Effectiveness of Anti-Bullying Practices and Learners' Attendance

This study examined the effectiveness of anti-bullying practices and their relationship to learners’ attendance in San Fernando I District, Division of Bukidnon, during the School Year 2024–2025. Using a descriptive-correlational research design, the study involved 120 Grade VI learners selected through random sampling from five large public elementary schools. Data were collected using a researcher-developed questionnaire assessing four dimensions of anti-bullying practices: Educational Programs on Bullying Prevention, Teacher Training and Support, Peer Support Initiatives, and Parental Involvement in Anti-Bullying Efforts. Attendance data were obtained from School Form 2 (SF2) records for the First and Second Quarters. Statistical tools used included mean, standard deviation, frequency, percentage, and Pearson Product-Moment Correlation Coefficient (Pearson r). Results revealed that anti-bullying practices were generally perceived as highly effective, with Educational Programs on Bullying Prevention obtaining the highest overall mean (M = 4.29, SD = 0.810), followed by Teacher Training and Support (M = 4.22, SD = 0.846), Peer Support Initiatives (M = 4.11, SD = 0.737), and Parental Involvement (M = 4.10, SD = 0.835). In terms of attendance, 53.3% of learners demonstrated Good Attendance (90–94%), while 34.2% achieved Excellent Attendance (95–100%). Only 3.3% were categorized under High Risk (70–79%), and none fell under Critical Risk. Correlation analysis showed no significant relationship between the effectiveness of anti-bullying practices and learners’ attendance (overall r = 0.033, p = 0.718). Thus, the null hypothesis was not rejected. While anti-bullying practices contribute to a safe and inclusive school environment, attendance appears to be influenced by other factors beyond bullying prevention efforts.