CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

School bullying can take up many forms, and is facile to discern and detect.

There are many direct and indirect ways obtainable to bully a person, including physical

assault and taunting, name-calling, teasing, gossiping, malicious rumor spreading, and

social exclusion among many others. The researchers agree that although school

bullying is facile to spot, not the same could be said in regards to its aftermath to the

person affected. Everyone deals with bullying differently, and the effects of school

bullying looks different on every person. However, to prove the damage that school

bullying has on students; the researchers need to look at a visible and accountable

proof of its effects. Hence, the title: The Effects of Verbal and Physical Bullying on the

Academic Performance of the Junior High School Students of St. Mary’s Academy of

San Nicolas.

The researchers of this study would like to focus on the aforementioned

subject, as it is a vital part of the school’s curriculum. The core value of Excellence of

St. Mary’s Academy of San Nicolas gives importance to the state of the academic

performance of its Junior High School students, and would therefore make an

exceptional study for the researchers to make. The researchers want to find out about

how school bullying in any form, has affected and still affects the state of the grades of

the JHS students of SMASN. “SMASN is committed to provide a caring, friendly, safe

1
and healthy learning environment.” (SMASN Child Protection Policy) As Marian

students, the researchers would like to attest to this, and establish the correctness and

truthfulness of this policy by looking into cases of bullying that have happened and are

happening in the school premises. These can provide an efficient tool in detecting the

effects of bullying on students. In addition to this, the research is also anchored on two

House Bills, which are the Anti-Bullying Act of 2012, and the Anti-Bullying Act of 2013.

These acts are important to anchor upon our research, as “both acts seek to provide

students and their parents or guardians, awareness of the impact of school bullying, and

how it can be addressed and prevented.” (Anti-Bulling Act of 2013) "The anti-bullying

policies should be included in the school's student and employee handbook provided to

students and parent-guardians," (Rep. Mary Mitzi Cajayon (2nd District, Caloocan

City)), one of the authors of the bill. This research can impart and bring forth valuable

data that can help the researchers in finding out the effects of bullying in the academic

performance of the students bullied. The researchers are positive that they can provide

a possible set of solutions regarding the dilemma by expelling the root cause of the

problem and by knowing about its consequences on the students who have

experienced bullying firsthand. In addition to this, the researchers would like to focus on

the mentioned subject as the results would mean a visible proof of the damage that

school bullying does to a student. By gathering results of the study, the researchers can

provide an actual evidence of the effects of bullying, and would therefore become a

basis for action.

This is why conducting the study is very timely and relevant. By doing this

study, the researchers can give a systematic action plan in exonerating students, who

2
are both the victims and bullies in this case, from the burden of dealing with school

bullying and getting their priorities poorly attended to. The researchers, as students

themselves, see this as an opportunity to help bring attention to school bullying that

seems to be getting out of hand, with the fusty ways that it is currently being dealt with.

School bullying is a pervasive problem that is heavily affecting the academic

performance of a lot of students, and should be an area of interest and enlightenment

for parents, teachers, administration, and anyone who can help evict the problem. In

time, the researchers’ attempts in finding out the answers to their questions may provide

substantial evidence that the school community can ponder on.

3
 STATEMENT OF THE PROBLEM

In accordance with the title of this research paper, the researchers seek to have

the answers to the questions regarding the status of the grades of the JHS students of

SMASN, as a result of school bullying, and the lack of action against it, resulting to the

status of a student’s academic performance. Furthermore, the researchers would like to

find out the answers to the following questions.

1. What is the profile of the respondents as to:

1.1 student’s age;

1.2 gender; and

1.3 grade level ?

2. What is the bully to bullied ratio of the students in SMASN?

3. What is the focus of the bullying among the students of SMASN as to:

3.1 frequency of bullying; and

3.2 bullying incidents

4. What are the factors why students are:

4.1 bully

4.2 bullied

5. How does the bullying affect the academic performance of the following:

5.1 bully

5.2 bullied

6. What actions can be taken to prevent cases against bullying in school?

4
Significance Of The Study

The researchers believe in the substance of this study in helping JHS students

overcome bullying, and learning how to navigate their way through it, especially when it

involves their academic performance being put at stake. The conduct of this study will

help its spectators (students, parents, teachers, staff and administration,) to learn and

be enlightened about the effects that school bullying characterizes in a student’s

academic performance, therefore elucidating the impression that it can be diminished

and get ridden of. The benefactors of this research are the following important people.

Students. This study will help students identify bullying, and the effects it can do

to their academic stamina, and help them fight through the consequences that bullying

can put on their academic progress. The students will learn how to prevent bullying,

prevent it from affecting their grades, and prevent it from doing damage and distress to

both parties involved in a bullying scheme.

Parents. Through the conduct of this study, parents would become enlightened

about the dilemma that their children may be experiencing in bullying, and therefore

learn how to be involved in their children’s emotional well-being and be concerned

about their mental health, behavioral patterns, and academic performance with utmost

care and gentleness.

Teachers. As teachers, it is in the instinct of the educators to teach their

prospects valuable lessons, both academically, and characteristically speaking.

Through this study, the teachers would learn how to observe their students properly,

and know when to check with a student in a genuine and caring manner, when

5
suspicious downfall of grades start to show up, and learn how to navigate their way

through a JHS’s mentality, and get necessary information as to the cause of a specific

dilemma happening. This will help teachers to relate with their students well, learn how

to spot a problematic child, and learn when to take a call for action.

Staff. The school staff can also learn from this research, how to help students

who are having problems with school performance, and who are experiencing bullying

in the school campus.

Administration. The administration of the school are powerful individuals who

always need to put into consideration each student’s rights, and must therefore be able

to implement rules to help rule out bullying inside the school, and avoid causing

academic struggles for students who are involved in bullying.

6
Scope And Limitations Of The Study

This research was conducted to determine the effects that verbal and physical

bullying posed to the academic performance Junior High School students of St. Mary’s

Academy of San Nicolas in the present school year of 2018-2019, to be used as basis

for a systematized action plan in the following years to come. The aspects looked into

would include identified and/or documented cases of bullying in the school, and from

there branched into the academic status of each individual, by looking into their class

participation, individual subject grades, and general academic endeavors. Although the

aims of the study were focused on, there were some unavoidable limitations. The

conduct of this study is limited to the resources available to examine. This study

required volunteers and data available for the public, therefore elucidating the

impression that the researchers can make a request for confidential information, but

may not be allowed to take more than what is allowed of them.

7
Definition Of Terms

Academic Performance- general overview of a student’s performance in class;

test scores, academic endeavors, class participation, extra-curricular activities

Anti-Bullying Propositions- a suggested scheme, or plan of action against

bullying. Systematically organized action plans to fight cases of bullying and promote a

healthy environment where bullying is strongly frowned upon and discouraged.

Bully- one who is habitually cruel, insulting, or threatening to others who are

weaker, smaller, or in some way, vulnerable.

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

aggressively dominate others. The behavior is often repeated and habitual. One

essential prerequisite is the perception, by the bully or by others, of an imbalance of

social or physical power, which distinguishes bullying from conflict.

Bystanders- are the third party involved in a bullying scheme. These are

witnesses to a bullying that is happening, but chose to be onlookers and refuse to take

action, taking an unconscious bias to part with the bully and not the victim.

Mental Health- includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. It also helps determine how we handle stress, relate

to others, and make choices. Mental health is important at every stage of life, from

childhood and adolescence through adulthood.

8
 Physical Bullying- is using one’s body and physical body acts to exert power

over peers. Punching, kicking, and other physical attacks are all types of physical

bullying.

School Bullying- is a type of bullying that occurs in any educational setting.

Verbal Bullying- is when someone uses demeaning or insulting language to

mock, embarrass, or insult someone.

9
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Although bullying is facile to spot, it is still a complex and serious prevailing

problem. It exists in most settings including schools, the home, the workplace (Nesdale

and Scarlett, 2004) prisons, and the armed services. (Smith and Sharp, 1994).

According to MedicineNet.com, a lot of teachers often underestimate how much bullying

is occurring in their schools. This belief alone, tends to make bullies confidently bully

others, without having to be punished (Sveinsson and Morris, 2007), or getting

reprimanded for it (Summers, 2013). In addition to this, many people also act as

bystanders (Thornberg, Tenenbaum, Varjas, and Meyers, 2012), always wondering

whether to intervene or not to intervene in a bullying scheme. More often than not,

bystanders choose to do the latter (Jensen, Alipour, and Hagberg, 2013).

In the book, The Complete Guide to Understanding, Controlling, and Stopping

Bullies and Bullying: A Complete Guide for Teachers and Parents, bullying affects

students’ performance in doing school activities, partly because they have lost the

interest of going to school, and partly because of the emotional and mental distress it

gives them when they are inside school premises (Kohut, 2007). There is a lot more to

bullying, than the act itself. It doesn’t leave any essential part of being vacated

10
(Garbarino and de Lara, 2003). A lot of students who are bullied have a sudden low

performance in school, (Mideast.org), isolated from other peer groups and branded as

outcasts (Medicinenet.com), and have no enthusiasm to continue going to school

(theGuardian.com).

There are a lot of ways, though, that bullying can be dispersed, and its effects towards

the victim can be lessen and evicted through time. According to Falling Into Place,

having friends and family who continually support the victim, and helps him or her with

school troubles, conducts a great influence to a victim to also fight for himself or herself

(Zhang, 2014). Academic performance is also one of the easiest to revive (Graham,

2014). It is therefore, in the hands of the researchers to help sought out a cure for the

problem; a solution to the wound. It is their task o research and investigate bullying

happening inside the school premises, and learn how to make sure that failing grades,

and low academic performance and interest, is not going to be affected by bullying and

bullies who aren’t worth the time.

From this review, the researchers had continued their research with the

eagerness to learn more about the subject matter, and provide more conclusive data

that helped in making an action plan about the primary concern of the study: the well-

being of the JHS students of SMASN whose grades are declining as an aftermath and

consequence of bullying. The researchers were productive, effective, and efficient

taskmasters of this research, to help their beloved school.

11
 Chapter 3

RESEARCH METHODOLOGY

Method(s) used

This study made sense to use of the descriptive method of research. The

researchers described the situation and the data gathered by interpreting information

that came from the distribution of survey questionnaires with Likert-type scale questions

that were used to get more specific responses from the participants of this study. The

questions that the researchers used in a combination of questions that the researchers

had formulated themselves, considering of course, the problem statements of the study.

Research Environment

The study was conducted inside the school premises of the researchers’

beloved school, St. Mary’s Academy of San Nicolas, Inc. (SMASN), formerly known

as St. Nicolas Academy (SNA). The said setting of the study was located in Tomas

Abella Street, Barangay San Nicolas, Cebu City. The school is composed of two

parallel buildings, the Mother Ignacia building and the Our Lady of the Assumption

building, which is separated by a public road and has a walking distance between them.

12
Respondents

The respondents of this study were the students from Grade 7 to Grade 10 of St.

Mary’s Academy of San Nicolas for the school year 2018-2019. The researchers

planned to ask the students to answer survey questionnaire that would answer

some vital questions that the researchers would like to know from them and interpret

the data gathered afterwards.

Sampling Procedures

The respondents were the Junior High School students that has a total

number of one hundred (100). The students that the researchers picked were

randomly selected, with the student’s consent to participate. The questionnaires

were intended for the students-respondents specifically to the Junior High School

students of St. Mary’s Academy of San Nicolas.

Data Gathering Instruments

The study utilized the descriptive survey method of using a standardized

questionnaire that the researchers formulated themselves. The researchers also used

questions for this study in a Likert-type manner, and organized them to form a

rational survey. They also used grades of the students involved in confirmed cases of

bullying from the subject teachers of the students in English, Mathematics and Science.

Data Gathering Procedures

A permission letter was sent to the Assistant and Principal by the researchers

themselves. The permission letter addressed the approval of collecting confidential data

13
needed, and granted admission for the researchers to continue with their tasks. After

the approval, the researchers proceeded to the conduction of the survey questions. The

respondents were informed on the subject matter, and were notified as to the schedule

of the administration of the survey. The researchers extended assistance to the

respondents, to make sure that they had comprehend and understood the questions

well, so as to answer them truthfully and properly. After this, the items in the

questionnaires were interpreted and showed representation of the results, granted that

they had the information necessary to proceed. The conclusion and recommendations

followed after the relevant data were gathered.

Statistical Treatment of Data

Simple Percentage - This would be utilized to be able to determine the

percentage of the student-respondents’ profile in regards to their age, gender, and

grade level. This would also be used in determining the percentage of the congregated

answers of the respondents from picking a specific choice in the questionnaires that

they are to answer, that would help bring results to know the effects of school bullying to

the academic performance of these students.

Statistical Treatment - To interpret the date effectively, the researcher will

employ the following statistical treatment. The Percentage, Weighted Mean and T-test

are the tools use to interpret data.

14
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researchers from the survey

questionnaires answered by the respondents. Descriptive method was used to

determine the frequencies and percentage in the data gathered herein.

Problem 1. What is the profile of the respondents as to:

1.1 age;

1.2 gender; and

1.3 grade level?

Table 1

Age

Age f %

12-13 30 30%

14-15 35 35%

16-17 35 35%

15
 TABLE 2

GENDER

Female Male Others f %

11 13 1 25 25%

11 14 0 25 25%

13 10 2 25 25%

11 14 0 25 25%

TABLE 3

GRADE LEVEL

Grade level f %

7 25 25%

8 25 25%

9 25 25%

10 25 25%

Table 1, Table 2, and Table 3 show the age range and the gender range of the

research’s respondents from the Grade 7 to Grade 10 students. 30% of the sample

sizes were in the age of 12 to 13 years old (15 girls, 14 boys and 1 other). 35% of the

sample sizes were in the age range of 14 to 15 years old (16 girls, 17 boys, and 2

16
others). Another 35% of the sample sizes were in the age range of 16 to 17 years old

(16 girls and 19 boys). 25% of the respondents are grade 7 students, 25% are grade 8

students, 25% are grade 9 students, and 25% are grade 10 students. As to gender,

46% of the respondents comprise of females (11 from grade 7, 11 from grade 8, 14

from grade 9, and 11 from grade 10), 51% comprise of males (11 from grade 7, 14 from

grade 8, 11 from grade 9, and 14 from grade 10), and 3% comprise of other genders (1

from grade 7 and 2 from grade 9.)

Problem 2. What is the bully to bullied ratio of the students in SMASN?

TABLE 4

BULLY TO BULLIED RATIO

f %

Bully 13 13%

Bullied 26 26%

Both 59 59%

Neither 2 2%

Table 4 shows the respondents’ accumulated answer to the question. 13% of the

respondents answered that they identify themselves as bullies. 26% of the respondents

answered that they identify themselves as bullied. 59% of the respondents answered

that they identify themselves as both while a fraction of 2% answered that they identify

as neither.

17
Problem 3. What is the focus of the bullying among the students of SMASN

as to:

3.1 frequency of bullying; and

3.2 bullying incidents

TABLE 5

FREQUENCY OF BULLYING (BULLIED)

No. of Bullies f %

Less than 5 47 47%

6-10 26 26%

11-20 19 19%

More than 20 8 8%

TABLE 6

FREQUENCY OF BULLYING (BULLY)

No. of Bullied f %

Less than 5 49 49%

6-10 26 26%

11-20 19 19%

More than 20 7 7%

18
 Table 5 and Table 6 show the focus of bullying as to the frequency of bullying

happening to the respondents, showing the number. of people who’ve bullied them or

who they have bullied for this school year. As shown in Table 5, 47% of the respondents

say that less than 5 people have bullied them this school year. 26% of the respondents

say that 6-10 people have bullied them this school year. 19% of the respondents say

that 1-20 people have bullied them this school year, and 8% of the respondents say that

more than 20 people have bullied them this school year. As shown in Table 6, 49% of

the respondents say that they have bullied less than 5 people in this school year. 25%

of the respondents say that the have bullied 6-10 people this school year. 19% of the

respondents say that they have bullied 11-20 people in this school year, and 7% of the

respondents say that they have bullied more than 20 people this school year.

Problem 4. What are the factors why students are:

4.1 bully

4.2 bullied?

Table 7

Factors Why Students Bully

f %

For personal gratification 28 28%

To gain attention 44 44%

To avoid getting bullied 12 12%

Peer pressure 9 9%

19
 Dealing with issues at 11 11%
home
They are also bullied 4 4%

They are coerced into 3 3%

bullying
Others 6 6%

Table 8

Factors Why Students Are Bullied

f %

They look weak, small, or 33 33%

unpleasant to the eyes
They don’t fight back 37 37%

Their sexual orientation 12 12%

Having any disability or 7 7%

disorder
Considered as geeks, 14 14%
weirdos, and outcasts
They pose a threat to he 4 4%
bully
Others 0 0%

Table 7 and Table 8 show the accumulated answers of the respondents as to the

question about the factors why students are bullies or bullied. As shown in Table 7, 28%

of the respondents said that they believe students bully for personal gratification. 44% of

the respondents believe that students bully to gain attention. 12% of the students

believe that students bully to avoid getting bullied themselves. 9% of the respondents

say that it’s because of peer pressure.11% say that it’s because of the issues students

20
are dealing with at home. 4% say that students bully because they are also bullied. 3%

of the respondents say that students bully when they are coerced into it, while 6% of the

respondents say that it is because of other reasons: for the fun of it, friendly bullying,

etc. Table 8 shows that 33% of the respondents believe that students are bullied

because they look weak, small, or unpleasant. 37% say that students are bullied

because they don’t fight back. 12% say that students are bullied because of their sexual

orientation. 7% say that students are bullied because of their physical disabilities or

mental disorders. 14% say that students are bullied when they are considered as geeks,

weirdos, or outcasts by other students, and 4% say that students are bullied when they

pose a threat to the bully.

TABLE 9

HOW STUDENTS BULLY

f %

Spreading gossips or 17 17%

malicious rumors
Physical assault 21 21%

Name calling 57 57%

Social Exclusion 6 6%

Others 3 3%

Table 9 shows the respondents’ answers as to how they initiate bullying towards

other students. 17% say that they bully by spreading gossips or malicious rumors about

others. 21% of the students say they bully others through physical assault. 57% of the

21
students say that they bully others through name calling. 6% of the students say that

they bully others through social exclusion, and 3% say that they initiate it through

another form: friendly teasing.

Problem 5. How does the bullying affect the academic performance of the

following:

5.1 bully

5.2 bullied

TABLE 10

DOES BULLYING AFFECT THEIR ACADEMIC PERFORMANCE

f %

Yes 61 61%

No 14 14%

Maybe 20 20%

Can’t say 5 5%

22
 TABLE 11

ARE THERE ANY DIFFERENCES IN THEIR ACADEMIC PERFORMANCE WHEN

THEY WERE BULLIES COMPARED TO WHEN THEY WERE NOT

f %

Yes 34 34%

No 20 20%

Maybe 35 35%

Can’t say 11 11%

TABLE 12

ARE THEIR ANY DIFFERENCES IN THEIR ACADEMIC PERFORMANCE WHEN

THEY WERE BULLIED COMPARED TO WHEN THEY WERE NOT

f %

Yes 41 41%

No 23 23%

Maybe 23 23%

Can’t say 13 13%

Table 10, Table 11, and Table 12 shows the accumulated answers of the

respondents regarding the effects of bullying in their academic performance. In Table

10, it shows that 61% of the students admit that bullying affects their academic

23
performance. 14% of the students say that bullying does not affect their academic

performance. 20% of the respondents answered maybe, and 5% says that they can’t

say whether or not bullying affects their academic performance. In Table 11, it shows

that 34% of the respondents say that there is a difference between the times that they

were a bully and when they were not a bully. 20% say that there is no difference. 35%

of the respondents answered Maybe, and 11% answered Can’t say. In Table 12, it

shows that 41% of the students admit that there is a difference between the times that

they were bullied and when they were not bullied. 23% say that there is no difference.

23% answered Maybe, and 13% answered Can’t say.

Problem 6. What actions can be taken to prevent cases against bullying in

School?

Table 13

Students’ Opinions On How To Abolish Cases Of Bullying

f %

Kick out bullies 40 40%

Be friendly or gain 20 20%

friends
Others 40 40%

Table 13 shows the students’ own opinions on how to abolish cases of bullying in

the school, showing that 40% of the answers reflected a resolution found by the

respondents in kicking out bullies. 20% of the responses say that students should be

24
more open to building healthy friendships, while a total of 40% respondents suggested

other things to be done: respecting other students, not treating bullies seriously, being

kind to bullies, etc.

Table 14

Confirmed Cases Of Bullying And The Grades Of Students Involved

Student Science Math English

A 78,77,79 -,-,83 79,78,81

B 81,87,75 -,-,80 85,87,91

Table 14 shows the grades of the students involved in a confirmed case of

bullying that occurred in the middle of the first quarter, and settled before the third

quarter. In this case, student A is the bully, while student B is the bullied. Names are

withheld to uphold confidentiality.

25
 Table 15

Confirmed Cases Of Bullying And The Grades Of Students Involved

Student Science Math English

A 78,75,75 -,-,79 78,-,76

B 76,-,74 78,77,74 78,74,74

C 76,74,- 78,72,82 78,74,74

Table 15 shows another set of grades of the students involved in a confirmed

case of bullying, that occurred in the first quarter, and resolved after a visit to the

guidance office, but began again in the middle of the second quarter, resolved only

after the third quarter have ended. Student A and student B are the bullies, while

student C is the victim. Again, real names are omitted in respect to confidentiality of the

subjects.

26
 Table 16

Confirmed Cases Of Bullying And The Grades Of Students Involved

Student Science Math English

A 82,81,75 80,72,82 -,78,80

B 82,77,80 86,85,90 -,88,88

C 82,75,78 83,74,82 78,82,85

D 82,77,76 81,76,82 78,77,79

E 84,77,75 78,77,80 81,80,75

F 76,74,- 78,72,82 78,74,74

Table 16 shows another set of grades of the students involved in a confirmed

case of bullying, which was reported in the middle of the second quarter. The victim of

the bullying in the second case is the same victim stated herein, as seen on the data

on student F. Student A, student B, student C, student D, and student E are the bullies

in this case. Names are omitted for confidentiality purposes.

27
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the data gathered by the researchers upon

the conduct of this study, revealing the findings of the study, the conclusion drawn by

the researchers, and the recommendations made by the researchers based on the

conclusions.

SUMMARY

The Problem. The overall purpose of this study is to know about the effects of

verbal and physical bullying on the academic performance of JHS students studying in

this institution. The results of the research were used by the researchers as the basis in

devising an action plan.

A. In relevance to this research’s statement of the problem, this study seeks to

answer the following questions 1.) What is the profile of the respondents as to

age, gender, and grade level? 2.) What is the bully to bullied ratio of the

students in SMASN? 3.) What is the focus of the bullying among the students

of SMASN as to frequency of bullying, and bullying incidents? 4.) What are

the factors why students are bullies or bullied? 5.) How does he bullying affect

the academic performance of the bully or the bullied? 6.) What actions can be

taken to prevent cases against bullying in school?

Methods. To garner invaluable data pertaining to the questions aforementioned,

the researchers used survey questionnaires that portray the questions in a Likert-type

28
scale manner of questioning. The research respondents comprised a total of a hundred

(100) Junior High School students of St. Mary’s Academy of San Nicolas. Each grade

level comprised 25% of the total respondents, starting from the Grade 7 to the Grade 10

level, which have been randomly selected and agreed to participate in answering the

survey.

FINDINGS

The following information herein are the findings of this study.

1. Respondents’ Profile

There were a total of forty-six (46) female respondents, fifty-one (51) male

respondents, and three (3) who identify as other genders. Twenty-five (25) students

have been selected from each grade level, and most of them have been in their normal

age bracket, the ages of 14-15 and 16-17 comprising most of the student respondents,

who were seventy (70) in total.

2. Bully to Bullied ratio

Most of the respondents considered themselves as both a bully and a victim of

bullying (59%). If combined to the number of students who identify as the bullies, then

72% of the respondents identify as bullies. If combined to the number of students who

identify as victim, then 85% of the respondents identify as bullied. Only 2% of the

respondents opposed to being either or both of the choices given in the survey.

3. Focus of Bullying as to Frequency and Incidents

Many of the respondents answered that they have been bullied by less than five

people, and that they have bullied less than five people. Several have answered that six

29
to twenty people have bullied them, and that they have bullied six to twenty people. A

few answered that more than twenty people have bullied them, and that they have

bullied more than twenty people. This shows how frequent bullying happens in the

school, and how many JHS students experience it in their academic year.

4. Factors that Initiate Bullying

Most of the respondents say that students bully to gain attention, to avoid getting

bullied, and to use it for personal gratification. This is due to the fact, they suggest, that

students get the wrong impression of having a higher power than others, when they

practice it by pushing others down. On the other hand, most of the respondents say that

students are bullied because they do not fight back or speak about the situation, they

also look weak or small or in any way physically at a disadvantage against the bully,

and that they are considered as geeks, weirdos, and outcasts by the other students.

This is to say, that the reason why students are bullied is mostly because they are seen

as more obviously flawed and untypical types of people.

5. Effects of Bullying to their Academic Performance

More than 50% of the student respondents admit that bullying affects their

academic performance, although the statistics about the difference between their

grades during bullying, and during the absence of bullying, is at best, debatable. Many

answered Yes and Maybe, when asked about the differences in their grades between

the time they were a bully and the time they were not, although several also answered

No and Can’t Say. Many answered Yes when asked about the differences in their

grades, however, several also answered No and Maybe, while a few answered Can’t

say.

30
 6. How to Abolish Bullying

Most of the responses that we got from the students’ claims and opinions about

how to prevent cases of bullying are centered on two things: kicking out bullies, and

surrounding one’s self with friends. Other responses were generally stated or states

common human decency of respect for one another, expressing dignity,etc.

CONCLUSION AND IMPLICATIONS

As exhibited in the summary of the findings, it can be concluded that verbal and

physical bullying still manifest itself as a persisting issue inside the institution of St.

Mary’s Academy of San Nicolas. The researchers conclude that verbal and physical

bullying, although happening at a rapid consistency, is not in any way, normal and

ethical to happen inside the school campus where students are expected to learn and

perform to the best of their efforts. However, due to these cases of bullying, it has also

dampened the academic performance of the JHS students of SMASN. It is alarming that

although there are only seven (7) confirmed cases of bullying reported on the school

guidance office for this school year, a high percentage of the students admit to being

involved in bullying. Therefore, it can be decided that although this has been happening

at a rapid frequency, not a lot have been done to effectively obliterate bullying, because

of how few students report to the right school authorities and school officials. Because

of this, intimidators get to initiate different ways of bullying other students without getting

just punishments and repercussions for their misdemeanor. Victims of bullying also

continue to choose to suffer in silence because of the lack of trust or confidence they

have in the school system, and in themselves. Bullied people in the institution think that

31
they brought the situation upon themselves, when in fact; it is not their fault that they are

being bullied. Bullying happens because of bullies. Because the results show that many

students are affected by bullying academically, they conclude that bullying can be

discerned more appropriately if the student body has a sense of trust and confidence

that they belong in an institution where equality is a right that is deemed of utmost

importance. Victims of bullying would no longer feel pressured to keep the situation to

themselves if they are made aware of the importance of rule implementation and

discipline in the school system. Bullies would also be properly educated how to cope

with their own issues appropriately, without having to resort to bullying.

RECOMMENDATIONS

As an aftereffect of the findings and conclusion of this study, the following

recommendations are given to the:

A.STUDENTS

The researchers recommend to students who are involved in any case of

bullying to speak about it, and initiate a series of events that would lead the incident to

be properly judged and the issue to be abolished. They should be aware that bullying is

not, in any way, normal in a school setting, despite the frequency of which it continues

to happen. If students learn how to speak about their experiences and situation, it can

cease to affect them even more than it already has, most especially to their academic

performance.

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 B. PARENTS OF THE STUDENTS

Parents should maintain a close watch, and regular view of their children’s

school life. It would be greatly helpful, for their children and for them as well, if

they constantly talk about the issues that are in relevance to a students’ life, and

genuinely listen to the thoughts that their children shares, and those that they are

uncomfortable with. Any change in atmosphere or behavior, can be caused by an

issue of bullying that a child may be suffering, so it is highly recommended of the

researchers that parents talk regularly to their child and ask about their

endeavors in school, may it be academic or not.

C.THE SCHOOL AND EDUCATORS

The school educators and administration should learn from this survey,

the importance of keeping a close tabulation on the situations that coexist with an

academic setting that a school provides, and do regular check-ups on students who are

having any trouble with the tasks that every student is expected to do. The researchers

would recommend to the school and its educators, to administer mandatory visits of

students to the guidance counselor, at least twice a year, and widen their perspective in

implementing school rules and programs about bullying.

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ACTION PLAN

Mandatory Guidance Interview and Bullying Assessment Program

The purpose of this proposal by the researchers is to be able to administer tests

on the students wherein their interrelations inside the institution can be closely

monitored and documented. Through this program, it will allow the school to assess

whether or not students are having healthy relationships and safe from issues of

bullying. Junior high school students are invited to take part in a mandatory interview

and test assessment on bullying, at the end of the second quarter and fourth quarter.

The researchers hope that through this program, students, especially those who have

experienced cases of bullying in their academic year, will be able to talk about their

experiences and have the problem sorted out and solved, so SMASN can be an

environment where students can perform academically to the best of their abilities,

without the hindrance of bullying issues.

Objectives:

This strategy plan aims:

 To check on students’ relationships with other students

 To know about cases of bullying that have not been reported voluntarily

by the involved parties prior to the interview and assessment test

 To help students coping with cases of bullying

 To provide proper aid to students who are involved in bullying

 To build a better relationship between the school and its students

34
  To teach students how to open up about their problems encountered

inside the school premises.

Action

Make a Standardized Test on Bullying

The educators, together with the guidance counselor and school administration are to

provide a set of tests that can be administered to students twice per year. These tests

should provide them information about the students’ behavior and experiences on

bullying, so as to keep tabulated on the cases of bullying happening in the school. The

students should take this mandatory test in the Guidance Office on a scheduled time,

and then do an interview with the guidance counselor, once the results from the tests

are in, and they pose a high chance of bullying, wherein the guidance counselor will

then invite them for a thorough interview.

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 BIBLIOGRAPHY

Electronic Sources

Anti-Bullying Act of 2012, retrieved from

http://www.congress.gov.ph/press/details.php?pressid=5783

on February 2019

Anti-Bullying Act of 2013, retrieved from

http://www.gov.ph/2013/09/12/republic-act-no-10627

on February 2019

Other Sources

Review of Related Literature material, retrieved from

https://antibullyingsoftware.com/bullying-research-paper-links-to-leading-schoolbullying-

research-websites/

https://www.stopbullying.gov/what-is-bullying/index.html

https://www.pacer.org/bullying/resources/info-facts.asp

https://www.psychologytoday.com/us/basics/bullying

https://www.annualreviews.org/doi/10.1146/annurev-psych-010213-115030

https://www.cambridgeshire.gov.uk/childrenandfamilies/parenting/childsbehaviour/bullyi

ng.htm

on Febuary 2019 to March 12, 2019

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 APPENDIX A
THE EFFECTS OF VERBAL AND PHYSICAL BULLYING ON THE
ACADEMICPERFORMANCE OF JHS STUDENTS OF
ST. MARY'S ACADEMY OF SAN NICOLAS
Grade level: Gender:

Please read carefully the statements below, and check upon your corresponding

answers.

1. Do you consider yourself a:

( ) Bully ( ) Bullied ( ) Both

2. A. Can you recount how many students have bullied you in school?

( ) Less than five ( ) 6-10 ( ) 11-20 ( ) More than 20

B. Can you recount how many students you have bullied in school?

( ) Less than five ( ) 6-10 ( ) 11-20 ( ) More than 20

3. How do you initiate bullying against other students?

( ) Spreading gossip and malicious rumors

( ) Physical assault- punching, kicking, pushing, etc.

( ) Name calling

( ) Social exclusion

( ) Others – please specify:

4. A. Why do you think students bully?

( ) For personal gratification

( ) To gain attention

( ) To avoid getting bullied

37
 ( ) Peer pressure

( ) Dealing with issues at home

( ) They are also bullied

( ) They are coerced into bullying

( ) Others – please specify:

B. Why do you think students are bullied?

( ) They look weak, small or unpleasant to the eyes

( ) They don’t fight back or speak about the situation

( )Their sexual orientation : being gay, lesbian, bisexual, etc.

( ) Having any disability or disorder (physical, mental, emotional)

( ) Considered as geeks, weirdos, and outcasts

( ) They pose a threat to the bully

( ) Others – please specify:

5. Does bullying affect your academic performance?

( ) Yes ( ) No ( ) Maybe ( ) Can’t say

6. A. Are there differences in your academic endeavors when you were

not a bully yet compared to the time you have bullied other

students?

( ) Yes ( ) No ( ) Maybe ( ) Can’t say

B. Are there differences in your academic endeavors when you were

not bullied yet compared to the time when others have started to

bully you?

( ) Yes ( ) No ( ) Maybe ( ) Can’t say

38
7. What do you think can be done to abolish bullying in the school?

39
APPENDIX B

40
 CURRICULUM VITAE

Name: Joshua Kent Navarro

PERSONAL DATA

Date of Birth: January 30, 2002

Place of Birth: Cebu City

Religion: Roman Catholic

EDUCATIONAL BACKGROUND:

SECONDARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St., Cebu City

PRIMARY: University of San Carlos, 2015

V. Rama, Cebu City

41
 CURRICULUM VITAE

Name: Carlos Hans R. Veloso

PERSONAL DATA

Date of Birth: May 19, 2002

Place of Birth: Cebu City

Religion: Roman Catholic

EDUCATIONAL BACKGROUND:

SECONDARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St, Cebu City

PRIMARY: St. Mary’s Academy of San Nicolas, 2015

T. Abella St, Cebu City

42
 CURRICULUM VITAE

Name: Frealyn Rod Norishma M. Cabusas

PERSONAL DATA

Date of Birth: June 30, 2002

Place of Birth: Cebu City

Religion: Roman Catholic

EDUCATIONAL BACKGROUND:

SECONDARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St, Cebu City

PRIMARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St, Cebu City

43
 CURRICULUM VITAE

Name: Johliani Marie C. Javierto

PERSONAL DATA

Date of Birth: December 9, 2001

Place of Birth: Cebu City

Religion: Roman Catholic

EDUCATIONAL BACKGROUND:

SECONDARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St, Cebu City

PRIMARY: St. Mary’s Academy of San Nicolas, 2019

T. Abella St, Cebu City

44