RESEARCH FINAL (For Hardbound) 2

LECTURE INTERVENTION PLUS ANTI-BULLYING SHORT FILM
AMONG GRADES 4, 5, 6 STUDENTS OF KAANGAYAN
ELEMENTARY SCHOOL, MAHAYAG,
ZAMBOANGA DEL SUR
A RESEARCH PAPER PRESENTED TO THE FACULTY OF

ATENEO DE ZAMBOANGA UNIVERSITY
SCHOOL OF MEDICINE
ZAMBOANGA CITY
_________________________________________________________
IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF MEDICINE
_________________________________________________________
BY:
IAN KRISTOPHER T. BAYAN
2017
APPROVAL SHEET
This research entitled, “LECTURE INTERVENTION PLUS ANTI-BULLYING

SHORT FILM AMONG GRADES 4, 5, 6 STUDENTS OF KAANGAYAN
ELEMENTARY SCHOOL, MAHAYAG, ZAMBOANGA DEL SUR” prepared and
submitted by Ian Kristopher T. Bayan, in partial fulfillment of the requirements for the
degree of Doctor of Medicine, is hereby accepted.
_________________________________
Dr. Norvie T. Jalani
Adviser
_______________________________________________________________________
Approved by the Oral Examination Committee with a grade of PASSED.
_________________________________ _________________________________
Dr. Mario R. Arciaga Dr. Ernesto G. Florendo
Member Member
_________________________________ _________________________________
Dr. Bernadette C. Macrohon Dr. Analisa A. Santamaria
Member Member
_________________________________ _________________________________
Dr. Muktader A. Kalbi Dr. Muktader A. Kalbi
Member Member
_________________________________ _________________________________
Dr. Afdal B. Kunting Dr. Pascualito I. Concepcion
Member Member
_________________________________ _________________________________
Dr. Dulce D. Miravite Dr. Anna Eunice A. Sapasap
Member Member
________________________________________________________________________
ACCEPTED in partial fulfillment for the degree of Doctor of Medicine.
_________________________________
Dr. Mario R. Arciaga
Associate Dean for Research
Ateneo de Zamboanga University
School of Medicine
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ACKNOWLEDGEMENT
The researcher takes this lovely opportunity to extend his deepest gratitude to the
following:
 To Ateneo de Zamboanga University School of Medicine, for giving him the

great opportunity to impose a positive impact to the chosen community in need.
 To the researcher’s adviser, Dr. Norvie Jalani, for generously sharing her
invaluable time, knowledge, and expertise by guiding the researcher very well
since the beginning until the end of this study.
 To Team Kaangayan, particularly Ms. Julie Anne Magaway and Ms. Mayet
Sumatra for encouraging and helping the researcher during his intervention.
 To Ms. Julie Anne M. Manuel, for her love and support which serves as a great
inspiration especially in times of difficulties.
 To his uncles, aunties, and cousin, especially Dr. Edward Ariel M. Tadea, MPH,
for his significant contribution in improving the researcher’s paper; and long-
time friends, for their undying support and countless prayers.
 To the ones who always believed in the researcher, his dearest parents Dr.
Leonida T. Bayan and Ret Col. Cipriano P. Bayan for their unconditional love
and support, and his brothers, Mr. Rian Bav Bayan and Mr. Leopher Neil Bayan,
and his sisters-in-law, Mrs. Jennifer Bayan and Mrs. Ida Noel Bayan, and to his
two lovely nieces, Juliane Rafaela Bayan and Leoni Cipriani Bayan, who have
always instilled in him the value of pursuing this degree and the responsibility
that goes along with it.
 Above all, to our great Heavenly Father Yahweh who always been there since
the day one, for without His amazing grace and guidance, all this would have
not been made possible.
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TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................................... ii

List of Tables ...................................................................................................................... v
List of Figures .................................................................................................................... vi
ABSTRACT ...................................................................................................................... vii
CHAPTER I INTRODUCTION ........................................................................................ 1
Background of the Study ................................................................................................ 1
Review of Related Literature .......................................................................................... 3
Statement of the Problem ................................................................................................ 7
Objectives ....................................................................................................................... 7
Significance of the Study ................................................................................................ 8
Operational Definition of Terms ..................................................................................... 8
CHAPTER II METHODOLOGY..................................................................................... 11
Research Design............................................................................................................ 11
Respondents .................................................................................................................. 11
Sample Size and Sampling Design ............................................................................... 12
Data Collection ............................................................................................................. 14
Flow of Activities ......................................................................................................... 16
Data Analysis ................................................................................................................ 17
Ethical Considerations .................................................................................................. 17
CHAPTER III PRESENTATION AND INTERPRETATION OF RESULTS ............... 18
CHAPTER IV DISCUSSION AND IMPLICATION ...................................................... 25
CHAPTER V CONCLUSION AND RECOMMENDATION ........................................ 29
Reference .......................................................................................................................... 31
Appendix A. Olweus Bullying Questionnaire (English Form)......................................... 33
Appendix B. Results of Olweus Bullying Assessment Tool (Pre-test vs. Post-test) ........ 39
Appendix C. Questionnaire in Tagalog ............................................................................ 44
Appendix D. Pre and Post test result of the Questionnaire ............................................... 46
Appendix E. Lecture with translation ............................................................................... 51
CURRICULUM VITAE ................................................................................................... 57
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List of Tables
Table 1. Gender of the students by grade level in Kaangayan Elementary School,

Mahayag, Zamboanga del Sur, 2017 .................................................................. 18
Table 2. Frequency distribution of respondents who have been bullied during pre-
intervention and post-intervention phase in Kaangayan Elementary School,
Table 3. Frequency distribution of respondents who have bullied another student during
pre-intervention and post-intervention phase in Kaangayan Elementary School,
Table 4. Frequency distribution of respondents who experienced different forms of
bullying in Kaangayan Elementary School, 2017 .............................................. 21
Table 5. Frequency distribution of respondents who experienced bullying according to
duration in Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017
............................................................................................................................ 21
Table 6. Frequency distribution of respondents who experienced bullying in different
places in Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017 22
Table 7. Frequency distribution of respondents who have reported bullying to anyone in
Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017............... 23
Table 8. Mean knowledge scores on bullying in Kaangayan Elementary School,
Mahayag, Zamboanga del Sur ............................................................................ 24
Table 9. Survey using Olweus Bullying Assessment Tool ............................................... 39
v
List of Figures
Figure 1. Conceptual Framework ..................................................................................... 10

Figure 2. Flow of activities ............................................................................................... 16
vi
ABSTRACT
Bullying is widespread and an underreported safety problem among Philippine
school campuses. In order to determine the effect of an intervention (lecture intervention
plus anti-bullying short film) on the knowledge and frequency of bullying among grades 4,
5 and 6 students of Kaangayan Elementary school in Mahayag, Zamboanga Del Sur, a one
group pretest-post test study was done. The intervention was a 5 minute anti-bullying video
and lecture which were given only once. Olweus bullying questionnaire assessed the
frequency of bullying before and after the intervention. Result showed among 169 students,
the pre-intervention prevalence of bullying was 51.5%, with verbal bullying as the most
common form (34%), victims were males (56.8%) and most of the incidents were not
reported (49%). After the intervention, an increase of 1.2 % bullying occurrence was noted
from the baseline 51.5% to 52.7%. Reporting rate of bullying incidents also increased by
22.5% and the number of students who bullied another student decreased by 5.6%.
Knowledge results showed an increase in mean scores from pretest to posttest. Based on
these results, the intervention was effective in imparting information regarding anti-
bullying, nonetheless the changes observed in the increase in bullying cases post
intervention cannot be truly attributable to the intervention as there are other sources that
could contribute to the results.
vii
CHAPTER I
INTRODUCTION
Background of the Study
The Center for Disease Control and Prevention (CDC) and Department of
Education defines bullying as an aggressive behavior that is unwanted among school aged
children. It involves a real or perceived power imbalance. The behavior is a cycle that is
repeated, or has the possibility to be repeated over time. It is an inappropriate use of
superior strength or influence to intimidate a particular individual, typically to force the
victim to do what the perpetrator wants. Bullying involves inappropriate actions such as
threatening a person, spreading rumors, physically or verbally abusing someone, and
purposely excluding a person from a group. It creates a negative social environment for the
victims of such disturbance that affect their self-esteem and motivation to study. In 2014,
physical intimidation was most commonly reported by children under 10 years of age: its
prevalence was 19 percent among children ages two to five, and 18 percent among children
ages six to nine, compared with 9 percent among children ages 10 to 13, and 5 percent
among children ages 14 to 17 (Finkelhor 2015).
Children who experience bullying regularly are quite prone to stress-related issues
such as depression and anxiety, particularly if bullying has occurred over a long period of
time (Laneaux 2012). The aforementioned problems are even known to hinder the
educational success of the bullied individuals as such cases are commonly acknowledged
to be the cause of school dropouts, due to the fear of violence and humiliation that going
to school might bring while other victims turn into aggressors themselves that contributes
toward a negative community for one another even more. Bullying has a very detrimental
1
effect on children especially on the victims who can become school-phobic (Martins et al,
2003)
The phenomenon of school bullying has been an existing problem and given the
gravity of the case, the Philippine government acknowledged the aforementioned problem
through state laws and model policies such as the implementation of the rules and
regulations of Republic Act No. 10627, otherwise known as the Anti-bullying act of 2013
which states that all public and private kindergarten, elementary and secondary schools
shall adopt policies to address the existence of bullying in their respective institutions. Such
policies shall be regularly updated and, at a minimum, shall include provisions on
prohibited acts, prevention and intervention programs, mechanisms and procedures.
Despite the passing of the Republic Act 10627, the DepEd documented more than 1,700
cases of child abuse and bullying in school year 2013-2014. Of these, 60 percent were only
resolved (Flores, 2014). Furthermore, in 2012- 2013 DepEd report, 80% (1,165 out of
1,456) of the child abuse cases involved acts of bullying (Malipot, 2013). Among the
psychological and verbal violence experienced in elementary and high school in 2009,
ridiculing, cursing and humiliating were the most rampant incidences (Dinopol, 2013).
The researcher had observed first hand bullying, such as verbal and physical
bullying, upon school visit at Kaangayan Elementary School, knowing the rampant
bullying cases all over the Philippines, the researcher was prompted to conduct a survey
using the Olweus Bullying Questionnaire with a population of 169 students. Upon
presenting the definition of bullying to students, results showed that 51.5% (87/169)
students have responded that they have been bullied for the past 2 months. Furthermore
32.5% (55/169) students have expressed that they have bullied others. It was also noted
2
that verbal bullying 53.25% (90/169) was the most prevalent form of bullying in school.
Even with the implementation of anti-bullying act of 2013, the school had no forms of
strategies or any interventions like lectures or aid being done to lessen the frequency of
bullying. In order to address the problem and have an impact towards the youth of today,
a short film presentation with an effective lecture after the presentation of an anti-bullying
film might be able to educate target audience, which are the grades 4, 5 and 6 students of
Kaangayan Elementary School. The video presentation will help students realize the
various effects that bullying may cause to the victim and understanding that it is a serious
matter that should be dealt in order to create a safe and peaceful environment for each
students at the aforementioned school.
The overall purpose of this study is to reinforce the anti-bullying act in improving
child’s mental health protection among grades 4, 5 and 6 through an advocacy video
entitled “Stop Bullying” of the UST-UE-FEU School Chapter regarding anti-bullying with
lecture as a mode of intervention for the target audience. Thus, this study focuses on
decreasing the prevalence of bullying cases through film with lecture in Kaangayan
Elementary school.
Review of Related Literature
The first systemic bullying research was conducted by Dr. Dan Olweus in 1970s
with his title “Aggression in the Schools: Bullies and Whipping Boy” (Olweus in Rubin,
and Pepler, 1991). It involves approximately 1,000 12-16 yr. old boys from 5 empirical
studies. Results showed that incidence of bullies and whipping boys among these groups
3
was found to be high. The considered aspects include sides of aggressive personality and
social-psychological mechanisms that cause boys to take part in the oppression.
Jan in 2015 conducted a study called “Bullying in Elementary Schools: Its cause
and effect on students” 10 teachers and 40 students were constituted as sample of the study.
Simple random sampling technique was used to select respondents. Restricted response
questionnaire was used as research tool for the collection of data about prejudice based
bullying in schools. Results showed that there is little difference in the bullying behavior
of girls and boys. However, the reported bullying rate for boys is greater than girls in almost
all items. In comparing the student’s perception about causes of bullying results showed
that the first cause of bullying was abuse of power, followed by revenge seeking, then
aggression and lastly jealousy. The study also showed that bullying among students not
only decreases their academic performance but also causes mental health problems and
physical injury.
In the Philippines, a survey was conducted by Diamond (2008) among 2,442
children in 58 public schools by the Philippine Women’s University School of Social
Work. It showed that at least five out of 10 children in Grades 1-3, seven out of 10 in
Grades 4-6 and six out of 10 in high school have experienced some kind of violence in
school. Furthermore verbal abuse, including ridicule, teasing, being shouted at or cursed is
the most prevalent form of violence at all levels with male children more likely to
experience physical violence. He concluded that a school environment free from threats
will make it more conducive for children to learn and to be more productive.
Three studies were conducted in region 9, the first is Alvia (2012) made a research
entitled “The effect of lecture on bullying in grades 4, 5 and 6 students of Lakewood Central
4
Elementary School (LCES) in Poblacion, Lakewood Municipality, Zamboanga del Sur”.
Pre-post interventional design was used to determine and compare the knowledge of the
students on bullying before and after the intervention. A total of 249 students were
interviewed and had taken the 2 pre and post interventional exam with the use of 20-item
self-administered questionnaire. The researcher used ANNOVA to determine the
enhancement of knowledge retention. In conclusion on this study, lecture on bullying was
minimally effective in improving the knowledge of students. According to Alvia, a review
on the questionnaire must be done to answer as to why only 7.2% of the respondents passed
the exam.
Second a study done Cebedo (2014) on “The Effect of Lecture on the Knowledge
on Bullying of Grade Four, Five and Six students of Songcuya Elementary School,
Diplahan, Zamboanga Del Sur”. A modified 30-item questionnaire was used to evaluate
the knowledge of the students. The questionnaire was translated from Tagalog into local
dialect, Bisaya. Upon implementing the intervention via lecture discussions using visual
aids, there was an improvement on the students’ knowledge regarding bullying as there
were no decrease in post-intervention exam results. In his conclusion, he stated that lecture
is effective in increasing the knowledge regarding the definition and forms of bullying
among grades 4, 5 and 6 students of Songcuya Elementary School in Barangay Songuya,
Diplahan, Zamboanga Sibugay Province.
The most recent study was done by Mohammad (2016) regarding Anti-bullying
Lecture plus comic book intervention among grades 4, 5 and 6 students of Delusom
Elementary School, Mahayag, Zamboanga Del Sur. Using a cross sectional survey and pre-
post interventional design in determining the effects of his intervention, the results showed
5
that there was a significant difference in the knowledge of students using Comic book
series plus lecture. In his conclusion, lecture plus comic book series was effective in
increasing the knowledge of students.
The reason as to why the researcher chose film plus lecture as the means of strategy
in increasing the knowledge of the chosen respondents towards bullying is because Shepard
and Copper (1982) and Mayer and Gallini (1990) made the connection between visual
clues, the memory process, and the recall of new knowledge. Allam (2006) observed that
the creative challenge of using moving images and sound to communicate a topic indeed
makes it engaging and insightful.
Film viewing has also been used in many schools as a variation aside from lecture
discussion in order for students to learn. The visual representation of the material in films
may help dual coding of the information – visual information from the film and verbal
information from the text-which should lead to better memory retention (Paivio, 1969,
1986). Subsequently, the entertainment value of the film increases the student’s attention
span which can boost people’s motivation to learn. (Silvia, 2008)
Educational films for children aim to impart knowledge about a certain topic. A
study done by Michel et al. (2007) entitled “Educational films in the classroom: Increasing
the benefit”, in their study they investigated how much and what kind of information
children can remember from educational films and how knowledge acquisition through
films could be enhanced. A total of 176 8- and 10-year-old children participated and were
randomly assigned to a Film once condition, a Film Repetition condition, a School Lesson
once condition or a School Lesson plus Film condition. Results showed that important
information was generally better remembered than unimportant information. Participants
6
in the Film Repetition condition and in the School Lesson plus Film condition performed
equally well and significantly better than those in the Film once condition and School
Lesson once condition.
Statement of the Problem
What is the effect of anti-bullying short film plus lecture on the knowledge and
frequency on bullying among grades 4, 5 and 6 students of Kaangayan Elementary School
in Mahayag, Zamboanga Del Sur?
Objectives
1. General Objectives
To determine the effect of anti-bullying short film plus lecture on the knowledge
and frequency of bullying among grades 4, 5 and 6 students of Kaangayan Elementary
school in Mahayag, Zamboanga Del Sur.
2. Specific Objectives
a) To determine the types and frequency of bullying prevalence among grades 4,
5 and 6 students of Kaangayan Elementary school before and after the
intervention
b) To determine the knowledge scores regarding bullying among grades 4, 5 and
6 students of Kaangayan Elementary school before and after the intervention.
c) To compare the knowledge scores regarding bullying among grades 4, 5 and 6

students of Kaangayan Elementary school before and after the intervention.
7
Significance of the Study
This study will help increase awareness and motivation on the part of school staff,
students and parents to address bullying. A concerted, collaborative effort is needed in
curbing down prevalence and frequency of bullying in every school. Furthermore, the
results in this study may be used in the conduct of further research on the subject.
Scope and Delimitation of the Study
This study limits its coverage on the grades 4, 5 and 6 students currently enrolled
in Kaangayan Elementary school. The results of this study is only valid for the said school.
The anti-bullying short film and lecture was only used once as an intervention in one day
for the grades 4, 5 and 6 students. The researcher acknowledges the inherent weaknesses
of the paper of which greatly affects the quality of the results generated from this study.
Using a one group pretest-post test design does not have a control group to permit the
assessment of the possibility that the observed change was influenced by factors other than
the intervention given. Possible errors such as maturation effect or testing phenomena can
confound the results.
Operational Definition of Terms
1. Bully – It is defined as the use of superior strength or influence to intimidate someone,
typically to force him or her to do what one wants. It is considered bullying if a student is
constantly being teased on and his/her feelings get hurt. But it is not bullying if the
teasing/mockery is done when a student is playing with his/her friends. And it is not
bullying, when two students of the same size. Other forms of bullying include:
8
 Says mean things, make fun of, or call hurtful names.
 Purposely avoids or leaves you out of the team/group activity.
 Punches, kicks, pushes, and/or purposely locks you in a room.
 Tells false gossips, and blackmails you to make other students hate you.
2. Lecture intervention - a presentation made by the lecturer for the purpose of increasing
the knowledge and awareness of students regarding bullying.
3. Short Film - a film that contains a true-story of a bullied elementary student.
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Conceptual Framework
Presence of knowledge or
increase in knowledge Increase
No or inadequate reporting and
Knowledge on
bullying Film Decrease
frequency of
bullying
Lecture
Bullying Translation of Knowledge
Figure 1. Conceptual Framework
This figure explains that lecture intervention on inadequate knowledge on bullying
and poor reporting on bullying might lead to two possible outcomes that leads to increase
or no difference on the knowledge of grades 4, 5 and 6 students of Kaangayan on Bullying.
10
CHAPTER II
METHODOLOGY
Research Design
This study utilized a one group pre and post interventional design in determining
the effect of anti-bullying intervention with the use of short film plus lecture among
grades 4, 5 and 6 students of Kaangayan Elementary School.
Research Setting
This study was conducted at Kaangayan Elementary School in the municipality of
Mahayag, Zamboanga Del Sur. It is a public school that caters to approximately 453 grade
school enrollees, given that it is 5 kilometers away from the city proper, the said school
serves the various of barrangays that are nearby which includes barrangay Salug. The
students doesn’t have cellphones and neither access to internet connection, thus
cyberbullying is not applicable in the said school. The school teachers were aware of the
concept of bullying, but do not have the idea how prevalent bullying is and its forms among
the students.
Respondents
Inclusion Criteria:
1. All student of Kaangayan Elementary School enrolled as grades 4, 5 and 6
students School Year 2016-2017
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Drop out criteria:
1. Students who were not able to take the post intervention examination
Sample Size and Sampling Design
Purposive sampling was utilized as sampling technique. The targeted populations
are the grades 4, 5 and 6 students of Kaangayan Elementary School and total count were
used as sample size.
Research Intervention
1. Lecture discussion
It comprises the definition of bullying, the types of bullying, the characteristics of
victim and the effects of bullying and most importantly its prevention. This lecture was in-
line with Center for the Study and Prevention of Violence, Institute of Behavioral Science,
University of Colorado, Safe Communities - Safe Schools Fact Sheet (2001) FS-SC07 and
it was translated from English into the local dialect, Bisaya so the students will easily
understand the lecture. The said lecture was already implemented and used by other
reseachers such as Alvia, Cebedo and Mohammad among grades 4, 5 and 6 students of
different schools.
2. Short Film
A five minute advocacy video entitled Stop Bullying of the UST-UE-FEU Chapter
of Huwarang Mag-aaral ng Bayan Organization. The video will be presented amongst the
grade 4, 5, and 6 students of Kaangayan Elementary School. The mentioned film garnered
34,200 views to this date on an American video sharing website popularly known as
12
YouTube, it portrayed the life of a female elementary student who experienced bullying
due to her humiliating family background. The featured video will serve as an eye-opener
for the target audience as it portrays the fact that whatever actions we commit there are
corresponding consequences amongst the people around us let it be positive or negative.
Research Instrument
1. Olweus Questionnaire
It is an instrument used to validate two separate aspects of bullying. It is a standardized
and validated, multiple choice questionnaire which consists of 42 questions. The questions
were modified into 32 items as it would seem fit for the school environment. Some of the
items removed were questions regarding cyberbullying. This questionnaire has been
utilized by Mohammad (2016) from which he translated it from English to Bisaya so the
students will be able to understand the questions. The questionnaire has the following
special characteristics:
a) It provides a detailed definition of bullying so students have a clear understanding
of how they should respond when answering the questions.
b) Most of the questions refer to a specific time or reference period, which is “the
past couple of months.” This is thought to be a suitable length of time for students
to remember their experiences.
c) The response alternatives are made as specific as possible by using phrases such
as “2 or 3 times a month” and “about once a week.” This is done to avoid as much
as possible subjective terms and phrases such as “often” and “fairly often,” which
can be interpreted in different ways by different students.
13
d) In addition to asking two general questions about being bullied and bullying other
students (Questions 4 and 24), the questionnaire also asks students parallel
questions about nine specific forms of bullying, both about being bullied
(Questions 5-12a) and about bullying other students (Questions 25-32).
2. Concepts and Experiences Questionnaire of Bullying in Elementary Level (Espero
et al, 2010)
The questionnaire comprises of definition of bullying, characteristics of a bully,
characteristics of a victim, and consequences of bullying. This is used to determine the
knowledge and to know the frequency of bullying in the said school. This tool has also
been used by the previous researchers such as Alvia (2011), Cebedo (2012),
Mohammad (2016)
Data Collection
1. Préparation phase
The researcher visited the school to assess the feasibility of the study. He asked
questions regarding the anti-bullying activities and its prevalence in the school. Afterwards,
a letter was made and was sent to the school principal and the district supervisor for the
approval to conduct his research on the said school. After being granted the request, the
researcher started to print the Olweus Bullying Questionnaire according to the number of
grades 4, 5 and 6 students.
2. Pre-intervention phase
The Olweus Questionnaire was distributed to the students where they are required
to answer anonymously. The purpose of this is to know the prevalence of bullying, its
14
forms and the response of the school regarding bullying. The students were given 60
minutes to answer the questions. To ensure that the students will be able to understand the
questions completely, the survey tool was translated to the local vernacular. The students
were also guided in answering the questions one by one.
3. Intervention phase
There are two types of interventions used in order to penetrate through the chosen
scope which are:
a. Lecture - Prior to the lecture, a pre-test was conducted to assess the
baseline knowledge of the students regarding bullying. Afterwards, a 30 minute in depth
lecture was done per grade level that was conducted by a teacher. PowerPoint was used as
a material for learning.
b. Short Film - After the lecture, a 5 minute Anti-bullying film was shown
to the students. Afterwards, short discussion was conducted by the researcher in order to
tackle what they learned from the movie to assess the understanding of the students.
4. Post intervention phase
A post-test exam using the questionnaire of Espero and Espinosa was given
immediately after the discussion where they were allowed to answer for about 30 minutes.
After 6 months, Olweus Bullying Questionnaire was again used to determine the
prevalence of bullying in the school.
15
Flow of Activities
Preparation Phase
school visit and ocular inspection as well as courtesy call on the principal and the teacher
Preparation of the questionnaire for the distribution
Pre-Intervention phase
Olweus Bullying Assessment was distributed to the students
Pre-test was conducted to assess their baselike knowledge on bullying
Intervention phase
Anti-bullying lecture was conducted to the students
and film viewing about a bullied student
Post Intervention phase

Post-test was given using Espinal and Espero Questionnaire
Data Analysis
Figure 2. Flow of activities
Figure 2 depicts the flow of activities in determining the effect of lecture plus anti-
bullying short-film on the knowledge and frequency of bullying on Grades 4, 5, and 6
students of Kaangayan Elementary School, Mahayag, Zamboanga del Sur.
16
Data Analysis
SPSS version 20 and EpiInfo were used to process and analyze the data of the study.
Counts and proportions was used for frequencies and prevalence. Descriptive statistics was
utilized for mean scores as well paired t-test in determining the significance of the change
in mean knowledge before and after the intervention. Binomial exact method was used to
determine the significance in the increase in the prevalence of bullying before and after the
intervention.
Ethical Considerations
This study was beneficial for the school as it was able to increase the awareness of
students in decreasing the incidence of bullying. With the results of the survey, the school
can have their own baseline data regarding the student’s attitude towards bullying and
issues about the school environment. All the participants have been assured with privacy
and confidentiality of the results. The respondents were given the free will to answer or not
the survey questions after discussing and explaining carefully and thoroughly the purpose
and objectives of the study.
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CHAPTER III
PRESENTATION AND INTERPRETATION OF RESULTS
This portion presents the result gathered from the study implementation which was
done from October 2016 to March 2017. A total of 169 students were interviewed, which
were composed of 88 (52.0%) male students and 81 (48.0%) female students.
The table below shows the gender distribution of the students by grade level in
Kaangayan Elementary School, Mahayag. Zamboanga del Sur.
Table 1. Gender of the students by grade level in Kaangayan Elementary School,

Mahayag, Zamboanga del Sur, 2017
GENDER Grade 4 Grade 5 Grade 6 TOTAL

(%) (%) (%) N=169
Male 29 (45.0) 24 (47.0) 28 (52.0) 88 (52.0)
Female 35 (55.0) 27 (53.0) 26 (48.0) 81 (48.0)
TOTAL 64 (38.0) 51 (30.0) 54 (32.0) 169 (100.0)
A. Prevalence of Bullying and Bullies
Table 2. Frequency distribution of respondents who have been bullied during pre-
intervention and post-intervention phase in Kaangayan Elementary School, Mahayag,
Zamboanga del Sur, 2017
GRADE
TOTAL
GENDER 4TH 5TH 6TH N=169 (%)
n= 64 (%) n= 51 (%) n=54 (%)
PRE-INTERVENTION
Male 17 (58.6) 11 (45.8) 15 (53.6) 43 (53.1)
n=88 (%)
Female 20 (57.1) 11 (40.7) 13 (50.0) 44 (50.0)
n= 81 (%)
Total 37 (57.8) 22 (43.1) 28 (51.9) 87 (51.5)
N=169 (%)
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POST INTERVENTION
Male 25 (86.2) 12 (50.0) 9 (31.14) 46 (56.8)
n=88 (%)
Female 16 (45.7) 19 (70.40) 8 (30.8) 43 (48.9)
n= 81 (%)
Total 41 (64.1) 31 (60.8) 17 (31.5) 89 (52.7)
N=169 (%)
When the respondents were asked if they have experienced being bullied, based on
question 4 of the Olweus questionnaire, results from table 2 shows that bullying cases
increased to 52.7% in March 2017 from 51.5% in October 2016. Most of the bullied
respondents are male students (56.8%) compared to female students (48.9%).
Table 3. Frequency distribution of respondents who have bullied another student during
pre-intervention and post-intervention phase in Kaangayan Elementary School,
Mahayag, Zamboanga del Sur, 2017
GRADE
TOTAL
GENDER 4TH 5TH 6TH N=169 (%)
n= 64 (%) n= 51 (%) n=54 (%)
PRE-INTERVENTION
Male
14 (48.3) 8 (33.3) 9 (32.1) 31 (38.3)
n=88 (%)
Female
8 (22.9) 6 (22.2) 10 (35.7) 24 (27.3)
n= 81 (%)
Total
22 (34.4) 14 (27.5) 19 (35.2) 55 (32.54)
N= 169 (%)
POST INTERVENTION
Male
6 (22.2) 11 (45.8) 12 (42.9) 29 (35.8)
n=88 (%)
Female
8 (22.8) 6 (22.2) 2 (7.7) 16 (18.2)
n= 81 (%)
Total
14 (21.9) 17 (33.3) 14 (25.9) 45 (26.6)
N= 169 (%)
19
When the respondents were asked regarding their experience on bullying another
individual based on question 24 of the Olweus questionnaire, results from table 3 shows
that the number of students who reported to commit bullying decreased to 26.6% in March
2017 from 32.5% in October 2016. Majority of the respondents who reported bullying were
males (35.8%).
With regards to the prevalence of bullying cases from grades 4, 5, and 6 students,
table 2 shows that the grade 4 students (64%) experienced more frequent bullying, followed
by grade 5 students (61%) and the least cases were among grade 6 students (32%).
B. Forms of Bullying
Table 4. Frequency distribution of respondents who experienced different forms of

bullying in Kaangayan Elementary School, 2017
FORMS OF BULLYING
GENDER Verbal Exclusion Physical Rumors Damage Threat
N= 169 N= 169 N= 169 N= 169 N= 169 N= 169
(%) (%) (%) (%) (%) (%)
PRE-INTERVENTION
Male 25 20 27 25 17
33 (77.0)
n=88 (%) (58.0) (47.0) (63.0) (58.0) (40.0)
Female 31 18 18 27 17 14
n= 81 (%) (71.0) (41.0) (41.0) (61.0) (39.0) (32.0)
Total 64 43 38 54 42 31
N= 169 (%) (74.0) (49.0) (44.0) (62.0) (48.0) (36.0)
POST INTERVENTION
Male 29 17 17 20 15 12
n=88 (%) (63.0) (37.0) (37.0) (44.0) (32.0) (26.0)
Female 29 18 18 13 19 6
n= 81 (%) (67.0) (42.0) (42.0) (30) (44.0) (14.0)
Total 58 35 35 33 34 18
N= 169 (%) (65.0) (39.0) (39.0) (37.0) (38.0) (20.0)
20
When the respondents were asked about the ways they were being bullied based on
questions 5 to 13 of the Olweus questionnaire, results from table 4 shows that verbal
bullying (34.3%) is the most prevalent form followed by physical bullying (20.7%) and
exclusion of other students (20.7%).
C. Duration of Bullying
Table 5. Frequency distribution of respondents who experienced bullying according to

duration in Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017
DURATION
Total
GENDER
Less than 6 months More than 6 months n=89(%)
(%) (%)
Male 28 (61.0) 18 (39.0) 46
n=46 (%) (52.0)
Female 35 (81.0) 8 (19.0) 43
n=43 (%) (48.0)
Total 63 (71.0) 26 (29.0) 89

n=89 (%) (100.0)
When the respondents were asked regarding the duration of bullying based on
question 17 of the Olweus questionnaire, results from table 5 shows that 63 (48.6%) of
students experienced it for less than 6 months while 26 (29.2%) have experienced it for
more than 6 months.
21
D. Where Bullying Occurs
Table 6. Frequency distribution of respondents who experienced bullying in different

places in Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017
PLACES OF BULLYING
On On the
In class In class Total
GENDER playground In
(teacher (teacher In the In the
way to
(during hallways/ and N=169
in the not in bathroom canteen
recess of stairwells from
room) room)
breaks) school
PRE-INTERVENTION
Male 12 7 8 11 1 2 4 45
n=88(%) (26.7) (15.6) (17.8) (24.4) (2.2) (4.4) (8.9) (47.4)
Female 8 8 8 13 2 0 11 50
n=81(%) (16.0) (16.0) (16.0) (26.0) (4.0) (0) (22.0) (52.6)
Total 20 15 16 24 3 2 15 95
N=160(%) (21.1) (15.8) (16.8) (25.3) (3.2) (2.1) (15.8) (56.2)
POST INTERVENTION
Male 4 12 9 20 2 2 5 54
n=88(%) (7.4) (22.2) (16.7) (37.1) (3.7) (3.7) (9.3) (48.2)
Female 10 8 7 17 0 3 13 58
n=81(%) (17.2) (13.8) (8.6) (29.3) (0) (5.2) (22.4) (51.7)
Total 14 20 16 37 2 5 18 112
N=169(%) (12.5) (17.9) (10.7) (33.0) (1.8) (4.5) (16.1) (66.3)
In connection to the location as to where bullying most commonly occurs, based on
question 18 of the Olweus questionnaire, results from table 6 shows that bullying most
often happens in the classroom when the teacher is not around (33%). The second most
common location of bullying is by the hallway/stairwell cases (17.9%) and it least likely
to occur when the respondents are on the way to and from school (16.1%).
22
E. Reporting of Bullying
Table 7. Frequency distribution of respondents who have reported bullying to anyone

in Kaangayan Elementary School, Mahayag, Zamboanga del Sur, 2017
Total
Your
Your N=169
I did not Another classroom Your
Somebody brother Your
tell adult at or parents/
else or friends
anybody school homeroom guardian
sister
teacher
PRE INTERVENTION
Male 23 2 1 3 3 7 4 43
n=88(%) (53.0) (5.0) (2.0) (7.0) (7.0) (16.0) (9.0) (49.4)
Female 20 2 0 5 6 8 3 44
n=81(%) (46.0) (5.0) (0) (11.0) (14.0) (18.0) (7.0) (50.6)
Total 43 4 1 8 9 15 7 87
N=169 (49.0) (5.0) (1.0) (9.0) (10) (17.0) (8.0) (51.4)
POST INTERVENTION
Male 13 6 5 5 1 7 9 46
n=88(%) (28.0) (13.0) (11.0) (11.0) (2.0) (15.0) (20.0) (51.7)
Female 12 3 4 6 4 7 7 43
n=81(%) (28.0) (7.0) (9.0) (14.0) (9.0) (16.0) (16.0) (48.3)
Total 25 9 9 11 5 14 16 89
N=169 (28.0) (10.0) (10.0) (12.0) (6.0) (16.0) (18.0) (52.7)
In connection with the reporting of the bullied students based on question 18 from
the Olweus questionnaire, results from table 7 shows that the reported cases of bullying
increased to 71.9% in March 2017 from 49.4% in October 2016. Furthermore, 16 (18%)
of the bullied students have reported to their parents and guardians, while 14 (16%) opted
to tell their experience to their friends, and 11 (12%) chose to report their experience on
bullying to their brothers and / or sisters.
23
F. Knowledge on Bullying
Paired t-test analysis was used to compare the outcomes of pre and post-
intervention exams. Results of the analysis for pre and post-intervention exams are shown
in Table 8.
Table 8. Mean knowledge scores on bullying in Kaangayan Elementary School,

Mahayag, Zamboanga del Sur
Variable Mean Standard Deviation p-Value
Pre Test 15.45 5.59

*0.01
Post Test 25.48 4.83
*p-Value significant at ≤ 0.05
Table 8 shows the mean knowledge scores between the pre and post-intervention
exams. Results show that among 146 students, the baseline mean knowledge score was
15.45 (SD=5.59). Immediately after the intervention, the mean knowledge score
significantly increased to 25.48 (SD=4.83).
24
CHAPTER IV
DISCUSSION AND IMPLICATION
The objective of this study is to determine the effect of anti-bullying short film plus
lecture on the knowledge and frequency of bullying among grades 4, 5 and 6 students of
Kaangayan Elementary school in Mahayag, Zamboanga Del Sur.
In Kaangayan Elementary School, 89 (52.7%) of the students have experienced
bullying, this supports the data of Diamond (2008) wherein one out of two students
experience bullying in schools. Table 2 from page 19 shows that there has been an increase
of 1.2% in bullying from 51.5% to 52.7%, the said increase may be related to the increase
of the bullying reports, given that prior to the intervention only 50% of the respondents
opted to report the experience of bullying, after the intervention 72% of the respondents
have reported on the case of bullying. Furthermore, the increase in bullying cases is less
likely related to the increase of bullies because there has been a 5.7% decrease of bullies
based from the pre intervention result which was at 32.5% to down to 26.6% after the
intervention. Regarding the presence of bullies at Kaangayan Elementary School, results
shows that both male and female bullies exist, however there is a higher rate of male
students who are bullies compared to the female students. These results are similar to other
researches (Simmons, 2002; Olweus, 1993; in Corrigan, 2004) which concludes that male
and female are bullies.
Regarding the prevalence of bullying from grades 4, 5, and 6 in Kaangayan
Elementary School, it can be noted that there has been a decreasing pattern of bullying, as
25
the grade level decreases the bullying increases. This decreasing pattern maybe due to the
fact that younger students feel quite vulnerable and defenseless compared to the older
students, making them an easy target of bullying for the higher grade level students. This
can be related to the study done by Espero (2014), wherein the students generally believe
that in bullying, bullies are usually the older children and the younger are always the victim.
The most common form of bullying at the said school is verbal, followed by
exclusion, and physical bullying. Experiencing negative comments and degrading
statements are almost always the typical form of bullying.
One way of addressing bullying is knowing where it happens. In Kaangayan
Elementary School, bullying usually happens in the classroom, by hallway or stairs, and
on the way to and from school. This is congruent to Grey’s (2006) study which showed
that all of the 350 middle school student respondents enumerated the places where they
hear bullying happen: classroom, hallway, cafeteria, locker room, and bathroom.
Moreover, 57% of these students hear of classmates being bullied on a daily basis, and
46% hear at least one classmate being bullied a day. The results of these data may be used
to assess the bullying cases in the school and it can be useful in the improving the school’s
supervisory system. A lot can be gained from improving the supervisory system in order
to address bullying in “hot spot” places such as electing a student in a specific class to list
the names of bullies especially when the teacher is not around and report them to the teacher
so that proper discipline may be given to the bullies or to allocate responsible adults in the
playground that will serve as a lookout to supervise the students.
26
The experience of being bullied for a long time has a negative effect on the students.
In Kaangayan Elementary School, 71% of the respondents have been bullied for less than
6 months, whilst 29% of them have experienced it for more than 6 months. Students who
are exposed to bullying for a long term are quite prone to depression and anxiety Laneux
(2012) and it might also affect their academic performance. According to Corrigan (2004),
7% of eighth graders report staying home from school at least once a month to avoid
bullies; 10% of students who drop out of school say it is because of bullies; and 160,000+
students miss school on any given day for fear of an attack or intimidation by a bully.
Reporting of bullying cases is of utmost importance when addressing the bullying
cases in the school. There has been a 22% increase in bullying reports from 50% to 72%.
However, there are 38% of the respondents who have not told anybody regarding their
bullying experience. This is congruent with Egbochuku’s study (2007) that many victims
are still very reluctant to tell adults of their problems with bullying. In order to successfully
address the cases of bullying, the school must be a suitable environment for “bullying
reports”, meaning that the bullied and non-bullied peers are able to communicate to their
teacher or another adult about the possible bullying activities in the school.
Increasing the student’s knowledge regarding bullying may also increase their
awareness and understanding that bullying happens in their environment. This study has
used an anti-bullying video plus lecture intervention to increase knowledge of the students
regarding bullying. Results shows that the intervention used was effective in increasing the
knowledge as evidenced by the 10.03 increase in the mean score post intervention.
27
This is the fourth study done by Ateneo School of Medicine students. The
difference of this study from the previous ones is the strategy used to help increase the
knowledge on bullying matters given that this study used video presentation plus lecture,
while the previous studies done by Cebedo (2011) and Alvia (2011) used only lecture,
whilst Mohammad (2016) used lecture plus comic book. All of the previous study
conducted by the Ateneo School of Medicine students were effective in increasing the
knowledge of the students with the strategies that they used. The other difference is that
this study also assessed the prevalence of bullying after the intervention while the previous
studies did not.
28
CHAPTER V
CONCLUSION AND RECOMMENDATION
The goal of this research was to determine the effect of Anti-bullying short film
plus lecture in the knowledge and frequency of bullying in grades 4, 5, and 6 students of
Kaangayan Elementary School. This study also assessed the prevalence of bullying before
and after the intervention.
The result of the intervention showed that there was a 10.03 increase in the mean
on the student’s knowledge regarding bullying. Upon using the Olweus bullying
questionnaire to evaluate the prevalence of bullying before and after the intervention, it
was found out that there was no decrease in the prevalence of bullying, instead a higher
frequency was documented.
Based on the results, the intervention may have been effective in informing the
students that many forms of bullying and it is simply not a “rite of passage” for children to
experience. This knowledge or realization of students may have been translated into
reporting higher frequency of bullying incidents during the post interventional stage.
Furthermore, the increase in bullying cases may less likely be related to an actual increase
in bullies because there has been a decrease of bullies post intervention. The high p-value
for the increased bullying frequency may imply that the increase may have been by chance
or other factors has to be considered.
The researcher would like to recommend the future researchers to conduct a study
that not only includes lecture but a series of programs regarding bullying prevention on
teachers and students to address the bullying cases in the school. It would also be beneficial
29
to find out the factors involved as to why students bully another student and to know the
perception and experiences of the bullies and the bullied.
30
Reference
Alvia, J.B. (2011). The effect of lecture on the knowledge on bullying of grade four, five
and six students of Lakewood Central Elementary School in Poblacion, Lakewood
Municipality, Zambaonga Del Sur. (Unpublished Doctor in Medicine thesis). Ateneo De
Zamboanga University School of Medicine.
Anti-Bullying Act of 2012, Sections 1-10 (2012)
Allam (2006) – http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
Cebedo, M. (2012). The effect of lecture on the knowledge on bullying of grade four, five
and six students of Songcuya Elementary School, Diplahan, Zamboanga Sibugay.
(Unpublished Doctor in Medicine thesis). Ateneo De Zamboanga University School of
Medicine.
Corrigan, M. 2004. Bullying prevention at the elementary level. Retrieved August 8, 2008
from Portland State University, Counselor Education, School Counseling Specialization,
School Counseling in Action, Intern Projects 2004. Web
site:http://www.pdx.edu/media/s/c/sca_proj_corrigan.pdf.
Diamond, M., Agence France Presse. One in two of Filipino school children bullied:
study. (2008) http://beta.abs-cbnnews.com/nation/metro-manila/11/27/08/one-two-
filipino-school-children-bullied-abused-study
Egbochuku E.O. (2007) Bullying in Nigerian Schools: Prevalence Study and Implications
for Counselling. Department of Educational Psychology and Curriculum Studies,
University of Benin, Benin City, Nigeria
Espero C, Espinosa M. (2010), Concepts and experiences of Bullying in the Elementary

Level.
Finkelhor, D., Turner, H. A., Shattuck, A., & Hamby, S. L. (2015) Prevalence of childhood
exposure to violence, crime, and abuse: Results from the national survey of children’s
exposure to violence. JAMA Pediatric, 169(8), 746-754.
Grey, H. 2006. The bully in sheep’s clothing: A look at bullying in the middle school.
Retrieved August 8, 2008 from Portland State University, Counselor Education, School
Counseling Specialization, School Counseling in Action, Counseling Licensure 2006.
Website: http://www.pdx.edu/media/s/c/sca_lic_grey.pdf.
http://www.cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf
31
Jan, A (2015). Bullying in Elementary Schools: Its Causes and Effects on Students;
Journal of Education and Practice Vol.6
Lanearux, B. (2010). The effects of bullying in elementary schools. Retrieved from

http://www.ehow.com/items/1813883/bullying in elementary school
Martins, Umeh, W. F, & Ndubuaka, W. S (2003). Bullying among school children:

problems and solutions. (ed in nnachi, R.O and Ezehs, P.S.E, (2003). The behaviour
problems of Nigerian child, Erudition; publishers; Awka, 133-138
Olweus, D. (1970). “Aggression in the Schools: Bullies and Whipping Boy”
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England:

Oxford University Press.
Silvia, P.J. (2008). Interest—the curious emotion. Current Directions in Psychological

Science, 17, 57–60.
Shepard and Cooper (1982) and Mayer and Gallini (1990) -

http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
32
Appendix A
Olweus Bullying Questionnaire (English Form)
Date:
Name of School:
Grade Level: ( )4 ( )5 ( )6
This booklet is about how you live your life in school. There are choices given after each
question. Select the answer that best describes what you think or how you feel by shading
the parenthesis. In the first question below, if you never liked school, shade the
parenthesis after the statement “I never liked school.” If you do like going to school,
shade the parenthesis after the statement “I really like going to school.” Shade only one
answer after every question. Make sure that you only shade the inside of the parenthesis.
Now, shade the parenthesis of the answer that best describes what you think or how you
feel about going to school...
1. How do you feel about going to school?
( ) I never liked school.
( ) I do not like school.
( ) I am not interested in going to school.
( ) I like going to school.
( ) I really like going to school.
If you made a mistake, put an “X” mark on your previous answer then shade the
parenthesis of your other answer.
Do not write your name on the booklet. No one will know about your answers to these
questions. But it is important that you answer the questions honestly. There are some
questions that are difficult to answer, answer the only questions that best relates to how
you feel. If you have any questions, just raise your hand.
Typical questions about your school life in recent months, from the start of the school up
to the present. In you answer, consider the things that had happened during the past
months, not just today.
2. Are you a boy or a girl?
( ) Boy
( ) Girl
3. How many friends do have in class?
( ) none
( ) only one
( ) two or three
( ) four or five
( ) more than six
Bullying by other students
These are the questions about bullying by other students.
First, I will explain about what Bullying is. We say that a student is being bullied by
another student/s if:
 Says mean things, make fun of, or call hurtful names.
 Purposely avoids or leaves you out of the team/group activity.
 Punches, kicks, pushes, and/or purposely locks you in a room.
33
 Tells false gossips, and blackmails you to make other students hate you.
 And other mean things.
When we talk about bullying, it doesn’t only happen once but it can happen several
times, and it is difficult for student who is constantly being bullied to defend or protect
him/herself. It is bullying if a student is constantly being teased on and his/her feelings
get hurt. But it is not bullying if the teasing/mockery is done when a student is playing
with his/her friends. And it is not bullying, when two students of the same size and
strength, argue or quarrel with one another.
4. How often were you bullied or made fun of for the last two months?
( ) I was never bullied
( ) Once or twice
( ) Two or three times in a month
( ) Once a week
( ) Several times a week
5. I was called bad names, made fun of, being teased at until I was hurt
( ) Never happened
( ) Once or twice
( ) Once a week
( ) several times a week
6. Some students intentionally avoid me, or leave me out of the group
( ) Never happened
( ) Once or twice
( ) Once a week
7. I was punched, kicked, pushed or locked in a room
( ) Never happened
( ) Once or twice
( ) Once a week
8. Other students would make false stories or gossips about me, so that I will be
hated and have no friends
( ) Never happened
( ) Once or twice
( ) Once a week
9. My money was taken from me or my things were ruined
( ) Never happened
( ) Once or twice
( ) Once a week
34
10. I was threatened to do things I did not want to do
( ) Never happened
( ) Once or twice
( ) Once a week
11. They made fun of my skin color and racial background

( ) Never happened
( ) Once or twice
( ) Once a week
12. I was made fun of, called bad names, comments, or indecent acts were done to me
( ) Never happened
( ) Once or twice
( ) Once a week
13. I was bullied in other ways

( ) Never happened
( ) Once or twice
( ) Once a week
14. What grade level or grade levels were the students in that bullied you?
( ) I was never bullied within the last two months
( ) In my class
( ) Students from other classes but at the same grade level as me
( ) Higher grade levels
( ) Lower grade levels
( ) Both higher and lower grade levels
15. From which gender made fun of you more often?
( ) I was never made fun of in school within the last two months
( ) It is usually a girl
( ) It is usually a boy
( ) group of boys
( ) both boys and girls
16. How many students would make fun of you?
( ) Two or three students
( ) Four to nine students
( ) More than ten students
( ) Many groups of students
17. For how long were bullied?
35
( ) I was never bullied in school within the last two months
( ) One or two weeks
( ) A month
( ) Six months
( ) A year
( ) Many years
18. In what place where you bullied?
Shade the parenthesis of the places where you were bullied:
( ) On the playground/athletic field (during recess or break time)
( ) In the hallways/stairwells
( ) In class (when the teacher was in the room)
( ) In class (when the teacher was not in the room)
( ) In the bathroom
( ) In the canteen
( ) On the way to and from school
( ) Somewhere else at school
19. Have you ever told somebody that you were being bullied?
( ) I was never bullied within the last two months
( ) I did not tell anybody
( ) I told somebody
Shade the parenthesis of the person whom you told to that you were being bullied:
( ) Your class or homeroom teacher
( ) Another adult at school
( ) Your parent(s)/guardian(s)
( ) Your brother(s) or sister(s)
( ) Your friend(s)
( ) Somebody else
20. Do the teachers or older people at school discourage bullying?
( ) Never
( ) Once
( ) Rarely
( ) Often
( ) Always
21. Is there a disciplinary action for bullies?

( ) Never
( ) Once
( ) Rarely
( ) Often
( ) Always
22. Did your parents or any older people in your family try to stop the bullying by
contacting your school?
( ) I was never bullied in school for the last two months
( ) No, they have never contacted the school
( ) Yes, they have contacted the school once
36
( ) Yes, they have been contacting the school many times
23. Whenever you see a student being bullied, what are your thoughts or how do you
feel?
( ) Maybe he/she deserves it
( ) I don’t care
( ) I feel a little sorry for him/her
( ) I pity him/her and I want to help
24. Have you ever bullied another student in the past two months?
( ) I did not bully any students in the past two months
( ) Once or twice
( ) Twice or thrice a month
( ) Once a week
Have you ever bullied another student at your school in any of the following ways within
the last two months?
25. I called a student mean names, and made fun of him/her in many hurtful ways.
( ) Never happened in the past two months
( ) Once or twice a month
( ) Once a week
26. I have made fun of people in many ways

( ) Never happened in the past two months
( ) Once or twice a month
( ) Once a week
27. Did a teacher ever talked to you about you making fun of other students?
( ) I have never bullied another student in the past two months
( ) No, they never talked to me about it
( ) Yes, once
( ) Yes, many times
28. Did your parents or any older person in your home ever talked to you about you
bullying other students?
( ) I have never bullied another student in the past two months
( ) No, they never talked to me about it
( ) Yes, once
( ) Yes, many times
29. Personally speaking, are you going to join others in making fun of a student that
you do not like?
( ) Yes
( ) Maybe yes
( ) I don’t know
( ) No
( ) Maybe not
37
( ) Never
30. How do you feel or react when you see a student being bullied or made fun of?
( ) I have never witnessed a student being bullied
( ) I will join the group who bullies the student
( ) I will not do anything, maybe bullying is okay.
( ) I’ll just see what happens
( ) I will not do anything, but I should probably help the student
( ) I need to help the student as best as I could
31. Are you afraid that students might bully you at school?
( ) I am not afraid
( ) Rarely
( ) Sometimes
( ) A little bit
( ) Often
( ) Always
32. In your opinion, how many of your teachers do know that do not tolerate mischief
or bullying in your class?
( ) None
( ) A few
( ) Just enough
( ) Many
( ) More
38
Appendix B
Results of Olweus Bullying Assessment Tool (Pre-test vs. Post-test)
Table 9. Survey using Olweus Bullying Assessment Tool

PRE- POST-
INTERVENTION INTERVENTION
QUESTIONS
CHOICES
Frequency Percent Frequency Percent
1. How do you
like school? I am not interested in 1 0.59
4 2.37
going to school
I do not like school 6 3.55 4 2.37
I like going to school 37 21.89 33 19.53
I never liked school 8 4.73 9 5.33
I really like going to 122 72.19
114 67.46
school
TOTAL 169 100 169 100
2. How many None 1 0.62 2 1.18
good friends do I have one good friend 19 11.24
7 4.32
you have in your in my class
class(es) I have 2 or 3 good 34 20.12
23 14.20
friends in my class
I have 4 or 5 good 14 8.28
20 12.35
friends in my class
I have 6 or more good 100 59.17
111 68.52
friends in my class
TOTAL 169 100 169 100
3. How often have I have not been bullied 38 22.49
you been bullied at school in the past 57 33.73
at school in the couple of months
past couple of it has only happened 42 24.85
25 14.79
months? once or twice
2 or 3 times a month 32 18.93 34 20.12
about once a week 15 8.88 22 13.02
Several Times a week 40 23.67 33 19.53
TOTAL 169 100 169 100
4. I was called it has not happened to 41 24.26
mean names, was me in the past couple of 52 30.77
made fun of, or months
teased in a hurtful only once or twice 30 17.75 57 33.73
way 2 or 3 times a month 25 14.79 22 13.02
39
About once a week 18 10.65 11 6.51
several times a week 44 26.04 38 22.49
TOTAL 169 100 169 100
5. Other students it has not happened to 80 47.34
left me out of me in the past couple of 72 42.60
things on purpose, months
exclude me from only once or twice 32 18.93 40 23.67
their group of 2 or 3 times a month 29 17.16 22 13.02
friends, or about once a week 19 11.24 14 8.28
completely several times a week 17 10.06 13 7.69
ignored me. TOTAL 169 100
169 100
6. I was hit, It has not happened to 82 48.52
kicked, pushed, me in the past couple of 75 44.38
shoved around, months
locked indoors. only once or twice 38 22.49 41 24.26
2 or 3 times a month 23 13.61 12 7.10
Several times a week 20 11.83 14 8.28
TOTAL 169 100 169 100
7. Other students it has not happened to 64 37.87
told lies or spread me in the past couple of 63 37.28
false rumors about months
me and tried to only once or twice 25 14.79 52 30.77
make others 2 or 3 times a month 36 21.30 16 9.47
dislike me. about once a week 25 14.79 18 10.65
TOTAL 169 100 169 100
8. I had money or it has not happened to 108 63.91
other things taken me in the past couple of 63 37.28
away from me or months
damaged only once or twice 43 25.44 28 16.57
2 or 3 times a month 27 15.98 14 8.28
TOTAL 169 100 169 100
10. I was it has not happened to 85 50.30
threatened or me in the past couple of 85 50.30
forced to do things months
I did not want to only once or twice 36 21.30 49 28.99
do 2 or 3 times a month 11 6.51 13 7.69
TOTAL 169 100 169 100
40
12. I was bullied it has not happened to 48 28.40
with mean names, me in the past couple of 74 43.79
comments, or months
gestures with a only once or twice 44 26.04 54 31.95
sexual meaning 2 or 3 times a month 19 11.24 28 16.57
TOTAL 169 100 169 100
In which class(es) I have not been bullied 39 23.08
is the student or at school in the past 61 36.09
students who couple of months
bully you? In my class 45 26.63 46 27.22
In a different class but 32 18.93
30 17.75
the same grade (year)
In a higher grade(s) 14 8.28 24 14.20
In a lower grade(s) 4 2.37 7 4.14
In both higher and lower 21 12.43
15 8.88
grades
TOTAL 169 100 169 100
Have you been I have not been bullied 20 11.83
bullied by boys or in school in the past 33 19.53
girls? couple of months
Mainly by 1 girl 25 14.79 31 18.34
By several girls 21 12.43 13 7.69
Mainly by 1 boy 30 17.75 29 17.16
By several boys 10 5.92 15 8.88
By both boys and girls 50 29.59 61 36.09
TOTAL 169 100 169 100
By how many I have not been bullied 15 8.88
students have you at school in the past 27 15.98
usually been couple of months
bullied? Mainly by 1 student 43 25.44 43 25.44
By a group of 2-3 46 27.22
39 23.08
students
By a group of 4-9 23 13.61
18 10.65
students
By a group of 10 or 14 8.28
15 8.88
more students
By several different 28 16.57
students or group of 27 15.98
students
TOTAL 169 100 169 100
On the 17 11.48
32 22.22
playground/athletic field
41
Places where (during recess or break
bullying usually time)
occurs In class (when the 20 13.51
37 25.69
Computational teacher was in the room)
basis: Those In class (when the 41 27.70
bullied “once or teacher was not in the 19 13.19
twice” or more room)
according to In the comfort room 5 3.47 3 2.02
question 4. In the canteen 3 2.08 7 6.76
On the way to and from 23 15.54
19 13.19
school
Somewhere else at 11 7.43
13 9.02
school
In the hallway/stairwells 16 11.11 26 17.57
Total 144 100 148 100
People you have Your class or homeroom 5 5.62
9 10.34
told have you told teacher
that you have been Another adult at school 4 4.60 9 10.11
bullied in the past Your parent(s) 16 17.98
couple of months 7 8.05
/guardian(s)
Computational Your brother(s) or 11 12.36
basis: Those 8 9.20
sister(s)
bullied “2-3 times Your friend(s) 15 17.24 14 15.73
or more” Somebody else 1 1.15 9 10.11
according to I did not tell anybody 43 49.42 25 28.08
question 4.
TOTAL 87 100 89 100
When you see a That is probably what he 8 4.73

20 11.83
student your age or she deserves
being bullied at I do not feel much 17 10.06 24 14.20
school, what do I feel a bit sorry for him 26 15.38
you feel or think? 23 13.61
or her
I feel sorry for him or 111 65.68
her and want to help him 109 64.50
or her
TOTAL 169 100 169 100
How often have It has not happened in 55 32.54

you taken part in the past couple of 60 35.50
bullying another months
student(s) at Only once or twice 54 31.95 69 40.83
school in the past 2 or 3 times a month 12 7.10 20 11.83
couple of months? About once a week 19 11.24 10 5.92
42
TOTAL 169 100 169 100
Do you think you Yes 28 16.57 18 10.65

could join in Yes, maybe 25 14.79 21 12.43
bullying a student I do not know 35 20.71 17 10.06
whom you do not No, I don’t think so 11 6.51 11 6.51
like? No 26 15.38 44 26.04
Definitely no 44 26.04 58 34.32
TOTAL 169 100 169 100
How do you I have never noticed that 40 23.67

usually react if students my age have 44 26.04
you see or learn been bullied
that a student your I take part in the 12 7.10
12 7.10
age is being bullying
bullied by another I do not do anything, but 19 11.24
student(s)? 17 10.06
I think bullying is okay
I just watch what goes 4 2.37
18 10.65
on
I do not do anything, but 37 21.89
I think I ought to help 31 18.34
the bullied student
I try to help the bullied 57 33.73
student in one way or 47 27.81
another
TOTAL 169 100 169 100
How often are you Never 57 33.73 60 35.50

afraid of being Seldom 16 9.47 10 5.92
bullied by other Sometimes 31 18.34 30 17.75
students in your Fairly often 26 15.38 37 21.89
school? Often 13 7.69 15 8.88
Very often 26 15.38 17 10.06
TOTAL 169 100 169 100
Number of boys FEMALE 44 26.03 43 25.44

and girls who MALE 43 25.44 46 27.21
have experienced NONE 82 45.52 80 47.33
bullying TOTAL 169 100 169 100
Number of boys FEMALE 24 14.20 16 9.47

and girls who MALE 31 18.34 29 17.16
have bullied other NONE 114 67.45 124 73.37
sutdents TOTAL 169 100 169 100
43
Appendix C
Questionnaire in Tagalog
Name:
Age:
Grade:
OO HINDI HINDI
SIGURADO
1. Bullying ang madalas na paghingi ng pera sa
kaklase.
2. Nagnyayari ang bullying sa mga lugar na maraming
nakakakita
3. Walang pinipiling lugar o oras ang bullying
4. Kapag walang pananakit o pananakot, hindi iyon
bullying
5. Hindi nangyayari ang bullying sa loob ng paaralan
6. Ang pagkakalat ng kewntong gawa-gawa lamang ay
isang uri ng bullying
7. Ang bullying ay nagyayari lamang sa mga lugar na
walang masyadong nakakakita
8. Bullying ang di pagpansin o pang-iiwan sa
kabarkada o kaibigan
9. Hindi bullying ang madalas na pag-uutos sa kaklase
(halimbawa: pagpapagawa ng takdang-aralin o
proyekto)
10. Bullying ang pang-aaway sa isang taong walang
masamang ginagawa sa kanya
11. Bulling ang pamimilit na gawin ang isang bagay na
di gusto
12. Bullying ang pagsusulat ng mga salitang nakakasakit
ng damdamin
13. Sa bullying, nakababata ang karaniwang biktima at
nakatatanda ang siyang bully
14. Maaring mambully ang kahit sino
15. Pwedeng mambully ang nakababata sa nakatatanda
16. Ang bully ay matapang. Ginagamit niya sa
pananakot ang kanyang tapang
17. Mas madalas mambully ang mga lalaki
18. Walang pinipiling biktima ang mga bully
19. Ang mga bully any karaniwang may pabritong
binibiktima
20. Pwede ring ibully ng mga babae ang mga lalaki
21. Ang taong di popular o kilala ang kadalasang
biktima ng pambubully
44
22. Ang mga batang walang kaibigan o barkada ay mas
malamang na maging biktima ng bullying
23. Kailangang matutuong lumaban sa mga bully ang
mga biktima ng bullying
24. Hindi lamang ang mga taong mahiyain at tahimik
ang nagiging biktima ng bullying
25. Ang mga kinaiinisang tao dahil sa kanilang pisikal
na kaanyuhan ay mas malamang na maging biktima
ng bullying
26. Madaling mabully ang mga batang mahina ang loob
at di kayang magtanggol ng sarili
27. Ang mga biktima ay kadalasang nakakaramdam ng
hiya o pagka-insecure sa sarili
28. Ang pambubully ay di nakakaapekto sa pag-aaral ng
biktima
29. Maaaring maging adik at violente ang mga bully sa
kanilang pagtanda
30. Nawawalan ng gana pumasok ang mga biktima sa
pambubully
45
Appendix D
Pre and Post test result of the Questionnaire
PRE-TEST POST-TEST
TOTAL PASSED/ TOTAL PASSED/FAILED
SCORE FAILED SCORE
1. 20 PASSED 27 PASSED
4. 11 FAILED 30 PASSED
46
47
48
122. 10 FAILED 11 FAILED
PRETEST POST TEST
MEAN 15.45 25.48
49
STANDARD 5.59 4.84
DEVIATION
PASSED 17 115
FAILED 129 31
50
Appendix E
Lecture with translation
Center for the Study and Prevention of Violence

Institute of Behavioral Science
University of Colorado at Boulder
1440 15th St.
Boulder, CO 80302
Phone: (303) 492-1032
Fax: (303) 492-2151
FS-SC07 Safe Communities – Safe Schools Fact Sheet

Overview on Bullying
What is Bullying?
Unsa ang Bugal Bugal?
A student is bullied or victimized when he or she is exposed, repeatedly and over

time, to negative actions on the part of one or more other students. Bullying is characterized
by three criteria:
Ang estudyante gina-bugal bugal ug gi-daug-daug kung perminti gipakita sa lain nga lihok
sa isig ka estudyante. Ang sungug mahibal-an sa tulo ka managlahi nga klase:
1. It is aggressive behavior or intentional "harmdoing;"
Agresibo nga batasan o buot nya nga buhaton
2. It is carried out repeatedly and overtime; and
Perminti nga ginabuhat; ug
3. It occurs within an interpersonal relationship characterized by an
imbalance of power.
Naga-hitabo siya sa tinud-anay nga relasyon gumikan sa dili ninyo parehas
nga kahimtang
Types of Bullying
Managlahi nga Bugal Bugal
Direct bullying is a relatively open attack on a victim. It can be physical or verbal in nature:
Diretso nga bugal bugal - pagpanakit sa biktima sa pang-lawas o sa storya
• Physical Attacks: hitting, kicking, pushing, choking
Pang-lawas nga sulung: pagpanghampak, pagpanipa, pagtulak-tulak,
pagpanuok
• Verbal Attacks or Harassment: name calling, threatening, taunting,
malicious teasing, rumor spreading, slandering
Pa-istorya nga sulung o Pag-harass: pagtawag sa pangalan nga dili mao,
pagpanghadlok, pagpagawas sa storya nga dili mao,
Indirect bullying is more subtle and may be more difficult to detect:
Di diretso nga bugal bugal ay lisud mahibaw-an ug lisud mapansin
• Social isolation, intentional exclusion, making faces, obscene gestures,
manipulating friendship relationships
51
Ibilin, ginatuyo nga dili paapilun, yaga-yagag nawung, bastos nga lihok, pag-
contol sa pagkaamigohay
Risk Factors for Bullying Peers
Delikado nga mga butang sa bugal bugal sa mga kaedad
There are individual, familial, peer, and school factors that can place a youth at risk
for participating in bullying behavior. Generally, boys are much more likely to engage in
bullying behavior than girls. Girls who bully are less likely to be physically abusive than
boys are. Although most bullying occurs between students in the same grade, older students
sometimes bully younger students.
Adunay indibidwal, sa pamilya, higala, ug mga eskwela butang nga ibutang sa usa
ka batan-on sa peligro alang sa pag-apil sa pagdaogdaog kinaiya. Kasagaran, mga batang
lalaki mas lagmit sa paghimo sa pagdaogdaog kinaiya kay sa mga babaye. Mga babaye nga
tigdaogdaog dili kaayo lagmit nga sa pisikal nga paagi kay sa mga lalaki. Bisan tuod
kadaghanan sa pagdaogdaog mahitabo tali sa mga estudyante sa sama nga grado, tigulang
nga mga estudyante sa usahay maton manghud mga estudyante.
Individual Risk Factors:
Tagsa-tagsa nga Hinungdan:
• impulsive, hot-headed, dominant personality lacking empathy
• mapugsanon, init nga-ulo, dominante personalidad nga walay empatiya
• difficulty conforming to rules and low frustration tolerance
• kalisud pagsunod sa mga lagda ug ubos nga kahigawad tolerance
• positive attitudes toward violence
• positibo nga mga kinaiya ngadto sa pagpanlupig
• physically aggressive
• pisikal agresibo
• gradually decreasing interest in school (achievement)
• hinay-hinay nga pagkunhod sa interes sa eskwelahan (kalampusan)
Family Risk Factors:
Pamilya Hinungdan:
• lack of parental warmth and involvement
• kakulang sa ginikanan kainit ug nga partisipasyon
• overly-permissive or excessively harsh discipline/physical punishment
by parents
• sobra-mapatuyangon o hilabihan mapintas nga disiplina / pisikal nga silot sa
mga ginikanan
• lack of parental supervision
• • kakulang sa superbisyon sa mga ginikanan
Peer Risk Factors:
Kaedad ang Hinungdan:
• friends/peers with positive attitudes toward violence
• higala / mga higala uban sa positibo nga mga kinaiya ngadto sa pagpanlupig
• exposure to models of bullying
• exposure sa mga modelo sa pagdaogdaog
School Risk Factors:
52
Eskwelahan Hinungdan:
• lack of supervision during breaks (e.g., lunchrooms, playgrounds,
hallways, locker rooms, and bathrooms)
• kakulang sa pagdumala sa panahon sa higayon (pananglitan, lunchrooms,
dulaanan, pasilyo, locker lawak, ug banyo)
• unsupervised interactions between different grade levels during breaks
• walay mga pakig tali sa lain-laing mga grade level sa panahon higayon
• indifferent or accepting teacher attitudes toward bullying
• walay pagtagad o pagdawat sa magtutudlo mga kinaiya ngadto sa
pagdaogdaog
• indifferent or accepting student attitudes toward bullying
• walay pagtagad o pagdawat sa mga estudyante mga kinaiya ngadto sa
pagdaogdaog
• inconsistent enforcement of the rules
• sukwahi pagpatuman sa mga lagda
Risk Factors for Being Bullied by Peers
Hinungdan sa Ginadaog-daog sa mga Higala
There are individual, familial, peer, and school factors that can place a youth at risk
for being bullied. Both boys and girls are most likely to be victimized by boys. Younger
and weaker students are most likely to be bullied
Adunay indibidwal, sa pamilya, higala, ug mga school butang nga ibutang sa usa ka batan-
on sa peligro tungod kay midaug-daog. Mga batang lalaki ug mga batang babaye ang labing
lagmit nga mabiktima sa mga batang lalaki. Batan-on ug kahuyang sa mga estudyante mao
ang labing lagmit nga midaug-daog
Individual Risk Factors:
Tagsa-tagsa nga Hinungdan:
• cautious, sensitive, insecure personality
• amping, sensitibo, insecure personalidad
• difficulty asserting themselves among peers
• kalisud sa pagpasabot sa ilang mga kaugaligon sa taliwala sa mga kaedad
• physical weakness (particularly in boys)
• pisikal nga kahuyang (ilabi na sa mga lalaki)
Family Risk Factors:
Pamilya Hinungdan:
• over-protection by parents (possibly)
sa ibabaw sa-sa pagpanalipod sa mga ginikanan (posible)
Peer Risk Factors:

Kaedad ang Hinungdan:
 lack of close friends
• kakulang sa suod nga mga higala
School Risk Factors:
Eskwelahan Hinungdan:
53
o presence of aggressive students in same or slightly higher grade
• atubangan sa agresibo nga mga estudyante sa sama o mas taas nga
grado gamay
o lack of supervision during breaks
• kakulang sa pagdumala sa panahon sa higayon
o indifferent or accepting teacher attitudes toward bullying
• walay pagtagad o pagdawat sa magtutudlo mga kinaiya ngadto sa
pagdaogdaog
o indifferent or accepting student attitudes toward bullying
• walay pagtagad o pagdawat sa mga estudyante mga kinaiya ngadto
sa pagdaogdaog
o uneven, inconsistent enforcement of the rules
• uneven, sukwahi pagpatuman sa mga lagda
Where Bullying Occurs
Asa Mahitabo ang Pagbugal bugal
Bullying takes place in the classroom, on the playground, in hallways, in gyms, in
locker rooms, and in bathrooms. Bullying is two to three times more likely to occur at
school as on the way to and from school.
Pagdaogdaog mahitabo diha sa klasehanan, sa playground, sa pasilyo, sa gyms, sa locker
mga lawak, ug diha sa banyo. Pagdaogdaog mao ang duha ngadto sa tulo ka higayon nga
mas lagmit nga mahitabo sa eskwelahan ingon nga diha sa dalan ug gikan sa eskwelahan.
Why Should We Attempt to Prevent/Reduce Bullying?

Nganong Kinahanglan Kita mosulay sa Malikayan / Pagpakunhod pagbugal bugal?
Short-term effects on the victims:
Short-term nga epekto sa mga biktima:
o Painful and humiliating experiences can cause young victims to be
unhappy, distressed, and confused.
• at ug makauulaw nga mga kasinatian makahimo nga batan-ong
mga biktima nga dili malipayon, nagsubo, ug naglibog.
o Victims lose self-esteem and become anxious and insecure.
• Ang mga biktima mawad-an sa-sa-kaugalingon pagtamod ug
mahimong mabalaka ug walay kasegurohan.
o Physical injury or threats of physical injury may affect concentration
and learning and result in a refusal to attend school.
• Pisikal nga kadaot o hulga sa pisikal nga kadaot makaapekto
konsentrasyon ug pagkat-on ug resulta sa usa ka pagdumili sa
pagtambong sa eskwelahan.
o Victims may feel stupid, ashamed, and unattractive, and may start
to view themselves as failures.
• Ang mga biktima mahimong mobati hungog, kaulaw, ug
unattractive, ug magsugod sa pag-isip sa ilang mga kaugalingon
ingon nga mga kapakyasan.
o Victims may develop psychosomatic symptoms such as stomach
and headaches.
54
• Ang mga biktima mahimong pagpalambo sa emosyon sintomas
sama sa tiyan ug labad sa ulo.
o Constant devaluation of themselves may lead to depression and
suicide.
• Kanunay nga devaluation sa ilang kaugalingon mahimong
mosangpot sa depresyon ug paghikog.
Long-term effects on the victims:
Long-term nga epekto sa mga biktima:
o Former victims tend to be more depressed and have poorer self-
esteem than their nonvictimized peers.
• kanhi biktima tambong nga mahimong mas depressed ug adunay
mas kabos nga pagtamod sa kaugalingon kay sa ilang nonvictimized
kaedad.
Long-term effects on bullies:
Long-term nga epekto sa bullies:
o Students (particularly boys) who bully are more likely to engage in
other antisocial/delinquent behavior (e.g., vandalism, shoplifting,
truancy, and drug use) into adulthood.
• Estudyante (ilabi lalaki) nga tigdaogdaog mas lagmit sa paghimo
sa uban nga mga rebelyosong / delingkwente nga kinaiya
(pananglitan, bandalismo, ang pagpangawat ug baligya, Paglinigoy,
ug drug paggamit) ngadto sa pagkahamtong.
o Bullies are four times as likely as non-bullies to be convicted of
crimes by age 24.
• Ang daog-daogan mao ang upat ka pilo nga lagmit dili-bagis nga
konbiktado sa mga krimen pinaagi sa edad nga 24.
o Physical bullying is a moderate risk factor for serious violence at
ages 15-25.
• Pisikal nga pagdaogdaog mao ang usa ka kasarangang risgo butang
alang sa seryoso nga kapintasan edad 15-25.
Effects on school social climate:
Epekto sa eskwelahan sa social klima:
o Students tend to feel less safe and are less satisfied with school life
in schools where bully/victim problems occur.
• Estudyante tambong sa pagbati dili kaayo luwas ug dili kaayo
matagbaw sa sa eskwelahan sa kinabuhi sa mga eskwelahan diin ang
tigdaogdaog / biktima problema sa mahitabo.
o In schools where bully/victim problems are ignored, students may
start to regard bullying behavior as acceptable. This may result in
more bullying behavior as well as other, possibly more severe,
problems.
• Sa mga eskwelahan diin ang tigdaogdaog / biktima mga problema
wala tagda, ang mga estudyante mahimo nga magsugod sa pag-isip
sa pagdaogdaog kinaiya ingon nga madawat. Kini mahimong
55
moresulta sa mas pagdaogdaog kinaiya ingon man sa uban nga mga,
posible nga mas grabe, mga problema.
Four Basic Principles for Prevention/Intervention in Bully/Victim Problems
Upat ka Sukaranang mga Baruganan alang sa Prevention / interbensyong Bully /
biktima sa mga Problema
o Awareness and warm, positive involvement of adults (e.g., teachers,
principals, school counselors, parents);
• Awareness ug sa mainit nga, positibo nga pagkalambigit sa mga
hamtong (pananglitan, mga magtutudlo, prinsipal, school mga
magtatambag, ang mga ginikanan);
o Set and stick to firm limits as to what behavior is unacceptable (i.e.,
Bullying is not accepted in our school);
• Paghimo ug moipon sa hugot nga limitasyon kon unsa nga kinaiya
mao ang dili madawat (ie, Bullying wala gidawat sa atong
eskwelahan);
o Consistently apply non-hostile, nonphysical negative consequences
for rule violation and unacceptable behavior; and
• kanunay sa paggamit sa non-kaaway nga, nonphysical negatibo
nga mga sangputanan alang sa pagmando sa paglapas ug sa dili
madawat nga kinaiya; ug
o Encourage adults to act as authorities and positive role models in
students’ academic learning and social relationships in school.
• Awhaga ang mga hamtong sa paglihok ingon nga mga awtoridad
ug positibo nga mga modelo sa mga estudyante 'academic pagkat-
on ug sa sosyal nga relasyon sa eskwelahan
56
CURRICULUM VITAE
PERSONAL INFORMATION:
NAME: IAN KRISTOPHER T. BAYAN
AGE: 24 YEARS OLD
SEX: MALE
CIVIL STATUS: SINGLE
DATE OF BIRTH: JULY 7, 1992
ADDRESS: SAN JOSE NAVARRO, ZAMBOANGA CITY
RELIGION: MESSIAHNIC JUDAISM
FATHER: CIPRIANO P. BAYAN
MOTHER: LEONIDA T. BAYAN
EDUCATIONAL BACKGROUND:
GRADUATE: DOCTOR OF MEDICINE
ATENEO DE ZAMBOANGA UNIVERSITY
SCHOOL OF MEDICINE
COLLEGE: BACHELOR OF SCIENCE IN NURSING

WESTERN MINDANAO STATE UNIVERSITY
MARCH 2012
HIGH SCHOOL: ZAMBOANGA NAT’L HIGH SCHOOL WEST

MARCH 2008
ELEMENTARY: PILAR COLLEGE

MARCH 2004
KINDERGATEN: PILAR COLLEGE

MARCH 1998
57

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LECTURE INTERVENTION PLUS ANTI-BULLYING SHORT FILM

AMONG GRADES 4, 5, 6 STUDENTS OF KAANGAYAN

ELEMENTARY SCHOOL, MAHAYAG,

ZAMBOANGA DEL SUR

A RESEARCH PAPER PRESENTED TO THE FACULTY OF

IAN KRISTOPHER T. BAYAN

This research entitled, “LECTURE INTERVENTION PLUS ANTI-BULLYING

 To Ateneo de Zamboanga University School of Medicine, for giving him the

APPROVAL SHEET .......................................................................................................... ii

Table 1. Gender of the students by grade level in Kaangayan Elementary School,

Figure 1. Conceptual Framework ..................................................................................... 10

Bullying is widespread and an underreported safety problem among Philippine

school campuses. In order to determine the effect of an intervention (lecture intervention

could contribute to the results.

Background of the Study

repeated, or has the possibility to be repeated over time. It is an inappropriate use of

superior strength or influence to intimidate a particular individual, typically to force the

threatening a person, spreading rumors, physically or verbally abusing someone, and

among children ages 14 to 17 (Finkelhor 2015).

policies shall be regularly updated and, at a minimum, shall include provisions on

prohibited acts, prevention and intervention programs, mechanisms and procedures.

students at the aforementioned school.

Review of Related Literature

social-psychological mechanisms that cause boys to take part in the oppression.

In the Philippines, a survey was conducted by Diamond (2008) among 2,442

children in 58 public schools by the Philippine Women’s University School of Social

self-administered questionnaire. The researcher used ANNOVA to determine the

enhancement of knowledge retention. In conclusion on this study, lecture on bullying was

minimally effective in improving the knowledge of students. According to Alvia, a review

among grades 4, 5 and 6 students of Songcuya Elementary School in Barangay Songuya,

Diplahan, Zamboanga Sibugay Province.

increasing the knowledge of students.

makes it engaging and insightful.

span which can boost people’s motivation to learn. (Silvia, 2008)

information was generally better remembered than unimportant information. Participants

Lesson once condition.

Statement of the Problem

frequency on bullying among grades 4, 5 and 6 students of Kaangayan Elementary School

in Mahayag, Zamboanga Del Sur?

and frequency of bullying among grades 4, 5 and 6 students of Kaangayan Elementary

school in Mahayag, Zamboanga Del Sur.

a) To determine the types and frequency of bullying prevalence among grades 4,

5 and 6 students of Kaangayan Elementary school before and after the

b) To determine the knowledge scores regarding bullying among grades 4, 5 and

6 students of Kaangayan Elementary school before and after the intervention.

c) To compare the knowledge scores regarding bullying among grades 4, 5 and 6

students and parents to address bullying. A concerted, collaborative effort is needed in

Scope and Delimitation of the Study

confound the results.

Operational Definition of Terms

1. Bully – It is defined as the use of superior strength or influence to intimidate someone,

 Purposely avoids or leaves you out of the team/group activity.

 Punches, kicks, pushes, and/or purposely locks you in a room.

the knowledge and awareness of students regarding bullying.

3. Short Film - a film that contains a true-story of a bullied elementary student.

Bullying Translation of Knowledge

Figure 1. Conceptual Framework

This figure explains that lecture intervention on inadequate knowledge on bullying

or no difference on the knowledge of grades 4, 5 and 6 students of Kaangayan on Bullying.

grades 4, 5 and 6 students of Kaangayan Elementary School.

This study was conducted at Kaangayan Elementary School in the municipality of

1. All student of Kaangayan Elementary School enrolled as grades 4, 5 and 6

students School Year 2016-2017