MINDANAO STATE UNIVERSITY – MAIN CAMPUS

COLLEGE OF PUBLIC AFFAIRS

DEPARTMENT OF PUBLIC ADMINISTRATION

ARTICLE REVIEW

BPA 150 (PUBLIC POLICY IN PROGRAM ADMINISTRATION)

S.Y. 2021 – 2022

SUBMITTED BY:

SAIBEN, JUHARA F.

SUMALINDAO, NORHANIE R.

SUBMITTED TO:

MRS. NOVALYN T. MATUAN

OCTOBER 24, 2022

School Students in Antique”

I. Introduction

The Philippine Social Science Journal published an article on November 12, 2020, with the

headline “Awareness and Incidence of Bullying among Public High School Students in

Antique”. It was authored by Janice L. Gonzales and Dennis V. Madrigal. This article talks about

the level of bullying awareness and the extent of bullying incidence in a public school in Antique

during the School Year 2019-2020.

In the Philippines, 50 percent of school children experience bullying. However, there is still a

dearth of literature that addresses this issue in the context of the Philippines. To identify the

profile of peer aggression, victimization, and bullying among public high school students in

Antique. Additionally, the study assesses whether there is a substantial difference between the

awareness level and the severity of bullying. When respondents are divided into groups based on

factors including sex, grade level, birth order, living situation, and monthly family income. It

also explores whether there is a connection between awareness and the frequency of bullying.

II. Summary

The findings of the study revealed that the level of awareness on bullying of the high school

students is generally high regardless of the variables. Furthermore, the extent of bullying in high

school students rarely happen. The significant difference in the level of awareness among

demographics shows that it exists in terms of sex, grade level, and family monthly income.

Female students have a higher level of awareness compared to males. Likewise, the level of

awareness among 7th graders is significantly higher than those of 8th graders. Furthermore,
respondents coming from a family with high income also possess a higher level of awareness. On

the other hand, no significant difference was observed in the level of awareness in terms of living

conditions and birth order. On the extent of bullying incidence, a significant difference was only

observed in terms of sex. At the same time, other variables show no significant difference. Males

have higher bullying incidence compared to females. However, grade level, birth order, living

condition, and family monthly income do not appear to predict bullying incidence. In addition, a

significant relationship was observed between awareness and bullying incidence.

III. Evaluation

The authors evaluate and investigate the articles using the descriptive, comparative, and

correlational research approach. Furthermore, they used to analyze data through Standard

Deviation, Manny Whitney U test, and Spearman Rank Correlation that strongly helps to reveal

and describe the level of bullying awareness and the extent of bullying incidence in a public

school in Antique.

I concur with the authors' viewpoint on this. Anti-bullying initiatives offered at schools are

essential for raising students' awareness of bullying. Thus, the students may decide on

appropriate behavior and bullying repercussions by having a clear policy on bullying in the

classroom. Additionally, instructors, guidance counselors, and school administrators all play a

crucial part in raising junior high school students' knowledge of bullying issues in order to

decrease its prevalence on campus. Additionally, a higher awareness level is linked to a decrease

in bullying. Thus, the school plays a significant role in helping students become more aware of

the issue and lessen bullying among students. The implementation of this program will help

address the school’s bullying concerns by providing intervention to change and help the student

behaviors and creating a safe environment where everyone feels secure and motivated. Students
would no longer be emotionally crippled by being victims of life, mental health cases would

significantly decrease, and money that is spent on ending bullying can be spent on other things,

which would improve society as a whole.

IV. Conclusion

After carefully reading the Article. If this was implemented successfully and did not result in any

further waste projects, I am pleased. The study's conclusions made a substantial contribution to

the lack of local literature on students' awareness of bullying and the prevalence of bullying in a

public school. The results also provided the foundation for an improved school-based

antibullying program to address the bullying issues at the school. This program will offer

interventions to modify students' behavior and build a safer atmosphere where everyone feels

motivated and safe. This might benefit students and young people, and it might also lessen

bullying incidents in the Philippines. Many students will be motivated and inspired to participate

in their studies and attend class without worrying about being bullied by an individual who

appears like them.

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. Retrieved from

http://www.aijcrnet.com/journals/ Vol_5_No_2_April_2015/7.pdf

Chen, L. M. (2015). Self-reported frequency and perceived severity of being bullied among elementary

school students. Journal of school health, 85(9), 587-594.

doi:https://doi.org/10.1111/josh.12289

Evans, C. B., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention

programs: A systematic review. Aggression and Violent Behavior, 19(5), 532-544.

doi:https://doi.org/10.1016/j.avb.2014.07.004

Fu, Q., Land, K. C., & Lamb, V. L. (2013). Bullying victimization, socioeconomic status, and behavioral

characteristics of 12th graders in the United States, 1989 to 2009: repetitive trends and

persistent risk differentials. Child Indicators Research, 6(1), 1-21.

doi:https://doi.org/10.1007/s12187-012-9152-8

Jaradat, A. K. M. (2017). Gender differences in bullying and victimization among early adolescents in

Jordan. PEOPLE: International Journal of Social Sciences, 3(3).

doi:https://dx.doi.org/10.20319/pijss.2017.33.440451

Laus, Magnolia A. “A Profile of Bullying, Peer Aggression, and Victimization in Philippine Junior High
 School.” Journal of Society & Technology 6 (2016): 22-36.

Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence

across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent

Health, 55(5), 602-611.

Gusho, L. P. (2015). Relationship between Physical Bullying and Age in Albanian Teenagers. European

Journal of Social Science Education and Research, 2(3), 166-171.

Sanapo, M. S. (2017). When kids hurt other kids: Bullying in Philippine schools. Psychology, 8(14), 2469-

2484. doi:https://doi.org/10.4236/psych.2017.814156

Smith, P. K. (2016). Bullying: Definition, types, causes, consequences, and intervention. Social and

Personality Psychology Compass, 10(9), 519-532. doi:10.1111/spc3.12266