FACTORS OF THE INCREASING NUMBERS OF BULLIES AMONG THE TEENS OF

GRADE X: IT’S POSITIVE AND NEGATIVE IMPLICATIONS

A Research Proposal

Presented to the

Butuan City School of Arts and Trades

- Butuan City, Philippines

In partial fulfillment of the course requirements in English – X

Submitted by:

NECOLYN GAYLE UBA

RAMIL REVILLA

Submitted to:

MAY QUIMSON DELOS REYES

Teacher in English-X

I
 BUTUAN CITY SCHOOL OF ARTS AND TRADES

J. ROSALES AVENUE, BUTUAN CITY

APPROVAL SHEET

This research paper entitled FACTORS OF THE INCREASING NUMBERS OF

BULLIES AMONG THE TEENS OF GRADE X: IT’S POSITIVE AND NEGATIVE

IMPLICATIONS; it has been personally presented by Ramil Revilla and Necolyn Gayle Uba in

Partial Fulfillment of the Requirements in English X.

Necolyn Gayle Uba

Date Researcher

Ramil Revilla
Researcher

Accepted and approved in Partial Fulfillment of the Requirements in English X.

MRS. FRANCIS MAY Q. DELOS REYES

Date Teacher in English X

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 BUTUAN CITY SCHOOL OF ARTS AND TRADES

J. ROSALES AVENUE, BUTUAN CITY

ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for His showers of

blessings throughout our research work to complete the research successfully.

We would like to express our deep and sincere gratitude to our English X Teacher, May

Quimson Delos Reyes, for giving us the opportunity to do research and providing invaluable

guidance throughout this research.

We are extremely grateful to our parents for their love, prayers, caring and sacrifices for

educating and preparing us for our future.

We are also extremely grateful to our friends, especially Karen Jane Salvador who helped

and inspired us in making this research.

Finally, my thanks go to all the people who have supported me to complete the research

work directly or indirectly.

Necolyn Gayle Uba

Ramil Revilla

Author

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 TABLE OF CONTENTS

Title Page------------------------------------------------------------------------------------------------I

Approval Sheet-----------------------------------------------------------------------------------------II

Acknowledgement-------------------------------------------------------------------------------------III

Table of Contents--------------------------------------------------------------------------------------IV

Abstract--------------------------------------------------------------------------------------------------V

Chapter 1: Introduction-------------------------------------------------------------------------------1

Definition of Terms----------------------------------------------------------------------------3

Objectives of the study------------------------------------------------------------------------4

Significance of the study----------------------------------------------------------------------5

Scope and Limitation of the study----------------------------------------------------------7

Chapter 2: Methodology-------------------------------------------------------------------------------8

Chapter 3: Results and Discussions-----------------------------------------------------------------10

Chapter 4: Conclusions--------------------------------------------------------------------------------16

Chapter 5: Recommendations------------------------------------------------------------------------17

Research Instrument-----------------------------------------------------------------------------------18

Bibliography / Reference-------------------------------------------------------------------------------20

Curriculum Vitae-----------------------------------------------------------------------------------------21

IV
FACTORS OF THE INCREASING NUMBERS OF BULLIES AMONG THE TEENS OF

GRADE X: IT’S POSITIVE AND NEGATIVE IMPLICATIONS

Names:

Necolyn Gayle Uba

Ramil Revilla

ABSTRACT

The main goal of this research study is to determine the factors of the increasing number

of bullies among teens of Grade X in Butuan City School of Arts and Trades, a total of 100

students are administered a questionnaire in order to find out whether they are a bully or a buddy

and minimize the bullying issue in the school.

The results indicate that both male and females experienced bullying because of their

gender followed by having a weak personality, their family status and physical appearance. It is

concluded that during the conduction of the survey questionnaires, the factors of the increasing

number of bullies are: Gender with an average of 5.96; being a weak person with an average of

4.12; Family Status with 3.18 and physical appearance with 2.87. It is recommended to the

teachers and staffs of the school to conduct activities with a mission of creating equality among

students. Parents should guide and put more attention to their children to avoid being bullied or

becomes a bully. Students shouldn't bully one another instead they should help one another and

graduate together.

Keywords: Gender, being weak, family status, physical appearance

V
 I. INTRODUCTION

Bullying behaviour impacts the whole-school community. Bullying has

detrimental effects on students' health, wellbeing and learning. It can make students feel lonely,

unhappy and frightened. It’s not just the students being bullied who are affected. Most students

say they don’t like seeing bullying in their school – it makes them feel worried and

uncomfortable. Students who bully others are also more likely to have problems and be unhappy.

Being bullied can affect everything about a child: how they see themselves, their friends, school,

and their future. Students who are bullied often experience depression, low self-esteem that may

last a lifetime, shyness, loneliness, physical illnesses, and threatened or attempted self-harm.

Some students miss school, see their marks drop or even leave school altogether because they

have been bullied. Verbal and social/relational bullying can be just as harmful as physical

bullying. Students who engage in bullying also risk poor long term outcomes, including leaving

school early. Some students engage in bullying for a short time only and then stop either because

they realise it’s wrong or they are supported to learn more appropriate behaviour. A small group

of students continue to bully others over many years. Parents and schools need to support those

who bully others to learn more appropriate ways to get on with others and deal with conflict and

social challenges.

During the school years, bullying is one of the most common expressions of

violence in the peer context. Research on bullying started more than forty years ago, when the

phenomenon was defined as ‘aggressive, intentional acts carried out by a group or an individual

repeatedly and over time against a victim who cannot easily defend him- or herself’. Three

criteria are relevant in order to define aggressive behaviour as bullying: repetition, intentionality

1
and an imbalance of power. Given these characteristics, bullying is often defined as systematic

abuse of power by peers. It is recognised globally as a complex and serious problem. In the

present paper, we discuss the prevalence, age and gender differences, and various types of

bullying, as well as why it happens and how long it lasts, starting from the large surveys carried

out in western countries and to a lower extent in low- and middle-income countries. The

prevalence rates vary widely across studies; therefore, specific attention will be devoted to the

definition, time reference period and frequency criterion. We will also focus on risk factors as

well as short- and long-term outcomes of bullying and victimisation. Finally, a section will be

dedicated to review what is known about effective prevention of bullying.

Violence has been recognised as a relevant and serious problem by several

international agencies. In 1996, the World Health Assembly adopted a resolution declaring

violence a leading worldwide public health problem and called upon Member States to give

urgent consideration to the problem of violence. In the school context, peer bullying is the most

common form of violence among children and youths. Bullying compromises children’s rights,

including the right to education as requested by the Convention on the Rights of the Child (The

United Nations 1989). It presents special risks for vulnerable children, such as children with

disabilities; refugees, or children affected by migration; children who are excluded; children who

belong to a minority group, or simply children that differ from the peer group.

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 DEFINITION OF TERMS

Factors

- A circumstance, fact, or influence that contributes to a result or outcome.

Bullies

- A person who habitually seeks to harm or intimidate those whom they perceive as

vulnerable.

Teens

- The years of a person's age from 13 to 19.

Implications

- A likely consequence of something.

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OBJECTIVES OF THE STUDY

This study aims to determine the factors of the increasing number of bullies among the

teen of Grade X in Butuan City School of Arts and Trades and its positive and negative

implications. Specifically, it sought to answer the following problems:

1. What is the profile of the Grade X students in terms of:

 Sex

 Age

2. What are the reasons of why there are victims of bullies?

3. What is the level of emotions when a student is bullied?

4. Does bullying affect’s student’s behavior?

5. What are the common effects of bullying negatively and positively?

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SIGNIFICANCE OF THE STUDY

The finding of the study will contribute in minimizing the number of bullies among the teens

of Butuan City School of Arts and Trades and knowing its positive and negative implications

specifically in Grade X students. The study is relevant to the following sectors:

Administration of Butuan City School of Arts and Trades,

The results of this study will help them developing more secure policies regarding to the

untold bullying issues of the students. The result will help them how to approach the students

who are victims of bullies and those who bully others. Furthermore, administrators are going to

be more sensitive in the issue of bullying in the school and, give fair and square judgments

regarding this matter.

The Teachers,

The result of this study will make the teachers knowledgeable about their students’ behavior

inside the school premises. The results will also help them to realize what actions they should

take for them to solve the issues of bullying in the school.

The Parents,

The result of this study will make them aware of the happenings inside the school whether it

is good or bad situations. It would be their basis on how they are going to give a fitted advice to

their children and, to help and guide them to the path of success.

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The Students,

The findings would make them aware of the situations of the other students if they are the

victims of bullying or the one who bully others. It would also make them aware of their own

actions whether they are bully of victims.

The Future Researchers,

This study will serve as a referral in conducting another study that will answer particular

questions regarding the increasing numbers of bullies in the school.

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 BUTUAN CITY SCHOOL OF ARTS AND TRADES

J. ROSALES AVENUE, BUTUAN CITY

Scope and Limitation of the Study

This study focuses on the student’s feelings and behaviors in terms of being a victim or the

bully itself. The respondents of this study are 60 students from Grade X students who are

enrolled in Butuan City School of Arts and Trades, Butuan City. Grade X students are randomly

picked and are given a diagnostic test made by the researchers.

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 II. METHODOLOGY

Research Design

The study utilizes descriptive method employing the survey technique. It is descriptive

because it sought to answer the questions or problems about the increasing number of bullies in

BCSAT. The findings of the study form the basis for the instructional material.

The primary source of data is information collected through survey instruments. The

secondary sources of evidence are taken from books, journals, internet, and pertinent references

in the library.

The survey technique is appropriate in the studying situations that exist. It involves analysis,

interpretation, description, and recording of data which are observed and experienced.

Sampling Technique

The respondents of this study are the Grade X students through a random sampling. These

students are the elected respondents who undergo a 25-item research instrument.

Instrument and Data Gathering Procedure

The instrument that was used in the study is a survey questionnaire which consisted of only

one type. This survey questionnaire only contain two parts: first, students’ profile like sex and

age; and second, indicators of student decisions about the increasing number of bullies in Grade

X by using the Likert Scale; using the Likert Scale, the respondents will be asked to rate the

items which best describe their answers.

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 The researcher, with the aid of the advisers, are administered the survey successfully.

Data Processing and Analysis

The analysis of the data in the study is involved the following statistical tool:

Descriptive Statistics:

Frequency, percentage, and mean are used are used to describe the respondents’ attitude.

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 III. RESULTS AND DISCUSSIONS

The following are the salient results of the study:

1. RESPONDENTS PROFILE

1.1 Respondent’s Gender Distribution

Table 1 below showed the gender distribution of the respondents. Results revealed the most

of the respondents were male compromising 55% of population while 45% were female.

Sex

Frequency Percent Valid Percent Cumulative

Percent

Valid Male 55 55.0 55.0 55.0

Female 45 45.0 45.0 100.0

Total 100 100.0 100.0

1.2 Respondent’s Age Distribution

The table 2 showed that age group of 16 has a higher which corresponds to 57% of the

respondents followed by 15 with 19%, 17 with 16%, 18 with 6%, 14 and 19 with 1% each

comprises of male and female.

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 Age

Frequency Percent Valid Percent Cumulative

Percent

14 1 1.0 1.0 1.0

15 19 19.0 19.0 20.0

16 57 57.0 57.0 77.0

17 16 16.0 16.0 93.0

18 6 6.0 6.0 99.0

19 1 1.0 1.0 100.0

Total 100 100.0 100.0

2. Respondent’s result based on their answers about the topic of bullying.

The tables showed that among the twenty-five (25) indicators on what is their actions

regarding the bullying issues on the school, using the number indicators: 1-YES and 2-NO.

TABLE 1: Respondents Profile

Sex 1 2 3 4 5

Male Average 6.43 6.51 4.88 6.27 5.96

N 55 55 55 55 55

Female Average 6.42 6.73 4.54 6.10 5.01

N 45 45 45 45 45

Total Average 6.43 6.51 4.88 6.27 5.96

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 N 100 100 100 100 100

Table 1 is all about the one-hundred respondents. There are 42 males with an average of 6.43

and 41 females with an average of 6.42, who experienced bullying; 41 males with an average of

6.01 and 43 females with an average of 6.73 who witnessed someone being bullied; 34 males

with an average of 4.99 and 29 females with an average of 4.54 who bullied another person; 42

males with an average of 6.16 and 39 females with an average of 6.10 who has a friend that is

victim a of bullying; 45 males with an average of 6.60 and 32 females with an average of 5.01

who has a friend that bully others.

TABLE 2: Reasons of why there are victims of bullies

Sex 6 7 8 9 10

Male Average 4.55 5.43 5.43 4.69 3.37

N 55 55 55 55 55

Female Average 4.07 6.26 6.26 5.48 2.82

N 45 45 45 45 45

Total Average 4.42 5.96 5.96 2.87 3.18

N 100 100 100 100 100

Table 2 is about the reasons why there are victims of bullies. There are 31 males with an

average of 4.55 and 26 females with an average of 4.07 who says that being weak is a reason

why you’re bullied; 19 males with an average of 2.79 and 23 females with an average of 3.60

who says that your gender is the reason why you’re bullied; 32 males with an average of 4.69

and 35 females with an average of 5.48 who says that your physical appearance is the reason

12
why you’re bullied; 23 males with an average of 3.37 and 18 females with an average of 2.82

who says that your family status is the reason why you’re being bullied.

TABLE 3: Level of emotions when a student is bullied

Sex 11 12 13 14 15

Male Average 2.20 2.35 2.64 3.37 4.69

N 55 55 55 55 55

Female Average 0.16 3.29 1.72 5.01 1.72

N 45 45 45 45 45

Total Average 1.24 2.87 2.25 4.26 3.33

N 100 100 100 100 100

Table 3 is about the level of emotions when a student is being bullied. There are 15 males

with an average of 2.20 and 1 male with an average of 0.16 who are happy when they’re being

bullied; 16 males with an average of 2.35 and 21 females with an average of 3.29 whose sad

when they’re being bullied; 18 males with an average of 2.64 and 11 females with an average of

1.72 whose going to hurt themselves when they’re being bullied; 23 males with an average of

3.37 and 32 females with an average of 5.01 whose going to lose their self-confidence when

they’re being bullied; 32 males with an average of 4.69 and 11 females with an average of 1.72

whose going to question their self-worth when they’re being bullied.

TABLE 4: Bullying affects students’ behavior by:

Sex 16 17 18 19 20

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Male Average 1.32 6.74 2.49 4.69 4.84

N 55 55 55 55 55

Female Average 1.25 6.10 2.50 4.54 5.32

N 45 45 45 45 45

Total Average 1.32 6.58 2.56 4.73 5.19

N 100 100 100 100 100

Table 4 is about the effects of bullying in students behavior. There are 9 males with an

average of 1.32 and 8 females with an average of 1.25 who are going to absent when they’re

being bullied; 46 males with an average of 6.74 and 39 females with an average of 6.10 who are

going to defend themselves when they’re being bullied; 17 males with an average of 2.49 and 16

females with an average of 2.50 who are going to lose their focus in studying when they’re being

bullied; 33 males with an average of 4.84 and 34 females with an average of 5.32 whose going to

ignore the bullies until they stop.

TABLE 5: Common effects of bullying: negative and positive

Sex 21 22 23 24 25

Male Average 0.88 5.87 3.08 2.35 4.55

N 55 55 55 55 55

Female Average 6.26 6.57 1.25 1.72 5.16

N 45 45 45 45 45

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Total Average 1.32 6.58 2.56 4.73 5.19

N 100 100 100 100 100

Table 5 is the common negative and positive effects when you are being bullied. There

are 6 males with an average of 0.88 and 40 females with an average of 6.26 who are going to

commit suicide when they’re being bullied; 40 males with an average of 5.87 and 42 females

with an average of 6.57 who are going to prove themselves that they don’t deserve being bullied;

21 males with an average of 3.08 and 8 females with an average of 1.25 who are going to make a

revenge to those who bullied them; 16 males with an average of 2.35 and 11 females with an

average of 1.72 whose going to blame themselves because of doing nothing when they’re being

bullied; 31 males with an average of 4.55 and 33 females with an average of 5.16 whose going to

distance themselves to the world so no one can bully them again.

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 IV. CONCLUSIONS

Based on the result of the study, the researchers drew the following conclusions:

The aim of this study is to determine the factors of the increasing number of bullies

among teens of Grade X in Butuan City School of Arts and Trades. To achieve this goal, survey

questionnaire was used as a measuring tool to gather information regarding the bullying issue.

This study also seeks to find out what are the positive and negative implications of

bullying among teens specifically in Grade X students; it was identified that there are a lot of

females who will commit suicide than males if they experienced bullying and almost equal in

both sex that they are going to prove themselves that they do not deserve being bullied.

The results also lead to the conclusion that the factors of the increasing number of bullies

are: their gender with an average of 5.96 followed by having a weak personality with an average

of 4.12; Family Status with 3.18 and physical appearance with 2.87.

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 V. RECOMMENDATIONS

To augment the baseline information/knowledge needed for students to avoid being bullied

as basis instructional materials development, the following are recommended:

 Teachers and administrators need to be aware that although bullying generally happens in

areas such as the bathroom, playground, crowded hallways, and school buses as well as via

cell phones and computers (where supervision is limited or absent), it must be taken

seriously. Teachers and administrators should emphasize that telling is not tattling. If a

teacher observes bullying in a classroom, he/she needs to immediately intervene to stop it,

record the incident and inform the appropriate school administrators so the incident can be

investigated. Having a joint meeting with the bullied student and the student who is bullying

is not recommended — it is embarrassing and very intimidating for the student that is being

bullied.

 Parents should teach their child how to handle being bullied until something can be done on

an administrative level, work with their child to handle bullying without being crushed or

defeated. Practice scenarios at home where their child learns how to ignore a bully and/or

develop assertive strategies for coping with bullying. Parents should help their child identify

teachers and friends that can help them if they’re worried about being bullied.

 Students should report bullying. It is important for students to report any bullying to a parent

or an adult they trust. Often kids don’t report cyber bullying because they fear their parents

will take away their phone or computer. Parents will support their child’s reports of bullying

and not take away their phones as a consequence. It is important for kids to remember that

bullying is wrong and should be handled by an adult.

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 Research Instrument

NAME: ____________________________ SECTION: _______________

Directions: Read carefully the items below and fill in the information that is being asked.
A. Profile
 Sex: ___________
 Age: _____
B. Below are the statements regarding bullying issue. Please write the number on the score
column that agrees on the statements. The following are the number indicators:
1- YES
2- NO
STATEMENTS YES NO

1. Have you ever been bullied?

2. Have you ever witnessed someone being bullied?

3. Have you ever bullied another person?

4. Do you have a friend that is victim of bullying?

5. Do you have a friend that bullies other?

6. Is being weak a reason of why you are bullied?

7. Does your gender matter in terms of why you are

bullied?

8. Does your gender matter in terms of being bullied by

others?

9. Does your physical appearance gender matter in

terms of being bullied by others?

10. Does your family status matter in terms of being

bullied by others?

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11. Do you feel happy when you are bullied?

12. Are you going to cry because you’re being bullied?

13. Are you going to hurt yourself because you’re being

bullied?

14. Do you lose your self-confident after being bullied?

15. Does being bullied make you question your self-

worth?

16. I will not go to school because I’m being bullied.

17. I will defend myself if I’m being bullied.

18. I will not be able to focus in studying because of

being paranoid thinking what they’ll do next to me.

19. I will tell my friends if I’m being bullied.

20. I will ignore the bullies and wait until they stop.

21. I will commit suicide because I’m being bullied.

22. I will prove myself to them that I don’t deserve being

bullied.

23. I will hold grudges and make revenge to those who

bullied me.

24. I will blame myself for being weak and bullied by

others.

25. I will make distance to the people so that no one can

bully me again.

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 BIBLIOGRAPHY / REFERENCES

https://www.tandfonline.com/doi/full/10.1080/13548506.2017.1279740?src=recsys

https://www.bullyingfree.nz/about-bullying/the-effects-of-bullying/

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 CURRICULUM VITAE

Personal Data

Name: Uba, Necolyn Gayle

Date of Birth: September 9, 2003

Place of Birth: Provincial Hospital, Butuan City

Address: Charitoville 1, Purok 3, Barangay 24 Imadejas, Butuan City

Status: Single

Parents/Guardian: Gerlyn B. Uba

Necita P. Serna

Education Attainment

Secondary: Butuan City School of Arts and Trades

J. Rosales Avenue, Butuan City

Elementary: West Central Elementary School

Pili Drive, Butuan City

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 CURRICULUM VITAE

Personal Data

Name: Revilla, Ramil M. Jr.

Date of Birth: February 8, 2003

Place of Birth: Butuan City

Address: Purok 1 Barangay Kinamlutan, Butuan City

Status: Single

Parents: Ramil M. Revilla Sr.

Maria Liza P. Manilag

Education Attainment

Secondary: Butuan City School of Arts and Trades

J. Rosales Avenue, Butuan City

Elementary: La Trinidad Central Elementary School

Bonbon, Butuan City

22