The Prevalence of Bullying Among students in Salawagan

National High School

Reycell Bulao¹, Cedrix Gomez², Chrislly Klaire Suan³, John Kler Daigdigan⁴, Jomar Daigdigan⁵.

Abstract: This research investigates the prevalence of bullying among high school students in
Salawagan National High School. Utilizing a descriptive quantitative research design, the study
explores the extent and nature of bullying experiences, including verbal, cyber, and physical bullying.
The study employed a survey questionnaire administered to 329 students from Grades 7 to 12, using
proportionate stratified random sampling. Results reveal a high prevalence of bullying, with 74.47%
of students reporting experiencing bullying. Emotional bullying was the most prevalent form, followed
by verbal and physical bullying. Cyberbullying and sexual bullying were less frequent. The study also
examined the frequency of specific bullying behaviors, the locations where bullying occurs, and the
impact of bullying on students' well-being.
Keywords: Physical bullying, Verbal bullying, Cyberbullying.

Introduction

Bullying is a widespread problem that affects students all over the world, and the Philippines
is no exception. According to (United States Department of Health and Human Services, 2019),
bullying is a type of aggressive conduct defined by an imbalance of power, repetitive activity, and the
desire to damage or impair another person. Bullying can occur in a variety of ways, such as verbal,
physical, social, or online. According to the Centers for Disease Control and Prevention (2016),
bullying can have a negative impact on a victim social well-being, academic achievement, physical
and mental health, and general well-being. Bullying is a common problem in schools that affect
student of all age and backgrounds, as studies have repeatedly shown (Gladden et al., 2014). Studies
have also highlighted the unique challenges faced by student with disabilities (Rose & Gage, 2016)
and autistic spectrum disorder (Kawabe et al., 2020), who are frequently more susceptible to bullying.
In general, proactive approaches to effectively resolving bullying. The incidence and consequences
of cyberbullying, a relatively new kind of bullying that takes place online (Patchin & Hinduja, 2019).
Schools may create an inclusive and respectful culture and apply research-based measures to
prevent bullying and encourage positive social interaction among students. This study aims to
examine the prevalence of bullying among high school students in the Salawagan National High
School. Using a descriptive quantitative research design. The research will explore the extent and
nature of bullying experiences in the salawagan National High School education system, thereby
contributing to a better understanding of this complex social problem.

Statement of the Problem

Problem.1 What type of bullying were experienced by the respondents.

1.1 Physical
1.2 Verbal
1.3 Cyber
1.4 Emotional
1.5 Sexual
Conceptual/Theoretical Framework:

Individual

Emotional
Well-being
Behavioral
Figure 1: The diagram illustrating the conceptual framework of the study.
This study was guided by the Social-Ecological Model of Bullying, The expanded model has a focus
on youth, specifically children and adolescents under the age of 19 (United Nations, 2020). This age
group has been identified as vulnerable to and affected by cyberbullying (Anderson, 2018; Patchin
and Hinduja, 2020), with studies showing a need for age-appropriate cyberbullying-focused initiatives
(Faucher et al., 2020; Jackson et al., 2019). which recognized that bullying was a complex
phenomenon influenced by multiple factors at different levels: individual, emotional, behavioral, and
well-being. This framework emphasized the importance of considering the interplay of these factors
to understand and address bullying effectively.

This study aimed to examine the prevalence of bullying among high school students in Salawagan
National High School. The importance of this study on bullying was to understand its impact on
individuals and society and to develop strategies for prevention and intervention. It also sought to
inform teachers that bullying still existed, even with existing prevention strategies, and to provide
them with data on the number of students who experienced verbal, cyber, or physical bullying, and
how this affected student behavior, emotions, and academic performance.

Methodology
This study uses quantitative research, which involves collecting and analyzing numerical data.
This approach is suitable for examining the prevalence of bullying, a measurable phenomenon. The
study uses a descriptive research design. This means it aims to describe the situation of bullying at
Salawagan National High School without attempting to manipulate any variables or cause-and-effect
relationships. The study is non-experimental, meaning it does not involve manipulating any variables.
Researchers observe and measure the prevalence of bullying without trying to change it. Descriptive
research focuses on answering questions about what, where, when, and how bullying occurs. It does
not delve into the reasons behind the bullying ("why"). The study can investigate multiple variables
related to bullying, such as its frequency, types, and locations within the school. This study will be
conducted at Salawagan National High School in Quezon, Bukidnon, where the respondents are
currently studying. The total of population was 1,851. The sample size are 329, ranging from Grade
7 to Grade 12 students in Salawagan National High School. The sampling method use in this study
is stratified sampling and following the method stratified sampling these is required respondents per
grade level
 This study uses a set of questions as well as the procedures of gathering, combining, and
evaluating the answers to those questions as its research instruments. The researcher Adapted from
Bullying among Turkish High School Students by (Yasemin Karaman Kepenekci and Sakir Cınkır,
Ankara University, Faculty of Educational Sciences, 06590 Cebeci Ankara).

Results and Discussions

Table 1. Frequency Distribution of the Respondents in Terms of

Gender

Gender Frequency Percent

Female 142 43%

Male 187 57%
Missing 0 0%
Overall 329 100%

Graph 1. Frequency Distribution of the Respondents in Terms of Gender

 GENDER

43%

57%

FEMALE MALE

Table 2.1 Descriptive Report on Bullying Experienced

Variables Frequency Percentage

Have you ever been bullied?

YES 245 74%

NO 84 26%

The TOTAL
329 100%
table
represents the significant 74% (245 out of 329) of students reported having experienced bullying.
This high prevalence suggests that bullying is a serious and widespread problem within this student
population.

Table 2.2 Descriptive Report on Bullying Experienced

Variables Frequency Percentage

Did you ever feel afraid or threatened by the bullying?

YES 221 67%

NO 108 33%

329 100%
TOTAL
 Table 2.2 shows that of 329 students who experienced bullying, 67!!% (221 students) reported
feeling afraid or threatened. This highlights the significant emotional impact of bullying on a
substantial portion of affected students.

Table 3. Descriptive Report on Form of Bullying Experienced

Statement Frequency Percentage

What kind of bullying have you experienced?

Physical bullying 61 18%

Verbal bullying 73 22%

Emotional bullying 157 48%

Cyber bullying 26 8%

Sexual bullying 12 4%

Total 329 100%

Table 3 presents a descriptive report on the forms of bullying experienced by a group of 329
students. It breaks down the responses into five categories: physical, verbal, emotional, cyber, and
sexual bullying. The table shows the frequency (number of students) and percentage of students
reporting each type of bullying. Emotional bullying is the most common (48%), followed by verbal
(21%), physical (19%), cyber (8%), and sexual (4%). The "Overall" row indicates that all 329 students
participated in the survey.
 Table 4.1 Level of Physical Bullying of the student

Statement Mean Description

Pushing 2.5 Sometimes

Kicking/slapping 2.3 Rarely

Assaulting with knife 1.3 Never

Pulling ears and hair 2.1 Rarely

Rude physical jokes 3.2 Sometimes

Overall Total 2.3 Rarely

_____________________________________________________________________________

Table 4.1 assesses the frequency of different types of physical bullying experienced by a student.
Each type is assigned a mean score, translated into a descriptive category ("Never," "Rarely," or
"Sometimes"). Pushing and rude physical jokes are reported as occurring "Sometimes" (means 2.5
and 3.2 respectively), while kicking/slapping and pulling hair/ears are "Rarely" reported (means 2.3
and 2.1). Assault with a knife is "Never" reported (mean 1.3). Overall, the total level of physical
bullying is considered "Rarely" (mean 2.3). The data suggests a low overall level of physical
bullying, but highlights the need to address the more frequent incidents of pushing and rude
physical jokes.

Table 4.2 Level of Verbal Bullying of the student

Statement Mean Description

Name calling 2.9 Sometimes

Sarcasm 2.2 Rarely

Nasty teasing 2.0 Rarely

Rattling 1.9 Rarely

Insulting/swearing 2.3 Rarely

Threatening 2.2 Rarely

Spreading rumors 2.3 Rarely

Overall Total 2.3 Rarely

__________________________________________________________________________
Table 4.2 shows that Name-calling occurs "Sometimes" (mean 2.9), while sarcasm, nasty teasing,
and rattling are reported as happening "Rarely" (means 2.2, 2.0, and 1.9 respectively).
Insulting/swearing, threatening, and spreading rumors are all reported as occurring "Rarely" (means
2.3, 2.2, and 2.3 respectively). The overall verbal bullying is also "Rarely" reported (mean 2.3). While
the overall level of verbal bullying is low, name-calling occurs with some frequency. The data suggests
that while more serious forms of verbal abuse (threatening, etc.) are infrequent, less severe forms
(name-calling, sarcasm) still occur. This indicates a need to address even the less severe forms of
verbal bullying to prevent escalation.

Table 4.3 Level of Emotional Bullying of the student

Statement Mean Description

Excluding from the group 2.5 Sometimes

Humiliating 2.1 Rarely

Discriminating 2.2 Rarely

Breaking/ tearing things 2.0 Rarely

Overall Total 2.2 Rarely

_____________________________________________________________________________
Table 4.3 details the levels of emotional bullying experienced by a student, using mean scores to
categorize frequency as "Sometimes" or "Rarely." Exclusion from a group is reported as happening
"Sometimes" (mean 2.5), while humiliating, discriminating, and breaking/tearing things are reported
as "Rarely" (means 2.1, 2.2, and 2.0 respectively). The overall level of emotional bullying is also
categorized as "Rarely" (mean 2.2). Although the overall level of emotional bullying is low, the
"Sometimes" occurrence of exclusion from groups is noteworthy. This suggests a need to focus on
fostering inclusivity and belonging within the student's social environment. While other forms of
emotional bullying are infrequent, it's important to address all instances to prevent escalation.

Table 4.4 Level of Cyber Bullying of the student

Statement Mean Description

Online arguments 2.0 Rarely

Indirect insult in Social media posts 1.9 Rarely

Bullying through the group chats 1.9 Rarely

 Table 4.4 Level of Cyber Bullying of the student

Statement Mean Description

Unsolicited posting of stolen photos on Facebook. 1.8 Rarely

Overall Total 1.9 Rarely

__________________________________________________________________________
Table 4.4 shows Online arguments are reported as occurring "Rarely" (mean 2.0). Indirect insults on
social media, bullying through group chats, and unsolicited posting of stolen photos on Facebook are
all reported as occurring "Rarely" (means 1.9, 1.9, and 1.8 respectively). The overall level of
cyberbullying is also "Rarely" reported (mean 1.9). The data indicates a low level of cyberbullying
across all categories. However, even infrequent incidents warrant attention. Educating students about
responsible online behavior, including identifying and reporting cyberbullying, is crucial. Promoting
digital citizenship and fostering empathy and respect in online interactions can help prevent future
incidents.

Table 4.5 Level of Sexual Bullying of the student

Statement Mean Description

Sexual Assault 1.6 Rarely

Unsolicited Touching 1.6 Rarely

Hassling 1.6 Rarely

Catcalling 1.8 Rarely

Overall Total 1.6 Rarely

__________________________________________________________________________
The table presents data on the level of sexual bullying experienced by students, categorized into
specific types of harassment: Sexual Assault, Unsolicited Touching, Hassling, and Catcalling. Each
category is assigned a mean score of 1.6 or 1.8, indicating the frequency of occurrence. A mean
score of 1.6 is described as "Rarely," while 1.8 is also described as "Rarely," suggesting the scoring
system is not very granular. The overall total mean score is 1.6, also indicating that sexual bullying is
a relatively infrequent occurrence among the students surveyed. The data suggests that all forms of
sexual bullying listed are infrequent occurrences among the surveyed student population. The slight
difference between the mean scores (1.6 vs. 1.8) for Catcalling compared to other types of
harassment is not significant enough to draw strong conclusions. The overall low mean score of 1.6
indicates a relatively safe environment in terms of the listed forms of sexual bullying. However, even
infrequent occurrences of sexual assault and harassment are unacceptable and should not be
dismissed.

Table 5. Descriptive Report on where the bullying takes place

Variables Frequency Percentage

Where does bullying usually take place?

Classroom 193 58%

Inside the school campus 65 19%

outside the school 56 17%

Online 15 6%

Overall Total 329 100%

__________________________________________________________________________
Table 5 shows a descriptive report on where bullying takes place, based on a survey of 329
respondents. The most frequent location is the classroom (193 responses, 58%), followed by inside
the school campus (65 responses, 19%), outside the school (56 responses, 17%), and online (15
responses, 6%). The high percentage of bullying incidents in classrooms (58%) highlights a
significant concern within the school's learning environment, suggesting a need for increased teacher
training on bullying prevention and intervention, as well as improved classroom management
strategies. The relatively high percentage of bullying occurring on school grounds (19%) indicates
that school policies and supervision need strengthening to ensure student safety. Bullying outside of
school (17%) and online (6%) requires collaboration with parents and community organizations to
address these issues beyond the school's direct control. To comprehensively address bullying, a
multi-pronged approach involving improved school policies, teacher training, enhanced supervision,
and community partnerships is necessary.
 Table 6. Descriptive Report on who bullies the students

Variables Frequency Percentage

Who was most likely to do the bullying in school?

Boys 207 63%

Girls 43 13%

Honor Students 15 5%

Non-Honor Students 20 6%

Older students 36 11%

Younger students 8 2%

Total 329 100%

__________________________________________________________________________
Table 6 details the perpetrators of bullying, showing that boys account for the largest proportion (207,
63%), significantly more than girls (43, 13%). Non-honor students (20, 6%) are also involved more
than honor students (15, 5%). Older students (36, 11%) are implicated more than younger students
(8, 2%). The disproportionate involvement of boys suggests a need for targeted interventions focused
on boys' behavior and attitudes towards bullying. The higher involvement of non-honor students
might indicate a correlation between academic performance and bullying behavior, warranting further
investigation into potential underlying factors. The slightly higher involvement of older students
suggests a need for age-appropriate anti-bullying programs. To effectively address bullying, a multi-
faceted approach is necessary, including gender-specific programs, addressing academic disparities,
and age-appropriate strategies to prevent and address bullying behavior.
 Table 7. Descriptive Report in what method use to prevent bullying

Variables Frequency Percentage

What method do you use to prevent yourself from being bullied?

Protect myself 227 69%

Ask help from school/teachers 68 21%

Ask help from parents 14 4%

Ask help from friends 9 3%

Do not ask for help 11 3%

Total 329 100%

_____________________________________________________________________________
Table 7 presents a descriptive report on methods used to prevent bullying, based on a survey of 329
respondents. The most common method is self-protection (69%), followed by seeking help from
school/teachers (21%). Seeking help from parents (4%) and friends (3%) are less frequent choices,
while 3% of respondents reported not seeking help at all. These results indicate a strong reliance on
individual coping mechanisms, highlighting the need for enhanced support systems within schools
and families. While self-protection is effective in some situations, it's crucial to emphasize the
importance of seeking help when needed. Schools should provide accessible and supportive
resources for students facing bullying, and parents should proactively engage in open communication
with their children to foster a safe and supportive environment. Early intervention and comprehensive
support strategies are vital to effectively address bullying and prevent its negative consequences.

Table 8. Descriptive Report of the effect of bullying

Variables Frequency Percentage

How did the bullying affect you?

Depression, And Suicidal Thinking 167 51%

Loneliness 89 27%

Low Self-Esteem 73 22%

Total 329 100%

_____________________________________________________________________________
Table 8 shows the effects of bullying on 329 respondents. The most significant impact is depression
and suicidal thoughts, affecting 51% of respondents. A substantial portion (27%) experienced
loneliness, while 22% reported low self-esteem. These findings highlight the severe mental health
consequences of bullying, emphasizing the urgent need for effective prevention and intervention
strategies. Schools and communities must prioritize mental health support for bullied students,
providing access to counseling and resources to address depression, suicidal ideation, loneliness,
and low self-esteem. Early intervention and comprehensive support systems are critical in mitigating
the long-term effects of bullying on victims' well-being.

Table 9. Descriptive Report in what method to prevent bullying

Variables Frequency Percentage

What should be done in order to prevent bullying?

School Disciplinary Rules 211 64%

More Social Activities 40 12%

High Security Inside And Outside The School 78 24%

Total 329 100%

_____________________________________________________________________________
Table 9 presents survey results (329 respondents) on methods to prevent bullying. The majority
(64%) believe that stricter school disciplinary rules are crucial. A significant portion (24%) advocate
for increased security inside and outside the school, while 12% suggest more social activities as a
preventative measure. These findings highlight a multifaceted approach to bullying prevention,
emphasizing the need for both disciplinary actions and proactive measures to foster a positive school
environment. Schools should implement clear and consistently enforced anti-bullying policies,
enhance security measures to ensure student safety, and promote inclusive social activities that build
positive relationships and reduce opportunities for bullying. A comprehensive approach combining
strict rules with positive social initiatives is key to creating a safer and more supportive school
environment.
Conclusion
The data across Tables 7-9 reveals a complex picture of bullying prevention and its effects.
Students primarily rely on self-protection to avoid bullying, but significant numbers also experience
depression, suicidal thoughts, loneliness, and low self-esteem as a result. To address this, a multi-
pronged approach is needed: strengthening school disciplinary rules, increasing security, and
promoting more social activities are all viewed as important preventative measures. The findings
underscore the necessity of comprehensive strategies that combine strong disciplinary actions with
proactive efforts to foster a positive and supportive school environment, thereby addressing both the
immediate consequences of bullying and its underlying causes.
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