Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Bullying is a form of aggressive behavior manifested by the use of force or coercion to

affect others, particularly when the behavior is habitual and involves an imbalance of power. It

can include verbal harassment, physical assault or coercion and may be directed repeatedly

towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. The

"imbalance of power" may be social power and/or physical power. The victim of bullying is

sometimes referred to as a "target".

Bullying consists of three basic types of abuse – emotional, verbal, and physical. It

typically involves subtle methods of coercion such as intimidation. Bullying can be defined in

many different ways. The UK currently has no legal definition of bullying, while some U.S.

states have laws against it

Bullying ranges from simple one-on-one bullying to more complex bullying in which the

bully may have one or more 'lieutenants' who may seem to be willing to assist the primary bully

in his or her bullying activities. Bullying in school and the workplace is also referred to as peer

abuse. Robert W. Fuller has analyzed bullying in the context of rankism.

Bullying can occur in any context in which human beings interact with each other. This

includes school, church, family, the workplace, home, and neighborhoods. It is even a common
push factor in migration. Bullying can exist between social groups, social classes, and even

between countries (see jingoism). In fact, on an international scale, perceived or real imbalances

of power between nations, in both economic systems and in treaty systems, are often cited as

some of the primary causes of both World War I and World War II.

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign 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. 2015). 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

Tarlton 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 on February 28, 1825 in an incident which might today be
described as "lethal hazing(George Alexander Wood and Alexander Wellesley Leith,2003) The

Newgate calendar contains several other examples that, while not as distinct, could be considered

indicative of situations of bullying. Virginia Woolf considered fascism to be a form of bullying,

and wrote of Hitler and the Nazis in 1934 as "these brutal bullies.( Zwerdling, 1987)

Bullying behavior can have negative consequences for both the bully and the victim.

Studies have shown that 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 behaviors, such

as: ,Fighting,Vandalism, Truancy, Dropping out of school. Stealing Smokingand Alcohol/and 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 it difficult for the child to focus and engage in the

classroom, making learning that much more difficult.Bullying can cause children to experience

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

suicidal thoughts.The Kids Manual to Overcoming Bullying and Gain Self Confidence E-Book-

This e-book is among the best and easily applicable strategies that exists in the world today! Not

only is it written for children, in their unique language,you as the parent can learn along with

them and guide them with the techniques to conquer bullies!

There are many theories on what causes violent and/or anti-social behavior in children.
Increased exposure to violence through mass media, video games, and the internet.

Suffering as victims of abuse or neglect themselves, or a generally more permissive society with

a corresponding lack of discipline.

While certainly each of these theories has merit, there is no single cause of bullying behavior in

children.

There are however certain generalized characteristics displayed by children who engage in such

behavior.

Children who are impulsive, socially dominant, confrontational, or easily frustrated may tend

towards bullying behaviors.

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.

It is commonly believed that children who bully are “loners” or are socially isolated. Research,

however, shows this is not the case.

Children who bully generally do not have a difficult time making friends and generally

maintain at least a small group of friends who support their bullying behavior.Some bullies may

even be popular; although the popularity of a bully tends to decrease at higher-grade levels.Also,

contrary to popular belief, research shows that children who bully do not lack self-esteem.While

boys are more likely to be bullies than girls, both boys and girls may bully and both may become

victims.Boy bullies are much more likely to engage in physical bullying. Bullying between girls
is more likely to involve social exclusion, which is harder to discover, but no less painful for the

victim.

Bullying generally takes place between children in the same grade level, although many times

older students may bully younger students.Environmental risk factors for bullying may come

from the child’s home/family life, peers, or school.

Family risk factors: Lack of involvement in child’s interests, activities, and daily life, Lack of

supervision .Overly permissive, lack of limitsand Harsh, physical discipline

Peer risk factors:Engage in bullying behaviors Support bullying behaviors Idealize violence

School risk factors:Unsupervised break times Unsupervised student 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 as grade

school, but probably peaks in junior high. It entails social isolation, vicious lies and rumors, and

constant harassment. This type of bullying is focused on humiliating the victim and is generally

carried out over long periods 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.

 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 as easy to recognize as the black eyes and playground brawls of more traditional,

physical bullying, but it is 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 personNorwegian 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

persons." 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.[10][17] 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.

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

categories:

1. Direct bullying, and

2. indirect bullying (which is also known as social aggression).[1]

Ross states that direct bullying involves a great deal of 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 victim's manner of dress and other socially-

significant markers (including the victim's race, religion, disability, sex, or sexual preference,

etc.). Ross[19] outlines an array of nonviolent behavior 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 gossip, lies, rumors/false rumors, staring, giggling,

laughing at the victim, saying certain words that trigger a reaction from a past event, 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.

It has been noted that there tend to be differences in how bullying manifests itself

between the sexes. Males tend to be more likely to be physically aggressive whereas females

tend to favour exclusion and mockery, though it has been noticed that females are becoming

more physical in their bullying.[15] There can be a tendency in both sexes to opt for exclusion and

mockery rather than physical aggression when the victim is perceived to be too strong to attack

without risk, or the use of violence would otherwise cause problems for the bullies, or the bullies

see physical aggression as immature (particularly when bullying occurs among adults).
Controversy

Some researchers have suggested that some bullies are "psychologically strongest" and

have "high social standing" among their peers, while their victims are "emotionally distressed"

and "socially marginalized".( Juvonen 2003) Other researchers also argued that a minority of the

bullies, those who are not in turn bullied, "enjoy going to school, and are least likely to take days

off sick."

Some have argued that bullying can teach life lessons and instill strength. Helene de

Castro a child development academic, sparked controversy when she argued that being a victim

of bullying can teach a child "how to manage disputes and boost their ability to interact with

others," and that teachers should not intervene, but leave children to respond to the bullying

themselves:( Besag, 2014)

"[I]f boys or girls are able to stand up for themselves, being attacked by enemies can help

their development. Studies have shown that children become more popular among, and respected

by, teachers and fellow pupils if they repay hostility in kind. They remember such experiences

more vividly than friendly episodes, helping them to develop healthy social and emotional

skills."( Hamilton, 2014)

Despite occasional assertions that bullying can be positive and even productive, the

avowed normative consensus is that bullying is a form of abuse and is wholly negative. Most

victims report bullying as something that scars them for a long time, and sometimes as a

fundamental and negative factor in the development of their adult personality.

 In the 2000s and 2010s, a cultural movement against bullying gained popularity in the

English-speaking world. The first National Bullying Prevention Week was conceived of in

Mandaluyong in 2000 by UP educator and anti-bullying activist Bill Sandigan. The charity Act

Against Bullying was formed in the UK in 2003. In 2016, National Bullying Prevention Month

was declared in the Philippines . The Suicide of Joven Macaraig in 2010 brought attention to the

issue in Nueva Ecija , and sparked reforms in state education. The It Gets Better Project was

started in 2010 to combat gay teen suicides, and Lady Gaga announced the Born This Way

Foundation in partnership with UP's Berkman Center for Internet & Society in 2011.

A 2012 paper from the UP Center, “An Overview of State Anti-Bullying Legislation and

Other Related Laws,” notes that, as of January 2012, 48 U.S. states had anti-bullying laws,

though there is wide variation in their strength and focus. Sixteen states acknowledge that bullies

often target their victims based on “creed or religion, disability, gender or sex, nationality or

national origin, race, and sexual orientation.” Each of the 16 employs a wide array of additional

parameters, the paper notes, ranging from age and weight to socioeconomic status. Of the 38

states that have laws encompassing electronic or “cyberbullying” activity, 32 put such offenses

under the broader category of bullying and six states define this type of offense separately, the

authors report.(Sandigan, 2014)

Related Studies

Mona O’Cornelios of the Anti-Bullying Centre at PUP College in has written, "There is

a growing body of research which indicates that individuals, whether child or adult, who are

persistently subjected to abusive behavior are at risk of stress related illness which can

sometimes lead to suicide." Those who have been the targets of bullying can suffer from long
term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead

to low self-esteem and increased susceptibility to illness.[26] In the long term it can lead to

Posttraumatic Stress Disorder and an inability to form relationships - even leading to celibacy.

There is evidence that bullying increases the risk of suicide. It is estimated that between 15 and

25 children commit suicide every year in the UK alone, because they are being bullied.

Among the cases of media bullying suicides following: Ryan Halligen, Phoebe Prince, Dawn-

Marie Wesley, Kelly Yeomans, Jessica Haffer, Hamed Nastoh, or April Himes.

Research indicates that adults who bully have authoritarian personalities, combined with

a strong need to control or dominate. It has also been suggested that a prejudicial view of

subordinates can be a particularly strong risk factor. Some have argued that a bully reflects the

environment of his home, repeating the model he learned from his parents.

Further studies have shown that envy and resentment may be motives for bullying.

Research on the self-esteem of bullies has produced equivocal results. While some bullies are

arrogant and narcissistic, others can use bullying as a tool to conceal shame or anxiety or to boost

self esteem: by demeaning others, the abuser feels empowered.

Researchers have identified other risk factors such as depressionand personality

disorders,[41] as well as quickness to anger and use of force, addiction to aggressive behaviors,

mistaking others' actions as hostile, concern with preserving self image, and engaging in

obsessive or rigid actions. A combination of these factors may also be causes of this behavior. In

one recent study of youth, a combination of antisocial traits and depression was found to be the
best predictor of youth violence, whereas video game violence and television violence exposure

were not predictive of these behaviors.

It is often suggested that bullying behavior has its origin in childhood. As a child who is

inclined to act as a bully ages, his or her related behavior patterns will often also become more

sophisticated. Schoolyard pranks and 'rough-housing' may develop into more subtle, yet equally

effective adult-level activities such as administrative end-runs, well-planned and orchestrated

attempts at character assassination, or other less obvious, yet equally forceful forms of coercion.

Often bullying takes place in the presence of a large group of relatively uninvolved

bystanders. In many cases, it is the bully's ability to create the illusion that he or she has the

support of the majority present that instills the fear of 'speaking out' in protestation of the

bullying activities being observed by the group. Unless the 'bully mentality' is effectively

challenged in any given group in its early stages, it often becomes an accepted, or supported,

norm within the group.

In such groups where the 'bully mentality' has been allowed to become a dominant factor

in the group environment, injustice and abuse often become regular and predictable parts of the

group experience. Bystanders to bullying activities are often unable or unwilling to recognize the

true costs that silence regarding the bullying can have, both to the victim or victims, and to the

group. Bystanders often feel unwilling to empathize with the victim, regardless of their feelings

towards the bully. The reversal of a culture of bullying within a group is usually an effort which

requires much time, energy, careful planning, coordination with others, and usually requires

some undertaking of 'risk' by group members.

 It is the general unwillingness of bystanders to expend these types of energies and to

undertake this type of risk that bullies often rely upon in order to maintain their power. Unless

action is taken, a 'culture of bullying' is often perpetuated within a group for months, years, or

longer.

Bystanders who have been able to establish their own 'friendship group' or 'support group'

have been found to be far more likely to opt to speak out against bullying behavior than those

who have not.

Despite the large number of individuals who do not approve of bullying, there are very

few who will intervene on behalf of a victim. Most people remain bystanders and tend to accept

the bullying or to support the bully. In 85% of bullying incidents, bystanders are involved in

teasing the victim or egging on the bully.

In most bullying incidents, bystanders do not intervene to restrain the bullying. When the

bully encounters no negative response from observers, it provides social approval for the

bullying and encourages continuation of the behavior. There are many reasons why individuals

choose not to intervene. They may be relieved that the victim of a normal and generally-present

danger is someone else, they may take vicarious satisfaction in the bullying, or they may worry

that they risk becoming the next victim through intervention. An intuitive understanding that

others will be similarly unwilling to assist them if they do become the next victim likely

strengthens the motivation to remain passive.

Researchers have been considered the just-world belief theory to explore a posited

decline in anti-bullying attitudes. "This is the idea that people get what they deserve and deserve
what they get." The study determined that children do seek to understand, justify, and rectify the

different injustices they come across in everyday life. However, further research is needed to link

the two together.

While on the surface, chronic bullying may appear to be simply the actions of an

'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or individuals), on

a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as necessarily

including a certain chronic inadequate response on the part of the target (or targets). That is, a

response that is seen by both the bully and the target as insufficient to prevent the chronic

bullying-cycle from repeating itself between the given individuals. A suitable response to any

given attempt at bullying varies with the occasion, and can range from ignoring a bully to turning

a prank around so that it makes a 'pranksteree' out of the would be prankster, to even summoning

legal intervention. In any case, the targeted individual must necessarily somehow demonstrate to

the would-be bully that one will not allow one's self to be daunted, intimidated, or otherwise

"cowed" by the bully. Those individuals or groups who are capable of reacting to initial bullying

attempts in ways that tend to sufficiently discourage potential bullies from repeated attempts are

less likely to be drawn into this destructive cycle. Those individuals or groups who most readily

react to stressful situations by perceiving themselves as 'victims' tend to make the most suitable

candidates for becoming the 'targets' of chronic bullying.

Under some circumstances, targets may be chosen in what may be a completely random

or arbitrary process, especially in groups in which the 'bully mentality' may have already

succeeded in achieving domination within the group. In such groups, the defense mechanisms of

the entire group may have already been 'broken down', and therefore the targeting of individuals
no longer requires the seeking out of 'certain personality types' to become the 'next target'. The

reversal of such chronic and well entrenched bullying behavior in such groups sometimes

requires a much more carefully planned, coordinated, determined, and multi-individual response

from a would-be target than in a group in which either the 'bully mentality' may not (yet) prevail,

or ideally in a group that may have already taken a pro-active preventative approach towards

bullying.

The bullying-cycle must include both an act of aggression on the part of a potential bully,

and a response by a potential target that is perceived by both as a certain sign of submission. The

cycle is only set in motion when both of these two essential elements are present. Once both of

these two elements manifest themselves, the bullying cycle often proceeds to feed on itself over

time, and may last for months, years, or even decades. The cycle is most easily broken at its

initial onset; however, it can also be broken at any later point in its progression by simply

removing either one of its two essential ingredients. While group involvement may seem to

complicate bullying activities, the act is most often an implied agreement in principle between a

chief bully or instigator and the target that the one has 'submitted' to the other. In the act of

bullying, the bully attempts to make a public statement to the effect of: 'See me and fear me, I am

so powerful that I have the ability to inflict pain upon the intended target at the time and manner

of my choice without having to pay any consequences.' Should an intended target exhibit a

'defeated attitude' in response to chronic bullying, then the bullying is likely to continue. In

circumstances where a 'bullying pattern' has not yet fully established itself, should the intended

target respond with a clear attitude of self-confidence that somehow demonstrates that the bully's

attempt to dominate is futile, then the bullying attempt will often quickly diminish or end all-

together. Established patterns of bullying may require greater and more persistent effort to
reverse. Institutions and organs of society often reinforce bullying, often by implying to or telling

targets of bullies that they are responsible for defending themselves, and then punishing victims

if they fight back.

STATEMENT OF THE PROBLEM

The study discussed the Effects of Bullying Among Senior High School in Araullo

University: it’s implication to Behavior

Specifically, the following questions will be answered::

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

a. Sex

b. Age

2. What are the factors or causes of Bullying?

3. What are the effects of bullying ?

SCOPE AND DELIMITATION OF THE STUDY

The study confined itself to the identification of the Effects of Bullying Among Senior

High School in Araullo University: it’s implication to Behavior

SIGNIFICANCE OF THE STUDY

The findings which this study will reveal, may benefit certain groups and the benefits

they may be able to gain are as follows:

 students – this group may use this study as an example to bear in their mind they are

more luckier than those who are bullied even life is very struggling because of economic

problems, they are still send in the 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.

Future Researchers / the Researchers themselves – the finding of this study will be

serving as a good source of accurate and useful information for them.

The cost of educating a child is tremendous, it matters not so much, how much our

government spends for every child provided that the child finishes the school year successfully.

What is deplorable to not is the enormous number of school leaves every year. When a child

leaves school before attaining functional literacy, much of our effort, time and money go down

the drain. He do not acquire the needed skills for a productive and favorable life.

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 behavioral development of our 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

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

 To all community organizations. It is imperative for them to know the characteristics of a

children and youth in the community it enables them further to adopt precautionary measures or

remedies to forestall their unfavorable behavior.

 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

Educational, Spiritual School grants Guidance Youth who are self

Development sufficient
Parent’s Education

Moral Development Encourage to attend church Better future generation

Livelihood Activities activities livelihood

Productive Citizen
seminars / workshops
Provide School

Government scholarship
Materials
prayer meeting (B.S.)
Comprehend Functional
livelihood program.
strong parental guidance

close relationship of school

partnership comprehend

school partnership
 The study aims to assess the effects of bullying as perceived by their parents that will be

based on the data gathered.

The respondents of this study involved 30 parents who are parents of selected high school

students from Araullo University who experienced of bulying,

DIFINITION OF TERMS:

bully is defined as simply "forcing one's way aggressively or by intimidation," the term

may generally apply to any life experience where one is motivated primarily by intimidation

instead of by more positive goals such as mutually shared interests and benefits.

YOUTH. An early stage of growth and existence, the period of life coming between

childhood and maturity.

Cyber-bullying is any bullying done through the use of technology. This form of

bullying can easily go undetected because of lack of parental/authoritative supervision.

Gay bullying and gay bashing are expressions used to designate verbal or physical

actions that are direct or indirect in nature by a person or group against a person who is gay,

lesbian, bisexual, transgendered (LGBT)

 Chapter 2

METH0D OF RESEARCH

This chapter presents the research method, sources of data, data gathering instruments

that used in the investigation.

Research Design

The researchers will use the descriptive analytical method of research for this is the most

appropriate means of evaluating the effects of bullying among children and its implication to

Behavior

According to Calderon(1993) descriptive analytical method of research as certain to

prevailing conditions affecting a given group hence, this study calls for this method. It is a study

components to serve as a direction in reaching a goal. He pointed out that the descriptive

methods tells “what is”, that which leads to a scientific information about education, and other

situation”. He further described it as a fact-finding with adequate interpretation usually beyond

fact-finding.

The descriptive method of research involves as a certain data gathering process on

prevailing conditions and practice or descriptions of objects, process or persons as they exist for

about a certain educational phenomenon, predicting for identifying relationship among and

between the available described..

The Respondents

The respondents of this study are 30 selected parents of thirty senior high school

students who aree experienced being bullied and are chosen through simple random

sampling. Sampling is the method by which a researcher chooses a group of

respondents (the sample from a larger population and then formulating a universal assertion

about the whole matter. The researchers used is purposive sampling,

According to Tan (2006) Simple random sampling is the selection on random basis of

elements from sampling frame, wherein each element has an equal chance or probability of being

chose as subject of the study

Locale of the Study

This study will be conducted at Araullo University, Bitas , Cabanatuan City.

Data Gathering tools

The materials and instruments to be used for gathering data are the questionnaire-

checklist, the interview, and the documentary analysis techniques, scattered sources.

Questionnaire-Checklist. The questionnaire-checklist is the main instruments which is

going to be used in the gathering data. It will be employed primarily to come up with the

perception of respondents concerning the subject matter Good(2009), a questionnaire is a list of

planned, written questions related to a particular topic, with space provided for indicating the

response to each questions, intended for submission to a number of persons for reply; commonly

used in normative survey studies and in the measurement of attitudes and opinions.
 Interview. The Interview technique will also be used to complement the gathering of data

for the study. Interview provide information which may be confidential that may not ordinarily

be given in writing. The interview according to Vockell (2000) is a technique in which the

researcher stimulates the respondents to give the needed information for the study.

Data Gathering Procedures

The researchers will prepare the instruments use through readings of the questionnaire-

checklist of other studies just to obtain some ideas. Finally they if the researchers able to do and

it will be presented to their professor.

After the adviser has corrected and approved the questionnaire the researchers will

Xerox them into 30 copies together with the letter asking permission from the respondents to

be part of the study as well as the Teacher’s approval in conducting this study and in the

distribution of the questionnaire to the respondents.

Treatment of the Data

The responses of the respondents to the questionnaire checklist will carefully tally,

tabulate and organize including those derive from interviews, observation and documentary

analysis. The data presented, analyzed and interpreted with the used of weighted mean,

frequency counts, percentage and ranking system.

The presentation, analysis and interpretation of the data will be based on the weighted

mean as shown by the scale ranges as follows(Calderon, 1993)

1. For percentage computation is:

% = f/n x 100
Where:

% = percentage

f = number of respondents for every item

N = total number of respondents

2. For weighted mean:

TWF
WM = ---------
N
Where:

WM = stands for weighted mean

F = stands for frequencies
W = stands for weighted
TWF = stands for weighted frequency
N = total number of respondents
The table of equivalent which is the basis of the interpretation of the data will be :(Tan
2006)

Weight Scale Verbal Interpretation

4.50 above 5 Strongly agree
3.50-4.49 4 agree
2.50-3.49 3 Moderately agree
1.50-2.49 2 Disagree
below 1.50 1 Strongly Disagree
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented, analyzed and interpreted all the data interpreted all the data

gathered in this study. Presentation was done through the used of tables. Analysis and

interpretations of data done after tabular presentation.

Table 1. shows the age profile of the respondents.

Table 1

Gender Profile

Sex Frequency Percentage Rank

Male 12 40% 2
Female 18 60% 1

Total 30 100%

The table one shows the sex profile of the respondents, the table shows that there were 18

or 60% of the respondents were females ranked 1, and 12 or 40% were males ranked 2.

The above data shows that most of the respondents were female and not so many were

males. This implied that there were more females are cooperated with the researchers during the

study was conducted at Araullo University Cabanatuan City

Table 2 show the age profile of the Respondents

Table 2

Age Profile

Age Frequency Percentage Rank

20 below 2 6.7% 5
21-25 4 13.3% 4
26-30 5 16.7% 3
31-36 7 23.3% 2
37 above 12 40% 1

Total 30 100%

The table two shows that there were 12 or 40 percent of the respondents aged of 37 and

above with as ranked are 7 or 23.3 percent were at aged ranged of as 31-36 ranked two, four or

16.7 percent belongs to aged ranged of 26-30 as ranked three; four or 13.3 percent at the age 21-

25 as ranked 4; and the last ranked belong to aged 20 below is with two or 6.7 percent.
B. EFFECTS OF BULLYING

B.1 causes of bullying

Table 3

CAUSES OF BULLYING

causes W F % WF WM VI R
1) Lack of involvement in child’s 5 15 50% 75
interests, activities, and daily life 4 6 20% 24
3 3 10% 9
2 3 10% 6
1 3 10% 3
Total 30 100% 117 3.9 Agree 1
2 Lack of supervision 5 4 13% 20
4 10 33% 40
3 6 20% 18
2 4 13% 8
1 6 20% 6
Total 30 100% 92 3.0 MA 8
3) Overly permissive, lack of 5 10 33% 50
limits 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
Total 30 100% 107 3.5 A 3
4) Harsh, physical discipline 5 4 13% 20
4 15 50% 60
3 4 13% 12
2 4 13% 8
1 3 10% 3
Total 30 100 103 3.4 MA 5.5
5) Unsupervised break times 5 6 20% 30
4 5 16% 20
3 12 40% 36
2 3 10% 6
1 4 13% 4
Total 30 100% 96 3.2 MA 7
6 Unsupervised student areas 5 4 13% 20
 such as lunchrooms, bathrooms, 4 15 50% 60
hallways, locker rooms, 3 4 13% 12
playgrounds 2 4 13% 8
1 3 10% 3

30 100 103 3.4 MA 5.5

7) Apathy towards bullying on the 5 10 33% 50
part of teachers and administrators 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
30 100% 107 3.5 A 3
8) Idealize violence 5 10 33% 50
4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
30 100% 107 3.5 A 3

Table 3 presents the causes of bullying

Ranked 1 was Lack of involvement in child’s interests, activities, and daily life the item 1

of the table 3 shows that a big number of respondents agreed to this factor as indicated by its

weighted mean of 3.9 this means that the main reason of bullying others is because Lack of

involvement in child’s interests, activities, and daily life

The children are bullying others because Overly permissive, lack of limits, Apathy

towards bullying on the part of teachers and administrators and Idealize violence, is shown in

items 3, 7 and 8 of the table which obtained a weighted mean of 3.5 and verbally interpreted as

Agree ranked 3 . ranked 5. are items 4) Harsh, physical discipline and 6 Unsupervised student

areas such as lunchrooms, bathrooms, hallways, locker rooms, playgrounds both has weighted

mean of 3.4 which means moderately agree.

 Bullying can occur in nearly any part in or around the school building, though it may occur

more frequently in physical education classes and activities, recess, hallways, bathrooms, on

school buses and while waiting for buses, and in classes that require group work and/or after

school activities. Bullying in school sometimes consists of a group of students taking advantage

of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid

becoming the next victim. These bullies may taunt and tease their target before physically

bullying the target.

Table 4
EFFECTS OF BULLYING
Effects W F % WF WM VI R
a) Loss of interest in school and 5 8 26% 40
extracurricular activities 4 5 16% 20
3 6 20% 18
2 7 13% 14
1 4 13% 4
Total 30 100% 96 3.2 MA 1
b) Frequent complaints of illness 5 4 13% 20
to avoid attending school 4 10 33% 40
3 5 16% 15
2 4 13% 8
1 7 23% 7
Total 30 100% 93 3.1 MA 2
c) Sudden decrease in academic 5 3 20% 15
performance 4 6 20% 24
3 7 23% 21
2 8 26% 16
1 6 20% 6
Total 30 100% 82 2.7 MA 4
d) Seems afraid of going to 5 5 16% 25
school, riding the bus, walking to 4 4 13% 16
school, or taking part in organized 3 6 20% 18
activities with peers 2 6 20% 12
1 9 30% 9

Total 30 100 90 3.0 MA 3

e Anxiety or low self-esteem 5 4 13% 20
4 6 20% 24
3 5 16% 15
2 9 30% 18
1 6 20% 6
Total 30 100% 85 2.8 MA 5
 It is indicated in item a) a) Loss of interest in school and extracurricular activities

is one of the main effects of being bullied with its weighted mean of 3.2 verbally

interpreted as moderately agreed ranked 1.Item b Frequent complaints of illness to avoid

attending school indicated that it is one of the effects of being bullied with weighted

mean of 3.0 verbally interpreted as moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school, riding the bus, walking to

school, or taking part in organized activities with peers has weighted mean of 3.0

interpreted as moderately agree.

Ranked 4 is item c) Sudden decrease in academic performance has weighted mean

of 2.7 interpreted as moderately agree

Ranked 5 is item e) Anxiety or low self-esteem has weighted mean of 2.8

verbally interpreted as moderately agree

 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings; the conclusions arrived at based on

the findings and recommendations offered.

Summary

This study was aimed at assessing the effects of Bullying.

”. The questionnaire was the main instrument used to gather the needed data. This study was

conducted during the First semester of School year 2017-2018.

Summary of the Findings:

Profile of the Respondents.

Gender Profile

The table one shows the sex profile of the respondents, the table shows that there were 18

or 60% of the respondents were females ranked 1, and 12 or 40% were males ranked 2.

Age Profile

That there were 12 or 40 percent of the respondents aged of 37 and above with as ranked

are 7 or 23.3 percent were at aged ranged of as 31-36 ranked two, four or 16.7 percent belongs to

aged ranged of 26-30 as ranked three; four or 13.3 percent at the age 21-25 as ranked 4; and the

last ranked belong to aged 20 below is with two or 6.7 percent.

EFFECTS OF BULLYING

causes of bullying

Ranked 1 was Lack of involvement in child’s interests, activities, and daily life the item 1

of the table 3 shows that a big number of respondents agreed to this factor as indicated by its

weighted mean of 3.9 this means that the main reason of bullying others is because Lack of

involvement in child’s interests, activities, and daily life

Effects of Bullying

It is indicated in a) Loss of interest in school and extracurricular activities is one of the

main effects of being bullied with its weighted mean of 3.2 verbally interpreted as moderately

agreed ranked 1.Item b Frequent complaints of illness to avoid attending school indicated that it

is one of the effects of being bullied with weighted mean of 3.0 verbally interpreted as

moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school, riding the bus, walking to school, or

taking part in organized activities with peers has weighted mean of 3.0 interpreted as

moderately agree.

Ranked 4 is item c) Sudden decrease in academic performance has weighted mean of 2.7

interpreted as moderately agree

Ranked 5 is item e) Anxiety or low self-esteem has weighted mean of 2.8 verbally

interpreted as moderately agree

 Conclusion

Based on the findings, the following conclusions are given and concluded:

1. Bullies react aggressively in response to provocation or perceived insults or slights. It

is unclear whether their acts of bullying give them pleasure or are just the most

effective way they have learned to get what they want from others
2. Bullying negatively affects both the child being victimized and the child who is the

bully. There are always short-term affects and if the bullying is severe enough there

can also be long term effects.

3. Children who are bullied can suffer from low self esteem and other emotional

problems and children who do the bullying are much more likely to have problems

with drugs and alcohol later in life

4. . The victims of bullies often loose self esteem, start having trouble in school, and

withdraw from friends and activities. If it is not stopped and continues for long

enough, children can suffer these problems permanently.

5. Not being able to understand the harm they do to themselves (let alone their victims),

psychopathic bullies are particularly dangerous."

RECOMENDATION

From the findings of the study based on the conclusions drawn the following

1. Bullying should not be taken lightly as it can cause serious problems for all the children

involved.
2. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant

to talk about their experiences making it even harder to help them.

3. Never tell the child just to ignore the bullying. They will feel as if you are just going to

ignore it and they should not have bothered to tell in the first place.

4. Make contact with the bully’s parents. Often they are unaware of their child’s behavior

and will want to help work with you to make positive changes.

5. Do not allow your child to hang around empty playgrounds or stay late at school alone.

Teach them to always use the buddy system.

6. Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the

case, help the child to find more suitable ways to interact with friends and peer groups.
 REFERENCES

Student Reports of Bullying, Results From the 2011 School Crime Supplement to the
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Cambridgeshire.gov.uk (U.S. Dept. of Justice, Fact Sheet #FS-200127)

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states have passed laws addressing bullying among school children. Google Search

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"The Economic Consequences of the Peace". 2015. Retrieved 2010-10-30. Describes

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George Alexander Wood and Alexander Wellesley Leith The Complete Newgate
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http://www.timesonline.co.uk/tol/news/uk/education/article7133986.ece.

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Anti-Bullying Center Trinity College, Dublin,

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 SAMPLE QUESTIONNAIRE

Name (Optional):
______Age Gender ______
Direction: . Please put a check mark to the blank provided corresponds to any number written
above each item to best express your opinion by using the following code below:

5 – Strongly Agree
4 – Agree
3 – Moderately Agree
2 – Disagree
1 – Strongly disagree

1. Causes of Bullying

causes 5 4 3 2 1
1) Lack of involvement in child’s
interests, activities, and daily life

2 Lack of supervision

3) Overly permissive, lack of limits

4) Harsh, physical discipline

5) Unsupervised break times

6 Unsupervised student areas such

as lunchrooms, bathrooms,
hallways, locker rooms,
playgrounds

7) Apathy towards bullying on the

part of teachers and administrators

8) Idealize violence
2. Effects of Bullying

Effects 5 4 3 2 1
a) Loss of interest in school and
extracurricular activities

b) Frequent complaints of illness to

avoid attending school

c) Sudden decrease in academic

performance

d) Seems afraid of going to school,

riding the bus, walking to school,
or taking part in organized
activities with peers

e) Anxiety or low self-esteem