Department of Education

Region III
Schools Division of Zambales
San Guillermo National High School San Marcelino, Zambales

THE FACTORS THAT LEAD TO BULLYING AMONG SENIOR HIGH SCHOOL

STUDENTS OF SAN GUILLERMO NATIONAL HIGH SCHOOL (SGNHS)
S.Y. 2022–2023

Members:
JANZEL JOSH RAGUINE
JASMINE AUSTRIA
JAYSON CORPUS
GRACE MENDAROS
KRENZ JOSEPH OCAMPO
JUSTINE NICOLE TAGLE

PRINCESS DARIA O. ANDRADA

III TEACHER
JUNE 2023
 CHAPTER 1
BACKROUND OF THE STUDY

According to StopBullying.gov(2022), Bullying is unwanted, aggressive behavior among

school aged children that involves a real or perceived power imbalance. The behavior is
repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully
others may serious lasting problems. Also, there are types of Bullying such as the Verbal
bullying, Physical Bullying, and Social Bullying.

Verbal bullying is saying or writing mean things. Verbal bullying includes teasing, name-
calling, inappropriate sexual comments, and threatening to cause harm. Social
bullying sometimes referred to as relational bullying, involves hurting someone’s reputation or
relationships. Social bullying includes Leaving someone out on purpose, telling other children
not to be friends with someone, spreading rumors about someone and embarrassing someone in
public. Physical bullying involves hurting a person’s body or possessions. Physical bullying
includes hitting/kicking/pinching, spitting, tripping/pushing, making or breaking someone’s
things, and making mean or rude hand gestures.

According to Republic Act 10627, The Anti Bullying Act of 2013 is a relatively new
law which seeks to address hostile environment at school that disrupts the education process
which, in turn, is not conducive to the total development of a child at school. This Act leads to a
punishment, fine of not less than ₱50,000 but not more than ₱100,000, at least six months but not
more than one-year imprisonment, or both fine and imprisonment. (CNN Philippines,2023)

Bullying and cyberbullying have been intensively studied in many countries, and research
on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on
bullying and cyberbullying in many geographical areas and to discover their risk and protective
factors. The objective of this study was to describe and compare the involvement in different
bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such
as moral disengagement, social and emotional competencies, moral emotions and empathy. This
study was carried out with a sample of 2535 primary and secondary school students from Spain
and Poland. More bullying and cyberbullying involvement were found in Poland in comparison
with Spain. Different moral disengagement mechanisms were found to be risk factors for
involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk
factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and
emotional competencies were protective against bullying and cyberbullying in both countries.
These results suggest the need to design and implement more programs to promote social,
emotional and moral competencies in Spain and Poland to protect children against bullying and
cyberbullying. (School Mental Health,2021)
 The main goal of these research is to find out, which among the factors of bullying affects
the Senior High School students of San Guillermo National High School. In this study, we are
going to focus on how this factors affects and how this research may help to prevent bullying to
the Senior High School students in San Guillermo National High School.

STATEMENT OF THE PROBLEM

This study determines the factors that lead to bullying among senior high school students in San
Guillermo National High School. Specifically, it aims to answer the following questions.
1. What is profile of respondents in terms of:
1.1 Age
1.2 Family Income
1.3 Grade & Track
1.4 General Weighted Average
1.5 Sex?
2. What is the most factor that lead to bullying to Senior High School Students as
identified.
2.1Physical Appearance
2.2Learning or Academic Performance
2.3 Social Interaction?
3. What is the significance relationship between profile of the respondents and factors
affects bullying?
HYPOTHESIS
There is NO significant relationship between profile of the respondents and factors affects
bullying.
SIGNIFICANT OF THE STUDY
Factors that lead to bullying among Grade 12 Technology vocational livelihood students of
San Guillermo National High School (SGNHS) S.Y 2022-2023. The result of the study will
give light to development of program that will address and improve the situation about
bullying inside the school premising.
This research would be beneficial to the following:
SENIOR HIGH SCHOOL STUDENTS - this research will help the students remind them
of bullying and prevent them being bullied.
TEACHER - this research will help to monitor the students.
SCHOOL HEAD - this research will help to monitor the students and help to resolve the
problems/issue.
FUTURE RESEARCHER - this research will be the guide and help to know the format on
how factors leads to bullying among Senior high school students.
 SCOPE AND LIMITATION
The focus of this research is to determine the factors that leads to bullying among Senior
High School students of San Guillermo National High School. This study described the
respondents as to: age, family income, grade and track, general weighted average, and sex.
The factors that lead to bullying among Senior High School students of San Guillermo
National High School is limited to determine the factors which are physical appearance,
learning and academic performance, and social interaction. Respondents in this study are the
Senior High School students of San Guillermo National High School (SGNHS) San
Marcelino, Zambales.

PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

1.What profile of the

respondents may lead to
bullying?
1.1 Age  Weighted Mean
1.2 Family Income  Likert Scale
1.3 Grade & Track  Survey
1.4 General Weighted Questionnaire
Average  Frequency &
1.5 Sex Percentage Resolved the issue and
2. What are the factors lessen the amount or fully
that leads to bullying eliminate the cases of
among Grade 12 Bullying.
Students of SGNHS?
2.1 Physical Appearance
2.2 Learning or
Academic Performance
2.3 Social Interaction
3.What is the
significance relationship
between profile of the
respondents?

Figure 1
 CHAPTER 2

CONCEPTUAL FRAMEWORK
The study, the researcher utilized the Input - Process - Output model framework or
known as IPO model. For the input frame; it dealt with the respondents age, family income,
grade and track, general weighted average, sex, physical appearance, learning and academic
performance, social interaction. Instrument in data gathering. It also includes data analysis
using different statistical tool as survey questionnaire, frequency and percentage, Likert
scale, weighted mean in order to determine the significant relationship of the variables. For
the output frame; it dealt with the final objectives of the result of bullying to the senior high
school students in San Guillermo National High School in this year 2022 – 2023.

REVIEW RELATED LITERATURE

The literature and studies were carefully selected and deliberated upon the basis of
relatively and reliability of the information presented. The topics or subjects were structured
for better presentation of literature and studies needed in this study.

Foreign Literature
This longitudinal study investigates the association between weight- and appearance-related
bullying in high school and various dimensions of postsecondary school adaptation. The results
showed that, in high school, weight-related bullying is more common than appearance-related
bullying. Youth bullied because of weight were at higher risk of considering dropping out of
college or university than peers who were bullied because of appearance. Those bullied because
of overweight indicated being less academically involved than those bullied because of
appearance. A cumulative effect of bullying sources was also observed, with a higher likelihood
of youth bullied by two or more sources having considered dropping out and experiencing lower
social integration and institutional commitment. These results highlight the need to consider
weight-related bullying seriously and to intervene rapidly. (Fabia,2021) In extending the
understanding of how school bullying impacts student learning, this research explored the
relationships among school bullying, students' sense of belonging at school and academic
performance in science, math and reading. Data analysis was conducted using Beijing, Shanghai,
Jiangsu and Guangdong (China) data of the 2015 Programmed for International Student
Assessment (PISA2015). The results showed that both bullying victimization and bullying
climate had significant and negative relationships with students' science, math and reading
performance. Students' sense of belonging at school partially mediated the effects of both
bullying victimization and bullying climate on academic performance in science, math and
reading. Implications for bullying intervention and further research were also discussed.
(Huang,2021) Bullying and cyberbullying have been intensively studied in many countries, and
research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge
on bullying and cyberbullying in many geographical areas and to discover their risk and
protective factors. The objective of this study was to describe and compare the involvement in
different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective
factors such as moral disengagement, social and emotional competencies, moral emotions and
empathy. This study was carried out with a sample of 2535 primary and secondary school
students from Spain and Poland. More bullying and cyberbullying involvement were found in
Poland in comparison with Spain. Different moral disengagement mechanisms were found to be
risk factors for involvement in bullying and cyberbullying in both countries. Low moral
emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland.
Different social and emotional competencies were protective against bullying and cyberbullying
in both countries. These results suggest the need to design and implement more programs to
promote social, emotional and moral competencies in Spain and Poland to protect children
against bullying and cyberbullying. (Twardoska,2021).

Local Literature
Bullying is a pervasive issue that can affect individuals worldwide, including the
Philippines. While physical appearance can be one of the factors that contribute to bullying, it is
important to note that bullying can stem from various reasons such as differences in race, gender,
socioeconomic status, academic performance, and more. (Reuter,2021) n the Philippines, latest
national data show that cyber violence affects almost half of children aged 13-171. The
prevalence of cyber violence for males (44 per cent) is almost the same for females (43 per cent).
One-third of cyber violence experienced by Filipino children are in the form of verbal abuse over
the internet or cellphone, while a fourth are through sexual messages. More females received
messages of sexual nature or content than males. However, twice as many males than females
reported having their nude body or sexual activities, whether real or falsified, shown on the
internet or cellphone. Violence against children, in all forms including online bullying or
cyberbullying, has devastating effects on the physical and emotional wellbeing of young people.
This can create lasting emotional and psychological scars, even physical harm. It is particularly
challenging to address since children are vulnerable and have easy access to the internet, making
them easy targets of online violence. (Gimeno,2019).

DEFINITION OF TERMS
The definitions in this study is defined as operational:
AGE – refers to the length of person lived.
BULLYING – refers to an action of hurting others.
FAMILY INCOME – refers to the money family’s making.
FACTORS – refers to the possible cause.
GRADE & TRACK – refers to the level and course student get in his/her senior high
school.
GWA (General Weighted Average) – refers to the academic average the student got.
LEARNING AND ACADEMIC PERFORMANCE – refers on how the students perform
in class.
PHYSICAL APPEARANCE – refers on how a person looks.
PROFILE – refers to the personal information given by a person.
SEX – refers to the in-birth sexual configuration.
SOCIAL INTERACTION – the ability of a person to interact with others example, making
friends.
 Chapter 3
METHODOLOGY
This chapter represent the research instrument, validation of the instruments, data gathering
procedures, population and sample of the study and statistical treatment.
INSTRUMENT
The research instrument that used in this study is a survey questionnaire that was validated
which serves as a way of the researcher in determining the Factors that lead to Bullying
among Senior High School students.
The survey questionnaire consists of (2) parts; the respondents profile, and the factors that
may lead to bullying to senior high school students in San Guillermo National High School.
VALIDATION OF THE INSTRUMENT
To ensure the reliability and validity of the instruments, validation was conducted through
content validity. The instrument would be certified and confirmed by the research teacher
whereas standards for both researchers and participants would be applied.
DATA GATHERING PROCEDURES
The draft of this study were subjected to editing by the research teacher. After this, the
researcher seeks the approval to proper authorities to conduct the study. After securing the
permission of the students the researcher will now distribute the instrument through Google
form.
POPULATION AND SAMPLE OF THE STUDY
The respondents of the study were composed of the Senior high school students of San
Guillermo National High School. Each Grade level consist of 10 strands and survey
questionnaire is distributed to 5 students in each strands with an overall number of 100
Senior High School students.
STATISTICAL TREATMENT
The response of the statement checklist was carefully tabulated and organized. The result
from the survey form will be completed by getting the frequency & percentage, distribution
and Likert scale.
The statistical treatment that were used in the study are as follow;
1. FREQUENCY - it was used to know the number of respondent who answered for every
option given for each question.
2. PERCENTAGE - This was used to describe the respondents of this study in terms of
their demographic profile such as age, family income and gender.
FORMULA FOR PERCENTAGE:
p=F/N X 100
WHERE:
F = FREQUENCY
N = TOTAL NUMBER OF RESPONDENTS

3.WEIGHTED MEAN – It was used as a measure of central tendency. It simply the

arithmetic average or the sum of the tallied scores divided by the number of them.

FORMULA FOR WEIGHTED MEAN:

_ Σxiyi
Xw =
Σxi
WHERE:
_
Xw =WEIGHTED ITEM
X 1 = WEIGHTED OF ITEM X
Y1= VALUE OF ITEM X

4.LIKERT SCALE – The researchers made use of a Likert scale in the survey questionnaire.
The scale has specified verbal indicators per number. In responding to the items in the scale, the
respondents specify their level of times towards the question being added. The scale means has
assigned value to each response with corresponding interpretation.

The obtained weighted mean was interpreted in the used of the following range.
SCORING OF RANGE LIKERT SCALE
SCALE MEAN SCORE INTERPRETATION
OF DATA
4 3.26-4.0 ALWAYS
3 2.51-3.25 SOMETIMES
2 1.76-2.50 SELDOM
1 1.0-1.75 NEVER
 CHAPTER 4
TABLES AND RESULTS
This chapter includes presentation, analysis, and interpretation of gathered data.
The tabulated data were treated according to appropriate statistical tools including
frequency and percentage, Likert scale analysis and weighted mean analysis.
Profile of the Senior High School students of San Guillermo National High School
The Senior High School students from San Guillermo National High School were
described in terms of profile variable age, family income, grade and track, general weighted
average, and sex. Table 1 will interpret the frequency and percentage profile of the
respondents.

Senior High School Students

Table 1.1

SEX FREQUENCY(f) PERCENTAGE(%)

Male 47 47%
Female 53 53%
Sex: The majority (53% or 53 out of 100) were female from grade 11 and 12 respondents
and there are (47% or 47 out of 100) were male.
Table 1.2
AGE FREQUENCY(f) PERCENTAGE(%)
16-18 86 86%
19-20 13 13%
21 Above 1 1%
Age: The majority of (86% out of 100) of Senior High School Students belongs to the age of
16-18 years old, while there’s a (13% out of 100) of Senior High School Students belongs to
the age of 19-20 years old, therefore there’s the last which is (1% out of 100) of Senior High
School Students belongs to the age of 21 above.
Table 1.3
AVERAGE FREQUENCY(f) PERCENTAGE(%)
80-85 25 25%
86-90 40 40%
90-95 35 35%
Average: The majority of (40% out of 100) of Senior High School Students belongs to the
students has an average of 86-90, while there’s a (35% out of 100) of Senior High School
Students belongs to the students has an average of 90-95, therefore there’s (25% out of 100)
of Senior High School Students belongs to the students has an average of 80-85.
Table 1.4
FAMILY INCOME FREQUENCY(f) PERCENTAGE(%)
10K BELOW 76 76%
20-30K 20 20%
40-50K 4 4%
Family Income: The majority of (76% out of 100) of Senior High School Students belongs
to the family income of 10K Below, while there’s a (20% out of 100) of Senior High School
Students belongs to the family income of 20-30K, therefore there’s a (4% out of 100) of
Senior High School Students belongs to the family income of 40-50K.

Table 1.5
Grade & Track FREQUENCY(f) PERCENTAGE(%)
11 50 50%
12 50 50%
Grade and Track. All of the respondents in each level are equal.
Table 1.6

Learning and Academic

S1 S2 S3 S4 S5 Total
of Grade 11
2.6 2.12 2.02 2.18 2 2.73
Mean Score
The table shows that the factor “Learning and Academic Performance” has the average
mean score (ranging 2.51-3.25 or sometimes). Hence, statement 1 has the most score that
made it the most affecting factor under the Learning and Academic performance of Grade
11 Students.

Table 1.7
Physical Appearance of
Grade 11 S1 S2 S3 S4 S5 Total

1.9 1.4 2.18 2.18 2.28 2.485

Mean Score
The table shows that the factor “Physical Appearance” has the least mean score (Ranging
1.76-2.50 or seldom). Hence, statement 5, has the most score that made it the most affecting
the factor under Physical Appearance of Grade 11 Students.

Table 1.8
Social Interaction of
Grade 11 S1 S2 S3 S4 S5 Total
1.96 3.2 2.3 2.84 2.58 3.22
Mean Score
The table shows that the factor “Social Interaction” has the average mean score (Ranging
2.51-3.25 or sometimes) Hence, statement 2 has the most score that made it the most
affecting the factor under social interaction.

Table 1.9

Learning and Academic

S1 S2 S3 S4 S5 Total
Performance of Grade 12
2.66 2.42 2.46 2.44 2.52 3.125
Mean Score
The table shows that the factor “Learning and Academic Performance” has the average
mean score (Ranging 2.51-3.25 or sometimes) Hence, statement 1 has the most score that
made it the most affecting the factor under Learning and Academic Performance of Grade
12 students.
 Table 1.10

Physical Appearance of
S1 S2 S3 S4 S5 Total
Grade 12
2.28 1.74 2.36 2.2 2.56 2.785
Mean Score
The table shows that the factor “Physical Appearance” has the least mean score
(Ranging 2.51-3.25 or sometimes) Hence, statement 5 has the most score that made it the
most affecting the factor under Physical Appearance of Grade 12 Students.

Table 1.11

Social Interaction of
S1 S2 S3 S4 S5 Total
Grade 12
2.34 3.04 2.7 3.04 2.92 3.51
Mean Score
The table shows that the “Social Interaction” has the most mean score (Ranging
3.26-4.00 or always) Hence, statement 2 and 4 has the most score that made it the
most affecting the factor under social interaction of Grade 12 Students.
 Table 1.12

Significant relationship between the respondent’s profile and the factors

that lead to bullying among Senior High School students in San
Guillermo National High School.

Profile of Factors that r p Remarks Decision

the lead to value value
respondents bullying

AGE Physical 0.282 0.035 Low Not

Appearance (positive/
Significant
negative
correlation)

SEX Physical 0.233 0.018 Low Not

Appearance (positive/ Significant
negative
correlation)

GRADE Physical 0.231 0.017 Low Not

AND Appearance (positive/ Significant
TRACK negative
correlation)

FAMILY Physical 0.223 0.012 Low Not

INCOME Appearance (positive/ Significant
negative
correlation)

GENERAL Physical 0.219 0.002 Low Not

WEIGHTED Appearance (positive/ Significant
AVERAGE
negative
correlation)

Furthermore, there is NO significant relationship between the profile of the respondents and the
factor that lead to bullying among the Senior High School Students in San Guillermo National
High School which is PHYSICAL APPEARANCE because the null hypothesis is accepted.
 Table 1.13

Significant relationship between the respondent’s profile and the factors

that lead to bullying among Senior High School students in San
Guillermo National High School.

Profile of Factors that r p Remarks Decision

the lead to value value
respondents bullying

AGE Learning and 0.223 0.012 Low Not

Academic (positive/
Performance Significant
negative
correlation)

SEX Learning and 0.245 0.023 Low Not

Academic (positive/ Significant
Performance
negative
correlation)

GRADE Learning and 0.225 0.014 Low Not

AND Academic (positive/ Significant
Performance
TRACK negative
correlation)

FAMILY Learning and 0.222 0.011 Low Not

INCOME Academic (positive/ Significant
Performance
negative
correlation)

GENERAL Learning and 0.221 0.008 Low Not

WEIGHTED Academic (positive/ Significant
AVERAGE Performance
negative
correlation)

Furthermore, there is NO significant relationship between the profile of the respondents and the
factor that lead to bullying among the Senior High School Students in San Guillermo National
High School which is LEARNING AND ACADEMIC PERFORMANCE because the null
hypothesis is accepted.
Table 1.14
 Significant relationship between the respondent’s profile and the factors
that lead to bullying among Senior High School students in San
Guillermo National High School.

Profile of Factors that r p Remarks Decision

the lead to value value
respondents bullying

AGE Social 0.231 0.016 Low Not

Interaction (positive/
Significant
negative
correlation)

SEX Social 0.232 0.017 Low Not

Interaction (positive/ Significant
negative
correlation)

GRADE Social 0.231 0.017 Low Not

AND Interaction (positive/ Significant
TRACK negative
correlation)

FAMILY Social 0.213 0.004 Low Not

INCOME Interaction (positive/ Significant
negative
correlation)

GENERAL Social 0.222 0.011 Low Not

WEIGHTED
Interaction (positive/ Significant
AVERAGE
negative
correlation)

Furthermore, there is NO significant relationship between the profile of the respondents and the
factor that lead to bullying among the Senior High School Students in San Guillermo National
High School which is SOCIAL INTERACTION because the null hypothesis is accepted.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study, draws conclusion, and
recommendations action relevant to the Factors that may lead to Bullying of Senior high
school students of San Guillermo National High School.

Summary of Findings
Based on the gathered data and analysis of the result the researchers came up with
the following findings.

1. Majority (47% or 47 out of 100) of Senior High School student’s respondent were
male.
2. Majority (76% or 76 out of 100) of Senior High School student respondent’s
family income is less than 10k.
3. Majority of the answers of the grade 11 respondents that had been interpreted the
statement 1 has the most score that made it the most affecting factor under the
Learning and Academic performance (ranging 2.6 or sometimes).
4. Majority of the answers of the grade 11 respondents that had been interpreted the
statement 5 has the most score that made it the most affecting factor under the
Physical Appearance (ranging 2.28 or seldom).
5. Majority of the answers of the grade 11 respondents that had been interpreted the
statement 4 has the most score that made it the most affecting factor under the
Social Interaction (ranging 2.84 or sometimes).
6. Majority of the answers of the grade 12 respondents that had been interpreted the
statement 1 has the most score that made it the most affecting factor under the
Learning and Academic performance (ranging 2.66 or sometimes).
7. Majority of the answers of the grade 12 respondents that had been interpreted the
statement 5 has the most score that made it the most affecting factor under the
Physical Appearance (ranging 2.56 or sometimes).
8. Majority of the answers of the grade 12 respondents that had been interpreted the
statement 2 and 4 has the most score that made it the most affecting factor under
the Social Interaction (ranging 3.04 or sometimes).
9. The most affecting factor that may lead to bullying of Senior High School
students in San Guillermo National High School S.Y. 2022-2023 is Social
Interaction among the Physical Appearance and Learning & Academic
Performance.
Conclusions
The findings of the data analysis led the researcher to draw the following conclusions:
First, a typical Senior High School Student in San Guillermo National High School is 18
years old, who’s financial income is atleast10K below.
Second, Senior High School Respondents are struggling to pursue their Learning and
Academic Performance because they are experiencing bullying when they get their answer
is wrong resulting on low academic performance and low grade marks.

Third , The Senior High School Respondents are also struggling to pursue themselves
because of their bullying experience they are struggling to pursue of making friends
resulting on being alone and always out casted in every groups.
Recommendations:
1.Promote a positive school climate: Foster a supportive and inclusive environment where
all students feel safe and respected. Encourage empathy, kindness, and tolerance among
students.
2.Educate students, teachers, and parents: Raise awareness about bullying, its impact, and
how to prevent it. Provide comprehensive training programs that focus on recognizing and
addressing bullying behavior.
3.Establish clear policies and procedures: Develop and enforce anti-bullying policies that
clearly define what constitutes bullying, how it will be handled, and the consequences for
engaging in such behavior. Ensure that these policies are widely communicated to students,
staff, and parents.
4.Encourage reporting: Create a culture where students feel comfortable reporting incidents
of bullying. Implement anonymous reporting systems and ensure that students understand
the importance of reporting bullying incidents promptly.
5.Increase supervision: Increase adult supervision in areas where bullying is more likely to
occur, such as hallways, lunchrooms, and playgrounds. Monitoring these areas can help
identify and address bullying in real-time.
6.Implement peer support programs: Establish mentoring or buddy programs where older
students support and guide younger ones. Encourage students to befriend and support
classmates who may be vulnerable to bullying.
7.Teach conflict resolution and social skills: Provide students with the necessary skills to
resolve conflicts peacefully, manage their emotions, and communicate effectively. This can
help prevent bullying situations from escalating.
8.Encourage parental involvement: Engage parents in bullying prevention efforts by
providing them with resources, workshops, and opportunities to discuss the issue.
Collaboration between parents and schools is vital in addressing and preventing bullying.
9.Offer counseling and support services: Ensure that students have access to counseling
services where they can seek help and guidance if they experience bullying or if they exhibit
bullying behavior. Train counselors to address bullying-related issues effectively.
10.Monitor and evaluate: Regularly assess the effectiveness of bullying prevention
strategies and interventions in your school. Collect data on reported incidents, observe
changes in the school climate, and make adjustments as necessary.
11.Implement Seminars: Implementing seminars about bullying, give knowledge to the
students and help them to improve themselves.