G7_LYNX_INTRO (1)
G7_LYNX_INTRO (1)
G7_LYNX_INTRO (1)
Introduction
Rationale
world, and the Philippines is no exception. This study aims to examine the
will explore the extent and nature of bullying experiences in the salawagan
According to the National Center for Education Statistics (NCES, 2019), one
in five students (20.2%) report being bullied. The most common reasons
disability, religion and sexual orientation. This highlights the different forms of
performance, anxiety, sadness, sleep issue, and even dropping out of school
comments (25%) and online gossip (22%) were identified as the most cited
relationships.
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
Studies have also highlighted the unique challenges faced by student with
disabilities (Rose & Gage, 2016) and autistic spectrum disorder (Kawabe et
place online (Patchin & Hinduja, 2019). Schools may create an inclusive and
respectful culture and apply research-based measures to prevent bullying and
following questions:
1.1 Teasing
1.3 Insult
1.4 Threats
3.1 Pushing
3.2 Pinching
3.3 Hitting
Conceptual/Theoretical Framework:
Individual
Emotional Well-being
Behavioral
this study about bullying is to understand its impact on individuals and society
and to develop strategies for prevention and intervention. Also to let the
teachers know that bullying still exist even they have a way to prevent this on
their students, and also to let them know the number of student’s who
performance.
Chapter II
Methodology
Research Design
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
The total of population is one thousand eight hundred fifty one (1,851).
subgroup by the total accessible sample size. Determine sample size per
When using cluster sampling, which divides a population into groups like
Research Instrument
this study. The people from the selected population that this instrument goes
= N / (1 + Ne2) then the n is sample size needed and the N is population size
The following steps was taken in the collection process. First, the
researchers.
This study use statistics analysis in analyzing the data during the
survey session. This study used a Sloven and Stratified Formula’s it is used to
asses the population and sample sizes in Salawagan National High School.
Bullying Inventory-II (RCBI-II) which has been translated and modified, Babali
Nursing Research ( 2023). In the treatment the researchers used sloven and
Sloven’s Formula
Where:
Missing 0 0.000
GENDER
43%
57%
FEMALE MALE
NO 84 25.53
population.
NO 108 32.83
students.
1.37), and pulling ears and hair "rarely" (mean 2.15). Rude physical jokes
were also reported to occur "sometimes" (mean 3.05), while the overall total
for physical bullying was described as "rarely" (mean 2.30). This suggests
that while pushing and rude physical jokes occurred with some frequency,
and spreading rumors were all reported as occurring "rarely" (means ranging
from 1.98 to 2.37). The overall mean for verbal bullying was also "rarely"
(2.30). This suggests that while name-calling was somewhat common, other
breaking/tearing things were reported as "rarely" (means 2.18, 2.27, and 2.02
respectively). The overall mean for emotional bullying was also "rarely"
(2.26)..
indirect insults on social media, bullying through group chats, and unsolicited
(means ranging from 1.85 to 2.08). The overall mean for cyberbullying was
and catcalling were all reported as occurring "rarely" (means ranging from
1.53 to 1.63). The overall mean for sexual bullying was also "rarely" (1.65).
Table 5. Descriptive Report on where the bullying takes place
Table 6. Descriptive
Inside Report on who bullies the students
the school campus 65 19.76
Variables
outside the school Frequency
56 Percentage
17.02
Boys
Total 207
329 62.92
100.00
Girls 43 13.07
classroom (58.66%, 193 out of 329 students), followed by inside the school
Table 6 shows that boys were most likely to be bullies (62.92%, 207 out
Table 7 shows that the most common method students used to prevent
bullying was protecting themselves (69%, 227 out of 329 students). Seeking
help from school/teachers was the second most common method (20.67%, 68
Loneliness 89 27.05
causing depression and suicidal thoughts (50.76%, 167 out of 329 students).
bullying was stricter school disciplinary rules (64.13%, 211 out of 329
students), as was enhancing security inside and outside the school (23.71%,
78 students).
Bibliography
from https://nces.ed.gov/programs/coe/indicator/a10.
Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance
https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2019/su6901-H.pdf
Stannis, R.L., Crosland, K., & Miltenberger, R.G., & Valbuena, D (2019).
Response to bullying (Rtb): Behavioral skills and in situ training for individuals
52, 73-83
Kawabe, K., Ochi, S., Miyama, T., Horiuchi, F., & Ueno, S. (2020). School
refusal and bullying in children with autism spectrum disorder. Child and
Adolescent Psychiatry and Mental Health, 14(1), 1-7. https://doi-
org.ezproxy.lib.usf.edu/10.1186/s13034-020003257
Centers for Disease Control, National Center for Injury Prevention and Control
https://www.cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf
Bjereld, Y., Daneback, K., & Mishna, F. (2019). Adults’ responses to bullying:
https://doi.org/10.1080/02671522.2019.1646793
among students with disabilities over time. Exceptional Children, 83, 298-314.
Retrieved
from http://journals.sagepub.com/doi/abs/10.1177/0014402916667587.
data.
Retrieved from
https://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet.pdf
U.S. Department of Health and Human Services. (2019). Facts about bullying.