Colegio San Agustin Makati

SHS Department

A.Y. 2018-2019

A quantitative research on the causes of bullying among JHS and

SHS students

Submitted By:

Jose Bernardo G. Virtucio IV

Marco San Juan

Miguel Pardo

Submitted To:

Mrs. Cruzado
 I. Introduction

Bullying usually first occurs in school. During elementary years, children are bullied

mainly by the means of teasing and sometimes physical harm. During these early years,

what may cause children to bully others can simply be the satisfaction of the bully.

Comparing elementary years to high school, elementary years can be considered as the

tip of the iceberg. Entering high school, the brains of the children will start to develop

more and at the same time will start to develop a certain level of maturity compared to

how they acted in their younger years. With this comes new ways of bullying and

tormenting others, ways that can possibly hurt others more deeply. Bullying is not only

limited to teasing and physically hurting fellow students, but new ways such as sexual

harassment, discrimination of race and gender, and embarrassing others are ushered

in.

But what may possibly cause this behavior? What causes people to bully others,

especially at this young age, particularly in high school? In this study, the researchers

will tackle the possible causes and/or reasons on why bullies bully, specifically among

high school students. The research conducted used a quantitative approach and the

methods or instruments that the researchers have used in this study are survey

questionnaires. These surveys will be conducted toward two classes each from the 8th

and 12th year levels in Colegio San Agustin – Makati. The survey was conducted to 100

students in total, both from the junior and senior high school departments with 25

distributed to each class, for a total of 100 respondents. The researchers then, after

having garnered the data, interpreted it through different charts and graphs.
II. Review of Related Literature

According to Ehiorobo (2012) The issue of bullying has plagued many school

systems in the US. We have all read about issues of bullying causing students to

take drastic measures to make the pain stop. can bullying cause traumatic stress?

Why does bullying occur? What measures can schools take to stop bullying? Tying

Bullying to Traumatic Stress Van der Kolk, McFarlane, and Weisaeth state, "Trauma

in childhood can disrupt normal developmental processes. Because of their

dependence on their caregivers, their incomplete biological development, and their

immature concepts of themselves and their surroundings, children have unique

patterns of reaction and needs for intervention, many of the children who are

affected by traumatic stressors such as bullying can have their developmental

processes and parts of their brains affected by the traumatic events.

According to Scholastic (n.d.) Teasing becomes bullying when it is repetitive or

when there is a conscious intent to hurt another child. Bullying can begin as early as

preschool and intensify during transitional stages, such as starting school in 1st

grade or going into middle school. At school: Many schools have programs

especially designed to raise awareness of bullying behavior and to help parents and

teachers deal effectively with it. Share with the teacher what your child has told you;

describe any teasing or bullying you may have witnessed.

According to Amanda (2015), Along with more direct physical and emotional

bullying, growing awareness of cyber bullying has led commentators to claim that

bullying has increased a great deal; especially in this area as technology has
become more relevant and more accessible. Common components of these laws

require or encourage school officials to develop a policy to prohibit bullying,

implement a bullying prevention program, train employees on bullying and bullying

prevention, report school bullying to authorities, and develop disciplinary actions for

children who bully. Further research should be conducted on bullying, possibly

interviewing known bullies, the dynamics of group bullying, bullying in the workplace,

as well as bullying of specific populations including various minorities and the

elderly.

According to Lyness (2013), Some bullies act the way they do because they've

been hurt by bullies in the past - maybe even a bullying figure in their own family,

like a parent or other adult. Bullying behavior backfires and makes everyone feel

miserable - even the bullies. Because a lot of bullying takes part in the presence of

peers, enlisting the help of friends or a group is a good way to change the culture

and stand up to bullies.

According to Boser (2018), A growing body of research shows that schools can

prevent bullying - and ensure that all kids go to school each day without fear of being

physically hurt or socially targeted. Finally, the framework also provides tailored

support for the both victims and bullies in each school. Of course, there's no way to

address every form of bullying in school.

III. Methodology

1) Research Design

 The researchers will be using a quantitative method for this study. A

quantitative method is applied to specify the independent and

dependent variables of the study found in the population. Through

conducting a quantitative study, the researchers will be able to

determine the relationship of the variables.

2) Setting & Participants

 The study will be held in the High School Department of Colegio San

Agustin. The school is in Dasmariñas Village, Makati city. The High

School Department of CSA Makati is divided into two: The Junior High

School (JHS) and Senior High School (SHS). The Grade 8 batch A.Y.

2018-2019 will represent the JHS while the Grade 12 batch A.Y. 2018-

2019 will represent the SHS. For each grade level, 2 sections will be

chosen to participate in the study. The researchers will get 25 students

from each section. The study will have a total of 100 students to

participate.

3) Instrumentation

 For the researchers to be able to collect data, they have prepared a

survey questionnaire to be answered by the students chosen to

participate in the study. The primary goal of the questionnaire is to

determine the possible factors of bullying among High School student.

The survey questionnaire consists of statements regarding bullying.

The participants will rank these statements according to how evident or

how much they can relate to the given statement. The researchers

provided statements to be ranked to limit the responses within the

scope of the study.

 IV. Data Presentation

Grade 8B

No. of Valid: 21

Statements 1-7

It is a form of catharsis

I seldom help victims

School handles bullying well

Teasing is considered as bullying

Bullying others amuses me

I bully others

I am bullied on a regular basis

0 2 4 6 8 10 12 14

Strongly Disagree Disagree Neutral Agree Strongly Agree

 Root Causes

Satisfaction

Defense Mechanism

Insecurities

Coping Mechanism

Attention Seeking

0 1 2 3 4 5 6 7 8 9 10

Strongly Disagree Disagree Neutral Agree Strongly Agree

How Frequent?
10

0
Physical Social Verbal Cyber-bullying

Very Often Often Sometimes Seldom Very Seldom

 Grade 8J

No. of Valid:

Statements

It is a form of catharsis

I seldom help victims

School handles bullying well

Teasing is considered as bullying

Bullying others amuses me

I bully others

I am bullied on a regular basis

0 2 4 6 8 10 12 14 16

Strongly Disagree Disagree Neutral Agree Strongly Agree

Root Causes

Satisfaction

Defense Mechanism

Insecurities

Coping Mechanism

Attention-Seeking

0 2 4 6 8 10 12

Strongly Disagree Disagree Neutral Agree Strongly Agree

 How Frequent?
9

0
Physical Social Verbal Cyber-Bullying

Very Often Often Sometimes Seldom Very Seldom

Grade 12G No. of Valid: 18

Statements

It is a form of catharsis

I seldom help victims

School handles bullying well

Teasing is considered as bullying

Bullying others amuses me

I bully others

I am bullied on a regular basis

0 2 4 6 8 10 12

Strongly Disagree Disagree Neutral Agree Strongly Agree

 Root Causes

Satisfaction

Defense Mechanism

Insecurities

Coping Mechanism

Attention Seeking

0 1 2 3 4 5 6 7 8 9

Strongly Disagree Disagree Neutral Agree Strongly Agree

How Frequent?
9

0
Physical Social Verbal Cyber-Bullying

Very Often Often Sometimes Seldom Very Seldom

 Grade 12J No. of Valid: 23

Statements

Bullying for me is a form of catharsis

I seldom help people who are bullied

School handles bullying well

Teasing is considered as bullying

Bullying others amuses me

I bully others

I am bullied on a regular basis

0 2 4 6 8 10 12 14 16 18

Strongly Disagree Disagree Neutral Agree Strongly Agree

Root Causes

Satisfaction

Defense Mechanism

Insecurities

Coping Mechanism

Attention-Seeking

0 2 4 6 8 10 12

Strongly Disagree Disagree Neutral Agree Strongly Agree

 How Frequent
9

0
Physical Social Verbal Cyber-Bullying

Very Often Often Sometimes Seldom Very Seldom

References:

1) Ehiorobo, T. (2012, April 16). Bullying in School the Traumatic Effects of Bullying
on Children. Retrieved August 29, 2018, from
https://www.crisisprevention.com/Blog/April-2012/Bullying-in-School-The-
Traumatic-Effects-of-Bullying-On-Children

2) When Teasing Becomes Bullying. (n.d.). Retrieved August 29, 2018, from
https://www.scholastic.com/parents/family-life/social-emotional-learning/social-
skills-for-kids/bullying-and-teasing-no-laughing-matter.html

3) Amanda, L. (2015, May 20). Bullying: Theory, Programming, and Policy • SJS.
Retrieved August 29, 2018, from
http://www.socialjusticesolutions.org/2015/05/20/bullying-theory-programming-
policy/

4) Lyness, D. (Ed.). (2013, July). Dealing with Bullying. Retrieved August 29, 2018,
from https://kidshealth.org/en/teens/bullies.html

5) Boser, U. (2018, February 27). How to Stop Bullying in Schools. Retrieved

August 29, 2018, from https://www.usnews.com/opinion/knowledge-
bank/articles/2018-02-27/how-to-stop-bullying-in-schools