Frequency of Bullying Experienced by Grade 9 Learners of San Roque-Ezpeleta National High School

SAN ROQUE – EZPELETA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

San Roque, Anini-y, Antique
FREQUENCY OF BULLYING EXPERIENCED BY GRADE 9 LEARNERS OF SAN

ROQUE-EZPELETA NATIONAL HIGH SCHOOL
A Research Paper Presented to
MA. ANDREA T. DIAZ
Teacher II
A Partial fulfillment in
Practical Research II
PRESENTED BY:
Bylhen Flores
Japsy F. Alvarez
Weniefredo Laud
Dan Lexter Villarin
Grade 12
2019
APPROVAL SHEET
The research paper attached to here, entitled Frequency of Bullying Experienced by
Grade 9 Learners of San-Roque Ezpeleta National High School, prepared and submitted by
Bylhen Flores, Japsy Alvarez, Dan Lexter Villarin and Weniefredo Laud, in partial fulfilment of
the requirements of the subject Inquiries, Investigation and Immersion, is hereby accepted.
______________ MRS. MA. ANDREA T. DIAZ

Date Research Panel Member
Inquiries, Investigations and Immersions
Subject Facilitator
__________________ MS. RITA MAE S. ODRADA

Research Instrument Validator/
Grammarian
__________________ MR. ERNIE T. OBAGA

Date Research Instrument Validator
__________________ MR. JOHNNY CARL D. DULALIA

Research Instrument Validator
_________________ MR. HERCEL D. RUBITE

SHS Coordinator
__________________ MR. FERDINAND S. MAGALLANES

Statistician
Accepted in partial fulfilment of the requirements for the Grade, Senior High
School Graduation.
__________________ MR. ALEXIS S. BALANZAR

Date School Principal I
ACKNOWLEDGEMENT
The Researchers’ wish to extend their sincerest and profound gratitude to the
wonderful persons who helped in making this study a reality.
To the researchers’ parents: Mrs. Florida N. Nobieres, Mrs. Lorena F. Alvarez, Mrs.
Nanel N. Villarin and Mrs. Rowena Laud for giving financial and emotional support.
To Mrs. Andrea T. Diaz their research teacher for her advice, sharing her knowledge
and believing in the researcher ability to finish this study. For the encouragement and
emotional support.
To Mr. John Brylle Roderos for giving us the opportunity and letting we print out our
research paper.
To Mr. Hercel D. Rubite for giving her full support as an adviser and for the
guidance on how to make a research paper.
To Mr. Ferdinand Magallanes who served as statistician of the research paper.
To Mr. Ernie T. Obaga who served as one of the validators of the research paper.
To Mr. Johnny Carl D. Dulalia who served as one of the validators of the research
paper.
To Ms. Rita Mae S. Odrada who served as one of the validators and grammarian of
the research.
To Mr. Alexis S. Balanza, our beloved principal who always motivates and
understand us in all times.
And most of all, to our Lord Almighty God who blessed and gave the researchers the
wisdom, determination and good health all the time.
A Million thanks to all of you!!!

ABSTRACT
The goal of this study is to investigate the Frequency of Bullying Experienced by

Grade 9 Learners of San Roque Ezpeleta National High School. The objective of this
study were (1) to build knowledge base on the problem of bullying using existing
literature. (2)To empirically investigate the Common Forms of Bullying in the school
encountered by Grade 9 Learners of San Roque Ezpeleta National High School and (3)
to provide conclusion and recommendations for teachers of school as well as to the
learners.
This quantitative study endeavored to answer the research questions that the
researchers done and using the questionnaire as the tool.
In other hand of Common forms of bullying experience by Grade 9 learners of

San Roque Ezpeleta National High School is taken according to sex (male, female), the
male has moderate level with a mean of 1.87 in physical bullying, moderate level with a
mean of 2.08 in verbal bullying and moderate level with a mean of 2 in social bullying.
In female it has moderate level with a mean of 1.6 in physical bullying, moderate level
with a mean of 1.81 in social bullying and moderate level with a mean of 1.67 in verbal
bullying.
Furthermore, the Common forms of bullying Experience by Grade 9 learners of

SRENHS also taken according to section which is classified into (Realism, Peace,
Maturity). In Realism it has moderate level with a mean of 1.76 in physical bullying,
moderate level with a mean of 1.91 in verbal bullying and moderate level with a mean
of 1.8 in social bullying. According to the section of Peace it has low level with a mean
of 1.55 in physical bullying, moderate level with a mean of 1.79 in verbal bullying and
low level with a mean of 1.56 in social bullying lastly, in section of Maturity it has
moderate level with a mean of 2.02 in physical bullying, moderate level with a mean of
2.23 in verbal bullying and moderate level with a mean of 2.14 in social bullying.
Lastly, the Annova analysis of common forms of Bullying Experience by Grade 9

learners of San Roque-Ezpeleta National High School in all section has rejected null
hypothesis and significance alternative hypothesis.
In overall result the common forms of bullying experience by Grade 9 learners of

San Roque-Ezpeleta National High School has a moderate level with a mean of 1.85 as
an entire group. In Statistical analysis it has significant null hypothesis with a mean of
1.84 as an entire group, and in Annova analysis it has significant hypothesis alternative
and rejected null hypothesis in all section.
TABLE OF CONTENT
ACKNOWLEDGEMENT
ABSTRACT
CHAPTER 1
Introduction -------------------------------------------------------------------
Background of the study-----------------------------------------------------
Theoretical Framework (Paradigm) ----------------------------------------
Statement of the Problem ---------------------------------------------------
Hypothesis ---------------------------------------------------------------------
Definition of Terms -----------------------------------------------------------
Delimitation of the Study ----------------------------------------------------
Significance of the Study ----------------------------------------------------
Chapter II: Review of the Related Literature

Introduction -------------------------------------------------------------------
Defining Bullying---------------------------------------------------------------
Types of Bullying Behavior---------------------------------------------------
Sub-types of Bullying---------------------------------------------------------
Physical Bullying---------------------------------------------------------------
Verbal Bullying-----------------------------------------------------------------
Social Bullying-----------------------------------------------------------------
Summary ----------------------------------------------------------------------
Chapter III: Research Design and Methodology

Introduction--------------------------------------------------------------------
Research Design --------------------------------------------------------------
Methodology ------------------------------------------------------------------
Sampling -----------------------------------------------------------------------
Sample -------------------------------------------------------------------------
Respondents----------------------------------------------------------------------
Instruments ----------------------------------------------------------------------
Data Collecting Procedure -----------------------------------------------------
Data Analysis Procedure ---------------------------------------------------

Descriptive analysis ---------------------------------------------------------
Inferential analysis ----------------------------------------------------------
Chapter IV: Results and Discussion

Descriptive Data Analysis --------------------------------------------------
Inferential Data Analysis ---------------------------------------------------
Chapter V: Summary, Conclusions, Implications, and Recommendation

Summary -----------------------------------------------------------------------
Conclusion ----------------------------------------------------------------------
Implication ---------------------------------------------------------------------
Recommendation --------------------------------------------------------------
References ---------------------------------------------------------------------
CHAPTER 1
Introduction
This chapter includes Background of the study, Theoretical and Conceptual
Framework, Statement of the Problem, Hypothesis, Definition of Terms, Scope and
Delimitations and Significance of the Study.
Background of the study

This study focusing on the Frequency of Bullying Experienced by
Grade 9 learners of San Roque-Ezpeleta National High School. The
researchers choose this study because of the increasing bullying that the
grade 9 learners encountered.
Furthermore, the grade 9 learners of San Roque Ezpeleta National

High School will be the respondent of this study because last year they
have the highest record of bullying in school that the researchers gathered
in the counseling office. Living in this world has many challenges that we
encounter but bullying is the one problem that we encounter in many
places but this bullying always occurring in school.
Thus, this study conducted in order to find out the frequency of

bullying experienced to be conducted in grade 9 students of San Roque
Ezpeleta National High School.
Theoretical and Conceptual Framework

The study is informed by theoretical development in sociology of childhood,
which emphasize children as social actors and as being active in the negotiation and
construction of social study (Mayall 2002; Prout 2005; Quotrop 2005). Working broadly
within what has been referred to as “the new social studies of childhood.” Scholars and
researchers have produced comprehensive theories based on types of bullying. Their
aim was to provide a framework for understanding not just the factors influencing such
attitudes, but also why it results in such effect.
2.2 Theory about Bullying Dynamic
CONCEPTUAL FRAMEWORK
The independent variables in this study are sex and section. The dependent
variables is bullying.
SEX
BULLYING
Statement of the Problem

1. What are the frequency of bullying experienced by grade 9 learners of San
Roque-Ezpeleta National High School?
2. Is there a significant difference in the frequency forms of bullying experienced by
grade 9 students of San Roque Ezpeleta National High School in terms of sex and
section?
HYPOTHESIS
1. There are no significant difference in the frequency of bullying experienced by
grade 9 learners of San Roque Ezpeleta National High School in terms of sex,
section and as an entire whole.
DEFINITION OF TERMS
For a clear understanding for this study the following terms that used in the
study are defined:
Bullying- abuse and mistreatment of someone vulnerable by someone stronger, more

powerful, etc.: the actions and behavior of a bully (Merriam Webster, 2018)
As used in the study, it refers to an act of misbehavior of grade 9 learners in

physical, social, and verbal.
Sex –either of the two major forms of individuals that occur in many species and that
are distinguished respectively as female or male especially on the basis of their
reproductive organs and structures (Merriam Webster, 2018)
As used in the study, it refers to male and female of grade 9 learners.
Section – one of the parts that form something (Merriam Webster, 2018)
As used in the study, it refers to the grade 9 level, (Peace, Maturity and Realism)
Students – scholar, learner; especially: one who attends a school, one who studies: an
attentive and systematic observer a student of politics (Merriam Webster, 2018)
As used in the study, it refers to our randomly selected of grade-9 students.
SRENHS- San Roque-Ezpeleta National High School is a DepED Managed partially

Secondary Public School located in Anini-Y, Antique.
(https://www.philippinecompanies.com/companyprofile/436226/san-roque-ezpeleta-
national-high-school)
As used in the study, it refers to our research locale where our study to be
conducted.
SCOPE AND DELIMITATION OF THE STUDY

The main goal of this study entitled Frequency of Bullying experienced
by Grade 9 Learners of San Roque- Ezpeleta National High School is to know
about the 3 forms of bullying. This study will be conducted on grade 9 students of San
Roque Ezpeleta National High School at San Roque, Anini-y, Antique. The independent
variables are sex and section. The dependent variables is bullying. The respondents are
randomly selected grade 9 students in San Roque Ezpeleta National High School. The
statistical tools to be used are t-test, standard deviation, mean and annova.
SIGNIFICANCE OF THE STUDY

The main objective for conducting this research study entitled Frequency
of Bullying Experienced by Grade 9 Learners of San Roque- Ezpeleta National
High School is to gather information about the 3 forms of bullying physical, verbal and
social.
Students, family, community, school as well as the researchers will benefit

on this study.
This is beneficial to students in terms of having learning and knowledge about

the bullying that occurring in there school.
The parents will also benefits to this study in terms of giving them information
about the bullying that there children encountered in school.
The community can be has great benefit by this study because it can gain
knowledge about bullying. They will able to help their people in the situation if they
were bullied.
Lastly, the school by this study the school can manage how to control every
student to stop bullying in the campus.
Therefore, this study also has great benefits to us the researchers and to other
researchers also who will be conducted this study in the future.
CHAPTER II
REVIEW OF RELATED LITERATURE
Introduction
Quantitative research on school bullying has focused mainly on elaborating and
explicating the experience of bullies, victims, and bystanders.
The research focuses on the 3 types of bullying taking place in school system,
therefore it is important to understand the phenomena in terms of this environment.
Parsons (2005:7) describes the problem of bullying in school as “schools are plagued
with physical assault, relationship bullying, cyber bullying, severe name-calling, untrue
gossip, exclusion, unwanted sexual touching, intimidation, threats and coercion.
More research on bullying is based on reports by victims than on reports by

bullies. We focus on reports by bullies. Many individual risk factors for being a victim of
bullying have been identified (Trofi and Farrington, 2009).
DEFINING BULLYING
Rigby in Lee (2004:13) defines bullying as, “Repeated oppression, psychological
or physical, of a less powerful person by a more powerful person or group or persons.”
O’Moore and Minton (2004:72) add to this definition by stating that it does not
constitute bullying when young people of the same age and power have occasional
conflict. Although some variations exist across different cultures in the way bullying has
been defined, a general consensus has emerged that defines bullying as a form of
aggressive behavior in which there is an imbalance of power favoring the perpetrator(s)
who repeatedly seek to hurt or intimidate a targeted individual (Rigby and Smith,
2011). Overall, 3 types of bullying has been search verbal, social and physical bullying.
TYPES OF BULLYING BEHAVIOUR

Originally, the researcher thought that physical acts of violence were the only
types of behavior that could be classified as bullying. The stereotypical understanding of
bullying was what the researcher had in mind, for example the big, tough kid in class
who has repeated grades several times and who threatens other students with beatings
unless they do what he says (Parsons, 2005:10). A variety of literature, however,
provides evidence that bullying can assume both direct and in-direct forms (Lee et
al.2004)
Direct forms of bullying can be defined as relatively open attacks on a victim

(Boulton et al. 2002: 354) that are carried out face to face (Lee, 2004:10).
Indirect forms of bullying define by Boulton et al. (2002:354) as being more

subtle and less direct and will include behavior such as social isolation and exclusion
from a group. Lee (2004:10) adds that indirect forms of bullying usually involve a third
party.
SUB-TYPES OF BULLYING
Both forms of bullying which have been defined, have sub-type behaviors which
should be investigated further.
PHYSICAL BULLYING
Coloroso (2003:16) mentions that, “Although it is the most visible and therefore
the most identifiable form of bullying, physical bullying accounts for less than one-third
of bullying incidents reported by children.” Larson (2005:2) explains that the problem
for a school is that bullying presents a challenge for that school to maintain a safe and
orderly learning environment. Even though not all physical bullying is reported, its overt
nature induces fear in students.
The child who physically harms another child is seen as the most troubled of all
the bullies and is more likely to move towards more serious criminal offences. Garett
(2003:54) contributes to this view by mentioning that physical bullying is a moderate
risk factor for serious violence at ages 15-25 and that bullies are four times more likely
to be convicted of crimes by the age of 24 than non-bullies. It should thus be assumed
that this is a vital reason to stop the bullying at school level to prevent ant future
criminal activities (including serious violent acts.)
In DepEd order no. 40, S. 2012 entitled “DepEd child Protection Policy,” bullying
is committed when the students commits an act or a series of single acts directed
towards several students in a school setting or a place of learning, which results in
physical or mental abuse, harassment, intimidation, or humiliation. Physical bullying was
experienced by the IP (Indigenous people) student when they were combined with the
BEED 1 in one of their classes, where the seating arrangement made by teacher was for
the IP students to sit at the back. (Bullying Experienced among IP students of Philippine
Normal University North Luzon, Philippines: A Basis for Formulating School Policy)
VERBAL BULLYING
Verbal bullying is seen as one of the most common types of bullying used by
both boys and girls, accounting for 70% of reported cases which can have an
immediate impact (Lee,2004:10: Coloroso, 2003:15). Words are powerful tools that can
break the spirit of the child who is on the receiving end of the verbal bullying. The3
difference between verbal good- natured testing and verbal bullying is generally
distinguished by the recipient’s feelings. Children who are teased are not made to feel
bad because it is done for fun (Garrett, 2003:5).
It is important to remember that within the new technological age in which the
21st century finds itself, bullying can take place using new technology.
Verbal bullying experienced by IP students when some students and teachers

who do not know the first name of the IP students call them “IP, IP, IP or IP please
come here.” The way it is said was sweet, but for the IP students, it is irritating. Also
when in the classroom there are instances when some teachers who comment to a
wrong answer as, “IP katalaga, dumbly etc.” and is even within the hearing of the
whole class. This is very painful and demanding to them, but they just bow their heads
calmly. (Bullying Experienced among IP students of Philippine Normal University North
Luzon, Philippines: A Basis for Formulating School Policy)
SOCIAL BULLYING
Lee (2004:10) defines this subcategory of bullying as one which includes
deliberate from a social group or intimidation within the group. Involves getting others
to repeatedly ignore or leave someone out. Coloroso (2003:17) on the other hand calls
this type of bullying relational bullying which is “The systematic diminishment of a

bullied child’s sense of self.” Social bullying can be difficult to detect from the outside.
In this research the researchers is focusing on the adolescent years during which
time this type of bullying is the powerful (Coloroso, 2003:17). According to the
developmental phase, the peer group is very important at this stage as adolescents are
trying to discover who they are while findings a sense of belonging with their peers.
The labeling of the IP students group when they were in first year was GE-IP
(General Education- Indigenous People) which is in contrary to the usual labeling of
sections in the first year curriculum as GE-1, GE-2 onward. The IP students of PNU-NL
campus handled unintentional institutional bullying by simply accepting it. But there was
an instance that they consoled themselves by sharing the information to other students
that it is only in the first curriculum year that sectioning is labeled as General Education
(GE) anyway in the succeeding years it is according to program like BEEd and BSE.
SUMMARY
Bullying is considered one of the most serious challenges faced by school health,
unfortunately, prevailing in almost all schools throughout the world. The violent
behavior leaves negative mental, social, and academic effects on school. Bullying mostly
happens among peers, impacting people’s interpersonal relationships and future life.
Direct forms of bullying can be defined as relatively open attacks on a victim

(Boulton et al. 2002: 354) that are carried out face to face (Lee, 2004:10).
Indirect forms of bullying define by Boulton et al. (2002:354) as being more

subtle and less direct and will include behavior such as social isolation and exclusion
from a group. Lee (2004:10) adds that indirect forms of bullying usually involve a third
party.
Physical bullying, who physically harms another child is seen as the most
troubled of all the bullies and is more likely to move towards more serious criminal
offences. Garett (2003:54) contributes to this view by mentioning that physical bullying
is a moderate risk factor for serious violence at ages 15-25 and that bullies are four
times more likely to be convicted of crimes by the age of 24 than non-bullies. It should
thus be assumed that this is a vital reason to stop the bullying at school level to prevent
ant future criminal activities (including serious violent acts.)
Verbal bullying is seen as one of the most common types of bullying used by
both boys and girls, accounting for 70% of reported cases which can have an
immediate impact (Lee,2004:10: Coloroso, 2003:15). Words are powerful tools that can
break the spirit of the child who is on the receiving end of the verbal bullying. The3
difference between verbal good- natured testing and verbal bullying is generally
distinguished by the recipient’s feelings. Children who are teased are not made to feel
bad because it is done for fun (Garrett, 2003:5).
Lee (2004:10) defines this subcategory of social bullying as one which includes
deliberate from a social group or intimidation within the group. Involves getting others
to repeatedly ignore or leave someone out. Coloroso (2003:17) on the other hand calls
this type of bullying relational bullying which is “The systematic diminishment of a
bullied child’s sense of self.” Social bullying can be difficult to detect from the outside.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
Methodology
This chapter consists of five parts namely: (1) Research design, (2) The
respondent, (3) The instrument, (4) The procedure, and (5) Data analysis.
Part One, Research Design states the purpose of the study;

Part Two, The Respondents states the participants involved in study;
Part Three, The Instrument explains the data gathering instrument used to
gather data;
Part Four, The Procedure explains the steps observed in conducting the study
and provides the adequate description of the techniques and devices used in the study;
Part Five, Data Analysis presents the statistical tools used.
Research Design
Mouton, as quoted by Fouche and De Vos (2005:132) defines the research
design as the plan or blueprint of how the research intends to be conducted, for
example how will the data be collected.
Quantitative Research is used to quantify the problem by way of generating

numerical data or data that can be transformed into usable statistics. It is used to
quantify attitudes, opinions, behaviours, and other defined variables – and generalize
results from a larger sample population. Quantitative data collection methods include
various forms of surveys – online surveys, paper surveys, mobile surveys and kiosk
surveys, face-to-face interviews, telephone interviews, longitudinal studies, website
interceptors, online polls, and systematic observations (De Rranzo, 2011).
Descriptive research is research used to “describe” a situation, subject,

behaviour, or phenomenon. It is used to answer questions of who, what, when, where,
and how associated with a particular research question or problem. Descriptive studies
are often described as studies that are concerned with finding out “what is”. It
attempts to gather quantifiable information that can be used to statistically analyse a
target audience or a particular subject (Borg & Gall, 1989).
 THE SAMPLE
A sample as defined by Gravetter and Forzano (2003:115) is a set of individuals who

are chosen from a particular population as they represent the population in the research
study.
This study will be conducted on Grade-9 learners of San Roque- Ezpeleta National
High School (SRENHS). They were chosen because of their record this year in the
office. The sample will be using is the simple random sampling under probability
sampling techniques where selecting a group of subject for study from a larger group.
 RESPONDENTS
Section Ni Pi ni
9- Peace 30 .36 25
9- Realism 25 .30 21
9- Maturity 28 .34 23
Total 83 1.00 69
INSTRUMENTS
This questionnaire-checklist is part of a study of “COMMON FORMS OF BULLYING
EXPERIENCE BY GRADE 9 LEARNERS OF SAN ROQUE-EZPELETA NATIONAL
HIGH SCHOOL”. The participation in this study is voluntary, and the answers will form
part of statistical study and will not identify as an individual.
DIRECTION: Please check the below questions that corresponds to the response (5)
always (4) often (3) frequently (2) occasionally (1) rarely.
NAME (Optional): GRADE&SECTION:
SEX: SCHOOL:
Physical bullying 5 4 3 2 1
1. How often you are hit by a student/group of

students?
2. How often you are victimized through

pinching/scratching?
3. How often you are hurt with a weapon like a stick,

pair of scissors, knife or something else?
4. How often you are slapped through the face or

somewhere on your body?
5. How often you are teased about your body or

physical appearance?
6. How often do you treated differently because of

your skin color?
Verbal Bullying
1. How often do you received violent threats?
2. How often rumors were spread about you?
3. How often you are called or labelled with terrible

and hurtful names?
4. How often do you teased and taunted during the

time when you was bullied?
5. How often the bully/bullies criticize you?
6. How often are you threatened in a language which

you did not understand?
7. How often do you received looks or glances which

contained nasty messages?
Social Bullying
1. How often do you deliberately ignored by the

person/group of people?
2. How often do you excluded from the group or left

out of things on purpose?
3. How often do you felt inferior to others?
4. How often do you humiliated in front of others?
5. How often do you treated differently because of

your religious beliefs?
 DATA COLLECTION PROCEDURE

In gathering the data, the researchers have validate the questionnaire to the 3
validators such as, Sir Carl, Sir Ernie and Ma’am Rita. After the validation there are
many changes and editing in the research question. The question has already edited
and the researchers went to the office of the principal to asked a permission in
conducting the research study to the grade 9 learners (Peace, Maturity and
Realism).
In conducting, the researchers explained first about the study and after the
students answer all the questions the researchers gathered it and say thank you
before living.
Lastly, all the questionnaire gathered were compiled for the final result of the
research study.
 DATA ANALYSIS PROCEDURE

Kruger, De Vos, Fouche and Venter (2005:217) state that with computerized
data in the age in which we live, quantitative data analysis become relatively easy.
The data, as mentioned by the authors, can be used from primary data (collected by
the researchers) or existing data (collected by somebody else).
Gathered Data for this Study were properly processed using appropriate statistical
tools. The Tools used as follows:
DESCRIPTIVE ANALYSIS
Mean is used to measure the average score of students who are suffering the 3
types of bullying of San Roque- Ezpeleta National High School.
INFERENTIAL ANALYSIS
T-test was used to determine the significance of the differences between two-level
categories of variables, which used independent samples, the significance level was set
at 0.05 alpha.
CHAPTER IV
The Result
This chapter presents the descriptive and respective analysis. The section is
divided into main part, Descriptive analysis and Inferential analysis. The data are
presented in tables to supplement the discussion.
DESCRIPTIVE DATA ANALYSIS

This study attempted to know about the Common Forms of Bullying Experience
by Grade 9 Learners of San Roque – Ezpeleta National High School. This part sought to
answer the following questions. In this regard, mean and Standard Deviation were
used.
Frequency of Bullying Experienced by Grade 9 Learners of San Roque- Ezpeleta National

High School
The result showed that as an entire group of Common Forms Bullying Experience
by Grade 9 learners of San Roque – Ezpeleta National High School had moderate level
with a mean of 1.74 physical bullying, in verbal bullying had moderate level with a
mean of 1.95 and moderate level with a mean of 1.85 in Social Bullying.
Table 2
Frequency of Bullying Experienced by Grade 9 Learners of San Roque – Ezpeleta

National High School taken as an entire group.
Mean Standard Deviation Interpretation

Physical Bullying 1.74 .22 Moderate
Verbal Bullying 1.95 .17 Moderate
Social Bullying 1.85 .09 Moderate
Scale Description
1.00 – 1.5 Low
1.6 – 2.00 moderate
2.5 – 3.00 High
The result implies that in entire group the 3 types of bullying has moderate level
categorized in sex (male and female) and categorized to section (Peace, Maturity and
Realism).
The result showed in categorizing into sex (male and female) of Frequency of
Bullying Experience by Grade 9 learners of San Roque – Ezpeleta National High School
had moderate level with a mean of 1.74 physical bullying, moderate level with a mean
of 1.95 in verbal bullying and had moderate level with a mean of 1.84 in Social bullying.
Table 3
Common Forms of Bullying Experience by Grade 9 Learners of San Roque –

Ezpeleta National High School as a male group.

Physical Bullying 1.74 .13 Moderate
Verbal Bullying 1.95 .14 Moderate
Social Bullying 1.84 .17 Moderate
Scale Description
1.00 – 1.5 Low
1.6 – 2.00 moderate
2.5 – 3.00 High
The result implies that in categorizing in sex (male and female) has moderate
level in all 3 types of bullying, physical, verbal and social.
The result showed in categorizing into section (Peace,Maturity and Realism) of

Frequency of bullying Experienced by Grade 9 learners of San Roque-Ezpeleta National
High School had moderate level with a mean of 1.63 in Peace, in Maturity had moderate
level with a mean of 2.1 and moderate level with a mean of 1.85 in Realism.
Table 5
Frequency of bullying experienced by Grade 9 learners of San Roque-Ezpeleta

National High School that is categorized in section (Peace, Maturity and Realism).

Peace 1.63 .11 moderate
Maturity 2.1 .05 moderate
Realism 1.85 .10 moderate
Scale Description
1.00-1.5 low
1.6-2.00 moderate
2.5-3.00 high
The study implies that in all section Peace, Maturity and Realism had moderate
level.
INFERENTIAL DATA ANALYSIS

Table 7
The result showed the Statistical analysis as an entire group of Frequency of

bullying experienced by Grade 9 learners of San Roque-Ezpeleta National High School.
The total respondents of 69 that had significant null hypothesis with a mean of 1.84.
Frequency of bullying Experience by Grade 9 learners of San Roque-Ezpeleta

National High School Statistical analysis as an entire group.
N Mean T-Value Critical Interpretation

Common forms 69 1.84 5.5257 2.042 Significant/Rejected
of bullying
Critical value Description
Less than .05 Not Significant/Accepted

Greater than .05 Significant/Rejected
Table 8
The result showed the statistical analysis in Realism Section of Frequency of

bullying experience by Grade 9 learners of San Roque-Ezpeleta National High School
that categorized in sex; male and female. Male that had significant null hypothesis with
a mean of 2.2 and in female had significant null hypothesis with a mean of 1.45.
Frequency of bullying experienced by Grade 9 learners of SRENHS Statistical

analysis in section of Realism.
Sex N Mean T-Value Critical Interpretation
Male 13 2.2 7.213 2.160 Significant/
Female 9 1.45 Rejected

Table 9
The result showed the statistical analysis in section of Peace of Frequency of

bullying experienced by Grade 9 learners of San Roque-Ezpeleta National High School.
That categorized in sex; male and female. Male that had significant null hypothesis with

analysis in section of Peace.
Critical Value Description

Table 10
The result showed the statistical analysis in Section of Maturity of Frequency of

bullying experienced by Grade 9 learners of San Roque-Ezpeleta National High School
That Categorized in sex; male and female. Male that had significant null hypothesis with

analysis in section of Maturity.


Table 11
The result showed the Annova analysis of Frequency of bullying experienced by

Grade 9 learners of San Roque Ezpeleta National in all Section. The null hypothesis is
rejected and Alternative hypothesis is significant.
Frequency of bullying experienced by Grade 9 learners of SRENHS Annova

analysis an all section.
Variance Ss d.f MS Fs
Source
Between 101.55 2 50.78 7.14
Within 42.67 6 7.11

CHAPTER V
This chapter includes (1) Summary, (2) Conclusion, (3) Implication,(4)

Recommendation.
SUMMARY
Based on the result of Common forms of Bullying Experience by Grade 9 learners
of San Roque-Ezpeleta National High School when taken in entire group it has a
In other hand of Common forms of bullying experience by Grade 9 learners of

San Roque Ezpeleta National High School is taken according to sex (male, female), the
male has moderate level with a mean of 1.87 in physical bullying, moderate level with a
mean of 2.08 in verbal bullying and moderate level with a mean of 2 in social bullying.
In female it has moderate level with a mean of 1.6 in physical bullying, moderate level
with a mean of 1.81 in social bullying and moderate level with a mean of 1.67 in verbal
bullying.
Furthermore, the Common forms of bullying Experience by Grade 9 learners of

SRENHS also taken according to section which is classified into (Realism, Peace,
Maturity). In Realism it has moderate level with a mean of 1.76 in physical bullying,
moderate level with a mean of 1.91 in verbal bullying and moderate level with a mean
of 1.8 in social bullying. According to the section of Peace it has low level with a mean
of 1.55 in physical bullying, moderate level with a mean of 1.79 in verbal bullying and
low level with a mean of 1.56 in social bullying lastly, in section of Maturity it has
In statistical analysis of Common forms of bullying experience by Grade 9

learners of SRENHS as an entire group that categorized in sex (male and female). In
male it has significant null hypothesis with a mean of 1.98 and in female it has
significant with a mean of 1.69. According to the statistical analysis of Common forms
of bullying experience by Grade 9 learners of San Roque-Ezpeleta National High School
That categorized in section (Realism, Peace, Maturity). The section of Realism that
categorized in sex (Male, female), the male has significant null hypothesis with a mean
of 2.2, in female it has significant #0 with a mean of 1.95. In the peace section that
categorized in sex (Male, Female), the male has significant null hypothesis with a mean
of 1.62 and in female has significant null hypothesis with a mean of 1.63 lastly, in the
section of maturity that categorized in sex (male, female), the male has significant null
hypothesis with a mean of 2.11 and in female it has significant null hypothesis with a
mean of 2.03.
Lastly, the Annova analysis of common forms of Bullying Experience by Grade 9

learners of San Roque-Ezpeleta National High School in all section has rejected null
hypothesis and hypothesis alternative.
In overall result the common forms of bullying experience by Grade 9 learners of

San Roque-Ezpeleta National High School has a moderate level with a mean of 1.85 as
an entire group. In Statistical analysis it has significant null hypothesis with a mean of
1.84 as an entire group, and in Annova analysis it has significant hypothesis alternative
and rejected null hypothesis in all section.
CONCLUSION
Based on the results of the study the following conclusion was made.
The Grade 9 learners of San Roque-Ezpeleta National High School are

experienced different forms of bullying in their life. It was given in the result that the
male group has been always victimized of bullying than female.
Schools are often plagued with the problem of bullying; students are living in
fear during a time in their lives where they are supposed to be preparing for their adult
future. It is often an uncertain time and the problem of bullying contributes to this
uncertainty. Bullying models an aggressive world full of aggressive people who are
successful in life. When the bully gets away with his/her behaviour, the victim receives
the message that bullies dominate without ever having to face the consequences of
their behaviour.
IMPLICATION
As a result, implies in the study conducted that the common forms of bullying
experience by Grade 9 learners of San Roque-Ezpeleta National High School has a
different level. In all section they have rejected null hypothesis and significant
alternative hypothesis.
Students are classified according to sex has been victimized of different forms of
bullying at San Roque-Ezpeleta National High School, both female and male are been
bullied. It implies that the Grade 9 students of San Roque-Ezpeleta National High School
especially men are usually bullied by some students physically, verbally and
emotionally.
So in overall more male students of Grade 9 victimized of different forms of
bullying than female in all section.
RECOMMENDATION
Based on the result of previews conclusion of common forms of bullying

experience by Grade 9 learners of San Roque-Ezpeleta National High School the
following recommendations were process.
Recommendation for Government
The researcher believe that the government should:
 Ensure that, by law, every school has a bullying policy as is the case of the
School.
 Enforce stricter age restriction on various violent movies and computer/play

station games (social learning theory explains that if a child observe aggression
often he/she starts acting out what has been seen).
Recommendation for Department of Education
 The department of Education plays an important vote in ensuring that each

school sshas an anti-bullying policy in place. They have more contact with each
school than the local government.
 The Department of Education must also inform its educators about the problem
and also make various anti-bullying interventions available such as the no-blame
approach, peer counselling and the whole school approach.
Recommendation for Schools
 Every school has the responsibility of establishing a safe environment for each of
their learners, as well as the creation of a zero tolerance culture towards
bullying.
 Schools should have policies in place that are reviewed on a regular basis.
Recommendation for Teachers
 Teachers play a vital role in identifying bullying and acting in such a manner
which prevents the problem from escalating.
 Teachers need to be trained with regards to the form of bullying which exist as
well as how to handle observed victimization within the classroom.
Recommendation for Learners
 The learners need to learn to care for one another again so that the percentage
of bullying experience will decrease especially in male.
 The leaders of the school could have anti-bully training as part of a leadership
programmed where they also learn various protocol with regards of bullying.
Recommendation for Parents
 Parents need to take positive action against bullying and be aware of their
children’s behavior.
 It is also necessary for parents to be involved in their children’s lives, to know

what is going on at school and to encourage their children to be open.
Recommendation for other Researchers
 A similar study could be undertaken using qualitative approach. This would allow
individual students to share how bullying has impacted them.
REFERENCES
Bullying Experienced among IP students of Philippine Normal University North Luzon,
Philippines: A Basis for Formulating School Policy.
Boulton, M.J., Trueman, M. & Flemington, I. 2002. Educational Studies, 28(4):353-370.
Coloroso, B. 2003. The bully, the bullied, and the bystander. New York: HarperCollins
Publishers.
Cornell, D.G & Brockenbrough, K. 2004. Identification of bullies and victims: a
comparison of methods. In Furlong, M., Morrison, G., Russell, S., Cornell, D (editors).
2004. Issues in school violence research. New York: The Haworth Press, Inc.
Fouché, C.B. & De Vos, A.S. Problem Formulation. 2005 In De Vos, A.S. (Editor),
Strydom,H., Fouché, C.B. & Delport, C.S.L. 2005. Research at Grass roots for the social
rd
sciences and human sciences professions. 3 ed. Pretoria: Van Schaik Publishers.
Fouché, C.B & De Vos, A.S. 2005. Quantitative research designs. In De Vos, A.S.
(Editor), Strydom,H., Fouché, C.B. & Delport, C.S.L. 2005. Research at Grass roots for
rd
the social sciences and human sciences professions. 3 ed. Pretoria: Van Schaik
Publishers.
Garrett, A.G. 2003. Bullying in American Schools. Jefferson: McFarland & Company, Inc.
Publishers.
Gravetter, F.J. & Forzano, L.B. 2003. Research methods for the behavioural sciences.
California: Wadsworth/Thomson Learning, Inc.
Larsen, J. 2005. Think first. Addressing aggressive behaviour in secondary schools . New
York: The Guilford Press.
Lee, C. 2004. Preventing bullying in schools. A guide for teachers and other
professionals. London: Paul Chapman Publishing.
Olweus, D. 2004. The Olweus Bullying Prevention Programme: design and

implementation issues and a new national initiative in Norway. In Rigby, K., Smith, P.K.
& Pepler, D (Editors). 2004. Bullying in schools, how successful can interventions be?
Cambridge: Cambridge University Press.
O’Moore, M. & Kirkham, C. 2001. Self-esteem and its relationship to bullying behaviour.
Aggressive behaviour, 27:269-283.
158
O’Moore, M & Minton, S.J. 2004. Dealing with bullying in schools. A training manual for
teachers, parents and other professionals. London: Paul Chapman Publishing.
Parsons, L. 2005. Bullied teacher, bullied student. How to recognize the bullying culture
in your school and what to do about it. Canada: Pembroke Publishers.
Rigby, K. 2003. Consequences of bullying in schools. Can J Psychiatry, 48(9):583-590.
Rigby, K., Smith, P.K. & Pepler, D. 2004. Working to prevent school bullying: Key
issues. In Smith, P.K., Rigby, K & Pepler, D (Editors). 2004. Bullying in schools, how
successful can interventions be? Cambridge: Cambridge University Press.
Smith, P.K. 2000. Bullying and harassment in schools and the rights of children.
Children & Society, 14:294-303.
https://www.philippinecompanies.com/companyprofile/436226/san-roque-ezpeleta-
national-high-school

Frequency of Bullying Experienced by Grade 9 Learners of San Roque-Ezpeleta National High School

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Frequency of Bullying Experienced by Grade 9 Learners of San Roque-Ezpeleta National High School

Uploaded by

Copyright:

Available Formats

SAN ROQUE – EZPELETA NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

FREQUENCY OF BULLYING EXPERIENCED BY GRADE 9 LEARNERS OF SAN

A Research Paper Presented to

MA. ANDREA T. DIAZ

Dan Lexter Villarin

______________ MRS. MA. ANDREA T. DIAZ

__________________ MS. RITA MAE S. ODRADA

__________________ MR. ERNIE T. OBAGA

__________________ MR. JOHNNY CARL D. DULALIA

_________________ MR. HERCEL D. RUBITE

__________________ MR. FERDINAND S. MAGALLANES

__________________ MR. ALEXIS S. BALANZAR

To Mr. Ferdinand Magallanes who served as statistician of the research paper.

A Million thanks to all of you!!!

The goal of this study is to investigate the Frequency of Bullying Experienced by

In other hand of Common forms of bullying experience by Grade 9 learners of

Furthermore, the Common forms of bullying Experience by Grade 9 learners of

Lastly, the Annova analysis of common forms of Bullying Experience by Grade 9

In overall result the common forms of bullying experience by Grade 9 learners of

Chapter II: Review of the Related Literature

Chapter III: Research Design and Methodology

Data Collecting Procedure -----------------------------------------------------

Data Analysis Procedure ---------------------------------------------------

Chapter IV: Results and Discussion

Chapter V: Summary, Conclusions, Implications, and Recommendation

Background of the study

Furthermore, the grade 9 learners of San Roque Ezpeleta National

Thus, this study conducted in order to find out the frequency of

Theoretical and Conceptual Framework

2.2 Theory about Bullying Dynamic

Statement of the Problem

Bullying- abuse and mistreatment of someone vulnerable by someone stronger, more

As used in the study, it refers to an act of misbehavior of grade 9 learners in

As used in the study, it refers to male and female of grade 9 learners.

As used in the study, it refers to our randomly selected of grade-9 students.

SRENHS- San Roque-Ezpeleta National High School is a DepED Managed partially

SCOPE AND DELIMITATION OF THE STUDY

SIGNIFICANCE OF THE STUDY

Students, family, community, school as well as the researchers will benefit

This is beneficial to students in terms of having learning and knowledge about

REVIEW OF RELATED LITERATURE

More research on bullying is based on reports by victims than on reports by

TYPES OF BULLYING BEHAVIOUR

Direct forms of bullying can be defined as relatively open attacks on a victim

Indirect forms of bullying define by Boulton et al. (2002:354) as being more

Verbal bullying experienced by IP students when some students and teachers

this type of bullying relational bullying which is “The systematic diminishment of a

Direct forms of bullying can be defined as relatively open attacks on a victim

Indirect forms of bullying define by Boulton et al. (2002:354) as being more

Part One, Research Design states the purpose of the study;

Quantitative Research is used to quantify the problem by way of generating

Descriptive research is research used to “describe” a situation, subject,

A sample as defined by Gravetter and Forzano (2003:115) is a set of individuals who

NAME (Optional): GRADE&SECTION:

1. How often you are hit by a student/group of

2. How often you are victimized through

3. How often you are hurt with a weapon like a stick,

4. How often you are slapped through the face or

5. How often you are teased about your body or

6. How often do you treated differently because of

1. How often do you received violent threats?