Anti-Intellectualism: A Phenomenological Approach and Its Effect on

Interpersonal Skills of High-Performing Grade 11 Senior High School

STEM Learners in STI College Lipa A.Y 2021-2022

Submitted in Partial Fulfillment of the Requirements for Practical Research 1

By

Althea N. Cabrera

Cyreen M. Castillo

Xhyrylle Kim R. De Villa

Jenny Lea C. Dimaculangan

Andre Aaron D. Frago

Cyrene Ramia F. Landicho

Sharm Claudette Mendoza

STI College Lipa

March 2022
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 1

TABLE OF CONTENTS

Title Page

Table of Contents………………………………………………………………………………….1

Chapter I: INTRODUCTION

Background of the

Study…………………………………………………………………..2

Statement of the Problem………………………………………………………………….3

Hypotheses of the Study…………………………………………………………………..4

Significance of the Study………………………………………………………………….4

Scope, Limitations and Delimitations of the Study...……………………………………..6

Conceptual Framework……………………………………………………………………6

Definition of Terms……………………………………………………………...………...7

Chapter II: REVIEW OF RELATED LITERATURE

Conceptual Literature……………………………………………………………………...9

Research Literature..........…...………...…………...………………………………….....16

References......................................................................................................................................20
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 2
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 3

Chapter I
INTRODUCTION

This chapter presents the background of the study, statement of the problem, hypotheses

of the study, significance of the study, scope, limitations and delimitations of the study,

conceptual framework, and definition of terms.

Background of the Study

Intellectuals or those with highly developed intellect were formerly highly esteemed and

recognized for their outstanding contributions to society. Back then, intelligence was revered

because it was seen as something strong, something that might ease the way of life, and

something that could impact change in the lives of many people. Previously, intellectuals who

developed important inventions, laws, theories, and thoughts were given proper credit since their

intelligence was highly esteemed.

However, when it comes to intellectuals, today's generation has a different outlook. At

this present time, dialogues such as “Ikaw na magaling,” “Edi wow!” “Luh, pabibo!” “Nakaka-

nosebleed!” are prevalent to hear when an average person converse with an intellectual person.

According to Pieraz (2018), these dialogues are a form of insulting someone based on their

intellectual competence with whom they are conversing. In today’s world, the Philippines have

made this kind of communication an integral part of their culture. This is called anti-

intellectualism or smart shaming, the act of being hostile to one's pursuit of wisdom. The

ideology that surrounds it claims that developing one's mind is seen as a danger by others (Pillos,

2019). Nowadays, many students have been criticized and hear such words simply for imparting

knowledge or ideas on a particular matter. Instead of engaging a person who has something
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 4

interesting to say, their ideas are perceived as a threat, as if the person were hurling insults

instead of stating facts (Sison, 2015).

The academic community is at risk in a society where anti-intellectualism has become a

popular worldview among its citizens, and students, particularly achievers that are frequently

victims of smart shaming, which affects them in a variety of ways, but most notably their social

and interpersonal abilities. When a student receives a failing grade, his first reaction is likely to

be disappointment. This is in contrast to what occurs nowadays, because students who frequently

fail their studies will merely laugh at this situation. This scene, which occurs frequently in a

classroom context, depicts how some modern students overlook the value of intellectualism

(Fortuno & Cuason, 2017). It also has a variety of negative consequences in many aspects

including discouragement and a loss of faith in one's ability to be a bright and hardworking that

affect their interpersonal skills.

Anti-intellectualism is a broad issue that requires attention since it affects the most

important members of our nation builders — students. The intention of the study arose from

curiosity and to gain more knowledge about anti-intellectualism as a prevalent problem in

Philippine society, particularly among academics and high-achieving students. The purpose of

this study is to discover their experiences and how anti-intellectualism or smart shaming affects

the interpersonal skills of selected high-performing Grade 11 Senior High School STEM learners

of STI College, Lipa City, Batangas enrolled in the academic year 2021-2022.

Statement of the Problem

This study aims to discover the impact of anti-intellectualism, also known as smart

shaming, on the interpersonal skills of selected high-performing Grade 11 Senior High School

STEM students in STI College, Lipa City, Batangas enrolled in the academic year 2021-2022.
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 5

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Gender; and

b. General Weighted Average Grade in First Semester of A.Y 2021-2022?

2. What are the perspectives of the respondents in smart shaming phenomenon?

3. What are the contexts and situations that fuel the respondents’ experience of the

phenomenon?

4. What specific impact does smart shaming have on the respondents’ interpersonal

skills?

Hypotheses of the Study

On conducting this study, the following hypotheses are expected:

1. There is a correlation between respondents and their gender in experiencing smart

shaming.

2. The higher the general weighted average grade of the respondents have, the higher

chance of experiencing smart shaming.

3. The experiences of the respondents in smart shaming negatively affects them.

4. There are various contexts and situations that may fuel high-performing learners’

experience of the smart shaming phenomenon.

5. Smart shaming have a negative impact on the respondents’ interpersonal skills.

Significance of the Study

This study will be undertaken to discover the impact of anti-intellectualism on the

interpersonal skills rendered by the selected participants in STI College, Lipa City, Batangas A.Y

2021-2022. This research study will significantly benefit the following:

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 6

Key Informants. The outcome of this study would be beneficial primarily to the high-

performing Grade 11 Senior High School STEM learners of STI College Lipa who served as the

sources of data in this research. This research will help them recognize smart shaming as a factor

that impacts their overall progress as a student, as well as techniques to prevent it and enhance

their interpersonal skills and academic success.

Students. The students will be able to gain a deeper understanding and awareness of anti-

intellectualism or smart shaming and determine if they are vulnerable to it. This research will

also teach them about the impacts of smart shaming on the interpersonal skills of a student and

ways how to prevent the phenomena.

Teachers. Likewise, educators are seen as beneficiaries of this research since the

produced approach would raise their awareness of the smart shaming phenomenon. They will be

able to examine it and come up with strategies for eradicating or at the very least reducing anti-

intellectual incidents among their kids. The said approach would also assist instructors in

efficiently facilitating intellectual discussions and nurturing students' minds in a safe and non-

threatening setting.

Parents. This study can assist parents in becoming more aware of smart shaming cases

that their children may experience at school. As a result, parents and school administrators will

work together to solve anti-intellectualism conflicts.

Guidance Counselors. This study can help guidance counselors examine and formulate

strategies for student cases and issues with anti-intellectualism. This might also be used as an

instrument to promote student welfare effectively.

Future Researchers. Furthermore, future researchers will benefit from this study since it

may be used as a basis for their research. This study will serve as a baseline for developing
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 7

solutions to smart shaming events in schools. The findings of this study would also take them to

another important research topic.

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 8

Scope, Limitations and Delimitations of the Study

This study will focus on discovering the impact of anti-intellectualism on high-

performing Grade 11 Senior High School STEM students. The key informants of this research

will be selected Grade 11 honor students enrolled in the academic year 2021-2022. The

respondents will be limited to ten (10) Grade 11 honor students of STEM strand Senior High

School Students of STI College Lipa. The respondents were chosen because the researchers

believed that academic achievers are considered as a dominant part of the intellectual community

and are more prone to smart shaming, rather than those who do not exhibit academic excellence.

The study does not cover the scope of (1) students who haven't experienced the smart shaming

phenomenon (2) they are not honor students or high-achieving students at STI College Lipa, and

(3) they are not enrolled in Senior High School of STI College Lipa for the A.Y. 2020-2021.

Conceptual Framework
Input Process Output

1. The profile of the

respondents in terms of:

a. Gender; and
Assessed extent of
b. General Weighted Average Anti-Intellectualism
Grade in First Semester A.Y Creating an Open-
Ended Survey and its Impacts on
2021-2022
Questions Interpersonal Skills of
2. Describe the respondents’ Selected High-
perspectives in smart Data-Gathering Performing Grade 11
shaming.
through the use of Senior High School
Survey STEM Learners of STI
3. Explore the contexts and
College Lipa A.Y
situations that fuel the
respondents’ experience in Data Analysis and 2021-2022
smart shaming. Interpretation
Recommendation or
4. Specific impact of smart Action Plan
shaming have on
respondents’ interpersonal
skills.

Figure 1. Research Paradigm of the Study

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 9

The first frame presents the input of the study that includes the profile of selected

respondents in terms of their gender and general weighted average grade in first semester A.Y

2021-2022, respondents’ perspectives in smart shaming, the contexts and situations that fuel the

respondents’ experience in smart shaming, and the specific impact of smart shaming have on

respondents’ interpersonal skills.

The second frame presents the process of the study that involves the assessment of anti-

intellectualism and its impacts on interpersonal skills of selected high-performing Grade 11

Senior High School STEM learners through creating open-ended survey questionnaires, data-

gathering with the use of survey, and through data analysis and interpretation.

The third frame presents the output of the study which includes the assessed anti-

intellectualism and its impacts on interpersonal skills of selected high-performing Grade 11

Senior High School STEM learners and the proposed recommendation or action plan.

The arrows from the input to the process and to the output show the connection and

transformation of the profile and aspects with the actions taken into results that are considered as

output.

Definition of Terms
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 10

For clarity of the terms utilized in the study, the following were hereby defined both

conceptually and operationally:

High-performing students. A high achiever in school is a student who receives high

marks and good grades. They are generally well-behaved, assimilating well to the school setting

and actively participating in class discussions (Bainbridge, 2021). In this study, it pertains to the

students who have high intellectuals that are competitive in maintaining their grades, and they

are also the ones that perform excellently in class.

Interpersonal Skills. Interpersonal skills are characteristics that you rely on when

interacting and communicating with people. This encompasses both verbal and nonverbal aspects

of interpersonal communication (Indeed Editorial Team, 2021). In this study, these pertain to

high-performing learners’ communication skills

Smart shaming. Smart shaming is a trend of giving negative feedback and usually

sarcastic comments to individuals who share intellectual opinions on a particular topic (Sison,

2015). In this study, it is a phenomenon where the high-performing learners were bullied by an

average person for the sole reason of being intellectual.

Phenomenological Research. Its goal is to figure out how people make sense of the

human experience (Creswell, 2007). Contextual meaning is also explored through the situational

knowledge of individuals being studied in this sort of study (Creswell, 2009). In terms of

context, this type of research uncovers the lived experiences of high-performing students who

have been subjected to smart shaming.

Chapter II
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 11

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of conceptual and research literature. The conceptual

and research literature provides information about anti-intellectualism or smart shaming and its

impact on high-performing learners’ interpersonal skills.

Conceptual Literature

This part of the paper discusses the key concepts that the researchers gathered regarding

the meaning and concept of smart shaming and interpersonal skills.

Smart shaming. Anti-intellectualism, often known as smart shaming, is a mistrust or

lack of knowledge and understanding of intellectual activities. It's a worldview in which

intelligent people are mocked for expressing their intelligence (Sison, 2015). On the other hand,

smart shaming is defined as a "general hatred toward intellectual activities including abstract

reasoning and a preference for concrete and practical thinking over higher-level thinking" in the

article "Anti-Intellectualism and Why (2019)." According to Sison (2015), anti-intellectualists

see intellectuals as a threat to normality, so they treat them with little empathy, hate them, and

sometimes devalue their intelligence.

According to Raymundo (2015), smart shaming is similar to crab mentality. Filipinos

have a reputation for bringing others down when they see them succeeding, similar to anti-

intellectualism when individuals dislike seeing someone intellectually superior to them. If smart

shaming persists, students can lead to discouragement from exploring new ideas, sharing

thoughts, and realizing their full potential. People who experience such an event may

underestimate their intelligence and distrust their own abilities. This is where shame can become

a dangerous emotion. When shame results in self-attack, it is overwhelming, and it can have a
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 12

severe impact on how an individual sees themselves and how they perceive their chances of

regaining self-esteem (Lamia, 2011).

When people adapt to a new culture, there will be only two results, either a positive or a

negative result as emphasized by Ventura (2018). According to Ventura (2018), smart shaming is

targeted at English speakers. In the Philippines, English fluency is usually regarded as a sign of

intelligence. This is possibly influenced by the anti-intellectualist culture, which is exacerbated

by Filipinos' permissive attitudes, and the entertainment industry, which produces television

shows with no academic or intellectual content (Ventura, 2018).

Akizuki (2015) explained how anti-intellectualism persisted in our country in his article

“The Philippines' Problem of Anti-Intellectualism Prevailing in Society”. He attributed the rise

of anti-intellectualism to the Spaniards' 300-year dominance over the Filipinos. Fiestas and good

times were employed by the Spaniards to divert the natives in Philippine history. They also did

not send women to school, resulting in a disparity in thinking. Anyone who held a contrary

viewpoint was ridiculed and mocked. For instance, Jose Rizal was forced to study in Europe and

was afterward labeled a traitor due to his intellectualism. Anti-intellectualism can also be found

in the Philippine education system, entertainment, social media platforms, and even politics

(Akizuki, 2015).

Smart shaming in Social Media. Anti-intellectualism first manifests itself in social

media platforms, particularly online blogs, where netizens leave comments condemning

bloggers' published content if it is too complex for them to comprehend. According to Salvanera

(2021) in her study “Smart Shaming And Its Impact To The Productive Skills Of High-

Performing Learners,” smart shaming has become more visible since the emergence of social
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 13

media such as Facebook and Twitter. This can be seen in the way people criticize others for their

viewpoints, particularly when those viewpoints are couched in intelligent-sounding phrases.

Whatever kind of bashing is used, whether it's through outright name-calling or by indirect

memes, one thing is certain: it's accompanied by some form of smart shaming.

Anti-intellectualism practices are evident in the Philippines. This can be seen in popular

culture and on social media. Smart shamers can be found in television sitcoms, variety shows,

music, radio shows, and, of course, Facebook and Instagram. "Ikaw na top 1" or "pabibo ka

masyado" are popular insults directed at smart people on these networks. Being a showoff entails

flaunting one's intellectualism, hence the word "pabibo." In ordinary conversations and

occurrences, people who are “bibo” or intellectually awake, are frequently smart shamed. When

a "clever" candidate delivers an intellectual answer to a question in a beauty pageant, for

example, her replies are criticized on social media. When Miss Universe winner Pia Wurtzbach

responded to a political issue concerning US bases in the competition, some social media

comments defended her. Others were smart shaming Wurtzbach for being diplomatic, but most

notably, they were smart shaming the other. On the political problem, there are some

commenters (Biana, 2019).

Armfield et al. (2016) in their study “Shaming and Socially Responsible Engagement,”

stated that the implementation of social media environments has exacerbated the use and

visibility of degrading language and imagery, and shaming in online platforms is often different

from that in face-to-face environments. People who shame others can conceal by producing

pictures that aren't related to any one person but are directed at a certain person or group.

Armfield et al. (2016), with a view on how students fit within a global society, stated that the
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 14

learning environment should be developed with a vision of citizenship that strengthens individual

rights while also emphasizing the responsibility of protecting the common good.

In relation to this, Austria & Diaz (2019) stated that intellectuals were perceived as

arrogant by persons with a smart shaming propensity since they may be motivated by faulty

reasoning. Arrogance, closed-mindedness, low reassessment, and suppression methods were

identified as some of the causes of smart shaming. Smart shaming, according to the same study,

is a distinct social phenomena that might potentially hurt one's reputation, especially now that

anything can be easily recorded and shared on social media.

Since smart shaming uses verbal and, in some cases, electronic language found on social

media to degrade or ridicule someone for being smart, it is evident that this phenomena is a type

of bullying. “Anti-Bullying Act” or the Republic Act 10627 defines bullying as “any severe or

repeated use by one or more students of a written, verbal or electronic expression, or a physical

act or gesture, or any combination thereof, directed at another student that has the effect of

actually causing or placing the latter in reasonable fear of physical or emotional harm or damage

to his property; creating a hostile environment at school for the other student; infringing on the

rights of the other student at school; or materially and substantially disrupting the education

process or the orderly operation of a school.”

Salvanera (2021) stated that Generation Z also known as “Gen Z,” grew raised in a

technologically advanced environment, heavily affected by social media. They used to post

pictures of themselves on social media, which often led to peer comparison. On social media, the

said generation is also subjected to a high rate of bullying and bashing. As a result of these

factors, this generation is more likely to bring the harmful effects of the virtual world into the

actual world.
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 15

Smart shaming in the Academe. White (2019) defined anti-intellectualism as a

widespread viewpoint that views cognitive interests as worthless concepts that are prevalent in a

number of countries around the world. Smart shaming is more than just a dislike of education;

those who have this attitude have a hostile perception toward people who work hard in numerous

fields of study. Professionals such as members of the academe, researchers, and artists are

perceived as authoritative or superior to ordinary working-class people, and this is one of the

reasons why some people acquire anti-intellectual tendencies, but other causes can also be

distinguished.

Currently, anti-intellectualism exists in the form of smart shaming, which is prevalent in

schools where students discuss ideas on a daily basis. This issue is causing worry not only in

primary school but also in higher education. According to Romero (2016), anti-intellectualism is

the biggest problem in higher education. It is a negative attitude toward intellectual pursuits,

whether in the form of education or academic activities, as well as their practitioners, such as

college instructors and intellectuals in general (Romero, 2016).

In the Philippines, Cusi (2019) uncovered smart shaming terms such as “ang lalim mo

naman,” “ang galing mo naman,” and “eh di ikaw na” in his work "Isang Pagninilay sa Kultura

ng Pagninilay sa Kultura ng Panghihiya sa mga Matatalino." The term "ang lalim mo naman"

was used by some learners when they couldn't understand the ideas spoken or presented by

intellectuals. However, there are times when certain students, despite understanding the concept,

engage in smart shaming. Cusi (2019) theorizes that this is due to the listener's lack of interest in

the topic. While the word "eh di ikaw na" suggests that the intellectual performs better than the

other students in class, it is a concept that Filipinos despise since it denotes oppression and
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 16

dominance. The use of this word could also be linked to the listener's disapproval of the

intellectual's dominant features (Cusi, 2019).

Aside from the Philippines, America is also witnessing a new wave of anti-

intellectualism that is unique in its scope and depth. Anti-intellectualists assaulted African

American learners, resulting in a crisis in terms of academic achievement. This persistent

difference in academic achievement and continued underachievement of African American kids

is blamed on a rising culture of anti-intellectualism (McWorther, 2001, 2005 in Cole 2011). The

creation of an anti-intellectualism cultural feature among African Americans stems from the

fundamental notion that "intellectual pursuits and academic brilliance are not incorporated into

African American society" (Cokley, 2003 in Cole, 2011). Several major studies conducted by

Gurin and Epps (1975), Fleming (1984), Allen, Epps, and Hanif (1991), as mentioned by Cole

(2011), discovered that the educational environment had a considerable impact on African

American students' sense of connectedness, ambitions, and intellectual growth.

Smart shaming in Interpersonal Communication. According to Biana (2019) in her

article “A Call for Feminist Critical thinking in a Smart Shaming Culture,” the same thing

happens in face-to-face interpersonal communication like a conversation where one may crack a

line to cut what the other one is trying to say. Smart shaming has become popular as a result of

these simple instances, and people regularly do and deny it or unintentionally commit it. In

reality, some of the country's most prominent figures have been subjected to smart shaming. The

late Senator Miriam Defensor-Santiago, the "Iron Lady of Asia," was sometimes referred to as

"baliw" because of the way she acts and transmits her views. She was well-known for her

excellence in serving in several sectors of the government and obtaining a number of academic

honors. Pilosopo Tasio, a significant character in Dr. Jose Rizal's well-known novel "Noli Me
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 17

Tangere," is depicted as an elderly philosopher who is referred to be a lunatic by those who lack

information due to his exceptional mental powers (Baygan, 2016).

Intellectualism is being attacked verbally in the Philippines. Some people interrogate

other intellectuals who hold opposing viewpoints on a variety of significant issues in order to

mock them and their abilities. In the study “Making Sense of Smart Shaming in the Philippines,”

Baygan (2016) identified some terms used in smart shaming individuals such as “Edi ako na

bobo,” “Ikaw na matalino,” “Nosebleed ako, may pa-English English pang nalalaman,” and “Edi

wow.” Among these expressions, "Edi wow" appears to be the most commonly used smart

shaming term currently, which tends to criticize the intellectual in question and terminates

further discussion of a rich concept raised.

Moreover, most Filipinos exclaim "Ikaw na," which roughly translates to "You are

already smart, don't brag about it." "Daming alam" translates to "you know too much," and it's

usually stated in an arrogant tone by someone who is smart shaming (Valerio, 2017).

Furthermore, Valerio (2017) stated that the smart shaming word "may pinaglalaban" is employed

when the majority of the "kids" find the intellectual's opinion mature, making the intellectual

appear to be battling for something absurd or unachievable. According to Sales (2017), the use of

these terminologies puts an end to casual discourse and the interchange of ideas. Instead of

engaging with someone who has something fascinating to say, their ideas are viewed as a danger,

as if they were slinging insults rather than facts.

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 18

Research Literature

The researchers discovered several studies that were pertinent to the topic of this paper.

They sought studies that could assist them in learning more about the relationship between

another subject and the study topic. The information in this paper was gathered entirely from the

internet. The following research literature will strengthen this study.

Dela Cruz (2018) in his digitally published article entitled "Smart Shaming: The Filipino

Culture of Anti-Intellectualism," concluded that anti-intellectualism is often experienced in our

society and even in schools. It is one of the issues that intellectual students encounter. There are

instances wherein a particular student is stating what he knows and then his friends or classmates

mock him for knowing such information. Also, anti-intellectualism involves mocking, shaming,

and/or saying sarcastic comments to individuals just like the Filipino expressions, "Edi Ikaw

na!", and "Edi wow."

According to the result of the study conducted by Biana (2019), trendy phrases like "Ikaw

na matalino!", "Dami mong alam!" or "Nosebleed!" demonstrate anti-intellectualism. The

purpose of these statements is to shame anyone who appears to have an intellectual attribute,

whether it's deep insight or giving a thought. Anyone who hears you speak something unfamiliar

will instinctively say these sentences. Moreover, she said that those who are shamed should be

working towards inclusivity or contemplation on the inclusion of others and engaging with

others "passionately", be it through the use of non-academic jargon (or non-intellectual jargon, if

there is such a thing) or moving the discourse to the margins, the smart shamers should also

affirm their potentials.

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 19

Del Villar (2021) on his article "All About Senior High: What’s with the Smart-Shaming

in STEM?" concluded that anti-intellectualism can affect students in many ways such as they

might be discouraged to learn new ideas, discovering new information, and in exhibiting their

interpersonal skills that may have a greater impact on their overall potential as a student. Some

students as of now are being drowned by the concept of this phenomenon and some are starting

to doubt themselves just because of their intelligence. Students who don't understand and put a

value on learning are mostly the ones who do such things without them knowing what effect

their words can have on a certain individual. They are downplaying the intelligence of a person

and that person who experienced being smart shame may feel discouraged to voice out his

knowledge, skills, and opinion next time.

According to Austria & Diaz (2019) in their study “Emotion regulation: predicting smart-

shaming tendency on social media communication," smart shaming will reduce by 0.32 units

every unit rise; on the other hand, Smart shaming will drop by 0.14 unit per unit increase. Based

on the r2 value, this relationship is found to be 27.8 % reliable. Pearson Correlation revealed a

significant negative link between Smart Shaming and Cognitive Reappraisal, with a value of -

0.411, and Expressive Suppression, with a value of -0.491. As a result, any change in one

variable corresponds to a change in the other.

Valerio (2017) in the study of "What is your view on smart-shaming in the

Philippines." The study's data revealed that out of 256 participants, low emotion regulation

predicts an online smart shaming tendency. Similarly, as emotion regulation decrease, so does

online smart shaming. As a result, there is a negative relationship between emotion regulation

and the tendency for online smart shaming.

ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 20

On the other hand, “Challenges to higher education in the knowledge economy: anti-

intellectualism, materialism, and employability” by Frunzaru et al. (2018), the importance of

higher education in facilitating employability is widely acknowledged in knowledge-based

societies. However, universities face the challenge of anti-intellectualism, a negative attitude

toward the "life of the mind" characterized by a relatively low level of interest in theoretical

content and critical and analytic thinking. The research explores the impact of three

employability criteria on students' anti-intellectualism in college and the following impact on

their overall happiness with a college education, based on a questionnaire-based survey of 945

students. The findings indicate that students place little value on college-provided soft skills,

raising the issue of the substantive impact of anti-intellectualism on work integration and

employability in the context of the information economy.

Motta (2017) discovered that anti-intellectualism is connected with various political

attitudes and behaviors that are significant to modern political life in the United States in his

paper "The Dynamics and Political Implications of Anti-Intellectualism in the United States."

Anti-intellectualism hinders citizens from side with professionals on scientific consensus issues,

and it can also help explain why voters prefer leaders who attack and disparage scientists and

experts. Even when examining the influence of anti-intellectualism with a number of other

powerful drivers of voter behavior in 2016, these effects were substantively large and statistically

significant in the majority of cases.

The result of the study conducted by Bautista et al. (2019) entitled "Anti-Intellectualism:

An Analysis on the Interpersonal Skills of STEM Achievers" said that students who experience

smart shaming may exhibit degradation in their academic performance. Cases include

refrainment from interacting with their peers and disengagement from group activities. In a wider
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 21

view, it also has an impact on how they communicate with their fellow students. In a study they

conducted, shamed participants preferred to work and play alone and were less likely to do tasks

with a co-worker. The same problem can be observed in schools, where most students

experiencing smart shaming tend not to socialize and communicate with their colleagues again.

This creates an impact on their interpersonal skills for communication is a vital aspect of human

functioning and learning.

The research entitled “Debunking Anti-Intellectualism: An Examination of African

American College Students' Intellectual Self-Concepts" by Cole (2011) Framed within the debate

on African American "anti-intellectualism," this study examined a longitudinal sample of 460

African American students' intellectual self-concept and college grades (GPA) through

regression analyses resulting from their college experiences. The findings showed that the

college environment had a modest influence on African American students' intellectual self-

concept but quite a significant impact on students' GPAs. The author suggests that African

American academic achievement in college has more to do with the educational environment and

a robust intellectual self-concept at college entry than with a culture of "anti-intellectualism"

among African American students.

Elias (2010) in his article “Anti-Intellectual Attitudes and Academic Self-Efficacy

Among Business Students” investigated the extent of anti-intellectual attitudes and academic

self-efficacy among 666 business students in 3 universities. The results showed an average

attitude of anti-intellectualism and only a moderate level of self-efficacy among these anti-

intellectual students. Students with high academic self-efficacy had low anti-intellectualism

attitudes. Demographic differences also emerged that have consequences for educators.
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 22

Chapter III
METHODOLOGY

This chapter presents the research design of the study, respondents of the study, ethical

considerations, sampling method, data gathering instrument, data collection procedure, and the

data analysis.

Research Design

The researchers will utilize a self-made questionnaire as a tool for collecting the research

data, and will then be dispensed to the chosen respondents. The questions contained inside the

survey device were carefully crafted and discussed by the researchers to best suit the study

regarding anti-intellectualism.

Respondents of the Study

The respondents for the students will be high-achieving Grade 11 Senior High School

STEM students enrolled in the academic year 2021-2022 at STI College in Lipa City, Batangas.

Ethical Considerations

In the conduct of this study, ethical considerations such as anonymity, confidentiality,

signing an informed consent, permission to conduct a open-ended survey, and voluntary

participation were employed by the researcher.

The key informants were assured that their identities would remain anonymous throughout

the study. No identifying information about the participants was revealed in any forms of

communication and written output of this paper. The participants’ responses were also kept

confidential as it would only be used for research purposes and cannot be accessed directly by

anyone who is not involved in the study. The researcher also ensured that the participants’ right
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 23

to privacy be observed by seeking permission before conducting an open-ended survey.

Participants were invited in the most convenient time during the conduct open-ended survey.

Additionally, prospective research participants were fully informed regarding the

procedures and risks involved in the research. Letter of permission was given to them in audio-

taping the conversation during the open-ended survey. Lastly, informants were not forced to

participate in the study. They were given free will to answer the questions raised and had the

chance to withdraw from the study anytime without any negative consequences.

Sampling Method

The study was conducted among the selected Senior High School students of STI College

Lipa City with a population number of ten (10) Grade 11 Senior High school honor students

from STEM that were enrolled in the academic year 2021-2022. Purposive sampling will be

employed because the samples will be targeted and chosen based on criteria established by the

researchers.

Data Gathering Instrument

The instruments used by the researchers to collect the data were the open-ended

questionnaire. A questionnaire is a research instrument consisting of a series of questions to

gather information from respondents.

Open-ended questions as defined by Dr. Mills (2020) refer to an open response-style of

questions that allows participants to respond to the question based on their own experience,

opinions, or level of understanding. It allows respondents to share as much information about

their views and experiences as they like, which gives researchers more insight into the
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 24

motivations and reasons behind participant responses and a far richer datasets than if participants

are simply given a certain amount of time to respond.

In the study, the researchers prepared the open-ended questionnaires to lead the flow of

the data gathering procedure.

Data Collection Procedure

Extensive research and intensive readings from journals, published theses and online

sources were undertaken by the researcher. Securing the necessary permits to conduct the

research followed. A letter of approval was sought from the Office of the Principal in STI

College Lipa. To fulfill the necessary number of respondents for the demographic profile, the

school was chosen as the subject of the study with a specific number.

The researchers also sent a letter of approval to the validator for questionnaire validation.

The researchers proceeded in conducting the survey upon receiving consent from the research

adviser.

The smart shaming experiences of Grade 11 high-performing learners of STEM in STI

College Lipa, who acted as the study's key informants, were analyzed and interpreted using a

constructed and validated questionnaire. The findings' outcomes were utilized to come up with a

conclusion.

Data Analysis

The collected data during the open-ended survey were analyzed in accordance to the

procedures of Hycner’s (1999) explicitation process comprising of five phases such as (1)

bracketing and phenomenological reduction, (2) delineating units of meaning, (3) clustering of
ANTI-INTELLECTUALISM: A PHENOMENOLOGICAL APPROA… 25

units of meaning to form themes, (4) summarizing each interview, validate it and modify where

necessary, and (5) extracting general and unique themes. Data were presented in a narrative form

containing the detailed information of the smart shaming phenomenon as revealed by the high-

performing learners.

References

ONLINE SOURCES

Akizuki, S. (2015). The Philippines' Problem of Anti-Intellectualism Prevailing in Society.

Retrieved from http://makingitfuninthephilippines.blogspot.com/2015/02/the-philippines-
problem-of-anti.html

Bainbridge, C. (2021, May 07). Differences Between Academic High Achievers and Gifted
Students. Retrieved from verywellfamily: https://www.verywellfamily.com/high-
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Dela Cruz, I. (2018). Smart Shaming: The Filipino Culture of Anti-Intellectualism. Retrieved
from https://www.change.org/p/web-surfers-smart-shaming-the-filipino-culture-of-anti-i
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Del Villar, D. (2021). What’s with the Smart Shaming in STEM? Retrieved from
https://www.edukasyon.ph/blog/whats-with-the-smart-shaming-in-stem

Indeed Editorial Team. (2021, December 09). Interpersonal Skills: Definitions and Examples.
Retrieved from Indeed.com: https://www.indeed.com/career-advice/resumes-cover-
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Raymundo, K. E. (2015, August 24). Smart shaming [Blog post]. Retrieved from
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Republic Act No. 10627. Anti-Bullying Act of 2013.

Romero, A. (2016). Anti-intellectualism casts shadow over higher ed. Retrieved from
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Pieraz, A. (2018, April 18). Pinoy Culture: Why Do We Smart-Shame? Retrieved from
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Pillos, C. (2019). A Culture of Smart-Shaming. Retrieved from

https://bosun.uap.asia/a-culture
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Sales, D. (2017, December 30). Smart-Shaming: The New Millenial Trend. Retrieved from
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Sison, S. (2015, October 15). What's Up with Smart Shaming. Retrieved from Rappler.com:
https://www.rappler.com/views/imho/109333-smart-shaming

Ventura, J. (2018). The Culture We Must Not Adapt: The Act of Anti-Intellectualism. Retrieved
from https://antismartshaming.wordpress.com

White, D. (2019). Anti-intellectualism in America: What is anti-intellectualism? Retrieved from

https://study.com/academy/lesson/anti-intellectualism-in-america.html

JOURNALS

Austria, M. C. A., & Diaz, I. M. (2019). Emotion Regulation: Predicting Smart-Shaming

Tendency on Social Media Communication. Journal of Information System and
Technology Management, 4(11), 01-21.

Armfield, S., Armfield, D., & Franklin, L. (2016). Shaming and Socially Responsible Online
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Biana, H. (2019). A Call for Feminist Critical Thinking in a Smart-Shaming Culture. Social
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Cole, D. (2011). Debunking Anti-Intellectualism: An Examination of African American College

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Creswell, J. W. (2007). Qualitative Inquiry and Research design: Choosing among Five
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Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods

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Elias, R. Z. (2010). Anti-Intellectual Attitudes and Academic Self-Efficacy Among Business

Students. The Journal of Education for Business, 84(2), 110-117.

Frunzaru, V., Vătămănescu, E. M., Gazzola, P., & Bolisani, E. (2018). Challenges to higher
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PUBLISHED THESIS
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Bautista, M. A., Deodoro, R., & Garcia, D. M. Anti-Intellectualism: An Analysis on the

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https://www.academia.edu/42972442/Anti_Intellectualism_An_Analysis_on_the_Interpe
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Baygan, J. A. (2016, May 8). Making Sense of Smart-Shaming in the Philippines. Retrieved
from Academia.edu: https://www.academia.edu/34758374/Making_sense_of_Smart-
Shaming_in_the_Philippines

Cusi, M. (2019). Isang Pagninilay sa Kultura ng Panghihiya sa Matatalino. Retrieved from

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https://www.academia.edu/40980060/Isang_Pagninilay_sa_Kultura_ng_Panghihiya_sa_
Matatalino_A_Reflection_on_the_Culture_of_Smart_Shaming_

Fortuno, R. C., & Cuason, S. U. (2017). Development of student’s scale for anti-intellectualism.
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hl=en&as_sdt=0%2C5&q=Development+of+students+scale+for+anti-intellectualism

Salvanera, R. D. (2021). Smart-Shaming And Its Impact To The Productive Skills Of High
Performing Learners: A Phenomenological Research. Retrieved from Academia.edu:
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HE_PRODUCTIVE_SKILLS_OF_HIGH_PERFORMING_LEARNERS_A_PHENOM
ENOLOGICAL_RESEARCH