‘’ The Number of Grade 9 Students Who Experienced Bullying in Trece Martires City

National High School Hugo Perez Extension and How it Affects Their School
Performance’’

Chapter 1

Introduction

Bullying, long tolerated by many as a rite of passage into adulthood, is now recognized as
a major and preventable public health problem, one that can have long-lasting consequences.
Those consequences for those who are bullied, for the perpetrators of bullying, and for witnesses
who are present during a bullying event include poor school performance, anxiety, depression,
and future delinquent and aggressive behavior. Federal, state, and local governments have
responded by adopting laws and implementing programs to prevent bullying and deal with its
consequences. However, many of these responses have been undertaken with little attention to
what is known about bullying and its effects. Even the definition of bullying varies among both
researchers and lawmakers, though it generally includes physical and verbal behavior, behavior
leading to social isolation, and behavior that uses digital communications technology
(cyberbullying). This report adopts the term “bullying behavior,” which is frequently used in the
research field, to cover all of these behaviors.

Bullying behavior is evident as early as preschool, although it peaks during the middle
school years. It can occur in diverse social settings, including classrooms, school gyms and
canteen, on school buses, and online. Bullying behavior affects not only the children and youth
who are bullied, who bully, and who are both bullied and bully others but also bystanders to
bullying incidents. Given the myriad situations in which bullying can occur and the many people
who may be involved, identifying effective prevention programs and policies is challenging, and
it is unlikely that any one approach will be ap- propriate in all situations.

There are some people that are very persistence, they keep moving forward regardless of
emerging obstacles, problems and bas emotional state. Bullying is just not through physical
action but it can show means of eye. Even though they cannot talk through eye contact like
looking from head to toe, they are judging other people, bullying now happened in the whole
world, it means many people have been a victim of his through technology and it’s called cyber
bullying. It can also use to bully or insert after just the one check one the computer they can
make victim viral on internet and make them the center of attention.

Cyber bullying is very relevant issue because of technology. Many of the teenagers are
getting ideas to harass, threathen or target another person. Example of cyber bullying is posting
hurtful images and spread some nudity or unnecessary image.

There are many different types of bullying that can be experienced by students. The first
one is physical bullying, it includes slapping, hitting, kicking, pushing, tripping, and even
punching other student, while verbal bullying is a kind of bullying that includes insulting and
teasing.
 It is a serious kind of bullying because it has a bad effect to the students that always
experience bullying. ( This generation not only physical and verbal bullying be considered as a
bullying that can hurt to interface to others life.)

Bullying can lead to unexpected event, it can cause trauma or fear in trusting others
people. It is hard to become the victim of bullying because they don’t know how to act as if they
are infront of others while the fact that they struggling inside.

The terms “bullying,” “harassment,” and “peer victimization” have been used in the
scientific literature to refer to behavior that is aggressive, is carried out repeatedly and over time,
and occurs in an interpersonal relationship where a power imbalance exist.

Statement of the Problem

Generally, the study aims to identify the number of Grade 9 students who experienced bullying in
trece martires city national high school hugo perez extension and how it affects their school performance,
specially, this study aims to answer the following questions.

Specifically, this study aims to answer the following questions:

1.What is the reason why some students are experiencing bullying?

2. What are the effects of bullying in the academic performance of students?

3. What is the respondents demographic profile in terms of:

Age:

Sex:

Objective of the study

Generally, the study aims to identify the number of Grade 9 students who experienced
bullying in trece martires city national high school hugo perez extension and how it affects their school
performance, specially, this study aims to answer the following questions.

Specifiically, this study aims to:

1. Identify the reason why some students are experiencing bullying?

2. Identify the effects of bullying in the academic performance of students?

3. What is the respondents demographic profile in terms of:

Age:
Sex:

Significance of study

Municipal officials - school personnel, parents, students, and other researchers.

This study is significant to the municipal officials for it helps them to construct strategiesand methods on
how to lessen the cases of bullying.

School personnel - This study will give them a hint to improve their motivational and teaching
materials, techiques, or methods and skills in open forum to students who really need their guidance.

Parents - They will be aware about the kind of attitude their child is possessing. It will give them
hint on how to they would help encourage their child to avoid bullying.

Students - This study will encourage them to change their attitude toward other people. It will
serve as a medicine to cure the minds of every individual t become open minded about the consequences
of their action.

Researchers - The researchers in the near future i’ll make use of the result of our present
study. Study will serve as their basis and comparison to their future study.

Scope and limitation

The main focus of the study is to determine The Number of Grade 9 Students Who Experienced
Bullying in Trece Martires City National High School Hugo Perez Extension and How it Affects
Their School Performance.This study will be conducted from January – March 2020. The
respondents of this research are grade 9 students only.

Definition of terms

For the aim of clarity the following terms are optionally and conceptually defined.

Bullying - refers to a pattern of aggressive of unwanted behaviors engaged into dominate

others to gain a feeling or self impotance.

Chronicle – a descriptin of events in order that they happened.

In this study, chronicle refers to the happenings in the life of a bully victim in the hands
of the bully.
 Coping mechanism – are ways to which external or internal stress is managed, adapted
to or acted upon, Coping mechanism defines as ‘’ constantly changing cognitive and
behavioral efforts to manage specific external and/or internal demands that are appraised
as taxing’’.

Victims - defined as a person who has suffered physical and emotional harm, property
damage or economics loss as a result of crime.

Chapter 2

Review of Related Literature

Introduction – Study 1

Bullying and harassment are not new issues that students and schools face. In fact, over
the years, it has been viewed as being so commonplace in schools that it has been overlooked as
a threat to students and reduced to a belief that bullying is a developmental stage that most youth
will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal
trauma that can come with bullying both for the victim and the bully. This is why it is seen
happening by adults in work places, in homes, and in the community. Therefore, this harassment
is not isolated to schools alone. But schools are the best place to actively intervene. Teachers,
administrators, counsellors, and even students have the greatest access to the most students
through a school system. It is here that school staff can intervene, support and educate students
about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This paper
will address bullying in general at all grade levels, but its intervention focus will be at the high
school level. Harris & Hathorn, (2006, p. 50) state.

High school is the last opportunity educators have to work with students at building
citizenship, building character, and building self-responsibility. For some students this may be
the last opportunity for an intervention to change behaviours and attitudes associated with
bullying or victimization before they become adults in the workplace, with a family and in the
community at large.

Summary of Current Research on Bullying

In defining what bullying is, many researchers have quoted Olweus’ work, which defines
bullying as occurring when a student is exposed to negative actions repeatedly and over time by
one or more students (Ross, 2002, p.106). While this definition is widely accepted around the
world, it leaves some researchers wanting more clarification. If the same person repeats similar
negative actions, one time, to multiple people; is it bullying? If one person receives a negative
action, one time, from someone who has done this to other students; have they been bullied? The
problem with this definition is that this can become a very blurred line of intent versus
perception and the power differential that was experienced by both parties in this one-time event.
For schools that are implementing zero tolerance policies for bullying, when do the teachers and
administrators act on these behaviours? As Ross points out (2002, p, 106), “the problem with the
repeated occurrence requirement is that the waiting period heightens the negative effects on the
victim, allows the bully to feel rewarded, increases fear in onlookers, and makes intervention a
more lengthy process”. Therefore, more diligence in acknowledging negative behaviours and
language in the hallways and classrooms is needed by staff and students. Perhaps by pointing out
a one-time behaviour, it will prevent it from becoming a bullying behaviour.

Bullies

Ross (2002, p.108-114) summarizes characteristics of bullies, home environments that

breed bullying behaviours and possible outcomes for bullies who do not receive interventions for
their behaviour. She has echoed Olweus’ work explaining that within the category of bully there
are primarily two distinct groups; aggressive bullies and anxious bullies. The characteristics of
aggressive bullies tend to be that they are stronger than average, active, and impulsive. They use
threatening behaviours or postures, can be easily provoked, and have an underlying positive
attitude to violence. They may experience their world through paranoid thoughts and feelings,
are skilful in avoiding blame, and feel no empathy for their victims or remorse for their actions;
often perceiving their actions as less severe then how the victim perceives them (p. 108).

Victims

Victims can also be separated into two distinct groups; passive victims and provocative
victims. Passive victims tend to have characteristics such as low self-concept and selfconfidence,
be sensitive emotionally and have fears of inadequacy. They tend to be physically smaller and
weaker than other children their age and have ineffective social skills or poor interpersonal skills.
They will often internalize and blame themselves for any issues that arise (Ross, 2002, p. 115).
Provocative victims on the other hand, are “far more assertive, confident, and active than other
victims and are noted for prolonging a fight even when they are losing” (Ross, 2002, p. 118).
They are described as volatile, aggressive, and create management problems at school. They
have very few friends because they lack social skills.

What Can Schools Do

Ross (2002, p.120), summarizing Olweus’ work, states “ bullying is intentional, a

purposeful act, and consequently, one that can be controlled provided that there is strong
commitment and willingness to work together on the part of all involved: school personnel, other
professionals, parents, and children”. However, as stated above, before schools can effectively
put a whole-school plan into place some groundwork must be securely laid down first. In this
groundwork, principals are vital in the success of the program they implement in their schools
(Ballard, Argus & Remley, 1999; Harris & Hathorn, 2002). They are the conductors of each
category needed in a successful program. Principals must hold students and staff accountable for
their roles in changing the climate of the school and they must allow for the time and manpower
implementing a new program will take. Ross (2002, p. 120) explains that first a solid code of
conduct must be in place and operating smoothly. These clearly stated rules communicate to all
students and staff what the expectation is for behaviour and they must be “enforced without
exception”. Bradshaw, Sawyer & O’Brennan (2007, p.376) state that:

Challenges and Limitations

Dupper & Meyer-Adams (2002, p. 360) explain that to reduce low-level forms of
violence, such as bullying, the school must create a climate and culture “characterized by
warmth, tolerance, positive responses to diversity, sensitivity to others’ views, cooperation
among students, teachers, and school staff, and an environment that expects and reinforces
appropriate behaviour”. In order for this school climate to be created, all staff must be on board
and administration must be accountable for providing appropriate professional development,
setting clear and consistent consequences for inappropriate behaviour, and ensuring that all
teachers are doing their part in delivering the decided programs in the school.

Conclusion

Bullying does not need to be a reality that students face. As more schools adopt
wholeschool prevention programs and actively work with students, staff, and parents in
effectively addressing the issues of bullying and harassment in each individual school, students
will develop into adults with empathy for one another, acceptance of personal differences, and
knowledge of how to solve problems and resolve conflict. By intervening with students during
their school years, the bully-victim cycle that takes place in adolescence and adulthood may
decline with each graduating class, in turn ending the bully-victim cycle that takes place in early
years and eventually putting an end to behaviours that have grown to crisis status in recent years.

Introduction – Study 2

World Health Organization defines bullying as a threat or physical use of force, aiming at
the individual, another person, a specific community or group which can result in injury, death,
physical damage, some development disorders or deficiency. The concept of bullying at school is
not new; however it has been increasing in recent years. There is a crucial increase in studies
conducted and the number of news on bullying at school in mass media (1-3). Bullying in
schools is an issue that continues to receive attention from researchers, educators, parents, and
students. Despite the common assumption that bullying is a normal part of childhood and
encompasses minor teasing and harassment (4), researchers increasingly find that bullying is a
problem that can be detrimental to students' well-being (5-7). This report focuses not only on the
prevalence of bullying, but also on those subsets of students who reported being the victims of
direct, and indirect bullying, and both of them. Different types of bullying may affect different
groups of students, occur in different types of schools, or affect student behavior in different
ways. These distinctions allow readers to differentiate between students who were either
physically (directly) or socially (indirectly) bullied, and also to identify those students who were
bullied both physically and socially (4). Additional analysis describes the characteristics of
students affected by these types of behavior and the characteristics of schools in which these
behaviors occur. Because of prior research that suggests victims of bullying may resort to
aggressive behaviors in response to being bullied, the extent to which reports of bullying are
related to victim behaviors such as weapon carrying, physical fights, fear, and avoidance are
explored. Finally, for educators, the academic success of students is of paramount importance.
For this reason, self-reported academic performance of bullied students is also examined (5,8).
The main aim of this research is to investigate the prevalence of bullying behaviour, its victims
and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of
school children in Bursa, Turkey. Bullying is a psychological and pedagogical problem
connected with public health. It must be solved by various professionals immediately.

Victims

Statistically significant correlations were seen between types of physical, emotional, and
verbal bullying and gender, and age of the students. The likelihood of being a victim of physical,
emotional, and verbal bullying was higher among male students rather than female students
(almost 2, 1.4, and 2 fold increase respectively; p < 0.001). A study demonstrated that physical
and verbal victimization decreases with age (p < 0.05). Minimal degree of physical victimization
was observed among students whose mothers were lycée (36.3%), or university (38.8%)
graduates. The student whose parents had a lower level of education carries a higher potential of
being a victim of bullying. In the study group where male students with a mean age of 13
consisted 50 % of the study population, cases were attending primary (40%), secondary (26%) ,
and higher levels of (34%) education These students were subjected to violence at least once for
a duration of one year. This incidence was 3 times higher than those found in other studies. Male
students were more frequently involved in bullying behaviours. In higher education male
students were more frequently involved in bullying behaviours, while in primary, and secondary
education there was no difference between genders. The frequency of bullying behaviours
decreased in higher grades. Bullying was more frequently observed in families with separated
parents or in the absence of two biologic parents (16).

Discusion

Bullying in schools is an issue that continues to receive attention from researchers,

educators, parents, and students (4). This study focuses not only on the prevalence of bullying,
but also on those subsets of students who reported being the victims of physical, verbal and/or
emotional bullying.
Result
 Majority (96.7%) of the students were involved in bullying behaviours as aggressors or
victims. For a male student, the likelihood of being involved in violent behaviours was detected
to be nearly 8.4 times higher when compared with a female student.
Conclusion
 a multidisciplinary approach involving affected children, their parents, school personnel,
media, non-govermental organizations, and security units is required to achieve an effective
approach for the prevention of violence targeting children in schools as victims and/or
perpetrators.