Bullying: Its Effect to the Academic Performance of Madrasah(School) Education Program

Under Department of Education

Chapter 1: Inroduction
BACKGROUND
“We are all student but, why they do that to me, why do they need to bully me, did I do
something wrong to them, I did my best to be nice to them. I will never go to madrasah(school)
anymore!”

Bullying is unwanted, aggressive behavior among children, teen and sometimes including
adults. But on this study we are focusing on bullying on madrasah(school) elementary, junior
high school, senior high school and even college. Bullying is one of the reasons of student being
an absentee. It can cause mental stress to other students who are a victim of bullying that can
lead to depression and sometimes it can lead to serious problem like suicide.

The students who bully other might feel like they we’re superior to the other student. And
sometimes they lash they’re hatred to other student. Bullying can one of major madrasah(school)
problems even anti-bullying campaign cannot stop bullying that easily. And the even Republic
Act no.10627or the act of the act requiring all elementary, secondary schools and senior high
schools to adopt policies to prevent and address the acts of bullying in their institutions cannot
stop the bullying incidents.

There are many types of bullying including verbal abuse, social abuse and physical
abuse. But the student who bully other student is also a victim of bullying it seems that is
impossible, but it is true that the who others the one who been the victim of the bullying.

Bullying can during happen at school hours or even after school hours. Most bullying
incident always happened within school yards, but it can also happened outside the school yards.

Bullying can be dangerous on students specially, if that student has the behavior that can
easily be down that will lead to serious mental damage on the student. On this day not only in
physical or verbal but cyber abuse is one of the most rising bullying incident happen on our
generation.
The student who bully others think that the student that he the bully is weak. So it may
one of the factors of bullying Inferiority complex and Superiority complex is one of the factors
of bullying. Student who lack of confidence is sometimes the victim of bullying.

On this study we will search the most exact facts why bullying incident happen on
school and why it effect the students overall academic performance. We will surely give a fine
answer on why bullying affects student academic performance.

Statement of the Problems

The research importance stems of the topic it deals with, which is considered very
important for many parties. Moreover it will enable those concerned know how to deal with the
problem of bullying and its obvious consequences in school students achievement. I also enables
the victims to know how to avoid being bullied.
This study aims to know the effects of bullying on academic performance in
Madrasah(school) Educational Program students in their academic performance.
Specially, it answer to the following questions:
1. What bullying can do student who easily be traumatized.
2.) Why we should avoid bullying.
3. What pushes bullies to bully others.
4) Fur bullies to know what is the effect of they did with their victim.

Significance of the Study

Students
Can be benefit in this study because it will know how to avoid bullying and students will
know what is the negative impact on students who been a victim of bullying.
Teachers
 It can also benefit teachers because it will awareness and it can cause to teachers to
present campaign to stop bullying furthermore.

Parents
The parents can be benefit in this study because will make any parents to know that their
child been bullied at school so that the parents can confront the child to confess that he she is a
victim of bullying before worst outcome can happen like student taking his her own life.

Scope and Delimitation

This research was limited to an analysis opinion of the Madrasah(school) Educational
Program student. The respondents are the Madrasah(school) Educational Program shaken. The
respondents are maybe male or female. The coverage of this research is to determine the number
of student that experienced the bullying and its effects on their academic performance This
research focused on the victims of bullying, for the Madrasah(school) Educational Program
students who experienced bullying. And on what is the effects of bullying on their academic
performance. To know what is worst outcome if the bullies continue to bully other student
 Chapter 2

Review of related Literature

The literature provides insight into how bullying is defined and the factors that need to be
considered when defining The literature also gives information on student experiences,
highlighting the barriers and challenges for students with or without exceptionalities. It also
provides information on professional recommendations for tinkers in terms of their beliefs and
practices.
Bullying is a form of aggression in which there is an imbalance of power between the
bully and the victims that occurs largely in the context of the poor group (Mishra, 2003).
Bullying is identified as one of the most prominent problems faced by children in the education
system, as well as one of the most significant health risks (Raskauskas & Modell, 2011) Poor
victimization is a serious worldwide problem and is a predictable, accepted, and often unspoken,
painful part of childhood (Mishna, 2003). In Canada, reported rates of bullying vary from about
15% to 25% of students being bullied (Beran Hughes & Lapart) Recognition of the seriousness
of bullying his led to the accumulation of a large body of research. Norwegian researcher Dan
Olweus has contributed significant research us bullying. By most accounts, youth-on-youth
victimization or bullying empirical research began, or at the very least grow, with the form of
Olweus in the late 1970s. Much of the early research was conducted outside the US and focused
on over bullying, but the research has expanded into a much broader scope (Hork, Hoetger &
Hazen, 2012). Olwens states that approximately 15% of students are bullied regularly (Banks,
1997). It has been demonstrated that bullying is unpredictable, occurs in all types of schools, is
more prevalent in early adolescence, and may have lifelong consequences (Rose & Mooda-
Amaya, 2012) Nansel and colleagues published the first large-scale study of bullying in the
United States in 2000. After surveying 15,000 adolescents, found the prevalence of student
involvement high, with nearly 30% of students reporting experiences of bullying.

The authors also found a substantial relationship between involvement in bullying and
lower self-perceived academic achievement (Clow, Fan, Katon, Rivars & Kernic, 2005). In
understanding bow prevalent theme of bullying is among students with disabilities, it is relatively
unclear because research focusing on this demographic is limited. However, expects agree that
children with disabilities are harassed by peers at higher rates dun their peers without disabilities
(Raskauskas & Modell, 2011).Bullying can have an overwhelming impact on students
performance, emotional health and wellbeing, and ability to reach their potential. Victimization
can also hinder a student's ability to learn in the school environment and can impede on the
ability of students with disabilities to obtain the education critical to their development
(Raskauskas & Modell, 2011).Victimized children describe themselves as unpopular, unhappy.
and unsafe at school. They tend to lack friends and to be rejected by peers. These children report
feeling afraid in school, reacting negatively toward school, and consequently avoiding school
more often than their peers (Mishna, 2003). Students who reported that they did not feel safe and
that they did not belong at school were more likely to be involved in Bullying. Children who said
they were and most days had higher odds of being either bullies or victims. Lower achievement
scores were associated with being a victim orally-victim (Glew, Fan, Katon, Rivara & Kernic.
2005). Students who are involved in bullying have decreased motivation and their grodes may
thus deteriorate (Mistma, 2003) Research on peer rejection has also considered the relationship
with academic achievement and school adjustment. Woods and Wolke (2004) state that "Peer
rejection predominantly assessed by standardized scores that are comparable across classes and
school, bur does not take into account individual bullying roles within classes" A study done by
Schwartz, Farver, Chang, and Lee-Shin (2002) considered the academic behavior and school
adjustment of children over the first year of school life and reported that rejected children had
less promising school perceptions, significantly higher levels of school avoidant and
considerably lower school. performance (as cited in Woods & Wolke, 2004).
Previous literature supports the hypothesis that bullying impairs concentration and
subsequent academic achievement in victims specifically (Glew, Pan, Kat, Rivara & Kemie
2005), Victims of bullying may lose interest in learning and experience a drop in academic
grades because their attention is distracted from learning Studies have found that male victims of
bullying have lower academic grades than their peers. Nine in to eviction of bullying
experienced a decline in academic grades (Ma, Serwin & Mah, 2001). Olwen describes victims
as socially
weak, shy, and anxious (as cited in Brank, Hociger & Hazen, 2012). They are more emotionally
distraught and socially ostracized than their non-victim peers. Victims may also perform more
poorly in school and avoid school in order to avoid victimization. Experiencing victimization can
lead to poor academic performance and attachment to school leading to absenteeism and had test
scores. Students may avoid school to escape victimization (Bank, Hoeger & Hazen, 2012;
Mishna, 2003). Being the victim of bullying can lead to a heightened risk of psychological ride
effects, such as depression, suicidal attempts and ideation, and poor self-esteem Skapinakis et al
(2011) found that victims were more likely to report suicidal thoughts than were bullies. These
negative psychological effects have been found to persist into adulthood (as cited in Brank,
Hooger & Hazen, 2012).
Victimization experiences serve as a foundation for school adjustment problems (Juvone
Yaryan & Espinoza, 2011) Juvonen, Yrieyan and Espinoza (2011) claim that bullying
experiences affect victims adaptive functioning and academic achievement in both dies and
indirect ways. More bullying predicted lower levels of standardized achievement scores and
grade poise averages. Predictive associations between poor victimization and academic
difficulties were partly accounted for by increased levels of depression.
The most frequently tested indirect model believes that emotional denture combed by
negative per encounters inhibits learning and performance. In other words, it is armed that a
student who in victimized by peers becomes worried about getting ridiculed or beaten up and
therefore stops participating in class or has trouble concentrating on the academic tasks. Overall.
they found that students who are more bullied were more likely to receive lower grades and
engage in less academic tasks than did other students (Juvonen, Yueyan & Espinoza, 2011).
A recent study reported that children who exhibited poor academic performance in
school tended to emerge as frequent targets of bullying (Woods & Walke, 2004) However, it was
only the aggressive victims ago were likely to be characterized by poor school performance.
Woods and Wolke (2004) posit that the relation between involvement and achievement is
unclear:
“What remains to be established by research studies is whether poor academic
achievement leads in bullying involvement or whether being bullied leads to poorer school
achievement, possibly mediated by less participation in school. Their research and review of the
literature reveals a noticeable gap conceding the possible causal pathways between bullying
Belvoir and academic performance and the direction of influence. Based on the research and
characteristics
Review of Related Studies. Bullying and harassment are at new issues that students and schools
face. In fact, over the years, it has been viewed as being so commonplace in schools that it has
been overlooked as a Threat to students and reduced to a belief that bullying is a developmental
stage that most youth will experience then get over. But not everyone gets over the personal trans
that can come with bullying both for the victim and the bully. This is why it is seen happening by
adults in work places, in homes, and in the community. Therefore, this harassment is not isolated
to schools alone. But schools are the best place to actively intervene. Teachers, administrators,
counselors, and even students have the greatest access to the most students through a school
system. It is here that school staff can intervene, support and educate mordent about ending
bullying behaviors directly and indirectly braking the bullying-cycle.
This paper will address bullying in general at all grade levels, but its intervention focus
will be at the Madrasah(school) Educational Program Students. Hamis & Hathom. (2006)
Because advice doffing time in a child maturation, buying cutes these differ tams by forming
hairs to positive connection with other made and school faculty members County, the cove
bullying at school often creates a barrier for young people development.
High school is the last opportunity educators have to work with students at building
citizenship, building character, and building self-responsibility. For some students this may be
the last opportunity for an intervention to change behaviors and attitudes associated with
bullying or victimization before they become adults in the workplace, with a family and in the
community at In the 1970s Dan Olweus began extensive research on the causes and effects of
bullying in Scandinavian schools and has since been a leading voice on this topic. But it is only
in the last two to fifteen years that researchers in North America have been actively studying the
causes that lead to bullying, the long and short term effects it has on students, and how schools
and communities can effectively reduce incidents from occurring as well as intervening and
supporting students when it does. This research is a result of the increase of school violence and
the media coverage it has received. On one hand, the sensationalism of school violence has very
much been needed to wake up generations of educators, parents, and students to say the
behaviors loading to this violence are not okay in my school, they are a problem and we need to
find a way to fix it. However, on the other hand, reacting out of fear for the worst in not the best
approach either. because it gives a message of fear to staff and students that school violence will
be the end result if these beta vines are not taken care of. While this violence is a real threat that
schools have been facing and educators do need to be aware of it, prepared for it, and actively
working towards ending a; the fear of school violence should not be the sole reason that school
need to watch more closely for bullying behaviors. For years students have been experiencing
power struggles, embankment, fear, isolation, guilt, loss of self-esteem, loss of friends, issues
that follow a person into their adult years if they are not intervened. Thus alone should be enough
of a concern to educators, parents and students us want to work towards finding better solutions
to bullying and barmen issues in school, not the fear of it escalating to school violence. In
defining what bullying is, many researchers have goofed Olweus work, which defines bullying
us occurring when a student is exposed to negative actions repeatedly and over time by one or
more student (Ross, 2002, p.106). While this definition is widely accepted around the world, it
leaves some researchers wanting more clarification. If the same person repeats similar negative
actions, one time, to multiple people: is it bullying? If use peruses receives a negative action, one
time, from someone who has done this to other students, have they been bullied The problem
with this definition is that this can become a very blurred line of intent versus perception and the
power differential that was experienced by both parties in this one-time event. For schools that
are implementing zero tolerance policies for bullying, when do the teachers and administrators
act on these behavior? As Ross points out (2002, p. 106), "the problem with the repeated
occurrence requirement is that the waiting period regiments the negative effect on the victim,
allows the bally to feel rewarded, increases fear in onlookers, and makes intervention anise
lengthy process" Therefore, more diligence in acknowledging negative behaviors and language
in the hallways and classrooms is needed by staff and students. Perhaps by pointing out a one-
time behavior, it will prevent it from becoming a bullying behavior. Unfortunately, witnessing
the negative actions is not always, obvious the staff or other students because bullying can he
physical, relational or psychological. There can be direct behaviors such as "cussing and tenting,
uncial, elicits, and sexual slurs or harassment, threatening hitting, and scaling" (Harris, Petrie &
Willoughby, 2002), is what most people think of when bullying is mentioned and can be acted on
immediately. But indirect behaviour such as spreading turners, socially excluding students, and
dirty looks in passing are much harder to catch or prove Research shows that middle school has
the highest rates of bullying than any other school level.
 Conceptual Theoretical Framework

INPUT
INPUT PROCESS OUTPUT
The Bully
Bully isisthe
thecause
cause The researcher gain the
The victim of bullying will be
of whywhy others others
student data in the way of
questionnaires, and search lessen, Alar the student who
student
doesn't doesn't
want want amend
data though internet doesn't have a experience of
amend their classes.
their classes. bullying will be aware.

Hypothesis of the Study

In this study they report the incidences of bullying in boy decreased from 50% at age to
7.9% at age 18 and incidences of bullying in girls decreased them 35% at age to 14.5% at age 18.
This study will help both students and staff to develop and practice the concepts, language. And
behavior needed to be assertive in combating bullying within their school. And the students will
be aware on bullying. Students will know what to do when he she experience bullying.

Assumption of the Study

In the study the statistics of crane related to bullying in Madrasah(school) Educational
Program students were expected to lessen and exterminated that can affect in their academic
performance. And for the future generation to be aware in such negative effects of bullying.

References:
Allen. K. (2010) Classroom management, bullying, and teacher practices. The Professional
Educator, 14(1), 1-16. Banks, R. (1997),
Bullying in Schools, ERIC Devon Tour, 1-6 Beran, T. Huses, G, & Lupan, J. (2006). A model of
achievement and bullying analyses of the Canadian National Longitudinal Survey of Children
and Youth data, Educational Research 5001), 25-39
Drunk. E., Hoetger, L. & Ha, K. (2012). Bullying dale Review of Law and Soul Science, 1, 213-
234 Carter, B. & Spencer, V. (2006). The fear factor: bullying and students with disabilities.
International Journal of Special Education, (2111, 11-27
Glew, G. Fan, M., Katon, W. Rhara, F. Kemic, M. (2005). Bullying, and academic performance
in elementary school Arch Pediatric Allies Med. 159(11), 1026-1031
Government of Canada (2012) Canadian Bullying Statistics Condition Institutes of Health
Research Retrieved from
http://www.che-insc.gc.ca/e:45838.html
Juvonen, J. Yueyan W., & Espinoza, C. (2011) Bullying experiences and compromised academic
performance across middle school grades. The Journal of Early Adolescence, 341 152-173.
Kaukiainen, A., Salaivalli, C. Lagerspetz, K., Tamminen, M., Vaura, M.. Mäki, H. & Poskiparta
E (2002) Learning difficulties, social intelligence, and self-concept Connections to bully-victim
problem. Scandinavian Journal of Psychology Olweus, D. (1996), Ballying at school knowledge
base and an effective intervention prong NY Acad. Sci. 794, 265-276
Ontario Ministry of Education (2009), Ontario's Equity and Inclusive Education Strategy.
Relieved from http:/www.edu.gov.mn.tuning policy funding equity.pdf Ontario Ministry of
Education (2012). Safe and Accepting Schools.
Retrieved from hop//www.edu.gov.on.ca/eng/ Ma, X. Stewin, L. L. &. Mah, D. L. (2001)
Bullying in school: Nature, effects and remedies Research Papers in Education, 36(3), 247-27
Mishna, F. (2003). Learning disabilities and bullying, Journal of Learning Disabilities 36(4),
336-347. Raskauskas, J. & Model, S. (2011).
Modifying anti-bullying program to include students with disabilities Teaching Exceptional
Children 44(1), 00-67 Rune, C. & Monda-Amaya, L. (2012), Bullying and victimization among
students with dilates effective strategies for classroom teachers. Intervention School and Clinic
48(2), 99-107 Rothon, C. Head, J., Klineberg, E. & Stansfeld. 8. (2010). Ca social support
protect bullied adolescents from adverse outcomes? A perspective study on the effects of
bullying on educational achievement and mental health of adolescents at secondary schools in
cast London. J Adoles, 34, 579-88 Schwartz, D. Farver, J. M., Chang, L. & Lee-Shin, Y. (2002)
Victimization in South Kanean children's peer groups. Journal of Aburmal Child Pag 30, 113-
125.
Skapunakis, P., Hellis, S., Gatta, T., Magklara, K., Lews, G., et al. (2011).
The association between bullying and curly stages of suicidal ideation in late adolescents in
Greece. BMC Psychiatry, 11, 1-9 Smith, P. (2011), School bullying Sociologia Problemas E
Praticas, 71, 81-98 Tumer, D. (2010).
Qualitative interview design a practical guide for novice investigators.
The Qualitative Report 1573) 754-760. Woods, S. & Wolke, D. (2004). Direct and relational
bullying among primary school children and academic achievement Journal of School
Porchology, 4223, 135-155. Ballard M. Argus, T. & Remley, T. (1999) Bullying and School
Violence: A proposed prevention program. NASSP Bullet 83 (07) 38-47 Bradshaw, C. Sawyer,
A. & O'Brennan, L. (2007). Bullying and peer victimization at school. Perceptual differences
between students and school staff.
School Prychology Review, 36 (3) 561-382 Casella, R. (2000). The benefits of peer mediation in
the context of urban conflict and program status.
Urban Education 35 (3) 324-355 Dapper, D. & Meyer-Adams, N. (2002), Low-level violence: A
neglected aspect of shunt culture. Urban Education, 37 (3) 350-364.

Definitions of Terms
Authorities-(noun) a person or organization having power or control in particular, typically
political or administrative, spent
Bully-(noun) a person who uses strength or power to harm or intimidate those who am weaker.
(verb) to use superior strength or influence to intimidate someone), typically to force him or her
to do what one wants a local man was bullied into helping them.
Bystander (noun) a person who is present who is present at an event or incident but does not
take part
Insult-(verb) to speak to or treat with disrespect or scornful abuse.
Kick-(verb) to strike are propel forcibly with the foot.
Madrasah- Arabic term for school
Punch (verb) to strike with the fist.
Tattle-(verb) to report another's wrong doing.
Victim (noun) a person harmed, injured, or killed as result of a crime, accident, or other event or
action .
Victimize (verb) to single someone out for cruel or unjust teatiment
 Chapter 3
Research Design
The selected respondents were asked to answer the given questionnaires to know their
perceptions about the effects of bullying on academic performance among Madrasah(school)
Educational Program students. We, the researchers used the quantitative method for us to more
validate the study we are handling. Quantitative researcher gather empirical evidence that is
within the realm of the sense. The method used in the analysis of data is usually statistical in
nature. The resulting information from the study is usually quantitative or measurable. Then we
use the survey method which is a series of questions for the purpose of gathering information
from respondents.

Respondents of the Study

Table I. Number of responders in Madrasah(school) Educational Program students.
Year Level Respondents
Grade 12 50 Male
50 female
Grade 11 50 Male
50 Female
Total 200 students

The Madrasah(school) Educational Program department where consist of estimated

population of 800 students. The researcher mod their very best equally look for 100 respondents
in every year level 50 Female and So Male from Grade 12. And also in Grade 11 has total of 200
students. To validate the study they are to do.

Instrument of the Study

The instruments employed in the study were the survey forms for the Madrasah(school)
Educational Pogram students. This instrument was described as follows;
The Survey Questionnaires for the Madrasah(school) Educational Program Students.
The study used a questionnaire as the main research instrument. The survey
questionnaire for the Madrasah(school) Educational Program students were composed of one
part only. The survey was composed of 20 items of question. That answered in the way of
shading the choices.

Validity and Reliability

The questionnaire underwent in validation. Two hundred Madrasah(school) Educational
Program students were tend to answers the questionnaires. The result were checked and analyzed
by Saadodin M. Cadiran Practical Research Madrasah(school) Educational Program
Asatidz(teacher). The questionnaire is already valid, reliable, and ready to use.

Statistical Treatment
The data gathered through instrument (Questionnaire) we organized and presented in
table of percentage was used for numerical description expressed mathematically as follow:
F= Frequency of respondents
N=Total number of respondents
P-percentage
100%=constant

Sample Questionnaire
Name (optional):______________________________________
Grade & section: _____________________________________
Direction: Put a check on the box given to your chosen answer.

1. During this madrasah(school). your how often have you seen someone being bullied?
 Never
 Sometimes (1 or 2 times a month)
 Regularly (1 or 2 times a week)
 Every day
2. During this madrasah(school) year how often have you been bullied at school?
  Never.
 Sometimes (1 or 2 times a month)
 Regularly (1 or 2 times a week)
 Every day.
3. How were you bullied?
 I haven't been bullied I have been teased and called names.
 I have been hit, kicked or pushed.
 Others leave me out of their group.
 Others have taken my belongings
 Others don't sit by me or talk to me
 Others say they will hurt me.
 Others try to hit me on the way to and from school.
 Others bully me by phone or text message.
4. How many kids have bullied you?
 I haven't been bullied
 One kid bullies me
 Two or more bully me
 Lots of kids bully me
5. During the past year how often did you miss school because you fell unsafe, comfortable
or nervous at madrasah(school) or on your way to or from madrasah(school)?
 Never.
 Sometimes (1 or 2 times a month).
 Regularly (1 or 2 times a week)
 Every day.
6. If you have saw bullying at madrasah(school), what would you do?
 I haven't so any bullying
 Ignored it as none of my business
 Nothing, just watched
 Joined in on the fun
 Tried to stop the bully or help the victim
  Asked for help from an adult or other student
7. If you have been or are being bullied, why do you think it happens?
 No one bullies me
 I don't know why others bully me
 I act or look different
 I always do well in class
 I'm smaller or weaker
 I guess I deserve it
 Other reasons:
8. How many times in the past year have you bullied, teased or made fun of someone?
 Never
 Sometimes (1 or 2 times a month)
 Regularly (1 or 2 times a week)
 Every day
9. Why are some kids bullies?
 I don't know.
 They are bigger and stronger.
 They think it is fun.
 They want to get even for being bullied themselves.
 They want to "show off or impress their friends.
 They fight in their own families
 Other reason:
10. During this past madrasah(school). year how often have you had your property stolen or
deliberately damaged, such as your car, clothing, or books?
 Never
 Sometimes (1 or 2 times a month)
 Regulaty (1 or 2 times a week)
 Every day
11. How many times in the past year (the last 12 months) have you been afraid of being
pushed, shaved, slapped, hit, or kicked by someone on madrasah(school) property?
  Never
 Sometimes (1 or 2 times a month)
 Regularly (or 2 times a week)
 Every day
12. How many times in the past year (the last 12 months) have you been afraid of having
your property stolen or deliberately damaged, such an your car, clothing, or book?
 Never
 Sometimes (1 or 2 times a month).
 Regularty (1 or 2 times a week)
 Every day.
13. How many times in the past year (the last 12 months) have you pushed, shovel, slapped,
or kicked someone on madrasah(school) property?
 Never
 Sometimes (1 or 2 times a month)
 Regularly (1 or 2 times a week)
 Every day
14. How many times in the past year (the last 12 months) have you stolen or deliberately
damaged property, such as someone's car, clothing, or books?
 Never.
 Sometimes (1 or 2 times a month)
 Regularly (or 2 times a week)
 Every day
15. What do adults do at madrasah(school). when they see bullying?
Nothing, they ignore it.
 Stop it and tell everyone to leave.
 Stop it and solve the problem
 Other:
16. Has an adult at madrasah(school). talked to your class about bullying?
 No
 Once, and what they said helped me a lot.
  Once, but they don't really understand what's going on.
 We talk regularly about bullying
17. What can adults at madrasah(school) do better to help stop bullying?
 Supervise the school better.
 Make rules against bullying and discipline bullies.
 Talk about bully prevention in class Help students work problems out.
 Bullying is not a problem at our madrasah(school).
18. Have you ever carried a weapon to madrasah(school)?
 Never
 Sometimes (1 or 2 times a month)
 Regularly (1 or 2 times a week)
 Every day.
19. During this madrasah(school). year how often were you in a physical fight?
 Never
 Sometimes (1 or 2 times a month).
 Regularly (1 or 2 times a week).
 Every day
20. Have you talked to anyone about being bullied?
 I have not been bullied.
 No.
 Yes, a teacher or other adult at madrasah(school).
 Yes, a brother or sister.
 Yes, a friend.
 Yes, my parents Comments
Comments:

Checked by:
Saadudin M. Cadiran
Asatidz(Teacher)
Prepared by:
H.Abdulmoed, Haniah H.Yusoph