INTERVENTION ACTIVITIES ON CLASSROOM BULLYING

AMONG GRADE-9 AVOGADRO STUDENTS OF TALIGAMAN

NATIONAL HIGH SCHOOL S.Y. 2019-2020

_____________________________________________

An Action Research
Presented to the Faculty of College of Education
Holy Child Colleges of Butuan
Butuan City, Philippines

______________________________________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor in Secondary Education Major in Values
Education

______________________________________________

SUSAN D. PETILOS
December 2019
 APPROVAL SHEET
This action research entitled, “INTERVENTION ACTIVITIES ON
CLASSROOM BULLYING AMONG GRADE-9 AVOGADRO STUDENTS OF
TALIGAMAN NATIONAL HIGH SCHOOL S.Y. 2019-2020” prepared and
submitted by Susan D. Petilos, in partial fulfillment of the requirements for
the degree, Bachelor in Secondary Education Major in Values Education has
been examined and hereby endorsed for oral examination, approval and
acceptance.

FELOMINO A. GARGAR, Ed.D, Diplomate IABMCP, RGC, Fellow PCHA

Adviser

_____________________________________________________________
________

PANEL OF EXAMINERS
APPROVED by the Panel of Examiners with a grade of _______
Date: December 2019

RODULFO P. ESTEVES, Ph. D., Diplomate IABMCP, RGC, Fellow PCHA

Chairman
HAZEL Y. LAZALA, MM
Member
 TABLE OF CONTENTS
Title Page………………………………………………………………………………………………
Approval Sheet……………………………………………………………………………………..
Table of Contents………………………………………………………………………….........

CHAPTER

I INTRODUCTION
The Problem and its Background……………………..…………………
Statement of the Problem and Hypotheses………………………..
Statement of the Purpose of the Study………………………………
Significance and Purpose of the Study………………………………..
Scope and Delimitation of the Study….……………………………….
II METHOD AND DESIGN
Action Plan…………………………………………………………………………
REFERENCES………………………………………………………………………………………….
I. INTRODUCTION
A. THE PROBLEM AND ITS BACKGROUND
Despite the passing of the Republic Act 10627 or the Anti-Bullying Act
and the Department of Education (DepEd) Child’s Protection Policy, the
DepEd documented more than 1,700 cases of child abuse and bullying in
school year 2013-2014. Of these, 60 percent were only resolved (Flores,
2014). Furthermore, in 2012-2013 DepEd report, 80% (1,165 out of 1,456)
of the child abuse cases involved the acts of bullying (Malipot, 2013).
Among the psychological and verbal violence experienced in school in
elementary and high school in 2009, ridiculing, cursing and humiliating
were the most rampant incidences (Dinopol, 2013).
In this regard, the role of school being an avenue for a stable and
secure learning environment is expected to provide an education that
caters to students’ physical and mental well-beings, to develop their self-
confidence and helps their ability to pursue ambitions and interests.
Taligaman National High School is one of the empowered high
schools in the division of Butuan City. The school offers Junior High School
and Senior High School. At present, the school has eighty-four (84) teaching
and non-teaching personnel. It has an approximate of 1,800 students’
population for the school year 2019-2020.
Among the sections in both junior and senior high schools, Grade-9
Avogadro under the advisory of Ms. Gladys Lyn Durango has the highest
number of reported bullying cases as recorded by the guidance teacher of
the school named Ms. Rio Connie Leah Flores. There are fifteen (15) cases
of verbal bullying, ten (10) cases of relational aggression, eight (8) cases of
prejudicial bullying, six (6) cases of physical bullying, and three (3) cases of
cyberbullying.
Moreover, the effects of these bullying to the students of Grade-9
Avogadro are absenteeism, poor academic performance, withdrawal from
social interaction, and showing of violent reaction/attitude.
Thus, the student-researcher who majors Values Education will
conduct an action research highlighting the interventions to be undertaken
in order to lessen the cases of classroom bullying and its effects to the
victims.
According to National Center Against Bullying (NCAB), there are six
types of bullying. These are physical bullying, verbal bullying, relational
aggression, cyberbullying, sexual bullying, and prejudicial bullying.
Physical bullying is the most obvious form of bullying. It occurs when
kids use physical actions to gain power and control over their targets.
Physical bullies tend to be bigger, stronger, and more aggressive than their
peers. Examples of physical bullying include kicking, hitting, punching,
slapping, shoving, and other physical attacks.
Unlike other forms of bullying, physical bullying is the easiest to
identify. As a result, it is most likely what people think of when they think of
bullying. Additionally, it has historically received more attention from
schools than other more subtle forms of bullying.
Perpetrators of verbal bullying use words, statements, and name-
calling to gain power and control over a target. Typically, verbal bullies will
use relentless insults to belittle, demean, and hurt another person. They
choose their targets based on the way they look, act, or behave. It’s also
common for verbal bullies to target kids with special needs.
Verbal bullying is often very difficult to identify because attacks
almost always occur when adults aren’t around. As a result, it is often one
person’s word against another person’s word. Additionally, many adults
feel that things kids say don’t impact others significantly. As a result, they
usually tell the victim of bullying to “ignore it.” But verbal bullying should
be taken seriously.
Relational aggression is a sneaky and insidious type of bullying that
often goes unnoticed by parents and teachers. Sometimes referred to as
emotional bullying, relational aggression is a type of social manipulation
where tweens and teens try to hurt their peers or sabotage their social
standing.
 Relational bullies often ostracize others from a group, spread rumors,
manipulate situations, and break confidences. The goal behind
a relationally aggressive bully is to increase their own social standing by
controlling or bullying another person
When a tween or a teen uses the Internet, a smartphone, or other
technology to harass, threaten, embarrass, or target another person, this is
called cyberbullying. If an adult is involved in the harassment this is called
cyber-harassment or cyberstalking.
Examples of cyberbullying include posting hurtful images, making
online threats, and sending hurtful emails or texts. Because teens and
tweens are always "plugged in," cyberbullying is a growing issue among
young people. It’s also becoming more widespread because bullies can
harass their targets with much less risk of being caught.
Sexual bullying consists of repeated, harmful, and humiliating actions
that target a person sexually. Examples include sexual name-calling, crude
comments, vulgar gestures, uninvited touching, sexual propositioning, and
pornographic materials. For instance, a bully might make a crude comment
about a girl’s appearance, attractiveness, sexual development, or sexual
activity. In extreme cases, sexual bullying opens the door to sexual assault.
Girls are often the targets of sexual bullying both by boys and by
other girls. Boys might touch them inappropriately, make crude comments
about their bodies, or proposition them. Girls, on the other hand, might call
other girls names like “slut” or “tramp," make insulting comments about
their appearance or body and engage in slut-shaming.
Prejudicial bullying is based on prejudices tweens and teens have
toward people of different races, religions, or sexual orientation. This type
of bullying can encompass all the other types of bullying including
cyberbullying, verbal bullying, relational bullying, physical bullying, and
sometimes even sexual bullying.
When prejudicial bullying occurs, kids are targeting others who are
different from them and singling them out.
 Bullying is a serious threat to our youth today. According to the
Centers for Disease Control and Prevention (CDC), bullying affects 20% of
high school students and cyberbullying affects 16% of high school students.
Surveys compiled by the CDC also show that 33% of students ages 12-18
who reported bullying at school and 27% of students ages 12-18 who
reported cyberbullying indicated that they were bullied at least once or
twice a month. Middle schools reported the highest rate of bullying (25%),
at least once a week.
Bullying can have negative short and long-term consequences for
both the victim and the bully. While traditional intervention for bullying
tends to include getting help for the victim and establishing consequences
for the bully, it should be noted that both the victim and the bully benefit
from psychosocial support.
Kids who are bullied can experience negative physical, school, and
mental health issues. Kids who are bullied are more likely to experience:
 Depression and anxiety, increased feelings of sadness and loneliness,
changes in sleep and eating patterns, and loss of interest in activities
they used to enjoy. These issues may persist into adulthood.
 Health complaints
 Decreased academic achievement—GPA and standardized test
scores—and school participation. They are more likely to miss, skip,
or drop out of school.
A very small number of bullied children might retaliate through
extremely violent measures. In 12 of 15 school shooting cases in the 1990s,
the shooters had a history of being bullied.
To address the problem on bullying, intervention activities were
created. According to Olweus, he based the program on principles derived
from research into behavior modification techniques for aggressive or
violent children. The program restructures the learning environment to
create a social climate characterized by supportive adult involvement,
positive adult role models, firm limits, and consistent, noncorporal
sanctions for bullying behavior.
 In order to effectively accomplish its goals of reducing existing
bullying problems and preventing the development of future problems, the
program leads teachers, administrators, and staff through a series of tasks
that make them aware of the extent of the bullying problem and help them
solve it. Those tasks include the following:
At the school level:
 a bullying survey to determine the extent of the problem.
 a conference day to educate teachers, administrators, school staff,
parents, students, and community members about bullying
behaviors, response strategies, and available resources.
 increased supervision in the cafeteria, hallways, bathrooms, and on
the playground, where most bullying behavior occurs.
 a coordinating group --, typically consisting of an administrator; a
teacher from each grade level; a guidance counselor, psychologist,
and/or school nurse; and parent and student representatives -- to
manage the program and evaluate its success.
 ongoing meetings between parents and school staff.
 discussions of bullying issues at regularly scheduled PTO meetings.
At the classroom level:
 a curriculum that promotes kindness, communication, cooperation,
and friendship and includes lessons and activities stressing empathy,
anger management, and conflict resolution skills.
 class rules against bullying. Rules should be brief and clear. Olweus
suggests the following examples:
1. We will not bully other students.
2. We will try to help students who are bullied.
3. We will include students who might be left out.
  immediate consequences for aggressive behavior and immediate
rewards for inclusive behavior. Possible sanctions include having the
bully
1. apologize;
2. discuss the incident with the teacher, principal, and/or
parents;
3. pay for damaged belongings;
4. spend time in the office or another classroom;
5. forfeit recess or other privileges.
 weekly meetings to communicate to students clear and consistently
enforced expectations and to engage them as resources in
preventing bullying behavior.
 ongoing communication with parents.
At the individual level:
 serious talks with bullies and victims.
 serious talks with the parents of bullies and victims.
 role playing of non-aggressive behavior with bullies.
 role playing of assertive behavior with victims.
The key components of the bullying intervention program, according
to Olweus, are increased adult supervision in all areas of the school,
increased consequences for bullying behavior, and a clear message that
bullying will not be tolerated.
 Problem Tree

GAP- 15 students of Grade-9 Avogadro experience classroom

bullying

TYPES EFFECTS

Verbal Absenteeism

Relational aggression Poor academic

performance
Prejudicial
Withdrawal from
Physical social interaction
Cyberbullying Violent
reaction/attitude

Figure 1: Problem Tree of the Study

 Opportunity Tree

Zero victim of classroom bullying

Classroom Intervention Activities on Anti-bullying

Anti-bullying Campaign
One-on-one talk
Focused Group Discussion
Film Showing

Figure 1: Opportunity Tree of the Study

B. STATEMENT OF THE PROBLEM
This action research aims to propose intervention activities to lessen
bullying cases of Grade-9 Avogadro and to help victims of bullying cope up
the negative effects of bullying.
Specifically, this action research will answer the following questions:
1. How can the intervention activities lessen the bullying cases in
Grade-9 Avogadro?
2. How can the intervention activities help victims of bullying?
3. Do the intervention activities on classroom bullying generate
positive result?

HYPOTHESES
Null Hypothesis: There is no significant result in conducting
intervention activities on classroom bullying to Grade-9 Avogadro students.
Alternative Hypothesis: There is a significant result in conducting
intervention activities on classroom bullying to Grade-9 Avogadro students.

C. STATEMENT OF THE PURPOSE OF THE STUDY

Bullying is a serious problem in schools. The effects of bullying to the
victims may hamper the productivity of the students holistically.
Thus, this action research will conduct intervention materials that
will address bullying in the classrooms. Furthermore, it will assess the
effectivity of the intervention materials conducted.
D. SIGNIFICANCE AND PURPOSE OF THE STUDY
School Heads
The result of this action research can be an eye opener to the school
heads to conduct more intervention activities in a school level against
bullying and to draft memoranda for these intervention activities.
Teachers
The intervention activities in this action research on bullying can be
used by teachers in their classrooms too. In doing so, cases of classroom
bullying will lessen and eventually will stop.
Students
The intervention materials provided in this action research on
bullying will educate more the students of the negative effects of bullying.
More so, the intervention activities can provide the victims of bullying
necessary help to be more productive.
Researchers
This action research can be used by other researchers as reference
for their studies.

E. SCOPE AND DELIMITATION OF THE STUDY

This action research shall be conducted to Grade-9 Avogadro
students of Taligaman National High School for the S.Y. 2019-2020.
Taligaman National High School is one the empowered secondary
schools of Butuan City Division. At present, it houses eighty-four (84)
teaching and non-teaching personnel. It offers Junior High School and
Senior High School.
There are nine (9) sections for Grade-7, eight (8) sections for Grade-
8, eight (8) sections for Grade-9, and seven (7) sections for Grade 10.
 For Senior High School, it offers the following tracks: Technology and
Vocational Track, Humanities and Social Sciences Track, and Science,
Technology and Mathematics Track.
As of December 2019, the school has a total population of 1, 600.
One thousand three hundred fifty (1,350) for Junior High and two hundred
fifty (250) for Senior High.
II. METHOD AND DESIGN
The study will utilize the descriptive type of research and it followed
the Stake’s Congruence Contingency Model. The model consisted of the
Antecedent, Transaction and Outcome. The respondents will be the forty-
three (43) students of Grade-9 Avogadro of Taligaman National High School
for the S.Y. 2019-2020. The selection of students and section is based on
guidance report from the section’s cases of classroom bullying.
A validated questionnaire will be utilized in the study. The bullying
domain consists of direct and indirect bullying. Under direct type, physical,
verbal and psychological bullying are included while social and cyber
bullying for indirect.
Interview and documentary analysis were also exhausted. Descriptive
statistics will be used as statistical tool for this action research.
Prior to the preparation of the action plan, a thorough review of the
statement of the problem, the essential questions and the importance of
the study was done to make sure that the activities are leading towards the
attainment of the objectives of the research. Congruency between and
among other details in the plan must also be taken into consideration to
arrive at the desired output.
The activities involved in the plan will be divided according to three
stages namely pre-implementation stage, implementation stage and post
implementation stage to clearly delineate the right tasks to be discharged
in the course of the research. The objectives of the plan will be based on
the essential questions to be answered in the study. The specific steps for
each objective will be enumerated according to the sequence of the
activities to be undertaken, each one leading to the next.
During the pre-implementation stage, the student-researcher will go
over the data of classroom bullying of Grade-9 Avogadro provided by the
guidance teacher of Taligaman National High School. In the implementation
stage, the researcher will conduct intervention activities against bullying
like symposia, focused group discussions (FGD), and one-to-one
consultation. The post implementation stage will include assessment of the
intervention activities through survey questionnaire to the students. Using
the descriptive tools, the result of the survey will be verified as to its
effectivity.
A. ACTION PLAN
This action research is anchored on an executable and plausible
action plan.

ACTIVITY TIME FRAME PERSONS INVOLVED

1. Meet the Guidance November 2019 Researcher, Guidance
Teacher of Taligaman Teacher
National High School to
gather data on
classroom/school bullying
2. Draft a request letter to November 2019 Researcher, Guidance
conduct intervention Teacher
activities on classroom
bullying addressed to the
school principal
3. Meet the students of December 2019 Researcher, Guidance
Grade-9 Avogadro S.Y. 2019- Teacher, Grade-9
2020 who are victims of Avogadro students
classroom bullying
4. Make questionnaire to be December 2019 Researcher, Guidance
used in gathering data Teacher
5. Arrange schedule for December 2019 Researcher, Guidance
interview of bullied students Teacher
6. Formulate intervention January 2020 Researcher, Guidance
activities for the bullied Teacher
activities
7. Conduct intervention January-February Researcher, Guidance
activities for Grade-9 2020 Teacher, Grade-9
students of Avogadro Avogadro students
8. Conduct focused group March 2019 Researcher, Guidance
discussion with the Teacher, School
classroom adviser, bullied Principal, School
students, researcher, and Governing Council
guidance teacher
Plan for continuous March 2019 Researcher, Guidance
intervention activities on Teacher, School
bullying Principal, School
Governing Council
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