female 
be for the “favorites”? Populatio Population Percentage Percentage
n

They become too proud of themselves. 29 30 19.60% 18%

1 1
They often bribe and persuade teachers with  11 18 7.40% 10.80%
what they want. 8 6

They become too relaxed their studies. 19 22 12.80% 13.20%

4 4
They become over-confident. 23 26 15.50% 15.60%
3 2
They get high grades. 26 24 17.60% 14.40%
2 3
They become popular. 14 15 9.50% 9%
5.5 7
They have more friends than normal. 12 13 8.10% 7.80%
7 8
They have increased subject interest. 14 19 9.50% 11.40%
5.5 5
TABLE
6

5.     Do you think that favoritism  Male  Female  Male  Male 

can produce quality students? Population Population Percentage Percentage

Yes 4 2 9.80% 5.10%

No 22 25 53.70% 64.10%

Yes, but only few 15 12 36.60% 30.80%

 TABLE
7
6.      Are your grades affected by the class  Male  Female  Male  Female 
“favorite” or biased grading by the  Population Population Percentage Percentage
teachers?

Yes 22 18 53.70% 46.20%

No 19 21 46.30% 53.80%
TEACHERS
STUDENTS
 TABLE
8
Respondents Male  Female 
Population Population

Teachers 5 5

Total Population 10
 TABLE 9
 Does Favoritism Exist in the School? Population Percentage Ranking

Yes 6 60% 1
No 4 40% 2
 TABLE
10
2.    Does Favoritism affect a Student’s  Population Percentage Ranking
Performance?

Yes 8 80% 1

No 2 20% 2
TABLE 11
3.    Do you have a favorite in any         Population Percentage Ranking
    of your classes?

Yes 2 20% 2

No 8 80% 1
 TABLE
12
4.        Reasons why teachers have favorites. Ranking 

Rich and Wealthy 9th
Exceptionally Intelligent 3rd
Good Looking and Appealing 8th
Generally Popular 7th
Courteous and Respectful 1st
Has a Good Sense of Humor 6th
A Good Leader 5th
Hardworking and Diligent 2nd
Talented and Adept 4th
TABLE
13
5.  What are the possible solutions that a teacher can do  Ranking 
to help students suffering from favoritism?

Give attention to student. 5

Give positive advice. 2

Encourage to participate. 1

Give constructive advice. 3.5

Give freedom of expression. 3.5

Others (guidance counseling or to seek proper experts on the 6
matter)
 TABLE
14
6.     Possible ways for a teacher to help a student suffering from  Ranking
favoritism.

Advise the teacher to stop. 4

Observe before taking action. 6

Ask why the teacher is doing it. 5

Tell them about the truth. 3

Report to the administration. 1

Ignore the situation. 2

Others (guidance counseling or to seek proper experts on the  7
matter)
TABLE
15

7.      Teachers displeased with favoritism. Population Percentage

Yes 7 70%

No 3 30%
 TABLE
16
8.   Possible solutions to resolve a favoritism case. Ranking

Advise the teacher to stop. 5

Observe before taking action. 7

Ask why the teacher is doing it. 6

Consult directly without provocation. 1

Do observations before making claims. 4

Seek help from the administration. 3

Ask the child’s parents for information. 2
Chapter
5
Conclusion and

Recommendation
Conclusion from students:
 
A.   The majority of the respondents stated that it is a common occurrence while some say 
that it is both a hassle and a challenge. The minority on the other hand, stated that they 
don’t care at all.
 
B.   Based on the findings gathered from the students alone, it cannot be denied that the 
practice of favoritism still exists in Naga Hope Christian School.

C.   From the survey results, it showed that intelligent, hardworking and generally popular 
students  are  most  likely  to  become  favorites.  While  good  looking,  humorous  and 
wealthy students are not preferred as much.

D.   The results show that most of the student population believes that favoritism cannot 
help  a  student’s  academic  performance  in  any  way.    In  fact,  it  makes  them  overly 
proud; easy go lucky, largely overconfident and ignorant. This is also worsened by the 
fact  that  they  are  given  special  treatment  with  grades.  As  they  commonly  get  high 
scores. Favoritism cannot produce a quality student besides they become worse in all 
aspects except for the tremendous increase in grades.

E.      The  researchers  found  out  that  half  of  all  student  respondents  stated  that  it  directly 
affects grades and the other half  stated otherwise. It  would  seem that there is a large 
duality in opinion.
Conclusion from teachers:
A. Favoritism still exists and is practiced by some teachers.

B. It affects a student’s academic performance negatively. Degrading

the assimilation of the education given.

C. Very few teachers actually have favorites in their respective

classes. Meaning that a small percentage of the faculty practice
favoritism itself.
D. Students who are courteous, hardworking and intelligent appeal most to
teachers who desire favorites. On the other hand, the good looking and
popular students do not garner much attention and they are least preferred.
This largely mirrors the result of the version for the student’s traits in
regards to becoming potential favorites.
 
E. In regards to possible solutions that a teacher can do to help
students suffering from favoritism, most of the teachers suggested
that students need to be more active within the class in order to
garner balanced attention. They also need to be given constructive
advice and freedom of expression as well to foster independence.
Choices least preferred include guidance counseling from outside
sources and consulting proper experts.
 
F. The most preferred solution would be to report the case to the
school administration, which scored the highest which means that the
administration is the best area to fall back to in addressing the
case.
 
G. According the results, most of the faculty stated that they are
not satisfied that favoritism is still practiced. It has negative
drawbacks which border on cheating and dishonesty.
 
H. The most preferred solution would be the consult the accused
directly without provocation. While a bit overbearing, it does go to
show that teachers would be willing to get “straight to the point”
with the matter.
 
Recommendation for students:
üStudents must be aware of favoritism in the school and 
what it can do for you.
ü
üDon’t be affected by your teacher’s favoritism.
ü
üIf you see a favoritism case, report it to the administration 
so it will be given a proper solution.
ü
üDo your best in all the subjects so that your grades will not 
be affected even if there’s favoritism. 
Recommendation for teachers:
üGive fair attention to all your students.
ü
üAvoid biased grading for students.
ü
üServe as a good example to students as well as to teachers in doing 
the right thing.
ü
üAdvice  a  fellow  teacher  practicing  favoritism  to  stop.  In  order  to 
prevent any more complications.
ü
üGive  all  students  freedom  of  expression  and  encourage  them  to 
participate.
ü
üGive constructive advice to students with problems.
ü
Thank You for listening…
GOD BLESS