JOHANA

UNTOLD STORIES OF BULLYING: LIVED EXPERIENCES OF BULLIED GRADE
7 STUDENTS IN ABUYOG ACADEMY
__________________________________________________________
A Research Proposal Presented to
To The Faculty of Senior High School Department
Abuyog Academy, Inc.
Abuyog Leyte
_________________________________________________________
In partial Fulfillment of the
Requirements for Practical Research I
_________________________________________________________
Researchers:
Johana Lee Joy P. Montilla, Sherwin M. Ontuca, Jeselyn Ann P. Cortuna
Phil Angelou D. Pantin, Cherry Mae P. Realino, Francis Ian Sobrado,
John Mark T. Alberio, Janmark D. Lobres, Joy Delos Reyes, Leonard John Espinar
December 2022
I
ACKNOWLEDGEMENT
We would like to thank the following for their never ending support they’ve shown
unto us through the research.
First of all we would like to express our special thanks to our supportive Practical
Research I teacher, Ms. Angelica D. Genese who gave the golden opportunity to do this
wonderful project, the Research Paper which also helped us in doing a lot effort to finish the
research that leads us to discover new things.
Second, our parents who helped us a lot in finalizing in this project within the limited
time frame, permitted us to come on weekends just to finish this and support us until we’ve
came to finish the study.
To our friends and peers, who encouraged us whenever we feel down, thought of
giving up and being by your sides and lifting up one another.
Lastly, we would like to thanks our Almighty God for guiding us throughout the
research and giving us strengths in making this project proposal.
-RESEARCHERS-
II
Table of Contents
Page
Title I
Acknowledgement II
Abstract III
Table of Contents V
List of Diagrams VII
List of charts VIII
List of Tables IX
CHAPTER
I. Introduction 1
Objective of the Study 2
Statement of the Problem 2
Significance of the Study 3
Scope and Limitations
II. Review of Related Literature 5

Theoretical Framework 13
Conceptual Framework 15
Research Hypothesis 16
Definition of Terms 16
V
III. Methodology 18
Research Design 18
Research Locale 18
Research Instruments 18
Data Gathering Procedure 19
Respondents of the study 19
Sample and Sampling Techniques 20
Statistical treatment of Data 21
IV. Presentation, Analysis, and Interpretation of Data 25
V. Summary 39
Conclusion 41
Recommendation 41
Appendices
Letter to the Respondents
Letter to the Principal
Bibliography
VI
LISTS OF DIAGRAMS
Diagrams
1.0 Conceptual Framework

VII
LISTS OF CHARTS
CHART
Chart 1 STUDENT EXPERIENCED BEING BULLIED IN SCHOOL
Chart 2 TEASING OR RIDICULE
Chart 3 VERBAL ATTACKS OTHER THAN TEASING OR RIDICULE
Chart 4 PRACTICAL JOKES
Chart 5 VANDALISM OF PROPERTY
Chart 6 PHYSICAL ATTACKS
Chart 7 HEALTH PROBLEMS
Chart 8 ACADEMIC PROBLEMS
Chart 9 FAMILY STATUS
Chart 10 SOCIAL PROBLEMS
Chart 11 EMOTIONAL PROBLEMS

VIII
List of Tables
Page
Table 2 26
Table 3 27
IX
CHAPTER 1
INTRODUCTION
Bullying is an ongoing and deliberate misuse of power in relationships through
repeated verbal, physical and/or social behavior that intends to cause physical, social and/or
psychological harm. It can involve an individual or a group misusing their power, or
perceived power, over one or more persons who feel unable to stop it from happening.
(Michael J. Fox)
Bullying is unwanted, aggressive behavior among school aged children that involves a
real or perceived power imbalance. The behavior is repeated, or has the potential to be
repeated, over time. Bullying includes actions such as making threats, spreading rumors,
attacking someone physically or verbally, and excluding someone from a group on purpose.
(Michael J. Fox)
Bullying is aggressive behavior that is intentional and involves an imbalance of power
or strength. It is a repeated behavior and can be physical, verbal, or relational. While boys
may bully others using more physical means; girls often bully others by social exclusion.
Bullying has been part of the school, and even workplaces, for years. More recently, though,
technology and social media have been created a new venue for bullying that has expanded
its reach. Cyber bullying is bullying that happens online and via cell phones. Websites like
YouTube, Instagram and Snapchat allow kids to send hurtful, ongoing messages to their
children 24 hours a day. Some sites, such as Instagrams, allow messages to be left
anonymously. (APA 2011)
Preventing and stopping bullying involves a commitment to creating a safe

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environment where children can thrive, socially and academically, without being afraid,
recommends that teachers, parents and students take the following actions to address
bullying. (APA 2011)
Usually victim of bullying showed lack of social skills, think of negative thoughts or
doesn’t have proper mind-set, came from negative family, physically weak (APA 2011).
One’s dignity maybe assaulted and cruelty mocked, but it can never been taken away unless it
is surrendered (Michael J. fox)
The purpose of this study is to explore the untold stories of a bullied student in
Abuyog Academy, and to know how it affects someone’s behavior. The purpose of this study
is to know the factors associated the bullying experiencing and how the bullying established
the impact of their experience of the selected Grade 7 Students of Abuyog Academy.
OBEJCTIVES
This research aimed to:
1. To assess the Untold Stories of a Bullied Grade 7 Students in Abuyog Academy.
2. To identify the factors associated with bullying.
3. To evaluate the impact of bullying on the selected Grade 7 Students Abuyog
Academy.
STATEMENT OF THE PROBLEM
This study focuses on the people’s knowledge and awareness to the different practices
of Untold Stories of Bullying; Lived Experiences of Bullied Grade 7 Students in Abuyog
Academy.
2
Specifically, it quests to answer the following question:
1. Does the person being bullied by someone know the effects of bullying to his\her
mental and physical health?
2. What are the possible reasons of bullying?
3. How to identify the untold Stories of a bullied Grade 7 student in Abuyog Academy?
SIGNIFICANCE OF THE STUDY
This study gives information to the students of Abuyog Academy.
Benefiting the study are the various sectors as follows:
Parents- they will be aware about the kind of attitude there is possessing. It will give them a
hint on how they would help and encourage their child to avoid bullying.
Students- this study will encourage them to change their attitude towards other people. It will
serve as a medicine to cure the minds of bully victims to become open minded about the
consequences of their actions.
Researchers- the researchers in the near future will make use of the result of our present
study. This study will serves as their basis and comparisons to their future study.
SCOPE AND LIMITATIONS OF THE STUDY
This study focuses about the Untold Stories Lived Experiences of Bullied on the
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selected Grade 7 students of Abuyog Academy. The respondents of this study are the selected
junior high students of Grade 7 students of Abuyog Academy. We used Grade 7 students
because students there are freshmen and i see that lot of them experience being bullied in this
school. This study focuses on how they handle bullied students in every situation they had.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presented important and connected literature and studies that prove that
validity and significance of the study.
Bullying
Bullying is an ongoing and deliberate misuse of power in relationships through
repeated verbal, physical and/or social behavior that intends to cause physical, social and/or
psychological harm. It can involve an individual or a group misusing their power, or
perceived power, over one or more persons who feel unable to stop it from happening.
Bullying is an aggressive behavior that is intended to cause harm or distress, occurs
repeatedly overtime, and occurs in a relationship in which there is an imbalance of power or
strength (AMA, 2002). It is presents everywhere and can be experienced by anyone either in
the family. In schools, workplace, and others as long as the imbalance of power exist. Warren
(2011) described the different form of bullying. It can be physical bullying that includes
hitting, kicking, or pushing someone, stealing, hiding and ruining someone’s things; verbal
bullying that include name calling, teasing, and insulting, relational bullying or social
exclusions. It is done by refusing to talk someone, spreading lies and rumors and making
someone left out and rejected. Moreover, as I glean through literatures, we discovered the
two classifications of bullying made by Simmons (2002). He classified as direct and indirect
bullying. On the other hand, Kellaher (2011), Rafferty (2001) and Stevens (2006) had
identified new form of bullying which is called cyber bullying or cyber trolling. This happens
through the use of twitter and Facebook accounts where bullies spread negatives statements
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against the person. The aforementioned types of bullying provides information to teachers,
school administrators, parents and other stakeholders of the school that bullies exist in
different forms. Unlike the conventional construct of physical bullies, there are some other
types of bullying that were taken as normal to students as part of growing up such as verbal
and rational bullying. Furthermore, different descriptions of bullies give significant
contribution to the present investigation because it served as the guidelines in identifying the
participants of the study. The participants were chosen based on the type of bullies identified
by the different authors. Thus, it is much easier for me to identify the appropriate participants
of my investigation. It gave assurance that I choose the right participants of the study.
Prevalence of Bullying
For the past months, bullying incidence has been the content of news not only in the
television and newspaper, but also in the internet. The most recent case of the bullying that
caught the attention of the worldwide community is the bullying act of Greek students to an
old woman name Karen Klein which took place in the school bus. The act went viral in the
YouTube that elicited sympathy to the victim. Everybody was aghasted on how the students
bully an old woman who is employee of the school where these bullies are studying.
The above scenario shows that bullying happen anywhere around the globe. As a
matter of fact, there have been a number of studies conducted about this problem. One of this
study of Gibson (2011) that revealed the incidence of bullying to 54% of the respondents in
the US schools. In the Philippines, on the other hand, a study was conducted by Plan
Philippines (2009) which revealed that there are 73.58% of children in Grade 4-6 and 78.36%
in high school surveyed in urban areas suffered verbal abuse from their peers; 30.17% of
children in Grade 4-6 and 37.57% in high school surveyed in rural areas have experienced
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physical abuse or violence committed by their peers; 26.74% of children in Grade 4-6 and
43.71% in high school in urban areas surveyed have experienced verbal sexual abuse
committed by their peers and 9.65% of Grade 4-6 and 17.11% of high school students
experienced inappropriate touching(Plan Philippines, 2009).
The two data support presumption of my proposed study that bullying is a serious
problem. If it is true both the United States of America and the Philippines, it is possibly true
across the countries of the world. The figures of bullying between two countries vary so
much. There are 54% of American students have admitted that had been bullied, while more
than 70% of the Filipino students claimed as the victims of bullying. Based on these two
figures, I presumed that the creation of an anti-bullying program in schools is very important
in eliminating the problem. Since the US have their own Olweus Anti-Bullying Program
(Losey 2009), this can be attributed on lower incidence of bullying among US schools that in
the Philippines schools. Based on my observations the awareness of bullying problem in the
Philippines has taken place just recently. This started when the Department of Education
initiated the formulation of child Protection Policy just this school year 2019-2020(Jane
2019).
Aside from the study conducted by the Plan Philippines, a similar study conducted by
Asia Pacific Educational Review in 2008, which was entitled “Bullying the middle school:
An Asia Pacific Regional Study” found out that 57-58% of the Filipino children are having
fun with other children which is higher than the other countries in Asia Pacific region which
are below 45%(Salud 2009) and 50% of the Filipino Children claimed to have been bullied
which is still higher than the other countries in the region. The findings provide enough
reasons to alarm the authorities to act immediately to curve the problem in the country. The
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higher incidence of bullying in comparison to other countries in the Asia Pacific Region can
be attributed to be absence of anti-bullying program in the Philippines schools. The results of
the two aforementioned studies made in the Philippines provide significant information on
my proposed investigation by pointing out the gravity of the problem in the country. It also
suggests that the level of awareness of the Filipinos about the issue of bullying is still low.
The recent mandate of the DepEd on the creation of anti-bullying program in schools (Deped
2012) confirms many propositions.
Filipinos have indifferent attitudes towards bullying act. In our culture, physical
punishment in schools as well as in the homes is accepted in the name of discipline as long as
it does not leave any marks (AFP 2010). Besides, verbal abuse by teachers and parents are
common and widely accepted. The tolerance of school and community on bullying reveals
that teachers and social officials do not understand the damage of bullying acts in school.
What makes bullying problem become worse is the lack training of teachers on how to
address the problem properly (Jane 2012). As a matter of fact, despite the initial awareness
about the problem in bullying, there has been no orientation among teachers initiated by the
Department of Education nationwide. Thus, teachers are not yet oriented as to what
constitutes to bullying happens, what is the first step to do to solve the problem. The attitude
and the Filipino culture exacerbate the problem. Filipinos are fun loving people that
sometimes we make fun in expense of the other person, not knowing that it is already a form
of bullying. Because of this, it makes me confident in pursuing this study because it
contributed significant data in drawing up solutions of the bullying problems in the Philippine
schools.
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Effects of Bullying
Since bullying is considered as a negative behavior, thus it has negative effects to its
victim. There have been studies and literatures that pointed out the grievous effect of bullying
to the victim. Teenagers in the US consider bullying as the most significant and concerning
problem than any problems they are facing such as drugs, alcohol, other violence and the
pressure to have sex. The prevalence of this problem propels the research professionals to
conduct surveys. As a result, there have been a number of published literatures and studies
which identify the effects of bullying both to the bullies and the victims. (Kaiser Family
Foundation 2001).
The effects of bullying to victims may range from lower levels to satisfaction with
school experience (Hobbs 2009); poorer academic performance(Salud 2009; Noris 2010;
Field Foundation,2004; AFP 2010 and DeVoe 2007); suicide (Wittman 2010 and Thompson
2012); death (ABS-CBN 2012 and Inquirer News 2012); inhibitions and fears (Salud 2009);
carrying of weapons(DeVoe 2007 and Field Foundation 2004); affects self-image of male and
social image of female(Anderson 2007); substance abuse and lose of self-confidence(Kaiser
Family Foundation 2001). On the other hand, the effects of bullying to bullies are the
development aggressive behavior (DeVoe 2007); lower levels of school satisfaction (Norries
2010); membership to gangs (Villafania 2010) and development of personality
disorder(Malahay 2012).
The above stated effects of bullying are considered as short-term effects. What
alarmed me are the long-term effects of bullying to both the victims and the bullies. Though
the victims and the bullies are grown up and no longer involved with bullying, they are still
haunted with the effects of this is in their real adult life. The victims may have the feelings of
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isolation and loss of self-esteem (Losey 2009); lower self-esteem (Nansel 2001); depression,
anxiety and low self-esteem (Smith and Anianadou 2003). But the bullies will most likely to
convinced of criminal offenses (Kaiser Family Foundation 2001). The pointed dreadful
effects of bullying to both the bullies and the victims provide information to all adults
especially the teachers and the parents that the problem of bullying should not be taken for
granted. The parents, teachers and school administrators have to act seriously to eliminate the
problems in schools. The success and future of the students depends on how adults today deal
with the problems. Thus, this makes my proposed study worth to undertake because of its
seriousness, relevance and urgency of the issue today. (Kaiser Family Foundation 2001).
Why does Bullies Bully?
Bullies are oftentimes seen as the trouble maker in bullying problems in schools.
However, only few realize that bullies are also victims of bullying. There had been a number
of studies conducted about bullying (Steven 2006; Hover 2005; Gibson 2011; Plan
Philippines 2009 and Rafferty 2011). However, none has come across with the investigation
on the experiences of the bully/victims pattern since it is a new construct emerged on the
study of De Voe (2007) and Williams (2008). However, these two authors believed that
bullies had been victim of bullying.
A news report last September 30, 2012 supported the presumption that bullies are
victims of bullying. The report talks about the incidence of bullying in Las Pinas East
National High School, Las Pinas City. Frialde and Echeminda (2012) reported on the arrest or
24-year man and his 18 year old companion. The police said that the 24 year old man slapped
and kicked one of the students and then drew a gun and pointed at the victim. Because of
commotion the bullies ran away but were eventually captured by policeman. During the
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investigation the 24 year old man said that what we had done is just a payback of bullying
experienced by his 18 year old companion. The above incidence is one of the many cases that
the perpetrator of bullying has been bullied before they bully others. Without considering the
background of the incident, we will sympathize to the students who has slapped, kicked and
pointed with a gun and condemn the bully. However, if we will analyze the situation, the
physical violence suffered by the victims is just a retaliation of the bullying act he had done.
This scenario is in congruence to the study of Frissen et.al (2007) on “Adolescents”
perceptions of bullying; who is victim? Who is the bully? What can be done to stop
Bullying?”. They found the existence of bully-victims. Out of 119 high school students-
participants, 39% have been bullied; 28% had bullied others and 13% was reported of being
both the victims and bullies. This bully-victim had been bullied before they become bullies.
Bradshaw et.al (2008) had similar findings with Frissen on their study on examining variation
in attitudes towards aggressive retaliation and perceptions of safety among bullies, victims,
and bully/victims. Though the figures of differ, but the fact is the same, some bullies had
been victims of bullying. (Bradshaw et.al 2008).
The above studies were supported by the study of Williams (2008) on “Student’s
Perception of Bullying after the Fact: A Qualitative study of College Students Bullying
Experiences in their K-12 Schooling”.
In the Philippines, Republic Act 10627, otherwise known as “Anti-Bullying Act
of2013”, was enacted to address the growing incidence of bullying inside school premises,
locations adjacent to the school, in school-related or-sponsored activities, and by means of
technology or any electronic means (section 5(1), Rule IV and Section 3(b), Rules II,
Implementing rules and Regulations of R.A 10627).

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The most common bullying strategies are name-calling, directing foul language at the
target, commenting negatively on the victim’s look, clothes and body, or unwanted physical
contact between the bully and the victim like punching, pushing, shoving, kicking, slapping,
doing headlocks and using weapons, among others. On the other hand, cyber bullying
includes texting, email messaging, chatting, use of the internet and other social media
platforms (Section 3(b) (1-4), Rule II, Implementing Rules and Regulations of R.A 10627).
(Bradshaw et.al 2008)
Thus, this information gives me impetus to conduct this proposed study because it
gains attention from other researchers. Besides, no research had been conducted about
bullying using the bullies as the respondents. The focus of those researchers was the victims
of bullying and not the bullies. This helped the victims of bullying to be heard and be
understood. In this study, the bullies were given the avenue to tell their stories and let their
unheard stories revealed to the world. Thus, it gives impetus to this investigation to provide
the complete picture on the issue of bullying. (APA 2011).

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THEORETICAL FRAMEWORK
This theoretical framework introduces and describes the differences theories that hold
and support our study these are the following theories:
1. Developmental Theory
Some explanations bullying drawn upon an understanding of child
development. They point out that bullying begins in early childhood when
individual begins to assert themselves at the expenses of others in order to
establish their social dominance. They tend at first to do so crudely, for
instance by hitting out at others, especially those less powerful than
themselves, in attempt to intimidate them. But as Hawley (1999) points out, as
children develop they begin to employ less socially reprehensible ways of
dominating others.
2. Constructivism
Constructivism is a learning theory found in psychology which explains how
people might acquire knowledge and learn. It therefore has direct application
to education. The theory suggests that humans construct knowledge and
meaning from their experiences. Constructivism is not a specific pedagogy.
Piaget’s theory of constructivist learning has had wide ranging impact on
learning theories and teaching methods in education and is an underlying
theme of many education reform movements. Research support for
constructivist teaching techniques has been mixed, with some research
supporting these techniques and other research contradicting those results.
Constructivism is the theory that says learners construct knowledge rather than
13
just passively take in information. As people experience the world and reflect
upon those experiences, they build their own representations and incorporate
new information into their pre-existing knowledge (schemas).
3. Behaviorism Theory
Behaviorism, also known as behavioral psychological, is a theory of learning
based on the idea that all behaviors are acquired through conditioning, and
conditioning occurs through interaction with the environment. Behaviorists
believe that our actions are shaped by environmental stimuli. It has sometimes
been said that “believe is what organisms do”. Behaviorism is built on this
assumption, and its goal is to promote the scientific study of behavior. The
behavioral in particular of individual organisms. In this entry, I consider
different types of behaviorism. I outline reasons for and against being
behaviorists. I consider contributions of behaviorism to the study of behavior.
Special attention is given to the so-called “radical behaviorism” of BF
Skimmer (1904-90).
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CONCEPTUAL FRAMEWORK
The framework of the study represents the outline of input and analysis of data to be
gathered in order to arrive at the desire outcomes.
INPUT
OUTPUT
The researchers will

determine the number of
Throughout the
Grade 7 Students who
computations of the
experienced being bullied
data gathering. The
in school.
researchers will
determine the number
of Grade 7 Students
who experienced
PROCESS
being bullied in
school.
The researchers will To interpret the data

distribute survey collected from the
questionnaires. respondents.
FIGURE 1: The Conceptual Framework of our Study
The input shows the researchers will determine the number of Grade 7 Students who
experienced being bullied in school. The process shows the researchers will distribute survey
questionnaires. The output shows to interpret the data collected from the respondents and
through computation of the gathered data. The researchers will determine the number of
Grade 7 Students who experienced being bullied in school.
15
RESEARCH HYPOTHESIS
The following statements are the research hypothesis of the study;
NULL HYPOTHESIS
There is no significance effect of bullying in school. There is no difference in moral
disengagement and emotions according to bullying behavior. There is no difference in the
studies who helps victims would display low moral disengagement and experiences negative
emotions (unpleasant) in the face of bullying.
ALTERNATIVE HYPOTHESIS
Is one which difference (or an effect) between two or more variables is anticipated by
the researchers, that is, the observed pattern of the data is not due to a chance accurate.
DEFINITION OF TERMS
The following conceptual terminologies are used in this study:
BULLYING
-is an ongoing and deliberate misuse of power in relationships through repeated
verbal, physical and/or social behavior that intends to cause physical, social and / or
psychological harm.
BULLIES
- A person who habitually seeks to harm or intimidate those whom they perceive as
vulnerable.
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VICTIM
- The person being bullied
VERBAL BULLYING
- Is a type of psychological/ mental abuse that involves the use of oral language,
gestured language, and written language directed to a victim.
PHYSICAL BULLYING
-is the use of physical actions to intimidate and gain control over a target.
VIOLENCE
- Use of physical force so as to injure, abuse, damage or destroy
BEHAVIOR
-they in which one acts/ conducts oneself, especially towards others
DEPRESSION
- Is a constant feeling of sadness and loss of interest, which stops you doing your
normal activities
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CHAPTER 3
METHODOLOGY
This chapter shows about the research design, research locale, and research
instruments, data gathering and questionnaires that will be used in study.
RESEARCH DESIGN
This study utilized the Mixed Method is a research approach whereby researchers
collect and analyze both quantitative and qualitative data within the same study. Quantitative
research is a research strategy that focuses on quantifying the collection and analysis of data. Qualitative
research design is concerned with establishing answers to the whys and how of the phenomenon in
question (unlike quantitative).
RESEARCH LOCALE
The research locale was the Grade 7 students of Abuyog Academy. Where the Grade
7 has the population of 302 and has 7 sections. We used this to come up with our sample size
with the 112 total respondents.
RESEARCH INSTRUMENTS
The instrument used in this study is the questionnaires develop by our group.
Questionnaire is answerable only using the Likert Method or Rating Scale which help us to
conduct and determine how many students experience being bully at schools. The researchers
will ask the respondents to answer the questions.
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DATA GATHERING PROCEDURE
The researcher will used survey questionnaire in the data collection process. This
study followed the following procedures;
- The researchers will send a letter to the adviser of Grade 7 sections.
- The researcher will start conduction the survey.
- The researchers will ask and interpret the answer of the respondents in the
questionnaires.
RESPONDENTS OF THE STUDY
The chosen respondents of this research are the Grade 7 students of Abuyog
Academy, Abuyog Leyte. These students are obliged to do their best to answer the survey
questionnaires given by the researchers.
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SAMPLE AND SAMPLING TECHNIQUES
The researcher used Random Sampling Method, where all the Grade 7 students are
the sample size from the population. Random Sampling is also used in the research to have a
technical way of choosing how many students are going to conduct in every sections of
Grade 7. POPULATION- 303 e= 0.2%
N
FORMULA: n= 2
1+ N e
303 303 303 300

= 2
¿ ¿ ¿
1+ ( 303 ) ( 0.2 ) 1+ ( 303 ) (0.04) 1+ 12.12 13.12
Grade 7 sections Population Sample
Diamond 43 16
Gold 43 16
Silver 42 16
Pitchblend 43 16
Gypsum 42 16
Emerald 46 16
Citrine 43 16
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STATISTICAL TREATMENT OF DATA
The gathered data are organized into tables. To interpret the data effectively, the researchers
employed the following statistical treatment; Slovin's Formula and Weight mean.
1. Slovin's Formula. It is used to calculate the sample size necessary to achieve a
certain confidence interval when sampling a population.
(
Formula n=
N
1+ N e
2 )
2. Weight Mean. Is a mean calculated by giving values in a data set more influence
according to some attribute of the data. It is an average in which each quantity to be
averaged is assigned a weight, and these weightings determine the relative importance
of each quantity on the average. Moreover, it will be used to establish quantitative
analysis relationship in our research.
3. TOTAL RESPONDENTS – 112 students
RATING SCALE RANGE
1- NEVER 1.00 – 1.75
2- SELDOM 1.76 – 2.50
3- OFTEN 2.51 – 3.25
4- ALWAYS 3.26 – 4.00
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Untold Stories of Bullying: Lived Experiences of Bullied
Grade 7 Students in Abuyog Academy Inc.
Name (Optional):_________________________________
Age: __________ Sex: _______
Grade and Section: _______________________ Date: ___________
Directions: Read the Following statements. Put a check (/) on the right scale according to its
corresponding value. Do it honestly.
1. Have you ever been experienced being bullied?

Yes No
Scaling point: 4-always 2- seldom

3-often 1-never
Always Often Seldom never

1. Teasing or
ridicule
2. Verbal attacks
other than
teasing or
ridicule
3. Practical Jokes
4. Vandalism of
property
5. Physical
Attacks
6. Health
Problems
7. Academic
Problems
8. Family Status
9. Social Problems
10. Emotional
Problems
Questions:
- Ano ang iyong naranasan kung ikaw ay nabubully ng iyong classmates or kamag-
aral?
__________________________________________________________________
__________________________________________________________________
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APPENDICES
Republic of the Philippines
Department of Education
Division of Leyte
Abuyog, Leyte
___________________________________________________________________________
___ October 2022
Dear Respondents,
Good day!
We the researchers of the Grade 12 HUMSS A students are enrolled in the subject of
PRACTICAL RESEARCH II under the supervision of Ms. Angelica Genese. The main
purpose of this subject is to enable students to conduct a research. The subject of our research
focuses on the UNTOLD STORIES OF BULLYING: LIVED EXPERIENCES OF
BULLIED GRADE 7 STUDENTS IN ABUYOG ACADEMY, INC. We are requesting
for your cooperation to answer our questionnaires. Your knowledge are a sure to help us in
achieving our goal.
Rest assured that all information that we would gather will be treated with outmost
confidentially and it will be used for academic purpose only. Again, thank you for accepting
our concerns. May God bless you
Respectfully yours,
Johana Lee Joy P. Montilla
Group Leader
Attested by: Approved By:

Ms. Angelica Genese Mr. Nino J. Cotejar
Research Adviser School Principal
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Republic of the Philippines
Department of Education
Division of Leyte
Abuyog, Leyte
__________________________________________________________________________________________
____ October 2022
MR. NINO J. COTEJAR

School Principal
Sir,
Good day! We, the researchers of the Grade 12 HUMSS A students are enrolled in the
subject of PRACTICAL RESEARCH II under the supervision of Ms. Angelica Genese.
The main purpose of this subject is to enable students to conduct a research. The subject of
our research focuses on the UNTOLD STORIES OF BULLYING: LIVED
EXPERIENCES OF BULLIED GRADE 7 STUDENTS IN ABUYOG ACADEMY,
INC.
We respectfully ask for your permission in order for us to conduct a survey as a means for
gathering necessary data for our research study. This letter will serve as a legal document and
that we have acquired your permission for the success of our study.
On behalf of our group, we thank you very much for your utmost support in achieving the
very objective of our research.
Thank you so much!
Respectfully yours,
Johana lee Joy P. Montilla
Group Leader
Attested by: Approved By:
Ms. Angelica Genese Mr. Nino J. Cotejar
Research Adviser School Principal
Action done (_) Approved (_) Not Approved
24
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter discusses the result and interpretation of data gathered from the answers
of the respondents. The interpretation of data was based to the problems from the following
chapter. The presentation of data is in a percentage form.
CHART 1
STUDENTS EXPERIENCED BEING BULLIED IN

SCHOOL
12%
YES
NO
88%
The chart above shows the comparison between the percentages of Untold Stories
Lived Experiences of Bullied on the selected Grade7 students of Abuyog Academy Inc.
Where 87.5% or 88%of the respondents, said that they have experienced being bullied by
their classmates or schoolmates, while 12.5% or 13% of the respondents, said that they have
never experienced being bullied by their classmates or schoolmates.
25
TABLE 11
4 3 2 1 Total
1. 33 42 29 9 112
2. 18 37 39 18 112
3. 32 36 31 13 112
4. 13 10 18 71 112
5. 12 26 29 45 112
6. 13 15 21 63 112
7. 21 22 31 48 112
8. 14 18 17 63 112
9. 15 28 19 50 112
10. 23 25 20 22 112
The table above shows the results of every rating scale we made. In every rating scale
there are different answer coming from the students we conducted.
26
TABLE 3
Fx4 Fx3 Fx2 Fx1 Total Weighte Value
d Mean
1 132 126 58 9 325/112 2.90 OFTEN
2 72 111 78 18 279/112 2.49 SELDOM
3 128 108 62 13 311/112 2.78 OFTEN
4 52 30 36 71 189/112 1.69 NEVER
5 48 78 58 45 229/112 2.04 SELDOM
6 52 45 42 63 202/112 1.80 SELDOM
7 84 66 62 48 260/112 2.32 SELDOM
8 56 54 34 63 207/112 1.85 SELDOM
9 60 84 38 50 232/112 2.07 SELDOM
10 92 75 40 44 251/112 2.22 SELDOM
The table above shows the result of the total weighted mean for the research we
conducted. The table shows also the value in every various sectors of bullying.
27
CHART 2
TEASING OR RIDICULE
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
1
ALWAYS OFTEN SELDOM NEVER
The chart above shows the comparison between the percentages of Untold Storie s of
Bullying: Lived Experiences of Bullied selected Grade 7 students of Abuyog Academy Inc.
Where there are 29.46% always, 37.5% often, 25.89% seldom and 8.04% never. Wherein, the
total weighted mean of the data results are 2.90 and the value is often based on the range we
computed.
28
CHART 3
VERBAL ATTACKS OTHER THAN
TEASING OR RIDICULE
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
2
Lived Experiences of Bullied on the selected Grade 7 students of Abuyog Academy Inc.
Where there are 16.07% always, 33.04% often, 34.08% seldom and 16.07% never. Wherein,
the total weighted mean of the data results are 2.49 and the value is seldom based on the
range we computed.
29
CHART 4
PRACTICAL JOKES
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
3
the total weighted mean of the data results are 2.78 and the value is often based on the range
we computed.
30
CHART 5
VANDALISM OF PROPERTY
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
4
the total weighted mean of the data results are 1.69 and the value is never based on the range
we computed.
31
CHART 6
PHYSICAL ATTACKS
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
5
range we computed.
32
CHART 7
HEALTH PROBLEMS
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
6
range we computed.
33
CHART 8
ACADEMIC PROBLEMS
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
7
Where there are 18.75 always, 19.64% often, 27.68% seldom and 42.86% never. Wherein,
range we computed.
34
CHART 9
FAMILY STATUS
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
8
range we computed.
35
CHART 10
SOCIAL STATUS
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
9
Where there are 13.39% always, 25% often, 16.96% seldom and 44.64% never. Wherein, the
total weighted mean of the data results are 2.07 and the value is seldom based on the range
we computed.
36
CHART 11
EMOTIONAL PROBLEMS
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
10
range we computed.
37
Ano ang iyong naranasan kung ikaw ay nabubully ng iyong classmates or kamag-aral?
The last survey question, what is the possible reasons why you got bullied from your
classmates or schoolmates is that most of the respondents answered that they felt insecurities
in their self, shameless on their self, they felt sad about what happened when they got bullied
by their classmates, and they also kept it for their self because if they will tell it to their
friends they will get judgments or what say they can get. Aside from that is that they got
bullied about their physical appearance, what they wear, or about their illness. To the
questions about ano ang iyong naranasan kung ikaw ay nabubully ng iyong classmates or
kamag-aral is that they will got anxiety, depression and lack of social interactions because of
what happened and they will loss friends because of bullying. Some of bullies are their
friends.
38
CHAPTER V
Summary, Conclusion and Recommendations
In this chapter, it represents the summary of the discussion in the previous chapter
that concludes and summarizes the conclusions drawn from the findings and the
recommendations based on the results of the study. This study deals with the Untold Stories
of Bullying: Lived Experiences of Bullied Grade 7 Students in Abuyog Academy. There were
112 respondents who participated in this study.
SUMMARY
These findings of the study were summarized according to the statement of the
problem of our study:
 There were 112 respondents drawn from 303 populations of the Grade 7 students of
the Abuyog Academy. Majority from the respondents experienced being bullied
which 87.5 % and 12.5 % respondents answered that they didn’t experienced being
bullied.
 Most of the common problems in bullying encountered by the Grade 7 students of
Abuyog Academy is that they experienced teasing or ridicule with the highest average
of 2.90 with a verbal interpretation of “often” and they also experienced vandalism of
property with the lowest average of 1.69 with a verbal interpretation of “never”.
 Most of the respondents experienced being bullied by their physical appearance and
they also experienced depressions, anxiety, lack of confidence and lack of interactions
with the other people.
39
 The data significance between the hypothesis is that there is a difference from the
findings we conducted.
CONCLUSION
Therefore, the researchers came to the conclusion that bullying should be taken
seriously by students, school staff and parents so that bullies cannot harm anyone in the
future. For everyone also, and to be aware of the consequences and effects of bullying. This
bullying is needed to be stopped because there are many students who abused their power just
to bully others. The researchers hope that this situation should be focused by everyone so that
the lives of the victims of the school are peaceful not only in the school but also in other
sectors of society.
RECOMMENDATIONS
Based on the results of the study, the researchers arrived with these following
recommendations addressed to the concerns listed in the significance of the study.
1. The researchers recommend Mixed Method under Quantitative research design and
Qualitative research design about this problem to lessen the number of Grade 7
students who experienced being bullied by bullies.
2. To students, they should know the effects of bullying to the bullied students.
3. Students are recommended to avoid bully the students because it can cause
depression, anxiety or lack of interactions to the people.
4. The researchers are recommending not only the students but also the others who have
experienced being bullied in school; lessen or avoid this bullying because it is not
good to everyone and it can bring problems, anxiety and depression.
40
5. Based on the result of this research paper, the researchers recommended that there
should be an educational program about this issue, so that everyone would be
informed about the possible effects of bullying to one’s life.
41
Abstract
This study primarily aimed the ‘Untold Stories of Bullying: Lived Experiences of
Bullied Grade 7 Students in Abuyog Academy, Incorporated”. This study utilized Mixed
Method research design which research approach collect and analyzed data both Quantitative
Research Design and Qualitative Research Design within the same study. The objective of
the study is to evaluate to evaluate the impact of bullying on the selected Grade 7 Students
Abuyog Academy. This study gives information to the students of Grade 7 in Abuyog
Academy and it benefiting the study where they will be encouraged to change and to know
their attitudes towards other people, the parents also will be aware about the kind of attitude
there is possessing. It will give them a hint on how they would help and encourage their child
to avoid bullying and also the researchers in the near future will make use of the result of our
present study. This study will serves as their basis and comparisons to their future study. We
used Slovins Formula to come up with our respondents and the Grade 7 has the population of
303 and we only get 112 sample sizes for our survey. We have 7 sections and in every section
we have 16 respondents for our data. The result is that 87.5% respondents who had
experienced being bullied and 12.5% respondents answered that they didn’t experience being
bullied. Most of the common problems in bullying encountered by the Grade 7 students of
Abuyog Academy is that experiencing being bullied by their classmates or schoolmates is
that vandalism of property with the weighted mean of 1.69 and verbal interpretation of
“Never”. For the instructional ways about the Untold Stories of Bullying: lived experiences
of Bullied Grade 7 students in Abuyog Academy is that the highest weighted average of 2.90
with a verbal interpretation of “often” with the experience of teasing or ridicule. The
respondents experience also having lack of confidence, lack of interactions and they got
bullied also by their physical appearance on how they dress up and anything. The data not
III
only to discover a relationship between variables, but also to predict a relationship based on
theoretical guidelines or empirical evidence. So that we conclude that therefore, most of the
selected Grade 7 students experienced being bullied by their classmates or schoolmates in the
school. The factor that triggers students is that teasing or ridicule. Most importantly, cyber
bullying must be reported instantly without delay. So bullying is a depressing and important
topic. Don't be that person that makes someone feel bad about their selves. Take it from me,
a victim of bullying, bullying isn't fun and we need to prevent it. Stopping bullying comes
down to the schools. Schools need to do more about bullying that happens during school
days. It can make a huge difference. Based on the result of the study, the researchers arrived
with these following recommendations to the concern listed in the significance of the study
and these are those the researchers recommend Mixed Method under Quantitative research
design and Qualitative research design about this problem to lessen the number of Grade 7
students who experienced being bullied by bullies. To students, they should wisely know the
effects of bullying to the bullied students. Students are recommended to avoid bully the
students because it can cause depression, anxiety or lack of interactions to the people. The
researchers are recommending not only the students but also the others who have experienced
being bullied in school; lessen or avoid this bullying because it is not good to everyone and it
can bring problems, anxiety and depression. Based on the result of this research paper, the
researchers recommended that there should be an educational program about this issue, so
that everyone would be informed about the possible effects of bullying to one’s life.
IV
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UNTOLD STORIES OF BULLYING: LIVED EXPERIENCES OF BULLIED GRADE

7 STUDENTS IN ABUYOG ACADEMY

A Research Proposal Presented to

To The Faculty of Senior High School Department

Abuyog Academy, Inc.

In partial Fulfillment of the

Requirements for Practical Research I

Johana Lee Joy P. Montilla, Sherwin M. Ontuca, Jeselyn Ann P. Cortuna

Phil Angelou D. Pantin, Cherry Mae P. Realino, Francis Ian Sobrado,

unto us through the research.

research that leads us to discover new things.

came to finish the study.

giving up and being by your sides and lifting up one another.

research and giving us strengths in making this project proposal.

List of Diagrams VII

List of charts VIII

Objective of the Study 2

Statement of the Problem 2

Significance of the Study 3

Scope and Limitations

II. Review of Related Literature 5

Data Gathering Procedure 19

Respondents of the study 19

Sample and Sampling Techniques 20

Statistical treatment of Data 21

IV. Presentation, Analysis, and Interpretation of Data 25

Letter to the Respondents

Letter to the Principal

1.0 Conceptual Framework

Chart 1 STUDENT EXPERIENCED BEING BULLIED IN SCHOOL

Chart 2 TEASING OR RIDICULE

Chart 3 VERBAL ATTACKS OTHER THAN TEASING OR RIDICULE

Chart 4 PRACTICAL JOKES

Chart 5 VANDALISM OF PROPERTY

Chart 6 PHYSICAL ATTACKS

Chart 7 HEALTH PROBLEMS

Chart 8 ACADEMIC PROBLEMS

Chart 9 FAMILY STATUS

Chart 10 SOCIAL PROBLEMS

Chart 11 EMOTIONAL PROBLEMS

Bullying is an ongoing and deliberate misuse of power in relationships through

psychological harm. It can involve an individual or a group misusing their power, or

Bullying is aggressive behavior that is intentional and involves an imbalance of power

anonymously. (APA 2011)

Preventing and stopping bullying involves a commitment to creating a safe

bullying. (APA 2011)

is surrendered (Michael J. fox)

This research aimed to:

1. To assess the Untold Stories of a Bullied Grade 7 Students in Abuyog Academy.

2. To identify the factors associated with bullying.

3. To evaluate the impact of bullying on the selected Grade 7 Students Abuyog

STATEMENT OF THE PROBLEM

of Untold Stories of Bullying; Lived Experiences of Bullied Grade 7 Students in Abuyog

Specifically, it quests to answer the following question:

mental and physical health?

2. What are the possible reasons of bullying?

SIGNIFICANCE OF THE STUDY

This study gives information to the students of Abuyog Academy.

Benefiting the study are the various sectors as follows: