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Bullying Thesis 120915001934 Phpapp02 PDF
Bullying Thesis 120915001934 Phpapp02 PDF
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By
Marlon de Lara
Cedric D Jale Arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver Reyes
Acknowledgements
to the special people who have extended their assistance for the
project;
support;
The Lord and Savior Jesus Christ, this piece of work was
heartily offered.
DEDICATION
Introduction
it
Foreign Literature
documented cases that have been recorded over the centuries. The
discipline.
case.
belief, research shows that children who bully do not lack self-
boys and girls may bully and both may become victims.Boy bullies
adults. This girl usually has a clique of girls at her beck and
or attempts.
Local Literature
person is
in other ways".
aggression).[1]
pinching.[19]
Controversy
who are not in turn bullied, "enjoy going to school, and are
Some have argued that bullying can teach life lessons and
Related Studies
Those who have been the targets of bullying can suffer from long
behaviors.
his or her related behavior patterns will often also become more
group.
In such groups where the 'bully mentality' has been allowed to
the bullying can have, both to the victim or victims, and to the
have not.
Despite the large number of individuals who do not approve of
bully.
the bullying, or they may worry that they risk becoming the next
remain passive.
"This is the idea that people get what they deserve and deserve
is, a response that is seen by both the bully and the target as
the would-be bully that one will not allow one's self to be
to feed on itself over time, and may last for months, years, or
even decades. The cycle is most easily broken at its initial
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
back.
STATEMENT OF THE PROBLEM
Behavior
a. Sex
b. Age
bullying.
certain groups and the benefits they may be able to gain are as
follows:
bear in their mind they are more luckier than those who are
be in vain.
so much, how much our government spends for every child provided
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.
regards the researchers want to know through this study what are
implication to education.
state that they can be proud to be the parents even of those who
Development
Parent’s Education Better graduate
Activities activities
livelihood
Provide School
seminars /
Materials
workshops
Comprehend
Government
Functional strong
scholarship prayer
parental guidance
meeting (B.S.)
close relationship
livelihood
of school
program.
partnership
comprehend school
partnership
The study aimed to assess the effects of bullying as perceived
Ecija.
DEFINITION OF TERMS:
METH0D OF RESEARCH
Research Design
Behavior
pointed out that the descriptive methods tells “what is”, that
described..
The Respondents
as follows(Calderon, 1993)
% = f/n x 100
Where:
% = percentage
Table 1
Gender Profile
Male 12 40% 2
Female 18 60% 1
Total 30 100%
The table one shows the sex profile of the respondents, the
female and not so many were males. This implied that there were
Table 2
Age Profile
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%
13.3 percent at the age 21-25 as ranked 4; and the last ranked
Table 3
causes W F % WF WM VI R
1) Lack of involvement 5 15 50% 75
in child’s interests, 4 6 20% 24
activities, and daily 3 3 10% 9
life 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, 5 10 33% 50
lack of 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 5 4 13% 20
discipline 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 5 6 20% 30
times 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 5 4 13% 20
areas such as 4 15 50% 60
lunchrooms, bathrooms, 3 4 13% 12
hallways, locker 2 4 13% 8
rooms, playgrounds 1 3 10% 3
30 100 103 3.4 MA 5.5
7) Apathy towards 5 10 33% 50
bullying on the part of 4 6 20% 24
teachers and 3 5 16% 15
administrators 2 9 30% 18
1 0 0 0
activities, and daily life the item 1 of the table 3 shows that
by its weighted mean of 3.9 this means that the main reason of
moderately agree.
on school buses and while waiting for buses, and in classes that
victim. These bullies may taunt and tease their target before
Effects of Bullying
Effects W F % WF WM VI R
a) Loss of interest 5 8 26% 40
in school and 4 5 16% 20
extracurricular 3 6 20% 18
activities 2 7 13% 14
1 4 13% 4
moderately agree
agree
CHAPTER 5
offered.
Summary
Gender Profile
The table one shows the sex profile of the respondents, the
Age Profile
the age 21-25 as ranked 4; and the last ranked belong to aged 20
EFFECTS OF BULLYING
causes of bullying
activities, and daily life the item 1 of the table 3 shows that
by its weighted mean of 3.9 this means that the main reason of
Effects of Bullying
as moderately agree.
moderately agree
agree
Conclusion
from others
RECOMENDATION
buddy system.
groups.
Reference
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 extra
curricular activities
b) Frequent complaints
of illness to avoid
attending school
c) Sudden decrease in
academic performance
Dear Respondents,
Greetings!
Thank You:
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver Reyes
Noted by:
________________
Professor
Nueva Ecija University of Science and Technology
Cabanatuan City
Dear Sir:
Truly yours,
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
APPROVED: Eddie Boy Tamares
Rommel Grospe
PROF. ANICETO Y. FRANY Jimver Reyes
Nueva Ecija University of Science and Technology
Cabanatuan City
Noted by:
____________________
Adviser