Research Proposal Sample
Research Proposal Sample
Research Proposal Sample
October 2015
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TABLE OF CONTENTS
CHAPTER PAGE
I INTRODUCTION 1
Conceptual Framework 11
Research Hypothesis 11
III METHODOLOGY 12
Research Design 12
Sampling Design 12
Definition of Terms 13
Research Instrument 14
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CHAPTER I
INTRODUCTION
School bullying has been identified as a major problem in many countries around
the world. Everybody we know has a story they can tell about it. It is imperative that
bullying is stopped within our schools. It can create a hell on earth for someone who is
Equally important, the social climate of a school is a model of the world outside.
It is where people develop a large part of their morality, their understanding of how the
world works and their sense of responsibility towards the society they live in. Bullying is
devastating in any shape or form, and cyberbullying is its newest expression. A number
and final. Suicide as a result of bullying is a startling and hard-hitting indictment on the
schools and societies in which it occurs. But there are many more cases of bullying that
do not reach this utterly hopeless and irretrievable point but must still be dealt with if we
are to live in just, egalitarian and humane societies in which children are able to reach
their potential academically, socially and psychically. Newspaper reports tend to focus on
the tragedies, and on the type of bullying epitomized in Tom Brown‟s School Days,
where large rough boys beat up smaller and cleverer boys who somehow do not fit the
mould. Although these cases have the most visible impacts, bullying is much more than
this. It can be psychological. It can include acts of exclusion and isolation, humiliation,
name-calling, spreading false rumours and teasing. It can involve the extortion of money
and the theft of possessions. It can be sexual. It can be done by and against girls.
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Although cuts and bruises are the external signs of physical bullying, research
shows that the internal hurts from psychological bullying can be just as painful. Recent
research also shows 8724 1st proof.qxd 11/08/2010 17:14 Page 3 that reported cases of
bullying are only the tip of the iceberg: the bulk is below the surface and hard to detect.
(1997) study of first- and second-form pupils in the North Island of New Zealand asked
its respondents to identify the three worst things they had ever experienced. The death of
somebody close to them was the most often mentioned, but being bullied by other
children came second. Although the greatest worry parents may have for the safety of
their children is in relation to their getting to and from school, and random attacks of the
stranger-danger type, Maxwell and Carroll-Lind state that „90% of the incidents of
emotional abuse and most of the physical violence between children occur at schools‟
(1997: 5).
behavior and detrimental to the academic, physical, social and emotional development of
all involved – bullies, targets and the bystanders who witness it. Bullying is not only a
problem of youth but is one that spans all ages. Despite volumes of research, countless
pervade our culture and our schools. It is a complex social issue requiring determination,
ignored. A wave of recent bullying incidents with tragic outcomes has shed a renewed
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light on this issue. The advent of technology allowing for impulsive, anonymous and
rapid communication has expanded the opportunities for bullying to a degree that
President Aquino signed last Republic Act 10627 or the “Anti-Bullying Act of 2013” on
September 6 which dictates that “within 6 months, elementary and secondary schools are
expected to come-up with their strategies, policies and procedure relative to the
must come up with implementing rules and regulations related to preventing all types of
bullying. Hence, this study aims to determine primarily the level of awareness among
The study will aim to analyze the level of awareness towards Anti-Bullying Law
among grade six pupils of Aglalana Elementary School for the A.Y 2015-2016. It will
Anti-Bullying Law?
Law.
General Objective
Specific Objectives
religion, residence location and their level of awareness towards Anti-Bullying Law.
Legislative Body. The Philippine legislature will make this as a basis upon modification
of the Anti-Bullying Law in the future. Variables in this study will be a good
DSWD. This will encourage the staff of DSWD to conduct awareness programs on Anti
Bullying in all secondary school to prevent and address bullying cases in school.
School Administrator. The result of the study can make used for strict implementation
Elementary School Teachers and School Personnel. The result will enable teachers
Community. The result of the study will encourage parents and other persons in the
social and emotional skills to their children about anti-bullying policy of the
school.
Parents. This will give knowledge to parents and guardians about protection or anti-
bullying policy of the school and how parents and guardians can provide support
Students. This will lift students‟ awareness towards prohibited acts of Anti-Bullying Law
Future Researcher. This will add to the future researcher‟s references or related studies
This study will be limited only to the level of awareness towards Anti-
Bullying Law among grade six pupils at Aglalana Elementary School of the AY:
2015-2016. Academic performance of the respondents will only cover from first and
second grading period of the AY: 2015- 2016. This study will also focused only to the
CHAPTER II
On 2001 study funded by the National Institute of Child Health and Human
parochial, and other private schools throughout the U.S. Out of all the students, 13
percent said they had engaged in moderate or frequent bullying of others, while 10.6
percent said they had been bullied either moderately or frequently. Some students - 6.3
percent - had both bullied others and been bullied themselves. In all, 30 percent of the
students who responded to the survey had been involved in some aspect of bullying,
One out of every four students (22%) report being bullied during the school year
(National Center for Educational Statistics, 2015). 19.6% of high school students in the
US report being bullied at school in the past year. 14.8% reported being bullied online
(Center for Disease Control, 2014). 64 percent of children who were bullied did not
report it; only 36 percent reported the bullying (Petrosina, Guckenburg, DeVoe, and
Hanson, 2010). More than half of bullying situations (57 percent) stop when a peer
intervenes on behalf of the student being bullied (Hawkins, Pepler, and Craig,
(McCallion and Feder, 2013). The reasons for being bullied reported most often by
students were looks (55%), body shape (37%), and race (16%) (Davis and Nixon, 2010).
Data from DepEd showed that as of August, 2010 to May, 2012, a total of 112
cases of child abuse and related complaints have been referred to Central Office.
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Topping the list is the National Capital Region (NCR) with 59; Region 4A with 22;
Region VII with 5; Regions I, III and IX with 4; Region IV- with 3; Region XII with 2;
CAR, VI, X, XI, and XIII with 1. Region V received no complaint of bullying.
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Over 3.2 million students are victims of bullying each year. Approximately
160,000 teens skip school every day because of bullying. 17% of American students
report being bullied 2 to 3 times a month or more within a school semester. Take a stand
school‟s anti-bullying policy. 1 in 4 teachers see nothing wrong with bullying and will
only intervene 4% of the time. By age 14 less than 30% of boys and 40% of girls will talk
About 15% of boys and 7% of girls were bullied and 12% of girls and 13% of
boys were victimized at age 16. Both bullying and victimization at age 16 were
associated with a wide range of psychological problems at age 8 and 16, and with referral
to child mental health services. Bullying at age 8 was associated with bullying at age 16,
while victimization at age 8 was associated with victimization 8 years later ( Andre
Sourander et Al , 2000 ) .
Bullying and harassment are not new issues that students and schools face. In fact,
over the years, it has been viewed as being so commonplace in schools that it has been
stage that most youth will experience then get over (Ross, 2002, p. 107). But not
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everyone gets over the personal trauma that can come with bullying both for the victim
and the bully. This is why it is seen happening by adults in work places, in homes, and in
the community. Therefore, this harassment is not isolated to schools alone. But schools
are the best place to actively intervene. Teachers, administrators, counsellors, and even
students have the greatest access to the most students through a school system. It is here
that school staff can intervene, support and educate students about ending bullying
behaviours directly and indirectly; breaking the bullying-cycle. This paper will address
bullying in general at all grade levels, but its intervention focus will be at the high school
level. Harris & Hathorn, (2006, p. 50) state: Because adolescence is a difficult time in a
positive connections with other students and school faculty members. Consequently, the
presence of bullying at school often creates a barrier for young people to develop into
well-adjusted adults.
Data from dosomething.org tell us that 67% of students believe that schools
respond poorly to bullying, with a high percentage of students believing that adult help is
their school. 90% of 4th through 8th graders report being victims of bullying. 1 in 10
students drop out of school because of repeated bullying. As boys age they are less and
less likely to feel sympathy for victims of bullying. In fact they are more likely to add to
the problem than solve it. Physical bullying increases in elementary school, peaks in
middle school and declines in high school. Verbal abuse, on the other hand, remains
constant.
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CONCEPTUAL FRAMEWORK
Socio-Demographic Factors
Age
Gender Level of awareness
Residence Location
Religion
Academic performance
Figure 1. A schematic diagram showing the association between respondents age, gender,
residence location, religion , academic performance and level of awareness.
HYPOTHESIS
1. There is no association between age, gender, residence location, religion and the
level of awareness of grade six pupils towards Anti-Bullying Law among grade
CHAPTER III
RESEARCH METHODOLOGY
This study will be conducted at Aglalana Elementary School for the AY. 2015-
2016.
The respondents of the study will be the grade six pupils of Aglalana Elementary
Research Design
The study will use descriptive research design, particularly survey method.
Sampling Design
The study will use to stratify random sampling design and the sample size was
N
n=
1+N(e)2
Where:
n = sample size
N = population size
Definition of Terms
Headlock a method of restraining someone by holding an arm firmly around their head,
Slap hit (someone or something) with the palm of one's hand or a flat object.
Level of awareness in this study it is categorized into fully aware, aware and not aware
1. Any unwanted physical contact between the bully and the victim like punching,
2. Any act that causes damage to a victim‟s psyche and/or emotional well-being;
regulating the actions of its members & which it many enforce by the in position
of penalties.
Academic Performance refers to the general average grade of the respondents from first
to second grading period at the year of 2015-2016: categorize into Excellent, Very
Research Instrument
The study will use a prepared survey questionnaire. Part one, will be consisted of
the socio-demographic profile of the respondents, how the respondents learn about Anti-
Bullying Law and respondents academic performance. Part two, will be consisted of the
gathered information on the level of awareness towards anti-bullying law among grade
Mean, frequency counts, range and percentage will use in interpreting the data.
While Chi-square test of independence will use to analyze the association between