BULLYING EXPERIENCES OF SELECTED GRADE 12 STUDENTS AT

CATANDUANES NATIONAL HIGH SCHOOL

S.Y 2020-2021

A Completed Practical
Presented to the Senior High School Department
Catanduanes National High School

In Partial Fulfillment of
the Requirements for the Senior High School II
HUMSS Track

Nathan B. Tabuzo
Ronald Castromero
Klied Sethro Avila
Mae Bajaro

June 2021

i
 APPROVAL SHEET

This thesis proposal entitled “BULLYING EXPERIENCES OF SELECTED GRADE 12

STUDENTS AT CATANDUANES NATIONAL HIGH SCHOOL S.Y 2020-2021”, prepared and
submitted by Nathan B. Tabuzo Ronald Castromero Klied Sethro Avila Mae Bajaro, in partial
fulfillment of the requirements for the Senior High School-HUMSS Track has been
examined and recommended for acceptance and approval for oral examination.

_______________________
IMEE GABION
Adviser

Approved by the Committee on Oral Examination with a grade of _________ on March

28, 2020.

__________________________
JOHN ANTHONY DEL VALLE
Chairman

___________________________ _________________________
REYMOND M. COSAL MA. CRISTINA CONDENO
Member Member

Accepted in partial fulfillment of the requirements for the Senior High School.

______________________ _______________________
FE HAYNE AGUILAR AMELIA R. EUSEBIO
Assistant School Principal II School Principal III

ii
 ACKNOWLEDGEMENT

The researcher wishes to thank the following individuals for their strong support

and generous help.

To my research adviser JOWE T. TANIO, MAEd, Teacher III- SAN JOSE HIGH
SCHOOL

To my groupmates for being there in times of need

To my parents that never ceases to support me

To the love of my life for encouraging me always

And to the Almighty God the giver of life and source of wisdom.

The Researchers

Nathan B. Tabuzo
Ronald Castromero
Klied Sethro Avila
Mae Bajaro

iii
 DEDICATION

My beloved parents, Domingo Tabuzo jr. and Lilibeth B. Tabuzo

My siblings

and God Almighty

This treasured work is for you.

The Researchers

Nathan B. Tabuzo
Ronald Castromero
Klied Sethro Avila
Mae Bajaro

iv
 ABSTRACT
Tabuzo, Nathan B,Castromero, Ronald, Avila Klied S, Bajaro, Mae, BULLYING
EXPERIENCES OF SELECTED GRADE 12 STUDENTS AT CATANDUANES NATIONAL HIGH
SCHOOL S.Y 2020-2021 (Unpublished Thesis, Catanduanes National High School, Virac,
Catanduanes, March, 2020)

The primary concern of this research was to determine whether there is a

significant relationship between boys and girls of the grade 12 students of Catanduanes

National High School. The descriptive method was used in this study which involved

collection of data through questionnaires in order to test hypothesis on the questions

pertaining to emotional and physical health of the students. The data were gathered from

the selected grade 12 students of Catanduanes National High School. The specific

problems that were answered in this study were: 1) How were the participants bullied? ;

2) How do participants reacts to bullying? ; 3) ?; and 4) How do participants find courage

not to get hurt when being bullied?

Based on the tabulated and analyzed data, the findings were: The participant were

bullied by their physical abilities, mental capacity, and the history of their family by this

events they handle by accepting to herself who she is, going in a place that he/she can

express what they feel, and also avoiding by transferring to another school, even it affect

their lives they can find a way to have courage to not to get hurt when being bullied she

try to change herself by losing weight, praying to get better day by day, trying to make

herself strong to not to be burden to her mother, and even attribute to his father physical

disability he learn to not disown his father and making his feeling fade by expressing he’s

problem through crying.

Based on the above results of the study, the following conclusions were drawn:

1)The participants where bullied because physical appearance, mental capacity,

physically bullied, because of father physical disability, and had been bully by blaming a

v
problem to himself ; 2) The participant react to the situation by accepting who she is and

don’t mind what other to herself, and making herself better by laying in the bed, and one

of the participant decided to transfer to another school; 3) The participants find their

courage courage to face the bullying by making better version herself, by having courage

from words of God, accepting and loving his father, and expressing his feeling in private

place that no one judge him.

With the four conclusions as bases, the following recommendations were made:

1) School should highlight the teacher’s in setting norms for acceptable behaviors from

the various traumatic experiences; 2) Implementation of punishment and penalty for

those who commit bullying; 3) A seminar to be conducted to help the victims in handling

effects of bullying; 4) Advise policy makers to formulate bullying preventions to combat

school violence; 5) Implementation of programs to the victims of bullying that emphasize

the need of support and counselling.

vi
 TABLE OF CONTENTS

TITLE PAGE………………………………………………….…………...… i

APPROVAL SHEET………………………………………….………….….. iii

DEDICATION……………………………………………….……………….. iv

ACKNOWLEDGEMENT…………………………………………………..... v

ABSTRACT………………………………………………….……….……… vi

TABLE OF CONTENTS…………………………………….……………..… ix

LIST OF TABLES…………………………………………….………….. …. xii

LIST OF FIGURES………………………………………………………..….. xiii

CHAPTER I – INTRODUCTION

THE PROBLEM AND ITS SETTING………..…………….…….. 1

CONCEPTUAL FRAMEWORK..………………..……..……….... 3

STATEMENT OF THE PROBLEM …………..………...………... 4

STATEMENT OF HYPOTHESIS……………..………………..… 5

SCOPE AND DELIMITATION OF THE STUDY…….………..... 5

SIGNIFICANCE OF THE STUDY………………….………...….. 6

DEFINITION OF TERMS………………………….…………...… 7

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE….……………………..………...…….. 13

RELATED STUDIES………………………………..…..……….... 21

vii
 SYNTHESIS OF THE STATE-OF-THE-ART………..………...… 25

GAP/S TO BE BRIDGED BY THE PRESENT STUDY……….… 26

CHAPTER III – METHODOLOGY OF RESEARCH

RESEARCH DESIGN……………….………………………...…... 30

SOURCES OF DATA…………………………………...………… 30

SAMPLING PROCEDURE………………….……………...…….. 31

INSTRUMENTATION AND VALIDATION…….…………...….. 31

DATA GATHERING PROCEDURE………………………...…… 33

STATISTICAL TREATMENT OF DATA………………...……… 33

CHAPTER IV – PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

LEVEL OF _____________ …….. 35

LEVEL OF _____________ ………………...………… 42

RELATIONSHIP BETWEEN LEVEL OF ___AND …….…..… 43

CHAPTER V – SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY……………………………………………………...… 52

FINDINGS…………………………………………………………. 53

CONCLUSIONS…………………………………………………… 54

RECOMMENDATION……………………………………………. 54

BIBLIOGRAPHY………………………………………………….. 56

APPENDICES……………………………………………………… 58

APPENDIX A…………………………………………………….... 59

viii
 APPENDIX B……………………………………………… 60

APPENDIX C…………………………………………….... 61

APPENDIX D……………………………………………… 62

APPENDIX E……………………………………………… 63

APPENDIX F……………………………………………… 64

CURRICULUM VITAE…………………………………………… 66

ACTION PLAN……………………………………………………. 68

ix
 LIST OF TABLES

Table Title Page

Results of the Sealed-Envelope Questionnaire……………….... ………………. 20

Respondents of the Study……………………………………………………….

. 31

Rubric Used in Measuring Students’ Level of Stress…… ………………. 32

Rubric Used in Measuring Students’ Academic Performance………………….. 32

Level of Stress of Grade 10 Students of Catanduanes

National High School…………………………………………………… 36

Academic Performance of Grade 10 Students of Catanduanes National

High School for the First Grading Period S.Y. 2019 – 2020………….... 43

Test of Relationship between Level of Stress and Academic Performance

of Selected Grade 10 Students of Catanduanes National High School…. 44

x
 LIST OF FIGURES

Figure Page

Operational Model of the Level of Stress of Grade 9 Students of Catanduanes

National High School for the School Year 2019-2020…………… 4

xi
 CHAPTER 1
The Problem and Its Setting

Background of the Study

Bullying is a growing phenomenon in our society and schools. Lai, Shu-Ling,

Renmin Ye, and Kuo-Pao Chang.(2008). discussed and compared five types of

bullying in middle schools among ten Asia-Pacific countries. The study explored the

impact of students’ genders and family backgrounds on the bullying, finds

interactions of the victimization of bullying and relevant attitudes toward schools,

teachers and schoolmates, and reveals the relationships between the experiences of

bullying and the difficulties, pressures and achievements of academic study in each

country. The findings provided meaningful reference points for understanding

students’ ethics and behavior education, schools’ counseling and support systems

including the general improvement of the situation in the Asia-Pacific region, and for

cross-cultural education comparisons.

As shared by Gonzales, Janice L., and Dennis V. Madrigal.(2020), Bullying is

an increasing problem globally, which affects school children over the years.  The

students who have experienced bullying have a greater risk of psychological distress.

Likewise, the incidence of bullying has been increasing despite the efforts of the

Philippine government and Department of Education. The report further stated that

the problem of bullying was even exacerbated by technology resulting in a new form

called cyberbullying. As mentioned in the report studies also show that students are

aware of the different bullying types, yet high bullying incidence still prevails. Hence,

the paper described the level of bullying awareness and the extent of bullying

incidence in a public school in Antique during the School Year 2019-2020. The paper

xii
also evaluated if a significant difference exists in the level of awareness and the extent

of bullying practices when respondents were grouped according to sex, grade level,

birth order, living condition, and family monthly income.

Ancho, Inero V., and Saehoon Park (2013), shared that Local and international

studies have affirmed the alarming situation of bullying and school violence involving

Filipino children. The intensity of violence has reached a disturbing rate that has

pushed policy-makers to formulate bullying prevention schemes. The study

emphasized that despite organized attempts to make schools a safe environment, the

dilemma poses critical risks that call for aggressive and determined actions to fight

violence in schools. The study also mentioned that as the new academic year started

in June, 2012, the Philippines’ Department of Education (DepEd) has issued a policy

to combat school violence prevention and management, advocating zero tolerance

policy on school violence. The paper scrutinizes the department’s policy on

promoting safe schools. The study attempts to provide views on issues encountered

by the education system while analyzing the crucial role of policy-making in assuring

safety in schools.

Given the above inquiry-based findings, this study has been conceptualized.

xiii
The Conceptual Framework

PROCESS
OUTPUT
INPUT *Identification of possible
*Thematic analysis of
Narrative stories of bullied effects of bullying in the
narration as regards the
students emotions or perceptions by
bullying experience by the
the bullied participants
participants

Statement of the Problem

Bullying has an impact on the life of a bullied person. The researchers had been

observant as to the behavioral changes that bullying may bring upon people. Thus, This

study is aimed to understand the bullying experiences by selected bullied grade 12

students at Catanduanes National High School. Since, this study is qualitative in nature.

Considering that this particular research study is a qualitative in nature, there was no

question given to the participants to answer in order to extract from the original story the

significant things that will be obtained. A narrative report containing their actual

experiences will serve as basis to come up with the so called thematic analysis.

xiv
Statement of Hypothesis

Bullying has an impact on the life of a bullied person

Scope and Delimitation of the Study

The respondents will be taken from 1 section of grade 12 students at the

Catanduanes National High School. This study did not use a questionnaire because it
focused on an in-depth analysis of participants’ narration only.

Significance of the Study

Cardona, Roldan S., Agnes S. Reyes, and Marlu M. Tangalin(2015), stated that bullying

in schools has begun to receive great attention with the enactment of the Republic Act

10627 or the Anti-Bullying Act and the DepEd’s Child Policy, little is known about the

link between and among classroom discipline techniques, parenting styles and bullying

incidences. Therefore this study is beneficial to the following: school heads, parents,

teachers, students/pupils and other researchers:

School Heads. This is beneficial for them to impose disciplinary action for students who

were committed bullying.

Teachers. This study is important because it would help teachers to be observant

and examine whether there is an incident of bullying around. Thus, they would impose

discipline in the practice of bullying.

Parents. The result would be beneficial for them to be reminded of their important

roles as parents. They would make observation as to behavioral changes that may be

evident when their children are being bullied.

Students. This study is important to remain aware of their rights and protection

when experiencing bullying.

xv
Definition of terms

The following terms are operationally and/or conceptually defined to provide a

clearer understanding of this study.

Bullying is the practice that is defined by the Republic Act 10627 or the Anti-

Bullying Act and the DepEd’s Child Policy

Bullying incidents refer to the habitual phenomenon/act

Effects of Bullying anything that may give rise to change of behavior/mentality

Emotions pertain to the various reactions that may be observed emotionally

Experiences refer to the actual involvement in the act of bullying among the

participants

Narrative stories are literally the written experiences of the participants

Perception refers to their idea or thoughts about what bullying is

xvi
 CHAPTER 2

Related Literature and Studies

Related Literature

Banzon-Librojo, Lorelie Ann, Melissa R. Garabiles, and Liane Peña Alampay.

(2017), examined how the experience of harsh discipline from teachers is related to

students' experience of bullying victimization in a Philippine high school.

Respondents were 401 first- to fourth-year high school students of an urban public

school in the Philippines. Using structural equation modeling, a hypothesized model

with direct associations between harsh discipline and bullying victimization, and an

indirect path via students' perception of teacher support, was tested. The data

adequately fit the model and showed that experiences of harsh teacher discipline

predicted higher bullying victimization and students' negative perception of teacher

support. There were no significant indirect effects. The study’s findings suggest that

school discipline strategies may have repercussions on students' behaviors and

relationships, highlighting the teacher's role in modeling and setting norms for

acceptable behaviors.

Rodríguez, Ana Carolina Reyes, José Angel Vera Noriega, and Angel Alberto

Valdés Cuervo.(2017), stated that research in recent years indicates that schools, and

in particular teaching practices, play an essential role in preventing bullying. This

study's aim is to investigate the direct and indirect relationships between permissive

and direct intervention teacher practices, school support and bullying. In a non-

probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools

were selected in a city in the northwest of Mexico. The average age of students was

xvii
10.4 years (SD = 1.3 years). From the results of the calculation of a model of

structural equations, it is inferred that permissive teaching practices are directly

related positively to bullying, whereas direct intervention does it in a negatively. It is

seen that both types of practices are indirectly related to bullying through its effects

on school support. These findings confirm the role of the teacher in the prevention of

bullying.

As mentioned by Reyes, Agnes S.(2016), bullying is a major issue in today’s

world and is getting increasing attention in the research literature and this even gets

wider attention from authorities to control such. The report further stated that there

were studies conducted about bullying to school children but limited to indigenous

people bullying experienced in the tertiary level. The study endeavors to describe and

analyze the bullying experiences of the indigenous people students of Philippine

Normal University North Luzon, and to determine their social impact as basis for

formulating school policy to prevent bullying. Significant on the findings of the study

is the existence of unintentional institutional bullying but were handled in a very

positive manner that even encourages the students to strive more on their studies.

Banks, Ron. "Bullying in schools." (1997) stated that bullying in schools is a

worldwide problem that can have negative consequences for the general school

climate and for the right of students to learn in a safe environment without fear.

Bullying can also have negative lifelong consequences--both for students who bully

and for their victims. Although much of the formal research on bullying has taken

place in the Scandinavian countries, Great Britain, and Japan, the problems associated

with bullying have been noted and discussed wherever formal schooling
xviii
environments exist. Bullying is comprised of direct behaviors such as teasing,

taunting, threatening, hitting, and stealing that are initiated by one or more students

against a victim.

Vanderbilt, Douglas, and Marilyn Augustyn.(2010), reported that bullying is a

major problem for children. There are well-defined risk factors for bullying that are

individual and social. Beyond the immediate trauma of experiencing bullying, victims

are at high risk of later physical and emotional disorders. The report also shared that

bullies are the generators of this trauma but also suffer poor long-term effects as a

result of their participation. Bystanders are also not immune from bullying's toxic

effects nor innocent from its occurrence. While most often occurring at schools,

pediatric clinicians can identify and support children suffering from bullying.

Kurtz, P. David, et al (1993), revealed that physically abused school age

children continued to function more poorly than their normal treated peers on a

variety of academic and socio-emotional measures, and neglected school age children

were performing more poorly in school. The results indicate that a high level of stress,

particularly stress related to alcohol or drug use by family members, is an important

correlate of maltreatment and also contributes significantly to poor child functioning.

Parents of abused children reported high levels of depression, and for both abusive

and neglectful families, child behavior problems were related to high levels of

parental depression. The study further stated that multiple foster care placements were

associated with greater child maladjustment. Children who had experienced multiple

forms of maltreatment were more likely to engage in delinquent behaviors. Both

groups of maltreated children showed some small but consistent improvements over
xix
time, but were still functioning poorly when compared to nonmaltreated children,

with SES controlled.

In the report of Theoklitou, Dimitra, N. Kabitsis, and Anastasia Kabitsi.(2012),

they stated that the existence of child abuse is unfortunately a reality of contemporary

society and although various organizations and researchers have been making

progress in the struggle against abuse, it has not been decisively dealt with thus far.

Most of the research on abuse has focused on the abuse of children in their family

environment.

Nilsson, Doris, et al.(2017), conducted a study to contribute to the research

of child physical abuse (CPA) by examining if there were any differences in high

school students’ mental health (in this study symptoms of depression and anxiety,

self-esteem and sense of coherence) and/or, in how they perceive their parents,

depending on whether or not they had been subjected to CPA during childhood. The

study further examined, if high school students reported different mental health

and/or, relationships with their parents, depending on if their mother, father or both

parents were the perpetrators of CPA. A representative national sample of high school

students (N = 3288, data collected 2009) participated in the study. Participants

completed the following: questions about CPA and alleged perpetrators, the Hopkins

Symptom Checklist, Rosenberg Self-Esteem Scale, the Sense of Coherence Scale and

Parental Bonding Instrument.The results showed students who reported experiences

of CPA were more likely to report symptoms of mental illness and negative

perceptions of their parents’ parenting but there were no mental health differences

depending on whether their mother, father or both parents were the perpetrators of
xx
CPA. Still, there were differences in perceived parenting indicating that mothers’

parenting was perceived as more negative when mothers only or both parents were

perpetrators of the abuse than when only fathers were perpetrators.

Fleming, Lila C., and Kathryn H. Jacobsen.(2010), conducted an analysis of

data from the Global School-based Student Health Survey and examined the

prevalence of bully victimization in middle-school students in 19 low- and middle-

income countries and also explored the relationship between bullying, mental health

and health behaviors. In most countries, boys were more likely than girls to report

being bullied and the prevalence of bullying was lower with increasing age. Students

who reported being bullied in the past month were more likely than non-bullied

students to report feelings of sadness and hopelessness, loneliness, insomnia and

suicidal ideation. Bullied students also reported higher rates of tobacco use, alcohol

use, drug use and sexual intercourse.

Related Studies

Sanapo, Margaret S. (2017), studied 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%.The report cited that in the previous

literature, results also showed that there were significantly more boys than girls who

xxi
reported to be victims (χ2(1, N = 340) = 4.26, p = 0.039) and bullies (χ 2(1, N = 340) =

4.35, p = 0.037). Regardless of gender, verbal bullying came out as the most common

type of bullying children experienced as a victim and bully. The report further argued

that teachers’ response to bullying was all in line with direct sanctions such as verbal

reprimands, temporary removal from class, withdrawal of privileges, and suspension,

which were imposed on individuals involved in bullying as bullies. Finally, findings

suggest the need for a more effective bullying prevention program and a careful

examination of the implementing rules and guidelines of RA 10627, otherwise known

as the Anti-Bullying Act of 2013.

Witkus, Shella G.(2012), shared that Cyber bullying, a form of bullying that

uses electronic media, is a globally increasing phenomenon and the gap between the

advancement of electronic devices and dearth of empirical evidence of study between

developed and under developed countries suggests that more research is needed to

understand this phenomenon. The study examined cyber bullying experience among

Filipino Visayan adolescents in the Philippines. It was a one-time cross-sectional

design. There were 579 participants between the ages of 11 and 17 years of age who

had prior and/or were currently taking computer classes at the time of the study.

Participants were given a 38 item survey to identify demographic information as well

as ask about their cyber bullying experiences. Two research questions were addressed

using descriptive statistics and Chi-square tests. Results of the study identified a

number of specific student and environmental variables important to the

understanding of the phenomenon of cyber bullying within the specific community

under study in the Philippines.

xxii
 Tharp-Taylor, Shannah, Amelia Haviland, and Elizabeth J. D'Amico(2009),

used Logistic regression analyses to assess the association between victimization from

mental and physical bullying and use of alcohol, cigarettes, marijuana, and inhalants

among middle school students. Self-report data were analyzed from 926 ethnically

diverse sixth through eighth grade students (43% White, 26% Latino, 7% Asian

American/Pacific Islander, 3% African American, 14% mixed ethnic origin, and 5%

“other”) ages 11–14 years from southern California.As stated in the study substance

use was collected at two time points (fall 2004 and spring 2005) during an academic

year. Models were run for each substance separately. Results supported an association

between victimization from bullying and substance use. Youths who experienced

each type of bullying (mental or physical) separately or in combination were more

likely to report use of each substance in spring 2005.

Cheng, Yulan, et al.(2010), conducted a survey Using the Chinese version of

the Global School-based Health Survey (GSHS).,the article described the prevalence

of being bullied among a nationally representative sample of Chinese students in

grades 6-10 and explored the relationships between being bullied and selected

indicators of psychosocial adjustment. A total of 9015 students in middle schools in

Beijing, Hangzhou, Wuhan, and Urumqi completed the Chinese version of the GSHS.

Researchers analyzed the results from 2 questions about the frequency and form of

being bullied and 11 questions about psychosocial adjustment. Descriptive statistics

and logistic regression were used in the analysis. The result showed that about 25.7%

of middle school students reported being bullied on 1 or more of the past 30 days.

xxiii
Rates of being bullied were similar for males and females, but the forms of being

bullied were different. Being bullied was significantly lower in Beijing than in the

other 3 cities. There were significant psychosocial differences between students who

had been bullied and students who had not been bullied. Students who had been

involved in a physical fight, often felt lonely, or had considered suicide in the past 30

days were more likely to report being bullied. Students who thought that other

students in their school were often kind and helpful, who felt parents often understood

their troubles, or who were taught in school how to handle stress were less likely to

report being bullied.

Synthesis of the State-of the-Art

The study of Sanapo, Margaret S. (2017), is similar to the current study

because the topic is about bullying. The researcher focused on the prevalence rate of

bullying victimization and perpetration as well as teachers’ response to bullying

incidence in the Philippines which implies a broad scope of study, with a total of 340

sixth graders from five different schools in Western Visayas who participated in the

study while the current study is focused on 5 participants only coming from 1 section

of the Catanduanes National High School.

Witkus, Shella G.(2012), focused on Cyber bullying as a form of bullying that

uses electronic media, and globally increasing phenomenon and the gap between the

advancement of electronic devices and dearth of empirical evidence of study between

developed and under developed countries suggests that more research is needed to

xxiv
understand this phenomenon which is also broader in scope as compared to the

current study which limited on the aspect of experiences of bullying.

Tharp-Taylor, Shannah, Amelia Haviland, and Elizabeth J. D'Amico(2009),

used Logistic regression analyses to assess the association between victimization from

mental and physical bullying and use of alcohol, cigarettes, marijuana, and inhalants

among middle school students which imply interconnections among these phenomena

attributed to the cause and effect relationships. The current study did not focus on the

complexity of variables as interconnectedness is concerned, but rather attempted to

analyze an in-depth effect of bullying to a limited number of participants.

Cheng, Yulan, et al.(2010), survey Using the Chinese version of the Global

School-based Health Survey (GSHS)., described the prevalence of being bullied

among a nationally representative sample of Chinese students in grades 6-10 and

explored the relationships between being bullied and selected indicators of

psychosocial adjustment. The current study is similar to this, in a way that bullying is

the topic in both studies. The difference is the focus of inquiry in terms of scope and

variables. The previous study had included variables such as bullied, and indicators of

psychological adjustment.

Gap Bridged by the Study

The previous literature and studies, had literally focused on a broader scope of

inquiry inasmuch as these studies had to delve into the complex and

interconnectedness among variables as they appeared in their studies. However, the

current study focused on 5 participants only with the purpose of enabling them share
xxv
their emotions and perceptions about the incidence of bullying in which they had been

the victims.

xxvi
 CHAPTER 3

Methodology of Research

This chapter presents research design, sources of data, sampling procedures,

instrumentation and validation, data gathering procedures, and data analysis.

Research Design

The researchers used qualitative means of data gathering by data analysis

technique based on the narration of participants as to their personal experience in

bullying. Being a qualitative study, it will be an in-depth analysis of limited

participant of 5 using thematic analysis. As cited by Clarke, Victoria, and Virginia

Braun. (2014), research within critical psychology is strongly associated with the use

of qualitative methods. In the field of qualitative psychology a distinction can be

made between experiential and critical approaches (Braun & Clarke, 2013; Reicher,

2000), both of which involve some kind of critique of mainstream psychology.

Sources of Data

Data will be directly culled from the narration of participants as regards their

personal experience in bullying. The data will be carefully analyzed as it is being in

the context of data analysis due to the manner of inquiry which had be done in a

qualitative way.

xxvii
Sampling Procedures

The researchers had conducted a simple interview among those who had been

bullied. There were 5 respondents who were willing to participate in the study. Hence,

the researchers decided to include them in the actual study. Given that this study was

limited to only 5 participants due to their availability, there was no appropriate

statistical sampling procedure that was used insofar as the number of participants is

concerned.

Instrumentation and Validation

Due to the threat of COVID-19 pandemic, the participants were asked to use

messenger as channel of communication.

Data Gathering Procedures

The participants were asked to express their bullying experiences in a form of

narrative. All expected participants were sent a private message, asking them to

narrate or tell something about their experiences.

Data Analysis

All narrations were encoded, analyzed and given an interpretation using

thematic analysis in a tabular form. After analysis and interpretation, the researchers

contacted the participants through cell phones and verified the correctness of themes

based on their narration. When the researchers confirmed that their interpretations

xxviii
were similar to the interpretations of the participants, they had finalized the result of

findings.

xxix
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

Based from the narration of bullying experiences by the participants, the

following tabular presentations have been developed:

Table 1

Participants’ How do people bully me?

code Verbal Physical

P1 People call me taba (fat) No physical bullying experience

P2 They call me beautiful face They punched my back

only and I was a no brainer

(not bright/smart)
P3 They belittle my appearance Bullying was not mentioned/specified
P4 They bully me because my They pushed me off so hardly.

father physical disability

P5 They get back at me for I was punched/hit on my nose

littering wastes somewhere

It could be gleaned from table 1 that participants experienced bullying verbally

and physically. P1 was bullied when she was called “taba” (fat) and she did not

experience being bullied physically. P2 was verbally bullied when her classmates

called her as having a beautiful face but not being a smart/bright at all, and

experienced physical bullying by being punched by her classmates. P3 heard

utterances belittling her appearance and she did not mention whether she had been

bullied physically. P4 was bullied about his father’s physical disability and

xxx
experienced being pushed off by his classmates. P5 had been bullied by being blamed

for littering wastes he did not throw around somewhere. He experienced physical

bullying when he was hit by his classmate on his nose which caused bleeding. This is

supported by Banks, Ron.(1997) who argued that bullying is comprised of direct

behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated

by one or more students against a victim.

Table 2

Participants’ How do I react when people bully me?

code Initial Long term

P1 I accept myself for being who No specified answer

I am
P2 I can hardly get up from my depression

bed, I can’t eat, and I don’t

have any energy to do

anything
P3 I burst into tears in front of My grades were affected in the end

them
P4 I cry and start to reflect why I I transferred to another school

deserve this treatment

P5 I sometimes ask myself why I transferred school for my safety and

they do it to me to meet new friends

Table 2 shows that participants expressed their initial and long-term reactions when

they experience bullying. P1 initially tells herself that she accepts herself for being

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who she is and bullying did not have a long lasting effect in her emotions. P2 said that

every time she experiences bullying, she can hardly get up from her bed, can’t eat,

and does have any energy to do anything at all, and she experiences depression as

long lasting effect of bullying. P3 initially cries when being bullied, and experiences

poor academic performance which affects her grades.P4 cries and reflects on things

when he is bullied and his long-term solution was to transfer to another school. P5

also asks himself why he deserves bullying treatment and also resolved to transfer to

another school. This finding is supported by Banks, Ron.(1997) who stated that

bullying in schools is a worldwide problem that can have negative consequences for

the general school climate and for the right of students to learn in a safe environment

without fear. Bullying can also have negative lifelong consequences .This is also

supported by Vanderbilt, Douglas, and Marilyn Augustyn (2010), reported that

bullying is a major problem for children and victims are at high risk of later physical

and emotional disorders. The report also shared that bullies are the generators of this

trauma but also suffer poor long-term effects as a result of their participation. Another

support from Kurtz, P. David, et al (1993), revealed that physically abused school age

children continued to function more poorly than their normal treated peers on a

variety of academic and socio-emotional measures, and neglected school age children

were performing more poorly in school. This supports Participant number 3 who

suffered academic problems/grades due to bullying.

Table 3

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Participants’

code How do I encourage myself not to get hurt?

P1 I am trying my best to lose weight not because of people around me but

for myself. It’s my body and it is my happiness that matters.

P2 With the glory of God, I am getting better day by day. I enjoy new

friends, same family, and same myself.

P3 I don’t want my mother notice/feel what I go through because It will add

burden to her problems, so I try to move as normal as I can.

P4 Even if they bully me because of my father’s physical disability, I

learned it in life not disown my father.

P5 I cry in a private place so that people won’t notice me crying.
As reflected in table 3, these participants have their own means of coping up

the various emotions they go through when being bullied. P1 is trying her best to

lose weight not because of people around her but for herself. It’s her body and it is her

happiness that matters. P2 says to herself that with the glory of God, she is getting

better day by day. She enjoys new friends, same family, and same being herself. P3

does not want her mother notice/feel what she goes through because It will add

burden to her mother’s problems, so she tries to act as normal as she can. P4 Even if

experiencing bullying attribute to his father’s physical disability, he learned it in life

not disown his father. P5 cries in a private place so that people won’t notice her

crying. This finding is supported by Fleming, Lila C., and Kathryn H. Jacobsen.

(2010), who stated that students who reported being bullied in the past month were

more likely than non-bullied students to report feelings of sadness and hopelessness,

and loneliness

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 CHAPTER 5

Summary, Conclusion, and Recommendation

Summary

In this study there were 3 female participants and 2 male participants. In terms

of gender this number of female versus number of male is not supported by

Rodríguez, Ana Carolina Reyes, José Angel Vera Noriega, and Angel Alberto Valdés

Cuervo.(2017), who stated that in a non-probabilistic way, 386 (58.1%) boys and 278

(41.9%) girls participated in the study who experienced bullying. The number of boys

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outnumbered the girls, while in the current study, the female participants

outnumbered the male participants.

A. How were the Participants Bullied?

Participants experienced bullying verbally and physically. P1 was bullied

when she was called “taba” (fat) and she did not experience being bullied physically.

P2 was verbally bullied when her classmates called her as having a beautiful face but

not being a smart/bright at all, and experienced physical bullying by being punched

by her classmates. P3 heard utterances belittling her appearance and she did not

mention whether she had been bullied physically. P4 was bullied about his father’s

physical disability and experienced being pushed off by his classmates.P5 had been

bullied by being blamed for littering wastes he did not throw around somewhere. He

experienced physical bullying when he was hit by his classmate on his nose which

caused bleeding.

B. How Do Participants React to Bullying?

Participants expressed their initial and long-term reactions when they

experience bullying. P1 initially tells herself that she accepts herself for being who

she is and bullying did not have a long lasting effect in her emotions. P2 said that

every time she experiences bullying, she can hardly get up from her bed, can’t eat,

and does have any energy to do anything at all, and she experiences depression as

long lasting effect of bullying. P3 initially cries when being bullied, and experiences

poor academic performance which affects her grades. P4 cries and reflects on things
xxxv
when he is bullied and his long-term solution was to transfer to another school. P5

also asks himself why he deserves bullying treatment and also resolved to transfer to

another school.

C. How Do Participants Find Courage Not To Get Hurt When Being

Bullied?

Participants have their own means of coping up the various emotions they go

through when being bullied. P1 is trying her best to lose weight not because of people

around her but for herself. It’s her body and it is her happiness that matters. P2 says to

herself that with the glory of God, she is getting better day by day. She enjoys new

friends, same family, and same being herself. P3 does not want her mother notice/feel

what she goes through because It will add burden to her mother’s problems, so she

tries to act as normal as she can. P4 Even if experiencing bullying attribute to his

father’s physical disability, he learned it in life not disown his father. P5 cries in a

private place so that people won’t notice her crying.

Conclusion

A. How were the Participants Bullied?

Participants experienced bullying verbally and physically, verbal bullying

includes concerns on countenance or physical appearance or mental capacity of being

bullied or family member and play jokes. Not all who were bullied verbally were also

bullied physically. In fact only 2 of the respondents got physically bullied which

includes being punched and being pushed off.

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B. How Do Participants React to Bullying?

Participants expressed their initial and long-term reactions when they

experience bullying. Their minds and body are affected by bullying. One of the

participants was courageous enough to tell herself she accepts who she is. A

participant was affected physically because she could hardly get up from bed, she lost

her appetite, and felt she was exhausted and could not do any task at all. Depression is

also one of the reactions that a bullied participant had experienced and it may have

started unnoticed strong sadness which was also experienced by a participant.

Bullying also causes poor academic performance as stated by a participant.

C. How Do Participants Find Courage Not To Get Hurt When Being Bullied?

Participants have their own means of coping up the various emotions they go

through when being bullied. P1 tries to lose her weight being the reason why she gets

bullied, P2 finds courage by reflecting on God’s word, recognizing His ability to

intervene and make things go better, P3 does not let her loved one (mother) know

because letting her know about it would make her feel even more lonely fort she does

not want to see her mother suffers from it. P4 accepts his family member (father),

xxxvii
being bullied because he loves his father and P5 cries privately because doing it in

public will only intensify his feeling of loneliness.

Recommendation

A. As to how the participants were bullied, this study recommends that schools

should strengthen the implementation of penalty and punishment among those who

commit bullying. The bullied should be encouraged to be honest by disclosing their

traumatic experiences in bullying.

B. As to how the participants react to bullying, it is recommended that parents and

teachers become more discerning of how students and children behave differently to

be able to make them feel they are open for revelation of bullying experiences. A

seminar or training about changes in behavior may be conducted to enhance

knowledge in handling bullying practices. Since depression is one of the possible

effects of bullying, psychological intervention may be offered among bullied

individuals.

C. As to how the participants find courage not to get hurt, it is also recommended that

guidance counselors/guidance designate be able to provide programs that will help

relieve these bullied students their stress and depression from the various traumatic

experiences. Access referrals for appropriate course of actions that require

professionals/experts in addressing either short-term or long-term effects of bullying.

The church as a common means of spiritual relief from depression, may also provide

programs that will emphasize the need for counselling and support.
xxxviii
References:

Sanapo, Margaret S. "When kids hurt other kids: Bullying in Philippine schools."

Psychology 8.14 (2017): 2469.

Witkus, Shella G. Cyber bullying among Filipino adolescents. Diss. [Honolulu]:

[University of Hawaii at Manoa],[December 2012], 2012.

xxxix
Lai, Shu-Ling, Renmin Ye, and Kuo-Pao Chang. "Bullying in middle schools: An

Asian-Pacific regional study." Asia Pacific Education Review 9.4 (2008): 503-515

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experiences and classroom discipline techniques in an urban national high school in

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Ancho, Inero V., and Saehoon Park. "School violence in the Philippines: A study on

programs and policies." Advanced Science and Technology Letters 36 (2013): 27-31.

Banzon-Librojo, Lorelie Ann, Melissa R. Garabiles, and Liane Peña Alampay.

"Relations between harsh discipline from teachers, perceived teacher support, and

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(2017): 18-22.

Gonzales, Janice L., and Dennis V. Madrigal. " Gonzales, Janice L., and Dennis V.

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Antique." Philippine Social Science Journal 3.2 (2020): 55-56.

Rodríguez, Ana Carolina Reyes, José Angel Vera Noriega, and Angel Alberto Valdés

Cuervo. "Teaching Practices, School Support and Bullying." World Journal of

Education 7.4 (2017): 50-59.

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Reyes, Agnes S. "Bullying Experienced among Indigenous People Students of

Philippine Normal University North Luzon, Philippines: A Basis for Formulating

School Policy." American International Journal of Contemporary Research 6.1

(2016).

Banks, Ron. "Bullying in schools." (1997).

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from mental and physical bullying and substance use in early adolescence." Addictive

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Nilsson, Doris, et al. "Child physical abuse–High school students’ mental health and

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: Nathan B. Tabuzo

Address: Francia, Virac Catanduanes

Date of Birth: November 17, 2002

Place of birth: Virac, Catanduanes

xlii
Nationality: Filipino

Civil Status: Single

Occupation: Student

Position: Student

Educational background:

Elementary: Juan M. Alberto Memorial Elementary School(2012)

Junior High: Catanduanes National High School(2019)

Name: Mae Bajaro

Address: Capilihan, Virac Catanduanes

Date of Birth: December 17, 2002

Place of birth: EBMC

Nationality: Filipino

Civil Status:Single

Occupation:Student

Position:Student

Educational background:

Elementary: Capilihan Elementary School (2012)

Junior High: Catanduanes National High School (2019)

Name: Ronald Castromero

Address: Sta. Cruz

Date of Birth: June 28, 2001

Place of birth: EBMC

xliii
 Nationality: Filipino

Civil Status: Single

Occupation: Student

Position: Student

Educational background:

Elementary: Juan M. Alberto Memorial Elementary School(2012)

Junior High: Catanduanes National High School (2019)

Name: Klied Sethro Avila

Address: Capilihan, Virac Catanduanes

Date of Birth: March 14, 2002v

Place of birth: EBMC

Nationality: Filipino

Civil Status: Single

Occupation:Student

Position:Student

Educational background:

Elementary: Capilihan Elementary School (2012)

Junior High: Catanduanes National High School (2019)

xliv