OPPRESSION EXPERIENCE BY GRADE 8 STUDENTS OF OLD CABALAN

INTEGRATED SCHOOL, INCIDENCE, IMPACT AND INTERVENTION

S.Y. 2019 – 2020

Old Cabalan Integrated School

Annabel A. Palmarin

Schools Division Office of Olongapo City

Annabel A. Palmarin, Old Cabalan Integrated School – High School Department,

Schools Division Office of Olongapo City

This research was supported by the Division Office, Olongapo City

Correspondence concerning this action research should be addressed to Annabel

A. Palmarin, 09055134575, email:annabel.palmarin@deped.gov.ph

 OPPRESSION EXPERIENCE BY GRADE 8 STUDENTS OF OLD
CABALAN INTEGRATED SCHOOL, INCIDENCE, IMPACT AND
INTERVENTION

S.Y. 2019 – 2020

TOPIC

There is a saying that school is the second home and the teachers are the second parents

and that it should be true for everyone who is at school. But what is happening to our students

nowadays? The concept of oppression at school is not new, however it has been increasingand

unnoticed. The number of youth who experience oppression is alarming. Despite the common

assumption that bullying is a normal part of being students, oppression is a problem that can be

detrimental to student’s well-being. Victims of oppression sometimes may resort to aggressive

behavior in response to being bullied like carrying of deadly weapon, physical fights, fear and

avoidance of going to school.It affects also the academic performance of students and their way

of learning.

Thus, there is a need to look at the condition and situations of our students. On what are

the prevalence and effects of being oppressed? Are they still happy and inspired to go to school

every day? By so doing, we should start by first diagnosing the problem to further think of an

appropriate solution to this problem.

 RESEARCH QUESTION

This study aims to investigate the prevalence of bullying behavior, its victims and the types of

oppression that the grade 8 students of OCABIS are experiencing.

Specifically, this study intends to answer the questions:

 Why does oppression occur in grade 8 students?

 How can students, teachers and counselor prevent oppression at school?

 What measure can school take to stop the occurrence of oppression?

DATA PRESENTATION

This study is an action research concerning three hundred students of junior high school students
in Old Cabalan Integrated School, school year 2019 – 2020.

Table 1

Questionnaire about oppression

Have you been troubled by other students… (Oppression means the state of being subject to
unjust treatment or control of one of the following)
YES NO Percentage of
students being
oppressed
Physically? Examples:
hit, pushed, shoved,
kicked, spit or beaten 28 22 56
up
Verbally?
Examples:Called 35 15 70
names, teased
hurtfully, insulted,
humiliated, threatened
Socially
Examples: excluded 8 42 16
from a group, made to
look dumb by
 someone, gossiped
about, rumors spread
Electronically
Examples: threatened,
embarrassed, singled 11 39 22
out, had your feelings
hurt, been gossiped
about or had secrets
about you revealed
through e mail or
phone text messages or
pictures

ANALYSIS AND INTERPRETATION

Based from the result of the survey, 56 percent of the students were being oppressed

physically and 70 percent were oppressed verbally. The two most common forms of oppression

were teasing and hitting. Reports of oppression were more prevalent among boys than among

girls.

CONCLUSION

Based on the survey, victims of oppression but not bullies were found to be most likely to

report feeling unhappy and lonely at school.

RECOMMENDATIONS
1. Anti-bullying program should be developed and delivered by designate guidance counselor.

2. Integrate anti bullying lesson and different activities in ESP class pre and post assessment.

3. Use random data sampling to show ongoing effectiveness of the bully prevention.
 INTERVENTION
The researcher conducted two day seminar –workshop to grade 8 students who were

experiencing of being oppressed and being a bully. Different activities and lessons were

integrated in Edukasyon sa Pagpapakatao class stressing empathy, anger, management and

conflict resolution skills.

After seminar workshop and lesson integration another assessment was done, the number

of tormented students decreased by 25 percent.

Prepared:

ANNABEL A. PALMARIN
Teacher I
Noted:

ROLANDO B. RODICOL
Head Teacher I

JOSEPHINE A. LISING
Principal IV

JOSEFINA T. MACAPAGAL
PSDS, District I-C

Recommending Approval:

ENRIQUE E. ANGELES, JR.

Assistant Schools Division Superintendent

Approved:

LEILANI SAMSON CUNANAN, CESO V

Schools Division Superintendent