Level of Bullying Awareness Senior High School Students at

Philippine International Technological School Digos City

__________________________________

A Research Concept Presented to the Faculty of the Philippines

International Technological School Digos

__________________________________

In Partial Fulfillment

of the Requirements for the Subject in Practical Research 2

Submitted to:

Mrs. Marivic C. Bragat

Submitted by:

JASELLE KYE VILLANUEVA

JAY PAUL CABUSAO

BETHCE CENABRE

DONARD GODENES

October 2023
 CHAPTER 1

Introduction

Background of the Study

Bullying, a process in which one person repeatedly uses his

superior strength or influenced to mistreat, attack or force than to

study. People around the world face bullying and discrimination, and

there are a lot of ways in which they bully others. Who experienced

bullying can develop physical symptoms and low self-esteem.

In United State, bullying in schools is not an entirely novel

concept, but it has been more prevalent in recent years. There has

been a significant increase in the number of studies undertaken and

news on bullying at school in the mass media (M. Bucur 2020).

Bullying is most common problem in Bulgaria and Hungary, whereas

they were least common in Spain. In all nations, boys perpetrated more

bullying than girls, but there were no gender differences in bully

victimization (Kuldas, S., Foody, M., & O’Higgins Norman, J. 2021).

Bullying in school will be normalize in other country.

In the Philippines, latest national data show that bullying affects

almost half of children aged 13-17. The prevalence of bullying for

males 44 percent is almost the same for females 43 percent (Ramiro,

L. S., Madrid, B. J., Norton-Staal, S., Cajayon-Uy, M. M., & Luna, P. B.

2022). Philippines is the number 1 among 70 plus countries in terms

bullying (Orbeta, A. C., Melad, K. A. M., & Potestad, M. 2021).The fear

of being bullied has pushed around 160,000 students into staying at

home instead of attending school. As a matter of fact, bullying has also

paved way for the concept of home schooling (Miller, K. 2019). Bullying

here in the Philippines bullying is not new .

In Digos City there’s a lot of policies in order to avoid bullying

(Sullivan, K. 2019). While bullying in schools has begun to receive

great attention with the enactment of the Republic Act 10627 or the

Anti-Bullying Act and the DepEd’s Child Policy, little is known about the

link between and among classroom discipline techniques, parenting

styles and bullying incidences. Policy implementing in the city of Digos

City (Cardona, & Tangalin, 2019). Bullying is unavoidable in Digos

City, despite laws against it.

Based from the above mentioned premises, the researchers

were motivated to conduct the study to determine the level of bullying

awareness of Senior High School students.

Objective of the Study

This study aims to determine the level of bullying awareness in

the Philippines and explore how important the bullying awareness

seminars.

 To identify any differences in awareness levels based on gender,

socio-economic background, or previous personal experiences with

bullying
 To contribute valuable insights that can inform the development of

more effective anti-bullying strategies and policies for SHS

students and schools.

 To examine the attitudes and perceptions of SHS students towards

the seriousness of bullying and its potential consequences for both

victims and perpetrators.

Theoretical and Conceptual Framework

This study is anchored in cognitive theory as developed by

Bandura (1999).that evaluates if a significant difference exists in the

level of awareness and the extent of bullying practices when

respondents are grouped according to sex and grade level (Janice L.

Gonzales 2021). This theory is to describes the level of bullying

awareness and the extent of bullying incidence in a public school.

This theory is useful in our study since it emphasizes how

crucial bullying awareness is, and we are advocating for awareness

because that is what they need.

The conceptual framework of the study shows in figure 1. The

senior high school students provided the level of bullying awareness in

terms of physical bullying, verbal bullying, cyber bullying and indirect &

relational bullying.

Statement of the problem

Overall, the research study aims to answer the following research

questions:
1 What is the profile of the students in Philippine International

Technological School Inc. in terms of:

1. 1. gender

1. 2. strand

2. What is the level of bullying awareness of senior high school ABM

students in terms of:

2. 1. physical bullying

2. 2. verbal bullying

2. 3. cyber-bullying

2. 4. indirect and relational bullying

3. Is there a significant difference on the level of awareness toward

anti-bullying when categorized according to profile?

Hypothesis of the study

This null hypothesis was tested at the 0.05 level of significance.

Ho: There is no significant difference between the academic

performance and level of awareness towards anti-bullying.

Significance of the study

This study is helpful to the following:

School Administrators. The study's findings may be utilized to ensure

that anti-bullying policies are strictly enforced on school grounds.

Community. The study's findings will motivate parents and other

members of the community to sponsor education programs to teach,

model, and reinforce healthy social and emotional skills to their children

about the school's anti-bullying policy.

Students. This will raise students' awareness of the Anti-Bullying

Law's forbidden activities and the accompanying consequences.

Future Researchers. This will be added to the references or similar

studies of future researchers.

Scope and Limitation

This study focuses on the Level of awareness of Senior High

School Students in Philippine International Technological School. The

data collection will be conducted to 30 randomly selected students in

Senior High School students of Philippine International Technological

School S/Y 2023-2024 who will represent the population.

Definition of Terms

Bullying refer the terms that hurting other should be not tolerated

Verbal bullying refers the terms when someone uses words to hurt,

harass, or scare another person and leaves targets feeling ashamed,

humiliated, or even afraid.

Physical bullying refer the terms a type of bullying where someone

uses their body or an object to hurt or scare another person. A bully

may also steal or damage the targeted person's property.

Cyberbullying refer the terms that includes sending, posting, or

sharing negative, harmful, false, or mean content about someone else.

It can include sharing personal or private information about someone

else, causing embarrassment or humiliation.

Indirect aggression (also called relational or social aggression) refer

the terms that a kind of social manipulation: the aggressor manipulates

others to attack the victim, or, by other means, makes use of the social

structure in order to harm the target person, without being personally

involved in attack
INDEPENDENT VARAIBLE DEPENDENT VARAIBLE

LEVEL OF AWARENESS
PROFILE OF THE TOWARDS BULLYING IN
TERMS:
RESPONDENTS
 PHYSICAL BULLYING
 SEX  VERBAL BULLYING
 CYBER-BULLYING
 AGE  INDIRECT & RELATIONAL
 STRANDS BULLYING

Figure 1. Schematic Diagram Showing the Variable of the study

 Chapter II

Review of the Related Literature

This chapter presents the related literature that provides existing

and related studies that would help and provide a background of

information as a strong reference for the basis of this research.

Physical Bullying

The victims of Physical bullying consist a large group of students

who are “neglected by a school”. Permanent anxiety, insecurity and

poor self esteem are following these students for many years and it is

not surprising that these negative feelings become so overwhelming

that sometimes suicide is seen as the only possible solution

(Gkougkoudi, A. 2019). According to ( Bauman, S., & Del Rio, A. 2020)

most educators take physical bullying more seriously than other types

of bullying such as verbal and relational. It is also important to refer to a

significant number of studies that show that when it comes to teachers’

involvement, the students reported that they interfere “inconsistently

and infrequently”, and try to stop bullying episodes “once in a while” or

“almost never” (Gkougkoudi, A. 2019). Even while bullying is on the

rise, there are still regulations in place to protect victims.

 In addition, Bullying is considered more as a group process

than an individual problem. By this, it is meant that the implementations

of the intervention programs should be applied to the peer-group level

rather than to the individual bullies and victims (Salmivalli, C.,

Kaukiainen, A., & Voeten, M. 2020).Also, physical bullying, perceived

seriousness of the incident and teacher’s empathy. Feeling empathy

for the victim means that the teachers are more likely to understand

and identify with the experience of being victimized and helping

behaviour (Dawes, M., Starrett, A., & Irvin, M. J. 2022). (Sun, J., &

Cao, L. 2022) explaining the physical bullying and the result of their

study is those who reported being a victim of bullying in the past 6

months and those who were bullies were significantly correlated.

Cyber Bullying

Parents, educators, and students alike have concerns related to

the cyberbullying that affects youth in Canada and around the world.

Most Canadian teenagers today cannot recall a world without the

Internet, nor would they wish to do so (Hendry, B. P., 2023). The

Internet has brought new opportunities in terms of education, idea

exchange, and socializing to levels earlier generations could not have

imagined. However, the benefits have also brought with them some

problems, cyberbullying among them, to which solutions are sought by

all concerned. For some time, researchers have been examining the

nature and extent of cyberbullying behaviors and the impacts such

online interactions have in order to develop solutions that are based on

a greater awareness and understanding of the issue (Faucher, C.,

2020). The strategies for prevention of cyberbullying start with a

definition of bullying. Only then can a school develop school

intervention and prevention share a district's policies and

consequences for bullying with staff, develop a map of locations where

bullying is most likely to occur, advise staff to remain vigilant for

evidence of cyberbullying, distribute a list of indicators that may

suggest victimization, provide support groups for students new to the

school setting, remind staff that bullying may be in the form of gay

bashing, advise victims to respond appropriately, encourage

bystanders to be friends to the victim, and post a code of conduct in all

classrooms. (Chan, N. N., Ahrumugam, 2020). Bullying may be done in

a variety of ways, one of which is through the use of social media.

Cyber bullying is an online aggressive behaviour in the digital

space. Bullying is a form of peer aggression which can be as damaging

as any form of conventional aggression (Donat, M., Rüprich, 2020).

The problem investigated in this research concerns cyber bullying that

disturbs university students psychologically and emotionally. Bullying

also prevents students from achieving good grades (Alotaibi, 2019). It

seems that technologies are in some ways creating more stress on our

young in the form of cyber bullying rather than to help them progress.

Research findings have shown that young students who become

victims of cyber bullies suffer great stress (Englander, 2020). Hence

there is an urgent need to understand the problems faced by the

victims so that concrete and proactive measures can be taken by

university authorities, teachers and parents to address this global

problem.

Verbal Bullying

Bullying have emerge as a powerful issues in educational world

this kind of problem might be the complex and acute matter that makes

many communities worried (Johnson, K. 2019).Verbal bullying, another

direct form of bullying, though not physically aggressive, typically

involves name-calling, teasing, and threatening (Kennedy, R. S. 2020).

In schools, verbal bullying has consistently been reported as the most

common form of bullying, both in national reports in Sweden and in

international studied ( Boulton, 2019).

A review of the current literature about verbal bullying is

essential to raise awareness of this form of aggression and to develop

strategies to mollify its deleterious effects (Poling, 2019). The bulk of

studies define verbal bullying as all instances when gestural or oral

aggression are administered as a means to threaten or inflict harm on

a victim (Torres,2020). Although less likely to bully others verbally, girls

were more likely to experience verbal bullying. Students with no living

father were more likely to bully others verbally (Naidoo, S., Satorius, B.

K., de Vries, H., & Taylor, M. 2019).

Indirect & rational bullying

The impact of bullying and victimization is assessed by taking

into account the relative buffering effect of a positive relationship with

one or both parents (Thompson-Ochoa,2019). Being a victim of indirect

bullying is the strongest predictor of withdrawn behaviors, somatic

complaints, and anxiety/depression, independent of direct victimization,

which significantly predicts somatic complaints, anxiety, and

depression, but not withdrawn behaviors (Christina, 2021).

Bullying others directly by hitting, threatening, or calling names

is not a significant predictor the poor mental and somatic health of

youngsters, whereas indirect bullying (spreading rumors or not talking

to someone on purpose) does significantly predict anxiety and

depression, as well as withdrawn behaviors (Tarlow, N. 2019). Indirect

Bullying have big impact to those children. There is now substantial

evidence that being bullied as a child or adolescent has a causal

relationship to the development of mental health issues beyond the

early years of life, including depression, anxiety and suicidal

( Armitage, R. 2021). Indirect bullying is also consider as a crime.

 Chapter III

Methodology

This chapter discusses the research method of the study. It

covers the discussion about research design, population, sample,

research instrument used to measure construct interest, data

collection, and data analysis tools.

Research Design

The researcher will use descriptive design, which was best to

describe the nature of the study. The design will used sampling to

collect and analyze data with the present study to come up with the

results and find the answer of the present problem (Lohr, S. L. 202).

This study aims to determine the profile (Independent Variable) and

level of bullying awareness (Dependent Variable) Senior High School

Students at Philippine International Technological School Digos City.

This research used quantitative method and was conducted utilizing a

survey design collect the quantitative data for the study (Nardi, P. M.

2018).

Participants

The researcher has utilized the simple random sample method

in identifying the participants who have been involved in this study.

A simple random sample is a randomly selected subset of a population.

In this sampling method, each member of the population has an exactly

equal chance of being selected (Lauren Thomas 2020). The participant

of the study is residents of Digos City who are enrolled currently in the

Philippine International Technological School.

Measure

This descriptive style of research intends to conduct the survey

to Senior High School students in Philippine International

Technological School. chosen based on proximity and trend.

Furthermore, a random sampling approach combined with quota

sampling will be used to determine the study's official sample size.

Research Subject SHS Students No. of Respondents

Grade 11 15

Grade 12 15

Total 30

Data Gathering Procedure

The following procedure are going to exercise in the process of

gathering necessary data for the study:

The following stage was followed in the collection of data.

1. Asking for approval to carry out the investigation. To conduct the

study inside the school and collect data from the appropriate

respondents, the researchers politely enquire about the

administration of the Philippine International Technological School.

2. Creation and validation of the survey used for the study. evaluated

and contextualized using the adviser questionnaire. The

questionnaire is translated into a regional dialect that the

respondents may easily comprehend.

3. Management and access to the research instrument. The

researcher continues with the scheduled interview. Both written

and verbal requests are made to authorize the researcher to carry

out the study. Following approval, the researcher will carry on with

the interview. A questionnaire was used to collect the data, and it

was complemented by an actual discussion of what was asked and

an interview with the respondents to gain a deeper knowledge of

their perspectives. To gather the necessary correct data during the

interview, the researcher needs to pay attention to the respondent's

welcoming demeanor.

Ethical considerations

This implies that the researcher must consider the protection

and well-being of the participants at all costs, both before and during

the investigation. As researchers, we understand the value of doing our

study by the highest ethical standards.

Community Value. A research study needs to take into account

the social problems or complaints that the participants have and go

through. The research's output should be sufficient to support asking

participants for their consent to take some risk as a result of taking part

in the study, by social values.

 Acknowledged Consent. By written consent, participants are

fully informed about the research in which they are taking part and

what would be expected of them if they agree to the terms.

Information privacy and confidentiality. Participants normally

have only engaged of their own free will; they also have the option of

merely providing voluntary responses, particularly to sensible

comments that they are unsure to share. This is why I have ensured

that the data has remained anonymous for their protection rather than

using the names that are associated with it, protecting secrecy and

privacy.

Transparency. Before doing the research, the researcher must

declare any potential conflicts of interest. The researcher has

attempted to enhance honesty in information sharing by encouraging

respondents to make more accurate statements. Before disclosing the

research findings, the researcher gave his respondents the opportunity

to check the final findings to ensure that they agreed with what had

been documented.

Qualification of Researcher. The researcher believes he is

qualified to perform this research because he has an academic

background in education. Currently, the researcher is employed by a

private school and works as a teacher (See Curriculum Vitae).

Trustworthiness of the Study

Quantitative researchers are required to articulate evidence of

four primary criteria to ensure the trustworthiness of the study’s

findings: credibility, transferability, dependability, and confirmability.

Credibility (i.e., data collected is accurate/representative of the

phenomenon under study) Credibility corresponds to the notion of

validity in quantitative work but is more about internal validity. The

credibility of quantitative data can be assured through multiple

perspectives throughout data collection to ensure data are appropriate.

Transferability (I.e., the extent to which the findings are

transferable to other situations) Transferability is like generalizability in

qualitative; however, it is generalizability. Transferability addresses the

applicability of the findings to similar contexts or individuals not to

broader contexts. Transferability can be achieved by a “thick

description” of the findings from multiple data collection methods.

Dependability (i.e., an in-depth description of the study

procedures and analysis to allow the study to be

replicated) Dependability is like reliability in qualitative studies.

Dependability can be ensured through rigorous data collection

techniques and procedures and analysis that are well documented.

Typically, an inquiry audit using an outside reviewer assures

dependability. For students, this would be your committee.

 Confirmability (i.e., the steps to ensure that the data and

findings are not due to the participant and/or researcher

bias) Confirmability is like objectivity in qualitative studies; however,

objectivity is necessarily critical for quantitative studies as long as

personal biases are unpacked in the write-up. Unpacking personal bias

can be accomplished by a bracketing interview or reflexivity.

Confirmability of quantitative data is assured when data are checked

and rechecked throughout data collection and analysis to ensure

findings would likely be repeatable by others. Confirmability can be

documented by a clear coding schema that identifies the codes and

patterns identified in analyses. This technique is called an audit trail. It

can also be ensured through triangulation and member checking of the

data as well as conducting a bracketing interview or practicing

reflexivity to confront potential personal bias.

Data Analysis

The following statistical tools used to analyze and interpret the

data gathered. These tools were very helpful for the research output

because this was the researcher’s basis of the conclusion and

recommendations in the ensuing chapter of the research:

Mean: Is a measure of central tendency which is the average of

the set of scores in the collected data.

Percentage: Is used in presenting the population or a portion of

a whole in percentage form and is then used to present a value

to help present a significant relation of the factor to the study.

T-Test: Is used to analyze population means and determine the

difference between the samples through the use of statistical

examination.

ANOVA: Is used to analyze the variance and is a statistical

procedure used to test the degree to which two or more factors

vary or differ in an experiment.

References

Armitage, R. (2021). Bullying in children: impact on child health. BMJ

paediatrics open, 5(1).

Tarlow, N. (2019). The Role of Cognitive and Affective Empathy in

Predicting Indirect Peer Aggression During the Transition to

High School (Doctoral dissertation, University of Miami).

Christina, S., Magson, N. R., Kakar, V., & Rapee, R. M. (2021). The

bidirectional relationships between peer victimization and

internalizing problems in school-aged children: An updated

systematic review and meta-analysis. Clinical psychology

review, 85, 101979.

Thompson-Ochoa, D., & Hodgdon, P. (2019). The impact of bullying

and victimization among deaf students in residential schools

and distressful behaviors of deaf students. International

Journal of Psychology and Counselling, 11(5), 39-45.

Lohr, S. L. (2021). Sampling: design and analysis. CRC press.

Poling, D. V., Smith, S. W., Taylor, G. G., & Worth, M. R. (2019). Direct

verbal aggression in school settings: A review of the

literature. Aggression and violent behavior, 46, 127-139.

Naidoo, S., Satorius, B. K., de Vries, H., & Taylor, M. (2016). Verbal

bullying changes among students following an educational

intervention using the integrated model for behavior

change. Journal of school health, 86(11), 813-822.

Torres, C. E., D’Alessio, S. J., & Stolzenberg, L. (2020). The effect of

social, verbal, physical, and cyberbullying victimization on

academic performance. Victims & Offenders, 15(1), 1-21.

Boulton, M. J., Bucci, E., & Hawker, D. D. (2019). Swedish and English

secondary school pupils' attitudes towards, and conceptions of,

bullying: Concurrent links with bully/victim

involvement. Scandinavian Journal of Psychology, 40(4), 277-

284.

Kennedy, R. S. (2020). A meta-analysis of the outcomes of bullying

prevention programs on subtypes of traditional bullying

victimization: Verbal, relational, and physical. Aggression and

violent behavior, 55, 101485.

Johnson, K. (2019). Chronic poverty: the implications of bullying,

trauma, and the education of the poverty-stricken

population. European Journal of Educational Sciences,

(Special), 76-101.
Englander, E. K. (2020). 25 Myths about Bullying and Cyberbullying.

John Wiley & Sons.

Alotaibi, N. B. (2019). Cyber bullying and the expected consequences

on the students’ academic achievement. IEEE access, 7,

153417-153431.

Donat, M., Rüprich, C., Gallschütz, C., & Dalbert, C. (2020). Unjust

behavior in the digital space: The relation between cyber-

bullying and justice beliefs and experiences. Social Psychology

of Education, 23, 101-123.

Chan, N. N., Ahrumugam, P., Scheithauer, H., Schultze-Krumbholz, A.,

& Ooi, P. B. (2020). A hermeneutic phenomenological

study of students' and school counsellors'“lived

experiences” of cyberbullying and bullying. Computers &

Education, 146, 103755.

Faucher, C., Cassidy, W., & Jackson, M. (2020). Awareness, policy,

privacy, and more: Post-secondary students voice their solutions

to cyberbullying. European Journal of Investigation in

Health, Psychology and Education, 10(3), 795-815.

Hendry, B. P., Hellsten, L. A. M., McIntyre, L. J., & Smith, B. R. (2023).

Recommendations for cyberbullying prevention and intervention:

A Western Canadian perspective from key

stakeholders. Frontiers in psychology, 14, 1067484.

Sun, J., & Cao, L. (2022). Explaining physical bullying in Chinese

middle schools. Journal of school violence, 21(1), 19-33.

Dawes, M., Starrett, A., & Irvin, M. J. (2022). Preservice Teachers’

Bullying Attitudes and Intervention Likelihood: Differences by

Form of Bullying. International Journal of Bullying Prevention, 1-

16.

Salmivalli, C., Kaukiainen, A., & Voeten, M. (2020). Anti‐bullying

intervention: Implementation and outcome. British journal of

educational psychology, 75(3), 465-487.

Gkougkoudi, A. (2019). Primary Teacher’s Attitudes to Bullying: a

Quantitative Study in Schools of Larissa, Greece (Master's

thesis).

Bauman, S., & Del Rio, A. (2020). Preservice teachers' responses to

bullying scenarios: Comparing physical, verbal, and

relational bullying. Journal of educational psychology, 98(1),

219.

Gkougkoudi, A. (2019). Primary Teacher’s Attitudes to Bullying: a

Quantitative Study in Schools of Larissa, Greece (Master's

thesis).

Cardona, R. S., Reyes, A. S., & Tangalin, M. M. (2015). The bullying

experiences and classroom discipline techniques in an Digos

City National High School in the Philippines: A basis for an Anti-

 Bullying Program. American International Journal of

Contemporary Research, 5(2), 49-52.

Miller, K. (2019).bullying and its consequences: How bullying is

contorting the minds of victims and bullies alike, and the

law's limited available redress. S. Cal. Interdisc. LJ, 26,

379.

Orbeta, A. C., Melad, K. A. M., & Potestad, M. (2021). Correlates of

Test Performance of 15-year-old Students in the Philippines:

Evidence from PISA (No. 2020-57). PIDS Discussion Paper

Series.

Ramiro, L. S., Madrid, B. J., Norton-Staal, S., Cajayon-Uy, M. M., &

Luna, P. B. (2022). National Baseline Study on Violence against

Children and Youth (NBS-VAC) in the Philippines. Acta Medica

Philippina, 56(15).

Kuldas, S., Foody, M., & O’Higgins Norman, J. (2021). Does ethnicity

of victims and bullies really matter? Suggestions for further

research on intra-ethnic bullying/victimisation. International

journal of bullying prevention, 1-12.

Bjereld, Y., Augustine, L., & Thornberg, R. (2020). Measuring the

prevalence of peer bullying victimization: Review of studies

 from Sweden during 1993–2017. Children and youth

services review, 119, 105528.

Sullivan, K. (2010). The anti-bullying handbook. Sage.