A DESCRIPTIVE STUDY ON BULLYING PARTICIPANT BEHAVIOR IN MAA

NATIONAL HIGH SCHOOL

Research presented to the faculty and staff of

Ma-a National High School
Davao City

In Partial Fulfillment of Requirements

in Practical Research 2

Presented by:
Kingco, Kristel F.
Dieson, Christian M.
Yutero, Belly James
Chyrel Mae Junio A.

January 2023
 Maa, Davao City

SENIOR HIGH SCHOOL

DEPARTMENT

APPROVAL SHEET

The research entitled “A DESCRIPTIVE STUDY ON BULLYING PARTICIPANT

BEHAVIOR IN MAA NATIONAL HIGH SCHOOL prepared and submitted by Kristel F.

Kingco Christian Dieson, Belly James Yutero in partial fulfillment of the requirements for

Practical Research 2 has been examined and is recommended for acceptance and approval.

MORRIS JOHN I. LOBETOS PH.D.

SUBJECT TEACHER

APPROVED by the research committee on oral examination with a grade of

PASSED.

MORRIS JOHN I. LOBETOS, Ph.D. Rex M. Pales, MAT-RE, MAED-Eng. - (CAR)

Research Adviser / Senior High Instructor Senior High Instructor
 ACKNOWLEDGEMENT

The researcher gives thanks to teacher Morris John I. Lobetos who had taught them

how to conduct research and his examples and techniques made the researchers well-

equipped in conducting the study. The researcher's deepest gratitude to the students who

were the respondents and answered the questions honestly made the completion of this

study a successful one.

To the parents and guardians, they have been a great help to the researcher through

their financial and emotional support; their care and understanding have inspired the

researcher to continue and finish this research study.

Above all, to Almighty God who is the giver of knowledge and understanding. All the

glory and honor be given back to Him for what He has done specially to complete this

research paper.
 ABSTRACT

Bullying refers to aggressive behavior that is repetitive and intentional in which a

power differential exists between the victim and bully. The negative effects of bullying on an

individual's mental and physical health are substantial and in line with other major forms of

child maltreatment. Efforts to increase detection of bullying are indicated, especially among

youth presenting with school phobia, depression, anxiety, and declining school performance.

Several antibullying efforts have been developed and promoted at the school and community

level. Research indicates that many of these programs are effective and share some

common elements that can help reduce the prevalence and impact of bullying.

Bullying is a very common, complex and potentially damaging form of violence

among children and adolescents. Bullying is defined as unwanted, aggressive behavior,

which involves a real or perceived social power imbalance. The behavior is repeated, or

has the potential to be repeated, over time (therefore, the definition excludes

occasional or minor incidents). These actions are purposeful and intended to hurt or

make the victim uncomfortable. Bullying may manifest itself in many forms. It can be

physical, verbal, relational, or cyber; it can be subtle and elusive.

 TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
CHAPTER
1 INTRODUCTION
Background of the Study 1
Statement of the problem 2
Review of Related Literature 3
Theoretical Framework 4
Conceptual Framework 5
2 METHODOLOGY
Research Design 6
Research Respondents 7
Research Locale 8
Research Instruments 9
Data Gathering Procedure 10
Statistic Tool 11
Ethical Consideration 12
3 RESULTS AND DISCUSSION
Demographic Profile of Respondents 13
Level of Descriptive Study on Bullying 14
Level of Students Participant Behavior 15
Significant Relationship between the variables 16

4 CONCLUSIONS AND RECOMMENDATIONS

Findings 17
Conclusions 18
Recommendations 19
 Chapter 1
INTRODUCTION

Background of the study

Bullying in schools is an issue that affects schools all over the world and can interfere

with students' ability to learn in a secure environment without fear. Both the bullies and the

victims of bullying may suffer negative lasting effects as a result of their actions. Issues

related to bullying have been observed and discussed in formal schooling systems all over

the world. Majority of the result is very detrimental to the academic performance of the

students being bullied. If this scenario is not halted, many students will have a bad

experience in school and suffer failing grades.

In Hong Kong, however, bullying in schools, such as spitting, is more common than
extreme school violence, such as shooting or fighting with weapons. Verbal abuse such as
teasing, name-calling, and insults is nothing new. “Physical bullying," which includes assault,
kicking, tripping, and striking, Extortion, such as intimidating pupils and demanding cash
with. Two significant dangers to pupils' safety in classrooms are threatening statements and
bullying. These parents and community leaders are concerned about how the schools are
handling bullying, which is rather widespread in middle schools with lower academic bands.
Will safeguard their kids. The following are typical instances of physical bullying that have
been documented by the media.

Bullying is a major issue in the educational system in the United States. Parents and
students ask frequently how and why bullying occurs in educational contexts. Teachers
frequently are awed by its occurrence and Unsure of the best way to deal with this
widespread problem. Bullying terminology has changed.within the previous 20 years. In
1994, Bullying was characterized by Batsche and Howard as "a type of violence in which
one or more pupils' physical and/or mental health harasses a different student for a
prolonged time”. A more thorough explanation of the definition of bullying is "repeated
actions of hostility, fear-mongering, or pressure against a victim who is less strong than the
offender's physical dimensions, psychological societal influence, or other elements that lead.
 Switzerland (Batsche, 1997; Smith and Brain, 2000) it has long been a commonplace
human experience, bullying is considered by many to be one of the rites of childhood
passage, and is frequently neglected as an example of school violence (Barone, 1995;

Hasler et al., 1992). However, school personnel should recognize bullying as a serious
problem because of its prevalence and pernicious effects. Nansel et al. (2001) report that in
United States’ schools, approximately 30 percent of all students will experience some form
of bullying during their school careers, while researchers conducting an international cross-
sectional survey of preadolescents and adolescents in 28 countries in Europe and North
America found that the incidence of bullying ranged from 6.3 percent among girls in Sweden
to 41.4 percent among boys in Lithuania (Due et al., 2005).

There have been 36 bullying incidents reported at Philippines,Binakayan National High

School in Kawit, Cavite, for the school year 2013–2014.originate from insults, crude humor,
stealing or stealing someone else's personal items, and causing physical harm. These had
evolved into aggressive behavior, including kicking, slapping, and beating another person.
Most often, these incidents involve students. Based on an interview and student and teacher
data; verbal Inside and outside of the classroom, bullying, including name-calling, insulting,
and harsh teasing, is a common occurrence. which are typically not reported to school
officials and are instead quickly fixed. The differences between the volume of reported
instances and the information surrounding them reduces the capacity to comprehend the
taxonomy and bullying at the cellular level.

In a different point of view, some studies have looked into the relationship between bullying
behavior mental health issue have tended to focus on risk factors associated with the
primary roles of victim, perpetrator, and that of the ‘bully-victim’ (Juvonen, Graham, &
Schuster, 2003; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001). Among
victims of bullying, higher rates of depression and anxiety coupled with psychosomatic
ccomplaints are common (e.g., headaches and abdominal pains; Fekkes, Pijpers, &
VerlooveVanhorick, 2004; Kaltiala-Heino, Rimpelae, & Rantanen, 2000; Srabstein,
McCarter, Shao, & Huang, 2006) together with lower levels of academic attainment, self-
esteem, and social functioning (Hawker & Boulton, 2000; Schwartz, Gorman, Nakamoto, &
Toblin, 2005). When compared to their non-aggressive peers, perpetrators report lower
levels of school engagement and belonging as well higher rates of delinquent behavior
outside school (Haynie, Nansel, &Eitel, 2001; Nansel et al., 2001). Among students who
have the dual role of perpetrator in some situations and victim in others (‘bully-victims’),
higher rates of depression and reports of somatic complaints are common, and there is an
increased probability of these students being referred for psychiatric assessment above
those who are primarily perpetrators and victims (Nansel et al.,2001; Swearer, Song, Cary,
Eagle, & Mickelson, 2001). Furthermore, higher rates of substance use are associated with
both bullying and victimization (Shepherd, Sutherland, & Newcombe,2006; Swahn, Bossarte,
& Sullivent, 2008; Thompson, Sims, Kingree, & Windle, 2008).

The current study is different from the previous studies because most of the studies
presented talk about bullying in first world countries. Often these studies are tackled about
the effects of bullying to a person and other studies discusses about the different kind of
bullying.. There is a study that has been conducted before that tackles bullying participant
behavior.

Also, the relevant information that will be gathered from this investigation may be
used as the baseline data for the school administrators, guidance counselors,
teachers, and other members of the school community to plan programs that may
help in bullying issues. Another is improving the performance of teachers by creating
programs that would enhance their teaching strategies, practices. Thus, it will
improve the student’s mental health issue.

Additionally, a national or international research forum will be considered by the

researcher as opportunities to share the results of this study. An invitation for a research
presentation scheduled in the division, regional level, and national forum and conferences by
the Department of Education will be responded to by the researcher who is more than willing
to present the results. Further, online publication is also another avenue that is considered
by the researcher to provide the community a wider access to the findings of this study.

Statement of the Problem:

This study will determine the level of bullying participant behavior of the students in
Maa National High School. Specifically, it will seek answers to the following questions:

1.What is the demographic profile of the respondents in terms of:

 1.1Sex; and

1.2Grade Level

2. What is the level of bullying participant behavior in terms of:

2.1 Bully

2.2 Assistant

2.3 Victim

2.4 Defender

2.5 Outsider

Review of Related Literature:

This section consists of the discussion of the variables used in the study. Relevant
literature and studies about these variables are highlighted and discussed below.

Bully
A bully is a person who harasses, abuses, intimidates, or coerces people, especially those
with less power than they have or those considered weaker or vulnerable in some way. The
word often implies that such behavior is repeated or habitual. 
Bully can also be a verb meaning to treat people in this way (to act as a bully toward
them), as in The man who used to bully his classmates in school is now teaching children
how not to bully others. Someone who is treated in this way is said to be bullied. The act of
treating people in this way is called bullying. 
Bullies are primarily associated with school settings involving kids, but adults can be
considered bullies as well. The most familiar form of a bully depicted in popular culture is the
neighborhood or schoolyard bully, usually a physically strong or large child or teenager who
uses their size to bully smaller, younger, or more timid kids. Famous fictional bullies that fit
this profile include Biff Tannen from Back to the Future and Nelson Muntz
from The Simpsons. However, the understanding of what constitutes bullying has evolved
and broadened to encompass behavior that involves not just physical but emotional abuse
and manipulation. 

Assistant
A classroom assistant who carried out a five-month campaign of bullying against a seven-
year-old pupil that included taping her to a chair and shutting her in a storeroom has been
given a community order, including a requirement to do 40 hours of unpaid work.
Rachael Regan, 43, singled out and bullied the girl at a school in the Calderdale area of
West Yorkshire.Regan’s trial last month was told about a catalogue of incidents against the
pupil, who is now nine, which included sticking Post-it notes to her thumbs, tying her shoes

Victim
When it comes to bullying, most people want to believe that it won't happen to their child. But
bullying happens more often than you might realize. In fact, some experts estimate that as
many as one out of every five kids—or 20% of kids—are bullied.1
And while there are some kids that seem to be targeted more than others, every child is at
risk for bullying. Even confident kids with a large social circle can be targeted. Here is what
you need to know about victims of bullying including how to help them stand up for
themselves and cope.
Defender
Defender self-efficacy could be defined as the belief in one’s capacities to successfully
intervene in bullying or peer aggression to defend a victim (Thornberg et al. 2017) and has,
in accordance with the social-cognitive theory (Bandura 1997), been associated with greater
defender behavior (Barchia and Bussey 2011b; Doramajian and Bukowski 2015; Peets et al.
2015; Pöyhönen et al. 2010, 2012; Thornberg and Jungert 2013; Thornberg et al. 2017; van
der Ploeg et al. 2017). The possible association between defender self-efficacy and
reinforcing is still rather unknown since only a few studies have explored this. One study has
found defender self-efficacy to be associated with less pro-bullying behavior (i.e., assisting
and reinforcing; Thornberg and Jungert 2013). In another study (Pöyhönen et al. 2012),
defender self-efficacy was significantly and negatively correlated with reinforcing but when
defender self-efficacy was included together with other variables within a regression
analysis, the association became insignificant. However, in the same regression analysis,
the less the students expected bullying to decrease and that the victim would feel better as a
consequence of defending, the more likely they were to reinforce the bully. Nevertheless,
more research is needed to examine the possible negative relationship between defender
self-efficacy and reinforcing in school bullying among students.

Outsider

In The Outsiders by S.E. Hinton, bullying is the normal thing for someone to do. Bullying is
unwanted or unneeded actions or words that are said or done to hurt someone and their
feelings. They may make the bully feel powerful and make the victim feel unsafe. Some
bullying may be online and other times face to face. Kids are affected in different ways. Some
kids who are bullied may become a bully, others may become depressed or feel unsafe
everywhere they go. In Hinton's novel, everyone either experiences bullying or has bullied
someone. Hinton's novel was written in 1967 when bullying wasn't controlled that well. Bullying
wasn't seen as the biggest problem or not a problem at all, it wasn't controlled and no one was
punished for doing.

Theoretical Framework:
This study is supported by the following theories namely: Bully, Assistant, Victim,
Defender, and Outsider, arguing that this model is theoretically grounded and empirically
validated by reviewing the related literature. In this model, five major components are
proposed that are involved in the bullying-related studies.

Author- by Lauri S. Freidman,

What year was it done- 2011

Bully

This behavior is not a one-off episode; it must be repetitive and habitual to be considered
bullying.[2][3] Students who are LGBT, have parents of lower educational levels, are thought to
be provocative, are perceived to be vulnerable, or are atypical or considered outsiders are at
higher risk of being victimized by bullies. Baron (1977) defined such "aggressive behaviour
as behaviour that is directed towards the goal of harming or injuring another living being who
is motivated to avoid such
Five Independents Variables Affecting Bullying: Neighborhood, Family, School, Gender-
Age and Mass Media.treatment"

Assistant

A classroom assistant who carried out a five-month campaign of bullying against a seven-
year-old pupil that included taping her to a chair and shutting her in a storeroom has been
given a community order, including a requirement to do 40 hours of unpaid work.Rachael
Regan, 43, singled out and bullied the girl at a school in the Calderdale area of
West Yorkshire.
Victim
The emergence of bullying is based on the formation of specific relationships among children
who bully, children who are bullied, and children who observe the bullying—the bully, the
victim, and the bystander.

A child who bullies selects from his or her group of classmates a potentially vulnerable child
to target for bullying. If the targeted child responds submissively by silently yielding, crying,
or

running away, the bullying child has achieved “success,” and the targeted child is likely to
become a victim again and again.

In group situations, other children are often watching the bullying unfold. These bystanders
to bullying learn who’s involved and which behaviors are permitted and rewarded. They may
become fearful of the bullying child, rejecting of the victimized child, and passively accepting
of a climate where bullying behaviors are permitted. They may also be enticed to join in or
try out the bullying themselves.
Defender

A student must be able to define what a "defender" is and what they can do to support our
school. A "defender" is defined as anyone who dislikes the bullying and helps or tries to help
the student who is being bullied. When students understand they can have power in
stopping the bullying behavior, everyone takes on some social responsibility. As we
empower our students with teachers and administrators that follow through, our students
become the pulse and monitors of bullying in "their" school. Students may come forward and
say, "We don't want that in our school."

Outsider

In this book we examined the relation between outsider as bystander behavior pattern in
school bullying and certain parental treatments (such as; parental solicitude, parental

overprotection and parental restriction). We wanted to find an answer to the question: what
kind of temperament and character traits the students have, who become bullies through
school bullying and what their typical emotional reactions are. In our research we used the
following instruments: the Questionnaire on School Bullying, the Hungarian adaptation of
Goch’s Family Socializational, the Hungarian adaptation of the Parental Bonding Instrument,
the Hungarian version of Cloninger’s Temperament and Character Inventory, the Hungarian
version of Differentional Emotions Scale, The Hungarian version of Weismann’s Scale of
Dysfunctional Attitudes and The Hungarian adaptation of the Folkman–Lazarus Conflict
Solving Questionnaire.

CONCEPTUAL FRAMEWORK

Figure 1 shows the conceptual framework which presents the relationship between
the independent variable and the dependent variable.

Independent Variable Dependent Variable

Descriptive study on bullying Participant behavior

School Bullying Bully

Social Bullying Assistant
Victim
Defender
 Chapter 2

METHODOLOGY

This chapter presents the research design, research respondents, research locale, sampling

design, research instrument, data gathering procedure, statistical tools and ethical

considerations that were used in this study.

Research Design

This chapter presents the research design, research respondents, research locale,
sampling design, research instrument, data gathering procedure, statistical tools and ethical
considerations that were used in this study.This study will use quantitative research methods,
specifically the descriptive correlational design. Quantitative methods highlights objective
measurements and the statistical or numerical interpretation of data gathered through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data using statistical
techniques (Brians, 2011). Quantitative research concentrates on collecting numerical data
and making conclusions across groups of people or to expound a particular phenomenon.
Quantitative analysis is focused on statistics, logic, and a neutral perspective. Quantitative
analysis focuses on numeric and static data as well as detailed, convergent reasoning rather
than divergent reasoning, which is the spontaneous, free-flowing generation of a range of
ideas about a research issue. (McNabb, 2008) Quantitative analysis collects a broad variety of
numerical knowledge. On the other hand, descriptive research is a study designed to
characterize the participants in a factual way. In the social sciences, quantitative methodology
is the most popular research framework (De Vaus, 2001). It is a collection of methods,
techniques, and assumptions that are used to investigate psychological, social, and economic
processes using numeric patterns (Trochim, 2006). Similarly, descriptive research is all about
describing people who are part of the study. Descriptive design seeks to describe the current
status of a variable or phenomenon. The researcher does not begin with a hypothesis, but
typically develops one after the data is collected. Data collection is mostly observational in
nature. Meanwhile, correlational design explores the relationship between variables using
statistical analyses. However, it does not look for cause and effect and therefore, is also
mostly observational in terms of data collection (Downie, 2000). In addition, descriptive
analysis is a type of study that focuses on describing the characteristics of the population or
phenomenon under investigation the research topic. The descriptive analysis approach
focuses on defining the characteristics of a demographic segment rather than “why” a
phenomenon occurs. This research design is appropriate for this study because it intends to
determine the level of bullying participant behavior. It used the mean and standard deviation to
determine the level of bullying participant behavior

Research Locale

This study is conducted in Maa National High School  because of the alarming

performance of students in mathematics. Data gathered in this study can help school

administrators in improving the attitudes of students towards mathematics.

Ma-a is a barangay in Davao City. Its population as determined by the 2015 Census

was 59,803. This represented 3.66% of the total population of Davao City. According to

the 2015 Census, the age group with the highest population in Ma-a is 20 to 24, with 7,474

individuals. Conversely, the age group with the lowest population is 80 and over, with 291

individuals. The population of Ma-a grew from 25,017 in 1990 to 59,803 in 2015, an

increase of 34,786 people. The latest census figures in 2015 denote a positive growth rate

of 3.50%, or an increase of 9,888 people, from the previous population of 49,915 in 2010.

Ma-a is situated at approximately 7.0727, 125.5855, in the island of Mindanao. Elevation

at these coordinates is estimated at 13.7 meters or 44.9 feet above mean sea level.
 Figure 2: Map of Barangay Ma-a Davao City

Research Respondents

The respondents of the study were 100 students from Maa National High School. The

100 respondents were taken from the population size of Maa National High School which is 3,

803. This study was conducted in the school year 2020-2021. Stratified random sampling is a

method of sampling that involves the division of a population into smaller sub-groups known

as strata. In stratified random sampling or stratification, the strata are formed based on

members' shared attributes or characteristics such as income or educational attainment

(Hayes, 2020). Added on, Sekaran (2003) wrote the rule of thumb for determining sample
size, Sample sizes larger than 30 and less than 500 are appropriate for most research. Most

statisticians agree that the minimum sample size to get any kind of meaningful result is 100. If

your population is less than 100 then you really need to survey all of them.

Research Instruments

To answer the research questions and help gather relevant data for this study, the

research instrument that will be used in this study included the descriptive study on bullying.

This is a basic questionnaire that seeks to uncover the what, where, when and how of bullying

in the school. It can be adapted to include questions that will give you more specific

information, if such is required. This survey should always be confidential, and should never

solicit the names or details of anyone involved in bullying. Even though bullying is explained

on the questionnaire, it’s a good idea to discuss the definition with learners before they fill in

their responses. Also, advise learners of the confidentiality of the survey, and that their

anonymity is assured. Younger learners may require some help in understanding the

questions. Explaining the meaning of each question, when necessary, is acceptable.

Level of Descriptive Study on Bullying

Mean
Range Description Interpretation

4.20 – 5.00 Very High The bullying participant behavior is always observed all the
time
3.40 – 4.19 High The bullying participant behavior is oftentimes observed

2.60 – 3.39 Moderately high The bullying participant behavior is sometimes observed

1.80 – 2.59 Low The bullying participant behavior is rarely observed

1.79 – 1.0    Very Low The bullying participant behavior is never observed
Data Gathering Procedure

The following procedures were implemented in collecting the data.

Permission to Conduct the Study. A letter of permission was secured from Maa National

High School to conduct the study on the descriptive on bullying participant behavior in maa

national high school.

Administration and Retrieval Questionnaire. Adequate and clear copies were printed to

avoid problems in the conduct of the study. The researcher administered the questionnaire

to the respondents of the study and they were requested to answer the questions honestly

so that valid and reliable data were elicited. The researcher exerted effort to retrieve the

questionnaire personally and with the help of some research aides to have a 100 percent

return rate of the questionnaire. The completed questionnaire was organized accordingly.

Collation and Tabulation of Data. The results were collated and tabulated before

subjecting them to statistical treatment.

Analysis and Interpretation. Results were analyzed and interpreted based on the

purpose of the study.

Statistical Tools

The data gathered was classified, analyzed, and interpreted by using the following

appropriate statistical tools.

Person Product Moment Correlation is a measure of the linear correlation between two

variables. It was employed to determine the interrelationships between unemployment and

mental wellbeing of workers, unemployment and skills of workers, unemployment and

 companies, unemployment and mental health of workers, and mental health and work

performance.

Ethical Consideration

Before collecting data in the field, the researcher will have to abide by the policies of the

ethical protocols of Maa National High School. He has to explain clearly the purpose of the

study to all the respondents. He will make it clear that this study will only be for academic

purposes and it does not have any negative or positive impact on their job or on their daily

life. As earlier mentioned, the respondents will be informed that their names, name of

schools where the study will be conducted would remain anonymous in the report and the

information which they would provide would be treated and kept confidential. 

Social Value. Social value refers to the relevance of the study to an existing social or

health problem such that the results are expected to bring about a better understanding of

related issues, or contribute to the promotion of well-being of individuals, their families, and

communities. Furthermore, to get full participation from the students the researcher

explained the main purpose of the study and the procedure for data collection. Results of the

study will be presented to the respondents and will be disseminated to other possible

audiences who will benefit from this study. More importantly, the researcher adhered to

social value in research.  This study is aimed to address the social problems pertaining to

students’ waste disposal practices. The result of this study will present valuable information

that will guide school administrators in improving waste disposal implementation in their

respective schools. Moreover, this study will also be beneficial to the teachers, scholars and

researchers who can explore the result of the study as an opportunity to conduct more
research involving the practices of waste management. It will also serve as an eye-opener

for the school administrators and an advantage to faculty for they are considered as the

main beneficiaries of this study. 

Informed Consent Form. An informed consent form will be secured. The

participants of the study will be informed by the researchers regarding the effects of being

involved in any research. Consent forms will be sent to the respondents online after the

purpose of the study will be explained to them and that the participants will fully be aware

that they can withdraw at any time from participating in the study.  Further, Informed Consent

Forms will also be sent through email to the research respondents for their e signature. Their

responses will be held confidentially.

Vulnerability of Participants. In this study, the respondents will be considered as

adult participants for they have the capacity to make a sound judgement if they wanted to be

part of the study. They can make decisions for themselves as respondents of this study. 

Furthermore, the teachers will know the nature of the study. Vulnerable participants are

those relatively or absolutely incapable of deciding for themselves whether or not to

participate in a study for reasons such as physical and mental disabilities, poverty,

asymmetric power relations, and marginalization, among others and who were at greater risk

for some harm (NEGHHR, 2017).

Risk, Benefits, and Safety. The participation is completely voluntary and

anonymous to protect the privacy of teachers. There is no known risk in this study because

the gathering of data will be online using Google Forms. Online survey is the most

appropriate way to gather data in this study to follow the Inter Agency Task Force on

Infectious Diseases on health protocols especially the social distancing and avoiding mass

gatherings. These measures are needed to prevent the spread of COVID-19 virus and

ensure the safety of the researcher and also the respondents as well. Students can answer

the form at their most convenient time and without the risk of exposing them to COVID-19.
This study can generate relevant information which can be useful to public and private

school administrators. The result discussions and findings from this study can provide

evidence-based information which can be used by administrators in the process of

implementing improvements in the waste management. The respondents of the study can

help improve the practices of waste management. More so, the researcher will value their

participation and place their welfare as the highest priority during the study.

Privacy and Confidentiality of Information. The researcher will adhere to the principles of

transparency, legitimate purpose, and proportionality in the collection, retention, and

processing of personal information (Data Privacy Act of 2012). Added to this, the researcher

has to protect her respondents’ privacy for they had a moral and legal obligation for involving

them in their study.  Moreover, participants were not forced to disclose information out of his

or her willingness. In answering the survey questionnaire, their names will not appear in the

survey and their answers will be held confidentially.  The researcher will assure that the

names and details of the respondents will be secured. The researcher will also orient her

research assistants or representatives, documenters on the terms and conditions of privacy

and confidentiality observed in this study.  In particular, the researcher will not mention their

names to protect their identity.

Justice. To ensure that the objectives of the study are achieve, only those students in

Grade 10, Grade 11 and Grade 12 will be selected to be the respondents of the study

because it is also the time wherein the students have gone through all the mathematics

subjects in junior high school. Results and findings of the study will be given back to the

respondents if they would ask to. It will be the commitment of the researcher to share the

results of the study. The researcher should share the benefits of the knowledge gained from

the respondents for taking the burden of participating in the research.  Additionally, the

answers found in the questionnaire will be tallied and tabulated according to the
respondents’ responses. Respondents of the study are to be given a thirty pesos load

allowance as incentive for their time in answering the questionnaires.

Transparency. In this study, everything will be laid down to the respondents. This is a

manifestation that the researcher follows the element of transparency. The researcher will be

transparent about the aspects of a study that may have an impact on the rights, health, and

safety of the respondents.  The researcher safeguards the proper implementation of the

methods used in the study by being compliant to the ethical standards of research. He will

include all the necessary documents that will support the data analysis and will give the

readers the access to read through these in order to gain a better understanding of the

results and findings of the study if asked to. All respondents involved in the data gathering

should complete a conflict of interest management plan, which is to be reviewed by research

committee and approved by the school head of  before the data gathering can go through.

The researcher who is also a student of the school where the study is to be conducted would

not be involved or influence the responses of the respondents as they answer the online

questionnaire.

Qualification of the Researcher.  Being a student in Grade 12 is considered a capable

student researcher.   Further, the researcher has a background in the field of research in

both quantitative and qualitative. Moreover, he always seeks direction and advices from his

mentor and the panelists, as well as his peers who are proficient in this method. Likewise, he

is guided by these experts in order to implement the methods properly and to be able to

gather the needed data for the intended purpose.

 Adequacy of Facilities. The researcher needs to secure the materials to address the

adequacy of facilities. Other tools to secure will be internet connection, laptops and software

applications which are needed for the study. Added on, the e-library of the institution is

accessible.  Moreover, the adviser of the researcher is always available. Adequacy of

facilities will be addressed as the materials are readily available and accessible to the
researcher. The researcher rest assured that there are available and accessible resources

needed in this study. Books, online journals, thesis and dissertations are available for further

readings and references which will provide varied literatures and studies that support the

association of the variables used in the study. Further, the data gathering will be done online

using Google Forms and the links will be disseminated through Facebook messenger.

Online communication with the respondents will be done using Facebook messenger and

Google Mail.

Community Involvement. Community involvement will be taken into account in this study

as there will be a community of teachers involved. Also, the beneficiaries of this study are

part of the community where the study will be conducted.  Added on, findings of the study

will be made known to the school stakeholders and the community.

All activities done are subject to the permission of the school head and the research adviser

as well.

Chapter 3

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, and interpretation of data.

The first part describes the bullying participant behavior in maa national high

school. The second part portrays the relationship between the independent

variables and dependent variable. Lastly, third part shows the significant influence of

the independent variables towards the dependent variable.

Demographic Profile of Respondents

A. Gender

                                             Figure 3
Figure 3 shows the demographic profile of respondents according to gender. It shows

that 51% of the respondents are female, while 49% corresponds to male respondents.

B. Grade level

Figure 4 shows the demographic profile of respondents according to sections. It shows

that 27% of the respondents are grade 12-ABM, 12% from grade 12-HUMSS, 21%

from grade 12-GAS, 14% from grade 12-TVL-HE, 12% from grade 12-TVL-IA, 14%

from grade 12-TVL-ICT.

Level of Descriptive Study on Bullying

 Table 1 shows the level of problems in Smartphone Addiction. The problem in

Smartphone Addiction has one indicator, namely, Bullying Participant Behavior

Scales. approach-avoidance style and personal control.

Study on Bullying Scale Mean SD Description

1. I have called another student bad names 2.08 1.09 Low

2. I have made fun of another student 2.60 1.00 Low
3. I have purposely left out another student 2.41 0.8 Low
4. I have ignored another student 2.59 1.09 Low
5. I have pushed‚ punched or slapped another student 2.38 1.13 Low
6. I have bumped into another student on purpose 2.41 0.68 Low
7. I have tried to make people dislike another student 2.30 1.20 Low
8. I have tried to make people dislike another student 2.47 0.94 Low
9. I have stolen things from another student 2.34 1.00 Low
10. I have damaged or broken something that was 2.30 1.08 Low
another student’s
11. I have verbally threatened another student 2.42 1.10 Low
12. I have made another student do things they 2.36 0.76 Low
didn’t want to do
13. I have thrown things at another student 2.27 1.20 Low
14. I have tripped another student on purpose 2.70 1.01 Low
15. I have said bad things about another student 2.41 1.01 Low
16. I have talked about someone behind their back 2.49 1.02 Low
17. When someone else has started spreading rumors‚ 2.63 1.40 Low
I joined in
18. When someone was ignoring another student‚ 3.00 1.07 High
I joined in
19. When someone was being pushed‚ punched‚ or 2.98 1.15 Moderately High
slapped‚ I stopped to watch
20. When someone else has started pushing or 2.94 1.12 Moderately High
shoving a student‚ I joined in

Sub-Mean 2.08 1.09 Very Low

In terms of Descriptive Study on Bullying, the items “I am usually able to think up

creative and effective alternatives to solve a problem”, “I make decisions and I am

happy with them later”, and “I trust my ability to solve new and difficult problems.”

with a mean of 2.08 and the standard deviation of 1.09. Meanwhile, the lowest

mean was the item “Many problems I face are too complex for me to solve.” and
“when faced with a novel situation, I have confidence that I can handle problems

that may arise.” with a mean of 4.27 and a standard deviation of 0.45. The sub-

mean was 4.47 and the standard deviation of 0.50 which refers to the description of

very low.. This means that the descriptive study on bullying of students was manifested

all the time. This results is supported by the study of Beigie (2008) which

emphasizes the importance of study on bullying by stating that through problem-

solving, students can learn about increasing their comprehension of mathematical

concepts by working through carefully selected questions that apply mathematics to

real-world difficulties.

Approach-Avoidance Style Mean SD Description

21. When someone was making fun of 2.81 1.21 Moderately high

another student‚ I joined in

22. When someone was verbally threatening 2.87 0.86 Moderately high
another student‚ I joined in
23. When someone was making a student do 2.51 1.31 Low
things they did not want to do‚ I joined in
24. When someone else was telling lies 2.94 0.95 Moderately high
about another student‚ I joined in
25. When someone bumped into another 2.67 0.99 Moderately high
person‚ I joined in
26. I have made fun of someone when they 2.68 1.11 Moderately high
were pushed‚ punched‚ or slapped
27. I have made fun of someone who was 2.64 1.02 Moderately high
being called mean names
28. When someone else broke something 2.68 0.73 Moderately high
that belonged to another student‚ I stopped
to watch
29. When someone else tripped another student 2.56 0.45 Moderately high
on purpose‚ laughed
30. When someone else knocked books out 2.08 1.09 Very Low
of another student’s hands on purpose, I laughed
31.When someone else pinched or poked 2.60 1.00 Moderately high
another student‚ I joined in
32. When someone else threw something 2.41 0.8 Very Low
at another student‚ I joined in

Sub-Mean 2.60 1.00 Moderately high

Personal Control Mean SD Description

33.I have been called mean names 2.08 1.09 Very Low
34.I have been made fun of 2.60 1.00 Moderately high
35.I have been purposely left out of something 2.41 0.84 Low
36. I have been ignored 2.59 1.09 Low
37. I have been pushed around‚ punched or 2.38 1.13 Low
slapped
38. I have been pushed or shoved 2.41 0.68 Low
39. People have told lies about me 2.30 1.20 Low
40. People have tried to make others dislike me 2.47 0.94 Low

Sub-Mean 4.75 0.24 Very High

Overall Mean 4.64 0.14 Very High
In terms of Approach-Avoidance Style, the items “When I am confronted with a complex

problem, I do not bother to develop a strategy to collect information so I can define exactly

what the problem is.”, and “When confronted with a problem, I do not usually examine what

sort of external things my environment may be contributing to my problem” with a mean of

5.00 and the standard deviation of 0.00. Meanwhile, the lowest mean was the item “Even

though I work on a problem, sometimes I feel like I am groping or wandering, and am not

getting down to the real issue.”  with a mean of 4.52 and a standard deviation of 0.50. The

sub-mean was 4.75 and the standard deviation of 0.24 which refers to the description of very

high. This means that the problem-solving abilities of students was manifested all the time.

The result is anchored on the study of  Sollman, (2014) which states that people's proclivity

to escape or approach problem-solving activities is known as approach avoidance. It is

characterized by scenarios such as “When a problem solution fails, I do not investigate why

it failed”; “When confronted with a difficult problem, I do not bother to design a plan to collect

information so that I can define exactly what the problem is”).

 In terms of Personal Control, the items “When my first efforts to solve a problem fail, I

become uneasy about my ability to handle the situation.” with a mean of 5.00 and the

standard deviation of 0.00. Meanwhile, the lowest mean was the item “I have a systematic

method for comparing alternatives and making decisions.”  with a mean of 4.26 and a

standard deviation of 0.44. The sub-mean was 4.75 and the standard deviation of 0.24 which

refers to the description of very high. This means that the problem-solving abilities of

students was

manifested all the time. The overall mean of problem solving abilities is 4.67 and standard

deviation of 0.14 interpreted as very high.

Level of Students Participant Behavior

Table 2 shows the level of Students Participant Behavior. The students participant

behavior has four indicators, namely: bully, assistant, victim, defender, and outsider.

Bully Mean SD Description

1. I have called another student bad names 2.08 1.09 Low

2. I have made fun of another student 2.60 1.00 Low
3. I have purposely left out another student 2.41 0.8 Low

Sub-Mean 1.56 0.37 Low

Assistant Mean SD Description

1. When someone was making fun of another 2.81 1.21 Moderately high
student‚ I joined in
2. When someone was verbally threatening 2.87 0.86 Moderately high
another student‚ I joined in
3. When someone was making a student 2.51 1.31 Low
 do things they did not want to do‚ I joined in
4. When someone else was telling lies about 2.94 0.95 Moderately high
another student‚ I joined in
5. When someone bumped into another 2.67 0.99 Moderately high
person‚ I joined in
6. I have made fun of someone when they 2.68 1.11 Moderately high
were pushed‚ punched‚ or slapped
7. I have made fun of someone who was being 2.64 1.02 Moderately high
called mean names
Sub-Mean 4.77 0.25 Moderately High

Victim Mean SD Description

1. I have been called mean names 2.08 1.09 Very Low

2. I have been made fun of 2.60 1.00 Moderately high

3. I have been purposely left out of something 2.41 0.84 Low

4. I have been ignored 2.59 1.09 Low

5. I have been pushed around‚ punched or 2.38 1.13 Low

Slapped

6. I have been pushed or shoved 2.41 0.68 Low

Sub-Mean 4.77 0.25 Low

Defender Mean SD Description

1. I tried to make people stop spreading 2.27 1.05 Moderately High

rumors about others

2. I told someone that picking on others is mean 2.31 1.29 Moderately High

and they should not do it

3. I tried to make someone feel better after 2.78 0.71 Low

they were picked on

4. I tried to become friends with someone 2.15 1.34 Moderately High

 after they were picked on

5. I encouraged someone to tell an adult after 2.74 1.65 Moderately High

they were picked on

Sub-Mean 4.52 1.23 Moderately High
Outsider Mean SD
Description

1. I ignored lies people spread 2.64 1.78 Moderately High

about other students

2. I ignored it when I saw someone 2.03 1.45 Low

3. . I pretended not to notice when 2.47 1.02 Low

another student was being pushed‚ punched‚ or slapped

4 . I pretended not to notice when 2.23 1.67 Moderately High

things were taken or stolen from another student

Sub-Mean 2.74 1.43 Moderately High

Overall Mean 4.81 2.10 Very Low

In terms of bully, the items “Working bully makes me nervous”, and “I feel insecure about

asking bully questions in class I get nervous when math teacher is in class” with a mean of

1.59 and the standard deviation of 0.65. Meanwhile, the lowest mean was the item “I get a

sinking feeling when I think of learning math Learning math is very frustrating”  with a mean

of 4.24 and a standard deviation of 0.44. The sub-mean was 1.56  and the standard

deviation of 0.37 which refers to the description of very low. This means that student’s

positive attitudes towards mathematics was seldom manifested. This is supported by the

studies of Scarpello, (2007), Jackson & Leffingwell, (2009), (Jackson & Leffingwell, 2009).

(Catlioglu, Birgin, Costu, & Gurbuz, 2009) which states that many causes of mathematics

anxiety have been identified by scholars, including earlier bad classroom experiences and

parental influences, difficulty of the subjects or workload and teacher behavior.

 In terms of assistant, the items “I have self-confidence in learning  math”, and “I can

solve math problem within a given time” with a mean of 5.00 and the standard deviation of

0.00. Meanwhile, the lowest mean was the item “I have self-confidence in learning  math” 

with a mean of 1.49 and a standard deviation of 0.50. The sub-mean was 4.68 and the

standard deviation of 0.26 which refers to the description of very high. This means that

student’s positive attitudes towards mathematics was always manifested. This result is

parallel to the study of Perkins (2018), which states that self-confidence is linked to success,

educational accomplishment, conciliation, and a person's well-being, among other things,

and self-efficacy, self-esteem, and self-compassion are three elements that might influence

an individual's level of self-confidence.

In terms of victim, the items “Math word problems fascinate me”, “Math is very interesting to

me “ and “I feel comfortable working math problems” with a mean of 5.00 and the standard

deviation of 0.00. Meanwhile, the lowest mean was the items “I enjoy doing math” , “I look

forward to a math class” and “I enjoy learning math with my friends”  with a mean of 4.53 and

a standard deviation of 0.50. The sub-mean was 4.77 and the standard deviation of 0.25

which refers to the description of very high. This means that student’s positive attitudes

towards mathematics was always manifested. The influence of teachers (Anthony &

Walshaw, 2009) and the pedagogies used in mathematics are two of the most generally

known elements that have been discovered to be connected with student engagement in

mathematics (McKinney, Cappell, Berry, & Hickman, 2003).

In terms of defender, the items “I want to develop my math skills. “Knowing math will help me

earn a living.”, and “Math helps people to make good decisions.” with a mean of 5.00 and the

standard deviation of 0.00. Meanwhile, the lowest mean was the items “Math improve my

thinking capacity.”  with a mean of 4.27 and a standard deviation of 0.45. The sub-mean was

4.68 and the standard deviation of 0.22 which refers to the description of very high. This

means that student’s positive attitudes towards mathematics was always manifested. The
overall mean of students’ attitudes towards mathematics is 3.92 and standard deviation of

0.13 interpreted as high. According to Bair et al., (2000) excellent mental condition, which

implies a disposition to work, to always achieve the best results, it gives strength to

overcome the obstacles that inevitably come in the way of success, a thorough knowledge of

the theory, a consistent, methodical, and recursive approach to problem solving.

Significant Relationship between the variables

Descriptive study on
Variable     Participant Behavior
bullying
1.  Descriptive study on Pearson's
— 
bullying r 
p-value  —    
Pearson's
2. Participant Behavior 0.102  — 
r 
p-value  0.214  — 
Descriptive study on
bullying Participant
Variable    
Behavior

— 
A Pearson product moment correlation was run to find out the significance, magnitude,

and direction of relationship between descriptive study on bullying and participant

behavior. Results show that descriptive study on bullying and participant behavior were

found to have a insignificant negligible positive correlation, r(148)  = .102, p-value =0.214.

The result is contrary to the study of Salleh (2004) which found that students attitudes

towards problem-solving are considerably favorable. Students were found to have a high

level of perseverance: they will not stop trying until they manage to get the answer, and

the will continue to work on a problem until they succeed in solving it. Students with high

self-confidence in their mathematical ability were also found to be able to solve more

difficult problems.
\
Chapter 4

CONCLUSION AND RECOMMENDATIONS

This chapter provides the findings, conclusions and recommendations of the

study which endeavored to investigate the level descriptive study on bullying and

participant behavior.

Findings:

Based on the interpretations of the data, the major findings were presented

as follows:

1. The level of descriptive study on bullying obtained an overall mean of 2.08 and

standard deviation of 1.09  which was described as very low , indicating that

descriptive study on bullying was always manifested.

2. Participant Behavior obtained overall mean of 4.81 and standard deviation of

2.10 which was described as very low. This indicates that participant behavior

was oftentimes manifested.

3. There was no significant difference in descriptive study on bullying when

group according to gender with t(148) = 0.104 0.214

4. There was no significant difference in descriptive study on bullying  and

participant behavior when group according to grade level with  (𝑆𝑆 (2,147) F=

0.042 , p = 0.959) and . (𝑆𝑆 (2,147) F= 0.778, p = 0.461) respectively

 5. There is no significant relationship between descriptive study on bullying and

participant behavior with, r(148)  = 0.102, p-value = 0.214.

Conclusions:
Based on the findings, these conclusions were drawn:

1. Bullying can affect a person’s life in the future and the present. There are many ways

to stop bullying and to help people when they have been bullied.

2. I hope when readers see and hear what bullying can do to a person that they will try

and stop bullying once and for all.

3. All of this information could have a small percentage of saving a person from taking

their own life because a person bullied them.

4. So just make sure that you are always aware of what is going on around you to help

prevent bullying.

5. Bullying seems to be a growing problem in schools. The increased use of cell phones

and social media only intensifies the problem. Technology has made it easier for

students to become bullies.

Recommendations:

Based on the findings and conclusions, these recommendations were drawn:

1. Become familiar with the school’s definition of bullying, bullying prevention policies, and

the code of conduct. This will ensure that the same policy is being enforced throughout the

school.
2. If available, attend a bullying training prevention program or in-service in order to learn

more about bullying and their obligations as a teacher related to this issue.

3. Clearly explain to your class what behavior you consider to be bullying. Establish clear

rules against bullying and define both desirable and unacceptable behavior.

4. Educate students on certain issues related to bullying. Specifically, raise awareness by

providing students with information about different participant roles and group mechanisms

involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as

the belief that bullied students are at least partly to blame for their victimization, that

bullying makes the victims tougher, and that teasing is simply done “in fun.”

5. Conduct an assessment of your students’ beliefs regarding bullying by creating and

distributing a questionnaire and then implementing any bullying training appropriately.

6. Insure close supervision during recess periods and in hallways and bathrooms, as this is

when most bullying occurs.

REFERENCES

Banks, S., K. Kaplan and M. Groves (2001). "Web Site Where Students Slung Vicious
Gossip Is Shut Down." Los Angeles Times, March 3, p. A1.

Batsche, G., and H. Knoff (1994). "Bullies and Their Victims: Understanding a Pervasive
Problem in the Schools." School Psychology Review 23(2):165-174.

Bernstein, J., and M. Watson (1997). "Children Who Are Targets of Bullying: A Victim
Pattern." Journal of Interpersonal Violence 12(4):483-498.

Clarke, E., and M. Kiselica (1997). "A Systemic Counseling Approach to the Problem of
Bullying." Elementary School Guidance and Counseling 31(4):310-335.
Eron, L., L. Huesmann, E. Dubow, R. Romanoff, and P. Yarmel (1987). "Aggression and Its
Correlates Over 22 Years." In D. Crowell, I. Evans and C. O'Donnell (eds.), Childhood
Aggression and Violence: Sources of Influence, Prevention and Control. New York: Plenum
Press.

European Commission (updated 2001). "TMR Network Project: Nature and Prevention of
Bullying."

Farrington, D. (1993). "Understanding and Preventing Bullying." In M. Tonry (ed.), Crime

and Justice: A Review of Research, Vol. 17. Chicago and London: University of Chicago
Press.

Glover, D., and N. Cartwright, with D. Gleeson (1998). Towards Bully-Free Schools:

Interventions in Action. Buckingham, England: Open University Press.

Harachi, T., R. Catalano and J. Hawkins (1999). "United States." In P. Smith, Y. Morita, J.
Junger-Tas, D. Olweus, R. Catalano, and P. Slee (eds.), The Nature of School Bullying: A
Cross-National Perspective. London and New York: Routledge.

Hodges, E., M. Malone and D. Perry (1997). "Individual Risk and Social Risk as Interacting
Determinants of Victimization in the Peer Group." Developmental Psychology 33(6):1032-
1039.

Home Office (1996). Preventing School Bullying: Things You Can Do. London: Home Office,
Police Research Group. [Full Text ]

Hoover, J., R. Oliver and R. Hazler (1992). "Bullying: Perceptions of Adolescent Victims in
the Midwestern USA." School Psychology y International 13(1):5-16.

Junger-Tas, J., and J. Van Kesteren (1999). Bullying and Delinquency in a Dutch School
Population. The Hague, Netherlands: Kugler Publications.

Kaufman, P., X. Chen, S. Choy, S. Ruddy, A. Miller, J. Fleury, K. Chandler, M. Rand, P.

Klaus, and M. Planty (2000). Indicators of School Crime and Safety, 2000. Washington,
D.C.: U.S. Departments of Education and
Justice. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001017/ [Full text ]

Limber, S., V. Flerx, M. Nation, and G. Melton (1998). "Bullying Among School Children in
the United States." In M. Watts (ed.), Contemporary Studies in Sociology, Vol. 18. Stamford,
Conn.: Jai Press Inc.

Nansel, T., M. Overpeck, R. Pilla, W. Ruan, B. SimonsMorton, and P. Scheidt (2001).

"Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial
Adjustment." Journal of the American Medical Association 285(16):2094-2100.

Naylor, P., and H. Cowie (1999). "The Effectiveness of Peer Support Systems in Challenging
School Bullying: The Perspectives and Experiences of Teachers and Pupils." Journal of
Adolescence 22:467-479.

Olweus, D. (1992). "Bullying Among Schoolchildren: Intervention and Prevention." In R.

Peters, R. McMahon and V. Quinsey (eds.), Aggression and Violence Throughout the Life
Span. Newbury Park, Calif.: Sage Publications.
---- (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, D.C.:
Hemisphere Press.

Olweus, D., and S. Limber (1999). "Bullying Prevention Program." In D. Elliott

(ed.), Blueprints for Violence Prevention. Boulder, Colo.: Institute of Behavioral Science,
Regents of the University of Colorado.

O'Moore, M. (1999). "Critical Issues for Teacher Training to Counter Bullying and
Victimisation in Ireland." Aggressive Behavior 26:99-111.

Ortega, R., and M. Lera (2000). "The Seville Anti-Bullying in School Project." Aggressive
Behavior 26:113-123.

Perry, D., S. Kusel and L. Perry (1988). "Victims of Peer Aggression." Developmental

Psychology 24(6):807-814.

Peterson, L., and K. Rigby (1999). "Countering Bullying at an Australian Secondary School,
With Students as Helpers." Journal of Adolescence 22:481-492.

Pitts, J., and P. Smith (1996). Preventing School Bullying. Police Research Series, Paper
63. London: Home Office.[Full text ]

Rigby, K. (1996). "Preventing Peer Victimisation in Schools." In C. Sumner, M. Israel, M.

O'Connell, and R. Sarre (eds.), International Victimology: Selected Papers From the Eighth
International Symposium. Griffith, Australia: Australian Institute of Criminology. [Full Text ]

Rigby, K., and P. Slee (1999). "Australia." In P. Smith, Y. Morita, J. Junger-Tas, D. Olweus,
R. Catalano, and P. Slee (eds.), The Nature of School Bullying: A Cross-National
Perspective. London and New York: Routledge.

Roland, E. (2000). "Bullying in School: Three National Innovations in Norwegian Schools in

15 Years." Aggressive Behavior 26:135-143.

Salmivalli, C. (1999). "Participant Role Approach to School Bullying: Implications for

Interventions." Journal of Adolescence 22:453-459.

Schwartz, D., K. Dodge and J. Cole (1993). "The Emergence of Chronic Peer Victimization
in Boys' Play Groups." Child Development 64:1755-1772.

Smith, P., and P. Brain (2000). "Bullying in Schools: Lessons From Two Decades of
Research." Aggressive Behavior 26:1-9.

Smith, P., and S. Sharp (1994). School Bullying: Insights and Perspectives. London and
New York: Routledge.

Smith, P., Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee (eds.) (1999). The
Nature of School Bullying: A Cross-National Perspective. London and New York: Routledge.

Stevens, V., I. De Bourdeaudhuij and P. Van Oost (2000). "Bullying in Flemish Schools: An
Evaluation of Anti-Bullying Intervention in Primary and Secondary Schools." British Journal
of Educational Psychology 70:195-210.
Stevens, V., P. Van Oost and I. De Bourdeaudhuij (2000). "The Effects of an Anti-Bullying
Intervention Programme on Peers' Attitudes and Behaviour." Journal of Adolescence 23:21-
34.

U.S. Department of Education (1998). Preventing Bullying: A Manual for Schools and

Communities. Washington, D.C.: U.S. Department of Education. Available by order
at http://www.ed.gov/pubs

U.S. Secret Service (2000). An Interim Report on the Prevention of Targeted Violence in
Schools. [Full Text ]

Zeigler, S. and M. Rosenstein-Manner (1991). Bullying in School. Toronto: Board of

Education.

CURRICULUM VITAE

Name: Kristel F. Kingco

Email Address: kingcokristel@gmail.com

Location: Purok 1-B Lower Dampa Magtuod Davao City

Personal Information:

Age: 18 years old

Birth Date: July 26, 2004

Gender: Female

Educational Background:

Primary: Maa Central Elementary School

Secondary: Maa National High School

Senior High School:  Maa National High School

Name: James Yutero

Email Address: jamesyutero@gmail.com

Location: Sto Nino Maa Davao City

Personal Information:

Age: 17

Birth Date: April 18, 2005

Gender: Male

Educational Background

Primary: Cavite Church School

Secondary: Rizal Sped Special Education

Achievements: Basketball Mvp Player, Badminton Champion

Name: Christian M. Dieson

Email Address: christiandieson1@gmail.com

Location: Bayanihan Street

Personal Information:

Age: 19

Birth Date: December 2, 2003

Gender: Male

Educational Background:

Primary: Dcc Toril School

Secondary: Dona Carmen High School

Achievements: Mvp Legue of Legends Player, Dota 2 winner in Toril