REPUBLIC OF THE PHILIPPINES

Department of Education
Region IV – A (CALABARZON)
DIVISION OF LAGUNA
Magdalena- Majayjay District
Majayjay, Laguna

AWARENESS ON BULLYING: BASIS ON FORMULATION OF ANTI-

BULLYING PROGRAM

Rica Mae B. Javier

Teacher I

Alberto B. Emata, Ph.D.

Teacher-in-Charge
 ABSTRACT

PURPOSE: This study aimed to determine the level of awareness on bullying

of Suba National High School Gagalot Annex students as the basis on

formulation of anti-bullying program.

DESIGN/METHODOLOGY: The study is descriptive research utilizing self,

constructed questionnaire as the research instrument, the researchers seek to

determine the awareness about bullying as an integrated approach and the

usability individual to relay information about bullying awareness. The

respondents of the study were the SNHSGA students during the school year

2018-2019 which were composed of 160 students.

FINDINGS: Results of this study revealed that the level of awareness of

students in forms of bullying is least rampant. Hence, there is a very strong

relationship between the students’ awareness regarding the types of bullying

and bullying encountered. In the end view of the study, an intensive anti-

bullying program was developed.

ORIGINALITY/VALUE: The study provides a significant data on the level of

awareness on bullying among the students of SNHSGA. Likewise, the study

dealt with the development of anti-bullying program.

Keywords: bullying, anti-bullying program, intervention

REFERENCES

Brank, E. M., Hoetger, L., & Hazen, K. P. (2012). Bullying. The Annual Review

of Law and Social Science, 8, 213-230.

https://doi.org/10.1146/annurev-lawsocsci-102811-173820

Chaux, E., Molano, A., & Poflrsky, P. (2009). Socio-economic, socio-political

and socio-emotional variables explaining school bullying: A country-

wide multilevel analysis. Aggressive Behavior, 35, 520-529.

https://doi.org/10.1002/ab.20320

Halama Sue (2004), Awareness of Bullying and Peer Harassment By 9th To

12th Grade Teachers and the Effects It May Have On Adolescents.

http://citeseerx.ist.psu.edu/viewdoc/download?

doi=10.1.1.390.9662&rep=rep1&type=pdf

Harris, S. & Hathorn, C. (2006). Texas middle school principals’ perceptions

of bullying on campus. NASSP Bulletin, 90 (1) 49-69.

Ross, D. (2002). Bullying. In J. Sandoval (Ed.), Hanbook of crisis

counselling, intervention, and prevention in the schools (electronic

version) 2nd ed. (pp. 105-135): Mahwah, NJ: L. Erlbaum Associates.

A Journal of Clinical Medicine, Volume 8 No.2 2013Bullying among High

School Students
 Acknowledgement

The researchers would like to express their heartfelt gratitude and

appreciation to those who extended their valuable support in the preparation,

completion and success of this undertaking.

Their colleague at Suba National High School Gagalot Annex, for

their moral support and prayers.

Suba National High School Gagalot Annex Students, the

researchers’ participants, for willingly sharing their time answering the

questionnaire and for the cooperation in the study.

Above all, to our ALMIGHTY GOD, for providing all their necessities

and for giving them the strength, good health and enlightenment needed to

finish this study.

The Researchers
Introduction

Bullying as defined by World Health Organization is a threat or physical

use of force, aiming at the individual, another person, a specific community or

group which can result in injury, death, physical damage, some development

disorders or deficiency. Accordingly, bullying in schools is not a new issue

however the numbers of incidents are increasing over the years and there are

forms of bullying which are not known to many.

Shafqat (2015, p. 45) argued that bullying in schools occurs in any

place either in school building or around school building and may occur in

bathrooms, school buses and during waiting for school buses, and in classes

which may require group work or after school activities. School bullying is a

widespread issue that affects school students in many parts of their lives such

as; psychologically, educationally and professionally.

Therefore, bullying can be inflicted in various forms which students

must not be aware of. Harris & Hathorn (2006, p. 55) state that “in secondary

schools, bullying is more indirect and is more likely to occur with an older

student bullying a younger student”. They have categorized these indirect

behaviors into four categories; relational aggression, verbal bullying, racial

bullying, and other. Relational aggression refers to behaviors such as “giving

hurtful nicknames, making humiliating remarks, mocking, and making others

feel alone at school…it is emotional violence that inflicts harm on others

through the use of relationships” (Harris & Hathorn, 2006, p. 51).

 Bullying constitute a complex problem in school kids lives. It is a

problem that affects all students, either bullies or victims, and those who

attended interpersonal violence. Bullying may involve many sections verbal,

physical assaults, threats, jokes or language, and criticizing. All of such

factors affect individually, or collectively, and contributes in child’s bullying. It

is well known that bullying is difficult to eliminate or to stop it in schools

because it is used by students. Alison (2016) stated that bullying is

considered as global problem that affect emotional, social, and physical

wellbeing of school-age children worldwide.

In connection to this, Suba National High School Gagalot Annex is

currently engaged in determining the awareness of the students regarding

bullying in order to have a basis on formulation of intensive anti-bullying

program.

Due to the facts presented above, a recommendation before

implementing a program into the school will be done to complete a

comprehensive survey with the entire school; all students and all staff around

the school. This survey will provide vital information about percentages of

bullying incidents, effects of victimization, locations of incidents, types

(physical/relational), gender of bullies and victims, et cetera. It will also give

vital information about the level of perception of bullying taking place among

the students as it comes up to a precise intervention program.

Literature Review

Bullying can hinder many aspects of the students’ life especially if the

bullied student cannot communicate the problem they encountered in school.

Also, students may suffer if they are not aware that someone is bully or being

bullied in such gestures they inflicted to each other.

Adolescence and the onset of puberty have been found to increase

victimization according to Craig, Pepler, Connolly and Henderson (cited in

Juvonen & Graham, 2001). Bullying also includes the nonphysical forms of

aggression, and as such, girls tend to bully by spreading rumors or pointedly

ignoring classmates (Viadero, 2003). Also, because girls experience puberty

changes about two years before boys, harassment may emerge at a younger

age for girls (Juvonen & Graham, 2001).

Wiseman, (2003) explained that gender defined who has power by how

a particular culture may define masculinity and femininity. She stated that

masculinity is still defined as control over oneself and others. Femininity has,

however, become more complicated, but still can be defined as needing male

attention for validation, and presenting a nonthreatening manner to get

attention (Wiseman, 2003).

Brank et al. (2012) indicated that bullying victims are weak, shy, and

anxious. They added that victims’ performance is poor in school and seek to

avoid attending school classes for the purpose of avoiding victimization.

Victimization experiencing can lead to poor academic performance and

leading to absenteeism. Skapinakis et al. (2011) found that victims were more

likely to report suicidal thoughts than were bullies.

Chaux et al. (2009) argued that ten to fifteen percent of adolescents

worldwide are bullied two or more times a month. Skrzypiec (2008) found that

third of students who had been seriously bullied reported having serious

difficulties in concentrating and paying attention in class because of bullying

and the fear associated with.

In retrospect, different types of bullying may affect different groups of

students, occur in different types of schools, or affect student behavior in

different ways. These distinctions allow readers to differentiate between

students who were either physically (directly) or socially (indirectly) bullied,

and also to identify those students who were bullied both physically and

socially (Journal Clinical Medicine, 2013).

Roberts (2000) pointed out that adults might not recognize bullying

behavior when they see it. Questions should be asked on whether or not the

behaviors are age-appropriate teasing or inappropriate bullying behavior.

Some questions adults may ask are, what is the level of intensity of the

behaviors? Is the behavior physical, verbal, or psychological? At what rate

does the behavior occur? How does the target of the behavior respond?

(Roberts, 2000). If any answers to these questions seem to be inappropriate

age-related behavior that is negative, intense, and frequent, it could be

bullying.
 Ross (2002, p. 111), cited that social learning theory explains the

development of bullying behaviors and attitudes in the family. Children that

witness aggressive behaviors in the home and experience inconsistent

feelings of safety and love have a likely chance of becoming bullies once they

enter school. Ross summarizes findings that depict mothers lacking in

warmth and caring for the child and fathers that are the authoritative power in

the home.

Pepler and Sedighdellami (1998), stated that bullies are well versed in

aggressive behaviors to get something they want, because the lessons were

first learned at home (cited in Roberts, 2000). Hazier (1996), stated

specifically those humans are most vulnerable to learning appropriate

behaviors when they are young. The majority of bullies sees and hears

aggressive emotions and behaviors in their families (cited in Roberts, 2000).

Based on the pertinent information presented above, bullying has taken

into different forms due to different reasons that it is being done by the so-

called bullies who has strong influences from the environment they are living

with. Students should know whether they are being bullied or if they are

becoming bully from teasing, mocking, pushing and etc. Thus, Espelage

(2002) explained that bullying might be a group process where educators and

children have a part (cited in Viadero, 2003). Xin Ma (2002) pointed out that

school-based bullying prevention programs address bullies and victims

separately (cited in Viadero, 2003). Ma feels that the two need to be looked at

together in order for a bully prevention program to be effective.

Action Research Questions

This study aims to determine the awareness on bullying among the

students of Suba National High School Gagalot Annex.

Specifically, it sought to answer the following questions;

1. What is the frequency of student in Suba National High School

Gagalot Annex who suffer bullying?

2. Which form of bullying is rampant in Suba National High School

Gagalot Annex?

3. What strategies can be used to address the problem about bullying

in Suba National High School Gagalot Annex?

Scope and Limitations

This study is limited to determining the level of awareness of bullying

among the students of Suba National High School Gagalot Annex as the

basis of formulation on intensive anti-bullying program.

The target respondents of this study are 160 students of the Suba

National High School Gagalot Annex. The instrument to be used is

questionnaire provided by the researcher.

Action Research Methodology

The respondents of the study were the Suba National High School

Gagalot Annex students during the school year 2018-2019 which were

composed of 160 students.

The researchers applied questionnaire formulation as the instrument to

determine the level of awareness; the first section is composed of ten (15)

statements indeed to determine the attitudes of the respondents, it is

answerable using Liker-type checklist with option of always, often, sometimes,

rarely, and never.

The researchers first conducted open ended questions that serve as

the basis for formulating the statements for the questionnaire, which assessed

the determinants to the 160 students of Suba National High School Gagalot

Annex.

The material and the instrument to be used for gathering data are the

questionnaire checklists, interview, and documentary analysis techniques,

scattered sources.

Discussion of Results and Recommendations

This contains the findings from the results and interpretation of the

data. Furthermore, it contains conclusion and recommendations made after

the study.
 Weighted Mean Distribution of Level of Awareness on the Forms of
Bullying in Suba National High School Gagalot Annex
Table 1.1

Statement Weighted Mean Descriptive Rating

Have you observe incidence

of bullying such as:
Physical bullying 4.1 Rampant

Verbal Bullying 3.35 Less Rampant

Cyber-bullying 1.34 Not Rampant

Emotional bullying 2.28 Least Rampant

Non-verbal bullying 3.07 Less Rampant

Average Weighted Mean 2.83 Least Rampant

It can be gleaned from the table that students observed only few types

of bullying according to the result which indicated least rampant with the

average weighted mean of 2.83. This underscores that students are not

aware of such forms of bullying because they only notice physical bullying

which has weighted mean of 4.1 and considered rampant.

Accordingly, Olweus (1999) added that there are three criteria that

characterize bullying: 1) it is aggressive behavior or intentional harm doing, 2)

which is carried out repeatedly and over time, and 3) is an interpersonal

relationship characterized by an imbalance of power (cited in Smith, Cowie,

Olafsson, & Liefooghe, 2002).

Weighted Mean Distribution of Level of Awareness on Types of Bullying
Encountered in Suba National High School Gagalot Annex
Table 1.2

Statement Weighted Mean Descriptive Rating

1. Did someone make fun of

4.83 Most Rampant
you, call you names, or insult
you?
2. Did someone spread 4.9 Most Rampant
rumors about you?
3. Did someone push you,
1.27 Not Rampant
shove you, trip you, or spit
on you?
4. Did someone threaten you 4.64 Most Rampant
with harm?
5. Did someone try to make
you do things you did not 4.47 Rampant
want to do; for example, give
them money or other things?
Average Weighted Mean 4.02 Rampant
 Table 1.3

Statement Weighted Mean Descriptive Rating

6. Did someone mock you 4.76 Most Rampant

because of your dialect?
7. Did someone make fun of 4.92 Most Rampant
your skin color?
8. Did someone use cell
phones or the Internet to say 4.11 Rampant
or post hurtful things about
you?
9. Did someone write your
4.83 Most Rampant
name in any form of
vandalism?
10. Did someone tease you
4.82 Most Rampant
because of your physical
appearance?
Average Weighted Mean 4.70 Most Rampant

This category was labeled most rampant for this earned 4.70 as its

average weighted mean. This ascertains that these types of bullying are being

inflicted to most students of Suba National High School Gagalot Annex

specifically the statements 6, 7, 9 and 10 which got high weighted mean score

respectively.

Weighted Mean Distribution of Level of Awareness about Social Culture

Bullying in Suba National High School Gagalot Annex
Table 1.4

Statement Weighted Mean Descriptive Rating

11. I threaten someone if 4.58 Most Rampant

he/she did not follow what I
asked him/her to do.
 12. I enjoy making fun of my 4.39 Most Rampant
classmates’ name, physical
appearance, and weakness.
13. I like to make gossip 4.44 Rampant
about someone.
14. I post pictures of my 1.28 Not Rampant
classmates in social media to
insult them.
15. I push and pinch 1.19 Not Rampant
someone because I dislike
him/her.
Average Weighted Mean 3.18 Rampant

This section garnered the average weighted mean of 3.18 with the

description rampant. This attests that students of Suba National Gagalot

Annex are also doing the same thing they encountered at school since

statements 11 and 12 are labeled most rampant. It also notifies that only few

students use technology to inflict harassment to their classmates for it only

gained 1.28 weighted mean average and described not rampant.

The victim can also be the bully. This is called bully victims. Bully

victims 9 are students who were once bullied themselves (Viadero, 2003).

Espelage described how a middle school girl started making fun of others

because kids were making fun of her (cited in Viadero, 2003).

In conclusion, students from Suba National High School Gagalot Annex

is not aware of the forms of bullying however, they were already experiencing

being bullied and at the same time being the bully with respect to the forms of

bullying being encountered by the students.

 For this reason, Suba National High School Gagalot Annex had arrived

to initiate the anti-bullying prevention program which is called project HELP:

Hand-in-hand in Eliminating Bully Leads to Peaceful Environment. This

intervention program includes counseling and orientation, symposium and

further follow-up activities that will help eliminate the bullying and harassment

in school.
 Time Frame Objectives Activities Source of Fund Remarks

To identify the school’s imminent

August MOOE Accomplished
problem to be addressed and have a Problem analysis
thorough analysis.
To secure necessary permits and
September 1-15 Requesting of MOOE Accomplished
validation of questionnaire for the
Permits
conduct of the study.
To determine the level of awareness
September 16-30 of the students in bullying as the MOOE Accomplished
Conduct of the study
basis of formulation on anti-bullying
program.
To determine the level of awareness
October of the students in bullying as the MOOE Accomplished
Conduct of the study
basis of formulation on anti-bullying
program.
To determine the level of awareness
November of the students in bullying as the MOOE Accomplished
Conduct of the study
basis of formulation on anti-bullying
program.
To determine the level of awareness
December of the students in bullying as the MOOE Accomplished
Conduct of the study
basis of formulation on anti-bullying
program.
Publication and
January MOOE
To publish and present the study Presentation of
Research
REPUBLIC OF THE PHILIPPINES
Department of Education
 Region IV – A (CALABARZON)
DIVISION OF LAGUNA
Magdalena- Majayjay District
Suba National High School Gagalot Annex

DISSEMINATION and ADVOCACY PLAN

 APPENDICES

Name: (optional)____________________________ Date:_______________

Grade level:________________________________
Instructions: Identify how often you experience the following instances stated in the
statements. Put a check under the indicator of your answer.

NEVER RARELY SOMETIMES OFTEN ALWAYS

1 2 3 4 5
A. FORMS OF BULLYING
Have you observe incidence
of bullying such as:
1. Physical bullying
2. Verbal Bullying
3. Cyber-bullying
4. Emotional bullying
5. Non-verbal bullying
B. BULLYING ENCOUNTERED
1. Did someone make fun of you,
call you names, or insult you?
2. Did someone spread rumors
about you?
3. Did someone push you, shove
you, trip you, or spit on you?
4. Did someone threaten you with
harm?
5. Did someone try to make you
do things you did not want to do;
for example, give them money or
other things?
C. BULLYING INFLICTED
6. Did someone mock you
because of your dialect?
7. Did someone make fun of your
skin color?
8. Did someone use cell phones
or the Internet to say or post
hurtful things about you?
9. Did someone write your name
in any form of vandalism?
10. Did someone tease you
because of your physical
appearance?
D. SOCIAL CULTURE BULLYING
11. I threaten someone if he/she
did not follow what I asked
him/her to do.
12. I enjoy making fun of my
classmates’ name, physical
appearance, and weakness.
13. I like to make gossip about
someone.
14. I post pictures of my
classmates in social media to
insult them.
15. I push and pinch someone
because I dislike him/her.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Laguna
DISTRICT OF MAGDALENA-MAJAYJAY
SUBA NATIONAL HIGH SCHOOL GAGALOT-ANNEX

Project HELP: Hand-in-hand in Eliminating Bully Leads to Peaceful Environment

S.Y. 2019-2020

ACTIVITY MATRIX
Time Frame Activity/Inputs Key Persons Materials Activity Source of
Cost Fund
First Month
Laptop
August 1-5 Counselling/ Orientation Alberto B. Emata,Ph.D Projector P300.00
(4:00-5:00) TIC, SNHS GA Sound System
Serlie G. Cruz Survey Form

MOOE/SGC
Guidance Counselor, SNHSGA Video
Presentation
August 6-10 Follow-up
(4:00-5:00) (Distributing of Brochure regarding Suba NHSGA Teachers Brochure P1,500.00
Bullying)
Laptop
August 17,24 My Escape from Bullying: Ptr. Rommel Manangquil Projector P1000.00
& 31 Examining My Current Status UECC Sound System

SECOND MONTH
 SNHS GA Teachers
September 7, SGC Stakeholders Laptop
14, 21 & 28 My Journey with Friends: Projector P5,000.00
Strengthening Camaraderie  Mr. Franklin Balmeo Sound System
 Mr. Raneil Cortez Activity Materials
 Mrs. Deavy A. Santos

October 5, 12, Laptop

19 & 26 My Campaign against Bullying Projector P1000.00
Sharing Insights SNHS GA Students Sound System
November 9, Brochures
16 & 23

SNHS GA Teachers Laptop

December 7 & My Inclusive Vision: Projector
14 Living the #BullyingFreeZone SNHS GA Students Sound System P500.00
Others
Monitoring

Prepared by:

RICA MAE B. JAVIER

SST-I

ALBERTO B. EMATA, Ph.D.

Teacher-in-Charge