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THE EFFECTS OF SCHOOL VIOLENCE ON THE LEARNING BEHAVIOUR AS PERCEIVED BY
GRADE 11 HUMSS STUDENTS AT GARCIA COLLEGE OF TECHNOLOGY, INC.
A Research Study Presented to
High School Department- Senior High School Program
of Garcia College of Technology
In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Investigation, and Immersion
Presented by:
Nadura, Annaili D.
Adoc, Deborah Nicole I.
Diaz, Van Lester C.
Lumogdang, Helene Ashley L.
Magpusao, Hubie Alain T.
Marte, Ma Jolie Riezel L.
Orario, Friah Sean Nicole R.
Rello, Christine B.
Umiten, Rowela E.
Zubiaga, Francelyn
2nd Semester, S.Y. 2021-2022

Chapter 1 is made up of six parts namely: (1) Background of the
Study, (2) Conceptual and Theoretical Framework of the Study, (3) Statement
of the Problem, (4) Significance of the Study, (5) Scope and Limitation of the
Study, and (6) Definition of Terms.
Part One, Background of the Study, provides the introduction and
rationalizes the importance of conducting the research.
Part Two, Conceptual and Theoretical Framework, shows the
relationship between the variables and serves as the guide to build and support
the study.
Part Three, Statement of the Problem, presents the general and
specific questions to be answered as well as the hypotheses to be tested.
Introduction to the Study

Part Four, Significance of the Study, states the essence and
importance of the study and its positive benefits to the recipients.
Part Five, Limitation of the Study, enumerates the limitations, scope,
and boundaries of the research in terms of research design and the
respondents.
Part Six, Definition of Terms, defines the important and key terms
used in the study in both their conceptual and operational definitions.

Background of the Study
Violence in schools has long been a global phenomenon. It is a feature of
schools in diverse cultural, social, economic and political locations. Akiba,
LeTendre, Baker, and Goesling (2016) observe that ‘school violence is a global
phenomenon that affects one of the core institutions of modern society to some
degree in virtually all nation-states.
According to a 2009 report of PLAN Philippines, a children’s organization,
at least 5 out of 10 Filipino children in grades 1-3, 7 out of 10 in grades 4-6, and 6
out of 10 in high school have experienced some kind of violence in school.
It was discovered that violence – whether physical, verbal, or sexual –
usually results in low self-esteem, fear, anger, and helplessness among children.
Increase violence and it's severity can have an impact on school matters as the
majority of school violence is reported in middle and high schools(Neiman & DeVoe,
2009).
The researchers' primary objective with the aforementioned scenarios and
situations is to determine the effects of school violence on the learning behaviour as
perceived by Grade 11 HUMSS students at Garcia College of Technology Inc. As a
result, the findings of the study will be used to better understand the concept of

This study aims to determine school violence and its
effects on the learning behaviour of Grade 11 HUMSS students
at Garcia College of Technology during the midst of the
pandemic and ongoing online classes/distance learning for the
academic year 2021-2022.
Specifically, the study aimed to answer the following
questions:
1. What are the profile of the grade 11 Humanities and
Social Sciences (HUMSS) students in terms of sex and age?
2. What are the effects of school violence on the learning
behaviour at Garcia College of Technology?
Statement of the Problem

Independent
Variable
Profile of the respondents:
a) Sex
b) Age
Dependent
Variable
Effects of School Violence
on the Learning Behaviour
at Garcia College of
Technology Inc.
Conceptual Framework
The relationship between the variables is shown below in
figure 1.
Figure 1. Shows the independent and the dependent variables of the study.

Significance of the Study
The result of this study will be beneficial to the following: students,
teachers, parents, and future researchers.
Students. This study will help the students to enhance and gain
knowledge about the issue of school violence and regulations and to make them
aware about their rights as a students. Through that, it will help them to be more
responsible and avoid violence in school.
Teachers and School Administrator. This study will be a big help for the
faculties and staff from the school for them to be aware on the behavior of their
students and will give them ideas or strategies on how to avoid or stop violence at
their school.
Parents. The study will be a big help for the parents for them to identify if
their child is being involved in school violence or determine if their child is a victim
of school violence. Also this study helps them to be aware that their child may
encounter/encountering school violence.
Future Researchers. This study will serve as their beginning for them to
have more knowledge and source of ideas, giving useful and reliable information

This study focuses on the
effects of school violence in the
learning behavior of students. The
collection of data will be
conducted through google
document that limited only for
Grade 11 Humanities and Social
Sciences students of Garcia
College of Technology Inc. as
respondents. The other students
which aren't not included as part
of Grade 11 Humanities and
Social Sciences Students are not
within in the scope of this
research.
Scope and
Limitation
of the
Study

Chapter 2
Review of Related Literature
Foreign Studies
Concern about the prevalence of crime and victimization leading to school
violence, has permeated the education system since the 1950s (Asmussen, 2014). Mehta et
al (2013) found that when students feel that violence is a phenomenon in their school, they
feel that they are unsafe which reflected on less engaged in school community. Therefore
they have less motivation to do well at school and they do not participate in school activities.
School violence can affect students' achievement in various way. The victim student have
trouble in their relationship with their peers, and they show more withdrawal and less
popularity, emergence of negative reactions to anger and they develop anxiety disorder
resulting from emotional trauma after violence and excessive tension and separation.
In America's public schools, school violence is a serious issue. School violence
not only has an impact on students' physical, emotional, and social well-being, but it also
makes it difficult for administrators and teachers to achieve the primary goal of education.
According to Maguire and Pastored (1999), throughout the last decade, school
violence has been a source of national concern. The public has witnessed numerous
horrifying shooting incidents in U.S. public schools over the last decade. The impact of
widespread coverage of these violent incidents is difficult to quantify, but surveys of student
and teacher concerns reveal a widespread pattern of fear of violence.

Violence is frequently triggered or made more likely by certain
events. The presence of a weapon, substance abuse, the end of a romantic
relationship, or the perception of a threat are all factors to consider. Students
who have been abused or who show cruelty to animals, as well as extreme
temper tantrums and verbal aggression, are all early predictors of violent
behavior. Certain events frequently precipitate or increase the likelihood of
violent incident(Rich, 1992).

In the Philippine setting, violence is not tolerated in educational institutions. A study
by Ancho and Park (2013) stated that educational institutions should stress the campaign on
violence-free schools and condemn all forms of abuse. This prohibits the idea that any form
of violence, including the infliction of physical abuse towards women, is justified and
reasonable. The Philippine educational institutions encourage teachers to go through the
process of values transformation (Durban & Catalan, 2012). This enhances the attitude of
teachers to educate their students to possess proper behavior. Also, the educational system
in the Philippines favors girls. It is seen that there are higher enrolment and completion rates
of women compared to men, which compromise the development of gender-equal education
opportunities (UNDP, 2017). This affects the idea of empowerment among women and
condemns any ideas perpetuating any form of abuse on their rights.
Studies have affirmed the alarming situation of bullying and school violence
involving Filipino children. Violence has reached a disturbing rate. As the new academic year
started in June, 2012, the Philippines Department of Education (DepEd) has issued a policy
to combat school violence prevention and management, advocating zero tolerance policy on
school violence. This paper scrutinizes the department's policy on promoting safe schools. It
also attempts to provide views on issues encountered by the education system while
analyzing the crucial role of policy-making in assuring safety in schools.Bullying as a form of
low-level violence in school.
Local
Studies

According to a poll performed in the Philippines, one out of every two Filipino
school children is subjected to bullying or abuse. Kids in the Philippines have a long history
of many sorts of bullying, including being made fun of or called names, being excluded from
activities by others, and being forced to do things that the student did not wanted to do
(Ancho & Park, 2013). According to Whitted and Dupper (2005), educators, parents, and
politicians are all concerned in reducing violence in schools. Violence takes many forms,
and there is mounting evidence that low-level or underlying forms of violence have a
significant impact on the school's learning environment.

Chapter 4
Results and Discussion
This chapter presents the analysis and interpretation of
data. The data that was collected were based upon answers on
the questionnaire given to the respondents about the effects of
school violence on the learning behaviour. The data were
described using graphical presentation.

Table 1. Distribution of the Sex of the Respondents
Sex f %
Male 16 30.5
Female 38 69.5
Total 54 100
It is stated in the table that 69.5% of the respondents are
female while the remaining 30.5% are male.
This means that most of the respondents are female
students. This is because the population of female enrollees in Garcia
College of Technology, Inc. is greater than the number of males.

Table 2. Age Distribution of the Respondents
Age f %
16 14 25.9
17 32 59.3
18 7 13
19 1
1.9
Total 54
The table shows that 59.3% of the respondents are 17 years
old, 25.9% are 16, 13% are 18, and 1.9% are 19.
This means that most of the respondents are 17 years old.

Table 3. Distribution of the Respondents if they Experienced
School Violence.
Experienced school violence. f %
Yes 20 37
No 34 63
Total 54 100
Table 3 shows that 63% of the respondents have claimed to
have never experienced violence in a school setting, unlike the
minority of the respondents which is by 37% agreed on having
experienced violence during their times at school.
This comes to show that a minority of the rerspondents
experienced violence in a school setting which may be due to
reasons revolving around socialization, private matters, and mental
issues.
School Violence.
School Violence.

Table 4. Distribution of the Respondents if they Witnessed a Form
of School Violence.
Witnessed a form of school
violence. f %
Yes 42 77.8
No 12 22.2
Total 54 100
Table 4 shows that 77.8% of the respondents witnessed a
form of school violence, while 22.2% are not.
This means that most of the respondents witnessed a form of
school violence probably because most of them are experiencing it.

Table 5. Distribution of the Respondents if How as Often as
Possible they Consider the Appearances of Violence Happen in
your School.
Consider the appearances of
violence happen in school.
f %
More often 2 3.7
Often 42 77.8
Never 10 8.5
Total 54 100
Table 5 shows that 77.8% of the respondents answered often
regarding of how often they consider the appearances of violence
happen in their school. While 8.5% answered never and 3.7% answered
more often.
This means that majority of the respondents consider the
appearances of violence happen in their school. This concludes that
violences are present in their school in a high rate.

Table 6. Distribution of the Respondents if what they Think the
Factors that Contribute to School Violence.
Factors that contribute to
school violence. f %
Media influence 19 35.2
School environment 12 22.2
Family environment 9 16.7
Personal alienation 14 25.9
Total 54 100
Table 6 shows that 35.2% of the respondents answered that media
influence are the most common factor. While, 25.9% of the respondents
answered that personal alienation followed by 22.2% who answered school
environment and 16.7% answered family environment.
This means that the most common factors that contribute to school
violence is media influence. Probably because the media influence the most it is
easy to share the information’s and it is easy for them to stalk your account and
see all the details that you have in media.

Table 7. Distribution of the Respondents if What is the Most
Common Form of Violence Present in their School.
The most common form of
violence present in their school. f %
Bullying/cyberbullying 41 75.9
Harassment 2 3.7
Verbal abuse 11 20.4
Weapons and fighting 0 0
Total 54 100
Table 7 shows that 75.9% of the respondents considered that
bullying/cyberbullying is the most common form of violence present in their school while
20.4% answered verbal abuse and 3.7% who answered harassment. On the other
hand, none of the respondents indicated weapons and fighting as the most common
form of violence present in their school.
This means that majority of the respondents considered that bullying/cyber
bullying is the most common factor present in their school. This may be due to the fact
that media has become a part of the daily lives of students, exposure to media is one of
risk factors to predict as why bullying in the form of cyberbullying occurs.

Table 8. Distribution of the Respondents if they Agree that School
Violence can Affect the Learning Behavior of Students.
School violence can affect
the learning behavior of
students. f %
Strongly Agree 35 64.8
Agree 17 31.5
Disagree 2 3.7
Strongly Agree 0 0
Total 54 100
Table 8 shows that 64.8% of respondents strongly agree that school
violence can affect the learning behavior of students, while 31.6% of the
respondents agreed and and the remaining 3.7% of the respondents
disagreed. Therefore, no respondents strongly disagreed.
This means that most of the respondents strongly agree that school
violence can affect the learning behavior of students. It may be because of
their personal experiences and thoughts.

Table 9. Distribution of the Respondents if What they Think the
Effects of Violent Behaviour.
The effects of violent
behaviour.
f %
Anxiety 9 16.7
Depression 21 38.9
Poor social skills 9 16.7
Poor anger management 15 27.8
Total 54 100
Table 9 shows that 38.9% of the respondents answered that depression is
the effect of violent behavior, while 27.8% of the respondents answered poor anger
management, 16.7% answered poor social skills and the remaining 16.7%
respondents answered anxiety.
This means that most of the respondents considered that depression is the
major effect of violent behaviour. This may be because depression impair working
memory, making it difficult to remember new knowledge and recall past experiences so
it can harm academic performance and promote underachievement.

Table 10. Distribution of the Respondents if What they Think the
Effects of School Violence on Learners Education.
Effects of school violence
on learners education. f %
Loss of concentration 27 50
Poor academic performance 22 40.7
Bunking of classes 4 7.4
Failed to graduate 1 1.9
Total 54 100
Table 10 shows that 50% of the respondents think that loss of concentration
is the effect of school violence on learners education, while 40.7% of the respondents
answered poor academic performance and 7.4% responded banking of classes and the
remaining 1.9% respondents answered failed to graduate.
This means that majority of the respondents considered that loss of
concentration is the major effect of school violence on learners education. This may be
due to the fact that there is a high chance that violent situations in school not only
create chaos in the surrounding environment but also create chaos and disturbance
within students in their mental state and also their academics. However, this is not to
mention the minority of the respondents which disagree, to which may mean that not all
are affected the same by school violence.

Table 11. Distribution of the Respondents If Teachers and School
Administration has Something to do with School Violence.
Teachers and school administration
has something to do with school
violence.
f %
Yes 50 92.6
No 4 7.4
Total 54 100
Table 11 shows that 92.6% of the respondents agree that
teachers and school administration has something to do with school
violence, while 7.4% of them did not agree.
This means that most of the respondents strongly believed that
the teachers and school administration has something to do with school
violence. Probably because of the practices of teachers or students
applied within the classroom and their relationships towards another.

Table 12. Distribution of the Respondents if What they Think the Strategies
Teachers and School Administration must do to Prevent and Respond to Violence
in their School.
Strategies teachers and school administration
must do to prevent and respond to violence in
their school.
f %
Respond to violence when it happens 5 9.3
Evaluate violence prevention activities 3 5.6
Adopt laws prohibiting corporal punishment and
other forms of violence.
2 3.7
Develop codes of conduct and other
safeguarding measures in schools.
3 5.6
All of the above 41 75.9
Total 54 100
Table 12 shows that 75.9 % of the respondents answered all of the above for the strategies that teachers
and school administration must do to prevent and respond in violence in their school. While 9.3 % of the
respondents answered that teachers and school administration must respond to the violence when it
happens followed by 5.6 % who answered that they must both evaluate violence prevention activities and
develop codes of conduct and other safeguarding measures in school. Then 3.7 % answered adopt laws
prohibiting corporal punishment and other forms of violence.
This means that most of the respondents thinks that all of the strategies mentioned must conduct by
teachers and school administration to prevent and respond in school violence. Probably because this
strategies are helpful when it comes to preventing and responding to violence in school.

CHAPTER 5
Summary, Conclusions, and Recommendations
The major findings of the study are:
1. There are more female respondents than male.
2. Most of the respondents are 17 years old.
3. Almost half of the respondents have experienced school violence.
4. Majority of the respondents have witnessed a form of school violence.
5. Majority of the respondents consider the appearances of violence happen in
their school.
6. Most of the respondents considered that media influence is the most common
factors that contribute to school violence.
7. Majority of the respondents considered that bullying/cyberbullying is the most
common form of violence present in their school.
8. Majority of the respondents agreed that school violence can affect the
learning behaviour of students.
Summary of the Findings

9. Most of the respondents considered that depression is the major effect of
violent behaviour.
10.Half of the respondents considered that loss of concentration is the major
effect of school violence on learners education.
11.Almost all of the respondents believed that teachers and school
administration has something to do with school violence.
12.Almost all of the respondents considered that the strategies teachers and
school administration must do to prevent and respond to violence in their
school are as follows: respond to violence when it

Based on the indicated findings, the following conclusions were drawn:
1. Most of the respondents are female because there are more female students in
Garcia College of Technology than males.
2. Almost half of the respondents have experienced school violence. This
concludes that most of the students come across and form of violence within
the school.
3. Majority of the respondents have witnessed a form of school violence. This
concludes that few students on the school the same with the respondents are
liable to suffer from any form of violence.
4. The most common form of violence presents in school is bullying/cyberbullying.
This means that they had experience being bully or bullied.
5. The respondents strongly agree that school violence can affect the learning
behavior of students. This means that they experienced or encountered a
situation that struggles different forms of trauma or other school-related
problems due to specific violence they have experienced.
6. Many of the respondents considered that bullying/cyber bullying is the most
common factor present in their school. This could mean that bullying/cyber
bullying isn't safe at their school and their school is not bully free zone.
Conclusions

7. Many of the respondents agreed that school violence can affect the learning
behavior of the students. This conclude that violence’s could effect on the
learning of the students and it can affect their grades and lost their interest in
studying.
8. Many of the respondents considered that depression effect on students violent
Behavior. This could mean that depression occurs commonly, causing suffering,
functional impairment, Increased risk of suicide, and Productivity losses.
9. Majority of the respondents agreed that loss of concentration is the major effect
of school violence on learners education. This could mean such emotions can
lead to violence in people who are predisposed to such behavior, especially
when confronted with severe frustration.
10.Majority of the respondent agreed that the teacher or student has something to
do with school violence. This could mean that the teacher or school manages
the violence.
11.Almost all of the respondents considered that the strategies teachers and school
administration must do to prevent and respond to violence in their school are as
follows: respond to violence when it happens, evaluate violence prevention
activities, adopt laws prohibiting corporal punishment and other forms of
violence, and develop codes of conduct and other safeguarding measures in
schools. This could mean that the strategies for school admission are effective
to respond.

Thank you and God bless us all!

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