1

Chapter 1

INTRODUCTION

Background of the Study

Bullying in schools is a multifaceted problem with many consequences for all the

persons involved. It occurs when a physically or socially stronger person (the

perpetrator), or a group, intentionally display aggressive behavior to- wards a weaker

one (the victim), usually in a repetitive pattern. This kind of behaviors include verbal or

physical harassment that ranges from teasing, name calling and belittling, to pushing,

hitting and kicking respectively. Studies that attempt to measure the prevalence of this

phenomenon across the world. (Politis, 2014)

Although sometimes pupils involved in bullying can overcome this experience

without any harm, in most causes both victims, and perpetrators deal with various forms

of physical affects varying from elevated levels of anxiety and depression to physical

health problems spy- Cho somatic symptoms substance use and psychiatric problems

in their later adult life.

Even though there is a general agreement among the investigators that early

intervention can prevent these harmful effects, studies suggest that many violent

episodes in schools such as fighting, and bullying goes unreported and therefore the

victims deprive themselves the opportunity to receive the appropriate support to deal
with its psychological and physical health consequences. In Alabel National High School

bullying is an investable incidence considering that the school have a big number of

enrolled students. It is for this reason that the researcher’s want to study bullying issue

to help maintain good environment and awareness of students in school.

Statement of the Problem

This study aimed to determine the experience of those students who are being bullied

according to their gender. It specifically sought answers on the following questions:

• Who is mostly bullied according to gender?

• What forms of bullying are experienced by the victim students by

gender?

• What are the causes why students are bullied by gender?

• What are the coping mechanisms student’s victim employ by gender?

Scope and Delimitation of the Study

This study was delimited in gathering quantitative data on bullying experiences

among Grade 12 students currently enrolled in Alabel National High School for SY.
2018-2019. It will involve Grade 12 students who have experienced bullying since the

previous year in any form, both recorded or unrecorded incidences.

Significance of the Study

The researchers believe that the results of this study will be beneficial to the

following:

School Administrator. This study may encourage them to create a safer, more

positive learning environment.

School Guidance. The results of this study may encourage school guidance staff,

counselor/Advocate provide or design intervention and prevention program to address

students bullying issue.

Teachers. The results of this study may help the teachers on how to handle students

with bullying experience and give proper guidance to the students, so that the school

performance will not be affected.

Parents. This study may encourage them to give proper attention and care to their

children so that they can adjust on the adversities of senior high school life.

Students. It motivates students to think before do something wrong that makes them

responsible.

Definition of terms.

Bullied. A blustering browbeating person especially those habitually cruel to others who

are weaker.
Bullying. It is committed when the students commit an act, or a series of single acts

directed towards several students in a school setting or a place of learning, which result

in physical or mental abuse, harassment, intimidation, or humiliation DepEd Order No.

40, S. 2012 entitled “DepEd Child Protection Policy.

Bully. A person who do something by making threats or insults or by using force.

Cyberbullying. The electronic posting of mean-spirited messages about a person (as

a student) often done anonymously.

Emotional bullying. is when a person tries to get what they want by making others feel

angry or afraid.

Physical Bullying. is using one’s body and physical bodily acts to exert power over

peers. Punching, kicking and other physical attacks are all types of physical bullying.

Quantitative. Relating to how much there is something or Relating to the quantity or

amount of something. A type of research that is dependent on the collection of verbal,

behavioral or observational data that can be interpreted in a subjective manner.

Verbal Bullying. is when an individual uses verbal language, for example insults,

teasing, etc) to gain power over his or her peers.

Chapter 2

Theoretical Framework
 The primary aim for the current study was to identify discrete classes of youth with

distinct patterns or groupings of the forms of bullying perpetrated. The second aim

examined whether specific classes were differentially associated with increased

victimization and internalizing problems. Finally, the association between the classes

and perceptions of safety, belonging, and bullying climate in school were explored. This

study is the first to examine patterns of bullying behaviors using LCA and account for

self-reported forms of bullying – physically aggressing, relationally aggressing, verbally

aggressing, cyber bullying, stealing, and making sexual comments – while

simultaneously estimating relations to varying forms of adjustment (victimization,

internalizing problems, safety, and belonging) and perceived school bullying climate.

The present study also adds to the literature by constructing a latent model of bullying

groupings using a larger sample, across a broader range of grades (middle and high

school students) than many other studies using an LCA approach (e.g., Wang et al.,

2010, 2012; Williford et al., 2011). Given the co-occurrence of different forms of bullying

(Wang et al., 2009, 2012), it seems unlikely that an exclusively physical or exclusively

relational aggression subtype would emerge. Rather, it was hypothesized that students

who bully would be highly involved in multiple forms of bullying. It was also expected

that there would be significant associations between bullying class membership and

adjustment. For example, being highly involved in multiple forms of bullying would be

associated with poor adjustment; more victimization and internalizing problems, poor

perception of safety and belonging in

5
general, and poor perception of school bullying climate. Based on Wang and

colleague's LCA findings, it was expected that a verbal/relational subgroup and a low or

nonbullying subgroup would also be identified. As the physical forms of bullying tend to

be less common among high school youth, it was anticipated that there would be some

differences by school Evelin the classification of bullying behavior (e.g., with more sub

groups involving physical aggression in middle school than in high school). Similarly,

some gender differences in the patterns of bullying perpetrated were anticipated. Based

on previous research, it was expected that boys would be more likely to perpetrate more

physical forms of bullying than girls; gender differences in relational forms of bullying

were not expected.

Review Related Literature and Studies

Bullying is an important topic that needs to be studied. Most studies that have been

reviewed are among elementary, middle and high school students. The literature

reviewed did produce similar results to the study that was conducted at the University of

New Hampshire about bullying.

The types of bullying that males and females are involved in showed differences among

gender. Jolliffe, Darrick and Farrington (2011) found that males were more likely to be

involved in name-calling or violent bullying compared to females who were not. Jolliffe

et al. did find that females who were involved in bullying generally had lower cognitive

and affective empathy. Cognitive ability is defined as the ability to understand the

emotions of another, and an affective trait is defined as the ability to experience the
emotions of another person (Joliffe 29 et al, 2011:59). Duncan and Owens (2011) note

that there has been a lot of research on girls and their relational aggression, which

includes psychological and emotional attacks on other girls. An example of this would

be purposely ignoring a friend for no reason, which can lead to distress. These studies

focused on how males experienced physical bullying and girls experienced emotional

bullying.

In the Philippines, Republic Act No. 10627 otherwise known as the Anti – Bullying

Act of 2013, defines acts of bullying in schools and direct the schools to adopt policies

aimed at addressing bullying. The law prohibits bullying at a location, activity, function or

program that is not school-related and through the use of technology or an electronic

devise that is not owned, leased or used by a school if the act or acts in question create

a hostile environment at school for the victim, infringe on the rights of the victim at

school, or materially and substantially disrupt the education process or the orderly

operation of a school. There are three different types of bullies that are common in

schools today; physical bullies, verbal bullies, and relational bullies. Physical bullies are

just what they sound like, physical. These types of bullies tend to hit, kick, punch,

shove, or use any other type of physical exertion of energy towards other kid. Verbal

bullies are the types of bullies that use harsh words such as name-calling, insults, racial

comments, or comments about another student’s physical appearance to degrade their

victim. Verbal bullying is the most commonly reported type of bullying. Finally,

relational bullies are acts that single out victim from their peer group. This is mostly

done by the bully using verbal threats or spreading undesirable rumors about their

victims. While these types of bullying are not necessarily the stereotypical pictures that
come to mind when thinking about bullies, they are all very serious and can possibly

have some serious detrimental effects on both parties involved.

Bullying all over the world is becoming a primary concern among children,

adolescence and even adults. According to Abe (2012), it can occur in any context in

which human beings interact with each other. This includes school, church, family,

workplace, home, and neighborhoods. It is even a common push factor in migration and

it can exist between social groups, social classes and even between countries. Bullying

is a repeated verbal, physical, social or psychological aggressive behavior by a person

or group directed towards a less powerful person or group that is intended to cause

harm, distress or fear. In the countryside, despite the passing of the Republic Act

10627 or the Anti-Bullying Act and the Department of Education (DepEd) Child’s

Protection Policy, 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 20122013 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 school in elementary and high school in 2009, ridiculing,

cursing and humiliating were the most rampant incidences (Dinopol, 2013). In this

regard, the role of school being an avenue for a stable and secure learning environment

is expected to provide an education that caters to students’ physical and mental well-

beings, to develop their self-confidence and helps their ability to pursue ambitions and

interests.

The movement to protect children from bullying represents a historic step forward in

children’s rights. In the past century, laws and policies concerning child labor, child
protection, social welfare, adoption, divorce, and criminal prosecution, among others,

have advanced the rights of children in the United States. The effort to prevent bullying

promises to extend to children a basic right to safety already afforded to adults. This

movement also intersects with important civil and human rights concerns for persons

with disabilities, racial and ethnic minorities, sexual minorities, women, and others who

constitute protected classes of individuals. Despite more than a decade of judicial and

legislative activity, as well as a massive increase in scientific research and the

development of numerous prevention programs (Bradshaw, 2015; Hymel & Swearer,

2015), law and policy about bullying remain fragmented and inconsistent. The purpose

of this article is to critically examine conceptual challenges in judicial and legislative

efforts to address bullying in schools. Because of space limitations, we concentrate on

the core issue of how bullying is defined and who should be protected. We begin with

an analysis of definitional challenges with bullying and explain how bullying is

distinguished from other forms of peer aggression and from the concept of harassment

Social identity theory and social rules theory, as conceptually applied to workplace

bullying by Ramsay et al. (2011), may guide researchers interested in the group level of

analysis. In addition, the bystander perspective is an exciting area for the development

of prevention and management strategies, as noted in this review. In overview, more

research is required into group antecedents (both formal and informal groupings), as

well as continued research into individual factors, especially about perpetrators and

bystanders, and organizational or environmental factors. Moreover, given that

workplace bullying is accepted as a multifaceted phenomenon, there is a need to

examine the interaction between each of these levels, rather than continuing to explore
them in isolation from each other. Fourth, as highlighted in this review, many of the

deficiencies in the literature have consequences for the development of individual and

organizational responses. Perhaps related to the lack of a comprehensive theory,

research into the efficacy of interventions is at an early stage of

development, with limited empirical analyses of formal initiatives (e.g. ‘No Bullying’

policies) and informal processes (e.g. leadership development) available. Further

research is required into the usefulness of mediation and contexts where it is most

suitable (Jenkins 2011).

Bullying researchers have suggested that the effectiveness of anti-bullying

interventions may depend mostly on age, but disagree on whether it is higher for

younger or older children. Some suggest that children in primary school may be less

vulnerable to peer pressure and more influenced by teachers, making teacher

interventions more likely to work (Smith, 2010).

The sanction itself need not be actual punishment but might simply consist of telling

the bully’s parents about the incident or having a serious talk with the bully. In their

meta-analysis, Ttofi and Farrington (2011) concluded that disciplinary strategies were

an intervention component that yielded significant decreases in bullying behaviors.

The research is that ever conducted about bullying still in the circumstances of the

forms or bullying in school and the differences lie in the variation of the school stage.

The research that will be done focuses on the handling attempt which is done by the

school toward the bullying act and tries to dig the student opinion about the forms of

handling that have been conducted as one of the base of advanced refinement for the
case of bullying. The Research which lift the bullying theme in the school has not been

abundant cli in the Indonesia or research commonly gets difficultly for the access.

Researchers in Australia, America and Europe have proved empirically the bullying

phenomenon in the psychological perspective, mental health and sociology, like Mark S.

Chappell et al research which uncover four important facts, which are first, the existence

of continuous bullying act in the junior high school, senior high school and college.

Second, bullying does not recognize the gender differentiation and the male student is

most case and greatly tent to do verbal and physical bullying when the female student

tend to do social bullying. Third, it has been found about the relation between bullying

act with a habit in bringing weapon. Fourth, bully tend to have a greater potential for

suffering the mental disturbance, including anxiety depression and suicide.

The Chappell’s fourth fat is explored deeper by Ersilia Menesini et al’ that the bully

specifically has a serious psychic problem which lead to external symptoms which

includes the act of breaking and violating the rule and aggressive act. Where as the

victim of bullying tend to have internal problem, it is like the hobby of being alone and

keeping silent, somatic complaint, anxiety and depression. For the victim along with

doer both of them have internal and external problems which are significant compared

to those who are not involved.

The U.S. Department of Health & Human Services describes bullying as

“unwanted, aggressive behavior that involves a real or perceived power imbalance”

(U.S. Department of Health & Human Services, 2013). Bonifas and Frankel (2012) rely

on the definition created by the Hazelden Foundation (2008). They also use the term

“imbalance of power,” but add that it is intentional and repetitive aggression. Just as
people behave differently, bullying behavior manifests itself in myriad ways. These

behaviors are generally categorized as direct or indirect. Direct bullying is considered

more overt and often physical. Hitting, punching, and slapping are behaviors

associated with direct bullying. Direct bullying does not necessarily have to be physical.

Name-calling, making threats, and stealing belongings from others are also forms of

direct bullying. Indirect bullying uses exclusion as the fulcrum of the power shift. By

excluding someone, bullies increase their own feeling of power by usurping some of the

power of the victim, the excluded person(s). Bullying with indirect behavior may include

something as basic as not acknowledging the bullied person’s presence to gossiping or

talking maliciously about the victim (McGrath, Jones, & Hastings, 2010). Both men and

women bully, and both men and women are victims of bullies. Direct physical bullying is

not completely a problem of males, but Bonifas and Frankel (2012) state that physical

bullying is more often associated with men. Women are more likely to bully in indirect

means or non-physical direct means, like name-calling.

In the Philippines, Republic Act No. 10627 otherwise known as the Anti –

Bullying Act of 2013, defines acts of bullying in schools and direct the schools to adopt

policies aimed at addressing bullying. The law prohibits bullying at a location, activity,

function or program that is not school-related and through the use of technology or an

electronic devise that is not owned, leased or used by a school if the act or acts in

question create a hostile environment at school for the victim, infringe on the rights of

the victim at school, or materially and substantially disrupt the education process or the

orderly operation of a school.

 There are three different types of bullies that are common in schools today; physical

bullies, verbal bullies, and relational bullies. Physical bullies are just what they sound

like, physical. These types of bullies tend to hit, kick, punch, shove, or use any other

type of physical exertion of energy towards other kid. Verbal bullies are the types of

bullies that use harsh words such as name-calling, insults, racial comments, or

comments about another student’s physical appearance to degrade their victim. Verbal

bullying is the most commonly reported type of bullying. Finally, relational bullies are

acts that single out victim from their peer group. This is mostly done by the bully using

verbal threats or spreading undesirable rumors about their victims. While these types of

bullying are not necessarily the stereotypical pictures that come to mind when thinking

about bullies, they are all very serious and can possibly have some serious detrimental

effects on both parties involved.

 Chapter 3

METHODOLOGY

This chapter presents the research design, research paradigm, subjects and

sampling of the study, research instruments, and statistical analysis.

Research Design

This study will made use of quantitative method, specifically descriptive survey

design. The researchers wanted to determine which among male and female are mostly

bullied. Also, this determined what forms of bullying are experienced, by the students.

the reasons behind why the respondents are bullied.

The next diagram presented the Research Paradigm

 14

Subject and Sampling of the Study

The respondents of this study were those Grade 12 students who are victim of

bullying at Alabel National High School S.Y. 2017-2018, for the two past school years.

The study utilized purposive technique in the knowledge and attitude of the respondents

towards bullying.

Research Instrument

The research material to be used for gathering data was the checklist, This

instrument is composed of two parts: (1) Forms of bullying and (2) Causes of bullying.

Research Procedure

The researchers asked permission through a letter request from the school principal

in Alabel National High School.

Upon approval, the researchers visited and coordinated with teachers of the grade 12

HUMSS students to make the necessary arrangement for the conduct and gathering

data.

Statistical Treatment

The data gathered was quantitatively analyzed using appropriate statistical tool.

Specifically, frequency counts and percentage were utilized to determine the number of

respondents experience bullying according to gender.

 21

References

Bradshaw, C. P. (2015). Translating research to practice in bullying

prevention. American Psychologist, 70(4), 322.

Branch, S., Ramsay, S., & Barker, M. (2013). Workplace bullying, mobbing and

general harassment: A review. International Journal of Management Reviews, 15(3),

280-299.

Cardona, R. S., Reyes, A. S., & Tangalin, M. M. (2015). The Bullying Experiences

and Classroom Discipline Techniques in an Urban National High School in the

Philippines: A Basis for an Anti-Bullying Program. American International Journal of

Contemporary Research, 5(2), 49-52.

Garandeau, C. F., Poskiparta, E., & Salmivalli, C. (2014). Tackling acute cases of

school bullying in the KiVa anti-bullying program: A comparison of two

approaches. Journal of abnormal child psychology, 42(6), 981-991.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link

between forms of bullying behaviors and perceptions of safety and belonging among

secondary school students. Journal of School Psychology, 51(4), 469-485.

Hamruni, H., & Si, M. BULLYING IN THE STATE ISLAMIC SENIOR HIGH SCHOOL

(MAN) III YOGYAKARTA

 Politis, S., Bellou, V., Belbasis, L., & Skapinakis, P. (2014). The association between

bullying-related behaviours and subjective health complaints in late adolescence: cross-

sectional study in Greece. BMC research notes, 7(1), 523.

Reyes, A. S. Bullying Experienced among Indigenous People Students of Philippine

Normal University North Luzon, Philippines: A Basis for Formulating School Policy.

Rooney, J. E. (2014). The Effect of Playback Theatre on Managing Elderly Bullying in

Senior Communities.

Schlieper, K. (2012). Experience of bullying between genders: A quantitative study

done at the University of New Hampshire. Perspectives (University of New Hampshire),

28-34.

Yoon, J., & Bauman, S. (2014) Teachers: A critical but overlooked component of

bullying prevention. Theory Into Practice, 53(4), 308-314.

 15
Chapter 4
RESULTS AND DISCUSSION
This chapter discuss the results of the study. It present graphs showing the number of
students who experience bullying according to gender.

Figure 1. Gender Profile

The graph shows that female is the mostly bullied than male. Specifically, there are
47 0r 55% female students and 38 male students or 45% who were experienced
bullying in school.

16
 Figure 2. Forms of Bullying According to the Gender

The figure 2 shows that male experienced Physical, Emotional and Cyber Bullying
but most of them experienced physical bullying, the same note to female but generally
of them experienced emotional bullying.

The graph presented that both male and female experienced Physical, Emotional
and Cyber Bullying, but mostly of them bullied according to the gender in Emotional
Bullying compare to Cyber and Physical Bullying. Specifically, there are 33 or 39% of
those students who experienced Emotional Bullying.

17
 Figure 3. Coping Mechanisms student’s victim employ

Figure 3 presented that there are more female students with 29 or 34% who
disregard the situation than male students with 7 or 8%. There are 19 or 22% of male
who take revenge compared to female there are only 8 0r 9%, while 12 or 14% male
students who asked help from someone and 10 or 12% in female.

The graph above shown that there are 36 or 42% students who being bullied
according to the gender who Disregard the Situation, second is 27 0r 32%students who
take Revenge and 22 or 26% who take revenge.
 18

Figure 4. Coping mechanisms student’s victim employ

Figure 3 shown and presented that both male and female experienced bullying
according to the gender because of Disabilities, Ethnic Differences, Religion Differences
and Life Situation. In this graph mostly female students mostly bullied because of
Disabilities with 19 or 22%, and Life Situation with 20 or 24% compared to male there
are only 12 or 14% who experienced bullying because of Disabilities and 15 or 18% in
Life Situation, but in Ethnic and Religion Differences male are mostly bullied than
female.
Life Situation is the highest number with 35 or 41% and of the reason why students
experienced bullying according to the gender.

19
 Chapter 5

FINDINGS, CONCLUSION, RECOMMENDATION

This chapter presents the findings, conclusions and the recommendations of the

study.

Findings

Based on the data analysis, the following findings were made:

1. Female students are mostly bullied according to the gender than male, specifically

there are 47 or (55%) female and only 38 or (45%) male students who experience

bullying by gender among grade 12 students of Alabel National High School.

2. Male and Female students, mostly of them are experienced Emotional Bullying with

33 or (39%) compared to Physical and Cyber Bullying.

3. Both male and Female students who disregard the situation with 36 0r (42%) and no

to take revenge or ask help from someone.

4. Life Situation with 35 or 41% is one of reason why students experienced bullying

according to the gender.

20
Conclusion

Based on findings, the following conclusion were drawn:

1.Grade 12 student should be guided to prevent bullying.

2.Bullying is a serious problem that can dramatically affect the ability of students to

progress academically and social.

3.The bully will penalize. It is necessary for the bully, because he must understand the

violence isn’t a solution, the objective is that he/she is sorry for his/her actions and

doesn’t have it happen do it again.

4. A comprehensive intervention plan that involves all students, parents, and school

staff is required to ensure that all students can learn in a safe and fear-free

environment.

RECOMMENDATIONS:

Based on the conclusions, the recommendation was drawn:

1.Let’s recognize bullying as a complex and abusive behavior with potentially serious

social and mental health consequences for students and adolescents.

2.We must advocate for local resources to increase the capacity of schools to provide

safe and effective educational programs by which students can learn to reduce and

prevent violence.

3.We must advocate for expanded funding for programs for assessments, consultation,

and intervention services for bullies and their victims.

4.We should urge parents and other caretakers of children and adolescents to be

actively involved in their child’s school and community activities and teach children how

to interact socially, resolve conflicts, deal with frustration, and cope with anger and

stress.
 iv

TABLE OF CONTENTS

PAGE

TITLE PAGE………………………………………………………………………….. i

ABSTRACT…………………………………………………………………………... ii

ACKNOWLEGEMENT………………………………………………………………. Iii

TABLE OF CONTENTS…………………………………………………………….. iv

LIST OF FIGURES…………………………………………………………………… v

CHAPTER

I. THE PROBLEM

Introduction……………………………………………………….......... 1

Statement of the Problem……………………………………………… 2

Scope and Delimitation………………………………………………… 2

Significance of the study………………………………………………. 2

Definition of terms………………………………………………………. 3

II. REVIEW OF RELATED LITERATURE

Theoretical Framework……………………………………………….. 4
 Review of Related Literature & Studies……………………………. 5

III. RESEARCH METHODOLOGY

Research Design……………………………………………………….

13

Research Paradigm……………………………………………………

13

Subject and Sampling of the Study………………………………… 14

Research Instrument………………………………………………….. 14

Research Procedure…………………………………………………..

14

Statistical Treatment……………………………………………………

14

IV. RESULTS AND DISCUSSIONS

Result on Gender Profile of Respondents…………………………. 15

Forms of Bullying that are experienced of the victim students... 16

Causes why students are Bullied…………………………………….. 17

Coping Mechanisms……………………………………………………. 18

V. FINDINGS, CONCLUSIONS AND RECOMMENDATION

 Findings………………………………………………………………….. 19

Conclusions……………………………………………………………... 20

Recommendations……………………………………………………... 20

References………………………………………………………………. 21

APPENDECIES

A. Letter Of Permission To The Principal…………………………….. 23

B. Letter Of Permission To The Validators…………………………… 24

C. Survey Questionnaire…………………………………………………. 25

CURRICULUM VITAE…………………………………………………………... 26
 v

LIST OF FIGURES

Figure

• Gender Profile…………………………………………………………… 15

• Forms of Bullying………………………………………………………. 16

• Causes why students are bullied……………………………………. 17

• Coping Mechanisms…………………………………………………… 18
 ii

ABSTRACT

Bullying is defined by the Department of Education and Skills guidelines as

unwanted negative behavior, psychological, cyber, emotional or physical, conducted

by an individual or group against another person (or persons) and which is repeated

over time. Placing a once-off offensive or hurtful public message, image or statement

on a social network site or other public forum where that message, image or

statement can be viewed and/or repeated by other people is also regarded as

bullying behavior. This study aimed to know who mostly bullied students and what are

the coping mechanisms, causes, and what types of bullying they are being

experienced by gender among Grade 12- Students of Alabel National High School.

Based on the result and findings, it is recommended that according to the gender,

female students are mostly bullied students with 47 or 56% and male students are

only 38 or 45%. And having the highest number of 35 or 41% of students who were

bullied because of life situation, but both they just disregard the situation.
 iii

ACKNOWLEDGEMENT

The researcher would like to thank wholeheartedly to those people who support

and gave encouragement in the very beginning of conducting this study their

guidance made this study completed.

To Sir Nathaniel A. Galopo and Ma’am Lenny Morido, as a subject teacher of

Practical Research 2, their assistance to the researchers were too valuable. They

taught what was right and gave suggestions about the study. thank you very much.

To Ma’am Mylene Amor P. Fulgencio, their adviser thank you for her

understanding and patience was highly appreciated every time the researcher asked

question. She humbly gave her knowledge on what she knows to complete the study.

To the Panelists, your suggestions and helpful criticism would always in mind for

the better of study.

To Sir Ernesto S. Yuzon, the school Principal of Alabel National High School, for

allowing the researcher to conduct the study.

To their Family, San, Ritas, Bacus, Bok, Mante, Moy family, for their financial

assistance, guidance, unconditional love and care, affection support.

 To the King of all King, the creator and saviour who always there as always ,

guidance, and wisdom and all of this blessings.

TO GOD BE THE GLORY AND HONOR