Professional Documents
Culture Documents
The Physical Bullying Among Junior High School Students
The Physical Bullying Among Junior High School Students
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
A Research Paper
Presented to the Faculty of San Jose Litex
Senior High School Manggahan
Campus Rodriguez, Rizal
By
April 2018
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
School day life is one of the youth’s significant events for their social skills
were engaged to the environment of the school premises. Every student on every
school had daily routines on how they interact with the facilities inside their
school campus as the school climate holds the experience of the students. As
stated from a research entitled “Importance of school Climate” that the National
School climate Council (2007) defined school climate as “norms, values and
expectations that support people feeling socially, emotionally and physically safe”
(p.4). School climate is very crucial as being stated by Thapa et al. (2012) that “a
improving behavioral, academic, and mental health outcomes for students”. Also
Thapa et al. (2013) stated that “Specifically, schools with negative climates tend
inside the campus. Under the Philippine Government, all elementary and
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
secondary schools required to adopt policies to prevent and address the acts of
to the student’s living inside the school, but the students must be aware to the
daily events inside and outside of their environment, however they must perceive
it right on their experience. A study was carried by the researchers to confirm the
Bullying is a broad issue that mostly happens in any part around the
school, particularly inside the classrooms. According to Republic Act No. 10627
Sec. 2 Acts of Bullying, from the purpose of the RA 10627 it refers ‘Bullying’ as
of RA 10627 it may be any unwanted physical contact between the bully and the
victim like
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
were rarely reported (Chua, 2012). Incidents of bullying were rarely reported and
it is due to some victims who were intimidated by their classmates to speak out.
Some students were too afraid to report that they were experiencing bullying at
school. Include anti- bullying lessons in the curriculum. Emphasize that bullying is
not acceptable in any form (Chua, 2012). Including anti-bullying lesson will help
cases. The policies under the Anti-Bullying Act clearly protects students against
bullying while on school grounds and within its perimeter (Cuyugan, 2017).
recorded 6,363 case of bullying in both public and private elementary and high
schools. It has an average of 31 cases for every 201 school days. Base on this, it
says that the number was about 21 percent higher than the 5,236 recorded in
2013.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
With the implementation of Republic Act 10627, or the Anti- Bullying Act of
2013 in the Philippines, students were guided and protected against bullying. In
this law, students were aware of the schools anti-bullying policies and be able to
understand well that what were the scope and limitations of bullying in schools.
This study focuses The Physical Bullying among Junior High School
Students according to R.A. 10627. The respondents of this study are the
selected junior high students, respectively they are Grade 8-Sampaguita, and
Grade 10-Narra due to the availability of their schedule as other section in their
respective grade level beside the two selected sections are not included in this
research instrument.
The Physical Bullying that it explores in the study were cited in Sec. 2
Acts of Bullying which were the following: punching, pushing, shoving, kicking,
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
slapping, tickling, headlocks, inflicting school pranks, fighting and the use of
Theoretical Framework
people learn by observing others. The theory originates from Edwin B. Holt and
Harold Chapman Brown's 1931 book that featured the psychological needs of
animals, for example feeling, emotion, and desire. This theory essentially shows
the behaviors of humans through close observation. The reason this process
works so well is because of how cut and dry the research is. These learned
person.
The best example the researchers can use for this is the Bobo doll
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
doll experiment was the collective name of experiments in which a clown doll
named Bobo" was presented in a room with just one child. There were many
children involved in the experiment and all of the participants were shown a video
before getting into the room with the doll. The video was a model, and showed an
adult
point of the experiment was to show that children to not tire after being shown
aggressive behavior and just give up on the behavior entirely. Instead it just
essentially children are going to act how to you show them to act. I feel that as a
teacher the environment in which you surround your students with is the desired
behavior you will receive. If there was someone teaching and allowed the
raising their hand then the desired behavior would be to have out spoken
students that the only time it is okay to speak out in class is during a debate or
class discussion. The way the teacher would model this behavior is by doing
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Social cognitive theory is a learning theory based on the idea that people
personality. While social psychologists agree that the environment one grows up
as
reciprocal triadic relationship. For example, each behavior witnessed can change
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Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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Personal: Whether the individual has high or low self-efficacy toward the
behavior (i.e. get the learner to believe in his or her personal abilities to correctly
complete a behavior).
(i.e. Provide chances for the learner to experience successful learning as a result
absolutely necessary. Social learning theorists say that because people can
learn through observation alone, their learning may not necessarily be shown in
their performance.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Perception on Physical bullying by the flow of the Social Cognitive Theory which
information from the variables that are with the Research Question aligned to the
Conceptual Framework.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Conceptual Framework
O u t p u t
P r o c e s s
S e c . 2 o f R A
1 0 6 2 7 :
1 . P u n c h in g
2 .P u s h in g
3 .
In p u t S h o v in g
P r o fi l e o f J u n i o r 4 . K ic k in g
H ig h S c h o o l 5 . S la p p in g
S t u d e n ts 6 . T ic k lin g
7 . H e a d lo c k s
1 . G e n d e r 8 . I n fl i c ti n g
2 . A g e S c h o o l P r a n k s
9 . F i g h ti n g
1 0 . U s e o f
a v a ila b le o b je c t s
a s w e a p o n a n d ;
S u r v e y
Q u e s ti n n a i r e
T h e
P h y s ic a l
B u lly in g a m o n g
J u n io r H ig h
S c h o o l
S t u d e n ts
A c c o r d in g t o
R A 1 0 6 2 7
FEEDBACK
Behavioural
Intervention
Program
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
The Conceptual Framework showed the abstract of the study that was
carried out by the researchers. It had showed the Input, Process out flow where
first is the profile of the Respondents, then the Different types of Physical
branching out for The study with the feedback to the profile of the Junior High
School Students.
The purpose of the study is to assess The Physical Bullying among Junior
1.2 Gender
2. How does Junior High School student perceived the extent of Physical bullying
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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2.1 Punching
2.2 Pushing
2.3 Shoving
2.4 Kicking
2.5 Slapping
2.6 Tickling
2.7 Headlocks
2.9 Fighting
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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Students.
physical bullying and they gained deeper understanding about the issue. With the
help of this study, students were able to defend themselves if they were the
victim of
Teachers.
physical bullying inside the school. It will help them to respond correctly to the
cases of Physical bullying. It is important for our teachers to recognize that how
they understand and respond to bullying can have an effect on their students. In
this study, they knew that a student’s view differ from their own perception in
bullying. Understanding this can increase the teacher’s ability to solve this
situation professionally.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Parents.
Knowing the existence of physical bullying in this study, parents were able
to understand their child’s view about bullying and guide their child on how to
properly respond on bullying. With the help of this study, parents may recognized
if their child is a victim or a bully in their school and be able to make an action
Counselors.
their own problems. With the help of this study, school counselors were able to
respond correctly about the issue of physical bullying and be able to make a
Future Researchers.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Future researchers who have the same topic about this study may acquire
the existence of physical bullying in this time and compare it to the existence of
Definition of Terms
Physical Bullying. Any unwanted physical contact between the bully and
the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, fighting and the use of available objects as weapons
the environment. It is the mind set and the recognition of the surroundings.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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School climate. It refers to the quality and character of school life. It has
been described as “the heart and soul of the school (…) that essence of a school
that leads a child, a teacher, and an administrator to love the school and to look
respectively they are the selected students of Grade 8-Sampaguita and Grade 10
Narra.
individual’s fist.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
someone away.
Slapping. It refers to hit someone with the front or back of one’s open
hand.
hurt someone.
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Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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someone.
CHAPTER 2
This chapter includes the review of related literature and studies related to
Foreign Literature
Atik & Guneri (2013) stated that the likelihood of being bullies increased
with higher focus of control, less supervision, growing age, and the male gender,
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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the
Lee & Song (2012) stated the influence of individual traits in school
bullying and revealed that parental involvement would affect students through
Rivers & Noret (2010) stated that students with multiple roles suffered
most heavily psychological distress and were inclined to commit suicide. There’s
children. There are well-defined risk factors for bullying that are individual and
social. Beyond the immediate trauma of experiencing bullying, victims are at high
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
risk of later physical and emotional disorders. Bullies are the generators of this
trauma but also suffer poor long-term effects as a result of their participation.
Bystanders are also not immune from bullying's toxic effects nor innocent from its
identify and support children suffering from bullying. They also have the unique
This article will outline the risk, signs and symptoms of bullying to help
statistical analysis of violence against children (2014) makes clear that research
bullying can be severe and can persist throughout childhood into adulthood’ (p.
and:
• depression
• anxiety
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
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San Jose-Litex Senior High School
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• suicidal ideation
Further evidence of a link was reported by Tariq and Tayyab (2011), who
adults in Pakistan that ‘bullied adolescents have less life satisfaction, more
depression, less self-esteem and more social isolation’ (p. 22). The existence of
a correlation between these factors and bullying is important, but this link alone
does not explain which comes first, or whether there is a dynamic interaction not
fully explored yet. The significance of the prior relationships between students
harm for different students, has become a major focal point in this Report.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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or group of persons.” Meaning the bully use his/her strength to hurt or abuse their
victims for so many reasons. The author also added that the American
learning. This action will be very important to guide the victims or bullies
First is, the school must have a long-term anti-bullying policy, that includes
peace-education. The second one is, the entire staff (including cafeteria
third is, the victim should receive training in how to face bullies assertively.
Fourth is, since several studies prove that bullies lack empathy, they need
training that builds empathy. They should also be trained in anger management,
acceptable ways. And the last one is, workshops should be organized for parents
to learn restorative practices. Those recommendations can truly help the young
people to face this situation. Also, the guide of teachers and other school staffs
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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are important because they are part of the life of the students. They are matured
starting point for counsellors is to realize that much bullying occurs without the
knowledge of teachers and parents, and that many victims are very reluctant to
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Foreign Studies
Olsen (2008) states that bullying is consist of both in direct and direct
behavior. Direct behaviors, which are more commonly seen in boys, consist of
boys is usually more direct in nature, girls tend to use more subtle tactics, which
friendships. In fact bullying victims are also isolated by other non-bullying peers,
because these peers do not want to be associated with a victim of bullying due to
Türkmen, et.al (2013) stated that the World Health Organization defines
person, a specific community or group which can result in injury, death, physical
by the authors, bullying can be a reason for many problems and the worst is
death. In their study, they compare the tendency of male and female students
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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involved in violent behaviors was detected to be nearly 8.4 times higher when
compared with a female student. So, the male students are more prone to be
Studies have also found that adjustment problems can put children at an
increased risk of being bullied over time. However, to date the factors that place
overweight or obese children at risk of being bullied have been poorly elucidated.
Self-report data were collected from a sample of 11–14 year olds (N = 376) about
their weight status, about their experiences of three different types of bullying
(Verbal, Physical and Social), their global self-worth, self-esteem for physical
experiencing significantly more verbal and physical (but not social) bullying than
appearance and body dissatisfaction each fully mediated the paths between
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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Berger (2007) concluded from his research work that verbal abuse, sexual
harassment, and dating violence are the form of bullying, which include bullying
behavior in the form of relational and physical bullying(Tapper & Bolton, 2005;
school.
bullies and non-bullies in a sample of 216 6th and 7th grade students over a two
year period. Through the use of peer nomination survey, 16 students were
identified as bullies both years (persistent) and 21 were identified only in the first
year (desisting). Across all students, aggressive attitudes were associated with
poorer grades and more discipline infractions, but persistent bullies had the most
aggressive attitudes and were more likely to get into trouble in school than
desisting bullies control students. Desisting bullies were more similar to control
students than persistent bullies. These findings support the need to differentiate
among middle school bullies and to focus attention on the aggressive attitudes of
persistent bullies.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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Thunfors & Cornell (2008) stated that this study investigated the peer
by peer report using the School Climate Bullying Survey (SCBS) and popularity
379 middle school students, bullies were among the most popular students in the
popular bullies found few differences, except that a) popular bullies were less
Klein (2012) stated that this study examined the relations between school
climate and risk behaviors in a sample of 3,687 high school students who
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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completed the School Climate Bullying Survey and questions from the Youth
reasonable fit for 20 items with three hypothesized school climate scales
measuring (1) student willingness to seek help; (2) aggressive attitudes; and (3)
confirmatory factor analyses identified differential effects across gender and race.
These results support the contention that positive school climate can be an
Lacey (2013) stated that this study found that the prevalence of bullying
and teasing in a high school was predictive of school wide performance on state-
Measures of the prevalence of bullying and teasing were obtained from a state
wide survey of 7,304 ninth grade students and 2,918 teachers randomly selected
from 284 Virginia high schools. Hierarchical regression analyses found that the
perceived prevalence bullying and teasing was predictive of school wide passing
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
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San Jose-Litex Senior High School
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Science, World History, Biology, and Geometry. These findings could not be
attributed to
the proportion of minority students in the school, student poverty, school size, or
the need for greater attention to the impact of bullying and teasing on high school
Cornell (2013) stated that this study of 281 Virginia public high schools
found that the prevalence of bullying and teasing perceived by ninth grade
students was predictive of dropout rates for this cohort four years later. Negative
perceptions of bullying and teasing was associated with a 21% increase in the
number of dropouts, after controlling for the effects of other predictors, including
school size, student body poverty and minority composition, and performance on
bullying and teasing was comparable in magnitude to the predictive value for
new evidence that the prevalence of bullying and teasing in high school is an
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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Local Literature
victims of bullies and the bully. According to the Center for the Study and
Prevention of Violence, there are both short and long term affects for the victims,
the bullies, and the school climate as a whole. (Phi. Department of Health and
Human Services, 2009) The short-term effects that victims of bullying often
experience include painful and humiliating reaction that can lead to distress,
Ultimately bullying victims lack the ability to learn, because of safety issues.
These individuals feel threatened and don't feel safe, therefore they can't
succeed in school and they often sabotage their own learning with frequent
absences and poor school attendance. Many times victims will develop
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
The Philippine Star (2015) reported that every day in the Philippines, 31
incidents of bullying that are being reported in schools. The daily record of the
the victims of bullying are not being reported. Meaning, some of the victims of
bullying are not giving attention for the possible outcome that may happen if
other people hurt of abuse them. They choose to ignore this rather that to ask
So, the Department of Education make a way for this issue to be solve or
violence and other forms of abuse. Through this, some of the victims would have
a chance to escape the situation that they are experiencing right now.
towards other people which may involve a real or perceived power imbalance.
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Republic of the Philippines
Department of Education
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Division of Rizal
San Jose-Litex Senior High School
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verbally, spreading rumors or anything that may ruin a person’s image. This
usually starts during the school age but can be applied to all ages.
people in the country. The Anti-bullying Act of 2013 also helped to promote the
DepEd’s Child Protection Policy (CPP) to keep young students safe in their
learning environment.
Mindanao Times Editor (2015) stated that the most recent statistics that
documented more than 1, 700 cases of child abuse and bullying in school year
2013-2014. According to this, some of the incidents are not usually reported to
the teacher if they are bullied because of retaliation so they just allow the
incidents to pass. But for the researchers, it is very important to pay some
attention regarding bullying because it can really affect the victims especially the
students. The young people must notice if they are being bullied or not, so
Mindanao Times Editor (2015) added that this could be among classmates or
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
The Philippine Star (2015) stated that in year 2013, the Anti-Bullying Law
or Republic Act 10627 was enacted. This law would definitely help the victims of
bullying for them to protect their life from danger. The Philippines Star (2015)
added that the twin measures may have encouraged more victims to report
cases of bullying and other forms of abuse last year. But the thousands of
recorded cases indicate that more effort is needed to prevent bullying. According
to the research, people must do some effort such as awareness and prevention
to bullying even though that the government implemented a law to protect the
victim. Many schools started to have campaign regarding Anti-bullying and one of
Baguio City that students are encouraged to speak up about and against bullying
films, and making posters on the issue. (Philippine Daily Inquirer, 2013) Schools
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San Jose-Litex Senior High School
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must do the same thing because in just a simple thing, it can really help to lessen
Dealing with bullying is not easy but Chua (2012) stated that the key to
deal with bullying is the Education. According to her, discussing bullying in school
and at home is needed. Chua (2012) added that anti-bullying lessons must also
include in the curriculum to emphasize that bullying is not acceptable in any form.
Students must know that the bullying is a bad practice that has no good
result. They can destroy other people’s life and also their own lives. Violence is
not the answer but the education. Having a knowledge regarding a certain issue
There is a lot way to stop Bullying in schools. Datukon (2016) stated that
being a role model is one way to stop the said issue. She said that children do
what they see in older people so they need to impart them with values of respect
and empathy towards other children. Parents or adults have a big role to those
who are victim of bullying. Datukon (2016) added that talking to their children is
important. Sometimes, children are silent about being bullied so the parents must
encourage the children to share their experiences during the day. From this, they
can handle the situation well. Friends are also had a role to the victim of bullying.
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Department of Education
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San Jose-Litex Senior High School
Rodriguez, Rizal
to them. They can give them some advised that would help their situation. Lastly,
Datukon (2016) said that if someone is being bullied, they must be stay strong.
Bully people attack their inner sense of confidence and self-esteem. If the victim
did not do anything bad, they must ignore it. Chin up and walk away.
Local Studies
The Impact of student willingness to report for all groups of students, one
of the major factors influencing how data is collected, analyzed and reported is
the reluctance of many to actually reveal that they have been bullied. This was
the central issue examined by De Lara (2012) in why adolescents don’t disclose
recommendations has an inherent bias within it. The reasons adolescents don’t
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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• Concern about adult reactions to the complaint (overt parental intrusion, apathy
shown by adults who witnessed the events, or fear they will not be taken
seriously)
address at both the individual and the whole-school level. Fear of not being
experiences.
school bullying are pervasive and far-reaching. From mental point of view, a
child's self-esteem can be severely impacted even years after bullying has
stopped. The victims of bullying may suffer from depression, particularly if the
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Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
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bullying has occurred over a long period of time .It should be recognized that this
mental effects do not stop at the bullied, they also extended to the bullies.
shown that those involved in prolonged and serious bullying of others experience
wide range of mental health, academic and social problems. He also pointed out
that studies point to the connection between bullying and sexual harassment and
violence in later years. That those involved in prolonged and serious bullying of
others experience wide range of mental health, academic and social problems.
He also pointed out that studies point to the connection between bullying
Barranta (2015) as cited in Ahmad and Smith (1994); Smith and Sharp,
taunting, threatening, hitting and stealing that are initiated by one or more
students against a victim. In addition to direct attacks, bullying may also be more
While boys typically engage in direct bullying methods, girls who bully are more
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San Jose-Litex Senior High School
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apt to utilize these more subtle indirect strategies, such as spreading rumors and
Barranta (2015) as cited in (Batsche & Knoff, 1994; Olweus, 1993) stated
that whether the bullying is direct or indirect, the key component of bullying is that
intolerant environments – may increase their risks. Research suggests that some
Tangalin (2015) stated that bullying all over the world is becoming a
primary concern among children, adolescence and even adults. It can occur in
any context in which human beings interact with each other. This includes
common push factor in migration and it can exist between social groups, social
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classes and even between countries, as cited in Abe (2012). From this study,
people can conclude that bullying can be happened anywhere. But the most
cases of extortion, theft, hitting, spitting, kicking and throwing of papers. In terms
of verbal bullying, the victim felt they were insulted, mocked, and given dirty
looks. From this given examples, people would know the other activities that
discrimination, bullying, and harassment may cause harm. Last May 4, 2012,
The Philippines department of Education has issued order no. 40, s. 2012
entitled DepEd Child Protection Policy. "The state shall defend the right of
protection from all forms of neglect, abuse, cruelty, exploitation, and other
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Division of Rizal
San Jose-Litex Senior High School
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Also, the 2012 DepEd Protection Policy Explicitly noted the article 218 of
the family code that refers to the obligation of school administrators, teachers,
academic, and non-academic and other personnel. "School staff members play a
central role in this coalition, from working directly with children who have been
the provisions listed pertain to handling cases of violence and abuse in schools
incidents that are recorded every year, but there are many other bullying cases
that are not recorded. Teachers have few cases handling about it but students
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
have experiences about name calling, and offensive verbal statements coming
from other students but they are not able to speak up about this. It is stated that
parenting style has a bigger role to a student’s socialization skills. The student’s
perception about this is bullies are more often from a family who has
program in the school. The objectives are to determine students and teachers
bullying; and test the independence of the profile variables from bullying
incidences.
According to Omoteso (2010) studies have shown that those who are
range of mental health, academic, and social problems. The effects of school
bullying are persuasive and far-reaching, far from mental point of view. It is said
that a child's self-esteem can be severely impacted even years after bullying has
stopped. Also, the victims of bullying may suffer from depression, particularly if
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
School bullying affects also the relationship between bullied and his or her
school. For instance, a child may also blame his or her parents for forcing him to
go to school. For victims, repeated bullying can cause psychological distress and
Synthesis
From the gathered reviews there was a relation to some authors about the
significance of bullying which are relevant in the study. According to Thunfors &
Cornell (2008) as they stated that their study investigated the peer popularity of
Bullying was assessed by peer report using the School Climate Bullying Survey
(SCBS) and popularity was assessed through peer nominations from a student
roster that affirms to Klein (2012) that there is a relation between school climate
and risk behaviors, same with Lee & Song (2012) as they stated the influence of
individual traits in school bullying and revealed that parental involvement would
affect students through influencing school climate as said in the Social Cognitive
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Theory that the idea of people were learned by observing others via School
Climate.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the research design that is appropriate for the
conduct of the study, description of the respondents and the techniques for
gathering procedure, research instruments, and the statistical tools that will be
Research Design
The study used descriptive approach and with the use of survey
gathered and results of The Physical Bullying among Junior High School
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
The researchers search for some respondents who will answer the Survey
Questionnaires. The respondents of the study had an important part for the
study.
Their cooperation is needed for the success of the study in The Physical
Bullying among Junior High School Students According to RA 10627 are the
size is 108 and the sampling size is 85 using the Slovin’s formula.
Slovin’s Formula:
45
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
N
n= 2
1+ Ne
N
n= 2
1+(108)(0.05 )
108
n=
1+ (108 ) (0.0025)
108
n=
1+ 0.27
108
n=
1.27
n = 85.03937
n = 85
Sources of Data
The researchers have gathered a primary source of data from the selected
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
validated from by our Research Adviser and had been aligned to the Statement
of the Problem.
questionnaire for this study. The formulated questionnaire was aligned for this
study and as the tool used to conduct this research. Second is the validation of
the Survey Questionnaires. The researchers seek the help of the research
adviser to validate the questionnaire for this study. Third was the approval of
letter of request. The letter of request has been approved by the school principal
of San Jose National High School. There were corrections made before the letter
was approved. The researchers followed and revised the letter that was said by
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
respondents. The survey questionnaires are given and handed to the selected
The data that have been gathered was treated by using statistical tools
qualitative or quantitative values that a variable takes in a data set and the
percentage of observations that exist for each data point or grouping of data
2008)
Formula:
48
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
f
x 100
n
Where:
f= frequency
n= number of respondents
calculator.htm)
Formula:
49
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Where
50
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Chapter 4
In this chapter, tables are presented to analyze and to interpret the data
Profile
Age
Table 1.1
Ranking
Age Frequency (f) Percentage (%)
13-15 57 67% 1
16 26 31% 2
17 2 2% 3
4
18-Above 0 0%
Total 85 100%
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Table 1.1 presents the distribution of the respondents by their age. It shows that
the ages of the respondents were fifteen-years old (15) to eighteen (18) and
above.
Majority (57) of them or 67% were within the age of 13-15. The respondents
whose ages were within age 16 were composed the 31% of the respondents,
there were 2 respondents or 2% whose age were 17. There were no respondents
Gender
Table 1.2
Male 29 34% 2
Female 56 66% 1
Total 85 100%
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Table 1.2 presents the distribution of the respondents’ profile by their gender. It
shows that the gender of the Male respondents were 29 or 34% of the
Table 2
Response on Punching
Table 2.1
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 5 or 6% who answered “Very High Extent”. There were 9 or 11% who
answered “High Extent”. There were 30 or 35% who answered “Moderate Extent”
There were 28 or 33% who answered “Minimal Extent” and 13 or 15% who
54
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Response on Pushing
Table 2.2
55
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 13 or 15% who answered “Very High Extent”. There were 27 or 32%
who answered “High Extent”. There were 29 or 34% who answered “Moderate
Extent” There were 12 or 14% who answered “Minimal Extent” and 4 or 5% who
Response on Shoving
Table 2.3
56
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 5 or 6% who answered “Very High Extent”. There were 10 or 12%
who answered “High Extent”. There were 29 or 34% who answered “Moderate
Extent” There were 25 or 29% who answered “Minimal Extent” and 16 or 19%
Response on Kicking
Table 2.4
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 3 or 3.53% who answered “Very High Extent”. There were 6 or
7.06% who answered “High Extent”. There were 22 or 25.88% who answered
“Moderate Extent” There were 38 or 44.71% who answered “Minimal Extent” and
58
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Response on Slapping
Table 2.5
59
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 6 or 7.06% who answered “Very High Extent”. There were 8 or
9.41% who answered “High Extent”. There were 23 or 27.06% who answered
“Moderate Extent” There were 30 or 35.29% who answered “Minimal Extent” and
Response on Tickling
Table 2.6
60
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 25 or 29% who answered “Very High Extent”. There were 22 or 26%
who answered “High Extent”. There were 16 or 19% who answered “Moderate
Extent” There were 13 or 15% who answered “Minimal Extent” and 9 or 11% who
Response on Headlocks
Table 2.7
61
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 2 or 2% who answered “Very High Extent”. There were 10 or 12%
who answered “High Extent”. There were 15 or 18% who answered “Moderate
Extent” There were 25 or 29% who answered “Minimal Extent” and 33 or 39%
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Table 2.8
63
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
School Pranks. There were 28 or 32.94% who answered “Very High Extent”.
There were 25 or 29.41% who answered “High Extent”. There were 24 or 28.24%
who answered “Moderate Extent” There were 8 or 9.41% who answered “Minimal
Response on Fighting
Table 2.9
64
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
There were 18 or 21% who answered “Very High Extent” same with “Moderate
Extent”. There were 16 or 19% who answered “High Extent”. There were 22 or
26% who answered “Minimal Extent” and 11 or 13% answered “Not Observed”.
Table 2.10
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Extent”. There were 2 or 2% who answered “High Extent”. There were 12 or 14%
who answered “Moderate Extent”. There were 33 or 39% who answered “Minimal
66
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Table 3
Weighted
Response Mean Ranking
1. Punching
44 5
2. Pushing
57.6 3
3. Shoving
43.6 6
4.Kicking
39.4 8
5.Slapping
41.8 7
6. Tickling
59.2 2
7.Headlocks
35.6 9
8.Inflicting School Pranks
65.6 1
9.Fighting
52.6 4
10.Use of available object as
weapon
32 10
Table 3 present the weighted mean of all different types of Physical Bullying
according RA 10627. The weighted mean are ranked according to their scores,
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
ranked 2 having 59.2, pushing ranked 3 having 57.6, fighting ranked 4 having
52.6, punching ranked 5 having 44, shoving ranked 6 having 43.6, slapping
ranked 7 having 41.8, kicking ranked 8 having 39.4, headlocks ranked 9 having
35.6 and lastly, use of available object as weapon ranked 10 having a score of
32.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Chapter 5
This chapter presents the summary of the findings, the conclusions drawn
Most of the respondent’s age were at 13-15 years old and least of them
Gender
From the whole of respondent’s majority of them were girls and least of
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Response on Punching
Response on Pushing
Response on Shoving
The great portion of the respondents answered that the signs of shoving
were observed as” Moderately Extent” on the other hand, few answered it was on
71
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Response on Kicking
“Minimal Extent” and few answered that it was in “Very High Extent”.
Response on Slapping
Response on Tickling
The large number of respondent answered that tickling was “Very High
Response on Headlocks
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Response on Fighting
what extent do you observe the following types of Physical Bullying inside the
Campus
to be described by the junior high school students were; Inflicting school pranks,
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
Conclusion
Based on the findings of the study, The Researchers conclude the following:
3. The Examples of Physical Bullying who were mostly observed by the student-
weapons which implies to Edwin Holt’s Social Cognitive Theory, that the theory
therefore, it affirms that the extent of the given examples of Physical Bullying
were justified as stated by Klein (2012) that there is a relation between school
4. The Examples of Physical Bullying who were mostly observed by the student-
74
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
5. The Examples of Physical Bullying who were mostly observed by the student-
6. The Examples of Physical Bullying who were mostly observed by the student-
respondents as “Very High Extent” were Tickling and Inflicting School Pranks
which is very unusual to be observed and may imply that is the scope of their
Recommendations
Based from the findings and conclusion, the researchers recommend the
following:
2013”.
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
2. Because of the unusual behavior of the Junior High School Students of having
“Very High Extent” in Tickling and Inflicting School Pranks the researcher
action.
76