PROS OR CONS?

EFFECTS ON ANTI-BULLYING ACT OF 2013 TOWARDS

SENIOR HIGH SCHOOL STUDENTS

Submitted in Partial Fulfillment of the Subject Requirements

In Grade 12 General Academic Strand
To the Senior High School of Divisoria National High School
Divisoria, Bontoc, Southern Leyte

Researchers

Vanda Sanderiana Escoton

Janelle Mirene Catiil
Erian Salorio
Anne Dominique Tuico
Jungielyn Polistico
Reynaldo Liberato
Daryl Labastida
Jhonel Malinao

March 2020
 APPROVAL SHEET

The thesis attached hereto, entitled “PROS OR CONS? EFFECTS ON

ANTI-BULLYING ACT OF 2013 TOWARD SENIOR HIGH SCHOOL
STUDENTS”, prepared and submitted by Vanda Sanderiana Escoton, Janelle
Mirene Catiil, Erian Salorio, Anne Dominique Tuico, Jungielyn Polistico,
Reynaldo Liberato, Daryl Labastida, and Jhonel Malinao, in partial fulfillment of
the subject requirements in Senior High School is hereby recommended for
acceptance.

ZOSIMO A. PIZON, JR.

Adviser

_________________________ ________________________
Censor Statistician

Accepted in partial fulfillment of the subject requirements in Senior High School.

___________________________
 Department Head

ACKNOWLEDGEMENT

This piece of work would not be realized without the guidance and remedy

of the persons to whom the researchers would like to extend their inmost and

sincere gratitude.

To Mr. Zosimo Pizon, the subject teacher and our adviser, for the

invaluable assistance and reminders which added the energy of the researchers

to finish the task.

To the researcher’s parents, for the moral and financial support during

the conduct of the study.

To the faculty members of the Divisoria National High School, for the

warm atmosphere which promoted exchange of ideas.

Above everything, to the Almighty Father, for the gift of life and presence

every time we feel discomfort.

To all of you, this achievement is humbly dedicated.

 THE RESEARCHERS

DEDICATION

To our beloved Alma Matter Divisoria National High School

To our senior high school teachers:

Mrs. Bernadette Besande

Mrs. Cresilda Escoton
Mrs. Jackylou Sarsale
Mrs. Eufemia Tindugan
Mr. Zosimo Pizon Jr
Mr. Joseph P. Mosquito

To our ever supported parents:

Editha Catiil
Pascual Escoton
Flordeliza Tuico

And to all our friends and relatives, this piece of work is dedicated to you all.
TABLE OF CONTENTS
Page
Title Page
Approval Sheet
Acknowledgement
Dedication
Abstract
Table of Contents
List of Tables
List of Figures
Chapter
I INTRODUCTION
Background of the Study
Statement of the Problem
Significance of the Study
Conceptual/Theoretical Framework of the Study
Operational Definition of Terms

II REVIEW OF RELATED LITERATURE

Related Literature
Related Studies
Similarities and Differences of the Study

III METHODOLOGY
Research Design
Research Environment
Research Respondents
Sampling Procedure
Research Instrument
Data Collection Procedure
Data Analysis Procedure

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
 LIST OF TABLES

Table No. Title Page

 Chapter I

INTRODUCTION

Background of the Study

Bullying is a common problem in our society and it is a dangerous act to

play with. World Health Organization describes bullying as a threat or physical

use of force, aiming at the individual, another person, a specific community or

group which can result in injury, death, physical damage, and some

developmental disorders or deficiency.

Cases of bullying in school is continually a problem not only in district

school but also at the national level. Piskin (2003) stated that, "Bullying in

schools is a worldwide problem that can have negative consequences for the

general school climate and for the right of students to learn in a safe environment

without fear."

Bullying often describes a form of harassment committed by an abuser

who possesses more physical or social power and authority than the victim. The

victim of bullying is referred to as a target. Sometimes it consist of a group of

students by gaining a bystanders who doesn't want to be the next victim of

bullying.

There are many reasons why people tend to bully someone. The reasons

are they got bullied in their past and don't want to be the victim again or they

don't want to experience being bullied so they act first before anyone do
something to them. Some reasons are social issues, family issues, having power,

bully's personal history and provocative victims.

The fact that one gets more social recognition for negative behaviors than

for positive ones can also contribute to reasons why people bully. Some

situations shows that acting out is more likely to get noticed than behaving one's

self. Jealousy and lack of personal and social skills to deal with such feelings can

also be the reasons why people bully.

Bullying can affect someone's life. It lowers student's confidence, pride,

and ego because they feel downfall and they get shy to approach and face

people. We noticed that mostly of the students bullied other students just for fun

and prove to them that they are not weak which is not good to others, especially

to the image of the school.

There's a law that will protect the people against bullying cases. This law

helps the people to be more careful with their words and actions that might lead

to bullying, helps to prevent and avoid bullying cases anytime, anywhere. But,

some took this law as an opportunity for getting money which is a wrong way of

understanding this act.

Thus, this research will be conducted for us to understand deeply the

effect on Republic Act No. 10627 also known as The Anti-Bullying Act of 2013 to

the SHS student and its nature and extend particularly in Divisoria National High

School.
Research Objectives

The aim of this study is to uncover the effects of Anti-bullying Act of 2013

to the Senior High School Students of Divisoria National High School.

Specifically, the researchers seek to answer the following questions:

1. What is the level of awareness of the students on the implementation

on RA 10627 also known as the Anti-bullying Act of 2013?

2. Is there a significant relationship between the effects on the Anti-

bullying Act of 2013 to the awareness level of the students?

3. What intervention can be made to minimize bullying in the school?

Theoretical Framework

Effects on Anti- Level of Awareness

Bullying Act of 2013
∙ Awareness towards
∙ Understand anti-bully the act has widen.
measures ∙ Applying what they
∙ Number of bullied know about the act.
∙ Their perspective will
students decreased.
∙ Increase self-concept change
of students
∙ Improve the school
climate and
relationships within the
school
∙ Fully develop positive
character traits in
students.

Intervention
Scope and Limitations

This research is conducted in order to assess the level of awareness and

the effects of implementing the Anti-Bullying Act of 2013 of the students in the

Divisoria National High School, Divisoria, Bontoc, Southern Leyte. 25 students

were chosen as a respondent of this study using survey descriptive case-study

design and will be asked to answer the structured questionnaire.

The variables covered in the study are the level of awareness and the

effects on Anti-Bullying Act of 2013. This study will be conducted from February

3, 2020, to the last day of the same month.

Significance of the Study

Republic Act 10627 rather known as Anti-Bullying Act of 2013 caters the

need for any individual especially the students to be protected for being bullied

by other person or from their colleagues. Comprehensive study shows that there

are many individuals who are now being bullied which lead them to depression.

Students. The students from Divisoria National High School which serve

as the respondents of the study is benefited from this law and students will

harmoniously and peacefully go to school as they are now protected by the law.

They studied happily and without hesitation to mingle among peers in school.

Teacher. The teacher will put attention not only to the lessons they've

tackled but also to understand the students from their own struggles.
 Parents. They should have a sense of dedication and devotion as parents

in implementation of some strategies for the development of their kids although

they experienced being bullied or those who committed bullying to bring them in

a state that they can be proud to be the parents even of those who overcome the

effects of being bullied.

Future Researchers. The findings of this study will be serving as a good

source of useful information for them.

Definition of Terms

Republic Act No. 10627 or The Anti-Bullying Act of 2013 aims to

protect children enrolled in kindergarten, elementary, and secondary schools and

learning center (collectively, "Schools") from being bullied.

Bullying is the force, threat, or coercion to abuse, intimidate or

aggressively dominate others. The behavior is often repeated and habitual.

Bully is the one who is habitually cruel, insulting, or threatening to others

who are weaker, smaller, or in some way vulnerable.

Bullied is the victim of bullying.

Peers can be of the same group, come from similar educational

backgrounds, and can be doing the same work as you.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the different studies about the effects on Anti-

Bullying Act of 2013 towards the senior high school students especially on the

research locale of the study.

Related Literature

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)

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 cyberbullying that happens in the country. (Read on to learn

about bullying in the Philippines).

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. (Orpinas & Home, 2006. p.

85)
 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)

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 increase 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. (Hinduja & Patchin,

2010).

Bullying victims were 1.7 times more likely and offenders were 2.1 times

more likely to have attempted suicide. It should be acknowledged that among

teenagers who committed suicide after experiencing bullying or cyberbullying

many had other emotional and social stressors in their lives that may have been

exacerbated by bullying. (Hinduja & Patchin, 2010).

Children who are the 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; Hostille 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. (Bradshaw, Waasdorp,

Goldweber & Johnson, 2012 (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

harassment 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).

Similarities and Differences of Studies

Our studies are somewhat related or the same from their studies.

Children who are the 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; Hostille Hallways: Bullying, Teasing, and Sexual

Harassment in School, AAUW, 2001). As what that study stated, we also

encountered that from the respondents.

The difference is that we don't report some bullying cases because

we thought it is only normal for that is what we see in our surroundings. Also, we

focus in the Anti-Bullying Act of 2013 and how does this affect the life not only to

those who got bullied but also to those bullies and those who aren’t involve in

bullying.
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, research respondent, research

environment, sampling procedure, research instruments and data gathering

procedure.

Research Design

The researcher chose a survey descriptive case-study design. A case can

be used to described the characteristics of a specific subject such as a person,

group, event or organization. Instead of gathering a large volume of data to

identify patterns across time or location, case studies gather detailed data to

identify the characteristics of a narrowly defined subject.

Research Respondent

The respondents involved in our study were the selected senior high

school students of Divisoria National High School. We only chose 10 students in

grade 11 and grade 12. They were whether a victim or not or neither.

Research Environment

The school is 300 meters away from Divisoria, Bontoc, Southern Leyte. It

covers an area of 10, 882 square meters. It has 10 classrooms, an outdoor

stage, a computer science laboratory, a library, an administration, and HE

building. Researchers collected the data by conducting surveys using

questionnaires.

Sampling Procedure

The method that was used in choosing the respondents was survey

descriptive case-study design. The researcher interviewed some chosen senior

high school students of Divisoria National High School and let them answered

the questionnaire we’ve prepared, whether the subject is a victim, a bully or

neither.

Research Instruments

The researcher employed a ready-made questionnaire from other

conducted research to gather data for this present study. Also, we made a letter

to ask for permission to respondents so that they are aware of what we are

conducting.

Data Gathering Procedure

Dry Run Procedure- The researchers constructed first the questionnaire

and send a letter of request to the principal for the approval of gathering the data.

The target respondents were also sent with a letter asking their permission to

participate in the research. The researchers edited the questionnaires before

distributing them. After the principal approved the letter of request, then they will

ask a permission from the adviser of the class to conduct the survey. Thereafter,

each year level had an assigned member to distribute the questionnaires. The
respondents were asked to answer the questionnaire in their ample time with all

honesty. The researchers explained to them that any information given by them

will be kept confidential.

Data Collection- To gather data for this research, after they had

completed the questionnaires in the given time, the researchers then retrieved

the said questionnaires for the tally for the data analysis.
 LETTER OF REQUEST

Republic of the Philippines

DIVISORIA NATIONAL HIGH SCHOOL
Divisoria, Bontoc, Southern Leyte
6604

February 24, 2020

THE PRINCIPAL
Divisoria National High School
Divisoria, Bontoc, Southern Leyte

Ma’am:

The undersigned is currently working on a study entitled “PROS OR

CONS? EFFECTS ON ANTI-BULLYING ACT OF 2013 TOWARDS SENIOR
HIGH SCHOOL STUDENTS”. This is in partial fulfillment of my
subjecrequirements in RES 2 (Research Paper).

In this connection, we would like to ask permission from your good office
to allow you administer a questionnaire to selected students in this school
particularly those victims of bullying.

This study would not be made possible without your great support. Your
favorable action on this request is highly appreciated. Thank you very much.

Very truly yours,

RESEARCHERS
Noted:

ZOSIMO PIZON
Subject Teacher
CERTIFICATE OF EDITING

Republic of the Philippines

DIVISORIA NATIONAL HIGH SCHOOL
Divisoria, Bontoc, Southern Leyte
6604

February , 2020

TO WHOM THIS MAY CONCERN:

This is to certify that I have done a grammar editing on the research paper
of Grade 12 researchers entitled “PROS OR CONS? EFFECTS ON ANTI-
BULLYING ACT OF 2013 TOWARDS SENIOR HIGH SCHOOL STUDENTS”
This certification is issued upon request of the author for whatever
purpose this may serve us best.

English Critic
 CERTIFICATE OF STATISTICAL ANALYSIS

Republic of the Philippines

DIVISORIA NATIONAL HIGH SCHOOL
Divisoria, Bontoc, Southern Leyte
6604

February 2020

TO WHOM THIS MAY CONCERN:

This is to certify that I have done a statistical analysis on the research data
of Grade 12 researchers entitled “PROS OR CONS? EFFECTS ON ANTI-
BULLYING ACT OF 2013 TOWARDS SENIOR HIGH SCHOOL STUDENTS”.

This certification is issued upon request of the author for whatever

purpose this may serve him best.

_________________________

English Critic
 Chapter IV

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter shows the presentation of the different tables and graphs, the

analysis and as well as the interpretation of data about the effects on Anti-

Bullying Act of 2013 towards senior high school students of the Divisoria National

High Schools.
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter shows the presentation of the different tables and graphs, the

analysis and as well as the interpretation of data about the effects on Anti-

Bullying Act of 2013 towards senior high school students of the Divisoria National

High Schools.