The Physical Bullying Among Junior High School Students

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
San Jose-Litex Senior High School
Rodriguez, Rizal
PHYSICAL BULLYING AMONG JUNIOR HIGH SCHOOL STUDENTS

ACCORDING TO R.A. 10627
A Research Paper
Presented to the Faculty of San Jose Litex
Senior High School Manggahan
Campus Rodriguez, Rizal
In Partial Fulfillment for the Requirements in

Inquiries, Investigation and Immersion
By
MyrJdy C. Mahinay, Rosenda Claire R. Abunado, Reneliza V. Allosada, Anne

Benjamin Banaag, John Juan R. Banico, Maria Cecilia F.
Bandolin, Judith Grace M. Catinoy, Jenny-Lyn O. De Jesus,
Sofia Mari N. Factularin, John Ric A. Legazpi,
Maria Lourdes B. Mitas, Arbie C.
Nicolas, Janelle P. Quasay
April 2018
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
School day life is one of the youth’s significant events for their social skills
were engaged to the environment of the school premises. Every student on every
school had daily routines on how they interact with the facilities inside their
school campus as the school climate holds the experience of the students. As
stated from a research entitled “Importance of school Climate” that the National
School climate Council (2007) defined school climate as “norms, values and
expectations that support people feeling socially, emotionally and physically safe”
(p.4). School climate is very crucial as being stated by Thapa et al. (2012) that “a
positive school is recognized as an important target for school reform and
improving behavioral, academic, and mental health outcomes for students”. Also
Thapa et al. (2013) stated that “Specifically, schools with negative climates tend
to have discipline problems”.
Still school premises must be a child friendly environment but, physical
violence is unavoidable. Bullying may be in meet of condition with the student
inside the campus. Under the Philippine Government, all elementary and
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secondary schools required to adopt policies to prevent and address the acts of
bullying in R.A. 10627 or the “Anti-Bullying Act of 2013”.
Students were undertaken by the justice of the law by the Government’s
mandated regulation to neutralize the orderliness of the whole country especially
to the student’s living inside the school, but the students must be aware to the
daily events inside and outside of their environment, however they must perceive
it right on their experience. A study was carried by the researchers to confirm the
Physical bullying among Junior High Students According to RA 10627.
Background of the study
Bullying is a broad issue that mostly happens in any part around the
school, particularly inside the classrooms. According to Republic Act No. 10627
Sec. 2 Acts of Bullying, from the purpose of the RA 10627 it refers ‘Bullying’ as
any severe or repeated use by one or more students of a written, verbal or
electronic expression, or a physical act or gesture or any combination thereof.
The common tendency in to happen in school is Physical Bullying. As of in Sec. 2
of RA 10627 it may be any unwanted physical contact between the bully and the
victim like
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punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting
school pranks, fighting and the use of available objects as weapons.
Many schools underestimate the frequency of bullying because incidents
were rarely reported (Chua, 2012). Incidents of bullying were rarely reported and
it is due to some victims who were intimidated by their classmates to speak out.
Some students were too afraid to report that they were experiencing bullying at
school. Include anti- bullying lessons in the curriculum. Emphasize that bullying is
not acceptable in any form (Chua, 2012). Including anti-bullying lesson will help
students to be more aware of bullying and to decrease the number of reported
cases. The policies under the Anti-Bullying Act clearly protects students against
bullying while on school grounds and within its perimeter (Cuyugan, 2017).
According to The Philippine Star (2015), the Department of Education
recorded 6,363 case of bullying in both public and private elementary and high
schools. It has an average of 31 cases for every 201 school days. Base on this, it
says that the number was about 21 percent higher than the 5,236 recorded in
2013.
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With the implementation of Republic Act 10627, or the Anti- Bullying Act of
2013 in the Philippines, students were guided and protected against bullying. In
this law, students were aware of the schools anti-bullying policies and be able to
understand well that what were the scope and limitations of bullying in schools.
Students will have a deeper perception about the issue.
Scope and Delimitation
This study focuses The Physical Bullying among Junior High School
Students according to R.A. 10627. The respondents of this study are the
selected junior high students, respectively they are Grade 8-Sampaguita, and
Grade 10-Narra due to the availability of their schedule as other section in their
respective grade level beside the two selected sections are not included in this
study. The researcher’s assessed the respondent’s knowledge about the
Physical Bullying according to R.A. 10627. A was used survey questionnaire as a
research instrument.
The Physical Bullying that it explores in the study were cited in Sec. 2
Acts of Bullying which were the following: punching, pushing, shoving, kicking,
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slapping, tickling, headlocks, inflicting school pranks, fighting and the use of
available objects as weapons.
Theoretical Framework
Social Cognitive Theory
Social Cognitive Theory is a learning theory based on the ideas that
people learn by observing others. The theory originates from Edwin B. Holt and
Harold Chapman Brown's 1931 book that featured the psychological needs of
animals, for example feeling, emotion, and desire. This theory essentially shows
the behaviors of humans through close observation. The reason this process
works so well is because of how cut and dry the research is. These learned
behaviors can be central to one’s personality. While social psychologists agree
that environment in which one grows up contributes to behavior, the individual
person.
The best example the researchers can use for this is the Bobo doll
experiment that Canadian Psychologist Albert Bandura completed. The Bobo
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doll experiment was the collective name of experiments in which a clown doll
named Bobo" was presented in a room with just one child. There were many
children involved in the experiment and all of the participants were shown a video
before getting into the room with the doll. The video was a model, and showed an
adult
beating Bobo aggressively with either a tool or the adults' bare hands. The
point of the experiment was to show that children to not tire after being shown
aggressive behavior and just give up on the behavior entirely. Instead it just
made the children aggressive.
The researchers agreed with the experiment was trying to show. That
essentially children are going to act how to you show them to act. I feel that as a
teacher the environment in which you surround your students with is the desired
behavior you will receive. If there was someone teaching and allowed the
students to answer questions in class by blurting out the answer instead of
raising their hand then the desired behavior would be to have out spoken
students and the classroom would be chaotic. The teacher needs to show
students that the only time it is okay to speak out in class is during a debate or
class discussion. The way the teacher would model this behavior is by doing
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the a similar thing as in the Bobo experiment, by showing students in an
outline at the beginning of class what appropriate behavior looks like.
Social cognitive theory is a learning theory based on the idea that people
learn by observing others. These learned behaviors can be central to one's
personality. While social psychologists agree that the environment one grows up
in contributes to behavior, the individual person (and therefore cognition) is just
as
important. People learn by observing others, with the environment,
behavior, and cognition all as the chief factors in influencing development in a
reciprocal triadic relationship. For example, each behavior witnessed can change
a person's way of thinking (cognition). Similarly, the environment one is raised in
may influence later behaviors, just as a father's mindset (also cognition)
determines the environment in which his children are raised.
The core concepts of this theory can be explained by Bandura's
schematization of triadic reciprocal causation in his book chapter, the schema
shows how the reproduction of an observed behavior is influenced by the
interaction of the following three determinants:
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Personal: Whether the individual has high or low self-efficacy toward the
behavior (i.e. get the learner to believe in his or her personal abilities to correctly
complete a behavior).
Behavioral: The response an individual receives after they perform a behavior
(i.e. Provide chances for the learner to experience successful learning as a result
of performing the behavior correctly).
Environmental: Aspects of the environment or setting that influence the
individual's ability to successfully complete a behavior (i.e. Make environmental
conditions conducive for improved self-efficacy by providing appropriate
support and materials).
It is important to note that learning can occur without a change in
behavior. According to J.E. Ormrod's general principles of social learning, while a
visible change in behavior is the most common proof of learning, it is not
absolutely necessary. Social learning theorists say that because people can
learn through observation alone, their learning may not necessarily be shown in
their performance.
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The Social Cognitive Theory leads the Researchers to uncover the
Perception on Physical bullying by the flow of the Social Cognitive Theory which
the student-respondent’s experience observation will help to answer the needed
information from the variables that are with the Research Question aligned to the
Conceptual Framework.
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Conceptual Framework
O u t p u t
P r o c e s s
S e c . 2 o f R A
1 0 6 2 7 :
1 . P u n c h in g
2 .P u s h in g
3 .
In p u t S h o v in g
P r o fi l e o f J u n i o r 4 . K ic k in g
H ig h S c h o o l 5 . S la p p in g
S t u d e n ts 6 . T ic k lin g
7 . H e a d lo c k s
1 . G e n d e r 8 . I n fl i c ti n g
2 . A g e S c h o o l P r a n k s
9 . F i g h ti n g
1 0 . U s e o f
a v a ila b le o b je c t s
a s w e a p o n a n d ;
S u r v e y
Q u e s ti n n a i r e
T h e
P h y s ic a l
B u lly in g a m o n g
J u n io r H ig h
S c h o o l
S t u d e n ts
A c c o r d in g t o
R A 1 0 6 2 7
FEEDBACK
Behavioural
Intervention
Program
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Figure 1: Conceptual Framework
The Conceptual Framework showed the abstract of the study that was
carried out by the researchers. It had showed the Input, Process out flow where
first is the profile of the Respondents, then the Different types of Physical
Bullying given from Sec. 2 of RA 10627 as a part of Survey Questionnaire
branching out for The study with the feedback to the profile of the Junior High
School Students.
Statement of the Study
The purpose of the study is to assess The Physical Bullying among Junior
High School Students According to RA 10627.
Particularly, the study was carried to answer the following questions:
1. What is the profile of the students in terms of:
1.1 Age; and
1.2 Gender
2. How does Junior High School student perceived the extent of Physical bullying
in the campus in terms of the following:
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2.1 Punching
2.2 Pushing
2.3 Shoving
2.4 Kicking
2.5 Slapping
2.6 Tickling
2.7 Headlocks
2.8 Inflicting School pranks
2.9 Fighting
2.10 Use of available objects as weapons
3. What is the most observed type of Physical bullying in the campus as
perceived by the Junior High School Students?
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Importance of the Study
Students.
This study made students to be more aware about the existence of
physical bullying and they gained deeper understanding about the issue. With the
help of this study, students were able to defend themselves if they were the
victim of
physical bullying. Being able to recognize them made aware of their
actions and status in bullying in their school.
Teachers.
This study helped the educators to know the continuous existence of
physical bullying inside the school. It will help them to respond correctly to the
cases of Physical bullying. It is important for our teachers to recognize that how
they understand and respond to bullying can have an effect on their students. In
this study, they knew that a student’s view differ from their own perception in
bullying. Understanding this can increase the teacher’s ability to solve this
situation professionally.
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Parents.
Knowing the existence of physical bullying in this study, parents were able
to understand their child’s view about bullying and guide their child on how to
properly respond on bullying. With the help of this study, parents may recognized
if their child is a victim or a bully in their school and be able to make an action
that helped to solve their child’s bullying problem at school.
Counselors.
School counselor’s role is to listen and empower their counselee to solve
their own problems. With the help of this study, school counselors were able to
respond correctly about the issue of physical bullying and be able to make a
programs to prevent or to stop these kind of bullying in schools. Counselors
acquired additional wisdom about the issue of physical bullying.
Future Researchers.
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Future researchers who have the same topic about this study may acquire
information in their research to better understand the issue about bullying.
This study may be a source to future researchers and able to recognize
the existence of physical bullying in this time and compare it to the existence of
that topic of in the near future.
Definition of Terms
For clarity and better understanding of the study the following
terms/phrases are define technically and operationally.
Physical Bullying. Any unwanted physical contact between the bully and
the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, fighting and the use of available objects as weapons
Perception. (From the Latin perceptio) It is the organization, identification,
and interpretation of sensory information in order to represent and understand
the environment. It is the mind set and the recognition of the surroundings.
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School climate. It refers to the quality and character of school life. It has
been described as “the heart and soul of the school (…) that essence of a school
that leads a child, a teacher, and an administrator to love the school and to look
forward to being there each school day.”
Hierarchical regression. It is a way to show if variables of your interest
explain a statistically significant amount of variance in your Dependent Variable
(DV) after accounting for all other variables.
Republic Act No. 10627. It is known as the Anti-Bullying Act of 2013, it is
an act requiring all elementary and secondary schools to adopt policies to
prevent and address the acts of bullying in their institutions.
Junior High School Students. It refers to the respondents of the study
respectively they are the selected students of Grade 8-Sampaguita and Grade 10
Narra.
Punching. A physical contact done by exerting force from the knuckles of
individual’s fist.
Pushing. It refers to a marked tactless forwardness or officious
intrusiveness as exerted to someone physically.
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Shoving. It refers to hit someone by using one’s elbow to hit or push
someone away.
Kicking. It refers to the striking of one’s foot or feet to someone.
Slapping. It refers to hit someone with the front or back of one’s open
hand.
Tickling. It refers to make (someone) laugh by lightly touching a very
sensitive part of the body with one’s fingers, a feather, etc.
Headlocks. It refers to a method of holding someone but putting one’s
arm around the person’s head.
Inflicting School pranks. It refers to a trick that inflicts injuries, harm or
hurt someone.
Fighting. It refers to a struggle in battle or an argument implied with
physical force or physical combat.
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Use of available objects as weapons. It refers of innovatively use of an
object as a weapon or harmful arm to cause injuries or physical damage to
someone.
CHAPTER 2
THE REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the review of related literature and studies related to
the perception on bullying of the respondents of the research to ensure clarity
and enlighten of the study to the readers and researchers.
Foreign Literature
Atik & Guneri (2013) stated that the likelihood of being bullies increased
with higher focus of control, less supervision, growing age, and the male gender,
while being a victim influenced by loneliness and lower acceptance. Logistic
regression analysis indicated that social adjustment, normative adjustment,
disruptiveness, gender and self-esteem explain a substantial part of the
involvement in both violent phenomena as victims, aggressors, and bully victims.
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Melander et al. (2013) stated that bullying increased with perceived
discrimination. Transgender young people are at increased risk of bullying,
harassment and negative mental health and academic outcomes compared to
the
general population as well as compared to other members of lesbian, gay,
bisexual, transgender or the LGBT.
Lee & Song (2012) stated the influence of individual traits in school
bullying and revealed that parental involvement would affect students through
influencing school climate.
Rivers & Noret (2010) stated that students with multiple roles suffered
most heavily psychological distress and were inclined to commit suicide. There’s
a possibility that both adolescent bullies and victims appeared to have
subsequent suicidal thoughts because they were at high risk of depression.
Vanderbilt, D. & Augustyn M. (2010) Bullying is a major problem for
children. There are well-defined risk factors for bullying that are individual and
social. Beyond the immediate trauma of experiencing bullying, victims are at high
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risk of later physical and emotional disorders. Bullies are the generators of this
trauma but also suffer poor long-term effects as a result of their participation.
Bystanders are also not immune from bullying's toxic effects nor innocent from its
occurrence. While most often occurring at schools, pediatric clinicians can
identify and support children suffering from bullying. They also have the unique
opportunity to engage the schools and wider society on anti-bullying initiatives.
This article will outline the risk, signs and symptoms of bullying to help
clinicians identify and address these children in need.
The United Nations Children’s Fund report Hidden in plain sight: A
statistical analysis of violence against children (2014) makes clear that research
findings point to a wide range of negative long-term outcomes of bullying on both
victims and perpetrator. The social, emotional and psychological effects of
bullying can be severe and can persist throughout childhood into adulthood’ (p.
120). Evidence suggests a strong correlation between experiences of bullying
and:
• depression
• anxiety
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• suicidal ideation
• low life satisfaction
• heightened risk of eating disorders
• social and relationship difficulties (e.g. withdrawal, loneliness)
• Academic difficulties (e.g. underachievement, absenteeism) (p. 120).
Further evidence of a link was reported by Tariq and Tayyab (2011), who
found in their comparative study of the effect of bullying on adolescents and
adults in Pakistan that ‘bullied adolescents have less life satisfaction, more
depression, less self-esteem and more social isolation’ (p. 22). The existence of
a correlation between these factors and bullying is important, but this link alone
does not explain which comes first, or whether there is a dynamic interaction not
fully explored yet. The significance of the prior relationships between students
involved in bullying, is receiving increasing attention from school staff and
researchers. Understanding how these relationships might change following
involvement in bullying, and the often unobserved negative effects or lasting
harm for different students, has become a major focal point in this Report.
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Ahye (2017) defined the Bullying as the “repeated oppression,
psychological or physical, of a less powerful person by a more powerful person
or group of persons.” Meaning the bully use his/her strength to hurt or abuse their
victims for so many reasons. The author also added that the American
Psychological Association Zero Tolerance Task Force reported in 2008 that
having severe punishment at schools will reduce violence or will promote
learning. This action will be very important to guide the victims or bullies
especially the students to be aware that bullying is a serious issue.
Ahye (2017) stated some recommendations to lessen the case of bullying.
First is, the school must have a long-term anti-bullying policy, that includes
peace-education. The second one is, the entire staff (including cafeteria
attendants, security and janitors) should be trained in restorative practices. The
third is, the victim should receive training in how to face bullies assertively.
Fourth is, since several studies prove that bullies lack empathy, they need
training that builds empathy. They should also be trained in anger management,
emotional control and rational problem-solving, to seek attention in socially-
acceptable ways. And the last one is, workshops should be organized for parents
to learn restorative practices. Those recommendations can truly help the young
people to face this situation. Also, the guide of teachers and other school staffs
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are important because they are part of the life of the students. They are matured
enough to help us whenever students face this kind of situation.
Developing a safe and supportive school climate. This is an important
starting point for counsellors is to realize that much bullying occurs without the
knowledge of teachers and parents, and that many victims are very reluctant to
tell adults of their problems with bullying Egbochuku (2007).
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Foreign Studies
Olsen (2008) states that bullying is consist of both in direct and direct
behavior. Direct behaviors, which are more commonly seen in boys, consist of
calling names, teasing, taunting, threatening, hitting, using a weapon, and
stealing by one or more individuals against a victim. While bullying behavior of
boys is usually more direct in nature, girls tend to use more subtle tactics, which
can be more indirect in nature. In-direct behaviors include spreading rumors,
exclusion or isolation from peers, and or manipulating relationships and or
friendships. In fact bullying victims are also isolated by other non-bullying peers,
because these peers do not want to be associated with a victim of bullying due to
the threat of becoming a victim themselves.
Türkmen, et.al (2013) stated that the World Health Organization defines
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, some development disorders or deficiency. From the definition stated
by the authors, bullying can be a reason for many problems and the worst is
death. In their study, they compare the tendency of male and female students
who can be involved in violence.
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The result is majority (96.7%) of the students were involved in bullying
behaviors as aggressors or victims. For a male student, the likelihood of being
involved in violent behaviors was detected to be nearly 8.4 times higher when
compared with a female student. So, the male students are more prone to be
involve in different kinds of violence.
Fox, and Farrow (2016) found evidence of a link between being
overweight or obese and bullying/peer victimization, and also between obesity
and adjustment problems such as low self-esteem and body dissatisfaction.
Studies have also found that adjustment problems can put children at an
increased risk of being bullied over time. However, to date the factors that place
overweight or obese children at risk of being bullied have been poorly elucidated.
Self-report data were collected from a sample of 11–14 year olds (N = 376) about
their weight status, about their experiences of three different types of bullying
(Verbal, Physical and Social), their global self-worth, self-esteem for physical
appearance, and body dissatisfaction. Overweight or obese children reported
experiencing significantly more verbal and physical (but not social) bullying than
their non-overweight peers. Global self-worth, self-esteem for physical
appearance and body dissatisfaction each fully mediated the paths between
weight status and being a victim of bullying
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Berger (2007) concluded from his research work that verbal abuse, sexual
harassment, and dating violence are the form of bullying, which include bullying
behavior in the form of relational and physical bullying(Tapper & Bolton, 2005;
Pepler et al., 2008; National Association of School Psychologists, 2012) in the
school.
Carlson, and Cornel (2008) stated that investigated differences in
aggressive attitudes, academic achievement, and discipline referrals between
bullies and non-bullies in a sample of 216 6th and 7th grade students over a two
year period. Through the use of peer nomination survey, 16 students were
identified as bullies both years (persistent) and 21 were identified only in the first
year (desisting). Across all students, aggressive attitudes were associated with
poorer grades and more discipline infractions, but persistent bullies had the most
aggressive attitudes and were more likely to get into trouble in school than
desisting bullies control students. Desisting bullies were more similar to control
students than persistent bullies. These findings support the need to differentiate
among middle school bullies and to focus attention on the aggressive attitudes of
persistent bullies.
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Gromann, et al. (2013) stated that the victims of bullying can experience a
range of psychological consequences. Bullying behavior can lead to depression,
anger, anxiety, avoidance, self-harm, substance misuse, and
even suicidal ideation. This is especially evident in impressionable age groups
such as adolescents. These non-clinical psychotic symptoms are often reported
by teens that have experienced various forms of bullying.
Thunfors & Cornell (2008) stated that this study investigated the peer
popularity of middle school students involved in bullying. Bullying was assessed
by peer report using the School Climate Bullying Survey (SCBS) and popularity
was assessed through peer nominations from a student roster. In a sample of
379 middle school students, bullies were among the most popular students in the
school, receiving more peer nominations on average (21) than students
uninvolved in bullying (13) or victims (4). Comparisons of popular and non-
popular bullies found few differences, except that a) popular bullies were less
likely to be victimized and b) female bullies had a greater likelihood of being
popular than their male counterparts.
Klein (2012) stated that this study examined the relations between school
climate and risk behaviors in a sample of 3,687 high school students who
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completed the School Climate Bullying Survey and questions from the Youth
Risk Behavior Survey. Exploratory and confirmatory factor analyses established
reasonable fit for 20 items with three hypothesized school climate scales
measuring (1) student willingness to seek help; (2) aggressive attitudes; and (3)
prevalence of bullying and teasing. Structural equation modeling established the
relationship of these measures with individual student risk behavior scales,
including externalizing, internalizing, and bullying risk behavior. Multi-group
confirmatory factor analyses identified differential effects across gender and race.
These results support the contention that positive school climate can be an
important protective influence on student risk behavior.
Lacey (2013) stated that this study found that the prevalence of bullying
and teasing in a high school was predictive of school wide performance on state-
mandated achievement testing used to meet No Child Left Behind requirements.
Measures of the prevalence of bullying and teasing were obtained from a state
wide survey of 7,304 ninth grade students and 2,918 teachers randomly selected
from 284 Virginia high schools. Hierarchical regression analyses found that the
perceived prevalence bullying and teasing was predictive of school wide passing
rates on Virginia’s Standards of Learning (SOL) tests for Algebra I, Earth
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Science, World History, Biology, and Geometry. These findings could not be
attributed to
the proportion of minority students in the school, student poverty, school size, or
personal victimization, which were statistically controlled. These results support
the need for greater attention to the impact of bullying and teasing on high school
student performance on high stakes testing.
Cornell (2013) stated that this study of 281 Virginia public high schools
found that the prevalence of bullying and teasing perceived by ninth grade
students was predictive of dropout rates for this cohort four years later. Negative
binomial regression indicated that a one SD increase in a scale measuring
perceptions of bullying and teasing was associated with a 21% increase in the
number of dropouts, after controlling for the effects of other predictors, including
school size, student body poverty and minority composition, and performance on
standardized achievement testing. The predictive value of student perceptions of
bullying and teasing was comparable in magnitude to the predictive value for
other commonly recognized correlates of dropout rates. These results provide
new evidence that the prevalence of bullying and teasing in high school is an
important factor in high school academic performances.
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Local Literature
Bullying behaviors continue to have a negative affects upon both the
victims of bullies and the bully. According to the Center for the Study and
Prevention of Violence, there are both short and long term affects for the victims,
the bullies, and the school climate as a whole. (Phi. Department of Health and
Human Services, 2009) The short-term effects that victims of bullying often
experience include painful and humiliating reaction that can lead to distress,
confusion, and overall unhappiness.
According to Santos (2008) many victims of bullying also experience loss
of self-esteem, anxiety issues, and feelings of insecurity. This lack of security
usually interferes with an individual's learning ability and concentration level.
Ultimately bullying victims lack the ability to learn, because of safety issues.
These individuals feel threatened and don't feel safe, therefore they can't
succeed in school and they often sabotage their own learning with frequent
absences and poor school attendance. Many times victims will develop
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psychosomatic symptoms, such as stomach aches and headaches that interfere
with their ability to attend school regularly.
The Philippine Star (2015) reported that every day in the Philippines, 31
incidents of bullying that are being reported in schools. The daily record of the
Department of Education regarding the average could be higher since some of
the victims of bullying are not being reported. Meaning, some of the victims of
bullying are not giving attention for the possible outcome that may happen if
other people hurt of abuse them. They choose to ignore this rather that to ask
help from other people.
So, the Department of Education make a way for this issue to be solve or
lessen. They added that the Department of Education implemented a child
protection committees to discourage the bullying, discrimination, exploitation,
violence and other forms of abuse. Through this, some of the victims would have
a chance to escape the situation that they are experiencing right now.
Datukon, (2016) Bullying is an act of unwanted and aggressive behavior
towards other people which may involve a real or perceived power imbalance.
Examples of bullying are making threats, attacking someone physically or
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verbally, spreading rumors or anything that may ruin a person’s image. This
usually starts during the school age but can be applied to all ages.
According to NOBullying.com (2017) Anti-bullying legislation has helped
promote bullying awareness among Filipino society.
This is a major step in putting a stop to bullying and protecting young
people in the country. The Anti-bullying Act of 2013 also helped to promote the
development of Child Protection Committees in schools, a vital part of the
DepEd’s Child Protection Policy (CPP) to keep young students safe in their
learning environment.
Mindanao Times Editor (2015) stated that the most recent statistics that
they have on bullying is from the Department of Education (DepEd) which
documented more than 1, 700 cases of child abuse and bullying in school year
2013-2014. According to this, some of the incidents are not usually reported to
the teacher if they are bullied because of retaliation so they just allow the
incidents to pass. But for the researchers, it is very important to pay some
attention regarding bullying because it can really affect the victims especially the
students. The young people must notice if they are being bullied or not, so
Mindanao Times Editor (2015) added that this could be among classmates or
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peer-to-peer bullying, gender based discrimination, public ridicule, sexual
harassment, which could lead to physical assault and psychological punishment.
The Philippine Star (2015) stated that in year 2013, the Anti-Bullying Law
or Republic Act 10627 was enacted. This law would definitely help the victims of
bullying for them to protect their life from danger. The Philippines Star (2015)
added that the twin measures may have encouraged more victims to report
cases of bullying and other forms of abuse last year. But the thousands of
recorded cases indicate that more effort is needed to prevent bullying. According
to the research, people must do some effort such as awareness and prevention
to bullying even though that the government implemented a law to protect the
victim. Many schools started to have campaign regarding Anti-bullying and one of
them is the St. Louis University Laboratory Elementary School (SLU-LES) in
Baguio City that students are encouraged to speak up about and against bullying
and to engage in such activities as wearing symbolic ribbons, watching useful
films, and making posters on the issue. (Philippine Daily Inquirer, 2013) Schools
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must do the same thing because in just a simple thing, it can really help to lessen
the numbers of victim of bullying and prevention is better than cure.
Dealing with bullying is not easy but Chua (2012) stated that the key to
deal with bullying is the Education. According to her, discussing bullying in school
and at home is needed. Chua (2012) added that anti-bullying lessons must also
include in the curriculum to emphasize that bullying is not acceptable in any form.
Students must know that the bullying is a bad practice that has no good
result. They can destroy other people’s life and also their own lives. Violence is
not the answer but the education. Having a knowledge regarding a certain issue
would definitely help the people.
There is a lot way to stop Bullying in schools. Datukon (2016) stated that
being a role model is one way to stop the said issue. She said that children do
what they see in older people so they need to impart them with values of respect
and empathy towards other children. Parents or adults have a big role to those
who are victim of bullying. Datukon (2016) added that talking to their children is
important. Sometimes, children are silent about being bullied so the parents must
encourage the children to share their experiences during the day. From this, they
can handle the situation well. Friends are also had a role to the victim of bullying.
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Why? Because everyone needs someone to talk to or to share what is happening
to them. They can give them some advised that would help their situation. Lastly,
Datukon (2016) said that if someone is being bullied, they must be stay strong.
Bully people attack their inner sense of confidence and self-esteem. If the victim
did not do anything bad, they must ignore it. Chin up and walk away.
Local Studies
The Impact of student willingness to report for all groups of students, one
of the major factors influencing how data is collected, analyzed and reported is
the reluctance of many to actually reveal that they have been bullied. This was
the central issue examined by De Lara (2012) in why adolescents don’t disclose
incidents of bullying and harassment. If bullying isn’t being reported or
acknowledged by students, then the data relied on to form theories and
recommendations has an inherent bias within it. The reasons adolescents don’t
report incidents of bullying are varied, including:
• Acceptance of bullying behavior as ‘normal’
• Sense of helplessness — adults cannot help even if they are told
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• Concern about adult reactions to the complaint (overt parental intrusion, apathy
shown by adults who witnessed the events, or fear they will not be taken
seriously)
• Belief they should be able to manage the problem independently
•Shame (self-embarrassment, overt mistreatment by adults as a result of
requesting help, appearing weak) (De Lara, 2012).
Reporting of bullying remains a highly complex and sensitive area to
address at both the individual and the whole-school level. Fear of not being
believed or not having their concerns appropriately and thoughtfully addressed
by adults appears to leave many young people isolated in these negative
experiences.
Barranta (2015) as cited in Laneaux (2010) mentioned that the effects of
school bullying are pervasive and far-reaching. From mental point of view, a
child's self-esteem can be severely impacted even years after bullying has
stopped. The victims of bullying may suffer from depression, particularly if the
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bullying has occurred over a long period of time .It should be recognized that this
mental effects do not stop at the bullied, they also extended to the bullies.
According to Barranta (2010) as Cited in Omoteso (2010) studies have
shown that those involved in prolonged and serious bullying of others experience
wide range of mental health, academic and social problems. He also pointed out
that studies point to the connection between bullying and sexual harassment and
violence in later years. That those involved in prolonged and serious bullying of
others experience wide range of mental health, academic and social problems.
He also pointed out that studies point to the connection between bullying
and sexual harassment and violence in later years.
Barranta (2015) as cited in Ahmad and Smith (1994); Smith and Sharp,
(1994) mentioned that Bullying is comprised of direct behaviors such as teasing,
taunting, threatening, hitting and stealing that are initiated by one or more
students against a victim. In addition to direct attacks, bullying may also be more
indirect by causing a student to be socially isolated through intentional exclusion.
While boys typically engage in direct bullying methods, girls who bully are more
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apt to utilize these more subtle indirect strategies, such as spreading rumors and
enforcing social isolation.
Barranta (2015) as cited in (Batsche & Knoff, 1994; Olweus, 1993) stated
that whether the bullying is direct or indirect, the key component of bullying is that
the physical or psychological intimidation occurs repeatedly over time to create
an ongoing pattern of harassment and abuse.
Barranta (2015) Children with physical, developmental, emotional and
sensory disabilities are more likely to be bullied that their peers.
Any number of factors – physical vulnerability, social skill challenges, or
intolerant environments – may increase their risks. Research suggests that some
children with disabilities may bully other as well.
Tangalin (2015) stated that bullying all over the world is becoming a
primary concern among children, adolescence and even adults. It can occur in
any context in which human beings interact with each other. This includes
school, church, family, workplace, home, and neighborhoods. It is even a
common push factor in migration and it can exist between social groups, social
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classes and even between countries, as cited in Abe (2012). From this study,
people can conclude that bullying can be happened anywhere. But the most
common one is in the school.
Tangalin (2015) added that Bullying Experiences Student-respondents
claimed bullying incidences of different magnitude. The example of direct type of
bullying are students experienced incidences of pushing/shoving, being bitten,
cases of extortion, theft, hitting, spitting, kicking and throwing of papers. In terms
of verbal bullying, the victim felt they were insulted, mocked, and given dirty
looks. From this given examples, people would know the other activities that
bullies do to their victim.
The Department of Education of the Philippines is concerned about the
individuals, specifically the students. The forms of abuse, violence, exploitation,
discrimination, bullying, and harassment may cause harm. Last May 4, 2012,
The Philippines department of Education has issued order no. 40, s. 2012
entitled DepEd Child Protection Policy. "The state shall defend the right of
children to assistance, including proper care, and nutrition and special
protection from all forms of neglect, abuse, cruelty, exploitation, and other
conditions prejudicial to their development".
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Also, the 2012 DepEd Protection Policy Explicitly noted the article 218 of
the family code that refers to the obligation of school administrators, teachers,
academic, and non-academic and other personnel. "School staff members play a
central role in this coalition, from working directly with children who have been
exposed to violence, to react out parents and intersecting with law
enforcement personnel" as stated. The Policy's section 12 indicates that
individuals involved in cases of school violence are required to attend
seminars and counseling during the period of suspension.
The DepEd policy could be viewed on a perspective that majority of
the provisions listed pertain to handling cases of violence and abuse in schools
more than preventive measures to strengthen the stakeholder's capacity to be
vigilant against these cases, It is From DepEd.
According to Cardona & Reyes (2015) there is a lot of School bullying
incidents that are recorded every year, but there are many other bullying cases
that are not recorded. Teachers have few cases handling about it but students
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have experiences about name calling, and offensive verbal statements coming
from other students but they are not able to speak up about this. It is stated that
parenting style has a bigger role to a student’s socialization skills. The student’s
perception about this is bullies are more often from a family who has
authoritarian style of parenting. This descriptive study is aimed at
investigating the bullying experiences of students and classroom discipline
techniques employed by the teachers towards the crafting of an anti-bullying
program in the school. The objectives are to determine students and teachers
profile relevant to in variables; assess the occurrences of direct and indirect
bullying; and test the independence of the profile variables from bullying
incidences.
According to Omoteso (2010) studies have shown that those who are
involved into a prolonged and serious bullying of others experience wide
range of mental health, academic, and social problems. The effects of school
bullying are persuasive and far-reaching, far from mental point of view. It is said
that a child's self-esteem can be severely impacted even years after bullying has
stopped. Also, the victims of bullying may suffer from depression, particularly if
the bullying has occurred over a long period of time.
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School bullying affects also the relationship between bullied and his or her
parents or guardians. It may be strained because of the child's hostility towards
school. For instance, a child may also blame his or her parents for forcing him to
go to school. For victims, repeated bullying can cause psychological distress and
many other allied problems.
Synthesis
From the gathered reviews there was a relation to some authors about the
significance of bullying which are relevant in the study. According to Thunfors &
Cornell (2008) as they stated that their study investigated the peer popularity of
middle school students involved in bullying.
Bullying was assessed by peer report using the School Climate Bullying Survey
(SCBS) and popularity was assessed through peer nominations from a student
roster that affirms to Klein (2012) that there is a relation between school climate
and risk behaviors, same with Lee & Song (2012) as they stated the influence of
individual traits in school bullying and revealed that parental involvement would
affect students through influencing school climate as said in the Social Cognitive
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Theory that the idea of people were learned by observing others via School
Climate.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the research design that is appropriate for the
conduct of the study, description of the respondents and the techniques for
sampling in identifying respondents. Also, this chapter presents the data
gathering procedure, research instruments, and the statistical tools that will be
use in the treatment of data.
Research Design
The study used descriptive approach and with the use of survey
questionnaire. In descriptive research, it illustrates the data that had been
gathered and results of The Physical Bullying among Junior High School
Students According to RA 10627, it lists down the data accordingly to the
respondents answer from the statement of the problem.
Population and Sampling Techniques
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The researchers search for some respondents who will answer the Survey
Questionnaires. The respondents of the study had an important part for the
study.
Their cooperation is needed for the success of the study in The Physical
Bullying among Junior High School Students According to RA 10627 are the
selected students of Grade 8 Sampaguita and Grade 10 Narra. The population
size is 108 and the sampling size is 85 using the Slovin’s formula.
The number of respondent on two sections are 42 on Sampaguita and 43
on; respectively 25 female students and 18 male students on Sampaguita and 32
female students and 11 male students on Narra.
Slovin’s Formula:
n= is the sample size
N= is the total population
e= is the margin of error
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N
n= 2
1+ Ne
N
n= 2
1+(108)(0.05 )
108
n=
1+ (108 ) (0.0025)
108
n=
1+ 0.27
108
n=
1.27
n = 85.03937
n = 85
Sources of Data
The researchers have gathered a primary source of data from the selected
respondents by distributing Survey Questionnaires. The questions used from are
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validated from by our Research Adviser and had been aligned to the Statement
of the Problem.
Data Gathering Procedure
The researchers conducted the data gathering procedure by:
Firstly, the formulation of Survey Questionnaires. The researchers used a survey
questionnaire for this study. The formulated questionnaire was aligned for this
study and as the tool used to conduct this research. Second is the validation of
the Survey Questionnaires. The researchers seek the help of the research
adviser to validate the questionnaire for this study. Third was the approval of
letter of request. The letter of request has been approved by the school principal
of San Jose National High School. There were corrections made before the letter
was approved. The researchers followed and revised the letter that was said by
the principal. Lastly was the distribution of Survey Questionnaires to the
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respondents. The survey questionnaires are given and handed to the selected
students from Grade 8 Sampaguita and Grade 10 Narra.
Statistical Treatment of Data
The data that have been gathered was treated by using statistical tools
dealing with the response of the respondent.
Frequency. A distribution is a tabular representation of a survey data set
used to organize and summarize the data. Specifically, it is a list of either
qualitative or quantitative values that a variable takes in a data set and the
associated number of times each value occurs (frequencies). (Lavrakas, 2008)
Percentage. Frequency distribution is a display of data that specifies the
percentage of observations that exist for each data point or grouping of data
points. It is a particularly useful method of expressing the relative frequency of
survey responses and other data. Many times, percentage frequency
distributions are displayed as tables or as bar graphs or pie charts. (Lavrakas,
2008)
Formula:
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f
x 100
n
Where:
f= frequency
n= number of respondents
Statistical Rank. The ordinal number of a value in a list arranged in a
specified order. (mathworld.wolfram.com/StatisticalRank.html)
Weighted Mean. An average computed by giving different weights to
some of the individual values. (ncalculators.com/statistics/weighted-mean-
calculator.htm)
Formula:
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Where
X is the repeating value
W is the number of occurrences of x (weight)
x̄ is the weighted mean
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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, tables are presented to analyze and to interpret the data
gathered from the respective respondents of the study.
1. Frequency, Percentage and Ranking Distribution of the Respondents’
Profile
1.1 Frequency, Percentage and Ranking Distribution of the Respondent’s
Age
Table 1.1
Ranking
Age Frequency (f) Percentage (%)
13-15 57 67% 1
16 26 31% 2
17 2 2% 3
4
18-Above 0 0%
Total 85 100%
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Table 1.1 presents the distribution of the respondents by their age. It shows that
the ages of the respondents were fifteen-years old (15) to eighteen (18) and
above.
Majority (57) of them or 67% were within the age of 13-15. The respondents
whose ages were within age 16 were composed the 31% of the respondents,
there were 2 respondents or 2% whose age were 17. There were no respondents
whose ages were within age 18 and above.
Gender
Table 1.2
Gender Frequency (f) Percentage (%) Ranking
Male 29 34% 2
Female 56 66% 1
Total 85 100%
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Table 1.2 presents the distribution of the respondents’ profile by their gender. It
shows that the gender of the Male respondents were 29 or 34% of the
respondents and Female respondents were 56 or 66%.
Table 2
2. Frequency, Percentage and Ranking Distribution of the Respondents’
Response on To what extent do you observe the following types of
Physical Bullying inside the campus
2.1 Frequency, Percentage and Ranking Distribution of the Respondents’
Response on Punching
Table 2.1
Response Frequency (f) Percentage (%) Ranking
Very High Extent (5) 5 6% 5
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High Extent (4) 9 11% 4

Moderate Extent (3) 30 35% 1
Minimal Extent (2) 28 33% 2
Not Observed (1) 13 15% 3
Total 85 100%
Table 2.1 presents the distribution of the respondent’s response on Punching.
There were 5 or 6% who answered “Very High Extent”. There were 9 or 11% who
answered “High Extent”. There were 30 or 35% who answered “Moderate Extent”
There were 28 or 33% who answered “Minimal Extent” and 13 or 15% who
answered “Not Observed”.
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Response on Pushing
Table 2.2

Total 85 100%
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Table 2.2 presents the distribution of the respondent’s response on Pushing.
There were 13 or 15% who answered “Very High Extent”. There were 27 or 32%
who answered “High Extent”. There were 29 or 34% who answered “Moderate
Extent” There were 12 or 14% who answered “Minimal Extent” and 4 or 5% who
Response on Shoving
Table 2.3

Total 85 100%
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Table 2.3 presents the distribution of the respondent’s response on Shoving.
Extent” There were 25 or 29% who answered “Minimal Extent” and 16 or 19%
who answered “Not Observed”.
Response on Kicking
Table 2.4
Very High Extent (5) 3 3.53% 5
High Extent (4) 6 7.06% 4
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Moderate Extent (3) 22 25.88% 2

Minimal Extent (2) 38 44.71% 1
Not Observed (1) 16 18.82% 3
Total 85 100%
Table 2.4 presents the distribution of the respondent’s response on Kicking.
There were 3 or 3.53% who answered “Very High Extent”. There were 6 or
7.06% who answered “High Extent”. There were 22 or 25.88% who answered
“Moderate Extent” There were 38 or 44.71% who answered “Minimal Extent” and
16 or 18.82% who answered “Not Observed”.
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Response on Slapping
Table 2.5
High Extent (4) 8 9.41% 4

Not Observed (1) 18 21.18% 3
Total 85 100%
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Table 2.5 presents the distribution of the respondent’s response on Slapping.
There were 6 or 7.06% who answered “Very High Extent”. There were 8 or
9.41% who answered “High Extent”. There were 23 or 27.06% who answered
“Moderate Extent” There were 30 or 35.29% who answered “Minimal Extent” and
18 or 21.18% who answered “Not Observed”.
Response on Tickling
Table 2.6

Total 85 100%
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Table 2.6 presents the distribution of the respondent’s response on Tickling.
Extent” There were 13 or 15% who answered “Minimal Extent” and 9 or 11% who
Response on Headlocks
Table 2.7
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Total 85 100%
Table 2.7 presents the distribution of the respondent’s response on Headlocks.
Extent” There were 25 or 29% who answered “Minimal Extent” and 33 or 39%
who answered “Not Observed”.
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Response on Inflicting School Pranks
Table 2.8
High Extent (4) 25 29.41% 2

Total 85 100%
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Table 2.8 presents the distribution of the respondent’s response on Inflicting
School Pranks. There were 28 or 32.94% who answered “Very High Extent”.
There were 25 or 29.41% who answered “High Extent”. There were 24 or 28.24%
who answered “Moderate Extent” There were 8 or 9.41% who answered “Minimal
Extent” and no one answered “Not Observed”.
. 2.9 Frequency, Percentage and Ranking Distribution of the Respondents’
Response on Fighting
Table 2.9

Total 85 100%
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Table 2.9 presents the distribution of the respondent’s response on Fighting.
There were 18 or 21% who answered “Very High Extent” same with “Moderate
Extent”. There were 16 or 19% who answered “High Extent”. There were 22 or
26% who answered “Minimal Extent” and 11 or 13% answered “Not Observed”.
Response on Use of available objects as weapons
Table 2.10

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Total 85 100%
Table 2.10 presents the distribution of the respondent’s response on Use of
available objects as weapons. There were 3 or 4% who answered “Very High
Extent”. There were 2 or 2% who answered “High Extent”. There were 12 or 14%
who answered “Moderate Extent”. There were 33 or 39% who answered “Minimal
Extent” and 35 or 41% answered “Not Observed”.
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3. Weighted Mean and Ranking Distribution of the Respondents’ Response
on To what extent do you observe the following types of Physical Bullying
Inside the campus
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Table 3
Weighted
Response Mean Ranking
1. Punching
44 5
2. Pushing
57.6 3
3. Shoving
43.6 6
4.Kicking
39.4 8
5.Slapping
41.8 7
6. Tickling
59.2 2
7.Headlocks
35.6 9
8.Inflicting School Pranks
65.6 1
9.Fighting
52.6 4
10.Use of available object as
weapon
32 10
Table 3 present the weighted mean of all different types of Physical Bullying
according RA 10627. The weighted mean are ranked according to their scores,
respectively inflicting school pranks ranked 1 having a score of 65.5, tickling
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ranked 2 having 59.2, pushing ranked 3 having 57.6, fighting ranked 4 having
52.6, punching ranked 5 having 44, shoving ranked 6 having 43.6, slapping
ranked 7 having 41.8, kicking ranked 8 having 39.4, headlocks ranked 9 having
35.6 and lastly, use of available object as weapon ranked 10 having a score of
32.
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Chapter 5
SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, the conclusions drawn
from the findings as well as the recommendations based on the conclusions.
Findings of the Study
Based on the presented data, the following findings were drawn:
1. Frequency, Percentage and Ranking Distribution of the Respondent’s Profile
1.1 Frequency, Percentage and Ranking Distribution of the Respondent’s Age
Most of the respondent’s age were at 13-15 years old and least of them
are at the age of 17.
Gender
From the whole of respondent’s majority of them were girls and least of
them were boys.
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2. Frequency, Percentage and Ranking Distribution of the Respondent’s
Response on To what extent do you observe the following types of Physical
Bullying inside the campus.
Response on Punching
Most of the respondents answered that they perceive punching as”
Moderate Extent” and least of them responded “Very High Extent”.
Response on Pushing
Majority of the respondents responded that pushing is observed as
“Moderately Extent” and least of them responded “Not Observed”.
Response on Shoving
The great portion of the respondents answered that the signs of shoving
were observed as” Moderately Extent” on the other hand, few answered it was on
“Very High Extent”.
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Response on Kicking
Most of the respondents answered that the presence of kicking was in
“Minimal Extent” and few answered that it was in “Very High Extent”.
Response on Slapping
Majority of the respondents responded that slapping was “Minima Extent”
and least of the respondents answered “Very High Extent”.
Response on Tickling
The large number of respondent answered that tickling was “Very High
Extent” and least responded “Not Observed”.
Response on Headlocks
Most of the respondent’s response that headlocks was “Not Observed”
and least responded “Very High Extent”.
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Response on Inflicting School Pranks
The respondents answered that inflicting school pranks was observed to
be “Very High Extent” and least of them answered “Not Observed”.
Response on Fighting
Majority of the respondents answered that Fighting was “Minimal Extent”
and minority answered “Not Observed”.
Response on Use of Available Objects as Weapons
The respondents respond that the use of available objects as weapons
were “Not Observed” and least answered “High Extent”.
3. Weighted Mean and Ranking Distribution of the Respondents Response on to
what extent do you observe the following types of Physical Bullying inside the
Campus
The three most evident types of physical Bullying according to RA 10627
to be described by the junior high school students were; Inflicting school pranks,
Tickling, and Pushing.
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Conclusion
Based on the findings of the study, The Researchers conclude the following:
1. The dominant age of the respondents is 13-15 which is a common age of a
Grade 8 or Grade 10 student.
2. Majority of the respondents are Female with 66%.
3. The Examples of Physical Bullying who were mostly observed by the student-
respondents as “Not Observed” were Headlocks and Use of available objects as
weapons which implies to Edwin Holt’s Social Cognitive Theory, that the theory
shows the behavior of humans through close observation in their environment,
therefore, it affirms that the extent of the given examples of Physical Bullying
were justified as stated by Klein (2012) that there is a relation between school
climate and risk behaviors.
respondents as “Minimal Extent” were Kicking, Slapping and Fighting which is a
commonly a medium for harming someone, therefore the school climate is
somehow positive as stated by Thapa et al. (2012) that “a positive school is
recognized as an important target for school reform and improving behavioral,
academic, and mental health outcomes for students”.
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respondents as “Moderately Extent” were Punching, Pushing, and Shoving were
most likely comprehend as claimed bullying incidences of different magnitude as
Tangalin (2015) stated that the example of it were students experienced
incidences of pushing/shoving, being bitten, cases of extortion, theft, hitting,
spitting, kicking and throwing of papers.
respondents as “Very High Extent” were Tickling and Inflicting School Pranks
which is very unusual to be observed and may imply that is the scope of their
social learning according to J.E. Ormrod's general principles of social learning.
Recommendations
Based from the findings and conclusion, the researchers recommend the
following:
1. The researchers recommend to have an orientation Seminar about what are
the Different Types of bullying According to RA 10627 or “Anti-Bullying Act of
2013”.
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2. Because of the unusual behavior of the Junior High School Students of having
“Very High Extent” in Tickling and Inflicting School Pranks the researcher
recommend to let the students have an intervention to monitor their behavior as
said in Section 4 in RA 10627; that they must have received a disciplinarian
action.
76

The Physical Bullying Among Junior High School Students

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The Physical Bullying Among Junior High School Students

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Republic of the Philippines

PHYSICAL BULLYING AMONG JUNIOR HIGH SCHOOL STUDENTS

In Partial Fulfillment for the Requirements in

MyrJdy C. Mahinay, Rosenda Claire R. Abunado, Reneliza V. Allosada, Anne

positive school is recognized as an important target for school reform and

to have discipline problems”.

Still school premises must be a child friendly environment but, physical

violence is unavoidable. Bullying may be in meet of condition with the student

bullying in R.A. 10627 or the “Anti-Bullying Act of 2013”.

Students were undertaken by the justice of the law by the Government’s

mandated regulation to neutralize the orderliness of the whole country especially

Physical bullying among Junior High Students According to RA 10627.

Background of the study

any severe or repeated use by one or more students of a written, verbal or

electronic expression, or a physical act or gesture or any combination thereof.

The common tendency in to happen in school is Physical Bullying. As of in Sec. 2

punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting

school pranks, fighting and the use of available objects as weapons.

Many schools underestimate the frequency of bullying because incidents

students to be more aware of bullying and to decrease the number of reported

According to The Philippine Star (2015), the Department of Education

Students will have a deeper perception about the issue.

Scope and Delimitation

study. The researcher’s assessed the respondent’s knowledge about the

Physical Bullying according to R.A. 10627. A was used survey questionnaire as a

available objects as weapons.

Social Cognitive Theory

Social Cognitive Theory is a learning theory based on the ideas that

behaviors can be central to one’s personality. While social psychologists agree

that environment in which one grows up contributes to behavior, the individual

experiment that Canadian Psychologist Albert Bandura completed. The Bobo

beating Bobo aggressively with either a tool or the adults' bare hands. The

made the children aggressive.

The researchers agreed with the experiment was trying to show. That

students to answer questions in class by blurting out the answer instead of

students and the classroom would be chaotic. The teacher needs to show

the a similar thing as in the Bobo experiment, by showing students in an

outline at the beginning of class what appropriate behavior looks like.

learn by observing others. These learned behaviors can be central to one's

in contributes to behavior, the individual person (and therefore cognition) is just

important. People learn by observing others, with the environment,

behavior, and cognition all as the chief factors in influencing development in a

a person's way of thinking (cognition). Similarly, the environment one is raised in

may influence later behaviors, just as a father's mindset (also cognition)

determines the environment in which his children are raised.

The core concepts of this theory can be explained by Bandura's

schematization of triadic reciprocal causation in his book chapter, the schema

shows how the reproduction of an observed behavior is influenced by the

interaction of the following three determinants:

Behavioral: The response an individual receives after they perform a behavior

of performing the behavior correctly).

Environmental: Aspects of the environment or setting that influence the

individual's ability to successfully complete a behavior (i.e. Make environmental

conditions conducive for improved self-efficacy by providing appropriate

support and materials).

It is important to note that learning can occur without a change in

behavior. According to J.E. Ormrod's general principles of social learning, while a

visible change in behavior is the most common proof of learning, it is not

The Social Cognitive Theory leads the Researchers to uncover the

the student-respondent’s experience observation will help to answer the needed

Figure 1: Conceptual Framework

Bullying given from Sec. 2 of RA 10627 as a part of Survey Questionnaire

Statement of the Study