Verbal Bullying Final

Number of Grade 12 Cookery Students Experience Verbal Bullying in 2019
A Research Presented to the Faculty of Senior High School
In Partial Fulfillment of the Requirements
In Practical Research 2
By:
Ajera, John Ford
Bacolod, Phoebe M.
Calbitaza, Nicole
Efondo, Jessmar
Jose, Marilyn
Nolasco, Jesus
Salameda, Hans Pauline
Sanchez, Romolo
Santianes, Julius
October 2019
Chapter 1
INTRODUCTION
In this chapter, it contains the background of the student, statement of the problem, the
significance of the study, scope and delimitation of the study, definition of operational terms and
end notes for this chapter 1.
Background of the study
In school, the most common type of violence is verbal bullying, that refers to
embarrassing, mocking, or insult another person using verbal language Daljevic (2014).
According to Family Lives (2019), verbal bullying is uncommon for people to experience some
form of verbal bullying or being called names or insulted at some point in their lives. According
to Maximo (2014), high school students from Baguio City, Philippines, verbal bullying is more
often happens in school and male students experience being bullied than female students.
This study aims to determine the number of students experience verbal bullying, and to
know from whom did they receive verbal bullying, Also, to find out what are the factors causing
them to be bullied and where did they usually experience bullying. Lastly. The researchers want
to give some advice and tips to cope and to prevent this kind of bullying.
Statement of the Problem
The purpose of this survey is to determine the number of students experience verbal
bullying, from whom did they receive it, the factors causing them to be bullied and where did it
usually happens.
Specifically this study wants to find out about the following questions:
1.How many students experience verbal bullying?
2.What are the factors causing them to be bullied?
3.Where did they usually experience verbal bullying?
Significance of the Study
This part deals to find out the significant of the study towards number of grade 12 cookery
students of South East Asia Institute of Trade and Technology experience verbal bullying in
2019 that will benefit the students relevant to the following:
For the students. This research helps students to know about the behavior of any other
students when they are being bullied through verbal.
For the Parents. This research helps parents to remind her child what are the things she/he
would do when she/he is being bullied.
For the Teachers. Teachers may use the result of this study to give consideration to the
students that experience verbal bullying.
For the Future Researcher. They can use the result as their reference in their future research.
Scope and Delimitation
The main focused of this study was the behavior of the Grade 12 Cookery students of
South East Asia Institute of Trade and Technology inside the school when they are being bullied.
The participants of this study is limited to the Cookery students only.
The number of our respondents for this research is 100 only.
Definition of Operational Terms
The following definitions are provided to ensure understanding of these terms
throughout the study. The researcher developed all definitions not accompanied by a citation.
Verbal bullying. Is saying or writing mean things. Verbal bullying includes; teasing,
name-calling, taunting, threatening to cause harm.
Bullying. Is unwanted, aggressive behavior among school aged children that involves a
real or perceived power imbalance.
Bully. A person who habitually seek to harm or intimidate those whom they perceive as
vulnerable.
Embarrass. To cause someone to feel sad , ashamed or uncomfortable.
Humiliate. Make someone fell ashamed and foolish by injuring their dignity and self-
respect, especially publicly.
Violence. Behavior involving physical force intended to hurt, damage or kill someone
or something.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the review of related local and international literature, review of
related local and international researchers, synthesis of the review, and end notes for chapter two.
Review of Related Foreign Literature
In the literature review, bullying behavior can be defined as aggressive act that is
repeated overtime or has a potential to be repeated in the future with an intent to harm the other
person who is perceived to be weak and more vulnerable in either physical, emotional or
psychological aspect and leaving that person with a severe damage or impact that hinders
him/her to perform his/her daily activities (Penetrante, 2009; Myers, 2005).
Bullies are often people who have been bullied or abused themselves. Sometimes they
are experiencing life situations they cannot cope with, that leave them feeling helpless and out of
control (TktTuder, 2000). This kind of people are frustrated and stressed as well, because this
feeling of anxiety provokes them to bully or hurt others to release the frustration that they feel.
Also people who are bully have such big pride which makes them boastful and careless towards
others.“Bullies can suffer long-term effects of bullying if their behaviour is not addressed.
Compelling research confirms that bullies are twice as likely as their peers to have criminal
convictions and four times more likely to be multiple offenders (Abel, 2010).
Review of Related Local Literature
Bullying in the Philippines is widespread in school and over the internet, with a study
that states about 50 percent of Filipino students are bullied in school. Bullying can easily affect
both the bully and the victim, and that’s why the government in the Philippines is working hard
to crack down on it. The latest measures include the singing anti-bullying act of 2013, which
criminalizes any act of bulling or cyber-bullying that happens in the country. For any bullying
prevention program to be successful it is necessary for each school to have a clear and easily
understood philosophy that promotes a safe and positive environment. This philosophy should
start during the early childhood years and continue throughout high school. Three values which
promote a positive climate and develop a basis for a bullying prevention program include the
belief that all children can learn, people should be treated with respect 21 and dignity, and there
is no place for violence in the school (Orpinas & Home, 2006. p. 85).
According to the consolidated report of Department of Education (Dep Ed), bullying
cases on elementary and high school of both private and public schools on 2014 rose by 21% or a
total of 6,363 cases, compare with the 5,236 on 2013. This translates to 31 daily bullying
cases from a divisor of 201 school days. The statistics was disclosed by Rep. Gerald Anthony
Gullas Jr., a member of the House committee on basic education. (Sonnie, 2015).
Review of Related Foreign Studies
In a National Study of bullying by the National Education Association (NEA), results
have shown that approximately 43 percent of NEA members perceived bullying to be a moderate
or major problem in school. Half of the survey respondents (62%) claimed that they witnessed
two or three incidents of bullying within the last month. In the same study, they also found out
that verbal (59%), social/relational (50%), and physical (39%) forms of bullying are greater
concerns in school compared to cyber bullying (17%) (Bradshaw, Waasdorp, & O’Brennan,
2009). In addition, a study (Wang, Iannotti, & Nansel, 2009) on school bullying among
adolescents in the United States indicated that 20.8 percent of the respondents reported being
perpetrators or victims of physical bullying in the past two months.
Peers are involved in 85% of bullying episodes, either as observers or by joining in
the aggression (Craig & Pepler, 1995). The bystanders – students who are aware of bullying –
can have a powerful effect on bullying, positive or negative. However, bullying also directly
affects the bystanders: Observing bullying at school predicted risks to mental health (Rivers, et
al., 2009). Students who repeatedly bully are more likely to get into frequent fights or be hurt in
a fight, carry a weapon, vandalize property, drink alcohol or smoke, and be expelled or
suspended from school All forms of bullying are significantly associated with increases in
suicidal ideation, both for the victim AND the offender. However, bullying and cyberbullying
victimization was a stronger predictor of suicidal thoughts and behaviors than was bullying and
cyberbullying offending. Bullying victims were 1.7 times more likely and offenders were 2.1
times more likely to have attempted suicide. It should be acknowledged that among teenagers
who committed suicide after experiencing bullying or cyberbullying many had other emotional
and social stressors in their lives that may have been exacerbated by bullying. (Hinduja &
Patchin, 2010). Children who are the target of bullying or who are bully-victims are at a
significantly higher risk for a variety of psychosomatic problems (Gini & Pozzoli, 2009).
Review of Related Local Studies
In the study of Plan Philippines (2009) which suggest that verbal and relational abuse
like teasing, demeaning and ignoring classmates were identified as forms of bullying while
physical and emotional abuse were attributed as violence or aggression. The understanding of
students that verbal and relational abuses were form of bullying can be explained by the findings
of various researches confirming verbal bullying as the predominantly observed form of
bullying. Foreign and local studies have comparable findings in terms of the prevalence of
different forms of bullying as derived from the percentages of responses in the survey conducted.
Verbal is the most common form of bullying, followed by social or relational bullying, then
physical bullying and lastly, the cyber-bullying (Bradshaw et al., 2009; Villasor, 2010; Wang et
al., 2009; Bayhon, 2001; &Plan Philippines, 2009).
According to the study of Sanapo, (2017) in the Philippines, with the passing of
Republic Act (RA) 10627, otherwise known as the Anti-bullying Law of 2013, schools are
required to establish their own anti-bullying programs which includes the formation of a
committee who would ensure the protection of children against abuses from their peers as well as
adults, formulation of awareness programs to increase students’ knowledge of bullying, and
provision of counseling programs for both bullies and victims. Educators, school personnel, and
students are also encouraged to report school bullying they have witnessed to proper channels.
Synthesis
Bullying as we all know has become a big issue in our school, every country in the
world has been dealing with bullying with their school. Different types of bullying ranging from
direct physical bullying, verbal and even sexual bullying as becoming a really big issue to deal
with. As said in many studies the effect of bullying on the well being of the students are
psychological problems such as anxiety attacks, depression, PTSD (Post traumatic stress
disorder) and other. Bullying has also physical effects like stomach ache, nausea and headache.
This is because bullying takes a toil on a lot of aspects of a human being depending on how an
individual is bullied. Some statistics are also present, like how many people are subjected to
bullying intentionally and domestically. The causes of bullying ranges from a wide variety of
reasons such as wanting to rule over a group, jealousy of another person's status and even raising
one's on prestige. The effects of bullying lasts even until an individual's adulthood and thus
people should be aware of this practice.

Chapter 3
METHODOLOGY
This chapter includes research design, participants, instruments, data gathering
procedure, data analysis, and ethical considerations.
Research Design
This quantitative study conducted using survey methodology. According to Creswell
(2009), survey design provides a quantitative or numeric description of trends, attitudes, or
opinions of a population by studying a sample of that population. From sample results, the
researcher generalizes or makes claims about the population. The researchers select survey to
collect data base on the information gathered through the questions given to the respondents.
Participants
The researchers conducted a probability sampling technique. Probability sampling
uses statistical theory to select randomly, a small group of people (sample) from an existing
large population and then predict that all their responses together will match the overall
population (Bhat, 2019). In addition, Probability Sampling is a sampling technique in which
sample from a larger population are chosen using a method based on the theory of probability.
For a participant to be considered as a probability sample, he/she must be selected using a
random selection.
The participants of this study are Grade 12 Cookery students of South East-Asia
Institute of Trade and Technology, they were chosen for this research as a respondents as
mentioned in our scope and delimitation . The target number of this study is 100.
Survey questionnaires were used as the method of this study and answered in a safe
place wherein the respondents will not be harassed and intimidated.
Research Instrument
The researchers conducted this study using the survey questionnaires. A personal
interview survey, also called as a face-to-face survey, is a survey method that is utilized when a
specific target population is involved. The purpose of conducting a personal interview survey is
to explore the respondent’s of the people to gather more and deeper information ( Sincero, 2018).
Face-to-face survey were used by the researchers to to probe the answers of the
respondents and at the same time, to observe the behavior of the respondents, either individually
or as a group.
The questions that was included in the face-to-face survey was the following is
present in Appendix C.
Data Gathering Procedure
Semi-structured survey present in Appendix C on the answers of Grade 12 Cookery
students is the main data collection instrument. The researchers asked the school administrator
for permission to conduct a study and conduct survey with interested potential participants. The
purpose of this study was discussed and explained to the respondents before starting the survey
and data collection. The extensive cooperation was achieved. After identification of the
participants, the demographic data and other information related to the study were collected.
Data Analysis
Pie Chart was used to identify the data which was collected from face-to-face survey.
According to Salkind (2010), pie charts are most often used to display categorical data, and less
often ranked or ordinal data. The researchers choose pie chart because of this flexibility. Given
the flexibility of pie chart, it can display data in which a circle is divided into segments that
reflect the magnitude or frequency of the categories or data that the researchers collected.
Ethical Considerations
This current study was subject to certain ethical issues. The letters of permission is in
Appendix D to conduct this study was sent to the school to have some permission and assurance
while conducting this research.
For the participants, relating to their participation and ethical consideration. The target
of this study was to reassure the participants on the participation on our research was on their
own decision and we don’t force them to participate in our survey, and they can refuse in
participating.
The participants on our study were informed and assured that their responses on the
survey of this study will be confidential and for the academic purposes only to prevent any
violations to our respondents. The researchers made sure conducting the study in a systematical
process.
Chapter 4
PRESENTATION AND INTERPRETATION OF DATA
This chapter includes the presentation of findings and analysis of data collected
derived from semi-structured survey to arrived in a clear conclusions. Specifically, this includes
the description of the profile of the participants, and the presentation and interpretation of
participants’ responses on each research instrument question.
The purpose of this study is to identify the number of Grade 12 Cookery students
experience verbal bullying in SEA-ITT during academic year 2019 to determine if it can affect
their academic performances.
Profile of the Participants according to Sex and Age
The participants of this study are composed of Grade 12 Cookery students of South
East-Asia Institute of Trade and Technology. The target number of the participant is 100, the
researcher used probability sampling technique to gather the data needed for this research. The
participants are composed of 64 female and 36 male. The five participants are 16 years old, 60
participants are 17 years old, then 20 participants are 18 years old, ten participants are 19 years
old, lastly, five participants are 20 years old. The participants were chosen purposively, by
availability and by the agreement to be part of the study of the participants without force
participation, threat, or deception.

Presentation and Interpretation of participants’ responses
Graph 1
0%
13%
Strongly Agree
Agree
54% Disagree
Strongly Disagree
33%
Q1. Are you familiar in verbal bullying?
54% of students are strongly agree that they are familiar in verbal bullying.
33% of students are agree that they are familiar in verbal bullying.
13% of students are disagree that they are familiar in verbal bullying.
0% of students are strongly disagree that they are familiar in verbal bullying.
Graph 2
10%
0%
30%
Strongly Agree
Agree
Disagree
Strongly Disagree
60%
Q2. Have you encounter someone who being bullied?
30% of students are strongly agree that they have encounter someone who being bullied.
60% of students are agree that they have encounter someone who being bullied
0% of students are disagree that they have encounter someone who being bullied.
10% of students are strongly disagree that they have encounter someone who being bullied.
Graph 3
10%
20% 40%
Strongly Agree
Agree
Disagree
Strongly Disagree
30%
Q3. Have you experience verbal bullying?
40% of students are strongly agree that they have experience verbal bullying.
30% of students are agree that they have experience verbal bullying.
20% of students are disagree that they have experience verbal bullying.
10% of students are strongly disagree that they have experience verbal bullying.
Graph 4
10%
10% 30%
Strongly Agree
Agree
Disagree
Strongly Disagree
50%
Q4. Do you try to bully someone?
30% of students are strongly agree that they tried to bully someone.
50% of students are agree that they tried to bully someone.
10% of students are disagree that they tried to bully someone.
10% of students are strongly disagree that they tried to bully someone.
Graph 5
12% 10%
20%
Strongly Agree
Agree
Disagree
Strongly Disagree
58%
Q5. Do you always experience verbal bullying in school?
10% of students are strongly agree that they are always experience verbal bullying in school.
20% of students are agree that they are always experience verbal bullying in school.
58% of students are disagree that they are always experience verbal bullying in school.
12% of students are strongly disagree that they are experience verbal bullying in school.
Graph 6
9%
9%
Strongly Agree
agree
Disagree
Strongly Disagree
23% 59%
Q6. Do you think verbal bullying can affect academic performances?
59% of students strongly agree that verbal bullying can affect academic performances.
23% of students are agree that verbal bullying can affect academic performances.
9% of students are disagree that verbal bullying ca affect academic performances.
9% of students are strongly disagree that verbal bullying can affect academic performances.
Graph 7
9%
28%
11%
Strongly Agree
Agree
Disagree
Strongly Disagree
52%
Q7. If you are being bullied , have you think suicidal thoughts?
9% of students are strongly agree that they have think suicidal thoughts.
11% of students are agree that they have think suicidal thoughts.
52% of students are disagree that they have think suicidal thoughts.
28% of students are strongly disagree that they have think suicidal thoughts.
Graph 8
13% 11%
21% strongly Agree

Agree
Disagree
Strongly Disagree
55%
Q8. Have you think to revenge?
11% of students are strongly agree that they have think to revenge.
21% of students are agree that they have think to revenge.
55% of students are disagree that they have think to revenge.
13% of students are strongly disagree that they have think to revenge.
Graph 9
10% 10%
20%
Strongly Agree
agree
Disagree
Strongly Disagree
60%
Q9. Do you think girls are being bullied all the time?
10% of students are strongly agree that they think girls are being bullied al the time.
20% of students are agree that they think girls are being bullied all the time.
60% of students are disagree that they think girls are being bullied all the time.
10% of students are strongly disagree that they think girls are being bullied all the time.
Graph 10
11%
24%
13%
Strongly Agree
Agree
Disagree
Strongly Disagree
52%
A10. Do you think boys are the most being bullied all the time?
24% of students are strongly agree that they think boys are being bullied all the time
52%of students are agree that they think boys are being bullied all the time.
13% of students are disagree that they think boys are being bullied all the time.
11% of students are strongly disagree that they think boys are being bullied all the time.
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions and recommendations
arrived in the study.
Summary of the Findings
In most cases, 54% of the participants are familiar with the verbal bullying, 30% of
them encountered someone being bullied, and 40% of the participant experienced verbal
bullying. The participants rarely experience bullying but 59% of the participants said that it can
affect to their academic performances. 9% only in the participants think of suicidal thoughts
when they’re bullied. 60% of the participants disagree that girls are often bullied compare to
boys, and 52% also, disagree that boys were often bullied too.
Conclusions
This sub-section describes the findings of the survey outlined in the previous chapter.
The purpose of this study I to identify the number of Grade 12 Cookery Students that experience
verbal bullying in academic year 2019. Specifically, this study aims to answer the following
questions:
1. How many students experience verbal bullying?
2. Is verbal bullying can affect academic performances?
3. Where did they usually experience verbal bullying?

RQ1. How many students experience verbal bullying?
Out of 100% of respondents, 40% of students are strongly agree that they have
experience verbal bullying. 30% of students are agree that they have experience verbal bullying.
20% of students are disagree that they have experience verbal bullying. And lastly, 10% of
students are strongly disagree that they have experience verbal bullying.
RQ2. Is verbal bullying can affect academic performances?
Out of 100% of respondents, 59% of students strongly agree that verbal bullying can
affect academic performances. 23% of students are agree that verbal bullying can affect
academic performances. 9% of students are disagree that verbal bullying ca affect academic
performances. And lastly, 9% of students are strongly disagree that verbal bullying can affect
academic performances.
RQ3. Where did they usually experience verbal bullying?
Out of 100% of respondents 10% of students are strongly agree that they are always
experience verbal bullying in school. 20% of students are agree that they are always experience
verbal bullying in school. 58% of students are disagree that they are always experience verbal
bullying in school. And lastly 12% of students are strongly disagree that they are experience
verbal bullying in school.

Recommendations
For students, the researchers have two things for you to remember. First, when you
are being bullied let the elder know so that they might help you to stop the case. Second, don’t be
afraid to tell the elders if you are in this situations, in that case you will be able to prevent of
being bullied.
For teachers, the researchers recommend them to monitor their students if there are
having this kind of situation. Also they should implement the Anti Bullying Act so that the
students will be aware.
For parents, the researchers recommends that monitor and guide their daughter/son
and ask them on what are the happening on their school so that they will know if their children
are being bullied or not.

Phoebe Macay Bacolod
Brgy. 179 Bitao St. Amparo Subd. Caloocan City
Contact No.: 09982817516
OBJECTIVES:
A challenging career opportunity which would help me to utilize my academic

background to assist me to gain experience, employ my excellent interpersonal skills, and enable
me to make positive contribution.
PERSONAL INFORMATION
Birthday : October 27, 2000

Age : 18 years old
Height : 5’2 ‘’ Weight : 50 Kgs.
Nationality : Filipino Civil Status : Single
Religion : Roman Catholic
Mothers Name : Marilou Macay Occupation : House Wife
Fathers Name : Pepito Bacolod Occupation : Carpenter
EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL: South East Asia Institute of Trade and technology
3rd Floor Crownlink 1 Bldg., Regalado Avenue
Quezon City
Strand: Home Economics
2018-2020 (Graduate)
JUNIOR HIGH SCHOOL: Amparo High School

Maramg St. Amparo Caloocan city
PRIMARY: Caloocan North Elementary School

Phase 6 Camarin Caloocan City
Jesemar V. Efondo
036 Azucena St. Payatas A. Quezon city
Contact No.: 09569155873
OBJECTIVES:

Birthday : October 11, 1997 Age : 18 years old

Mothers Name : Salvacion Basuel Occupation : House Wife
Fathers Name : Mario Efondo Occupation : Construction Worker
Quezon City
JUNIOR HIGH SCHOOL: San Isidro National High School

Boroneo St. Baranggay San Isidro, Makati City
PRIMARY: Melencio M. Castelo Elementary School

Ilang – Ilang St. Payatas A. Quezon city
NICOLE LAYON CALBITAZA
#57 Bill St. Batasan Hills Quezon City
Contact No.: 09668051565/09129782136
OBJECTIVES:

Birthday : April 28, 2001

Age : 18 years old
Mothers Name : Jenelyn Calbitaza Occupation : House Wife
Fathers Name : Leandro Calbitaza Occupation : Fish Vendor
Quezon City
JUNIOR HIGH SCHOOL: Batasan Hills National High School

IBP Road Batasan Hills, Quezon City
PRIMARY: San Diego Elementary School

#56 Cotabato St Luzviminda Village Batasan Hills, Q.C
Jesus D. Nolasco III
Brgy. 179 Manga St. Amparo Caloocan city
Contact No.: 09457130704
OBJECTIVES:

Birthday : June 1, 2002 Age : 18 years old

Height : 5’87‘’ Weight : 56 Kgs.
Mothers Name : Maria Fe Nolasco Occupation : House Wife
Quezon City
JUNIOR HIGH SCHOOL: San Isidro National High School

Boroneo St. Baranggay San Isidro, Makati City
Julius Claude F. Santaines
6082 azalea st Maligaya Park Subd. Caloocan City
Contact No.: 09774918799
OBJECTIVES:

Birthday : July 12, 2002 Age : 18 years old

Height : 5’5‘’ Weight : 56 Kgs.
Mothers Name : Luvy Santianes Occupation : House Wife
Quezon City
JUNIOR HIGH SCHOOL: Maligaya High School

Maligaya Caloocan City
Marilyn B. Jose
Blk. 6 Lot 23 Banaba St.Amparo Caloocan City
Contact No.: 09272992375
OBJECTIVES:

Birthday : June 6, 2001 Age : 18years old

Height : 525 ‘’ Weight : 42 Kgs.
Religion : Iglesia ni Cristo
Quezon City
JUNIOR HIGH SCHOOL: Amparo High School

Romolo Sanchez
016 LILAC URLINA Brgy.Fairview Quezon City
Contact No.: 09669928755
OBJECTIVES:

Birthday : July 6, 1999 Age : 18 years old

Quezon City
JUNIOR HIGH SCHOOL: North Fairview High School

Hans Pauline B. Salmeda
410 Sta. Catalina St. Brgy. Holy Spirit Quezon City
Contact No.: 09233631591
OBJECTIVES:

Birthday : December 18 2001 Age : 17years old

Quezon City
JUNIOR HIGH SCHOOL: Holy Spirit Quezon City

John Ford G. Ajera
Blk 4 Lot 7 North Triangle Camarin Caloocan City
Contact No.: 09662713542
OBJECTIVES:

Birthday : October 23, 2001 Age : 17years old

Quezon City
JUNIOR HIGH SCHOOL: Cielito Zamora High School


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Number of Grade 12 Cookery Students Experience Verbal Bullying in 2019

A Research Presented to the Faculty of Senior High School

In Partial Fulfillment of the Requirements

Ajera, John Ford

Salameda, Hans Pauline

end notes for this chapter 1.

Background of the study

1.How many students experience verbal bullying?

2.What are the factors causing them to be bullied?

3.Where did they usually experience verbal bullying?

Significance of the Study

2019 that will benefit the students relevant to the following:

students when they are being bullied through verbal.

would do when she/he is being bullied.

students that experience verbal bullying.

The participants of this study is limited to the Cookery students only.

The number of our respondents for this research is 100 only.

Definition of Operational Terms

The following definitions are provided to ensure understanding of these terms

name-calling, taunting, threatening to cause harm.

real or perceived power imbalance.

Embarrass. To cause someone to feel sad , ashamed or uncomfortable.

respect, especially publicly.

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Foreign Literature

him/her to perform his/her daily activities (Penetrante, 2009; Myers, 2005).

According to the consolidated report of Department of Education (Dep Ed), bullying

Review of Related Foreign Studies

In a National Study of bullying by the National Education Association (NEA), results

perpetrators or victims of physical bullying in the past two months.

Peers are involved in 85% of bullying episodes, either as observers or by joining in

of various researches confirming verbal bullying as the predominantly observed form of

al., 2009; Bayhon, 2001; &Plan Philippines, 2009).

adults, formulation of awareness programs to increase students’ knowledge of bullying, and

people should be aware of this practice.

This chapter includes research design, participants, instruments, data gathering

procedure, data analysis, and ethical considerations.

This quantitative study conducted using survey methodology. According to Creswell

(2009), survey design provides a quantitative or numeric description of trends, attitudes, or

The researchers conducted a probability sampling technique. Probability sampling

population (Bhat, 2019). In addition, Probability Sampling is a sampling technique in which

For a participant to be considered as a probability sample, he/she must be selected using a

place wherein the respondents will not be harassed and intimidated.

Data Gathering Procedure

Semi-structured survey present in Appendix C on the answers of Grade 12 Cookery

while conducting this research.

PRESENTATION AND INTERPRETATION OF DATA

participants’ responses on each research instrument question.

their academic performances.

Profile of the Participants according to Sex and Age

participation, threat, or deception.

Q1. Are you familiar in verbal bullying?

Q2. Have you encounter someone who being bullied?

Q3. Have you experience verbal bullying?

Q4. Do you try to bully someone?

50% of students are agree that they tried to bully someone.

10% of students are disagree that they tried to bully someone.

Q5. Do you always experience verbal bullying in school?

Q6. Do you think verbal bullying can affect academic performances?

9% of students are disagree that verbal bullying ca affect academic performances.

21% strongly Agree

Q8. Have you think to revenge?