Background of the Study Research suggests that favoritism is a part of life whether it is in the home, school or work.

Clinical instructors have greater responsibility than parents to be alert and to avoid inequities and biases because it is where students are first exposed to a community environment and learn about social justice and fairness, empathy, consideration, and respect for others, and a host of other social behaviors that help create a civilized society. This gives a clinical instructor a very powerful position wherein they may be using the power unfairly, choosing those students who mirror the Clinical instructors gender, ethnic or religious background. In all these scenarios the clinical instructor may or may not be aware that they are practicing favoritism and that they are using their power --- through implicit or inadvertent behaviors --- and having great impact on the emotional, social and academic well being of their student. The layperson would refer to this type of treatment as favorite. However, researchers studying the classroom environment tend to use euphemisms such as: gender-race bias, selective attention, or differential treatment by gender rather than discrimination or favoritism.

Questionaire (Classroom setting) Name(optional):__________________ Year Level: ______________ Gender: [ ] Male [ ] Female

Have you observed favoritism in your classroom? [ ] Yes [ ] No

If yes, proceed to the questions below: Strongly Agree Disagree Strongly agree disagree 1. I feel comfortable in the classroom with clinical instructor that ask question to any students. 2. I feel pity when my clinical instructor plays favoritism. 3. I dont understand anything from the discussion when my displays favoritism. 4. I am destructed whenever my clinical instructor plays favoritism. 5. I dont understand anything from the discussion when my teacher displays favoritism. 6. I feel not going/ attending his/her class. 7. I fail to get attention and recognition from the clinical instructor. 8. I may even disconnect from the lesson because there is no clinical instructor attention. 9. I feel that some students get better learning opportunities than me. Rate your clinical instructors favoritism, your attitude towards the subject, your interest on the subject, and the effect of your clinical instructors favoritism to your grade. Rate it, 1 as the lowest and 5 as the highest. 1 Your clinical instructors favoritism. Your attitude towards the subject. Your interest on the subject. Effect of your clinical instructors favoritism to your grade. 2 3 4 5

Questionaire (Clinical setting) Name(optional):__________________ Year Level: ______________ Gender: [ ] Male [ ] Female

Have you experience favoritism in the clinical setting? [ ] Yes [ ] No

If yes, proceed to the questions below: Strongly Agree agree 1. I am cheerful when Im not opted to report for the group. 2. I am tutored by my clinical instructor in a same way like my group mates. 3. My progress in the area is monitored through regular clinical communication. 4. My self-esteem lowers when clinical instructor gives special attention to my group mates. 5. I feel less comfortable when clinical instructor chooses a group leader whom I perceived as his/her favorite. Strongly disagree Disagree

Hypotheses a.) There is a significant difference on the feeling of student nurses who experience favoritism in the clinical setting and of the student nurses who do not experience favoritism. b.) There is a significant difference between the effect of favoritism in the classroom and those who encounter it in the clinical area. c.) There is a significant difference between instructors practicing fairness and instructors who dont practice fairness in the self-esteem and other emotional aspects of student nurses.

SIGNIFICANCE OF THE STUDY Favoritism has been a major part of the classroom since day one of school. True, not all of our teachers show favoritism but it has numerous unhelpful effects on students. It may lead to inaccurate evaluation of a students abilities at the end of the semester. It shows that attention is needed by some students with regards to their outlook or feelings on favoritism in school compound. It shows favoritism that happens at home may happen in such places like in workplace or in an institution. It indicates that the school atmosphere is not only for students to compete but also to struggle on instructors interest. There are instructors who cant be perfect in treating their students equally for factors may contribute to such attitude like favouritism on their part. This study will be a significant endeavour in promoting equal treatment among the students by their instructors. Avoidance of blaming the unfavored student especially when it is not deserved should be observed. It is important that we are aware of what favoritism looks like, understand its causes and create strategies and interventions to avoid it as much as possible. It affirms the importance of good teacher-student relationships. Teachers who have high quality relationships with students help them to focus their attention and interpret their emotions. Also, the students will have better school achievement, better social skills and fewer behaviour problems. The study also want to show that one of the instructorsduty should be to inspire students and encourage them to make better people of themselves and educate them while showing unity of a whole regardless of what the students attitudes or capabilities. Many students would do well in class for more chancesbe available.