1

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 2
SCHOOLS DIVISION OF CAUAYAN CITY
Turayong, Cauayan City
E-mail Address: ccnhs_cyn@yahoo.com

BULLYING: ITS RELATIONSHIP TO THE ATTITUDE AND

ACADEMIC PERFORMANCE OF THE GRADE 12 HUMSS STUDENTS
IN CAUAYAN CITY NATIONAL HIGH SCHOOL

Submitted in Partial Fulfilment of the Requirement for the Practical Research 2

to the Faculty of Senior High School Department
(Humanities and Social Sciences)
CAUAYAN CITY NATIONAL HIGH SCHOOL
Cauayan City Isabela

ACOBA PRINCES JEMARIE

CANCERAN MARIA JOYCE
LAPPAY CRISTINE
ROMERO YSHEE
VILLEGAS PAULEEN KAERYLLE
GUZMAN ADAM JADE
PASCUA JASPER JUN
Researchers
 2

CHAPTER 1

THE PROBLEM AND ITS BACKROUND

Overview (1 PAGE ONLY!)

Bullying is unwanted, aggressive behaviour among school aged

children that involves a real or perceived power balance. The behaviour

is repeated, or has the potential to be repeated, over time. Bullying

includes such as actions such as making threats, spreading rumours,

physically or verbally, and excluding someone from a group on purpose

(Brookshire, 2014). It is the major of society nowadays because it affects

the attitude and academic performance of the student that are being

bullied. Many students suffer through physically and emotionally. It also

affects their self- esteem, confidence, and communion with others.

Bullying constitute a complex problem in school kids lives. It is

a problem that affects all students, either bullies or victims, and those

who attended interpersonal violence. Bullying may involve many

sections verbal, physical assaults, threats, jokes or language, and

criticizing. All of such factors affect individually, or collectively, and

contributes in child’s bullying. It is well known that bullying is difficult

to eliminate or to stop it in schools because it is used by students.

Bullying exist in all communities since long time either in developed or

developing societies. Bullying starts in early age. Child starts to build an

initial concept of bullying. Then, it starts increasing and continues until

 3

it reaches its peak in the basic phase stage. It continues in higher basic

stage, and then started to decline at secondary level (Dickerson, 2005).

Bullying is considered a common form of violence in schools. Various

studies indicated that bullying makes school to be unsafe places for

schools’ students and it contributes in the belief that some schools are

become not safe anymore (Maliki et al., 2009). Shahria et al. (2015)

reported that bullying is deemed as a serious problem in academic

settings in all parts of the world. They found that bullying has negative

impact on academic performance. Females were more affected than

males by bullying. Bullying may involve many sections verbal, physical

assaults, threats, jokes or language and criticizing. It is well known that

bullying is difficult to eliminate or to stop it in schools because it is used

by students.

Research Questions

The study will determine the relationship of bullying in the academic

performances of Grade 12 HUMSS students in Cauayan City National

High School

Specifically, the following question will be answered:

1. What are the profile of the respondents in terms?

a. Sex

b. Age

2. What is the relationship of bullying in the attitude of the students?

 4

3. What is the relationship of bullying in the academic performance of

the students?

Scope and Delimitation

The study will be conducted in Cauayan City National High

School. The respondents will be the selected Grade 12 HUMSS students

from the said school. The study will aim to determine the relationship of

bullying in the attitude and academic performance of the students. This

also includes the profile of the students in terms of their sex and age.

The researchers will conduct survey questionnaires by means of

answering the questions; the respondents is composed of 182 students

and it will be randomly selected.

Benefits and Beneficiaries

The result and findings of this study about the relation of bullying

in the attitude and academic performance of the Grade 12 HUMSS

students in Cauayan City National High School S.Y 2019-20200 may

benefit certain groups and the benefits they may be able to gain are as

follows:

Students- this study will help them to become aware in the effects

of bullying in the attitude and academic performance of every student

who are being bullied. This group may use this study as an example to
 5

bear in their mind they are more luckier than those who are bullied even

life is struggling because of problems, they are still send in school to

learn by their parents, thus will challenge to them and enabling them to

perform well in class, study harder to upgrade their knowledge and

intelligence so that the difficulties experienced by their parents in

sending them to school to attain their goals will not be in vain.

Teachers- this study will help them to be inform in the alarming

problem which is bullying and it will serve as the basis how will they

take an action to minimize the case of bullying in schools, so that they

can help more the student victim to boost their self-esteem and self-

confidence.

Future researchers- the findings of this study will be serving as

a good source of accurate and useful information for them. Usually,

majority of the out of school youth because of bullying effects becomes

the sick of our society, they will become delinquent, they have a

rebellious spirits, in this regards the researchers want to know through

this study what are the behaviour development of out of school youth

and its implication to education.

To all the parent- so that the parents will be able to know that

they should have a sense of dedication and devotion to duty as parents

in implementation of some strategies for the development of their kids

although they experienced being bullied or those who committed

 6

bullying to bring them in a state that they can be proud to be the parents

even of those who overcome the effects of being bullied.

 7

CHAPTER 2

REVIEW OF RELATED LITERATURE

Related Literature

The word “bully” was first used in the 1530s meaning

“sweetheart,” applied to either sex, from the Dutch boel “lover, brother,”

probably diminutive of Middle High German buole “brother,” of

uncertain origin (compare with the German buhle “lover”). The meaning

deteriorated through the 17th century through “fine fellow,” “blusterer,”

to “harasser of the weak”. This may have been as a connecting sense

between “lover” and “ruffian” as in “protector” of a prostitute, which

was one sense of bully (though not specifically attested until 1706). The

verb “to bully” is first attested in 1710 (Zwerdling, 1987).

High-level forms of violence such as assault and murder usually

receive most media attention, but lower-level forms of violence such as

bullying have only in recent years started to be addressed by researchers,

parents and guardians, and authority figures ( Whitted, K.S. & Dupper,

D.R. 2005). It is only in recent years that bullying has been recognised

and recorded as a separate and distinct offence, but there have been well

documented cases that have been recorded over the centuries. The Fifth

Volume of the Newgate Calenda (Complete Newgate Calendar Tralton

Law Library) contains at least one example where Eton Scholars George

Alexander Wood and Alexander Wellesley Leith were charged, at

Aylesbury Assizes, with killing and slaying the Hon. F. Ashley Cooper
 8

on February 28, 1825 in an incident which might today be d4escribed as

“lethal hazing (George Alexander Wood and Alexander Wellesley Leith,

2003).

Bullying behaviour can have negative consequences for both the

bully and the victim. Studies have shown that the boys identified as

bullies in middle school were four times as likely as their peers to have

more than one criminal conviction by age twenty-four. Children who

bully are more likely to engage in other criminal and anti-social

behaviours, such as: fighting, vandalism, truancy, dropping out of

school. Stealing, smoking, and alcohol or drug abuse.

Effects on the victim: The stress from being bullied can create

problems for children at school. Students may be fearful of attending

school, riding the bus, using the bathroom, or being alone in the hallway.

This fear and anxiety can make difficult for the student to focus and

engage in the classroom, making learning that much more difficult.

Bullying can cause students to experience fear, anxiety, depression,

loneliness, low self-esteem, physical illness, and in some cases, even

suicidal thoughts. There are many theories on what causes violent and/or

anti-social behaviour in children. Increased exposure to violence through

mass media, video games, and the internet.

Suffering as victims of abuse or neglect themselves, or generally

more permissive society with a corresponding lack of discipline.

 9

Children who are impulsive, socially dominant, confrontational, or

easily frustrated may tend towards bullying behaviour.

Other characteristics of children who bully may include a lack of

empathy, a propensity to question authority and push limits or break

rules, idealization of violence, and the ability to talk their way out of

difficult situations.

School risk factor: Unsupervised break times unsupervised students’

areas such as lunchrooms, bathrooms, hallways, locker rooms,

playgrounds apathy towards bullying on the part of teachers and

administrators inconsistent rule enforcement. Social exclusion is the

most common form of bullying between girls. This form of girl on girl

bullying can be very difficult to detect. Being difficult to detect means it

is difficult for parents or school officials to intervene.

Think of it as the “Mean Girls” syndrome. This behavior may

begin as early grade school, but probably peaks in junior high. It entails

social location, vicious lies and rumors, and constant harassment. This

type of bullying is focused on humiliating the victim and is generally

carried out over long period of time. It can be psychologically

devastating for the victim. The bully in this situation is generally very

popular, smart, charming, and attractive- generally viewed positively by

adults. This girl usually has a clique of girls at her beck and call eager to

join in on the harassment of the chosen victim.

 10

This form of bullying is slow, drawn-out, calculated,

manipulative torture of the victim. The effects on the victim can be so

severe as to result in depression, eating disorders, transferring or

dropping out of school, and/or suicidal thoughts or attempts.

It is not easy to be recognize as the black eyes and playground brawls of

more traditional, physical bullying, but it certainly no less significant.

Local Literature

Bullying is the activity of repeated, aggressive behavior intended

to hurt another person, physically or mentally. Bullying is characterized

by an individual behaving in a certain way to gain power over another

person.

Norwegian researcher Dan Olweus defines bullying as when a person is

“exposed, repeatedly and over time, to negative actions on the part of one or

more other person.” He defines negative action as “when a person intentionally

inflicts injury or discomfort upon another person, through physical contact,

through words or in other ways”.

Bullying behavior may include name calling, verbal or written abuse,

exclusion from activities, exclusion from social situations, physical abuse, or

coercion. Bullies may behave this way to be perceived as popular or tough or

to get attention. They may bully out of jealousy or be acting out because they

themselves are bullied.

 11

U.S National Center for Education Statistics suggests that bullying can be

classified in two categories:

1. Direct bullying, and

2. Indirect bullying (which is also known as social aggression).

Ross states that direct bullying involves a great deal or physical

aggression, such as shoving and poking, throwing things, slapping, choking,

punching and kicking, beating, stabbing, pulling hair, scratching, biting,

scraping, and pinching.

He also suggests that social aggression or indirect bullying is

characterized by attempting to socially isolate the victim. This isolation is

achieved through a wide variety of techniques, including spreading gossip,

refusing to socialize with the victim, bullying other people who wish to

socialize with the victim, and criticizing the victims manner of dress and other

socially-significant markers (including the victim’s race , religion, disability,

sex, or sexual preference, etc.) Ross outlines an array of nonviolent behaviour

which can be considered ‘indirect bullying,’ at least in some instances, such

as name calling, the silent treatment, arguing others into submission,

manipulation, gossip/false lies, false rumours, staring, giggling, laughing at the

victim, saying certain words that trigger a reaction from past even, and

mocking. The UK based children’s charity, Act Against Bullying, was set up

in 2003 to help children who were victims of this type of bullying by

researching and publishing coping skills.

 12

Foreign Literature

Olweus (1993:9) states that bullying involves negative actions, when

somebody attempts to inflict, or inflicts intentional pain, discomfort or hurt on

somebody else. Piskin (2003:556) further explains that the bullying can be

physical, verbal, indirect or emotional. Horne and Staniszewski (2003:431)

state that there is very little doubt amongst researchers that bullying has serious

emotional consequences, such as depression and low self-esteem for victims.

Rigby (2003:584) agrees with the latter mentioned authors, but further speaks

about the following mental and/or physical health outcomes:

• Low psychological well-being – including states of mind that are

generally considered unpleasant, such as general unhappiness.

• Poor social adjustment – including feelings of aversion towards the

social environment, for example a dislike of attending school

. • Psychological distress – this is more serious than the above mentioned

two outcomes and includes high levels of anxiety and depression as well as

suicidal thoughts.

• Physical unwellness – psychosomatic symptoms are included here.

There has also been evidence that bullying in the United States has been

a precipitating factor for suicide (Dake et al., 2003:173). Although Rigby

(1996:57) recognizes that there are many interrelated factors that contribute to
 13

a young person’s suicide, peer victimization in some cases seems very

probable.

The researcher focused on the concepts related to the sense of self, in

terms of how the individuals internalized the negative events to allow them to

either form a part of themselves or to form a picture of the incident as

something outside of who they are. Although self-esteem is a broad concept,

the researcher focused on more specific sub-categories of the sense of self.

Researchers Lopez and Du Bois (2005:32) investigated how peer

victimization (PV) and peer rejection (PR) affect emotional, behavioural and

academic adjustment of the early adolescent and concluded that there are links

between PV and PR and the various aspects of adjustment. The researchers

state that the need is for a greater understanding of how PV and PR are

experienced and internalized by youth (Lopez & Du Bois, 2005:32). There was

a need for the research as the researcher deemed it necessary to look at PV and

PR as part of bullying and how these phenomena impact the various aspects of

the sense of self, which is different to the research already completed which

looked specifically at two aspects of bullying and the effect it had on various

forms of adjustment in adolescence.

An important aspect which should be kept in mind when researching

bullying is mentioned by Olweus (1993:9) when the author explains that it is

a behaviour which is repeated over time and that it can either be carried out by

an individual or group of individuals and that there has to be an imbalance in

power (an asymmetric power relationship). A once off verbal insult from one
 14

student directed to another cannot therefore be considered bullying as it has

not been a repetitive behaviour and if two students of similar strength (both

physically and psychologically) are involved in a quarrel, it is also not

considered bullying as there is equal power involved. Smith and Brain

(2000:1) agree with Olweus by mentioning that the bully targets the victim a

number of times and that the victim cannot defend himself easily. Piskin

(2003:556) also states that bullying is not just specific behaviours but often a

lack of behaviour (for example excluding a child from the group is not an

action but lack thereof which has an effect on the child). Coloroso (2003:20)

writes about ‘contempt’ to explain bullying behaviour. The author explains the

concept as a child who has a powerful feeling of dislike towards somebody

who is considered to be inferior, worthless, or undeserving of respect.

Another important aspect, which the researcher took into consideration,

is that there are generally three characters involved in the bully problem: there

is the bully, the bullied and the bystander (Coloroso, 2003:3). During the

study, the researcher focused specifically on the bullied child and not on the

other two characters.

Piskin (2003:558) states that bullying is less widespread amongst older

students. Losel and Bliesener as quoted by Piskin (2003:558) state that the

form of bullying changes from the younger years to the older years. During the

younger years physical bullying is predominant whereas with the older

children the bullying form changes to verbal and psychological. The researcher

was therefore interested in concentrating on the older children, those who have

been in high school for at least three to four years.

 15

The adolescent’s sense of self is often fragile, and this is because

adolescents want to belong and that belonging is of paramount importance to

them (Karcher, 2004:12). It is therefore clear that this is why bullying would

have such a negative effect on them, as this feeling of belonging and being

important is taken away by another student in the school because of his/her

behaviour. Karcher (2004:13) mentions the fact that the youth, if they feel

valued and accepted by a particular group, will shape how involved and

concerned they will be with other groups and organizations. It has been the

researcher’s experience at School A that many learners are often not willing to

get involved in sport or extra-murals offered at the school. Therefore, if

bullying is taking place, they are not going to feel motivated or committed to

getting involved as they are not accepted by their group of peers.

Local Literature

“Bullies do not fit into a neat little box. They come from all walks of

lives, all ages, all genders, all races, and all cultures. “Bullies are very often

people who have been bullied or abused themselves. Sometimes they are

experiencing life situations they cannot cope with, that leave them feeling

helpless and out of control.” (TktTuder, 2000). Many times, a bully does not

feel that they can find any other means of fitting in or carving out their own

niche in life, so they turn to being powerful in a way that they feel brings them

respect. They feel that being feared is the way to gain respect and surround

themselves with friends and people who look up to them. However, what they

do not realize is that people are “friends” with them, so they do not become a

target of their bullying. It all comes down to fear. Another possibility of the
 16

reason being the bullying attitude is that they bully themselves feels that they

have no control in their lives. Maybe their home life is out of control and they

are not listened to or valued by their family. In order to compensate for the lack

of value at home the bully finds it in other places in inappropriate and unhealthy

ways. Even though these are all valid explanations sometimes the only

explanation is that the bully is a mean and cruel person who only feels good

when they can cause others harm. These types feel no remorse and rarely stop

bullying. This may be a pattern for their entire lives. The above-mentioned facts

on bullies have been widely accepted for many years, but new research proposes

that bullying is something entirely different to some people.” Psychologists

used to believe that bullies have low self-esteem and put down other people to

feel better about themselves. While many bullies are themselves bullied at home

or at school, new research shows that most bullies actually have excellent self-

esteem. Bullies usually have a sense of entitlement and superiority over others,

and lack compassion, impulse control and social skills.” (St.Clair, 2011).

Though there are different reasons behind the behavior of bullying, most

bullies have certain things in common. Bullies behave in a dominant manner

and cast blame for the bad things in their lives upon others. Though bullying is

a learned behavior, genetics can play a part. For instance, some people are more

predisposed to violence and aggression. However, not all people with these

tendencies become bullies. Some are able to find ways to take out their

aggression and anger in more manageable and healthy ways. It can be a simple

matter of nature versus nurture. Another commonality in bullies is that they are

attention seekers. Though the attention they receive is negative they still crave

it as often it is the only attention that they receive.

 17

The people in the bully’s life that also have an effect on their behavior.

On one side, the bully may have a family who does not care about the bully’s

behavior and may even encourage it because they are the same way towards

people. On the other hand, the bully’s parents may also be fearful of the bully

and feel afraid to stand up to them and show them how to change their behavior.

If the parents are fearful of doling out discipline to the bully then the bully learns

that they can get away with their behaviour since their own parents cannot even

stop their behaviour. When there is discipline from the parents it is usually not

consistent. “If his parents are in a good mood, the child gets away with bad

behaviour. If the same parent is under stress, he or she will take it out in angry

outbursts against the child. This child never internalizes rules of conduct or

respect for authority.” (St. Claire, 2011).

Though anyone can become the target of a bully, there are some

commonalties between those who fall victim to bullying as bullies tend to

choose a certain type of person to abuse. “There are many reasons how and why

bullies target others, and the reasons are consistent between cases.”(Bully

Online, 2006). People who are victims of bullying find themselves being bullied

due to their achievements, do not have a large circle of friends, subjected to

unwarranted teasing and rumors, and tend to be more serious about important

things in life such as school or work. Most people who are targets of bullies

have something different about them. Maybe they wear thick glasses, dress

differently, or are painfully shy. Many are awkward in social situations and try

not to draw attention to themselves. Targets of bullies often have little or no

friends who can stick up for them (which is one reason that they bully feels that

they can abuse them.) and already have low self-esteem. Bullies also target
 18

those who appear to be vulnerable and the main theory is that they do this so

that there is little chance the person will stand up for themselves, making them

easy to abuse. “When bullied, they become visibly frightened, cry, or do not

have an appropriate response. That is just what the child who bullies wants; it

becomes an invitation to even more bullying.” (NBPC, 2011)

Bullying can, and often does, have lasting lifelong effect on the victim.

Being bullied effects the victim’s self-esteem which are even more significant

when the victim already has had self-esteem issues. Many victims need

counseling to come to grips with the bullying and to help rebuild their lives as

bullying can lead to depression, panic attacks, and physical ailments such as

ulcers. Children who are bullied often suffer academically due to the fact that

they fear going to school where the source of their stress resides. Some children

are so affected by bullying that they choose not to further their education due to

fear of having to face bullying in other atmospheres such as college. Many

people who are bullied are so hurt by the cruel treatment that they contemplate

suicide and some actually attempt and succeed in taking their own lives. “There

is often no end to bullying for victims. Devastating effects of bullying is the

pattern it creates in victims’ minds and personalities that can last their whole

life.”(Abel, 2010). It is common for children who are bullied to be the victim of

bullying in their adult lives as well since their self-esteem has been so devalued

and they cannot seem to find the courage to stop being a victim.

Another serious issue for the victims of bullying is that the friends that

they do have turn their back on the victim because they are afraid of being the

outcast or the target. This further alienates the victim from their normal world.
 19

Also, for some victims, being bullied is a whole other learning experience.

Sometimes the victim, out of anger and lack of control of their own lives, seek

out someone who is weaker than they are and target them; hence the victim turns

into the bully. These are all serious effects that can truly change the victim’s life

and outlook on the future.

Though it may sound strange, there are actually negative effects from

bullying on the bullies themselves. “Bullies can suffer long-term effects of

bullying if their behavior is not addressed. Compelling research confirms that

bullies are twice as likely as their peers to have criminal convictions and four

times more likely to be multiple offenders.” (Abel, 2010). Sometimes a bully

can actually hate the way they treat their victims but somehow feel justified in

doing so since they are abused by others as well. This feeling tends to override

the feeling of empathy which makes for a psychological mess for the bully.

Feeling conflicted about their behavior is also a source of stress that makes them

want to bully more. If a bully is not stopped and treated then the chance of them

stopping and becoming a different and healthier person is very slim and their

behavior will continue into adulthood, affecting the type of life they lead.

Bullying does not have to be a reality that one must live with. If a person

is being bullied, they should tell someone; a parent, teacher, or counselor.

Parents must take an active role in their child’s life and safety. If a parent knows

that their child is bullying, then they must take steps to stop this behavior. Going

to counseling can help get to the root of the issue and help the bully to change

their behavior before it is too late. If a person is a witness to a bullying event,

then it is their responsibility to step in whether by taking up for the victim or by

 20

getting an adult right away. The bystander effect (seeing bullying but being too

afraid to get involved) is no excuse and can cause further future damage to the

victim and the bully. Saying nothing is almost as bad as committing the bullying

acts itself.

Cythia (2014) analyzed bullying impact on student’s performance either

in short or long term. She found that there are differences in relationship

between bullying level and academic performance depending on student´s

academic achievement. Nadine (2014) investigated bullying impact on

student’s ability to academically succeed. Nadine found that bullied students

have feel of fear from coming to school because they feel that they are unsafe;

therefore, they are unable to concentrate which reelect negatively on their

academic success. Mundbjerg et al. (2014) analyzed the relationship between

bullying in elementary school in Denmark. They found that bullied students

have lower academic achievement in 9th grade and bullying impacts are larger

if it is more severe. Placidius (2013) found that physical bullying was

perceived as a dominant bullying element. Boys prefer to be bullies more than

girls. Poor academic performance was as impact of bullying. Mehta et al.

(2013) found that when students feel that bullying 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. Bullying affects student’s academic

achievement in various ways.

Ammermueller (2012) found that being bullied has a significantly

negative impact on present and future students’ performance in school Brank

 21

et al. (2012) indicated that bullying victims are weak, shy, and anxious. They

added that victims’ performance is poor in school and seek to avoid attending

school classes for the purpose of avoiding victimization. Victimization

experiencing can lead to poor academic performance and leading to

absenteeism. Skapinakis et al. (2011) found that victims were more likely to

report suicidal thoughts than were bullies. Juvonen, et al. (2011) said that

bullying experiences affect victims’ academic achievement in both direct and

indirect ways. So bullied student by his peers may become worried and afraid

of being teased, therefore he may stop participating in class or may has e

trouble in concentrating on class work because of fear. They added that

students who are often subject to be bullied by their peers during school period

have less engagement at school and poor grades.

Konishi et al. (2010) confirmed that interpersonal relationships within

school environment influence academic achievement. Roman and Murillo

(2011) found that aggression in schools has a negative effect on academic

achievement in Latin America. They affirmed that students who have been

physically or verbally abused perform less. Marcela and Javier (2011) found

that bullying is a serious problem throughout Latin America they indicated

that; students who suffer from their peers aggression have lower performance

in reading and math than those who do not; and students who are in classrooms

with more physical or verbal violence perform are more worse than those in

less violent classroom settings. Konishi et al. (2010) found that school bullying

affects negatively academic achievement. Chaux et al. (2009) argued that ten

to fifteen percent of adolescents worldwide are bullied two or more times a

month.
 22

Skrzypiec (2008) found that third of students who had been seriously

bullied reported having serious difficulties in concentrating and paying

attention in class because of bullying and the fear associated with.

Glewies.ccsenet.org International Education Studies Vol. 10, No. 6; 2017 et

al. (2005) reported that bullying prevents concentration and subsequent

academic achievement since bullying victims lose interest in learning and

experience a drop in academic grades because their attention is distracted from

learning. Mishna (2003) indicated that bullying is “a form of aggression in

which there is an imbalance of power between the bully and the victim that

occurs largely in the context of the peer group”.

Related Studies

The Impact of School Bullying On Students’ Academic

Achievement

The study aimed to investigate school bullying impact on students’

academic achievement from teachers’ perspective in Jordanian schools. The

study used a descriptive analytical methodology. The research sample

consisted of all schools’ teachers in Amman West Area (in Jordan). The

sample size consisted of 200 teachers selected from different schools from

Amman West area in Jordan. A self-administrated questionnaire was designed

according to research objectives and hypotheses and distributed over research

sample subjects. All distributed questionnaire were collected. They were,

coded and analyzed by using SPSS version 18. The research results indicated

that school bullying exists in all schools regardless if they are governmental or
 23

private ones. The study also concluded that school bullying affect student’s

academic achievement either victims or the bullies.

The research concluded that bullying exists an almost every school

either governmental or private one but with different levels. The search found

that school bullying affect academic achievement either for the victims who

suffer from these phenomena and in the same time it affects the bullies

themselves. The research suggested that teachers and the school management

have to take different measures for the purpose of reducing the bullying

volume. Moreover teachers should coordinate with bully’s students. Teachers

and school management have to set some programs for bullies to mitigate the

school bullying.

Bullying among teenagers and its effects

Bullying and peer victimization in schools have become serious

concerns for students, parents, teachers, and school officials in the United

States of America and around the world (Hong and Espalage 2012, 311). It has

become a type of violence that threatens a young person’s wellbeing and more

especially in school.

This thesis project was aimed at studying and exploring the different

types of bullying, who is more likely to be involved, as well as how prevalent

they are and the mental effects they are likely to have. After researching the

project is tasked with creating a facebook page in which materials touching on

bullying will be posted for purposes of creating awareness.

 24

This research work uses systematic literature review where several

databases, and relevant webpages targeting teen related bullying were

searched employing the search words; Bullying, cyberbullying, school

bullying, Effects of bullying and Teenagers.

From the results its evident that bullying in whatever form has lasting

negative effects on the development of a person. The effects are not only

exhibited by the victim but also the bullies, symptoms for both will range from

short-term to long, severe and life hanging effects. Furthermore it is asserted

that an effective bullying prevention programme entails launching an

awareness campaign to make the objectives known to the schools, parents, and

the community members as well as establishing a school safety committee to

implement and evaluate the prevention program. Creating policies and rules,

creating a mission statement, code of conduct, school wide rules and a bullying

reporting system, as well as educating and training teachers and students on

how to respond to incidences of bullying has been found to be of paramount

importance in preventing bullying.

Bullying in School: A Study of Forms and Motives of Agression in

Two Secondary Schools in the city of Palu Indonesia

This study 1) investigated the prevalence of bullying among students in

two secondary schools in the city of Palu, Indonesia, 2) investigated which

forms of aggression (proactive and/or reactive) were associated with bullying

behavior, and 3) investigated which motive of aggression (power related

and/or affiliation related) were associated with bullying behavior among the
 25

students. Self-assessment questionnaires and interviews were used in this

study. The sample comprised 97 boys and 149 girls attending grades 7 and 8.

To identify prevalence of bullying, I have used descriptive statistics to provide

summaries of the level of the bullying and victimization incidents among

students across gender and grade/age. To find out forms and motives of

aggression, a correlation analysis using SPSS was demonstrated. The findings

showed that in general boys were more involved in bullying than girls.

However, girls were more often to take part in calling names or teasing than

did boys, and no less than boys in isolating or shutting others out and physical

bullying. In terms of grade, the percentage of bullying and victimization were

higher in grade eight than in grade seven for both boys and girls.

In the correlation analysis, it was indicated that proactive and reactive

aggressiveness was strongly related to bullying behavior for girls in grade

seven, but not for boys. However, among the eighth graders, neither proactive

aggressiveness nor reactive aggressiveness was related to bullying behavior

for boys as well as girls. Furthermore, it was indicated that power-related

aggressiveness was a good predictor for being involved in bullying among

girls, but not for boys. However, affiliation-related aggressiveness was a good

predictor for boys, but not for girls.

The results from statistical analysis were confirmed by interviews

findings. Differences of the present study in comparison with the previous

ones, as well as contextual considerations and future research, are also

discussed.
 26

Impact of Bullying Prevention Training on the Knowledge,

Attitude, And Behavior of Pre-Education Major (Future Trainers)

Bullying is a persistent problem that negatively affects the academic

performance, and the psychological, social, and emotional well-being of

targeted students. Research indicates most bullying is prejudice-based.

Bullying and prejudice reduction interventions used in school systems

encourage empathy towards the target student to reduce these behaviors, and

current national and international interventions recommend focusing on

bullies, targets (or victims), and bystanders. Interventions are conducted by

individuals (trainers) trained to implement such programs, a model known as

train-the-trainer.

Teachers and pre-education majors usually volunteer to become trainers.

Effectiveness of interventions may depend on the trainees’ knowledge,

empathy, and adherence to the program. Research reports that the impact of

the training on the trainer significantly impacts its implementation and

effectiveness. Yet, the impact of the training on the trainer is rarely the focus

of research. The Bullying Amongst Diverse Populations (BADP) training was

conducted to study its impact on the trainees. The results show the BADP

training had an overall positive impact on participants’ knowledge of and skills

to respond to situations involving bullying and prejudice, sense of efficacy,

and likelihood to intervene. Pre- and post-test assessments demonstrate

reductions on prejudicial attitudes and increments in participants’ defender

roles. Implications for future research are discussed and implications for
 27

university and K-12 administrators, counsellor educators, school counselors,

and program coordinators of teacher education programs are also reviewed.

Impact of Bullying on Students’ Behavioral Engagement

Bullying is a social phenomenon that has seen across the world and the

behavioral engagement refers to a large range of student behaviors. The

purpose of this study was to investigate the impact of Teacher Bullying (TB)

and Peer Bullying (PB) on student’s Behavioral Engagement (BE) and to make

out the comparison between the public and private university students in

Islamabad, Pakistan. A quantitative approach and convenient sampling has

been used in this study. Questionnaire was distributed among the 400

University students. With the help of SPSS, linear regression analysis and

independent two sample t-tests have been used and results indicated that TB

and PB significantly affect the students’ BE. In addition, there was a

significant mean difference between Public and Private University students

and the impact was high in Public universities as compared to Private. Hence

the findings included that due to bullying students did not participate in the

class and did not follow the teachers’ instruction. The originality of the study

is that it focused on the behavioral aspect regarding bullying that was not very

much investigated among the University students in Pakistan because the

previous studies were focused on the moral and psychological effects among

the schools and colleges students. This study is limited regarding the two

dimensions of the behavioral engagement. Implications regarding the bullying

influence on behavioral engagement have been discussed. Further research

 28

canbe possible by including the other dimensions of behavioral engagement,

giving the preventive measure and by increasing the sample size of the study.

Hypothesis of the Study

H0: There is a significant relationship between bullying in the attitude

and academic performance of the Grade 12 HUMSS student in Cauayan City

National High School.

Synthesis of the Study

The literatures and studies are relevant to present the study wherein it

discussed about the relationship of attitude and academic performances of the

students and to further explain and support the present study to form an idea

and concrete evidences. The information gathered from different literatures

and studies will help to answer research questions. The gathered information

on online sources, journals and books serves as support evidences and answer

the specific research questions. Based on the literatures and studies, most of

the authors discussed about the negative consequences of bullying that can

affect the attitude and the academic performance of the students. Bullying is

the activity of repeated, aggressive behaviour intended to hurt another person,

physically or mentally. It is characterized by an individual behaving in a

certain way to gain power over another person and to conquer territory. The

victim of bullying feel of aversion towards the social environment, for example

a dislike of attending school so as a result it will lead to a high levels of anxiety

and depression as well as suicidal thoughts.

 29

Conceptual Framework

Conceptual framework in this study will be guided by the General

System Theory, which was developed by biologist Ludwig von

Bertalanffy in 1936, in utilizing the concepts of the study into a focus

discipline and productive output. He believes that over time, what was

discovered would come to applicable to life in general. The function in

any system is to convert or process energy, information, or materials into

a product or outcome for use within the systera, or outside of the system

(the environment) or both. Indeed, if a system is to survive, it must save

some of the outcome or product to maintain the system. The input-

process-output (IPO) will be used to discuss the study.

As an input in the paradigm, the demographic profile plays an

important role in determining who among the students are being bullied

and who bully most. Demographic profile will be enumerated in terms

of age and sex. The input will also include the relationship of bullying

in the attitude and academic performance of the students. The process

that will be used in obtaining the results of the study will show the step

and procedures of research from formulation, data gathering, and

validation of questionnaires to interpretation and analysis of data. The

output of the study will be come up with the awareness of everybody

about bullying
 30

PARADIGM OF THE STUDY

Bullying: Its Relationship to the Attitude and Academic Performance of

the Students in Cauayan City National High School

INPUT PROCESS OUTPUT

Profile of the
participants:
 Formulation, data  Awareness
 Age gathering, and about bullying
 Sex validation of the  Impact of
Relationship of bullying questionnaires. bullying in the
in the:  Interpretation and academic
analysis of data attitude and
 Attitude
gathered. academic
 Academic
performance performance

FEEDBACK
 31

Definition of Terms

Bullying- is the process of using aggressive behavior manifested by the use of force

or coercion to affect others, particularly when the behavior is habitual and involves an

imbalance power.

Academic performance- is the outcome of education- the extent to which a student,

teacher or institution has achieved their educational goals.

Attitude-something the way that you think and feel about it, especially when this

shows in the way behave.

School-is a place where children are educated. You usually refer to this place as

school when you are talking about the time that children spend there and the activities

that they do there.

Students- a person who is studying at a school or college.

Bully- a person who habitually seeks to harm or intimidate those whom they perceive

as vulnerable.

Bullied- a person whose been hurt by bully.

 32

CHAPTER 3

METHODOLOGY

This chapter presents the research design, locale of the study,

respondents of the study, research instrument, data gathering procedure

and data analysis for better understanding of research study that will be

conducted by the researchers.

Research Design

Mouton, as quoted by Fouche and De Vos (2005:132) defines the

research design as the plan or blueprint of how the research intends to

be conducted.

The design that the researcher will use is the quantitative-

descriptive correlational design (Fouche & De Vos, 2005:137). This

design is described by the authors as more quantitative in nature and

requires questionnaires as a data collection method, an anonymous

survey questionnaire was the most suitable method of data collection for

this research due to the nature of the study. The study will also describe

the demographic profile of the respondents in terms of their sex and age.

This study will aim to determine the relationship of bullying to the

attitude and academic performance of the Grade 12 HUMSS students in

Cauayan City National High School.

 33

The primary source of data will be the selected Grade 12 HUMSS

students in Cauayan City National High School.

Sampling Procedure And Sample

The researcher will be using simple random sampling technique.

Random sampling technique is conveniently selecting the sample fitted

to the description of the desired respondents. The participant will be the

selected students from Grade 12 HUMSS in Cauayan City National High

School. The researchers will be giving survey questionnaires to those

selected students as an instrument in collecting data. The researchers will

be using the Slovin’s formula (n= N/ (1+Ne2) to get the sample size of

about 336 Grade 12 HUMSS students in Cauayan City National High

School.

Slovin’s Formula

n= N/ (1+Ne2)

n= 336/1+336 (0.5) (0.5)

n=336/18.4

n=182

Suppose that our population categorized by sexes behaves as follows:

 34

SEX FREQUEN PERCENTA

CY GE

MALE 156 46%

FEMA 180 54%

LE

TOTAL 336 100%

If e= .05 then our sample size is 182. Thus, 46% must be males and 54%

must be females. Our sampling table will be as follows:

MALE 84 46%

FEMALE 98 54%

TOTAL 182 100%

We will randomly select 84 male respondents and 98 female

respondents.

Data Gathering Methods

The researchers will make use of survey questionnaires as means of

answering the questions and it will be distributed at the selected Grade

12 HUMSS students of Cauayan City National High School.

 35

Data Gathering Procedure

The researchers make a survey questionnaire that will serve as the

means of gathering the data. The data will be conducted in the selected

Grade 12 HUMSS students in Cauayan City National High school.

Through survey questionnaires the students will answer different types

of questions. The researchers prepare a letter of consent before

conducting the survey. After securing the approval, the researchers will

distribute the questionnaires to the selected Grade 12 HUMSS students

of Cauayan City National High school. The gathered data from the

students will keep confidential by the researchers. And after the

respondents answer all the questions, the researchers will collect it. Then

the data will be analysed to come up with the study.

Plans for Data Analysis

Through the questionnaires given by the researchers to the

selected grade 12 HUMSS students the data will be analyse using the

descriptive statistics, the researchers will also use the Statistical Package

for the Social Sciences (SPSS). The data will export to the SPSS and

SPSS will manipulate and analyze it easily and clearly.

 36

BULLYING: ITS RELATIONSHIP TO THE ATTITUDE AND

ACADEMIC PERFORMANCE OF THE GRADE 12 HUMSS
STUDENTS OF CAUAYAN CITY NATIONAL HIGH SCHOOL

Name:
_______________________________________________________
(Optional)
Sex: ________
Age: ________
Instructions: Fill in the circle of your chosen answer.

1. Have you ever been bullied?

o Yes
o No
2. How many times have you been bullied?
o Never
o Sometimes (1 or 2 times a month)
o Regularly (1 or 2 times a week)
o Everyday
3. How were you bullied?
o I haven’t been bullied
o I have been physically assaulted
o No one talks to me in school
o I have been threatened and warned
o Others (specify)
4. How many students have bullied you?
o I haven’t been bullied
o 1-2
o 2-3
o 3-4
o More than 4
5. In this academic year how many days have you missed school because
you feel unsafe to show up to school?
o Never
o 1 or 2 times a week
o 3 or 4 times a week
o 1 or 2 times a month
o Everyday
6. If you have seen bullying at school, what do you usually do?
o I haven’t seen any bullying
o Ignored it as none of my business
 37

o Nothing, just watched

o Join in on the fun
o Tried to stop the bully and help the victim
o Asked for help from an adult or other student
o Report it to the authorities
7. How many times have you bullied others?
o Never
o 1 or 2 times a week
o 1 or 2 times a month
o Everyday
8. Why do you think some students are bullies?
o I am not sure
o They are big and strong
o They think it’s fun
o They want to get even for being bullied
o They are “show-offs”
o Their friends dare them to bully others
9. Have you talked to anyone about being bullied?
o I haven’t been bullied
o No, I am scared I will be judged
o Yes, I have expressed my concerns to my parents
o Yes, I have expressed my concerns to my teachers
o Yes, I have expressed my concerns to my friends
o Yes, I have expressed my concerns to my siblings
10. Do you feel safe at school?
o Always
o Often
o Sometimes
o Never
11. Do you think bullying will affect the attitude and academic performance
of the students?
o Yes
o No
12. If you are in class have you feel any disturbance because you are
bullied?
o Always
o Often
o Sometimes
o Never
13. Is your performance in school affected once you are bullied?
o Always
o Often
o Sometimes
o Never
 38

14. Does bullying affect your grades in school?

o Yes
o No
15. What can the school do to stop bullying?
o Supervise the school better
o Make rules against bullying
o Talk about bullying during class
o Bullying is not problem in my school.