Copy of GROUP 4 (ppt).pptx the ppt repor

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1. GROUP 4

2. 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   2 nd Semester, S.Y. 2021-2022

3.   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

4. 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.

5. 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 school violence and to evaluate the research problem from various angles.

6. 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

7. 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.  

8. 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 and accurate data for conducting their own studies in the future.

9. 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

10. 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.

11. 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).

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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. Table 3. Distribution of the Respondents if they Experienced School Violence. Table 3. Distribution of the Respondents if they Experienced School Violence.

18. 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.

19. 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.

20. 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.

21. 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 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.

22. 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 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.

23. 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.

24. 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.

25. 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.

26. 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.

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

28. Most of the respondents considered that depression is the major effect of violent behaviour. Half of the respondents considered that loss of concentration is the major effect of school violence on learners education. Almost all of the respondents believed that teachers and school administration has something to do with school violence. 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

29. Based on the indicated findings, the following conclusions were drawn: Most of the respondents are female because there are more female students in Garcia College of Technology than males. 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. 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. The most common form of violence presents in school is bullying/cyberbullying. This means that they had experience being bully or bullied. 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. 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

30. 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. 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. 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. 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. 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.

31. Thank you and God bless us all!