School Bullying Among Students

CHAPTER I

The Problem and Its Background

This chapter includes the introduction, background of the study, statement of the

problem, conceptual framework, scope and limitation, significance of the study and the

definition of terms used.

I. Introduction

Bullying is a form of aggressive behavior that can be physical, verbal, or

relational, in-person or online in which someone intentionally and repeatedly causes

another person injury or discomfort. It is where the mental illness starts, depression,

anxiety, being an suicidal person but there is a type of bullying that almost of the

teenagers, students had experience it namely; Physical bullying – includes hitting,

kicking, or pushing you, Verbal bullying – includes name-calling, teasing, taunting,

insulting, Relationship bullying – includes refusing to talk to you, excluding you from

groups or activities, spreading lies or rumors about you, making you do things you don’t

want to do. One of the most trending bullying nowadays is cyber bullying that has a big

impact to the one who experienced it which apparently lead to depression or anxiety

and this kind of illness will not let someone sleep at night, give insecurities and destroy

a person deeply until by forcibly hurting oneself physically.(Robinson & Segal, 2019)

In 2014, DepEd released a consolidated report of bullying cases on elementary

and high school of both private and public schools on 2014 rose by 21% or a total of
6,363 cases compare with the 5,236 on 2013. The data, presented by Rep. Gerald

Anthony Gullas Jr., a member of the House committee on basic education, revealed

that an estimated 31 daily bullying cases from a divisor of 201 school days were

recorded. The DepEd reiterated that schools should comply with the Implementing

Rules and Regulations of the Anti-bullying law of 2013 to address the root causes of

bullying in order to mitigate the effects and reduce the incidence of bullying. (Sonnie,

2014)

This study was conducted to find out the different forms of school bullying among

the Grade 11 students of St. Dominic College of Asia. It is hoped that this research

could be of help, especially to Filipino educators and policy makers in formulating

effective bullying programs in schools.

II. Background of Study

Many people have already encountered bullying, which can be done not only by

the established personalities such as government officials and celebrities but also by an

average individual. It causes an emotional harm to the victim like what happened in

December 2018 where a viral video circulating online showing alleged bullying in the

Ateneo de Manila University captured on camera, took place inside the restroom of

the Ateneo de Manila University. It showed the student who is the bully identified as

Joaquin Montes, challenging a taller student giving him a choice of "Bugbog o

dignidad?". Montes then looked into the camera, explaining that if the student were to

choose dignity, he would have to kneel and sniff the Montes's shoes and "sensitive

area". When the taller student failed to reply, the smaller student proceeded to attack
the former using a style of taekwondo. The taller student never fought back, and his

nose was later seen bleeding after the Montes's attack ceased. It was at this point that

the video ended. (Wikipedia.com, 2018)

The video made rounds on various social media platforms, prompting netizens to

issue threats of violence against the bully whose identity was censored by mainstream

news outlets. The said incident prompted the Department of Education (DepEd) to

remind schools about enforcing anti-bullying policies. DepEd cited Department Order

No. 40 which institutionalized zero tolerance for violence against children and

established the Child Protection Committee (CPC) in all public and private schools.

(cnnphilippines.com, 2018)

III. Statement of the problem

This research is created to determine the different forms of school bullying

among the Grade 9 students of Las Piñas National High School. Specifically, it sought

answers to the following questions:

1. What are the types of bullying encountered by the Grade 9 students in Las Piñas

National High School?

2. What are the effects of the identified type of bullying to students?

3. How do students respond to bullying experiences?

Objectives of the Study:

1. To identify the types of bullying encountered by the Grade 9 students in Las Piñas

National High School

2. To enumerate the effects of identified type of bullying to students.

3. To explain the student responses in addressing the concerns related to bullying.

IV. Conceptual Framework

Bullying

Cause Effect Solution

Figure 1. Diagram of Research Concepts

The framework above showed the flow of the whole concept of this research. The

cause and effects of bullying to students and the students respond to bullying in general

in order to address the concerns related to it.

V. Scope and Delimitations

This study limits its coverage to the Grade 9 students of Las Piñas National High

School (S.Y 2020 – 2021) and focused only on the cause and effects of bullying to

them.
 The primary respondents answered the questions to determine the types of

bullying among Grade 9 students of Las Piñas National High School. They also

provided inputs as bases of their assessments.

It is the researcher’s belief that the respondents’ provided objective information

necessary in this study.

VI. Significance of the Study

This study will benefit the following:
Students - With the help of this study, they may help their ability of their mind as they

are luckier than those who are bullied and they will be able know what the effects of this

type of bullying are.

Parents – With the use of this study, parents will be able to know that they should have

a sense of dedication and responsibility as mentor and model to their children. And with

this study, they will know how to handle their children who is struggling in depression

because of bullying

VII. Definition of terms

There are some terms that need to be defined in this study for clarity and further

understanding and these are the following:

Bullying - is the use of force, threat, or coercion to abuse, intimidate, or aggressively

dominate others.
Bully - a person who uses strength or power to harm or intimidate those who are

weaker.

Victim – the so called “bullied” the one who is weak.

Cyber bullying - Involves the use of information and communication technologies such

as e-mail, cell phone and pager text messages, instant messaging, defamatory personal

web sites, and defamatory online personal polling websites, to support deliberate,

repeated, and hostile behavior by an individual or group, that is intended to harm others.

Screen name - A screen name is a made up name that people use in order to identify

themselves. These names are generally not anywhere near the person's real name and

are easily changeable.

Social Media - websites and applications that enable users to create and share content

or to participate in social networking.

 CHAPTER II

Review of Related Literature and Studies

  This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art to

fully understand the research to be done.

I. Related Literature

A. Foreign

Bullying is a serious threat to the youth today. According to the Centers for

Disease Control and Prevention (CDC), bullying affects 20% of high school students

and cyberbullying affects 16% of high school students. Surveys compiled by the CDC

also show that 33% of student’s ages 12-18 who reported bullying at school and 27% of

students ages 12-18 who reported cyberbullying indicated that they were bullied at least

once or twice a month. Middle schools reported the highest rate of bullying (25%), at

least once a week. Additionally, Hurley (2018) discussed the short-term effects of

bullying for the victim such as social isolation, feelings of shame, sleep disturbance

and the long-term risks of bullying for the victim such as chronic depression, increased

risk of suicidal thoughts, and anxiety disorders. (Short Term and Long Term Effects of

Bullying, 2018)

In an article regarding the effects of bullying discussed some of the reasons why

a student might be the victim of bullying. The research on race, ethnicity, and national

origin are still not clear, but there are some studies that report this to be a reason for
bullying. For instance, Davis & Nixon, 2010, reported that about 16% of students

reported this as a reason for bullying. Common reasons for bullying include looks and

body shape. In 2010, Davis & Nixon reported that about 55% students reported looks as

the primary reason for bullying and about 37% reported body shape as the primary

reason. About 1/3 of overweight girls and ¼ of overweight boys reported being teased

or bullied about their weight. Students who are bullied have increased school

avoidance, decreases in grades, and difficulties with learning. These students often

suffer from sleep difficulties, headaches and stomachaches, and mental health issues

such as anxiety and depression. Students who are frequently bullied are two times more

likely to have suicidal ideation or attempts. Students who are bullies also have long-term

issues such as academic problems, substance use, behavioral issues, and problems

with the law. They are less likely to obtain meaningful employment and often struggle

with independence and relationships as adults. (Whalen, 2017)

B. Local Literature

In a blog posted online by Christina (2012), she stated that bullying is something

that should never be taken lightly and it's something that happens to those on the

spectrum more often than not. There are several factors that play a role in that

occurring to those on the spectrum more often than neurotypical peers. Although

humans and particularly those on the spectrum are known for their resilience, bullying

takes away from someone even on the spectrum more than just a bloody nose. Bullying

takes away the hardest things to get back. Factors that can shape the way a person

sees himself, helping him in his life, and the decisions he makes for a lifetime.
 In December 23, 2013, the RA 10627 was implemented to collectively address

the problems on bullying. This covers elementary and secondary schools and

this also covers physical, social, verbal, and cyber bullying.

As requirements, the school must come up with policies defining and prohibiting bullying

inside and outside school premises including retaliation against person who

reports bullying incident or bullies. The school should also come up with admin procedur

es anddisciplinary actions, rehabilitation program for bullies, and strategies and

procedures for recording system, reporting and investigation, and filtering of false

reports and disciplinary action for students making false reports. In addition, the school

should have strategies and procedures for the safety and security of the students,

support services such as counseling for victims, privacy students involve, and education

for parents and students on bullying dynamics. As it is now established in the public and

private schools, it was reported that on the school year 2013-2014, there were 1,700

reports of child abuse and bullying in school and 60 percent of these were resolved.

(REPUBLIC ACT R.A. 10627, ANTI-BULLYING ACT)

II. Related Studies

A. Foreign Studies

A study on bullying in school revealed that it is a significant problem worldwide

and is one of the most common antisocial behaviors among adolescents and children.

Despite implementing anti-bullying prevention programs in almost every school within

the United States, Europe, and some initiatives in low-income countries, yet bullying is

more pervasive problems in schools than any other problems. It also provides data
 based in 2016 nationwide survey stating that 20.8% of students report being

bullied. In 2015 survey of students ages 12–18, 21% reported being bullied at school,

13% reported being made fun of, called names, and insulted; 12% were the subject of

rumors; 5% were pushed, shoved, tripped, or spit on; and 5% of students were socially

excluded. In the same survey, 4% of students experienced threatened with harm, 3%

were forced to do things they did not like to do, and finally, 2% reported that their

belonging was damaged on purpose. In the same survey, females (23%) more than

males (19%) reported being bullied and females (15%) were more than males (9%)

being the subject of rumors. However, male (5%) more than female (3%) students

reported threatened with harm. Black students (25%) and white students (22%) more

than Hispanic students (17%) reported being bullied in school. (Al-Ali &Shattnawi, 2018)

In a study entitled “The Impact of School Bullying On Students’ Academic

Achievement from Teachers Point of View” (2017) investigated 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. The research results indicated that school bullying exists in all schools

regardless if they are governmental or private ones. The study also concluded that

school bullying affect student’s 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. (files.eric.ed.gov, 2017)

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) in Islamabad, Pakistan. The results indicated

that TB and PB significantly affect the students’ BE. In addition, due to bullying in the

classroom the students can’t fully concentrate on their work activities, did not take part

in class participation and did not follow the teacher’s instructions and ultimately

disconnect from the studies. (Impact of Bullying on Students’ Behavioral Engagement,

2018)

B. Local Studies

A study on Philippine issues on school/classroom bullying discussed bullying and

its effects on the children who have been bullied, who is bully and children who witness

bullying situations. It also discussed how the school, parents and guardians deal if their

children are caught are up in different bullying situations. The undertaking study

highlighted the issues of school bullying in the Philippines and its serious psychological

consequences for victims that includes low psychological wellbeing, poor social

adjustment, psychological distress and physical illness. As per study and experience,

bullying in the Philippine schools line in other parts of the world,is a phenomenon that
has serious psychological consequences. Sometimes, the Philippines administration

cannot manage to control bullying incidents in the schools. Understanding why bullying

happens in schools will make it easy for the parents and guardians to help their children

from being victims and ensure that their children do not become bullies themselves. It

was recommended based on the conclusions drawn that schools must have peer clubs

that concerns anti-bullying matters, anti-bullying policies and lectures on handling them

must be given to the parents during their regular monthly PTA Meeting, hotlines should

be available on the school premises posted on the conspicuous areas for the easy

access in times of bullying situations is concern. This will also serve as warning to those

student who wants to bully someone, and school administrators, teachers and parents

as well should realize the danger of the media. They should discourage children and

students of watching violence, murders, rape, and robberies, etc. (Barranta Jr., 2014)

III. Synthesis

The literature and studies cited in this paper were one in saying that bullying is

obviously a severe issue at schools. Some people become a victim of bullying because

when the victim has no idea who it can be, it is easy for other people to bully a person.

The acts of bullying occurring in schools create a negative impact on a students’

behavior may it be personal or academics. The effects of bullying to students close

many doors of opportunity, personally and socially. Every student deserves the privilege

of building a successful life in and out of the school, however; bullying often takes that

right away from them.

 Chapter III
Research Methodology

I. Research Design
In this study descriptive qualitative research design was used to accurately and

systematically describe a population, situation or phenomenon. It can use a wide variety

of quantitative and qualitative methods to investigate one or more ideas. Also, the

researcher does not control or manipulate any of the variables, but only observes and

measures them. Further, the design shows the instrument of the study to get the results

accurately to participants. Researcher conduct a survey to the chosen respondents

involve in the study.

II. Local of the study

The researcher conducted the study in Las Piñas National High School. The

respondents or participants will be surveyed at their convenient time. The researchers

chose the place of implementation because it will give the researcher an easy way to

select the participants and conduct his survey. The study will be conducted in the

academic year 2019-2020

III. Research Respondents

The respondents of this study are from Las Piñas National High School, and it is

only limited in Grade 9 students both male and female ages between 13 to 14 years old.

This aims to collect ideas and to determine the experiences on bullying and the effects

of it to the student as a whole.

IV. Research Instrument

The researcher used self-made survey questionnaire to get the valid results and

data, and the survey questionnaire was distributed to the chosen participants in grade 9

of Las Piñas National High School. The survey questionnaire was divided into three

main statement, namely: 1. The types of bullying encountered by the Grade 9 students

in Las Piñas National High School, 2. The effects of the identified type of bullying to

students behavior in school, and 3. Ways that students did to address the concerns

related to bullying. The said questionnaire is patterned in likert-scale method.

V. Data Gathering Procedure

Step 1. To conducts the survey, the researcher asked first for the permission

from the authority (ies) of Las Piñas National High School.

Step 2. When the permission was granted, the researcher meets his respective

respondents to give instruction on the purpose of the study.

Step 3. Researcher would give the instruction and orient the respondents on how

they would answer the questionnaire correctly.

Step 4. When the respondents already done, the researcher collect the

questionnaire and the researcher assured the respondents of the confidentiality of their

answers.

Step 5. The researcher will tally and compute the survey and interpret and

analyze it using likert-scale.

VI. Statistical Treatment

    In order for the researcher to interpret the data gathered from the respondents, the

researcher used the following techniques:

Percentage: 

It is rate or proportion per hundred. It is use as descriptive measure together with

the frequency distribution to show the relationship of the magnitude of the item of the

variables described in relation to the whole.

     The formula is%= fn x 100

Where:

     f = number of times an item appear

     n = total number of population

Weighted Mean: Used as a measure of central tendency. It is simply the arithmetic

average or the sum of scores divided by the number of them.

The formula is:

WM=Ʃf(x)n

Where:

Ʃ = Summation sign; sum of the score in a distribution

f = frequency of scores
n = number of scores in a sample
Interpretation of Likert Scales: 

The researcher used the summated scale or Likert 5-point scale (with 1 being the

lowest and 5 being the highest) using the one directional numerical scale to measure

the best respondent’s perception. The total result score was obtained in summing up

the rater’s item scores and then computed for the Mean Formula.

The obtained the weighted means were interpreted in the used of following range.

4.24 - 5                   Strongly Agree/Very Satisfactory  

3.43 - 4.23               Agree/Satisfactory

2.62 - 3.42               Fair

       1.81 - 2.61               Disagree/Unsatisfactory

1 - 1.80                    Strongly Disagree/Very Unsatisfactory

 Chapter 4

Presentation, Interpretation, and Data Analysis

This chapter presents the data gathered, the results of the statistical analysis done and

interpretation of findings. These are presented in tables following the sequence of the

specific research problem regarding to awareness efficiency of student in cyber bullying.

I. Presentation and interpretation of data

A. The types of bullying encountered by the Grade 9 students in Las Piñas National

High School.

The table 1 above has shown the ranking of types of bullying based on the
experiences of the respondents. On top of it was Cyberbullying including posting hurtful

images, making online threats, and sending hurtful emails or texts with 4.48 weighted

mean value and was verbally interpreted as Strongly Agree. It was followed by Sexual

bullying  include sexual name-calling, crude comments, vulgar gestures, uninvited

touching, sexual propositioning, and pornographic materials with 4.29 weighted mean

value and was interpreted as Strongly Agree as well. Last on the ranking was Physical

Bullying include kicking, hitting, punching, slapping, shoving after gaining a weighted

mean value of 3.90 with Agree interpretation.

B. The effects of the identified type of bullying to students behavior in school

As shown on table 2 were the ranking of the effects to students behavior and it
revealed that the Increased feelings of sadness and loneliness was the number one

effect as it garnered a weighted mean value of 4.29 and verbally interpreted as Strongly

Agree. The Decreased academic achievement and school participation was placed

second with 4.35 rating and interpreted as Strongly Agree. Garnering a 4.03 weighted

mean value was Depression and anxiety and was placed last on the ranking.

C. The responses of students when they encounter bullying

Table 3 presented the different responses of the student-respondents on bullying.

Making new, good friends, and focus on the positive experiences that I have each day

was found to be the top response as it gained 4.29 weighted mean value while Avoid
being alone was the second with 4.25 and both were interpreted as Strongly Agree.

Placed last on the list was When someone is verbally harassing me, I looked the bully in

the eye. Maintained eye contact, and strongly, calmly tell them to stop. Walk away, and

tell the incident to an adult or authority with 2.73 weighted mean value and was

interpreted as Fair.

II. Analysis of Data

The result of the conducted survey indicated that indeed bullying is everywhere and the

person experiencing it must always be alert at all times. Adult intervention is necessary

as well as awareness; however, it is not a long-term solution. According to Magnusson

(2017), the long-term solution is to learn techniques that render bullying ineffective. The

individual who determines the effectiveness of direct aggression is not the aggressor,

but rather the target. If the target shows fear, cowers, gets upset, or feels that he or she

is somehow flawed based on a personal characteristic the aggressor is using as an

excuse to bully, then the bullying is effective. But if the target doesn’t show fear, doesn’t

cower, doesn’t get upset, ignores taunts or insults, or reacts in an unexpected way, then

the aggressor won’t get the satisfaction that he or she is seeking from the bullying

behavior and will cease the bullying.

 CHAPTER 5

Summary, Conclusion, and Recommendation

I. Summary Findings

1. The types of bullying encountered by the Grade 9 students in Las Piñas National

High School

a. Cyber bullying includes posting hurtful images, making online threats, and sending

hurtful emails or texts. (WMV=4.48)

b. Sexual bullying include sexual name-calling, crude comments, vulgar gestures,

uninvited touching, sexual propositioning, and pornographic materials. (WMV=4.29)

c. Relational aggression like being teased, insulted, ignored, excluded and intimidated.

(WMV=4.10)

d. Verbal bullying use words, statements, and name-calling to gain power and control

over a target. (WMV=3.97)

e. Physical Bullying include kicking, hitting, punching, slapping, shoving. (WMV= 3.90)

2. The effects of the identified type of bullying to students behavior in school

a. Decreased academic achievement and school participation. (WMV=4.35)

b. Increased feelings of sadness and loneliness. (WMV=4.29)

c. loss of interest in activities they used to enjoy. (WMV=4.19)

d. Changes in sleep and eating patterns.(WMV=4.16)

e. Depression and anxiety. (WMV=4.03)

3. The responses of students when they encounter bullying

a. Make new, good friends, and focus on the positive experiences that I have each day.

(WMV=4.29)

b. Avoid being alone. (WMV=4.25)

c. I don’t respond aggressively to any physical attack. (WMV=4.19)

d. I don’t reply or respond to cyber bullying messages. I showed it to an adult/authority,

and then, block further messages from that sender. I only accept messages from people

I know. (WMV=3.46)

e. When someone is verbally harassing me, I looked the bully in the eye. Maintained

eye contact, and strongly, calmly tell them to stop. Walk away, and tell the incident to an

adult or authority. (WMV=2.73)

II. Conclusion

Based on the findings, the researcher concluded that:

1. Bullying is just around the corner and it is in different forms. It is wrong and never

ok.

2. Bullying is a depressing and an important topic. It is a serious problem that can

dramatically affect the ability of students to progress academically and socially. A

person who experienced it suffered from different pain may it be physical,

 emotional, and/or mentally.

3. A person always has a choice and it will depend on the ability of the person to

handle different incidents related to bullying.

III. Recommendations

Based on the conclusion, the following were recommended;

1. Recognize bullying as a complex and abusive behavior with potentially serious

social and mental health consequences to students.

2. Seek help from a physician in order to be vigilant for signs and symptoms of

bullying.

3. Always tell the parents or any adult in authority to be actively involved in school

and community activities and guide students how to interact socially, resolve

conflicts, deal with frustration, and cope with anger and stress.

4. Be the person that is smart enough and confident enough to be friends with

everyone you meet. By doing so, you're sending the message that you're self-

assured enough not to care what others may think.

5. A comprehensive intervention plan that involves all students, parents, and school

staff is required to ensure that all students can learn and be socially active in a

safe and fear-free environment.

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