THE STUDENTS PERCEPTION OF BULLYING IN SAINT VINCENT’S COLLEGE

INCORPORATED FROM SENIOR HIGH SCHOOL DEPARTMENT

GRADE 11 STEM

An Action Research
Presented to
The Faculty of the Senior High School
St. Vincent’s College Incorporated
Dipolog City

In partial fulfillment of the requirements in

Research project

Submitted to:
Clare T. Siplon

By:
James Nicole R. Quijano
Adrian S. Ochotorena
Gianni C. Cabalida
Yssa Beldad
Raven Santillana
Ralph A. Maghanoy
Jaybe Comendador

i
 APPROVAL SHEET

In partial fulfillment of the requirements for SENIOR HIGH SCHOOL GRADE XII, this Action

Research entitled THE STUDENTS PERCEPTION OF BULLYING IN SAINT VINCENT’S

COLLEGE INCORPORATED FROM SENIOR HIGH SCHOOL DEPARTMENT

GRADE 11 STEM has been prepared and submitted by: JAMES NICOLE R. QUIJANO,

ADRIAN S. OCHOTORENA, GIANNI C. CABALIDA, YSSA BELDAD, RAVEN

SANTILLANA, RALPH MAGHANOY, and JAYBE COMENDADOR, is hereby

recommended for acceptance an approval.

CLARE T. SIPLON

Adviser

Approved and accepted in partial fulfillment of the requirements for Senior High School – Grade

12.

Peter John Melchor

Member

Wylaine B. Watters Mateo Emmanuel

Member Member

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 ACKNOWLEDGEMENT

Without the continuous support and collaboration of these following people, this Action

Research would not be possible.

Foremost, we would like to express my sincere gratitude to my advisor Mrs. Clare Siplon,

our Research Adviser, for giving us the chance and opportunity to make this Action Research

affirmable. Her assistance in the study gave an outstanding remark to make this work a success.

She did not just taught the researchers with lifetime lessons and teachings but his mind and heart

provided much support to the researchers.

To the GRADE XI STEM GRACE, LOYALTY, INNOCENCE, LOVE, HUMILITY

and CHARITY for being the respondents as well as the subject of this study. Their full

participation and cooperation of the remedial class contributed a lot for the success of the study.

DR. ROSALINDA C. BALORIA, SHS Principal, for signing the approval of the study

that made the implementation of our action possible.

To beloved friends, who cheered and kept us motivated in each and every chapter of our

study.

To our co-researchers, for giving us the encouragement and inspiring thoughts as well as

the suggestions to improve this action research.

iii
 Sincere thanks to Mrs. Clare Siplon for giving us assittance and a helping hand in time

we need guidance and help in our study especially at the fields where computations was needed.

We would like to thank our family, for giving birth to us at the first place and supporting

me spiritually throughout my life.

Lastly, to the Almighty Father whose guidance and wisdom enlightened the researchers,

to be strong at all cost and pursue the Action Researchers regardless of the impediments there is

along the study. His unconditional love towards the researchers guided by mercy made this Action

Research eminent.

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 ABSTRACT
THE STUDENTS PERCEPTION OF BULLYING IN SAINT VINCENT’S COLLEGE

INCORPORATED FROM SENIOR HIGH SCHOOL DEPARTMENT

GRADE 11 STEM

James Nicole R. Quijano, Adrian S. Ochotorena, Yssa Beldad, Raven Santillana, Gianni C.

Cabalida, Ralph Maghanoy, Jaybe Comendador Saint Vincent’s College, Incorporated – Senior

High School; Science Technology Engineering Mathematics strand

Bullying is a widespread social phenomenon involving both individual and group variables.

Students witness and participate in various forms of bullying at an alarming rate. The present study

was aimed at analyzing how students' perception of a bullying episode might be influenced by

group and context variables.

This study is an action research that incorporates quantitative method and a descriptive design.

The sections of the Grade 11 STEM students of Saint Vincent’s College, Incorporated. Were the

subjects for a workshop with two consecutive sessions regarding the student’s perception of

bullying. Observations were made during the workshop’s activity. With the collaboration of a

teachers who handles them regularly, the researchers were able to have the subjects under control.

It was observed that there is a number of positive changes were made possible in Grade XI STEM

GRACE, LOYALTY, INNOCENCE, LOVE, HUMILITY, AND CHARITY Students with

regards to the problem of bullying in their perceptions. A number of evidences were revealed as

the implementation of workshop was conducted.

There is a significant difference in the perception of the Grade XI STEM Students to

attend/join workshops, seminars or apply therapy and listening to talks coming from the speaker.

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 TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract v

CHAPTER I: THE PROBLEM AND ITS BACKGROUND 1

Introduction 1

Background of the Study 2

Conceptual Framework 5

Statement of the problem 6

Hypothesis 6

Significance of the Study 7

Scope and Delimitations of the Study 7

Definition of Terms 8

vi
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 9

Introduction 9

Related Literature 9

Related Studies 12

Synthesis and Relevance of the Study 14

CHAPTER III: METHODOLOGY 15

Introduction 15

Research Design 15

Research Environment 15

Respondent of the Study 16

Statistical Treatment of data 16

Method of data analysis 17

Research Instruments 17

Population of the study and sample population 17

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CHAPTER 4: PRESENTATION, ANALYSIS

AND DATA INTERPRETATION 19

Introduction 19

Grade XI Stem Students Surveys Questionnaire 19

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 27

Summary of Findings 27

Conclusions 27

Recommendations 28

APPENDICES 30

References 31

Letter of Permission 32

Questionnaire / Survey Question 34

viii
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 INTRODUCTION

Bullying is unwanted, aggressive behavior among school aged children that involves a real

or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over

time. Both kids who are bullied and who bully others may have serious, lasting problems. Although

aggression is one of the elements of bullying, not all violence or aggressive actions in school can

fall under this category. For bullying to occur, Olweus (1993) mentioned that a student must be

repeatedly exposed to negative behavior of his/her peers. Moreover, the perpetrator must have a

deliberate intention to harm the victim and the latter should have limited power to fight back

(Nansel et al., 2001; Olweus, 1993) . Without the power imbalance between the aggressor and the

victim as well as regularity of the aggressive act, a negative action done by one child to another

cannot be considered as bullying; rather, it will fall under violence or aggression (Olweus, 1993).

Bullying is categorized into four types, namely: physical, verbal, cyber, and

relational. Physical bullying includes all forms of physical harm done on the victim such as

kicking, shoving, punching, and the like. Verbal bullying is usually in the form of derogatory

remarks or insults hurled at the target. This may include but not limited to name-calling, taunting,

teasing in a hurtful way, and making fun of the individual (Berger, 2007; Wang, Iannotti, & Nansel,

2009). Relational bullying involves social seclusion. It may be done in the form of spreading

rumors and lies about the victim in order to make others avoid socializing with him/her (Wang et

al., 2009). Bullying can occur during or after school hours. While most reported bullying happens

in the school building, a significant percentage also happens in places like on the playground or

1
the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or in the

internet. This research looked into prevalence rate of bullying victimization and perpetration as

well as teachers’ response to bullying incidence in the Philippines. A total of 340 sixth graders

from five different schools in Western Visayas participated in the study. Slightly more than half

(54.1%) of the sample were boys and 45.9% were girls. Descriptive statistics were used to analyze

data gathered from the survey. Children’s self-reports revealed that prevalence rate for

victimization was 40.6% and that for perpetration was 23.8%. In Asia-Pacific, the most common

type of school bullying was verbal, e.g., “being made fun of” or “being called names” (Chen, 2015;

Lai, Ye, & Chang, 2008) .A similar study in South America also found verbal bullying as the most

pervasive school bullying experience of youngsters (Silva, Pereira, Mendonca, Nunes, & de

Oliveira, 2013) .

1.2 BACKGROUND OF THE STUDY

Bullying is when a person purposely hurts another person either by words or physical

action. Bullying is either a cycle event or just a mere feeling or superiority toward others. In cycle,

is when the abuser is also a victim. That is when the bully is also being bullied maybe at their own

home or by other people. Bullying can be alsobased by the socioeconomic statusof a person. Some

people with high class status tends to believe that they are more superior than the middle and low

class. This believes makes them want to emotionally or physically hurt people not the same level

as them, more usually for fun. Bullying has been a widespread problem in many places in the

world. There are many suggestions and actions made to stop bullying, but as sad as it sounds some

schools can’t even prevent bullying. Even adults that once believed bullying was a normal passage

2
of childhood began to recognize its long term effects. These collective acts have changed how

society views school violence and bullying. The idleness of administrators, teachers, and students

to prevent the acts of emotional and physical bullying that precipitated these outbursts of violence

weighed heavily on the minds of all.

Academic Performance is how student physically and mentally execute their daily activity

in school based on examination, oral recitation, group activity, and performance task. It helps the

teacher to monitor their student’s academic achievements. Helping students developing intrinsic

motivation. Student effort as in, supporting students emotionally, metacognitively, and

intellectually to give themselves to the process of mastering academic content.

In more recent years, the focus of school systems has been to ensure that all children make

academic advances toward the state determined standard. With the continued development of the

global economy and the global competition that comes with it, a concerted effort to raise national

test scores has been launched. It is no longer acceptable for schools to produce students that are

only capable of competing with students from nearby schools within the same district. With the

advances of technology and the “flattening of the world,” American graduates are now forced to

compete with 5 people from around the world (Friedman, 2005)

There are many reasons why a student might be the victim of bullying. The research on race,

ethnicity, and national origin are still not clear, but there are some studies that report this to be a

reason for bullying. For instance, Davis & Nixon, 2010, reported that about 16% of students

reported this as a reason for bullying. Common reasons for bullying include looks and body shape.

In 2010, Davis & Nixon reported that about 55% students reported looks as the primary reason for

bullying and about 37% reported body shape as the primary reason. About 1/3 of overweight girls

3
and ¼ of overweight boys reported being teased or bullied about their weight (Puhl, Luedick, &

Heuer, 2011).

Currently, the literature suggests some link between low SES and victims or bully-victims

at school. Specifically, being a victim has been reported to be associated with poor parental

education,Low parental occupation, economic disadvantage, and poverty. In addition, several

studies found that bully-victims are also more likely to come from low socioeconomic

backgrounds, including low maternal education and maternalunemployment. However, others

found little or no association between SES and victims or bully-victims. The type of bullying may

matter in relation to SES. Victims of physical and relational bullying have been found to more

often come from low affluence families, whereas victims of cyber bullying have notCompared

with victimization, few studies have explored the link between SES and bullying others. Some

studies found bullying others to be associated with low SES, including economic

disadvantage,poverty, and low parental education. Additionally, where composite measures have

been used, children from low socioeconomic backgrounds have been found to bully others slightly

more often.By contrast, others found no association between bullying perpetration and measures

of SES.(Am J Public Health 2014

4
1.3 CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Effects of bullying in Academic

term of: Performance of the
* Physical students in Senior
*Verbal High School
Deparment in SVCI,
* Relational Aggression strand STEM 11

Profile of respondents in
terms of:
*Sexuality
*Physical Appearance
*Social Status
*Religion

INTERVENING VARIABLE

5
1.4 STATEMENT OF THE PROBLEM

This study focuses on the effects of bullying to the academic performance in the student of SVCI

grade 11 STEM.

Here are question serves as guideless of the research is about.

1. What are the effects of bullying to the academic performance of the students in SVCI grade

11 STEM?

2. How does bullying affect the student’s academic performance?

3. What are the solutions to this problem?

4. How does bullying affect the students from SCVI grade 11 stem in terms of :

1.1 Gender

1.2 Age

1.3 Height/weight

1.5 HYPOTHESIS

HO1. It is hypothesized thatbullying has virous effects to a student’s academic performance in

school.

HO2. It is hypothesized that bullying doesn’t affect the student’s academic performance in school.

6
1.6 SIGNIFICANCE OF THE STUDY

SHS- Students are the future of the younger generations. As bullying can apply to everyone may

it be a victim or the bully, it’s harder for students to be a aware of these things. Sometimes students

are even unaware that they’ve been a bully to other students. How doesthe victimized students

cope with this abuse and how does it affect their daily lives.

Teachers- Teacher serves as the second parent to the students, they guide, inspire, and educate

their students as how a mother nurtures an infant. As teacher they are also a sole protector of their

students. In the topic of bullying, teacher should be aware of these kinds of abused towards their

students.

Guidance counselors- Helping the student body deal with school-wide tragedies like deaths or

acts of violence. They provide students with counseling support for personal issues on a limited

basis. So they are the students source of help and guidance.

Parents- Aside from the teachers, the parents may also be an inspiration to the students. They are

responsible of taking care and providing everything a child needs. They are the most close to their

children, and may also be the child’s source of discouragement.

1.7 SCOPE AND DELIMATATION OF THE STUDY

Content: This study focuses on the effects of bullying to the academic performance of the

students.

Place: The study is conducted at the Senior High School Department in Saint Vincent’s

College.

7
Subject: The subject of this topic are the Grade 11 STEM students in Saint Vincent’s College

Time: The timeframe of the study is the school year 2018-2019 starting from December

up to March.

1.8 DEFINITION OF TERMS

Power imbalance- is the attempt by the perpetrator(s) to use bserved or perceived personal or

situational characteristics to exert control over the targeted youth's behavior or limit the victim's

ability to respond or stop their aggression.

Academic Performance- In this study, it refers to the extent to which a student has achieved their

short or long-term educational goals.

Physical bullying- repeated acts of physical aggression toward a person in order to assert power-

hitting, pushing, spitting, etc.

Verbal abuse- is described as a negative defining statement told to the person or about the person

or by withholding any response thus defining the target as non-existent.

Socioeconomic status (SES) - is an economic and sociological combined total measure of a

person's work experience and of an individual's or family's economic and social position in relation

to others, based on income, education, and occupation.

8
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The following literature and studies were reviewed to supplement understanding on the present

investigation.

RELATED LITERATURES

Foreign

Bullying is a behavioral phenomenon that has attracted the attention of educators and

policy makers in many parts of the world in recent years. For Fante (2005), bullying is a situation

which is characterized by intentional verbal or physical abuse, made repetitively, by one or

more students against one or more peers. The author states that this phenomenon is a form of

violence quickly growing in the world. In Brazil, during November 2015 the Federal

government established the nationwide initiative called the Systematic Program1 to Combat

Bullying. This federal law aims to combat bullying throughout society, especially in schools.

Bullying is a widespread problem, it is also very costly, especially because not only

sufferers but also those who cause bullying suffer negative consequences throughout life, Sarzosa

and Urzúa (2015). By repeating this behavior several times, the oppressor can express emotional

frailty and high level of psychic suffering. According to some data that was produced by

a website managed by the U.S. Department of Health and Human Services

called stopbullying.gov, 160,000 children miss school every day in the US due to fear of being

bullied (this represents 15% of all students missing classes); Bullying sufferers are between 2 to 9

9
times more likely to consider suicide than non-bullying sufferers; In the UK at least 50% of the

suicides among young people are related to these experiences and of every ten students, one leaves

school or move to another one due to the stress and traumas that are commonly related to bullying.

Over the years, it has been viewed as being so common place in schools that it has been

overlooked as a threat to students and reduced to a belief that bullying is a developmental stage

that most youth will experience then get over (Ross, 2002, p. 107). But not everyone gets over the

personal trauma that can come with bullying both for the victim and the bully. This is why it is

seen happening by adults in work places, in homes, and in the community. On the other hand,

victims can also be separated into two distinct groups; passive victims and provocative victims.

Passive victims tend to have characteristics such as low self-concept and self-confidence, be

sensitive emotionally and have fears of inadequacy. Are physically smaller and weaker than other

children their age and have ineffective social skills or poor interpersonal skills. Whey will often

internalize and blame themselves for any issues that arise( Ross, 2002, p.115). Provocative victims

on the other hand, are “far more assertive, confident, and active than other victims and are noted

for prolonging a fight even when they are losing” (Ross,2002, p.118). They have very few friends

because they lack social skills. Children may become victims partly due to their temperament and

partly from learned behaviors from their parents.

As bullying behaviors begin and then continue to happen to the victims, their life becomes

“a rapid downward spiral” (Ross 2002, p. 117). Their grades drop, their self-esteem is lowered,

their self-blame rises; the longer it goes on the fewer friends they feel they have. Often because of

victims tendencies to withdraw and avoid, they have not told a teacher or parent that the bullying

is taking place, further reducing any supports they might otherwise have. If victimization continues

10
their feeling of hopelessness will rise giving way for depression to set in. In extreme cases this is

when the victim could become suicidal, homicidal, or both. The long-term effects for victims of

bullying are social problems and self-esteem problems.

Local

Bullying in the Philippines is widespread in school and over the internet, with a study that

states about 50% of Filipino students are bullied in school. Bullying can easily affect both the bully

and the victim, and that’s why the government in the Philippines is working hard to crack down

on it. The latest measures include the signing the anti-bullying act of 2013, which criminalizes any

act of bullying or cyber bullying that happens in the country.

A research study on bullying conducted by Rudatsikira , et al. (2008) among 7,338

adolescents in the Philippines found that there was an association between bullying victimization

and physical fighting. They suggested that adolescents who were bullied were less likely to attend

school. Cyberbullying as compared to traditional bullying, is more insidious due to the increasing

online interaction. This study examined the relationships of cyberbullying victimization and

perpetration. So far, limited studies on the interaction of cultural values in cyberbullying show that

the relationship between victimization and perpetration is inconclusive. In the Philippines that

potential use of cellphones and short message service (SMS) as and educational tool was studied.

Libero, et al. (2007) found that 12 to 48 year old students have access to mobile modules which

were developed in subject areas such English, Math, and Science. The mobile module uses

handheld devices and smart phone for accessing course material in a wide range of subject areas.

Other module topic were delivered via SMS.

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RELATED STUDIES

Foreign

Studies conducted in various countries revealed that 8 – 38% of students are bullied (limber

et al., 1998;Glover and Cartwright with Gleeson 1998 in Sampson, 2002). Some (8 – 20%) are

bullied on a regular basis once a week or more (Farrington, 1993:Ortega and lera, 2000; Rigny and

Slee,1999;Salmivalli,1991). Olweus (1994) studied 140,000 Norwegian children between the ages

of 8 and 16 and found approximately 15% of them being bullied.

Whitney and smith (1993) sampled 6,758 student in 24 schools in all areas of the city of

Sheffield, U.K. The ages of the students ranged from 8-16 years. These researches modified

Olweus’ (1991) bullying questionnaire and also administered a school information questionnaire

to the head teachers. Their results revealed 27% of the elementary and middle school sample

reported being bullied sometimes during the term the study was conducted. Ten percent indicated

it happened at least once a week, although less frequently at the secondary level; 10% and 4%

respectively. No differences were found between the frequency of being bullied by boys and girls.

Rivers and Smith (1994) surveyed 7000 elementary and secondary school students also in the U.K.

They were interested in knowing whether age and sex differences significantly affected different

types of bullying.

In Sweden, around 15% of second and third graders( about 8 and 9 year old’s) reported

being bullied now or then , or more frequently (Boulton and Underwood, 1992). One Italian study

conducted in Rome by Baldry and Farrington (1999) of 113 girls and 125 boys between the ages

12
of 11 – 14 years found that approximately half them had been bullied. Girls were victimized more

than boys ( 34% compared to 25%). Boys withstood more direct bullying, whereas girls indirect.

Local

Miguel-Baquilod (2004) of the Department of health manila made a nationwide survey on

secondary students health. Included in the survey is violence among youth. It has been reported

that of the students surveyed, half of them were involved in physical fight, and second year student

are significantly likely to get involved and victimized than third year and fourth year students. One

third of students were bullied one or more times in a one-month period. And about three in ten of

the victims reported that they were most often physically bullied. Boys were significantly more

likely than girls to have experienced such.

A specific study on a relational aggression which is otherwise related to indirect bullying

was investigated by Carvalho Filho et al. (2004). The effects of different social environments,

degrees of friendship, and individual sociability on students usage of different types of relational

aggression were explored. Their study reported that indirect aggression such as spreading of

rumors and silent treatment were more likely being adopted in school than in the workplace. In

addition, links between types of relational aggression and levels of sociability were found to have

marginally significant effect, the result showed that individuals with low sociability compared to

individuals with high sociability.

13
Bullies were identified to come from poor families. However, socio-economic status of a family

has not been consistently found to be the cause of aggression among children. Similar to Miguel-

Baquilod’s findings, the most vulnerable ages for bullying are the early adolescents, ages 11-14

(Honrejas,1999).

SYNTHESIS AND RELEVANCE OF THE STUDY

The researchers deliberated that the effects of bullying to the academic performance of

the students has many factors. It can negatively affect the student of how she/he sees the

environment in their society, which may lead to not wanting of to go to school or not having the

same excitement in going to school anymore. It can affect a student’s academic performance on

how the student cannot focus in their activities and lecture because of overthinking. Like, worries

of that they might get bullied again, social anxiety, self-doubts, and negative thinking toward their

selves. Bullying can differ by age, gender, and social differences. It harm the students mental

health, that may also lead to depression and suicidal thoughts. Bullying is a worldwide problem.

This research is conducted to distinguish the amount of effect of bullying to a student academic

performance. And may also serves as a caution and information to students and teacher.

14
 CHAPTER 3

METHODOLOGY

This chapter deals with research methodology used in this study. These are presented in

the following sections: method used; research environment, respondent of the study; research

instrument; validating the instrument; data gathering procedure and statistical treatment of data.

Research Design

This researchers will use descriptive-correlational method of research to determine the

effects of bullying to the academic performance of grade 11 stem student of SVCI. This study

also intends to give knowledge to the readers about the correlation between the effects of the

bullying to the academic performance of students.

Descriptive method of research will be applied to discover the outgrowth of bullying to

students to determine the strength off affiliation when statistical treatment is utilized.

Correlational method of research will be used to determine if whether there is a significant

relationship between the academic performance and the bullying of the students of STEM Grade

11 students of SVCI.

Research Environment

The researchers are the STEM students of St, Vincent’s College Incorporated, Dipolog

City. They are planning to conduct the study within the semester of the school year 2018-2019.As

fellow students of the institution, the researchers are concerned about effects bullying to the

academic performance of the students of the STEM strand. The researchers believe that the effects

of bullying to the academic performance of the students in various ways not just academically.

15
Respondent of the Study

The subjects of the study are the students of grade 11 stem students of St. Vincent’s

College incorporated main campus Dipolog City of the school year 2018-2019.

The number of respondents of the grade 11 STEM sections are as follows:

STEM Section Total number of

students

HUMILITY 20

GRACE 20

LOVE 20

CHARITY 20

INNOCENCE 20

LOYALTY 20

TOTAL 120

Table 1. The total respondents in each STEM sections.

Statistical treatment of data

The survey had shown that 87 out of 120 respondents has been bullied and 33 are not.

120 – The respondents

87 – Were bullied

33 – Were not bullied

16
Method of data analysis

A systematical process of gathering statistical or logical proficiency to describe and

illustrate, create and summarize, and analyze data. As gathering data is an important function of

research. And as for information to be understood one must study and interpret it. The researchers

used to analysis data is the method narrative analysis. Where content from various sources, such

as interviews of the respondent, observations from the field, or surveys.

Research Instruments

Survey Questionnaire checklist is use to get the perception of the respondents relatively to

the effects of bullying in their academic performance, how the react on such incident and other

purposes.

The parts of the questionnaire are, first is the profile of the respondent, second is questions

if they are a victim of bullying.

The parts of the Questionnaire are, first is the profile of the respondent, second is the

questions that how bullying affect their academic performance.

The responses of each items was made by putting a check mark on the appropriate column

to the corresponding answer. The prepared instrument was submitted to the researchers adviser for

consultation and corrections. The comments and suggestions are incorporated in the instrument.

Population of the study and sample population

The study only applies to the students that have/had been “bullied”. It is the students

perceptions on how bulling affects their academic performance. The respondents of the study were

17
twenty (20) students per section to the total of one hundred twenty (120) respondents for the six

(6) sections of SVCI SHS department Grade 11 STEAM.

18
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data of the study in tabular form, the data then were treated and

interpreted. The questionnaires that has been answered by the respondents were all self-made by

the researchers.

There are 120 respondents that are able to answer the questionnaires 20 questionnaires

per section. We conduct our survey on Grade 11 STEM students of Saint Vincent’s College

Incorporated sections Grace, Love, Loyalty, Charity and Innocence. Only those students who are

present in the classroom who were able to answer the questionnaires

Q.1 Were you a victim of bullying?

Presented on Table 1 below are the number of respondents that are being bullied and

those who are not. It can be observed that most of the respondents of SVCI Senior High School

STEM students in Grade 11 are being bullied. 20percent of the respondents said that they were

not bullied. Students who are mentally are mature and understand things like bullying and

probably comprehend the possible effect of such bullying to themselves and to students who

have less capacity to overcome the strain especially in the event their classmate or schoolmate

bullied them.

19
 Frequency Percentage

Grace 10 8%

Love 12 10%

Loyalty 19 16%

Charity 17 14%

Innocence 16 13%

Humility 13 11%

Not Bullied 33 28%

Total 120 100%

Q.2 Did bullying affect your performance in school?

Table 2 shows how bullying affect the respondents performance in school. It can be seen

that 47.13percent of the respondents aren’t affected on bullying and still do well in their

performance in school excluding the 33 respondents that were not bullied since then and

52.87percent said that their academic performances were affected and some of them performing

badly in school as the result of bullying.

The rating shows that majority of the students have a lesser effect on their academic

performance this perhaps due the fact that have an open communication with their parents who

in times of occurrence or experience, like being bullied, they can solicits advices from them,

20
thus, instead of taking seriously of what others did to them they will just ignored it, though, they

were in some respect affected in lesser amount.

YES NO Frequency

Grace 5 5 10

Love 7 5 12

Loyalty 8 11 19

Charity 11 6 17

Innocence 9 7 16

Humility 6 7 13

Total 46 41 87

Percentage 52.87% 47.13% 100%

Q.3 Did bullying affect your social interaction with other students?

Table 3 presents the number of respondents and percentage of how bullying affects the

students in terms of social interaction. It can observed from the table that 33.33percent of the

respondents said that bullying didn’t affect their social interaction except the 33 students that

were not bullied and 66.67perent of the respondents were affected and preferred to do some

school activities alone, can hardly trust people and experienced difficulties in establishing

21
relationship with peers, bullying upsets their social development which is one of the very

significant factors in learning process.

YES NO Frequency

Grace 6 4 10

Love 9 3 12

Loyalty 10 9 19

Charity 11 6 17

Innocence 14 2 16

Humility 8 5 13

Total 58 29 87

Percentage 66.67% 33.33% 100%

Q.4 Did you felt safe inside the school in the presence of bullying?

Table 4 reflects the data on the personal safety of the bullying victims inside the school.

It is shown that 52.87percent of the respondents are having a hard time to feel safe in school

knowing that there are bullies, they can experience painful and unjustified aggression from them.

22
 YES NO Frequency

Grace 5 5 10

Love 7 5 12

Loyalty 8 11 19

Charity 11 6 17

Innocence 9 7 16

Humility 6 7 13

Total 46 41 87

Percentage 52.87% 47.13% 100%

Q.5 Are you still a victim of bullying?

In Table 5 we can see that 50.57percent of the respondents are still experiencing bullying

inside the school premises and 49.43percent are now bully-free including the 33 respondents that

since then were not bullied.

YES NO Frequency

Grace 5 5 10

Love 6 6 12

23
 Loyalty 9 10 19

Charity 10 7 17

Innocence 8 8 16

Humility 6 7 13

Total 44 43 87

Percentage 50.57% 49.43% 100%

Q.6 Did the school took action when bullying was happening in your classroom?

Table 6 below displays the respondent’s perspective in the bullying incident if the school

took action for what’s happening inside the classroom. We can see that 80.83peercent of the

respondents said that the school haven’t done anything including the 33 students that were not

bullied for they can also see and hear the unheard voices of bullying victims.

YES NO Frequency

Grace 3 7 10

Love 2 10 12

Loyalty 8 11 19

Charity 4 13 17

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 Innocence 2 14 16

Humility 4 9 13

NOT 33 33

BULLIED

Total 23 97 120

Percentage 19.17% 80.83% 100%

Q.7 Why were you bullied?

 Physical Appearance

 Sexuality

 Social Status

 Religion

 Mental State

Table7. The respondents are able to choose as many categories as long as it is the reason of why

they are bullied.

As shown in the table it is obvious that Physical Appearance is the most common reason

on why the respondents are being bulling at 64.37percent of the 87 victims of bullying. Physical

Appearance is the first thing we can see on an individual the reason why it ranked first in the

survey. Sexuality at the other hand, can also be the reason why an individual can be bullied

based on other people perceptions about their sexual aspects 25.29percent of the victims are

25
being bullied by their sexuality including the person who choses both Physical Appearance and

Sexuality on what category he is bullied. Social Status at the third ranked at the percentage of

16.10percent

Physical Sexuality Social Religion Mental

Appearance Status State

Grace 2 3 1 0
5

Love 3 1 2 1
7

Loyalty 5 2 1 1
10

Charity 4 0 1 0
12

Innocence 3 1 3 1
8

Humility 3 1 2 0
9

56 22 14 9 3
Total

64.37% 25.29% 16.10 10.34% 3.45%

Percentage

26
 CHAPTER 5

SUMMARY, FINDING, CONCLUSIONS ANDRECOMMENDATIONS

This chapter presents the summary of the study which includes the findings, the

conclusions drawn and recommendation.

5.1 SUMMARY

Summary Findings

1. 120 respondents of Senior High School Students of Saint Vincent’s College Incorporated

Grade 11, STEM Students answered the questionnaires

2. 72% of the respondents are victims of bullying with 87 respondents.

3. 28% of them are not bullied with the remaining 33 respondents.

4. Grade 11-Loyalty has the highest number of victims on bullying

5. 50.57% of the respondents are still victims of bullying.

5.2 CONCLUSIONS

Out of the 120 respondents who were able to answer the questionnaires there are 52.87%

of the respondents had greatly experienced and mostly affected by bullying in their academic

performance. The effects of bullying to the academic performance of the SVCI Grade 11

STEM are physical appearance, sexuality, social status, religion and mental state. It affects the

academic performance of the students for they can’t focus on their studies having the thought

and fear of what others did to them, in that way they cannot perform well in school and mostly

27
 affects the relationship of the students with their peers. Bullying affect the students from SCVI

grade 11 stem in terms of Physical Appearance, Sexuality, Social Status and Religion.

Bullying can affect student’s safeness inside the school.

If you want to write a research paper/thesis be sure to ask advice from your research adviser

and to other teachers that can help you to resolve your research project. Every Chapter should

be check by your research adviser for some corrections and grammar that can be get check and

undo by your teacher or your research adviser.

5.3 RECOMMENDATION

Base on the conclusion, the following recommendation are drawn:

1. The researchers strongly suggest that the faculty and staff will always monitor the

students in their daily activities in the school to avoid any incident in bullying.

2. The researchers suggest that the school administration will not focus only on the

reported bullying but also on the possible effect of this kind of act of the students.

3. The researchers suggest that the school must give awareness or conduct an

educational program to their students in relation to bulling and how it will affect

the person experiencing this act.

4. The researcher also suggest that you should have an initiative thinking of what you

do, check up again your research paper before you do printing because it can cause

much money if you do many corrections.

28
5. On the other hand, the researchers recommend that if you want to write a research

paper/thesis just consult the experts like your research adviser, seek and ask advice

about your thesis so that you can easily get a strong thesis.

29
APPENDICES

30
 REFERENCES

Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA:

Blackwell Publishing, from https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.10114

Olweus, D. (1993). Bully/Victim problems in school: Facts and intervention Dan Olweus

University of Bergen, Norway from

https://pdfs.semanticscholar.org/13e7/755d6e9ec2c6c00d7b7f86f685b7652ce952.pdf

Berger, (2007); Wang, Iannotti, & Nansel, (2009). School bullying among adolescents in the

United States: physical, verbal, relational, and cyber, from

https://www.ncbi.nlm.nih.gov/pubmed/19766941

Fante (2005). Bullying effect on student’s performance, from

https://www.sciencedirect.com/science/article/pii/S1517758017300218#

Ross (2002). Literature Review of Bullying at Schools, from

https://umanitoba.ca/faculties/education/media/Bennett-09.pdf

Whitney and Smith (1993). A Survey of the Nature and Extent of Bully/Victim Problems in

Junior/Middle and Secondary Schools, from https://blog.thepensters.com/recommendation-

research-paper/

Miguel-Baquilod (2004). Health Risk Behaviour among In-School Adolescents in the

Philippines: Trends between 2003, 2007 and 2011, A Cross-Sectional Study, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4730464/

Baldry and Farrington (1999). Types of bullying among Italian school children, from

https://psycnet.apa.org/record/1999-11435-012

31
LETTER OF PERMISSION

SAINT VINCENT’S COLLEGE INCORPORATED

Padre Ramon St, Dipolog City
SENIOR HIGH SCHOOL

March 5, 2019

Dear DR. ROSALINDA C. BALORIA,

DeoGratias!
We, the Grade 12 students of this institution under the strand Science, Technology,
Engineering and Mathematics (STEM) are now in the process of implementing our set of actions
regarding our Action Research Project the THE STUDENTS PERCEPTION OF BULLYING
IN SAINT VINCENT’S COLLEGE INCORPORATED FROM SENIOR HIGH SCHOOL
GRADE 11 STEM. We are writing to request permission to conduct a Survey to the Grade 11
Stem students.

The survey would last only about 10-15 minutes and would be arranged at a time
convenient to the teacher’s schedule (e.g. during break). Participation in the survey is entirely
voluntary and there are no known or anticipated risks to participation in this study. All information
provided will be kept in utmost confidentiality and the name of your school will not appear in any
thesis or publications resulting from this study unless agreed to.

Your approval to conduct this study will be greatly appreciated. Thank you in advance
for your interest and assistance with this research. We hope to get a favorable response!

Sincerely Yours,

ADRIAN S. OCHOTORENA
Research Team Leader
32
Noted by:

MRS. CLARE T. SIPLON

Research Project Adviser

Approved: Disapproved: .

33
QUESTIONNAIRE / SURVEY QUESTIONS

Name: Age:

Section: Sex:

This survey is conducted for the researcher purposes only. Please answer the following question
below.

1. Were you a victim of bullying?

Yes No

2. Did bullying affected your performance in school? (Performances task, Homeworks,

Exams)

Yes No

3. Did bullying affect your social interaction with other students?

Yes No

4. Did you felt inside the school in the presence of bullying?

Yes No

5. Are you still a victim of bullying up to this day?

Yes No

6. Did the school took action when bullying was happened in your classroom?

Yes No

7. Why were you bullied? (Check as many as you can)

Physical Appearance Mental State

Sexuality Race

Social Status Religion

Other factors:

34
35