CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

School are said to be the place where students learn and mold themselves into someone they

wanted to be, but that is not the only condition or situation that schools can give, it can also be a

battle field, a place of survival where famous and beautiful are honored and be respect while

those poor little once are bullied.

Bullying has become one type of violence that threatens a young person's wellbeing both in

schools and in the neighborhood. Bullying affects individuals, families, schools, and the society

as whole and it may result in the young people feeling powerless, intimidated and humiliated by

the aggressive deeds of fellow mates. Bullying is unwanted, aggressive behavior among school

aged children that involves a real or perceived power imbalance. The behavior is repeated over

time. Bullying includes actions such as making threats, spreading rumors, attacking someone

physically or verbally and excluding someone from a group a purpose. There are also four types

of bullying which is the verbal, physical, social/emotional and cyberbullying. School bullying

generally harms children's ability to learn at school and it is also contributed to the dropout rates

of the schools.

I am conducting this research because bullying is now a big problem in our society and in

our school. We take interest of this topic because we also personally undergone through some

levels of mild high school bullying at the same time.

Theoretical Framework

Bullying has become a national epidemic and the behavior of bullying can be examined by

looking at it through the lens of Social Learning theory. According to the social learning theory

as described in Berger,(2015) it's an extension of behaviorism that emphasizes the influence that

other people have over a person's behavior, stating that every person learns through observation

and imitating other people's behavior. This means the bulling behavior was learned by his/her

imitation of someone else or a group of other people. According to (Swearer, Wang, Berry &

Myers, 2014) Social learning theory also knows as social cognitive theory can be used to

explained aggressive bullying behaviors, for example youth who are exposed to domestic

violence in the home are more likely to bully others than those who aren't exposed to domestic

violence and the same goes with children who socialize with aggressive peers: they are more

likely to show aggressive behaviors toward others than those who do not socialize with

aggressive peers. It is apparent that students who bully others is a result of what they see or what

is being done to them. They are hurting and the root is unresolved emotional issues from

witnessing violence in their homes or from their peers or both.

2
Statement of the problem

This study entitled "Bullying in School in Grade 12 students in Rcbd Saint Anthony

Academy, A.Y. 2021-2022. The purpose of this study is for us to know how bullying affects

among students and for us to know how to overcome bullying in school

Spicifically, the study attempted to answer the following question:

1. Did you encounter bullying? If yes, is it verbal, emotional, physical or cyber-bullying?

2. How does bullying affects you?

3. As a student, what are the possible ways to prevent or avoid bullying here in Rcbd Saint

Anthony Academy.

3
Statement of the Hypothesis

H01: There is significance relationship between bullied student and their academic

performance.

Significance of the study

This study is beneficial to the following:

1. RCBD Saint Anthony Academy Inc. Administrator – This study will serve as indicator as to

the Bullying in School in grade 12 students IN RCBD Saint Anthony Academy. The survey will

give an actual information which will guide to school in improving this kind of learning.

2. Teachers – This study may serve as an eye opener for teachers to guide their students.

3. Students – The findings of this research will help us know the sentiments of the students about

how to handle their selves of being bullied. The result of the study can pave the way of

improving the learning for the students’ academic development.

4. Parents –This study benefits the parents since they are the one who enrolled their children in

the institution with self-assurance that their children are given enough education to any type of

learning, they may in.

5. Future Researchers – This study will serve as a resource material for future researchers whose

study is in concern with the effects of bullying in every student.

4
DEFINITION OF TERMS

Bullying is said to have a long term effect on its victim. This study helps the victim to be

knowledgeable about the bullies. To further more understand about the contents of this research

paper.

Here are some keywords to help you out.

*Bullying- the process of intimidating or mistreating somebody weaker or in a more vulnerable

situation.

*Bully- an aggressive person who intimidates or mistreats weaker people.

*Behavior- the way in which somebody behave.

*Metamorphosis- a marked change in appearance, character, condition or function.

*Verbal- using words or language, especially to opposed someone.

*Emotional- likely to show or express emotion. Someone easily upset.

*Physical- relating to the body of person instead of the mind.

*Cyber bullying- electronic posting of mean-spirited messages about a person (as a student)

often done anonymously.

5
SCOPE AND DELIMITATION

The study involves on the grade 12 students in Rcbd Saint Anthony Academy, who

encounter bullying. This research data was based on distributing survey questionnaire and its

only fucos on bullying in school in grade 12 students in Rcbd Saint Anthony Academy. The

primary data gathering method was distributing a survey questionnaire and it bases on their

experience on the period. We are only going to distribute the survey questionnaire to the grade

12 students to solve this particular research. This study is limited only to the number of

respondents.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Cythia (2014) analyzed bullying impact on student’s performance either in short or long

term. She found that there are differences in relationship between bullying level and academic

performance depending on student´s academic achievement. Nadine (2014) investigated bullying

impact on student’s ability to academically succeed. Nadine found that bullied students have feel

of fear from coming to school because they feel that they are unsafe; therefore, they are unable to

concentrate which reelect negatively on their academic success.

Mundbjerg et al. (2014) analyzed the relationship between bullying in elementary school

in Denmark. They found that bullied students have lower academic achievement in 9th grade and

bullying impacts are larger if it is more severe. Placidius (2013) found that physical bullying was

perceived as a dominant bullying element. Boys prefer to be bullies more than girls. Poor

academic performance was as impact of bullying. Mehta et al. (2013) found that when students

feel that bullying is a phenomenon in their school, they feel that they are unsafe which reflected

on less engaged in school community.

Therefore, they have less motivation to do well at school and they do not participate in

school activities. Bullying affects student’s academic achievement in various ways.

7
Ammermueller (2012) found that being bullied has a significantly negative impact on present

and future students’ performance in school.

Brank et al. (2012) indicated that bullying victims are weak, shy, and anxious. They

added that victims’ performance is poor in school and seek to avoid attending school classes for

the purpose of avoiding victimization. Victimization experiencing can lead to poor academic

performance and leading to absenteeism. Skapinakis et al. (2011) found that victims were more

likely to report suicidal thoughts than were bullies.

Juvonen, et al. (2011) said that bullying experiences affect victims’ academic

achievement in both direct and indirect ways. So bullied student by his peers may become

worried and afraid of being teased, therefore he may stop participating in class or may has e

trouble in concentrating on class work because of fear. They added that students who are often

subject to be bullied by their peers during school period have less engagement at school and poor

grades.

Konishi et al. (2010) confirmed that interpersonal relationships within school

environmentinfluence academic achievement. Roman and Murillo (2011) found that aggression

in schools has a negative effect on academic achievement in Latin America. They affirmed that

students who have been physically or verbally abused perform less.

Marcela and Javier (2011) found that bullying is a serious problem throughout Latin

America they indicated that; students who suffer from their peer’s aggression have lower

performance in reading and math than those who do not; and students who are in classrooms

with more physical or verbal violence perform are worse than those in less violent classroom

8
settings. Konishi et al. (2010) found that school bullying affects negatively academic

achievement.

Chaux et al. (2009) argued that ten to fifteen percent of adolescents worldwide are bullied

two or more times a month. Skrzypiec (2008) found that third of students who had been seriously

bullied reported having serious difficulties in concentrating and paying attention in class because

of bullying and the fear associated with. Glew et al. (2005) reported that bullying prevents

concentration and subsequent academic achievement since bullying victims lose interest in

learning and experience a drop in academic grades because their attention is distracted from

learning. Mishna (2003) indicated that bullying is “a form of aggression in which there is an

imbalance of power between the bully and the victim that occurs largely in the context of the

peer group”.

Bullying and harassment are not new issues that students and schools face. In fact, over

the years, it has been viewed as being so common place in schools that it has been overlooked as

a threat to students reduced to a belief that bullying is a developmental stage that most youth will

experience then get over (Ross, 2002, p.107). But not everyone gets over the personal trauma

that can come with bullying both for the victim and the bully. This is why it is seen happening by

adults in work places in homes, and in the community. This harassment is not isolated in schools

alone. But schools are the best place to actively intervene.

Teachers, administrators, counselors, and even students have the greatest access to the

most students though a school system. It is here that school staff can intervene, support and

educate students about ending bullying behavior directly and indirectly, breaking the bullying-

9
cycle. The paper will address bullying in general at all grade levels, but it's invention focus will

be at the high school. Harris and Hathorn, (2006, p.50).

According also to Harris and Hathorn, "Because adolescence is a difficult time in child’s

maturation, bullying exacerbates these difficult times by forming barriers to positive connection

with other students and school faculty member. Consequently, the presence of bullying at school

often creates a barrier for young people to develop into well-adjusted adults. High school is the

last opportunity educators have to work with students at building character for some students this

may be the last opportunity for an intervention to change behavior, before they become adults in

the workplace with a family in the community at large.

Bullying does not need to be a reality that students face. As more schools adopt whole

school prevention programs and actively work with students, staff, and parents in effectively

addressing the issues of bullying and harassment in each individual school, students will develop

(Literature Review of School Bullying)

Effects on the victim- Kids who are bullied can experience negative, physical and mental

health issues. Kids who are bullied are more likely to experience. Bullying in the Philippines is

widespread in schools and over the Internet, with a study that states that about 50 per cent of

Pilipino 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 signing the anti-bullying act of 2013, which criminalizes any act of

bullying or cyber bullying that happens in the country. Read on to learn about bullying in The

Philippines.

10
 Related Studies

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).

11
 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). Research shows that

targets of bullying are more likely to be depressed, feel lonely, be anxious, feel unwell, have low

self esteem, avoid social situations, self-medicate (substance use), have lower school

performance, and think about suicide (www.stopbullying.gov; Hostile Hallways: Bullying,

Teasing, and Sexual Harassment in School, AAUW, 2001).

High school students who bullied or were perpetrators and victims of bullying were at the

greatest risk of being involved in violence, engage in multiple types of substance use, and have

academic problems. The link between bullying and other risk behaviors was particularly noted

among urban and African American students (Bradshaw, Waasdorp, Goldweber & Johnson,

2012 60% of students who bullied were convicted of a crime by age 24 and 35% had 3 or more

convictions by age 24 (Fox et al., 2003).

Youth who report being bullies and victims are at the greatest risk for social

maladjustment and for physical and emotional dating violence victimization (Espelage & Holt,

2007). Youth exhibiting bullying behaviors are also more likely to sexually harass same- and

opposite-sex peers and be physically aggressive with their dating partners (Pepler et al., 2006;

Williams, Conolly, Pepler, Craig, & Laporte, 2008; Brendgen, Vitaro, Tremblay, & Wanner,

2002).

Among lesbian, gay, bisexual, and transgender (LGBT) students 85% report being bullied

or harassed because of their sexual or gender identity. In part because of this, the suicide rate for

LGBT students is 3 - 4 times higher than that of the general student population. (Biegel & Kuehl,

2010). Witnessing family violence is one of the risk factors for experiencing or perpetrating
12
bullying. 97% of children exposed to family violence reported that they were bullies and victims

in different situations (Lozano et al., Pediatrics, Fall 2006).

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) Bullying is associated with several behaviors that pose risk to the adolescents' physical and

psychological health.

Even though both boys and girls engage in bullying behaviors, their method of bullying is

usually quite different. For example, boys use more physical violence, whereas girls are usually

more verbally abusive and engage in group exclusion. These are two different types of bullying

behavior either direct or indirect. Direct bullying can be either verbal or physical in nature.

Verbal bullying includes such behaviors as taunting, teasing, name calling, and spreading

rumors. Physical bullying encompasses behaviors, such as hitting, kicking, pushing, choking,

and destruction ofproperty or theft. Indirect bullying is often more subtle and can include

behaviors such as threats, obscene gestures, excluding others from a group, and manipulation of

friendships.

Another form of bullying is sexual harassment. The intent of sexual harassment is to

humiliate, embarrass, or demean another individual based on their gender or sexual orientation.

(Olsen, 2006) Bullying consist of both indirect and direct behavior. Direct behaviors, which are
13
more commonly seen in boys, consist of calling names, teasing, taunting, threatening, hitting,

using a weapon, and stealing by one or more individuals against a victim. While bullying

behavior of boys is usually more direct in nature, girls tend to use more subtle tactics, which can

be more indirect in nature. In-direct behaviors include spreading rumors, exclusion or isolation

from peers, and or manipulating relationships and or 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 the threat of becoming a victim themselves.

This ultimately isolates bully victims even more. This type of complete isolation is not

only painful, but becomes problematical for anyone in coping in a hostile environment with

virtually no support or even a friend to help relieve some of the pressure and anguish that a bully

victim faces on a daily basis. Other children who witness bullying, the bystander, may also feel

guilt that they cannot help the victim, because they either don't know how or perhaps, they feel

threatened themselves. Being an adolescent has never been easy, particularly in today's

desensitized society where violence is prevalent. Adolescence, especially those who are victims

of bullying, have a hard time coping and functioning in such a stressful and aggressive

environment with little or no support from their peers.

Another form of indirect bullying is called cyber bullying. Cyber bullying is done

electronically through the internet via emails and on-line chat rooms. Students can now enter the

personal space of their victims that violates them and their rights inside their own homes through

their computers. Not only is their school environment a hostile and threatening place, but this

hostility and these threats can reach them in the safety of their home. Students who are victims of

14
cyber bullying are subject to threatening emails or have hostile and abusive messages posted

about them in online chat rooms.

Common characteristics of bullies include lack of empathy or concern for others. Bullies

also tend to demonstrate a strong need to dominate and subdue their peers. They are usually hot

tempered and become enraged easily. Bullies usually tend to pick victims who are weaker and

use intimidation such as threats or compromise one's reputation. Bullies are usually physically

aggressive and they tend to be defiant, oppositional, and aggressive towards adults and authority

Figures.

CHAPTER III

METHODOLOGY

Research Design

This study is under phenomenological because the situation is timely. A

phenomenological research study is a study that attempts to understand people's perceptions,

perspectives and understanding of a particular situation. The focus of this study is what people

experience in regard to some phenomenon and how they interpret those experiences

Our chosen respondents are all grade 12 students in Rcbd Saint Anthony Academy, A.Y. 2021-

2022 for identification for bullying. And we use the snowball sampling.

The data gathering method used was questionnaire-checklist. We are going to give them a survey

questionnaire to our chosen respondents to solve this particular research.

15
GATHERING DATA PROCEDURE

The researchers prepared the instuments used through questionnaire-checklist of their

study to obtain some ideas. Finally the researchers able to do and it was presented to their

teacher. After the teacher had corrected and approval the questionnaire. The researchers will

xerox them into 20 copies. And by conducting our research we are asking the permission from

the respondents to be part of the study as well as the teachers approval in conducting this study

and in the distribution ot the questionnaire to the respondents.

Methods of collecting data and development of research instruments

The materials and instruments to be used for gathering data are the questionnaire-

checklist and the interview.

Questionnaire-checklist

The questionnaire-checklist is the main instruments used in the gathering data. It was

employed primarily to come up with the perception of respondents concerning the subject matter

Good (2009,). A questionnaire is a list of planned, writtin questions related to a particular topic

with space provided for indicating the response to each questions intended for submission to a

numbers of persons for reply, commonly used in normative survey studies and in the

measurement of attitudes and opinions.

INTERVIEW

16
 The inerview technique will also be used to complement the gathering of data for the

study. Interview provide information which may be confidential that may not ordinarily be given

in writing. The interview according to Vockel(2000,) is a technique in which the researchers

stimulates the respondents to give the needed information for the study.

SAMPLING DESIGN

The sampling design that is appropriate is a snowball sampling. Snowball sampling is a

non-probability sampling technique where existing study subjects recruit future subjects study

their acquaintances. Thus the sample group is said to grow like a rolling snowball. As the sample

builds up, enough data are gathered to be useful for research.

STATISTICAL TREATMENT DATA

The responses of the respondents to the questionnaire-checklist were carefully called

tabulated and organized including those derive from interview, observation and documentary

analysis. The data presented analyzed and interpreted with the used of frequency counts and

percentage.

For percentage computation is

17
℅=f/n x 100

Where

℅- percentage

f- number of respondents for every item

n- total number of respondents

CHAPTER IV

ANALYSIS PRESENTATION AND INTERPRETATION OF DATA

This chapter presents analysis, finding and interpretation of data. For the clearer presentation

appropriate tables were used. All findings gathered from the distributing questionnaire-checklist

are presented and analyzes based on the specific questions.

TABLE 1

Q.1 Did you encounter bullying? If yes is it verbal, emotional, physical or cyberbullying?

Frequency Percentage

Verbal 5 25%

Emotional 9 45%

Physical 4 20%
18
 Cyberbullying 2 10%

Total 20 100%

Based on the survey of the researchers and the responses of our choosen respondent, five (5)

or twenty five percent (25%) of them answered that they encounter verbal bullying. Nine (9) or

fourty five percent (45%) of them answered that they encounter emotional bullying. Four (4) or

twenty percent (20%) of them answered physical bullying. And two (2) or ten percent (10%) of

them answered that they encounter cyberbullying. Most of the grade 12 Senior High School

students of RCBD Saint Anthony Academy answered that they encounter emotional bullied.

Table 2

Q.2 How many kids have bullied you?

Frequency Percentage

I haven't bullied

1-2 15 75%

3-4 3 15%

More than 4 2 10%

Total 20 100%

Based on the study of the researchers and the responses of our 20 chosen respondents

fifteen (15) or seventy five percent (75%) answered that they encounter bully in 1-2 kids. Three

(3) or fifteen percent (15%) answered 3-4 kids who bullied them. And two (2) or ten percent

(10%) answered that they bullied more than 4 kids.

19
 Most of the grade 12 Senior High School students of RCBD Saint Anthony Academy

answered that 1-2 kids who bullied them.

TABLE 3

Q.3 How does bullying affects you?

Frequency Percentage

Low grades

Trauma 5 25%

Loss of self confidence 8 40%

Stress 4 20%

Depression 2 10%

Afraid of going school 1 5%

Total 20 100%

Based on the study of the researchers and the responses of our 20 chosen respondents they

answered what are the affects of bullying on their selves. Five (5) or twenty five percent (25%)

of them answered trauma. Eight (8) or fourty percent (40%) that they loss their self confidence.
20
Four (4) or twenty percent (20%) answered that they are stress. Two (2) or ten percent (10%) of

them answered depression. And one (1) or five percent (5%) answered that they afraid f going

school.

Most of the grade 12 Senior High School students of RCBD Saint Anthony Academy

answered that the affects of the bullying is they loss self confidence.

TABLE 4

Q.4 As a students what are the possible ways to prevent or avoid bullying here in RCBD Saint
Anthony Academy?

Frequency Percentage

Take an anti bullying pledge 2 10%

Talk to your 10 50%

teachers/principal

Talk to your 5 25%

parents/guardian

Act brave, walk away and 3 15%

ignore the bullies

Total 20 100%

Based on the study of the researchers and the responses of our 20 chosen respondents, two

(2) or ten percent (10%) of them answered that they can prevent or avoid bullying here in RCBD
21
Saint Anthony Academy by take an anti bullying pledge. Ten (10) or fifty percent (50%) of them

answered that they will talk to their teacher/principal. Five (5) or twenty five percent (25%) of

them answered that they will talk to their parents/guardian. And three (3) or fifteen percent

(15%) of them answered that they will act brave, walk away and ignore the bullies.

Most of the grade 12 Senior High School students of RCBD Saint Anthony Academy that

they will talk to their teacher/principal.

Table 5

Q.5 What can the school do to stop the bullying?

Frequency Percentage

Supervise the school better 8 40%

Make rules against bullying 10 50%

Talk about bullying during 2 10%

class

Total 20 100%

Based on the study of the researchers and the responses of our 20 chosen respondents. Eight

(8) or fourty percent (40%) answered supervise the school better. Ten (10) or fifty percent (50%)

answered make rules against bullying. Two (2) or ten percent (10%) answered talk about

bullying during class.

22
 Most of the grade 12 Senior High School students of RCBD Saint Anthony Academy that

they will make rules against bullying inorder to stop bullying in school.

CHAPTER V

Summary of findings

Based on the questions the findings of this study was;

1. Nine (9) or fourty five percent (45%) most of the grade 12 Senior High School students of

RCBD Saint Anthony Academy answered that they encounter emotionally bullied.

2. Fifteen (15) or seventy five percent (75%) most of the grade 12 Senior High School students

of RCBD Saint Anthony Academy answered that 1-2 kids who bullied them.

3. Eight (8) or fourty percent (40%) most of the grade 12 Senior High School students of RCBD

Saint Anthony Academy answered that the affects of bullying to them is they loss self

confidence.

23
4. Ten (10) or fifty percent (50%) most of the grade 12 Senior High School students of RCBD

Saint Anthony Academy answered that they will talk to their teacher/principal.

5. Ten (10) or fifty percent (50%) most of the grade 12 Senior High School students of RCBD

Saint Anthony Academy answered they make rules against bullying to stop bullying in school.

CONCLUSIONS

Based on the responses of our 20 chosen respondents of RCBD Saint Anthony Academy .

Nine (9) or fourty five percent (45%) most of the grade 12 Senior High School students of

RCBD Saint Anthony Academy answered that they encounter emotionally bullied. Fifteen (15)

or seventy five percent (75%) most of the grade 12 Senior High School students of RCBD Saint

Anthony Academy answered that 1-2 kids who bullied them. Eight (8) or fourty percent (40%)

most of the grade 12 Senior High School students of RCBD Saint Anthony Academy answered

that the affects of bullying to them is they loss self confidence. Ten (10) or fifty percent (50%)

most of the grade 12 Senior High School students of RCBD Saint Anthony Academy answered

that they will talk to their teacher/principal. Ten (10) or fifty percent (50%) most of the grade 12

24
Senior High School students of RCBD Saint Anthony Academy answered they make rules

against bullying to stop bullying in school.

Bullying is a serious problem that can dramatically affect the ability of students to

process acadimacally and socially. We need to have or make an action that involves all the

students,parents,and school staff to ensure safety and fear-free environment.

RECOMMENDATION

The researchers recommend to all students to use the snowball sampling it is a

nonprobability sampling technique where existing study subject recruit future subjects from

among their acquaintances.

From the finding of the study bullying should not be taken lightly as it can cause serious

problem for all students and to anyone of us as well who involved. Being bullied is very stressful

ordeal for students. So, the researchers recommend to all parents/guardians that they need to

guide or discipline their children to be a good one and to be a good influence for our next

generation.

25
 And for the school the researchers recommend also to the principal/teachers that they

should build an anti-bullying pledge so that no one students can encounter bullying. And for us

we need to be a kind for everyone. We need to respect everyone opinions so that our school be

compatible to everybody not just for school but for our community as well.

REFERENCES

https://www.enotes.com/research-starters/bullying

https://antibullyingsoftware.com/bullying-research-paper-links-to-leading-school-bullying-

research-websites/

https://www.slideshare.net/mobile/skylarkXoXo21/research-study-about-bullying

https://www.slideshare.net/mobile/victoriasantos9822924/bullying-thesis

https://en.m.wikipedia.org/wiki/Cross-sectional_study

26
 APPENCIES

BULLYING AMONG GRADE 12 STUDENTS IN

RCBD SAINT ANTHONY ACADEMY

A.Y. 2021-2022

1. Did you encounter bullying? If yes is it verbal, 2. How many kids have bullied you?

emotional, physical or cyberbullying?

I haven't bullied
Verbal
1-2
Emotional
3-4
Physical
More than 4
Cyberbullying 27
3. How does bullying affects you? 4. As a students what are the possible ways to prevent or avoid

bullying here in RCBD Saint Anthony Academy?

Low grades

Trauma Take an anti bullying pledge

Loss of self confidence Talk to your teachers/principal

Stress Talk to your parents/guardian

Depression Act brave, walk away and ignore the bullies

Afraid of going school

5 What can the school do to stop the bullying?

Supervise the school better

Make rules against bullying

Talk about bullying during class

Commission on Catholic Education

Diocesan Schools System
Diocese of Dumaguete
RCBD-Saint Anthony Academy, Inc

June 2, 2022

Ms. Cyrene K. Academia

28
School Principal

Saint Anthony Academy

Tayasan Negros Oriental

Dear Ma’am,

The undersigned is undertaking a research paper study entitled “Bullying among Grade
12 Students in RCBD-Saint Anthony Academy, Inc”
In this connection may I ask permission to conduct survey in relation to my study
bullying among the Grade 12 students in Saint Anthony Academy and distribute the
questionnaires to the and Senior High School students of Saint Anthony Academy.
Your consideration on this matter in highly appreciated.
Thank you and to God be the glory.

Respectfully yours,
RANCEL B. TABANAO
Researcher

Noted:
MELQUISIDIC R. BARBON JR.
Researcher Adviser

Approved:
MS. CYRENE K. ACADEMIA
School Principal

29