Professional Documents
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Effects of Bullying
Effects of Bullying
Effects of Bullying
EFFECTS
OF
BULLYING
Submitted In Partial Fulfillment of the Requirements
For The Subject Practical Research
Presented by:
NOBILYN YAGYAGON
Presented to:
APPROVAL SHEET
GENERAL HIGH SCHOOL”, prepared and submitted by Jeni Soriano, Dianne Taguiam,
DOMINICK DOMINGO
Research Teacher
ROMAN PAGADUAN, JR
Head Teacher
Approved and accepted in partial fulfillment of the requirements for the Practical
Research I.
NIMFA F. YARCIA
Principal IV
ACKNOWLEDGEMENT
The authors wish to extend their deepest thanks and appreciation the following
Mrs. Nimfa F. Yarcia , Principal IV, School Principal of Quirino General High
School, for allowing the researcher to float their questionnaire to the student of Grade X.
Mr. Roman G. Pagaduan, Jr, Head Teacher III, for his encouragement and for
throughout the duration of the study and for her sacrifice in editing the manuscript.
Mr. Dominick Domingo, research teacher, for his constructive criticisms and
Their parents, for their endless financial and moral support, concern and
understanding.
Most of all, the father God, for his countless favor and wisdom for giving the
researcher confidence and good health to complete successfully this piece of work.
The authors
DEDICATION
This piece of work is lovingly dedicated to our very own adviser, Mrs. Marianne T.
Danao who
always motivates us that we can do it. To our parents who trust us every
time we need to work this out. To our friends who continually help
to our heavenly
Father who is
INTRODUCTION
Rationale
Bullying have a serious negative impact and often has long-term consequences for
both the student who bullies and the student who is being bullied which includes
self-esteem, sleep deprivation, anxiety, and self-harm. Bullied students are also at risk for
bedwetting, fatigue and decreased appetite. Any student can be bullied at school,
particularly students with disabilities and other vulnerable populations such as students
with academic difficulties and speech impairments. Student may be bullied based on their
physical appearance such as glasses, hair color and weight. Lesbian, gay, bisexual, and
transgender students are more likely the subject of bullying. Bullying is not an isolated
bullying, aggression and victimization. Be aware of the importance of not labeling the
students as “bullies” or “victims”. Share informations, observations and alert the teacher
in charge to indications that may identify students at risk. Knowing the case scenario and
elevating the issues with the school team to intervene and mitigate a bullying. Bullying
occurs when one has a habitual cruelty to others weaker than himself. Bullying is a
universal problem. Bullies keep doing it even more often when they see that whom they
bullying is affected. They also do it without considering what that person could feel.
According to the book (Biological Psychology, article 29,08/09) guilt is widely
Integrating those vices, we propose that guilt functions dynamically to first provide a
into approach motivated behavior when an opportunity for preparation presents itself.
(David M. Patrical.)
According to Secretary Vitaliano A., from the newspaper (the Philippine star,
2017) he said that let us dig deeper to understand other people on how they react, there
When we said ‘bullying” it’s not always about doing violence against others for
fun, as secretary Vitaliano said that let us dig deeper to understand other people on how
they react towards others. There are people who become bullies because of their
experiences in life that they just want to revenge or express their selves.
People knew bullying to be negative, harmful or simply bad. It’s because more of
those who were being bullied, thinks about it negatively. They can’t just assume that it’s
nothing, especially if bullying became an act of discourtesy towards them, ruins their
dignity, creates anxiety, and lowers their self-esteem. But if we get also the side of those
people who always bully their fellows, most of them have testimonies that you’ll be
pleased of.
The result of the study presents the reading ability of students and can give the
teachers informations about their performance level in reading. Teachers may then use
As students of Quirino General High School, we have been observing about this
massive case of bullying in schools. Those who are being bullied are those silent-type
students; those who can’t express themselves because they felt that they don’t know how
to act on this kind of circumstances. This research is concerned about the violence of
bullying to those Junior High School Students of QGHS. This will help them know why
and how to deal if they are to encounter bullying and to drop the impact of its effects to
them.
Sex
Age
Ethnicity
2.1 Reaction
2.2 Thinking
2.3 Feeling
3. Are there significant differences on the effect of bullying respondents when they
Generally, this research evaluated the Effect of Bullying in Quirino General High
1.1 Sex
1.2 Age
1.3 Ethnicity
2. Identify the Effects of bullying to the students of Quirino General High School
2.1 Reaction
2.2 Thinking
2.3 Ethnicity
Null Hypothesis
2. There are no significant differences on the level of bullying when they are
grouped.
This study is primarily focus on the effects of bullying to the grade X students of Quirino
The respondents are the grade X junior students of Quirino General High School, section
This limits the degree to which the result of the study may be generalize to the target
population of 95 respondents.
IMPORTANCE OF THE STUDY
Students
Students who are experiencing or will be experiencing bullying will have the
benefit. They will get tips on how to cope up on that situation. This study will serves as a
guide for the students to be more cautious with regards to the words they utter and actions
they take. The result of the study will be an eye opener to the students of Quirino General
HS on bullying and perceived frequency of crimes occurrence. This will make the
students especially the weak ones to be aware of the severity of such violence. With the
result, the students will be warned so that they will not encounter such bullying.
Parents
Parents are the most approachable advisers of every student in any level. This
research helps them to be more knowledgeable in cases of bullying and enable them to
make a way to help their children who are in this kind of situation. It is beneficial for
parents to be connected and be fully informed with all forms of bullying experiences of
the students so they can guide, follow up, check them home and most especially to avoid
Teachers are known to be the second parents of every student, thus, they are also
somehow responsible to guide there advisories with the help of this research. The result
of this will serve as guidelines to the teachers about the different acts of bullying. This
gives them insight to make ordinances for the prevention and control of such violence.
Future Researchers
The result of the study reserves as reference materials to future researchers who
This research on the effects of bullying also considered these scenarios, we often heard
cases of students’ who committed suicide, experienced anxiety and felt isolation after they
encounter bullying. Many factors should be considered in understanding bullying but this
Teachers are conscious of the need to consider why students keep on bullying the other,
the problems to the students who can’t positively understand bullying and the experiences of
those bullies. The motivation behind is the implementation of “no to bullying” of the future SSG
variables under the study. The input is a checklist on the bullying experiences in Quirino
General HS. The input uses in the assessment of the effects of bullying in this school. It
will be used to determine sex, age and ethnicity as intervening variables. The expected
Intervening Variables
Bullying- Any severe or repeated use by one or more student of a written, verbal,
Harassment- Any form of unwanted and unwelcome behavior which may range
something.
Retaliation- To do something bad to someone who has hurt you or treated you
badly.
This chapter presents the related literature and studies both on foreign and local
sources read thoroughly and investigated by the researcher which were all foundations
of its enhancement.
RELATED LITERATURE
According to (Leandro C., 2017) in the newspaper “Manila Bulletin”, said that let
a man’s words define him: with his rough manner and tough words, he has incited those
From the holy bible (proverbs chapter 24:1-2) it stated there, do not be envious of
evil man, nor desire to be with them; for their heart devices violence , and their lips talk
of trouble making.
According to (Secretary Vitaliano A., 2017) from the newspaper “The Philippine
Star”, he said that let us dig dipper to understand other people on how they react, there
From the book of the senior high school (Personal Development) there stated that
as we grow up, we gradually became aware of many things in external world which are
largely beyond our ability to control. This includes other people in general and most
events in our lives. Initially, this is difficult to accept, but a more shocking realization is
that there are many things about us that seem we are powerless to control. Some of this is
our own thoughts, feelings, and action which unfortunately can be a source of much
distress.
According to (Jeffrey N., 10th edition) in his book of “Psychology and the
Challenges of Life”, he stated that bullies tend to believe that violence will be rewarded,
and they use aggression to get what they want. They are more likely to believe that
retaliation is acceptable.
According to (Egan, Monson and Renny, 1998), “It’s okay to shove people when
you are mad”. Seeing violent acts go unpunished probably affirms and encourages this
belief. In addition to be surrounded by violence and believing that violent “pay back” is
appropriate when you are resulted on harmed, some children, particularly boys, have
difficulty reading the intention of others(Zelli, 1999). As we saw earlier, they assume
another child” did it on purpose” when their block tower toppled, they are pushed on the
bush or some mistake is mold. Retaliation follows and the cycle of aggression
continuous.
In the same book, (Espencer R.) said that some students tend to be bullies; other
children are victims. These victims tend to have low self-esteem and they feel anxious,
lonely, insecure, and unhappy. They often are prone to crying and withdrawal; when
affected, generally they want defend themselves. Recent research suggests that victims
may blame themselves for their situation. They believe that they rejected because they
have character flaws that they can’t change or control-no wonder they are depressed and
helpless. The situation is worse for your adolescent victims whose peers seem to have
All people have needs that can be fulfilled only in human relationship. Chief
among this is universally learned need for positive regard, the experiencing of oneself as
making the positive difference in the lives of other people and as receiving warmth,
liking, respect, sympathy, acceptance caring and trust from others. (Rogers, 1959:
Standal, 1954)
Chapter III
RESEARCH METHODOLOGY
This division tells about the methods that are being used in this study. The
methods presented are as follows: research design, research locale, the respondents,
sampling procedure, instrument used, data gathering procedure, and the statistical
treatment of data.
Research Design
The researcher availed of the descriptive method of research using such data
The inferential statistics was also used for more comprehensive analysis.
Research Locale
The respondents of the study are Grade X students who are enrolled for SY 2016-
2017. There are 95 respondents generated from the total number of population. To know
the number of respondents for each section, the stratified random sampling technique was
1. Generosity 37 24
2. Compassion 37 24
3. Humility 37 24
4. Fortitude 36 23
Total 144 95
There are four (4) sections in grade X regular class that we have selected to be our
respondents. Our target number of respondents is 95 but the sum of the students in those
four sections is 144. The sampling distribution to know the number of samples to get
students so there were lesser respondents as compared to the rest of the sections which
Research Instrument
There are two portions of the research instrument that has been used. The first
portion is a profile checklist where the respondents placed the information as to their sex,
age, and ethnicity. The second portion is a checklist on the effects of bullying. An
This gave the teachers of the respondents a greater freedom in stating their opinions about
the topic and established and improved the informations collected through the assessment
tool.
We asked permission from the principal of Quirino General High School before
we conducted the actual research. After the approval, we sought the consent of the
data from the questionnaire and from the assessment tool were put in the generated
desired tables.
1. Frequency count and percentage were used to describe the profile of the
respondents.
2. Mean and ranking were utilized to agreements of the respondents to the effects of
bullying.
CHAPTER IV
The result of this study is presented in the following order: profile of the Grade X
respondents, effects of Bullying to the Students, Mean on the Effects of Bullying to the
Table 2: Frequency and Percent Distribution of Respondents when they are grouped by
Profile
F 55 58%
M 40 42%
Total 95 100%
14-15 44 46%
16 51 54%
Total 95 100%
Ibanag 2 2%
Ifugao 12 13%
Ilocano 71 75%
Tagalog 10 11%
Total 95 100%
The frequency and percentage distribution of the respondents as to their profile is
contained in Table 2. There are 95 student respondents in this research and 55 or 58% of
Most of the Grade X students is16 years and older with a frequency of 51 or 54%
The mean age of the students is 12.80 which is the ideal age of Grade 7. It is
perceived from the data that 113 respondents whose ages are within the mean while 25
respondents have ages are above the mean. In other words, these 25 respondents are over
There were four (4) specific ethnicities of Grade X students: Ibanag, Ifugao,
Ilocano, and Tagalog. Most of the respondents are Ilocano with a frequency of 71 or 75%
followed by Ifugao with 12 or 13%, then Tagalog with 10 or 11% and Ibanag with two
(2) or 2%.
Legend:
3.25-4.00 Too Much Agree
2.50-3.24 Agree
1.75-2.49 Slightly Agree
1.00-1.74 Dis-Agree
Table 3 shows the general mean on the effects of bullying when the respondents
Ruins dignity has the only description of “agree” with the highest mean of 2.48
and the rest has the same description of “slightly agree” but with different mean such as
2.33 in isolation (aloneness) which is the second to the highest mean followed by the
mean of 2.27 in anxiety, then 2.14 in likely to commit suicide and the last is 1.98 in
develops self-esteem which has the lowest mean with a total of 2.24 describes as “slightly
agree”.
As shown in the table, all of the listed effects of bullying are slightly to be true but
the most effect for them which they have agreed is that bullying ruins dignity. The table
presented that bullying can develop self-esteem but it’s the least effect of it.
Part III. Mean on the effect of Bullying when they are grouped according to their profile
Table 4.Mean on the effect of Bullying when they are grouped according to their sex
Female Male
2. Likely More to Commit Suicide 2.15 Slightly Agree 2.13 Slightly agree
Legend:
3.25-4.00 Too Much Agree
2.50-3.24 Agree
1.75-2.49 Slightly Agree
1.00-1.74 Dis-Agree
Table 4presents the mean on the effects of bullying when the respondents were
Table 4 presents the mean on the effects of bullying to the respondents along the
different dimensions when they are grouped by sex. It is shown in the table that the male
respondents got higher mean than the females along all dimensions with 1.85 in develops
self-esteem described as “slightly agree,” 2.13 in likely more to commit suicide described
described as “agree,” and 2.43 in isolation described as slightly agree with a total of 2.26,
.04 higher than the female described as “slightly agree.” The female respondents’ mean is
2.07 in develops self-esteem described as “slightly agree,” 2.15 in likely more to commit
ruins dignity described as “slightly agree,” and 2.25 in isolation described as slightly
agree with a total of 2.23, .03 lower than the male described as “slightly agree.”
Almost all of the effects of the bullying for the respondents when they are
grouped according to their sex are slightly agree but males has higher rate for the effect
such as ruins dignity with the mean of 2.7 that has description of “agree”. It means that
Table 5: Mean on the effect of Bullying when they are grouped according to their age
Effects 16 14-15
2. Likely More to Commit Suicide 2.06 Slightly Agree 2.23 Slightly Agree
Table 5 presents the mean on the effects of bullying when they are grouped
It is shown that respondents who are 14-15 years old have higher mean along all
dimensions with mean of 1.91 in develops self-esteem, 2.23 in likely more to commit
suicide, 2.39 in anxiety, and 2.41 in isolation both described as “slightly agree”, and 2.55
in ruins dignity described as “agree”. Respondents ages 16 and above has mean of 2.04
in developing self-esteem, 2.06 in likely more to commit suicide, 2.18 in anxiety, 2.43 in
ruins dignity and 2.25 in isolation with all described as “slightly agree”.
Even though they have the same description of “slightly agree”, the 2.298 total
mean of 14-15 years old respondents is 0.106 higher than the total mean of 16 years old
Table 6: Mean on the effect of Bullying when they are grouped according to their
ethnicity
1. Develops Self-Steem 2.5 Agree 2.42 Slightly Agree 1.99 Slightly Agree 1.3 Dis-Agree
2. Likely More to Commit Suicide 2 Slightly Agree 1.42 Dis-Agree 2.13 Slightly Agree 3.1 Agree
3. Anxiety 4 Too Much Agree 2 Slightly Agree 2.24 Slightly Agree 2.5 Agree
4. Ruins Dignity 4 Too Much Agree 2.25 Slightly Agree 2.41 Slightly Agree 3 Agree
5. Isolation 3 Agree 2.42 Slightly Agree 2.34 Slightly Agree 2.7 Agree
3.1 Agree 2.102 Slightly Agree 2.222 Slightly Agree 2.52 Agree
Legend:
3.25-4.00 Too Much Agree
2.50-3.24 Agree
1.75-2.49 Slightly Agree
1.00-1.74 Dis-Agree
It is shown in the table under develops self-esteem, Ibanag respondents has the
highest mean with 2.5 which indicated that they are “agree” followed by Ilocano with
1.99, and Ifugao with 2.42, both described as “slightly agree,” and the lowest for this
level is the Tagalog with 1.3 which is “dis agree.” For likely more to commit suicide,
Tagalog takes place the highest mean with 3.1 describes as “agree”, followed by Ilocano
with 2.13, Ibanag with 2, both describes as “slightly agree” and the only ethnic affiliation
Ibanag got the highest mean with 4 which is “too much agree” in anxiety, Tagalog
with 2.5 described as “agree”, Ilocano with 2.24 and Ifugao with 2 both described as
“slightly agree”. Ibanag dominated the other three ethnicities with mean of 4 for ruins
dignity described as “too much agree.” Tagalog got 3 described as “agree,” Ilocano with
2.41 and Ifugao with 2.25 both described as “slightly agree.” On isolation, Ibanag with
the mean of 3 and Tagalog with 2.7 are both “agree”, Ifugao has a mean of 2.42, Ilocano
The total mean revealed that Ifugao and Ilocano got the lowest mean with 2.1 and
2.22 which are described as “slightly agree”, while Tagalog and Ibanag with the mean of
2.52 and 3.1 respectively which both described as “agree”. As the result, Tagalog and
Slightly Slightly
4. Ruins Dignity 2.43 2.55 Agree 2.33 2.7 Agree
Agree Agree
Legend:
2.50-3.24 Agree
1.00-1.74 Dis-Agree
Female with the age of 16 with the mean of 2.04 in develop self-esteem described
as “slightly agree”, with the mean of 2.06 in likely more to commit suicide which is the
lowest mean described as “slightly agree”, with the mean of 2.18 in anxiety described as
“ slightly agree”, with the mean of 2.43 in ruins dignity which is has the highest mean
described as “slightly agree”, and with the mean of 2.25 in isolation described as “slightly
agree”. As the result, the total means of all different dimensions is 2.209 with the
description of slightly agree. It means they are just slightly agreed that those the negative
effects of bullying.
Table 8: mean on the effects of bullying when grouped according to their sex, age, and
ethnicity
Legend:
2.50-3.24 Agree
1.00-1.74 Dis-Agree
What was shown in table 8 is the mean on the effects of bullying when the
As shown in the second column, there are no male and female Ibanag respondents
who are 16 and females who are 14-15 years old. Hence it has the lowest sum of 3.1.
Among all, Tagalog has the highest sum of 9.3, followed by the Ilocano with 9.1 and
The Data’s was presented on table 8 just shown that the only respondents who are
belong to Ibanag group are males who are 14-15 and that they are agree with those effects
of bullying. on the other ethnicity, 16 years old Ifugao males are slightly agree with those
negative effects of bullying, 16 years old females slightly agree also, 14-15 years old
males are still slightly agree and 14-15 females as well. For the Ilocano’s, those 14-16
years old male and female are slightly agree with that effects of bullying. Lastly, 16 years
olds Tagalog males agree, 16 years old who are female are dis-agree, 14-15 males and
Hence, males either 14-16 years old and belong to any ethnicity experienced
bullying that made them agree that developing self-esteem, likely more to commit
suicide, anxiety, ruins dignity, and isolation are the effects of bullying.