Chapter 1 To 5 1

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GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon
CHAPTER I
INTRODUCTION
This chapter includes the following structures: The Background of the Study, Statement of
the Problem, Purposes of the Study, Significance of the Study, Scope and Limitation of the Study,
Hypotheses, and Definition of Terms.
1.1 Background of the study
The world is still facing a pandemic because of covid 19. During the wide spread of novel
corona virus, the people needed to stay home, the businesses were forced to stop and the
termination of many employees becamesl the common problem. At first the goverment
addressed the needs of their people by giving relief goods and financial supports. Other private
companies were also in need during the first couple of the month. But later on, the goverment
can't shoulder anymore the needs of the people so some businesses were reopen and the
employees were told to work from home.
Some of the small considered essential businesses particularly the grocery stores are the
port of the storm during these hard times as they are the nearest stores to people where they
can buy general range of food product.
The pandemic has a big impact to people and businesses. Instead of going out to buy their
neccesities, the people minimize their movements. They set schedules in going to the market
some preffered online shopping, a good pravtice to be safe than sorry.
1.2 Statement of the problem.
SENIOR HIGH SCHOOL DEPARTMENT

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This study aims to answer the following questions:
1. What are the effects of pandemic to grocery stores?
2. What are the possible consumer behaviors during this pandemic times?
3. What are the ways to prevent or avoid having covid-19?
1.3 Purposes of the study
Pandemic is a virus that is ectremely dangreaous to our people especially throughout the
country. It can wide spread where it can infect the thousands of people we meet. The virus can
kill a person if not treated early. This has a huge impact on the businesses of grocery stores.
This study aims to find out the impact of the pandemic on grocery stores in Poblacion
Candelaria, Quezon. It also aims to remind people how to prevent or avoid getting Covid-19.
1. Examine and measures the effect of pandemic to be Consumers in Poblacion Candelria,
Quezon.
2. To know the effect of pandemic to grocery stores in Poblacion Candelaria, Quezon.
3. To propose a report and prevention to avoid the Virus spread.
1.4 Significance of the study
This study would most benefit the several notable economic groups in relation with this
study:
Owner: He owns the business were also he provides the rules and regulation in the
business and he manage of Money of all business and he pay his Employee.

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Consumer: Are also called “buyer" where they arr consumes or buy of the product
Supplier: They are the one who provides the supplies the produvt that the business
owner's need.
Employees: Are the staff who can help the business owner. They are also the one who
can handle or take care of in case someone buy.
1.5 Scope and Limitation of the study
The study is at studying and exploring the different types of bullying who is more likely
to be involved, as well as how prevalent they are and effects to the emotional aspects among
the senior high school students in GRABSUM School Incorporated.
In addition, the study will focuses and be centered to study of pandemic that have big
impact to grocery store in Poblacion Candelaria, Quezon. Were the consumers also affected to
virus? This is to gather legitimate and appropraite data about the effect of pandemic to grocery
stores. The conduction of the study limited to our owner and employees of grocery stores in
Poblacion Candelria, Quezon.
1.6 Hypotheses
There is no significant effect of pandemic to the business performance among grocery stores
in town of Poblacion Candelaria, Quezon

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1.7 Definition of Terms
Corona virus Desease ( Covid - Infectious disease caused by a
19 ) newly discovered coronavirus.
Most people infected with the
COVID-19 virus will
experience mild to moderate
respiratory illness and recover
without requiring special
treatment.
Grocery Stores - Grocery stores - stores
primarily engaged in retailing
general range of food products
Pandemic -
An outbreak of a disease that
occurs over a wide geographic
area and affects an
exceptionally high proportion
of the population.
Conceptual Framework

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CHAPTER II
Review of the Related Literature
RELATED STUDY
Pandemics are large-scale outbreaks of infectious disease that can greatly increase morbidity
and mortality over a wide geographic area and cause significant economic, social, and political
disruption. Evidence suggests that the likelihood of pandemics has increased over the past
century because of increased global travel and integration, urbanization, changes in land use,
and greater exploitation of the natural environment (Jones and others 2008; Morse 1995).
These trends likely will continue and will intensify. Significant policy attention has focused on
the need to identify and limit emerging outbreaks that might lead to pandemics and to expand
and sustain investment to build preparedness and health capacity (Smolinsky, Hamburg, and
Lederberg 2003).

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The international community has made progress toward preparing for and mitigating the
impacts of pandemics. The 2003 severe acute respiratory syndrome (SARS) pandemic and
growing concerns about the threat posed by avian influenza led many countries to devise
pandemic plans (U.S. Department of Health and Human Services 2005). Delayed reporting of
early SARS cases also led the World Health Assembly to update the International Health
Regulations (IHR) to compel all World Health Organization member states to meet specific
standards for detecting, reporting on, and responding to outbreaks (WHO 2005). The
framework put into place by the updated IHR contributed to a more coordinated global
response during the 2009 influenza pandemic (Katz 2009). International donors also have
begun to invest in improving preparedness through refined standards and funding for building
health capacity (Wolicki and others 2016).
Despite these improvements, significant gaps and challenges exist in global pandemic
preparedness. Progress toward meeting the IHR has been uneven, and many countries have
been unable to meet basic requirements for compliance (Fischer and Katz 2013; WHO 2014).
Multiple outbreaks, notably the 2014 West Africa Ebola epidemic, have exposed gaps related
to the timely detection of disease, availability of basic care, tracing of contacts, quarantine and
isolation procedures, and preparedness outside the health sector, including global coordination
and response mobilization (Moon and others 2015; Pathmanathan and others 2014). These gaps
are especially evident in resource-limited settings and have posed challenges during relatively
localized epidemics, with dire implications for what may happen during a full-fledged global
pandemic.
For the purposes of this chapter, an epidemic is defined as “the occurrence in a community or
region of cases of an illness . . . clearly in excess of normal expectancy” (Porta 2014). A

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pandemic is defined as “an epidemic occurring over a very wide area, crossing international
boundaries, and usually affecting a large number of people” (Porta 2014). Pandemics are,
therefore, identified by their geographic scale rather than the severity of illness. For example, in
contrast to annual seasonal influenza epidemics, pandemic influenza is defined as “when a new
influenza virus emerges and spreads around the world, and most people do not have immunity”
(WHO 2010).
The definition of pandemic primarily is geographic, it groups together multiple, distinct types
of events and public health threats, all of which have their own severity, frequency, and other
disease characteristics. Each type of event requires its own optimal preparedness and response
strategy; however this chapter also discusses common prerequisites for effective response. The
variety of pandemic threats is driven by the great diversity of pathogens and their interaction
with humans. Pathogens vary across multiple dimensions, including the mechanism and
dynamics of disease transmission, severity, and differentiability of associated morbidities.
These and other factors determine whether cases will be identified and contained rapidly or
whether an outbreak will spread (Fraser and others 2004). As a result, pathogens with
pandemic potential also vary widely in the scale of their potential health, economic, and
sociopolitical impacts as well as the resources, capacities, and strategies required for
mitigation.
Among all known pandemic pathogens, influenza poses the principal threat because of its
potential severity and semiregular occurrence since at least the 16th century (Morens and others
2010). The infamous 1918 influenza pandemic killed an estimated 20 million to 100 million
persons globally, with few countries spared (Johnson and Mueller 2002). Its severity reflects in

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part the limited health technologies of the period, when no antibiotics, antivirals, or vaccines
were available to reduce transmission or mortality (Murray and others 2006).
During the 1918 pandemic, populations experienced significantly higher mortality rates in
LMICs than in HICs, likely as a result of higher levels of malnutrition and comorbid
conditions, insufficient access to supportive medical care, and higher rates of disease
transmission (Brundage and Shanks 2008; Murray and others 2006). The mortality disparity
between HICs and LMICs likely would be even greater today for a similarly severe event,
because LMICs have disproportionately lower medical capacity, less access to modern medical
interventions, and higher interconnectivity between population centers.
Most new pandemics have originated through the “zoonotic” transmission of pathogens from
animals to humans (Murphy 1998; Woolhouse and Gowtage-Sequeria 2005), and the next
pandemic is likely to be a zoonosis as well. Zoonoses enter into human populations from both
domesticated animals (such as farmed swine or poultry) and wildlife. Many historically
significant zoonoses were introduced through increased human-animal interaction following
domestication, and potentially high-risk zoonoses (including avian influenzas) continue to
emerge from livestock production systems (Van Boeckel and others 2012; Wolfe, Dunavan,
and Diamond 2007). Some pathogens (including Ebola) have emerged from wildlife reservoirs
and entered into human populations through the hunting and consumption of wild species (such
as bushmeat), the wild animal trade, and other contact with wildlife (Pike and others 2010;
Wolfe, Dunavan, and Diamond 2007).
After a spark or importation, the risk that a pathogen will spread within a population is
influenced by pathogen-specific factors (including genetic adaptation and mode of
transmission) and human population-level factors (such as the density of the population and the

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susceptibility to infection; patterns of movement driven by travel, trade, and migration; and
speed and effectiveness of public health surveillance and response measures) (Sands and others
2016).
Dense concentrations of population, especially in urban centers harboring overcrowded
informal settlements, can act as foci for disease transmission and accelerate the spread of
pathogens (Neiderud 2015). Moreover, social inequality, poverty, and their environmental
correlates can increase individual susceptibility to infection significantly (Farmer 1996).
Comorbidities, malnutrition, and caloric deficits weaken an individual’s immune system, while
environmental factors such as lack of clean water and adequate sanitation amplify transmission
rates and increase morbidity and mortality (Toole and Waldman 1990). Collectively, all these
factors suggest that marginalized populations, including refugees and people living in urban
slums and informal settlements, likely face elevated risks of morbidity and mortality during a
pandemic.
A country’s expected ability to curtail pandemic spread can be expressed using a preparedness
index developed by Oppenheim and others (2017). The index illustrates global variation in
institutional readiness to detect and respond to a large-scale outbreak of infectious disease. It
draws on the IHR core capacity metrics and other publicly accessible cross-national indicators.
However, it diverges from the IHR metrics in its breadth and focus on measuring underlying
and enabling institutional, infrastructural, and financial capacities such as the following
(Oppenheim and others 2017):
Scenario modeling of epidemics and pandemics can be achieved through large-scale computer
simulations of global spread, dynamics, and illness outcomes of disease (Colizza and others
2007; Tizzoni and others 2012). These models allow for specification of parameters that may

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drive the likelihood of a spark (for example, location and frequency) and determinants of
severity (for example, transmissibility and virulence). The models then simulate at a daily time
step the spread of disease from person to person via disease transmission dynamics and from
place to place via incorporation of long-range and short-range population movements. The
models also can incorporate mitigation measures, seasonality, stochastic processes, and other
factors that can vary during an epidemic. Millions of these simulations can be run with wide
variation in the initial conditions and final outcomes.
These millions of simulations can be used to quantify the burden of pandemics through a class
of probabilistic modeling called catastrophe modeling, which the insurance industry uses to
understand risks posed by infrequent natural disasters such as hurricanes and earthquakes
(Fullam and Madhav 2015; Kozlowski and Mathewson 1997). When applied to pandemics, this
approach requires statistically fitting distributions of the parameters. These parameter
distributions provide weightings of the likelihood of the different events. Through correlated
statistical sampling based on the parameter weights, scenarios are selected for inclusion in an
event catalog of simulated pandemic events. A schematic diagram shows how the catastrophe
modeling process is used to develop the event catalog.
When pandemics cause large morbidity and mortality spikes, they are much more likely to
overwhelm health systems. Overwhelmed health systems and other indirect effects may
contribute to a 2.3-fold increase in all-cause mortality during pandemics, although attribution
of the causative agent is difficult (Simonsen and others 2013). If indirect deaths are taken into
account, the average annual global deaths from influenza pandemics could be greater than
520,000, although there is a significant uncertainty in the estimate.

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The direct health impacts of pandemics can be catastrophic. During the Black Death, an
estimated 30–50 percent of the European population perished (DeWitte 2014). More recently,
the HIV/AIDS pandemic has killed more than 35 million persons since 1981. (WHO Global
Health Observatory data, http://www.who.int/gho/hiv/en).
Pandemics can disproportionately affect younger, more economically active segments of the
population (Charu and others 2011). During influenza pandemics (as opposed to seasonal
outbreaks of influenza), the morbidity and mortality age distributions shift to younger
populations, because younger people have lower immunity than older people, which
significantly increases the years of life lost (Viboud and others 2010). Furthermore, many
infectious diseases can have chronic effects, which can become more common or widespread in
the case of a pandemic. For example, Zika-associated microcephaly has lifelong impacts on
health and well-being.
The indirect health impacts of pandemics can increase morbidity and mortality further. Drivers
of indirect health impacts include diversion or depletion of resources to provide routine care
and decreased access to routine care resulting from an inability to travel, fear, or other factors.
Additionally, fear can lead to an upsurge of the “worried well” seeking unnecessary care,
further burdening the health care system (Falcone and Detty 2015).
Pandemics can cause acute, short-term fiscal shocks as well as longer-term damage to
economic growth. Early-phase public health efforts to contain or limit outbreaks (such as
tracing contacts, implementing quarantines, and isolating infectious cases) entail significant
human resource and staffing costs (Achonu, Laporte, and Gardam 2005). As an outbreak
grows, new facilities may need to be constructed to manage additional infectious cases; this,
along with increasing demand for consumables (medical supplies, personal protective

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equipment, and drugs) can greatly increase health system expenditures (Herstein and others
2016).
The word “Pandemic” comes from theoriginates from the Greek pan meaning “all” and demos
“the people ”., and The word is commonly taken to refer to a widespread epidemic of
contagious disease throughout the whole of a country or one or more continents at the same
time (Honigsbaum, 2009). Nevertheless in over the past 2 decades, the term has not beenfailed
to be defined by many modern medical texts. Even authoritative texts about concerning
pandemics do not list it in their indexes, including such resources as comprehensive histories of
medicine, classic epidemiology textbooks, and the Institute of Medicine’s influential 1992
report on emerging infections (Morens, Folkers, & Fauci, 2009). The internationally accepted
definition of a pandemic as it appears in the Dictionary of Epidemiology is straightforward and
well-known: “an epidemic occurring worldwide, or over a very wide area, crossing
international boundaries and usually affecting a large number of people” (Harris, 2000). The
classical definition, however, includes nothing about population immunity, virology or disease
severity. By On the basis of this dictionary definition, pandemics can be said to occur annually
in each of the temperate southern and northern hemispheres, given that the definition of the
term is so wide. Seasonal epidemics cross international boundaries and affect a large number of
people. HoweverThis said, seasonal epidemics are not considered pandemics. Modern
definitions include “extensive epidemic”, “epidemic […] over a very wide area and usually
affecting a large proportion of the population”, and “distributed or occurring widely
throughout a region, country, continent or globally”, among others (Morens et al., 2009). In the
case of influenza, biologists also require that pandemic strains undergo key genomic mutations,
known as antigenic shift. For WHO to pronounce a level six pandemic alert there has to be
sustained transmission in at least two regions at the same time. WHO’s standard definition of

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pandemic influenza refers to a situation in which a new and highly pathogenic viral subtype,
one to which no one (or few) in the human population has immunological resistance and which
is easily transmissible between humans, establishes a foothold in the human population, at
which point it rapidly spreads worldwide (WHO, 2011a).
The internationally accepted definition of a pandemic as it appears in the Dictionary of
Epidemiology is straightforward and well-known: “an epidemic occurring worldwide, or over a
very wide area, crossing international boundaries and usually affecting a large number of
people” (Harris, 2000). The classical definition, however, includes nothing about population
immunity, virology or disease severity. By On the basis of this dictionary definition, pandemics
can be said to occur annually in each of the temperate southern and northern hemispheres,
given that the definition of the term is so wide. Seasonal epidemics cross international
boundaries and affect a large number of people. HoweverThis said, seasonal epidemics are not
considered pandemics. Modern definitions include “extensive epidemic”, “epidemic […] over
a very wide area and usually affecting a large proportion of the population”, and
“distributed or occurring widely throughout a region, country, continent or globally”, among
others (Morens et al., 2009). In the case of influenza, biologists also require that pandemic
strains undergo key genomic mutations, known as antigenic shift. For WHO to pronounce a
level six pandemic alert there has to be sustained transmission in at least two regions at the
same time. WHO’s standard definition of pandemic influenza refers to a situation in which a
new and highly pathogenic viral subtype, one to which no one (or few) in the human population
has immunological resistance and which is easily transmissible between humans, establishes a
foothold in the human population, at which point it rapidly spreads worldwide (WHO, 2011a).

xiv
The word “Pandemic” comes from theoriginates from the Greek pan meaning “all” and demos
“the people ”., and The word is commonly taken to refer to a widespread epidemic of
contagious disease throughout the whole of a country or one or more continents at the same
time (Honigsbaum, 2009). Nevertheless in over the past 2 decades, the term has not beenfailed
to be defined by many modern medical texts. Even authoritative texts about concerning
pandemics do not list it in their indexes, including such resources as comprehensive histories of
medicine, classic epidemiology textbooks, and the Institute of Medicine’s influential 1992
report on emerging infections (Morens, Folkers, & Fauci, 2009.
Pandemics have infected millions of people, causing wide-spread serious illness in a large
population and thousands of deaths. For example, in 14th century, the ‘Black Death’ plague
killed the half population of Europe (A. G. P. Ross, Ross, Olveda, & Yuesheng, 2014). In the
20th century, there were three major pandemic: 1) Spanish flu in 1919-1920, which caused 20-
40 million deaths (Taubenberger & Morens, 2009); 2) Asian flu in 1957-1958 which caused
about 2 million deaths, 3) Hong Kong flu in 1968-1969 which caused 1 million deaths (Landis,
2007; Wildoner, 2016). Infectious disease disasters, including pandemics and emerging
infectious disease outbreaks, have the potential to cause high morbidity and mortality in the
world, and in fact they may acount for a quarter to a third of global mortality (Verikios et al.,
2015). In developing countries, both pandemics and infectious diseases have the potential to
kill claim many peopllivese, and the likelihood of deaths is within the range of 5 to 10 percent
(Kern, 2016). During the SARS outbreak in 2003, there were more than 8000 infected
individuals, with over 700 deaths (almost 9%) worldwide in just 6 months (Wong & Leung,
2007). Influenza is one of the most serious pandemic diseases. Influenza outbreaks can result
in considerable morbidity and mortality. Influenza pandemics are characterised by a high
incidence and fatality rate with 250,000–500,000 people deaths each year, rapid and wide-

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spread transmission (WHO 2004). Recent influenza pandemics have killed significant
numbers of people worldwide, and contributed to an estimated 8,870–18,300 deaths in 2009–
2010 (Prager, Wei, & Rose, 2016). For example, May 2009 saw the emergence from Mexico of
a new H1N1 virus capable of human-to-human transmission (Verikios et al., 2015). WHO
reported 182,166 laboratory confirmed cases of influenza A/H1N1, with 1799 deaths in 178
countries up to August 13, 2009 (Rewar et al., 2015). In the U.S.A, “The US Centers for
Disease Control and Prevention (CDC) estimates that the peak H1N1 season (April 2009 to
April 2010) in the United States resulted in 43–89 million cases, 195–403 thousand
hospitalizations, and 8,870–18,300 deaths” (Bhandari, Hartley, Lindsley, Fisher, & Palmer,
2013). Over the past several years, the threat of a human influenza pandemic has greatly
increased. For example, H5N1 has repeatedly managed to infect humans in several Asian and
European countries (Fangriya, 2015). There had been 387 confirmed cases of human H5N1
infection across 15 countries since from late 2003 to late 2008, including 245 deaths, with an
average case-fatality rate of around 63% globally. (Enemark, 2009). The H5N1 could easily
become another major pandemic. With the emergence of the zoonotic influenza A (H7N9)
virus in China, there have also been renewed concerns about the potential for a pandemic to
arise from an avian influenza strain. The outbreak of H7N9 viruses has caused more than 600
human infections, with nearly 30%
Mortality (Su & He, 2015), and the H7N9 virus is considered to have pandemic potential
(Tanner, TOTH, & Gundlapalli, 2015). Other major treats in recent times have been
pandemics of Dengue and Ebola. The incidence of the severe and fatal form of the Dengue has
increased dramatically in developing countries. The 2015–2016 dengue epidemics were the
worst in the history of Latin America. The first cases were recorded in Brazil in May 2015 and
caused more than 1.5 million cases up to December 2015. At least 34 countries were involved

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in March 2016 (Troncoso, 2016). The Ebola outbreak in West Africa was an unprecedented
public health emergency of international concern. In October 2015, WHO reported that there
were 28,581 Ebola Virus Disease (EVD) confirmed, probable and suspected cases, with 11,299
deaths in West African countries (Liberia, Guinea, and Sierra Leone)? The estimated case
fatality proportion was 40% (Nabarro & Wannous, 2016). More than 11,000 people died in
nine countries as the response to the Ebola zoonotic ‘spillover’ was delayed (A. G. Ross,
Crowe, & Tyndall, 2015).
The Pandemic and its Impacts Vol 9–10 (2016–2017) | ISSN 2161-6590 (online) | DOI
10.5195/hcs.2017.221| http://hcs.pitt.edu 7 the economic impacts Pandemic influenza
represents a serious threat not only to the population of the world, but also to its economy. The
impact of economic loss can result in instability of the economy. The impact is through direct
costs, long term burden, and indirect costs. The direct costs of dealing with the disease
outbreak can be very high. For example, the Ebola outbreak has seriously undermined the
economics throughout West Africa. The Ebola outbreak in Sierra Leone in 2015 cost USD 6
billion in direct costs (hospitals, staff, medication), and the direct costs alone amount to 3 years
of funding for WHO, and are well over 20 times the cost of WHO’s emergency response cuts
in its 2014–15 budget (Gostin & Friedman, 2.

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CHAPTER III
METHODOLOGY
3.1 Nature of the study
The researchers will use quantitative method in the study. Data will be collected using primary
data, though distribution of questionnaires will be used by the researchers to gather information
about the effects of pandemic on grocery stores in Poblacion Candelaria Quezon. The
researchers will give Yes or No questionnaires to the respondents. The result will be based on
the survey questionnaires.
3.2 Sampling Procedure
This study will use statistical analysis. The researchers will get the total population of the
respondents which are the owners and their employees, and the consumers. After getting the
total population, the researchers will compute for the sample size. Since the respondents are
the owners, employees, and consumers, we will use the fishbowl method to know who will be
the chosen representatives of the population to participate in the study.
3.3 Participants of the Study
The study will involve the owners, the employees, and the consumers of grocery stores in
Poblacion Candelaria, Quezon. The age will range 21 - 50 years old. Different ages are set
mature data from the respondents.

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3.4 Setting
The participants of this study are the owners, the employees, and the consumers of grocery
stores at Poblacion Candelaria, Quezon. The respresentatives will come from the chosen
grocery stores.
3.5 Instrument of the study
Since the researchers need for the data from the Owner of the stores, the employee in the
stores and the consumers. The researchers are going to use survey questionnaires to gather
data about the impact of bullying to the emotional aspects among senior high school students
of GRABSUM School Incorporated. The research questionnaires are divided into three parts:
1. Demographic questionnaires
2. Basic information
3. Main questions
The demographic question is to determine the Age and Gender of the respondents... Basic
Information will give a prior background about the respondent. The Main questions will give
the researchers the full data about the effect of Pandemic to Grocery Store in Poblacion
Candelaria Quezon Which answering by “YES” or “NO”.
3.6 Validity Testing and Reliability
Since the study is all about the impact of bullying to the emotional aspects among Senior
High School students of GRABSUM School Inc., the researchers are going to conduct survey
to gather information what type of bullying affects their emotional aspects. Through survey

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questionnaires the researcher will achieve the data that will sum up the study. The survey sheet
is consisting of three sections:
 Demographic questionnaires
 Age
 Gender
A demographic questionnaire is to identify the age and gender of the respondents, as you
can see name is not included. This is to protect the full profile of the respondent and to avoid
judgments in a certain people.
 Basic Information
 Do you know why we are pandemic today?
 Do you have knowledge about COVID 19?
Basic information is set to have a prior data about the respondent without forcing him/her
to leak unnecessary information. The first two questions are answerable by “YES” or “NO”.
Main Question
In the last part of the chapter 3 is the main question wherein it gives the researchers to
have the data needed. The main question is divided into three parts, which are Consumers,
Owner of the stores and the Employee in the store.

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“The Effect of Pandemic to Grocery Stores in Poblacion Candelaria, Quezon:
Age: _________ Gender: Male _____ Female _____
Put check (/) in the box below.
CONSUMER Statements YES NO

1.
2.
3.
OWNER Statements YES NO

1.
EMPLOYEE Statements YES NO

1.
2.
3.
CHAPTER IV

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Analysis, Presentation and Interpretation of the Data
4.1 Introduction
In this chapter, the data is presented through tables and textual analysis. The data
gathered is resulted from the survey conducted last 24th of February 2019. The chapter
includes the following: Profile of students according to their Gender, Profile of
Students According to their Age, Basic Information of SHS in GSI, Responses of
Students in Physical Bullying, Responses of Students in Verbal Bullying, Responses
of Students in Cyber Bullying, Frequency Distribution Table, Percentage and T-Test.
4.2 Presentation of Frequency Distribution Table and Percentage
Table 1: Frequency Distribution Table According to the Respondent’s Gender
Observation Frequency Percentage (%)
Male (2) 68 42 %
Female (1) 93 58%
Source: Survey Result Conducted, February 20, 2019
Narrative text: There are 68 or 42 % of the respondents of the survey are male.
Meanwhile, the female respondents are 93 that is equivalent to 58 % of the total
respondents of the study. The numbers of the respondents are the sample size of the
population. It shows the discrepancy of the male and female respondents about the
impact of bullying to the emotional aspects among senior high school students in GSI.

xxii
Table 2: Frequency Distribution Table According to Respondents Ages.
Ages Frequency Percentage (%)

15 0 0%
16 14 9%
17 78 48%
18 56 35%
19 11 7%
20 2 1%
Narrative text: The table shows the range of the respondents based on their ages.
There is no student or respondent who answer that they are fifteen years old (15 y/o).
It shows that the 16 y/o students have the number of 14 or 9% of the sample
population. The seventeen year old students numbered 78 that is equivalent to 48% of
the respondents. The other 35% or 56 of respondents are 18 years old. While the 7%
or 11 of the respondents are 19 years old. The remaining 1% or 2 of the respondents
aged 20 years. The table shows the result of the conducted survey that most of the
respondents are aged 17 and 18 years old. It shows that the 17-18 years old students
are 83% of the sample population of the study.
Table 3: Do you have knowledge about bullying?
Rating scale Frequency Percentage (%)

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2 153 95%
1 8 5%
Narrative text: There are 153 students or 95% of the respondents have knowledge
about bullying, while the other 5% says no. It means that most of the respondents are
capable of answering the following statements in the survey. It shows that majority of
the students have prior idea regarding the study.
Table 4: Have you experienced bullying?
Rating scale Frequency Percentage (%)
2 96 60%
1 65 40%
Narrative text: The table shows the breakdown of responses to the question “Have
you experienced bullying?” There are 96 or 60% of the respondents says that they
experienced bullying. Meanwhile, 65 students answered that they do not experienced
bullying that is equivalent to 40% of sample population.
Table 4: If YES, what type of Bullying you experience the most?
Types of Bullying Frequency Percentage (%)

Physical bullying 22 14%
Verbal bullying 73 45%
Cyber bullying 1 1%

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Narrative text: Table 4 shows the frequency and percentage of those students who
respond that they experienced bullying and tells what type of bullying they
experienced the most. In physical bullying, there are 22 (14%) students, verbal
bullying has 73 responses or 45% of the sample population. Another 1% (1) to those
students who said yes and they experienced cyber bullying the most. In total, there are
only 60% of the respondents answered yes and it is equal to the survey result of table
number 2 that consist of 96 students. The remaining 40% or 65 students answered no
in the survey basic information number 2.
Table 5: I get emotional when I am experiencing physical bullying in school.
2 109 68%
1 52 32%
Narrative text: Table 1 shows that there are 109 students or 68% of the
respondents answered yes in the survey statements while the remaining 32% or 52 out
of 161students answered no in the survey conducted last February 20, 2019. In total,
the statement “I get emotional when I am experiencing physical abuse in school.”
Students are experiencing physical bullying in school that affects the emotional
aspects of senior high school students in GSI.
Table 6: I become emotional when I am experiencing physical abuse in my own
home.

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2 100 62%
1 61 38%
Narrative text: There are 100 or 62%of students answered yes in the statement “I
become emotional when I am experiencing physical abuse in my own home” while
the remaining 38% or 61 students says no in the statement.
In statement number two, the respondents agreed that they are bullied and their
emotional aspects are affected. In short, statement 2 shows that it has an impact to the
emotional aspects among senior high school students in GSI.
Table 7: I think too much when someone is treating me like a slave.
2 101 63%
1 60 37%
Analysis: There are 101or 63% of student’s populations respond in the survey as
yes while the remaining 37% or 60 students answered no. It means that statement
number 3 has an impact to the emotional aspects among senior high school students
in GSI. In addition, after having the first three statements, it shows that physical
bullying has an impact to the emotional aspects of the respondents. According to

xxvi
research, the first three statements has 68%, 62% and 63% with a mean average of
64%, it shows that there is a huge impact of physical bullying to the emotional
aspects among senior high school students in GRABSUM School Incorporated.
Table 8: I feel down when other people throw offensive jokes to me directly.
2 123 76%
1 38 24%
Analysis: There are 123 students who answered yes that is equivalent to 76% of
the respondents. The remaining 24% or 38 out of 161 say that they do not feel down
when someone is throwing offensive jokes to them directly. In addition, the survey
results in the issue that 76% of the respondents are affected or there is an impact of
verbal bullying to their emotional aspects.
Table 9: I feel small when other students are bad-mouthed me.
2 117 73%
1 44 27%
Analysis: There are 117 students answered yes that is equivalent to 73% of the
sample population. The remaining 27% or 44 students answered no. It means that 117

xxvii
feels they are small when students are bad-mouthed them, while 44 out 161 says that
they do not feel the same. The table proves that majority of the student’s feels small.
It means that factor of verbal bullying affects the emotional aspects of senior high
students in GSI.
Table 10: I get emotional if students are calling me name.
2 72 45%
1 89 55%
Narrative text: The table shows the result of the survey in statement number 6 “I
get emotional if students are calling me name”. There are 72 (45%) students who says
that they get emotional when someone is calling them in their joke names, while 55%
or 89 of the students says that they do not feel the same. In this statement majority of
the respondents are not affected or this factor of verbal bullying has no impact to the
emotional aspects of the students. In addition, the three statements in verbal bullying
brocket has an impact to the emotional aspects of senior high school students in GSI
except to the last survey statement “I get emotional if students are calling me name”

2 75 47%
1 86 53%

xxviii
Table 11: I feel offended when someone is throwing jokes to me online
Narrative text: The first statement in Cyber bullying is “I feel offended when
someone is throwing jokes to me online”. There are 75 or 47% of the students
answered that they are offended when someone is throwing offensive jokes to them in
social media. The remaining 86 (53%) answered no, they do not get offended when
somebody is giving them jokes online. The result shows that this factor of cyber
bullying has no impact to the emotional aspects among senior high school students in
GSI.
Table 12: I feel small when someone is giving comments about mine through social
media.
2 84 52%
1 77 48%
Narrative text: The table shows that there are 84 (52%) students tell that they feel
small when someone is giving comments about them through social media. Those
students who says that they do not feel the same are 77 that is equivalent to 48% of

xxix
the sample population but all in all the majority speaks that they feel small about this
actor of cyber bullying
Table 13: I feel embarrassed if someone is posting my private pictures online.
2 101 63%
1 60 38%
Narrative text: Table 9 is the last factor or statement of cyber bullying included in
the survey. There 101(62%) students answered that they feel embarrassed when
someone is posting their private pictures online, while the remaining 38% or 60
students says that they do not feel the same. It shows that majority of the students
feels that they embarrassed when someone is posting his/ her private picture in social
media or online.
4.3 Presentation of Textual and Graphical form of the Data gathered

xxx
Profile of Students According to their Gender

N
o 60
.
50
o
f 40
s 30
t
u 20
d
e
10
n 0
t 11 12
s Grade Level
Figure 1: Profile of Students According to their Gender
Legend:
Series 1- No. of Male(s)
Series 2-No. of Female (s)
Narrative text: The table shows the discrepancies between the number of male and
female respondents. There are 68 or 42% of the respondents are male while the
remaining 58% are female consisting of 93 students. The sample population has a
number of 161 respondents. It shows that the grade 11 and 12 female respondents are
the highest number of respondents. Meanwhile, the male respondents consist of a less
than 50% of the sample.

xxxi
Figure 2: Profile of Students According to their Age Source:
Profile of the Students According t their Age
90
N 80
o
. 70
f 60
R 50
e 40
s
p 30
o
n 20
s
e 10
s 0
15 16 17 18 19 20
Age of Repondent
Survey Result Conducted, February 20, 2019
Narrative text: The table shows the breakdown of the respondent’s ages. First,
there is no or 0% of the respondent is 15years old. There are 14 (9%) of the
respondents are 16 years old. The 78 or 48% of the sample population shows that the

xxxii
respondents are 17 years old. Some others are 18 years old consisting of 56 (35%) of
the respondents. While those 19 years old students are 7% of sample population or 11
students. The remaining 2 or 1% of the respondents are 20 years old. The figure
simplifies that almost half of the respondents are 17 years old. In addition the survey
result shows that the students of Senior High School in GRABSUM School
Incorporated are 17 and 18 years old with a total of 83% of the sample population of
the study about the impact f bullying to the emotional aspects among SHS in GSI.
Basic Information of SHS in GSI

160
N
o 140
o 120
f
100
R A
e 80 B
s
p 60
o
n
s 40
e
s 20
0
Yes (2) Yes (%) No (1) No(%)
Rating Scale
Figure 3: Basic Information of SHS in GSI
Legend:

xxxiii
A. Do you have knowledge about bullying?
B. Have you experience bullying?
Narrative text: The table is all about the basic information of the respondents
stating the questions in the legend. Question A, it shows that the respondents answers
yes with a number of 153 (95%) while those students who answered no has a number
of 8(5%). Question B shows that there are 96 students or 60% of the respondents says
that they experienced bullying. The remaining 40% (65) of the respondents answered
that they do not experienced bullying.
Responses of Students in Physical Bullying
180
N
O 160
.
140
O 120
F
100
R
E 80
S
P 60
O
N 40
S
E 20
S
0
Yes (2) Yes (%) No(1) No(%) total total(%)
Rating Scale
Figure 4: Responses of Students in Physical Bullying

xxxiv
Legend:
Series 1- I get emotional when I am experiencing physical abuse in school.
Series 2- I become emotional when I am experiencing physical abuse in my own
home.
Series 3-I think too much when someone is treating me like a slave.

xxxv
Narrative text: There are three different statements in survey for the factors of
physical bullying. Series1 stand as the statement 1, there are 109 yes and 52 no, it
shows that the majority respond as they get emotional when they experience physical
bullying in school. Series 2 is for statement 2 state that the respondents become
emotional when those students experiencing physical bullying in their own home.
There 100 students who says that they become emotional and 61 says that they do not
feel the same. In statement 3 it is serves as the series 3 in the table wherein the
students think too much when someone is treating them like a slave. 101 of them
answered yes while 61 answered no. All in all the statements in physical bullying
brocket shows that this type of bullying has an impact to the emotional aspects among
senior high school student in GSI.
Figure5: Responses of Students in Verbal Bullying

xxxvi
Legend:
Series 1- I feel down when other statements throw offensive jokes to me directly.
Series 2- I feel small when other students are bad-mouthed me.
Series 3- I get emotional if other students are calling me name.
Narrative text: There are 161 students involved in the study. In statement 4, it has
123 or 76% of the respondents answered yes. It means that those 76% of the
respondents are affected by verbal bullying wherein there is an impact to their
emotional issues. In the other hand, the students answered no are 38 or 24%.
Statement 5 “I feel small when other students are bad-mouthed me.” Consisted of 117
(73%) who says yes while there are 44 or 27% answered no in the statement. There
are 72 (44%) students who answered yes in statement 6, it shows that those students
answered no are greater than those students who answered yes in the last statement in
verbal bullying that is equivalent to 89 or 55%.
The table shows the discrepancies between the numbers of students who says that
they are verbally abused and it has an impact to their emotional aspects. In addition,
verbal bullying has an impact to the emotional aspect among senior high school
students in GSI except the factors of giving names to a certain student or people.

xxxvii
Responses of Students in Cyber Bullying
180
N
160
o
. 140
o 120
f
100
R
e 80
s
p
o 60
n
s 40
e
s 20
0
Yes (2) Yes (%) No(1) No(%) total total(%)
Rating Scale
Figure6: Responses of Students in Cyber Bullying.
Legend:
Series 1- I feel offended when someone is throwing jokes to me online.
Series 2- I feel small when someone is giving comments about mine through
social media.
Series 3- I feel embarrassed if someone is posting my private pictures online.
Narrative text: Table 6 has three different statements that is being served
by three different series. Series 1 is for statement 1, it shows the survey result

xxxviii
wherein 75 or 47% of the respondents answered yes in the statement “I feel
offended when someone is throwing jokes to me online” while the remaining 53%
or 86 answered that they do not feel the same. It shows that statement 1 has no
impact to the emotional aspects of senior high school students in GSI. In series
/statement 2, there are 84 or 52% of the respondents says that they feel small
when someone is giving comments about them through social media. The
remaining 77 students answered no that is equivalent to 48%of the sample
population. There are 101 (63%) students who answered that they feel
embarrassed if someone is posting his/her private pictures online. Those students
answered that they do not feel the same are 60(38%) of the sample population in
statement number 3” I feel embarrassed if someone is posting my private pictures
online.”
The table shows that cyber bullying has an impact to the emotional aspects
of senior high school students in GSI except statement number 1. All in all the
survey resulted in majority that Physical, Verbal and Cyber bullying has an
impact to the emotional aspects among senior high school students in GSI.
4.4 The Computations and Findings
In this research study, data was collected and analyzed utilizing quantitative methods.
Using dichotomous, it gives researchers the data needed for the study. There are 268 total
population wherein 160 of it is the sample size using the n=N/1+N e 2. The 160

xxxix
respondents came from the different track and strand in GSI. (see chapter III Participants
of the study).
It includes all the computations and findings about the impact of bullying to the
emotional aspects among senior high school students in GSI. The statistical treatment like
Pearsons r determined what relationship or impact of the bullying has into the emotional
aspects among the SHS in GSI. Using the T-Test it shows if the hypotheses are accepted
or rejected. The critical value is equal to 1.96 or 0.05. The computations and findings also
shows the distribution of the data from the three different types of bullying that affects
the emotional aspects of senior high school student in GSI such as Physical, Verbal and
Cyber Bullying.
1. Physical bullying has a T-value of -0.88, mean average 1 is 1.61 and mean
average 2 is 1.68. The value of ∑x= 257, ∑y= 268.41, Ʃx² = 451, Ʃy²= 471.74.
Then substitute x-x sub 1 and y- x sub2, x²-x sub 1²and y²-x sub 2².Then,
Sx1²=0.77 and Sx2²=0.77. The formula is written and computed as the following:
x 1−x 2
Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N
2. Verbal bullying has a T value of -0.77, mean average of 1.61 and mean average of
1.65. The value of ∑x= 257, ∑y= 263.46, Ʃx² = 451, Ʃy²= 452.25. Then substitute

xl
x-x sub 1 and y- x sub2, x²-x sub 1²and y²-x sub 2². Then, Sx1²=0.77 and Sx2²=0.72.
The formula is written and computed as the following:
x 1−x 2
Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N
3. Cyber bullying has T-value of 0.86, mean average of 1.61 and mean average of
1.55. The value of ∑x= 257, ∑y= 248, Ʃx² = 451, Ʃy²= 406.75. Then substitute x-x
sub 1 and y- x sub2, x²-x sub 1²and y²-x sub 2². Then, Sx1²=0.77 and Sx2²=0.66.
The formula is written and computed as the following:
x 1−x 2
Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N
Since all the three t- value is in the accept region of bell curve the hypotheses are
accepted therefore, there is no significance impact of bullying to the emotional aspects
among senior high school students in GSI. Having Physical and Verbal Bullying in
negative t-value still it is in the accepting region because it is not lower than -1.96 not
even greater than the value of 1.96. Otherwise, the figure below shows the T- Value in
percentage result.
Figure 1: T-Value in Percentage result

xli
Table
T-Value in Percentage 1: The
Data
Cyber Bullying Physical Bullying

34% 35% Physical Bullying
Verbal Bullyng
Cyber Bullying
Verbal Bullyng
31%
distribution of Emotional aspects and Physical Bullying
Emotional
Student
aspects
Physical Bullying Xy x2 y2
1 2 2 4 4 4
2 1 2 2 1 4
3 2 2 4 4 4
4 2 2 4 4 4
5 2 2 4 4 4
6 2 2 4 4 4
7 1 2 2 1 4
8 2 2 4 4 4
9 2 2 4 4 4
10 1 1 1 1 1
11 2 1 2 4 1
12 2 2 4 4 4
13 2 2 4 4 4
14 1 2 2 1 4
15 2 2 4 4 4
16 2 2 4 4 4
17 2 2 4 4 4
18 2 2 4 4 4
19 2 2 4 4 4
20 2 2 4 4 4
21 1 2 2 1 4

xlii
22 2 1 2 4 1
23 2 1 2 4 1
24 2 2 4 4 4
25 2 2 4 4 4
26 1 1 1 1 1
27 1 2 2 1 4
28 1 2 2 1 4
29 1 2 2 1 4
30 1 2 2 1 4
31 1 2 2 1 4
32 1 2 2 1 4
33 2 1 2 4 1
34 2 2 4 4 4
5 2 2 4 4 4
36 2 1 2 4 1
37 2 1 2 4 1
38 2 1 2 4 1
39 2 1 2 4 1
40 2 1 2 4 1
41 2 1 2 4 1
42 2 2 4 4 4
43 2 2 4 4 4
44 2 2 4 4 4
45 2 2 4 4 4
46 2 2 4 4 4
47 2 2 4 4 4
48 2 2 4 4 4
49 1 2 2 1 4
50 1 2 2 1 4
51 1 1 1 1 1
52 1 2 2 1 4
53 2 2 4 4 4
54 2 2 4 4 4
55 2 2 4 4 4
56 2 2 4 4 4
57 2 2 4 4 4
58 2 2 4 4 4
59 2 2 4 4 4

xliii
60 2 2 4 4 4
61 2 2 4 4 4
62 2 2 4 4 4
63 2 2 4 4 4
64 2 2 4 4 4
65 2 2 4 4 4
66 1 2 2 1 4
67 1 1 1 1 1
68 1 1 1 1 1
69 1 1 1 1 1
70 1 2 2 1 4
71 1 2 2 1 4
72 1 2 2 1 4
73 1 2 2 1 4
74 1 2 2 1 4
75 1 2 2 1 4
76 1 2 2 1 4
77 1 2 2 1 4
78 2 2 4 4 4
79 2 2 4 4 4
80 2 2 4 4 4
81 2 2 4 4 4
82 2 2 4 4 4
83 2 2 4 4 4
84 2 1 2 4 1
85 2 1 2 4 1
86 2 1 2 4 1
87 2 1 2 4 1
88 1 1 1 1 1
89 2 1 2 4 1
90 1 2 2 1 4
91 1 2 2 1 4
92 1 1 1 1 1
93 1 1 1 1 1
94 1 1 1 1 1
95 1 1 1 1 1
96 2 1 2 4 1

xliv
97 2 1 2 4 1
98 2 1 2 4 1
99 2 2 4 4 4
100 1 2 2 1 4
101 2 2 4 4 4
102 2 2 4 4 4
103 2 2 4 4 4
104 2 1 2 4 1
105 1 1 1 1 1
106 2 1 2 4 1
107 2 1 2 4 1
108 2 1 2 4 1
109 2 1 2 4 1
110 1 1 1 1 1
111 2 1 2 4 1
112 1 1 1 1 1
113 1 1 1 1 1
114 1 1 1 1 1
115 1 1 1 1 1
116 1 2 2 1 4
117 2 2 4 4 4
118 2 2 4 4 4
119 2 2 4 4 4
120 1 2 2 1 4
121 2 2 4 4 4
122 1 2 2 1 4
123 2 2 4 4 4
124 1 2 2 1 4
125 2 2 4 4 4
126 1 2 2 1 4
127 2 2 4 4 4
128 1 2 2 1 4
129 2 2 4 4 4
130 1 2 2 1 4
131 2 2 4 4 4
132 2 2 4 4 4
133 2 2 4 4 4

xlv
134 1 2 2 1 4
135 1 2 2 1 4
136 1 1 1 1 1
137 1 2 2 1 4
138 1 2 2 1 4
139 1 1 1 1 1
140 1 2 2 1 4
141 2 1 2 4 1
142 2 2 4 4 4
143 2 1 2 4 1
144 2 2 4 4 4
145 2 2 4 4 4
146 2 2 4 4 4
147 2 2 4 4 4
148 2 2 4 4 4
149 2 1 2 4 1
150 2 1 2 4 1
151 2 1 2 4 1
152 2 2 4 4 4
153 2 2 4 4 4
154 1 2 2 1 4
155 1 2 2 1 4
156 1 1 1 1 1
157 1 2 2 1 4
158 1 2 2 1 4
159 1 1 1 1 1
160 1 1 1 1 1
2 2
∑x=257 ∑y=268.41 ∑xy=434 ∑ x =451 ∑ y =471.74
x 1−x 2
x= Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N

xlvi
257 268.41
Sx1² =451-( )²/268-1 Sx2² =471.74-( )² / 268-1
268 268
72,038.56
=451-246.45/267 =471.74- /267
268
=204.552/267 =471.74 - 268.80/267
=0.77 = 202.94/267
=0.77
t= 1.61−1.68
0.77 0.77
√ +
268 268 ¿
¿
0.07
=
√ 0.003+ 0.003
0.07
√ 0.006
0.07
=
0.08
=-0.88
nΣxy−( ∑ x )( ∑ y )
r= 2 2 2 2
√ n ( ∑ x )− ( ∑ x ) n ( ∑ y )− ( ∑ y )
160 ( 434 )−( 257 )( 268.41 )
r=
√ 160 ( 451 )− (66049 ) 160 ( 471.14 )−¿( 268.41)¿
69440−689.37
r=
√ ¿¿ ¿
458.63
r=
√ ( 6111 ) (3434.47)
458.63
r=
√ 20988046.17

xlvii
458.63
r=
4581.27
r =0.10 ¿)
Table 2: The Data distribution of Emotional aspects and Physical Bullying
Emotional
Student Verbal Bullying xy x2 y2
aspects
1 2 2 4 4 4
2 1 2 2 1 4
3 2 2 4 4 4
4 2 2 4 4 4
5 2 2 4 4 4
6 2 2 4 4 4
7 1 2 2 1 4
8 2 2 4 4 4
9 2 2 4 4 4
10 1 1 1 1 1
11 2 1 2 4 1
12 2 2 4 4 4
13 2 2 4 4 4
14 1 2 2 1 4
15 2 2 4 4 4
16 2 2 4 4 4
17 2 2 4 4 4
18 2 2 4 4 4
19 2 2 4 4 4
20 2 2 4 4 4
21 1 2 2 1 4
22 2 1 2 4 1
23 2 1 2 4 1
24 2 2 4 4 4
25 2 2 4 4 4
26 1 1 1 1 1
27 1 2 2 1 4
28 1 2 2 1 4
29 1 2 2 1 4
30 1 2 2 1 4
31 1 2 2 1 4
32 1 2 2 1 4

xlviii
33 2 2 4 4 4
34 2 2 4 4 4
5 2 2 4 4 4
36 2 2 4 4 4
37 2 2 4 4 4
38 2 2 4 4 4
39 2 1 2 4 1
40 2 2 4 4 4
41 2 2 4 4 4
42 2 2 4 4 4
43 2 2 4 4 4
44 2 2 4 4 4
45 2 2 4 4 4
46 2 2 4 4 4
47 2 2 4 4 4
48 2 2 4 4 4
49 1 2 2 1 4
50 1 2 2 1 4
51 1 2 2 1 4
52 1 2 2 1 4
53 2 2 4 4 4
54 2 2 4 4 4
55 2 2 4 4 4
56 2 2 4 4 4
57 2 2 4 4 4
58 2 2 4 4 4
59 2 2 4 4 4
60 2 2 4 4 4
61 2 2 4 4 4
62 2 2 4 4 4
63 2 2 4 4 4
64 2 2 4 4 4
65 2 2 4 4 4
66 1 2 2 1 4
67 1 2 2 1 4
68 1 2 2 1 4
69 1 2 2 1 4
70 1 2 2 1 4
71 1 2 2 1 4

xlix
72 1 2 2 1 4
73 1 2 2 1 4
74 1 2 2 1 4
75 1 2 2 1 4
76 1 2 2 1 4
77 1 2 2 1 4
78 2 2 4 4 4
79 2 2 4 4 4
80 2 2 4 4 4
81 2 2 4 4 4
82 2 2 4 4 4
83 2 2 4 4 4
84 2 1 2 4 1
85 2 1 2 4 1
86 2 1 2 4 1
87 2 1 2 4 1
88 1 1 1 1 1
89 2 1 2 4 1
90 1 2 2 1 4
91 1 2 2 1 4
92 1 1 1 1 1
93 1 1 1 1 1
94 1 1 1 1 1
95 1 1 1 1 1
96 2 2 4 4 4
97 2 2 4 4 4
98 2 2 4 4 4
99 2 2 4 4 4
100 1 2 2 1 4
101 2 2 4 4 4
102 2 2 4 4 4
103 2 2 4 4 4
104 2 1 2 4 1
105 1 1 1 1 1
106 2 1 2 4 1
107 2 1 2 4 1
108 2 1 2 4 1
109 2 1 2 4 1

l
110 1 1 1 1 1
111 2 1 2 4 1
112 1 1 1 1 1
113 1 1 1 1 1
114 1 2 2 1 4
115 1 1 1 1 1
116 1 2 2 1 4
117 2 2 4 4 4
118 2 2 4 4 4
119 2 2 4 4 4
120 1 2 2 1 4
121 2 2 4 4 4
122 1 2 2 1 4
123 2 2 4 4 4
124 1 2 2 1 4
125 2 2 4 4 4
126 1 2 2 1 4
127 2 2 4 4 4
128 1 2 2 1 4
129 2 2 4 4 4
130 1 2 2 1 4
131 2 2 4 4 4
132 2 2 4 4 4
133 2 2 4 4 4
134 1 2 2 1 4
135 1 2 2 1 4
136 1 1 1 1 1
137 1 2 2 1 4
138 1 2 2 1 4
139 1 1 1 1 1
140 1 2 2 1 4
141 2 1 2 4 1
142 2 2 4 4 4
143 2 1 2 4 1
144 2 2 4 4 4
145 2 2 4 4 4
146 2 2 4 4 4
147 2 2 4 4 4
148 2 2 4 4 4

li
149 2 1 2 4 1
150 2 1 2 4 1
151 2 1 2 4 1
152 2 2 4 4 4
153 2 2 4 4 4
154 1 2 2 1 4
155 1 2 2 1 4
156 1 1 1 1 1
157 1 2 2 1 4
158 1 2 2 1 4
159 1 1 1 1 1
160 1 1 1 1 1
∑ y 2=¿ 452.2
∑x=257 ∑y=263.46 ∑xy=423.87 ∑ x 2451
5
x 1−x 2
x= Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N
257 263.46
Sx1² =451-( )² / 268-1 Sx2² = 452.25-(
268 268
)²/268-1
66,049
=451- / 267 = 452.25-
268
69,411.17
/267
268

lii
=451-246.45/267 = 452.25-259/267
=204.55/267 = 193.25/267
=0.77 = 0.72
1.61−1.65
t = 0.77 0.72
√ 268 + 268 ¿
¿
0.04
=
√ 0.003+ 0.003
0.04
=
√ 0.006
0.04
=
0.08
= -0.50
nΣxy−( ∑ x )( ∑ y )
r=
2 2 2 2
√ n ( ∑ x )− ( ∑ x ) n ( ∑ y )− ( ∑ y )
160(423.87)−( 257 )( 263.46 )
r=
√ 160 ( 457 )−( 66049 ) 160 ( 452.25 )−¿( 69.411.17) ¿
67819.2−67709.22
r=
√¿ ¿ ¿
109.98
r=
√ ( 7071 ) (2948.83)
109.98
r=
√ 20851176.93
109.98
r=
4536.65
r =0.02¿ )
Table 3: The Data distribution of Emotional aspects and Cyber Bullying

liii
Emotional Cyber
Student Xy x2 y2
aspects Bullying
1 2 2 4 4 4
2 1 1 1 1 1
3 2 1 2 4 1
4 2 1 2 4 1
5 2 1 2 4 1
6 2 2 4 4 4
7 1 1 1 1 1
8 2 2 4 4 4
9 2 2 4 4 4
10 1 1 1 1 1
11 2 1 2 4 1
12 2 2 4 4 4
13 2 1 2 4 1
14 1 1 1 1 1
15 2 1 2 4 1
16 2 1 2 4 1
17 2 1 2 4 1
18 2 2 4 4 4
19 2 2 4 4 4
20 2 2 4 4 4
21 1 2 2 1 4
22 2 1 2 4 1
23 2 1 2 4 1
24 2 2 4 4 4
25 2 2 4 4 4
26 1 1 1 1 1
27 1 2 2 1 4
28 1 2 2 1 4
29 1 1 1 1 1
30 1 1 1 1 1
31 1 1 1 1 1
32 1 2 2 1 4
33 2 1 2 4 1
34 2 2 4 4 4
5 2 2 4 4 4
36 2 1 2 4 1

liv
37 2 1 2 4 1
38 2 1 2 4 1
39 2 1 2 4 1
40 2 1 2 4 1
41 2 1 2 4 1
42 2 2 4 4 4
43 2 2 4 4 4
44 2 2 4 4 4
45 2 1 2 4 1
46 2 1 2 4 1
47 2 1 2 4 1
48 2 2 4 4 4
49 1 2 2 1 4
50 1 2 2 1 4
51 1 1 1 1 1
52 1 2 2 1 4
53 2 2 4 4 4
54 2 2 4 4 4
55 2 2 4 4 4
56 2 2 4 4 4
57 2 2 4 4 4
58 2 2 4 4 4
59 2 2 4 4 4
60 2 2 4 4 4
61 2 2 4 4 4
62 2 2 4 4 4
63 2 1 2 4 1
64 2 1 2 4 1
65 2 1 2 4 1
66 1 1 1 1 1
67 1 1 1 1 1
68 1 1 1 1 1
69 1 1 1 1 1
70 1 2 2 1 4
71 1 2 2 1 4
72 1 2 2 1 4
73 1 2 2 1 4

lv
74 1 2 2 1 4
75 1 2 2 1 4
76 1 2 2 1 4
77 1 2 2 1 4
78 2 2 4 4 4
79 2 2 4 4 4
80 2 2 4 4 4
81 2 2 4 4 4
82 2 2 4 4 4
83 2 2 4 4 4
84 2 1 2 4 1
85 2 1 2 4 1
86 2 1 2 4 1
87 2 1 2 4 1
88 1 1 1 1 1
89 2 1 2 4 1
90 1 2 2 1 4
91 1 2 2 1 4
92 1 1 1 1 1
93 1 1 1 1 1
94 1 1 1 1 1
95 1 1 1 1 1
96 2 1 2 4 1
97 2 1 2 4 1
98 2 1 2 4 1
99 2 2 4 4 4
100 1 2 2 1 4
101 2 2 4 4 4
102 2 2 4 4 4
103 2 2 4 4 4
104 2 1 2 4 1
105 1 1 1 1 1
106 2 1 2 4 1
107 2 1 2 4 1
108 2 1 2 4 1
109 2 1 2 4 1
110 1 1 1 1 1

lvi
111 2 1 2 4 1
112 1 1 1 1 1
113 1 1 1 1 1
114 1 1 1 1 1
115 1 1 1 1 1
116 1 2 2 1 4
117 2 2 4 4 4
118 2 2 4 4 4
119 2 2 4 4 4
120 1 2 2 1 4
121 2 2 4 4 4
122 1 2 2 1 4
123 2 2 4 4 4
124 1 2 2 1 4
125 2 1 2 4 1
126 1 1 1 1 1
127 2 2 4 4 4
128 1 2 2 1 4
129 2 2 4 4 4
130 1 2 2 1 4
131 2 2 4 4 4
132 2 2 4 4 4
133 2 2 4 4 4
134 1 2 2 1 4
135 1 2 2 1 4
136 1 1 1 1 1
137 1 2 2 1 4
138 1 2 2 1 4
139 1 1 1 1 1
140 1 2 2 1 4
141 2 1 2 4 1
142 2 2 4 4 4
143 2 1 2 4 1
144 2 2 4 4 4
145 2 2 4 4 4
146 2 2 4 4 4
147 2 2 4 4 4
148 2 2 4 4 4
149 2 1 2 4 1

lvii
150 2 1 2 4 1
151 2 1 2 4 1
152 2 2 4 4 4
153 2 2 4 4 4
154 1 2 2 1 4
155 1 2 2 1 4
156 1 1 1 1 1
157 1 2 2 1 4
158 1 2 2 1 4
159 1 1 1 1 1
160 1 1 1 1 1
2 2
∑x=257 ∑y=248 ∑xy=399 ∑ x =451 ∑ y 406.75
x 1−x 2
x= Ʃx
t= Sx 1²+ Sx 2² Sx1² =Ʃx2² -( )² N-1
√ NN
N
Ʃx
Sx2²-Ʃx2²-( )² N-1
N
(257)² ( 248 ) ²
Sx1² = 451- / 268-1 Sx2² = 406.75 - /268−1
268 268
61,504
= 451-246.45/267 = 406.75 - / 267
268
= 204.55 /267 = 406.75 – 229.49 / 267
= 0.77 = 177.26/267
= 0.66
1.61−1.55
t= 0.77 0.66
√ +
268 268
0.06
= √ 0.003+ 0.002

lviii
0.06
= √ 0.005
0.06
= 0.07
= 0.86
nΣxy−( ∑ x )( ∑ y )
r= 2 2 2 2
√ n ( ∑ x )− ( ∑ x ) n ( ∑ y )− ( ∑ y )
160 (399)−( 257 ) ( 248 )
r=
√ 160(451)−( 63001 ) 160 ( 406.75 ) −¿(61504) ¿
63840−63736
r=
√ ( 72160−63001 ) (65080−61504)
104
r=
√ ( 9159 ) (3576)
104
r=
√ 32752584
104
r=
5722.99
r =0.02¿ )
CHAPTER V
Summary Findings, Conclusion and Recommendation
5.1 Summary Findings
After the data had been analyzed and interpreted about the impact of bullying
such as Physical, Verbal and Cyber to the emotional aspects among senior high school
students in GSI, the findings whereas follow:

lix
1. The impact of physical bullying to the emotional aspects among senior high
school students in GSI has many students experience bullying according to the
computed value of T-test with -0.88.
2. There are many students experiencing verbal bullying in the senior high school
department in GSI and their responds to the survey statements with –0.50
computed T-value.
3. The responds of the senior high school students in GSI about the impact of cyber
bullying to the emotional aspects among the students is computed with the T-
value of 0.86
4. The computed T- test value of -0.88, -0.50 and 0.86 is lowest than the tabular
value of n ±1.96 of 0.05 level of significance, thus the null hypotheses are
accepted and the alternative hypotheses which state that there is significant impact
of bullying to the emotional aspect is rejected.
5. Pearsons r are also computed in three different types of bullying: Physical
Bullying 0.01, Verbal Bullying 0.02 and Cyber Bullying 0.02, all the pearsons r
values are in weak relationship.
5.2 Conclusion
Since the t-value of the three different types of bullying is less than the value of
the significance level it is proven by the following computed t-values using the data
gathered last February 20 2019:

lx
1. Physical Bullying -0.88
2. Verbal Bullying -0.50
3. Cyber Bullying 0.86
Therefore, the null hypotheses are accepted wherein there is no significant impact of
bullying to the emotional aspects among senior high school students in GRABSUM
School Incorporated.
5.3 Recommendation
The recommendation from the bullying is one of the main reasons why people
bully is because it gives a sense of entitlement and superiority over other. Additionally
peer rejection is other reason one might bully other.
This study would most recommend the several notable economic groups in
relation with this study:
Students: It is very important to understand and recognize how bullying affects
both victim and bully because once it is recognized, methods to address and
respond to those cases can be taken. The study will help the readers to have the
knowledge about what the effects and impact of bullying not just the physical but
also in terms of emotional issues. The study will express how very important of
being aware about the study of bullying in today’s society.
Educators: the result of the study will help educators consider various practices
on how to address and respond to bullying issues within their schools. It will help

lxi
them understand the importance of teaching children social skills and techniques
that can be used to help children solve their problems and issues without
aggression, anger or even violence.
Parents: the parents will have knowledge and will be aware about the bullying
issues not just in schools and other places but especially in their own home.
Guidance counselors: Counselors will be aware of what is really happening in
school or the area. They will have a lot of ways to know or be aware of what and
how bullying affects the emotional aspects of the students not just in GRABSUM
School Inc. but to also the other students and counselors in different schools.
Bullying Ambassadors: They will have an additional knowledge about bullying
issues that they can use in their bullying awareness in different areas worldwide.

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GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

Hypotheses, and Definition of Terms.

1.1 Background of the study

employees were told to work from home.

can buy general range of food product.

some preffered online shopping, a good pravtice to be safe than sorry.

1.2 Statement of the problem.

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

This study aims to answer the following questions:

1. What are the effects of pandemic to grocery stores?

3. What are the ways to prevent or avoid having covid-19?

1.3 Purposes of the study

1. Examine and measures the effect of pandemic to be Consumers in Poblacion Candelria,

2. To know the effect of pandemic to grocery stores in Poblacion Candelaria, Quezon.

3. To propose a report and prevention to avoid the Virus spread.

1.4 Significance of the study

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

can handle or take care of in case someone buy.

1.5 Scope and Limitation of the study

the senior high school students in GRABSUM School Incorporated.

Poblacion Candelria, Quezon.

in town of Poblacion Candelaria, Quezon

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

1.7 Definition of Terms

Corona virus Desease ( Covid - Infectious disease caused by a

19 ) newly discovered coronavirus.

Most people infected with the

COVID-19 virus will

experience mild to moderate

respiratory illness and recover

without requiring special

primarily engaged in retailing

general range of food products

An outbreak of a disease that

occurs over a wide geographic

area and affects an

exceptionally high proportion

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

Review of the Related Literature

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

health capacity (Wolicki and others 2016).

region of cases of an illness . . . clearly in excess of normal expectancy” (Porta 2014). A

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

dynamics of disease transmission, severity, and differentiability of associated morbidities.

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

were available to reduce transmission or mortality (Murray and others 2006).

interventions, and higher interconnectivity between population centers.

significant zoonoses were introduced through increased human-animal interaction following

domestication, and potentially high-risk zoonoses (including avian influenzas) continue to

Wolfe, Dunavan, and Diamond 2007).

influenced by pathogen-specific factors (including genetic adaptation and mode of

SENIOR HIGH SCHOOL DEPARTMENT

GRABSUM School Incorporated Masalukot 1 Candelaria, Quezon

Dense concentrations of population, especially in urban centers harboring overcrowded

Age: _______ Gender: Male _ Female ___