St.

Martin de Porres Catholic School

Poblacion, Norzagaray, Bulacan

Investigating the Problems of Students They Encounter

In Their Daily Lives Inside the School Community

In Partial Fulfillment in the Subject

Practical Research I

Presented by:

Bernabe, Jyle Mathieu P.

Cruz, Jedidiah R.

Dorado, Lemuel A.

Mariñas, Seirhic Mico P.

Sanchez, Federico Daniel C.

Presented to:

Mrs. Divina Gracia B. Bernabe

May 2024

APPROVAL SHEET

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 St. Martin de Porres Catholic School
Poblacion, Norzagaray, Bulacan

This research paper entitled “Investigating the Problems of Students they Encounter in
their Daily Lives Inside the School Community prepared and submitted by Jyle Mathieu P.
Bernabe, Jedidiah R. Cruz, Lemuel A. Dorado, Seirhic Mico P. Mariñas and Federico Daniel C.
Sanchez in partial fulfillment on the requirement for Practical Research 1.

________________________________________
DIVINA GRACIA B. BERNABE
Practical Research 1 Teacher

May 2024

Approved in partial fulfillment of the requirements for Practical Research 1

___________________________________ __________________________________
SR. EMMARIE D. SARMIENTO, O.P MRS. MARY MARJORIE T. PEREZ
School Principal SHS Academic Coordinator

Accepted and Approved in partial fulfillment of the requirements for Practical Research 1

___________________________________________
REV. FR. OSCAR CHRISTIAN C. DURAN
School Rector

ACKNOWLEDGEMENT

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First and foremost the researchers would like to thank the God Almighty Father for giving
them strength, wisdom and fortitude to successfully finish this study.

The researchers would like to express their gratitude to everyone who helped them along the
way as they conducted their study. Without their unwavering support and words of
encouragement, this would not be feasible. The researchers are grateful to all those who helped
achieve this significant milestone.

The researchers would also like to acknowledge and express its heartfelt deepest gratitude to
Mrs. Divina Gracia B. Bernabe. Her knowledge, guidance, expertise, and remarks become the
foundation of this study. Without her constructive criticism, this research won’t come to success.

Additionally, the researchers would like to thank Mrs. Divina Gracia B. Bernabe from the
bottom of their hearts. Her advice, skills, knowledge, and observations serve as the study's
cornerstone. This research won't succeed without her helpful feedback.

Lastly, the researchers would like to thank all of the people who helped them along the way—
their parents, teachers, friends, and classmates. Each person's presence inspires the researchers to
work harder and produce an amazing study and result. If their environment had not supported
them, the researchers would not have reached this significant milestone.

ABSTRACT

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This study is entitled Investigating the Problems of Students They Encounter in their Daily Lives

Inside the School Community. It focuses on the possible problems or struggles that the students

faced inside their school environment. This study focused on four major problems which are;

Bullying, Academic Pressure, Discrimination and Gossiping. It will answer the question on why

students behave in a particular manner. The researchers used a Qualitative Method, Narrative

Method in particular to gather information based on the respondents experiences, perspective,

opinions and beliefs. The selected respondents underwent a screen testing to ensure the validity of

them experiencing the stated problems in the questionnaire, they answered a total of twelve

questions that were divided into four different sections. The mental health of students is often put

at risk because some stress themselves whenever receiving inappropriate comments, however

some students use these comments to motivate and improve themselves to prove that those harsh

comments thrown to them were not real. Furthermore, students’ solutions to Academic Pressure

are having proper time management, not over pushing yourself beyond your limit and focusing on

your goal.

Keywords: School, Problems, Bullying, Academic Pressure, Discrimination, Gossiping,

Qualitative Approach, Narrative Method and Questionnaire.

Table of Contents

Title Page………………………………………………………………………………………….i
Approval Sheet…………………………………………………………………………………...ii

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Acknowledgement……………………………………………………………………………….iii
Abstract………..…………………………………………………………………………………iv
Table of Contents………………………………………………………………………………v-
vi
List of Tables…………………………………………………………………………………….vii
List of Figures…………………………………………………………………………………..viii

Chapter 1 The Problem and Its Background

Introduction
Significance of the Study
Theoretical Framework
Conceptual Framework
Statement of the Problem
Definition of Terms
Scope and Delimitation

Chapter 2 Review of Related Literature

Foreign
Students Being Victimized in their Educational Environment
Students Who Have Experienced Bullying are being Excluded
from Appropriate Studies
Impacts of Bullying 17
Students Experiencing Academic Pressure Inside or Outside the School
Community
Effects of Parents Putting Pressure to the Students 19
Cause of Academic Pressure 20
Discrimination in Sex Sets Apart Students 20
Informal Speaking of Gossipers 21
Missing Out of Students Inside the Campus Social System Due to 22
Gossiping
Students Living a Dreadful Life due to Gossiping of Students 22
Local
Bullying is a Growing Global Issue
Students Insight on Bullying
Respondents’ Views Towards Stopping Bullying

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Effects of Bullying to Students 26
Academic Pressure to Students That Gives Stress 26
Poor Academic Performance 27
Discrimination Amongst Indigenous People 27
SOGIE Bill 28
Exploring the Significance and Impact of Gossip in Filipino Society 29
The Development of the Issue Due to Misunderstanding 29

Chapter 3 Methodology of the Study

Methods and Techniques Used
Respondents of the Study
Instruments of the Study
Data Gathering Procedure

Chapter 4 Presentation, Analysis and Interpretation of Data

Results and Interpretation of Data
Interpretation of Data

Chapter 5 Summary of Findings, Conclusions and Recommendations

Recommendation
Findings
Conclusion

References
48

Appendices 56
Appendix A Letter of Request to Conduct the Study 56
Appendix B Curriculum Vitae 57

LIST OF TABLES

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TABLE TITLE PAGE
How are you going to protect yourself from people/fellow students
1 33
that bully you?

In what way are you going to prevent insults from your fellow
2 34
students?

3 What were your thoughts on the bullying? 34

Do your teachers and classmates criticize you that affects your

4 35
academic performance inside the classroom?

What is your response in terms of receiving bad comments about

5 36
your academic performance, does it affect your grades, test scores
and quizzes? Why?

As a student, what solutions can you give to lessen the problems of

6 37
academic pressure on students like you?

What do you feel when you receive discrimination among your peers
7 38
and teachers?

How do you respond regarding receiving discrimination among your

8 38
classmates or schoolmates?

What do you think is the solution to students and teachers who

9 39
discriminate against their students or classmates?

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What inappropriate words have you received from your teachers and
10 40
fellow students?

11 How do you respond to inappropriate comments? 41

12 What solutions can you give to prevent gossiping? 41

LIST OF FIGURES

FIGURE TITLE PAGE

1 Conceptual Framework of Students Problems 11

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

As we investigate the problems of students in their daily lives, we all know that coming to school

everyday is very fun, since a lot of students have been enjoying their life spent in school,

especially when they're still young. Adolescence is the climactic stage where puberty hits and

more physical and emotional occurs, rendering teens’ mental health vulnerable (Suquian et. al,

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2020). However, some students who have experienced discrimination, bullying, gossiping, and

academic pressure are scared to attend school. Many students experience this and some

schools/facilities tolerate it. But why do schools have these kinds of students who always make

their fellow schoolmates unimportant? It is essential for students to have good mental health,

strong coping skills, and a happy lifestyle in the school community. Bullying and discrimination

can have a long lasting impact on students. The results of which can include changes in self

efficiency, self esteem and behavior. For many years, there has been a general acceptance and

collective shrug when it comes to a child or adolescent with greater social capital or power

pushing around a child perceived as subordinate. But bullying is not developmentally appropriate;

it should not be considered a normal part of the typical social grouping that occurs throughout a

child's life. Is a unique complex form of interpersonal aggression which takes many forms, serves

different functions and is manifested in different patterns.

SIGNIFICANCE OF THE STUDY

The study on investigating the problems of students they encounter in their daily lives inside the

school community navigated the reader in the current issues that students face inside their second

home and how those problems affect their daily lives.

To the School. The result of this research will help the school to navigate the problems that their

students face inside their vicinity. It will help them to take on precautionary measures like

conducting seminars and proper counseling, making students feel protected instead of frightened.

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To the Teachers. This study will help them to accompany students who are frantic of seeking

help and to facilitate students who are bullying their schoolmates or classmates.

To the Parents. This research will help parents who are not getting where their children’s

behaviors are coming from and this will help them to realize their vital function in ensuring the

safety of their children in the education environment.

To the Students. The result of this study will help them to realize the value of self-resilience and

how to approach or seek help.

To the Future Researchers. This research will serve as a reference for them and to conduct

furthermore research in the future.

THEORETICAL FRAMEWORK

Theoretical Perspective of Bullying states how bullying became a worldwide habit by a student or

a group of students who aggressively abuse their power to the students who cannot defend

themselves (Subedi KKP, 2020). The adopted theory of Academic Stress Theory which stated the

fear of failure, personal inefficiency, complication in the relationship between the teacher, internal

conflict within the teacher and lack of academic vicinity were often sources of academic pressure

(Campbell-Phillips et. al, 2020).

CONCEPTUAL FRAMEWORK

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Bullying

Gossiping STUDENTS Discrimination

PROBLEMS

Academic
Pressure

STATEMENT OF THE PROBLEM

This study aimed to determine the problems of the students they encounter in their daily lives,

inside the school community. The age of the students are 12-18 and the gender is male, female,

gay and lesbian. The following question are raised in this study:

● What is the profile of the respondents?

1.1 Age

1.2 Gender

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● What is the status of the students in terms of receiving inappropriate comments from

teachers and students?

● How do students respond in terms of receiving inappropriate comments from their fellow

students?

● What solutions can be created?

DEFINITION OF TERMS

The following terms are defined operationally or conceptually:

Academic Pressure. Which is defined as high standards, fierce competition, and a never-ending

quest for academic success.

Behavior. The way someone behaves or expresses oneself.

Bullying. Display of dominance of someone vulnerable by someone who is much stronger, more

powerful and such.

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Discrimination. Refers to the unfair or prejudicial treatment of individuals and groups based on

characteristics such as race, gender, age, or sexual orientation.

Gossip. Talk that is light-hearted, casual, and typically concerns the private lives of others is

called gossip.

Self-Resilience. Is the process and outcome of successfully adapting to difficult or challenging

life experiences.

SCOPE AND DELIMITATION OF THE STUDY

This study focuses on the issues that children face outside and inside of the classroom. This study

aims to identify and evaluate the students' experiences on school grounds, inside the classroom

and actual events surrounding that problem. It will also assist the students in controlling and

responding promptly to that specific issue. The study allows us to create a prototype of a potential

fix or a solution for the issues of students.

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CHAPTER II

THE REVIEW OF RELATED LITERATURE

This chapter shows the related literature and studies after the researchers done a thorough and in-

depth searching.

FOREIGN

Students Being Victimized in their Educational Environment

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Being bullied is one of the alarming public health concerns that leads to an increase of poor

health, social and education outcomes to a child or adolescence. Students who have different

characteristics or traits are more prone to victimization.

Students who experienced or are experiencing bullying are the ones who are more likely to feel

like an outsider in their school (Programme for International Student Assessment, 2020).

Additionally, being bullied can affect engagement and performance in his/her school. Unlike

those who are not experiencing it, those who are facing it tend to skip school twice as much as

those students who wanted to depart from school after graduating in secondary level (Progress in

International Reading Literacy Study, 2020). According to Tang JJ et. al (2020) increase rate in

suicidal incidents and behavior had been a recent complication globally. Suicide ranks third

among the leading causes of death among fifteen to nineteen years old (World Health

Organization, 2019). Moreover, the range of its effect will have a negative effect on his/her

adulthood and render it as a serious public health problem that should warrant urgent attention

(World Health Organization, 2020).

Meanwhile, parentage and peer support are more effective to eliminate victimization regardless of

characteristics, social status, family background or origin (Biswas T. et. al, 2020). If bullying is

justified as the major contributor within children’s anxiety or depression; mental health services,

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proper counseling and teaching personnels should work all together to ensure student’s

effectiveness to restrain bullying (The National Institute for Health and Care Excellence, 2019).

Students Who Have Experienced Bullying Are Being Excluded From Appropriate Studies

Bullying is a major public health issue that affects children and adolescents worldwide. Peer

bullying behaviors among elementary school students have the potential to worsen if they are not

identified and addressed in a timely way. These behaviors can have a range of consequences, from

poor academic performance, anxiety and depression to suicide and substance misuse. One of the

most crucial elements in the development and eradication of bullying behaviors is the school

climate. In order to identify the in-school elements influencing peer bullying and to develop

successful intervention programs, it is crucial to investigate the frequency and types of bullying

actions among primary-school students as well as the opinions of the students regarding the

school climate. Province of Ankiri. The Colorado School Climate Survey was used to gather

study data (Taneri, Pervin Oya,Özbek, Özlem Yesim, 2022).

Impacts of Bullying

The responses of bystanders to bullying play a crucial role in determining whether bullying

practices cease or continue. Understanding the relationships between school-level variables and

specific bystander responses can enhance the effectiveness of interventions aimed at addressing

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bullying in schools, since these programs concentrate on bystanders.

Bystander responses to bullying were examined as a function of individual-level characteristics

(e.g., race/ethnicity, perceptions of student-teacher connectivity) and 13 school-climate

dimensions within 3 primary categories; Engagement, Environment and Safety, using data from

64,670 teenagers. According to multi-level models, schools with higher levels of safety and

engagement were also more likely to have defensive behaviors, and schools with better

environments were linked to lower levels of helping and passive behaviors. Individual-level

factors also differed in the differences. For instance, guys and high school students were more

significantly linked to passive actions in an aggressive environment. (Bradshaw, Catherine P.,

2022).

Students Experiencing Academic Pressure Inside or Outside of the School Community

Academic pressure refers to the stress and feelings of unease that can be brought on the students

by the demands and expectations associated with education and their academic performance

inside or outside of our school community.

Academic performance is dependent on multiple factors, two which are stress and motivation. It is

an essential aspect for students as they enter their academic life and having better academic

performance yields better opportunities in life (Jhoselle Tus, 2020) .

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Heightened academic pressure in the final years of Schooling is a common concern, most students

are pressuring themselves because they want to be better. Yet little is known about how stress

changes over time and what individuals, associated with distress (Child Psychiatry & Human

Development, 2020). Academic performance is something that gives pressure, stress, and even

depression to students, because students are trying their best to provide or produce what

expectations that people give them (International Journal of Scientific and Research Publications,

2019). In today's society academic performance is a common occurrence that leads people to react

negatively and resulting in psychological and Behavioral changes (Diptimoni Narzary & Uzzal

Sharma, 2022). Additionally every year most of the students suffer from academic pressure

because of those around them, giving them a hard time to do what they want. Most of them are

locked in a cage that no one can enter (Diptimoni Narzary & Uzzal Sharma, 2022). According to

the World Health Organization (2020) students also get pressure not only in their grades but also

on their teachers that give them a hard time, giving them a lot of activities, performance tasks,

quizzes and even in exams.

Meanwhile, the impact of academic and familial stress on students gives them a lot of pressure in

school communities having depression and stress (Frontiers in Psychiatry, 2022).

Effect of Parents Putting Pressure to the Students

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Academic stress is defined as the body’s response to academic-related demands that exceed

adaptive capabilities of students. 2 It is estimated that 10–30% of students experience some

degree of academic stress during their academic career. 3 Indeed, academic stress among students

enrolled in highly academic standards schools has a major impact.

According to shanlax international journal of education (2022) This study aims to determine the

relationships between secondary school students' gender, parents' income, grade, parental pressure

or support for students' academic success, educational stress they experience, and their level of

school happiness, and to examine the effect of parental pressure or support for academic success

on the level of school happiness. Additionally, according to shanlax international journal of

education (2022) Educational stress leads the parents to put more pressure on their children for

their academic success, which makes the school happiness lower.

Cause of Academic Pressure

Most of the students have been in this moment, the feeling of being pressured by your parents,

teachers or even your classmates. Due to high academic demands, students are prone to academic

burnout. Academic burnout is emotional exhaustion caused by the pressures of academic tasks.

Having self-compassion can be a protective factor against academic burnout. When dealing with

numerous academic pressures and demands, students with high self-compassion will be able to

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see themselves and their situations positively, resulting in lower academic burnout (International

Journal of Science, 2023).

Discrimination in Sex Separates Students Apart

Schools should be a safe place around the globe (Egemen H., 2019). Belongity to an environment

(specially in school) is a key factor in a successful in a student’s academic well-being (Montro

J.P., Kilday, J.E, Rivas-Drake, D. et. al, 2021).

Most of the students experience discrimination, because of their race, sex, religion or disability

that cause distinct, and entangled societal systems of self-serving domination and privilege that

structure the embodiment of health inequities (Annual Review of Environment and Resources

2020). Curiosity and persistence in academics were inversely correlated with racial discrimination

however, this effect was weakened by gender and racial identity (Channing Mathews, 2019).

According to the study of Xavier Fields & Christine Min Wotipka (2022) Lesbian, Gay, Bisexual

and Transgender (LGBT) students face a lot of discrimination inside their educational

environment that leads to disruption of their academic, social and emotional well-being.

Homophobic Harassment is one of the major issues that is very relevant and visible in every

school that can influence negative impacts towards students. According to the study investigated

by Kiapoka (2020) one in seven students experienced discrimination or physical

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harassment/violence due to their sexual orientation (14.6%), gender (12.6%) and gender

expression (19.3%).

Informal Speaking of Gossipers In a Community

Gossip is an informal form of communication that is also important in school life, as schools have

a large system of communication. This study seeks to identify the sources of executive gossip in

schools that have the potential to disrupt organizational functioning. Education Quarterly Reviews

Missing Out of Students Inside the Campus Social System Due to Gossiping

The student world and the campus social system are two inconsistent things. The world is filled

with students somewhat within the campus social system. Students attend a person's lecture, they

become members of the campus social system. The student world is everyday life with the

majority of reality taking place within a campus social system. One of the world's student's daily

lives in the form of a campus social system is the reality of gossip.

Students Living a Dreadful Life due to Gossiping of Students.

Being the target of negative school gossip can harm a student's reputation. It has been linked to

more serious problems in peer relationships, including alienation, exclusion, and rejection.

Negative school gossip has also been shown to increase suicidal thoughts.

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Gossip is light, informal conversation that usually involves other people's business. It's fun to

gossip about others, but no one enjoys being the subject of gossip.

In their essay 'Confidential gossip and organization studies', Fan, Grey, and Kärreman (2021)

argue that confidential gossip is a distinct sub-category of gossip with specific implications for the

communicative constitution of organizations, and that they provide a methodological platform for

studying confidential gossip. We examine these claims, which were written from a

phenomenological/constructivist perspective, from a post positivist perspective and propose some

changes and nuance in order to advance our understanding of confidential gossip. In their essay

'Confidential Gossip and Organization Studies', published in Organization Studies, one of the

leading Organizational Science journals, Fan, Grey, and Kärreman (2021) argue that confidential

gossip is an important concept in the study of organizations. According to the authors,

confidential gossip plays a unique role in organizational communication because of its secrecy,

which they argue makes it more significant than other types of gossip as well as formal

communication. If you can't help but talk about a certain person or a certain time limit, set

yourself a specific amount of time to talk about it.

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LOCAL

Bullying is a Growing Global Issue

Over time, bullying has become a more widespread issue that impacts school-age children

worldwide. There is a higher chance of psychological suffering among students who have been

bullied. Similarly, in spite of the Department of Education and the Philippine Government's best

efforts, bullying has become more common. Furthermore, the issue of bullying has been made

worse by technology, giving rise to a brand-new kind of bullying known as cyberbullying.

Additionally, studies demonstrate that although students are aware of the many forms of bullying,

high rates of bullying persist. Thus, during the academic year 2019–2020, the study details the

degree of bullying awareness and the frequency of bullying in a public school in Antique.The

study also assesses whether grouping respondents based on factors such as sex, grade level, birth

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order, housing situation, and family monthly income significantly alters their awareness of and

exposure to bullying behaviors. Additionally, it looks into the possibility of a connection between

bullying occurrence and awareness (Janice L Gonzales, Dennis V Madrigal, 2021).

Students Insight About Bullying

This study was carried out to find out about the experiences, responses, and viewpoints of pupils

on bullying. Students' experiences, responses, and opinions were acquired through survey

questionnaires using a descriptive study approach. Snowball sampling, a purposeful sampling

approach, was used. The chosen pupils received a messenger-based online survey questionnaire.

These students also sent the online survey questionnaire to other students they believed might be

interested in participating in the study via Messenger. Since bullying was less noticeable in the

school, the findings showed that Esperanza National High School has maintained a healthy

learning environment appropriate for the many sorts of students. The kids' sporadic reporting of

bullying incidents to the relevant individuals was caused by the school's occasional bullying

incidents. Event at the educational institution (Rodalyn O Lapada, Elmar S Lapada,2021).

Respondents' Views Toward Stopping Bullying

The respondents' perspective on stopping bullying. A procedure known as the qualitative

descriptive checklist was used. According to every response, the subjects strongly agreed. The

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Public School District of Castillejos has a good outlook on preventing bullying. The respondents

rated the Public School District of Castillejos' measures for the anti-bullying act's implementation

as excellent, indicating their high level of satisfaction. The study revealed that kids have a positive

attitude toward the implementation of the anti-bullying act and that the design, campaigning, and

execution of the anti-bullying program are all great (Inocencio, Bernard T.; Inocencio, Girlie S.

2021).

Effect of Bullying to Students

Victims of bullying have been found to have problems related to lack of focus, poor social

relationships and interpersonal relationships. According to (Philippine Social Science Journal

2020). Bullying is an increasing problem globally, which affects school children over the years.

The students who have experienced bullying have a greater risk of psychological distress

Likewise, the incidence of bullying has been increasing despite the efforts of the Philippine

Government and Department of Education. Moreover, the problem of bullying was even

exacerbated by technology resulting in a new form called cyberbullying.

Academic Pressure to Students That Gives Stress

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Stress is a common factor among all junior high school & senior high school students. A student’s

life is subjected to different kinds of stressors, such as the pressure of academics with an

obligation of success, uncertain future, and difficulties envisaged for integration into the system.

These students face social, emotional, physical, and family problems that may affect their learning

ability and academic performance (FCCJ, 2022). Due to the increasing nature of the below

average academic performance of the students in our school community. Most of the students

have poor academic performance, Because of the people that give pressure and it's giving a hard

time to students (Salcedo-Relucio, M. A., 2019).

Poor Academic Performance

As we investigate this poor academic performance of the students it started with low self-esteem.

According to the (International Journal of Educational, 2023) There are several reasons for

student academic underperformance, such as academic, personal, and social factors students face

when transitioning from high school to senior high school students educational institutions. In this

review paper, a systematic literature review is conducted based on the PRISMA strategy; the aim

is to analyze the factors that lead to academic underperformance in students.These studies

revealed that many factors could impact students' performance however, four main thematic

categories were identified: academic pressure, bullying, gossiping, and discrimination.

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Discrimination Amongst Indigenous People

According to the study of Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous People (or IP’s)

covered about 10% to 20% of the estimated population of 102.9 million Filipinos. In the long

period of time they are silently battling the discrimination towards them that results in lack of

their access to education. The researchers conduct qualitative research among the Dumagats in

Nueva Ecija and Aurora provinces. Through investigating and using different techniques and

methods they found out that; the implementation of the Philippine policies on the rights to

education as reflected on the Indigenous Peoples’ Rights Act (IPRA) of 1997 is more of a

tokenism, the enjoyment of the right to Education of IPs is hindered mainly by poverty, English

remains the widely used medium of instruction in most IP curricula, and the IPs’ knowledge

regarding the IPRA is very shallow. The National Commission on Indigenous Peoples (NCIP)

personnel and IP educators can play a significant role and may be the voice to correct the

unhuman injustices on IPs’ rights and welfare.

SOGIE Bill

The SOGIE or SOGIESC (or Sexual Orientation, Gender Identity and Expression and Sex

Characteristics) has been a discussion in the congress since 2000 and was later on passed during

the 17th Congress in 2017. It passed with a vote of 198-0 as Bill No. 4892 and reached the Senate

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Plenary as Senate Bill No. 1271 and was called the SOGIE Equality Bill or SEB.

On August 13, 2019, a transgender woman entered a women's comfort room in a mall in Quezon

City. She was humiliated by a maintenance worker because she is not allowed to use the comfort

room because of her gender. She raised her complaint to the police, however she was handcuffed

and brought to the police station. She was charged but later on was dropped (Talabong, 2019).

This created a huge discussion among netizens online and people started to persuade the

government to pass the Sogie Bill.

Exploring the Significance and Impact of Gossip in Filipino Society

This article investigates the characteristics of marites in the Philippines, specifically centering on

the role in the time of pandemic since present. The study emphasizes the significance of marites

as a reflection of wider social and cultural trends in the Philippines, inclusive of online

communication. In addition, the study wants you to know the advantages and disadvantages of

marites such as misinformation, post traumatic stress disorder, low morale, and more.

The Development of the Issue Due to Misunderstanding

While plays may take a stance, on life they often shed light on societal issues. Those that serve as

reflections of life provide insights into the workings of society. For instance in the play "Wanted;

A Chaperone," the impact of miscommunication between men and women's social interactions is

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vividly depicted. In particular the way gossiping culture can escalate a misunderstanding into a

scandal, among family members is explored. The research delves into how gossiping influenced

the storyline by examining the characters and their conversations, within the play. Additionally

the study adopts an approach utilizing discourse analysis methods.

CHAPTER III

METHODOLOGY OF THE STUDY

The methodology employed in this study involved investigating the problems of students they

encounter in their daily lives inside the school community among Junior High School & Senior

High School students. It will be assessed by four majors: Bullying, Discrimination, Academic

Pressure and Gossiping. It will be measured through their experiences in this kind of treatment

inside the school community. It does affect their health, socializing, grades, test scores and other

relevant indicators that can affect the students mental health.

METHODS AND TECHNIQUES USED

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Qualitative research. Qualitative research involves collecting and analyzing non-numerical data

(e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to

gather in-depth insights into a problem or generate new ideas for research. The researchers used

the Narrative Method type of Qualitative Research since the researchers gathered respondents’ life

experiences regarding the given issues.

RESPONDENTS OF THE STUDY

The respondents of this study are the selected students from Junior High School to Senior High

School who have experienced bullying, academic pressure, discrimination and gossiping from

their daily lives inside their school community. The researchers conducted face-to-face among

students to ensure the students background in the given problems. Hence, this research aimed a

total sample size of 10 students across Junior and Senior High School Students.

INSTRUMENTS OF THE STUDY

In this study, the researchers used questionnaires. The respondents answered a total of twelve (12)

questions. There are three sets of questions in each of the four categories which includes bullying,

academic pressure, discrimination, and gossiping. That they encounter inside the school society.

The respondents answered using the following: Open-ended questions.

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DATA GATHERING PROCEDURES

After having the permission of the subject teacher to conduct the questionnaires, we forwarded a

request letter to the school’s principal of the concerned school for the conducting of the survey

questionnaires.

The researchers took samples in the population amongst Junior and Señior High School Students

and ensured that the respondents’ profile remained confidential under the Republic Act No. 10173

or the Data Privacy Act of 2012.

The researchers asked the selected students on the given questionnaires regarding bullying,

gossiping, academic pressure and discrimination. The researchers did not oblige any students to

answer the given questionnaires, hence the researchers asked for the student’s permission and

his/her willingly voluntary participation in the study. The researchers did not conduct any data

gathering during class hours and did conduct during health break time. After the gathering of data,

the researchers carefully examined and analyzed the collected data. The researchers enclosed any

information collected.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter the researchers examine and analyze the collected data from the respondents. The

selected respondents are from the sample population amongst the students from Junior-Senior

High School. The respondents’ age range are from 12-17 years old. 4 of our respondents are male

and 6 of our respondents were female.

RESULTS AND INTERPRETATION OF DATA

BULLYING

1. How are you going to protect yourself from people/fellow students that bully you?

Respondents Response Interpretation

1 Won’t tolerate 3 out of 10 respondents

answered that they will just
2 Ignore them

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3 Avoiding ignore, avoid or walk away
from those who bully them.
4 Fight back
Meanwhile 5 out of 10
5 Walk away respondents answered that
6 Defending myself they will defend, fight back or
won’t tolerate them.
7 Defending myself and ignore
Others answered that they will
8 Tell my friend tell their friends regarding
their situation and will restrain
9 Confront them themselves from arguing with
the bully.
10 Restrain myself from arguing

2. In what way are you going to prevent insults from your fellow students?

Respondents Response Interpretation

1 Be a good example to In this question the answers

others were divided, some say
they will confront the
2 Confront them bully/bullies and some will
seek help from their
3 Ignoring them teacher.
4 Violence

5 Walk away

6 Confront them

7 Confront them

8 Tell my teacher

9 Tell my teacher

10 By not reacting and build

more self-confidence

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3. What were your thoughts on the bullying?

Respondents Response Interpretation

1 Action of someone to make The students answered that

others feel down bullying is bad and it
should be stopped as soon
2 Should not be a habit as possible and therefore
conclude that bullying is
3 Serious problem that any inevitable and can affect
students can face one’s mental health.
4 Waste of time

5 Bad

6 Bad

7 We need to stop bullying

8 Bullying has a lot of

negative effect on one’s
mental health

9 Bullies want to make others

feel worse

10 Bullying should be stop

ACADEMIC PRESSURE

1. Do your teachers and classmates criticize you that affects your academic performance

inside the classroom?

Respondents Response Interpretation

1 No Most of the students did not

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2 No receive criticism from their
teachers or classmates.
3 No. But it can affect one’s
academic performance

4 No

5 No. They help us to

improve

6 Sometimes

7 No

8 No

9 No

10 No

2. What is your response in terms of receiving bad comments about your academic

performance, does it affect your grades, test scores and quizzes? Why?

Respondents Response Interpretation

1 No response The respondents did not

experience any criticism
2 Creating self-doubt regarding their academic
performance (as shown in
3 Turning bad comments as table 1 in the Academic
motivations to improve Pressure section). However,
4 None according to the
respondents, when the time
5 Avoiding them comes that they will receive
any inappropriate comment.
6 Creating self-doubt Most of them will be
pressured and will start to
7 Being pressured doubt themselves,
meanwhile others will use
8 Doing my best everytime

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9 Doubts themself this as a motivation to
improve better.
10 Motivates to do better

3. As a student, what solutions can you give to lessen the problems of academic pressure on

students like you?

Respondents Response Interpretation

1 School events Most of the respondents

think that the possible
2 Take a break solution to lessen academic
pressure on students is by
3 Learn on how to enjoy having proper time
studying management. Others
4 Do not be a overachiever answered that relaxing,
focusing on your goal and
5 Relax not pressuring yourself are
the possible solutions for
6 Don’t pressure yourself academic pressure.

7 Learn on how to time

manage and isolate
distraction

8 Focus on your goal

9 Seek for teachers help

10 To have a proper time

management

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DISCRIMINATION

1. What do you feel when you receive discrimination among your peers and teachers?

Respondents Response Interpretation

1 Feeling down, but turning Most of the respondents

those comments as a will feel sad when they
motivation to improve receive discrimination from
their peers or teachers.
2 Sad and create self-doubt

3 Sad and create self-doubt

4 Sad

5 Insecure

6 Stress and Drain

7 Sad

8 Ignore them

9 Pretend didn’t hear

anything

10 Frustrated

2. How do you respond regarding receiving discrimination among your classmates or

schoolmates?

Respondents Response Interpretation

1 Ignore them Most of the respondents

will ignore those who
2 Ignore them

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3 Knowing my worth and discriminate against them
telling myself I’m special as a response.

4 I prove them wrong

5 Nothing

6 Avoiding them

7 Confront them

8 Ignore them

9 Avoid them

10 Keeping myself together

3. What do you think is the solution to students and teachers who discriminate against their

students or classmates?

Respondents Response Interpretation

1 Bad person 2 out of 10 respondents'

solution to discrimination is
2 Communication communication, but others
will just avoid them.
3 Communication

4 They must learn not to Others’ answers are

judge ignoring, telling their
parents, remaining silent
5 No Response and must learn not to judge
others.
6 Stop discrimination

7 Avoid causing trouble

8 Ignore them

9 Tell parents

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10 Stay silent

GOSSIPING

1. What inappropriate words have you received from your teachers and fellow students?

Respondents Response Interpretation

1 Tanga The respondents' answers

were different but most of
2 Nothing them received inappropriate
words due to their
3 You can’t be like that behaviors.
4 Can’t remember

5 Too many to mention

6 Cannot explain

7 Flirt

8 Ugly and some bad words

9 Bad words

10 Too noisy

2. How do you respond to inappropriate comments?

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Poblacion, Norzagaray, Bulacan
Respondents Response Interpretation

1 Ignore and use it as a Almost all of the

motivation respondents ignore those
inappropriate comments as
2 Ignore a response.
3 Trying my best to prove
that they are wrong

4 Stay silent

5 No response

6 Avoiding them

7 Ignore

8 Ignore

9 Avoid

10 Reflecting

3. What solutions can you give to prevent gossiping?

Respondents Response Interpretation

1 Give awareness There are multiple ways to

have a solution to gossiping
2 Be a role model to others and the respondents’
answers connects to the
3 Don’t preempt other people idea of “Do Not Judge a
4 Stay out of anyone’s sight Book by its Cover”

5 No response

6 Do not judge others

7 No solution

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8 Do not spread false news

9 Seek for teachers help

10 Avoid being curious

INTERPRETATION OF DATA

Following the analysis of the information gathered from the chosen Junior and Senior High

School students. It gives an answer to the problems that were stated on the Statement of the

Problem.

The students’ status when receiving inappropriate comments from their teachers can put their

mental health at risk because they feel sad, stressed, frustrated and start to create self-doubt

whenever receiving those comments. And most of the response on how they will respond to the

corresponding issue is by avoiding, ignoring or walking away from it. Some students answered

that they will use those words to motivate, improve and prove themselves, instead of feeling down

because of others’ malicious comments.

Most of the students solutions to academic pressure mostly pin-pointing to not stress themselves

too much. Learn how to relax, focus on your goal and how to manage your time wisely. Students’

solution to discrimination is communication, but others will just avoid them. Others’ answers are

ignoring, telling their parents, remaining silent and must learn not to judge others. And students’

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solution to gossiping is to simply not judge a book by its cover and do not spread false

information against someone.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

RECOMMENDATION

The study highlights the struggles students face on school campuses, suggesting that future studies

should focus on teachers' problems, as their well-being significantly impacts students' learning.

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To the School: The school should plan programs (such as seminars) to immediately respond to

the problems that their students faced inside the community.

To the Teachers: Try to talk or open up a forum to students who experience Bullying, Academic

Pressure, Discrimination and Gossiping inside the school campus and observe the students.

To the Parent: Communicate with your child and if they open up to you, quickly report it to the

school.

FINDINGS

1. What is the profile of respondents?

a.) Age

The respondents’ age ranges from 12-17 years old.

b.) Gender

4 of our respondents are male and 6 of our respondents are female.

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2. What is the status of students in terms of receiving inappropriate comments from

teachers and students?

The students did not receive any inappropriate comments from their teachers based on their

academic performance. However, most of the students receive those awful comments from their

fellow students. Their fellow students often bullies or discriminates against them based on their

mentality, physical characteristics and how they act. They feel insecure and anxious about it,

however they use these comments to improve, prove and motivate themselves to do better.

3. How do students respond in terms of receiving inappropriate comments from their

fellow students?

The majority of respondents just avoided or disregarded individuals that discriminate against

them, bully them, or spread misleading information about them. assuming that those folks are

merely attention-seekers who will give up if they do not get their way. Avoiding them can also

help them feel less anxious about the offensive remarks they made to them. Some of them do,

however, think that telling and talking to their teachers can help them out of their current

situation.

4. What solutions can be created?

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Students' solution to Academic Pressure is by having proper time management and enjoying every

step in their journey instead of pressuring yourself and being an overachiever. Their solution to

Discrimination is; first communication, second ignoring or avoiding them, and third is by not

judging others easily. And their solution to Gossiping are not judging others based on what they

saw, not being the one spreading false information, giving awareness to everyone and being a

great model for everyone.

CONCLUSION

Based on the indication findings, the following conclusion were drawn:

● The purpose for this research was to identify the problems of students they encounter in

their daily lives inside the school community.

● Based on the analysis conducted by the researchers. Our study was based on 4 majors:

Bullying, Gossiping, Discrimination and Academic Pressure and most of the students

encounter these problems in their daily lives.

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● It is caused by teachers and classmates who have been making their students/classmates

feel unimportant, making them embarrassed in front of other people.

● The researchers concluded that students learned the problems they encounter inside the

school community based on the questions we conducted and the answers of the students.

In this strategy the students were given a chance to clarify their own understanding

through questionnaires.

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Poblacion, Norzagaray, Bulacan

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Poblacion, Norzagaray, Bulacan

51.

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● International Journal: Sage Journals. (2024, March 18). Sage Journals.

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predominantly Black and predominantly white school districts. American Educational

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practice. In National Academies Press eBooks. https://doi.org/10.17226/23482

● Subedi KKP. Theoretical perspective of bullying. Int J Health Sci Res. 2020; 10(8):83-89.

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● Suqian Duan, Zhizhou Duan, Ronghua Li, Amanda Wilson, Yuanyuan Wang, Qiufang Jia,

Yong Yang, Mengqing Xia, Guosheng Wang, Tingting Jin, Shuilan Wang, Runsen Chen,

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● Tang JJ, Yu Y, Wilcox HC, Kang C, Wang K, Wang C, Wu Y, Chen R. Global risks of

suicidal behaviours and being bullied and their association in adolescents: School-based

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● Tus, J. (2020). The influence of study attitudes and study habits on the academic

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● What does frantic mean? (n.d.). https://www.definitions.net/definition/frantic

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people. health behaviour in school-aged children (HBSC) study: international report from

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health-and-well-being-among-young-people.pdf [Accessed 28 Nov 2020].

● Xiong J, He C, Wei H. Negative School Gossip and Youth Adolescents' Mobile Phone

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PMCID: PMC9859379.

APPENDIX A

LETTER OF REQUEST TO CONDUCT THE STUDY

April 18, 2024

Sr. Emmarie D. Sarmiento, O.P

School Principal

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Poblacion, Norzagaray, Bulacan
St. Martin de Porres Catholic School of Norzagaray, Inc.

Dear Sr. Emmarie,

Greetings of Peace!

In partial fulfillment of our requirement for our subject Practical Research 1, we, the group 4 of Grade 11 STEM
students, would like to request your approval to conduct a research entitled “Investigating the Problems of Students
They Encounter In Their Daily Lives Inside the School Community”.

In conjunction with this, we kindly request your permission to perform our research study on the Junior and Senior
High School students who were chosen as respondents. We will closely collaborate with the respondents' advisers to
make sure the research does not impede the school's regular activities. We guarantee that every piece of information
gathered for this study will be treated with the utmost confidentiality and used exclusively for academic research.

We would be very grateful for your consideration of our request and for a positive answer. Thank you, and may He
bless you graciously in the future.

Sincerely,

Jyle Matthieu P. Bernabe

Jedidiah R. Cruz
Lemuel A. Dorado
Seirhic Mico P. Mariñas
Federico Daniel C. Sanchez

Checked by: Approved by:

Mrs. Divina Gracia B. Bernabe Sr. Emmarie D. Sarmiento, O.P.

Practical Research 1 Teacher School Principal

APPENDIX B

CURRICULUM VITAE

JYLE MATHIEU P. BERNABE

0448 Calumpang A. Cruz. Poblacion Norzagaray, Bulacan, 3013

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Poblacion, Norzagaray, Bulacan

bernabejyle1@gmail.com

0927 707 4140

PERSONAL INFORMATION

Age: 16

Date of Birth: June 21, 2007

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Science, Technology, Engineering and Mathematics (STEM)
S.Y. 2023-Present

Junior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Norzagaray National High School
Graduated (2023)

Primary Norzagaray Day Care Center

St. Martin de Porres Catholic School of Norzagaray, Inc.
Graduated (2019)

JEDIDIAH R. CRUZ

0062 Teodor Gener St., Poblacion, Norzagaray, Bulacan, 3013

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 St. Martin de Porres Catholic School
Poblacion, Norzagaray, Bulacan

jedidiahcruzmi@gmail.com

0992 770 2509

PERSONAL INFORMATION

Age: 18

Date of Birth: March 10, 2006

Nationality: Filipino

Religion: Christian

EDUCATIONAL BACKGROUND

Senior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Science, Technology, Engineering and Mathematics (STEM)
S.Y. 2023-Present

Junior High Norzagaray National High School

School Graduated (2023)

Primary Norzagaray Elementary School

Graduated (2019)

LEMUEL A. DORADO

Payumo St., Poblacion, Norzagaray, Bulacan, 3013

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 St. Martin de Porres Catholic School
Poblacion, Norzagaray, Bulacan

Lemueldorado9@gmail.com

0997 599 6984

PERSONAL INFORMATION

Age: 16

Date of Birth: June 17, 2007

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Science, Technology, Engineering and Mathematics (STEM)
S.Y. 2023-Present

Junior High Norzagaray National High School Annex

School Norzagaray National High School
St. Martin de Porres Catholic School of Norzagaray, Inc.
Graduated (2023)

Primary Norzagaray Elementary School

Graduated (2019)

SEIRHIC MICO P. MARIÑAS

0913 Lawang St., Poblacion, Norzagaray, Bulacan, 3013

mseirhic@gmail.com

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Poblacion, Norzagaray, Bulacan

0926 952 0407

PERSONAL INFORMATION

Age: 16

Date of Birth: October 05, 2007

Nationality: Filipino, Korean

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Science, Technology, Engineering and Mathematics (STEM)
S.Y. 2023-Present

Junior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Norzagaray National High School
Graduated (2023)

Primary Colegio De Sta. Monica de Angat

Malinta Elementary School
St. Martin de Porres Catholic School of Norzagaray, Inc.
Graduated (2019)

FEDERICO DANIEL C. SANCHEZ

702 Roadside View Subdivision, Partida, Norzagaray, Bulacan, 3013

federicodanielcaguimbals@gmail.com

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 St. Martin de Porres Catholic School
Poblacion, Norzagaray, Bulacan

0977 094 9587

PERSONAL INFORMATION

Age: 17

Date of Birth: April 25, 2007

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Science, Technology, Engineering and Mathematics (STEM)
S.Y. 2023-Present

Junior High St. Martin de Porres Catholic School of Norzagaray, Inc.

School Graduated (2023)

Primary Norzagaray Elementary School

Colegio De Sta. Monica de Angat
St. Martin de Porres Catholic School of Norzagaray, Inc.
Graduated (2019)

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