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CHAPTER 1

THE RESEARCH PROBLEM

Bullying triggers behavioral changes to the victim. It can be positive change

or it can cause bad effect that may sometimes lead to their last resort of choice

which is to kill themselves or kill the one who bullies them. This future situation

may come up true if the act of bullying will continue to happen. Aggressive

behavior of the bully instills fear and anxiety to the victim and it can effects its

academic performance to the school, because they tend to isolate themselves to not

be seen by bullies or they do not attend classes because of fear that they will be

bullied again.

Bullying can happen to anyone, regardless of their gender, age, ethnicity, and

social status. Most of the bullies know who to victimized, either by seeing the

victim as weak and they are much stronger or they have the power, not only physical

but social power with the influence of money. It can also bring trauma to the victim

for a long time, but either they accept it as negative or they accept the criticism or

bullying as negative. But, not only has the victim had an effect to the act of bullying,

but also the one who bullies. The behavior of bully may come from the societal

environment of where they live. Power disparity is the main factor for the bully and

the one who’s being bullied is considered. If the bully knows that they are much

stronger or powerful compared to their victim, this is where bullying happens. This

can be done by anyone, but they pick on the one who will be their victim that they

think they can be superior of. Human nature reflects the act of bullying, which is
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the more powerful shall rule and the one who loose are the servants or the slaves.

In real life, bullying is one of the act that portrays human nature. Most of them

don’t have the guts to fight for what is right and this is why bullying still continue

to happen. To stop the bullying, one must have the guts to fight back. But, it won’t

settle anything and it can only lead to more act of bullying, because the bullies feel

that they are challenged to do the action again. Some of the parents are not aware

of what their children is doing while in school and sometimes the victim hides their

anger and disappointments to themselves.

BACKGROUND OF THE STUDY

According to D’cruze (2000), “The pattern of it has been described as interpersonal

violence in everyday life”. It only defines that the act of bullying and its term are

only pattered on what is in reality happening in human nature, which the behavioral

act of humans toward another creates gap that reflects power to each other.

Violence is one that describes harming someone, either physical or mentally.

History of racism is widespread and it only concludes that bullying is happening on

our daily lives. Inflicting harm to someone is not a new act of bullying rather, it’s

much earlier to say that making violence to each other are the one can be labeled

on initial acts of bullying.

Human nature is one of the bases of what bullying is. The survival of the

fittest and the rule of power are there. Power is in between the line of the bully and

the victim and that makes the bully and victim relationship. In human nature which

can be traced on long time behavioral part of a human. It is natural for someone to
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gain for their self-interest and for them to get it, they must have the power to do so.

Bullying is one of the act of practicing power on someone who they think they can

dominate. In history most cases of bullying relates to the cases racism. Ethnicity is

a very common source of bullying, because of their skin color, physical appearance,

and other factors, they are being bullied for they are. This acts lessen overtime,

because of the joint efforts of organizations and other people but, still, this acts are

inevitable and it can still happen anytime.

Any country will never know when it would be struck by lightning. Even

the best of the best stands no chance against the unknown, which is the future. For

all we know, there could be some people plotting against our country right now.

And who would we run to if that happens? There is no denying that our great leaders

would be the answer to that. What if, say, twenty-five years from now, and the ones

who will be leading us by then are the very students right at this moment? You see,

this is why it is pivotal that only the best, and nothing short of that, must be given

to the young ones when it comes to the academe—be it their environment or

academic nurturing.

Not every child lives his or her life like a prince or a princess. Students

nowadays experience difficulties while studying. One of them can be the teacher’s

education and teaching style. Students’ knowledge is filled mostly by their

teachers’ education, and thus, plays an important role here. Things/factors like

socio-economic aspect and the class environment are one, too. In the class

environment, it could mean that some students are very loud and rowdy, and some
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might be used to a quiet environment. Or, the difficulty might be because of the

child’s family background. A child might come from a family of criminals or

simply from that of an illiterate one or had just never finished school—the child

might set them as his examples. (Mushtaq and Khan, 2012). Or could it be because

of bullying?

Bullying is defined as mean, hurtful behavior that occurs repeatedly in a

relationship with an imbalance of power or strength (Peck, 2014). Alice Walton

from Forbes stated that more and more studies show how the effects of bullying

continue to adulthood (Walton, 2013). And there are different kinds of it. There are

physical, verbal, social, and cyber bullying (Suzanne Peck, 2014). But it seems that

no matter what type of bullying happens, it still gives so much impact on a person’s

entirety.

One study by the Duke University (2013), showed the effects of bullying

that continue to adulthood. In this study, it also acknowledged the effects not just

on the victims, but to the aggressors, as well (Costello, 2013). This obviously means

that, as early as possible, bullying must be prevented, at the least. It is the effects

that need to be prevented from happening. The effects vary, and some of them are:

isolation, having low self-esteem, depression, and loneliness (Victoria State

Government, 2013). A study in JAMA Psychiatry (JAMA Psychiatry, 2013)

showed that kids who were always bullied, but have never bullied, have more

possibilities of having depressive disorders like OCD, generalized anxiety, and

others of the like (Walton, 2013).


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Cyber bullying seems to be a more unique version of bullying, because it is

the only one done through technology. Although not physically done, this type of

bullying creates just as great of an impact as of the others. Studies showed effects

of this kind of bullying, such as the aforementioned depression, getting low grades,

engaging into substance abuse, and absenting from school (Eisenberg, Newmark-

Sztainzer, and Perry, 2003; Ybarra and Mitchell, 2007; Kowalski and Limber,

2013; Ybarra, Espelage, and Mitchell, 2007; Ybarra and Finkelhor, 2007).

These effects are truly worrisome and troubling. As mentioned at the start

of this paper, the youth today will surely be tomorrow’s leaders and source of hope.

These effects and BULLYING itself must be prevented at all costs, and this

prevention must be, just like what Tarsi Dunlop wrote, “worth prioritizing”

(Dunlop, 2013). Nobody surely wants this to get worse and lead to more terrifying

incidents like the one in Indiana, USA, wherein a victim’s mother made her gay

son bring a stun gun in school (CNN Wire Staff, 2012).

Being bullied, as mentioned, leaves effects on the victims—and very

disturbing ones at that. A study showed that of the 6,500 8-11 year-olds that they

did the research to, 75% were boys who suffered paramount degrees of depression,

paranoia, suicidal behavior, and the like. These certain behaviors, according to

Peter Langman (Langman, 2009), were seen in a certain student, and was therefore

sent to a hospital for him to evaluate because “he was seen as posing a threat for a

Columbine-like attack.” (Langman, 2009). The Columbine Massacre (Colorado,

USA, 1999) took place in a high school, wherein two teenagers, Dylan Klebold and
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Eric Harris (1999) took the lives of twelve students and one teacher, and later, theirs

(CNN Library, 2016).

In the 20th century, where the technology is much advance, we are having variety

of different forms of bullying. Bullying usually takes place personally or physical

contact, but, when technology comes, they are level it up. Some of the bullies make

something that can destroy the image of someone by using social media or internet

itself. Social media are powerful tools to express emotions or express something

that can’t be express personally. Phone text or calls are some of the things that is

very useful to everyone, but, this outlets of technology can also be an outlet for the

bullies to level-up their aggravation. They may say something that is against you

which can be seen by others.

THEORETICAL FRAMEWORK

This chapter will entail a review and discusses of theoretical framework to

easily understand bullying, the aim is to outline a clear theoretical framework for

the study. Including an aggressive behavior, consequences in academic

performance and reduces negative effects. Some theories can be applied for the

study.

Bullying develops high risk of behavioral changes to the one who had been

bullied repeatedly through time. According to Thornberg, Halldin, Bolmsjo and

Petersson (2013) that there are basic process of victimizing in school bullying,

which consisted of four phases: (a) initial attacks, (b) double victimizing, (c)

bullying exit and (d) after-effects of bullying.


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The Social Stigma Theory which is also known as Goffman’s theory. By

definition, it is the situation of an individual who is disqualified from full social

acceptance. Most of the bullying victim feels the same as this theory defines. Their

socializing behavior greatly affects by the act of bullying, and by this, they feel

unaccepted and isolated from others. The strong disapproval of people to the bullied

victim inflicts trauma and depression for a long time if will not be addressed.

According to Thornberg, et al. (2013), Stigma is then the core concept for

understanding the consequences of labeling. This type of verbal bullying is

sometimes, much upsets the victim, rather than physical instances of bullying. It

generates negativity and pessimist outlook in life of the victim as they feel their

worth as low and unaccepted to the society.

The after-effects of bullying describe the overall impact of the act to the

target, as he/she evaluate the effect of bullying in his/her life. Some would say that

it is easy to come up with the bullying, but for some who is repeatedly bullied

physically and verbally abused, it is a lifetime process for them to move on. The

effects of this act to their academic performance were significantly affected by the

act. In the study of bullying in Schools or University campuses, bullying shows

significant effect to the performance of the student on the class room, especially the

one who had been bullied.

There are different theories through which encompasses and affects school

bullying. Conflict theory is one theoretic framework with the principle that “society

is in a state of perpetual conflict due to competition…those with wealth and power


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try to hold on to it by any means possible, chiefly by suppressing the poor and

powerless (Investopedia, 2013).” It means that people are fighting because of the

struggle to gain power and dominance against the others. This can be related to

school bullying in a sense that bullies in school suppress the victims through

intimidation in order for the bullies to have the sense of power and feel that they

are better or superior than them.

Social norms is another theory in which social norms “are people’s beliefs

about the attitudes and behaviors that are normal, acceptable or even expected in

a particular social context (“SOCIAL NORMS THEORY AND BULLYING,”

n.d.).” Social norms theory explains that in some circumstances, people may falsely

perceive particular bad behaviors as normal and acceptable in certain situations.

This can be related to school bullying that the forms of bullying, either be physical

(physical pranks), emotional (name-calling and teasing), or in cyberspace, are being

misleadingly perceived, usually by friends and peers, as normal and acceptable that

they assume it to be a norm or customary acts of the youth.

Another theory is the diathesis-stress model in which according to this

theory, “people are born with a certain biological or genetic predisposition to a

mental illness(“Diathesis, stress, and protective factors: Understanding the

diathesis-stress model,” 2003).”In other words, there are certain behaviors of a

person that comes from both a combination of certain genetic or biological

predisposition to a mental illness and stress from experiences in life. It means that

a certain attitude of a person towards others has resulted from a certain illness (e.g.
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depression, schizophrenia) combined with stressful events that happened during the

course of his/her life. This relates to bullying in a viewpoint that a student’s

involvement to bullying other students may have come because they are either

suffering from mental disorders such as depression, or they have a traumatic or

stressful past events that they experienced in their life.

According to Moon, ET. al. (2008) one of the theories that briefly describe

and provide explanations and understanding of the causes of aggressive behaviour

of bullying is Low-Self Control Theory, It highlighted that the phenomenon of

bullying is considered as a serious problem in relation to students, a threat to

students in their academic performances.Gottfredson and Hirschi (1990) stated that

one of the causes of criminal behaviour is the lack of self-control. It assumes that

low-self-control is the main source of criminal behaviour and behaviour can lead

to crime, in which students with low self-control are more likely to seek

immediately to be physically active, to be insensitive to others, and to possess

limited academic ability. They then argued that students who possess the low self-

control trait are more likely to become involved in criminal and accidental

behaviours than those who possess high levels of self-control. Students by nature

are very impressionable; they can easily be intimidated and influenced. According

to this theory, the most effective way to prevent in low self-control of students is to

maximize the role of parents. Gottfredson and Hirschi (1990) argue that the

effective parental practices like monitoring have significant effects on the

development of self-control. Parenting practices are hypothesized to have a

significant effect on students ‘self-control.


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Bullying cases are boosting in number and these cases give threats to every

person particularly in the teenage period. As people know what is bullying and its

effects it really bothers everyone how it begins. Is it a phase in everyone’s

adolescent period? Is it natural in a sense? Should people really experience this case

in order to learn things in life or maybe it can be avoided. What triggers someone

to bully a person and what really does a person do for him/her to be bullied? Why

do bullying cases usually experienced by children? Do bullying programs really

help? These questions I think have answers maybe not that certain but somehow it

can be explain in various concepts such as theories. To understand bullying we

must understand its definition. Bullying is a sense of intentional harm to other

person repeatedly. In that case bullies have this factors that triggers them to harm

others such as they think it makes them cool, they hate that person, they were

pressured by their friends to do so or they are being bullied also at home or in other

area. And what makes bullied people as a target? Maybe they are weak enough to

accept the case, they are scared and afraid, they are that kind enough not to revenge

or they really think other people are superior over them. These factors that trigger

bullies to harm others and factors that make bullied as targets have created broad

concept of bullying cases. Bullying evolves, basically getting ways to harm people.

There’s the creation of cyber bullying and other trend aspects which basically are

just verbal, physical, emotional and psychological aspect since then. Bullying is

really a tragic and has tragic outcomes. It causes depression, stress, and other threats

specifically suicide. As suicide cases boosted in number and authorities find out

that the cases have something to do with bullying it really got the attention of every
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people. We all know how it to lose someone is and just because of a small repeated

tease or harm everything can happen.

This research focuses on school related bullying since this seeks the impact

of bullying to every victim’s or even non-victim’s academic performance. One

theory that could possibly and further explain why exactly bullying cases are

happening is the social cognitive theory. A social cognitive psychological

perspective has been proliferated among the best practices to tackle aggressive and

violent behaviors in adolescence it involves learning, thinking, and reasoning, and

as such it fits well with the educational objectives of the school. This theory would

indicate that during adolescent period children or youth are more aggressive. In

relation to bullying behaviors, several studies have shown that adolescents with

higher levels of moral disengagement are more likely to be involved in bullying.

This theory has indicated that aggressive and bullying behaviors were associated

with low academic performance. The focus of this type of interventions is to

enhance students’ self-esteem and develop positive attitudes towards school and

school achievement.

According to the related literatures that were gathered, some children who

came from abusive and inappropriate environment caused them to repeat the elders’

actions. Their past and childhood contributed well on their future characters.

One theory is the Theory of the Mind. In this theory, it shows how the mind

developed beliefs and perceptions that their minds form since they can remember.

So as the child grows up, and starts attributing happenings to different things and
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events and situations he sees, it incorporates to how he will see things as he

continues to grow more. Because a child has a tendency to imitate what older or

other people around him do—which then enters another theory, the Social Learning

Theory, according to which a child learns “responses” through two processes:

conditioning and imitation, wherein imitation is a more prominent approach in this

research — his upbringing shows what he is capable of.

The aforementioned Social Learning Theory proposed by Albert Bandura

(1977) is a very much appreciated theory in this research because it deals greatly

with and how a child’s early years can affect his decisions—and actions in general

and — in life. This can also help detect which factors can be used to motivate a

bully’s attitude to positively change.

Another theory (or model, rather) associated with the research is the Social

Skills Deficit model. It shall be referred to as a model because the research is basing

from this particular concept due to the very idea of the topic—the effects of

bullying— which then include isolation and suicidal approach in things.

This theory helps in elucidating how a child’s already-marred inner self can

actually result to a much, much worse state. Although more common in people with

mental disabilities, someone can still have social skills deficit through being

bullied. Even those who weren’t still do have deficiency in their social skills just

because they are shy or have problems at home, but the circumstances in which

these deficiencies are developed are almost parallel in concept.


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A child’s tarnished childhood and confidence because of bullying is now in

more danger of developing disturbing and unnerving mental illnesses, or even

worse, doing the unthinkable.

This model helps target the points of a bullied person’s causes of stress which can

widen the range of circumstances where the victim might commit regrettable

actions. And this can help predict which likely outcomes or effects can happen.

RESEARCH PARADIGM GUIDING THE STUDY


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1. What are the A quantitative Identified result of

PROCESS
INPUT

OUTPUT
different forms of
bullying research the effect of bullying
experienced by UE design using to the academic
student? random performance of the
sampling of University of the
2. How did this survey East-College of Arts
affect their questionnaires and Sciences.
academic
performance for
the school year
2013-2016?

3. What steps
have been done to
reduce the
negative effects of
bullying to the
students of UE-
Manila?

FEEDBACK

Preliminary diagnosis of thesis requires reflective reality. The ontological

perspective of a person, perceives actuality and the nature being in the study of how

bullying affect one’s performance inside the campus. The research is considered as

a quantitative type of research, by this type it covers surveys, structured contents,

analysis and other objective and deductive experiments. The study of the group

about bullying covers both genders and also indicates life’s social status. The
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relationship of this study to the social effects of bullying and on the academic

performance of the student matters to the connection of behavioral aspect and

mentally inflicted ideas that may greatly affect one's performance in school.

The design of pragmatic paradigm was employed for the research, the

reality that bullying causes positive and negative impact to the victim.

STATEMENT OF THE PROBLEM

This study aims to answer the following problems:

1. What is the level of awareness of UE-CAS students on bullying?

2. What are the different forms of bullying experienced by the said students?

3. How did this affect the academic performance of UE-CAS students?

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

Students

To students who experienced in their lifetime the act of bullying. It can be a

source of knowledge on how bullying affects ones performance academically and

its effect also to the one who bullies. This study aims to provide adequate

information to students for future research purposes.

Teachers
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To teachers who want to know how their students are affected by bullying

in the school, especially if the student pretend that nothing is happening, which the

teachers knows when or where to act on the situation. It also gives adequate

information for the teachers to have for future research purposes.

School Administrators

Like the teachers and students, the significance of this study is that it can be

used as basis of information and data that will be gathered upon surveying. This

also provides adequate information and ideas that can be used for future research

purposes.

Parents

For the parents to know what is the performance of their children at school

in terms of socialization, and especially academics. Also it serves as a guideline to

inform them that bullying might affect the academic performance of their children,

so that they may come up with a solution for the future to avoid this from

happening.

SAO

For the Student Affairs Office to additionally inform them that bullying may

and will always happen to the students of the university. So that, as a bullying free

campus they must uplift and strictly implement the rules and regulations in

accordance with bullying in order to minimize or eliminate the bullying acts from

happening.
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Guidance Councilor

In accordance with the Students Affairs Office they must implement the

same actions and guide the students, in order to basically avoid bullying from

happening. In addition as a disciplinary committee it can also serve as basis of

evidence and data that can be gathered upon surveying. This can also add adequate

information’s and ideas that can be used also for the future research purposes.

Security Personnel

For the security personnel, just like teachers they must know when and

where to act to prevent and stop bullying from happening.

Student organizations

For the student organization with the help of the student affairs office, they

can help strictly implement rules and regulations by simply informing their co-

students not to do bullying because it may affect the performances of the students

in campus.

SCOPE AND DELIMITATION

This is limited only to students of College of Arts and Sciences in University

of the East- Manila. The study also limits the respondents for only 100 students

respondents by making survey questionnaires that will be answered in a paper. The

questionnaire will be first approved by the officials before letting it distribute. The

time that will be allotted in this surveying is limited that it needs to be finished as

much as possible for early results.


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DEFINITION OF TERMS

Academic Performance - refers to the student’s productivity with regards to his/her

studies in order to attain academic achievement. This includes grades, attendance,

and behavior during class

Anxiety – a feeling of worry, nervousness, or unease, typically about an imminent

event or something with an uncertain outcome

Aggressive – ready or likely to attack or confront; characterized by or resulting from

aggression

Bully – To frighten, hurt, or threaten (a smaller or weaker person); to cause

(someone) to do something by making threats or insults or by using force

Depression – feelings of severe despondency and dejection.Disabilities – a physical

or mental condition that limits a person's movements, senses, or activities

Dominate – have a commanding influence on; exercise control over

Ethnicity – the fact or state of belonging to a social group that has a common

national or cultural tradition

Fear– an unpleasant emotion caused by the belief that someone or something is

dangerous, likely to cause pain, or a threat

Isolation – the process or fact of isolating or being isolated

Power – the ability or right to control people or things

Self-esteem – confidence in one's own worth or abilities; self-respect.


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Social media – forms of electronic communication through which users create

online communities to share information, ideas, personal messages, and other

content

Suicidal – deeply unhappy or depressed and likely to commit suicide; likely to have

a disastrously damaging effect on oneself or one's interests.

Threat – a statement of an intention to inflict pain, injury, damage, or other hostile

action on someone in retribution for something done or not done

Violence – behaviour involving physical force intended to hurt, damage, or kill

someone or something

CHAPTER 2

REVIEW OF RELATED STUDIES AND LITERATURE


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RELATED LITERATURE

Local Literature

In Philippines, there are laws which protect someone from being bullied,

especially from social media and most of them are usually considered by some as

millennial. Policies concerning about bullying usually implemented to schools,

because this is where the schools practicing harmony in a place where they have a

diverse personalities of students and maintain the unity among them.

In an article on The Philippine Star, Diaz (2015) cited Cebu Congressman

Gullas, who referred to a 2013 Department of Education (DepEd) report from

which he inferred that some 31 incidents of bullying are reported every day in

schools. According to Rep. Gullas (cited by Diaz, 2015), “A total of 6,363 cases of

bullying in public as well as private elementary and high schools were recorded in

2014, up nearly 21 percent versus the 5,236 documented in 2013… Based on a

cycle of 201 school days, this translates to at least 31 incidents of bullying every

day.”

In hopes of putting a stop to the string of bullying incidents in the country,

then-President Benigno S. Aquino III signed into a law Republic Act No. 10627,

or the Anti-Bullying Law of 2013, which, according to Disini Law Office

(2015), required schools “to adopt policies to address the existence of bullying in

their respective institutions.” According to the then-Education Secretary Luistro

(cited in Department of Education, 2014), it also enhanced the existing DepEd

Order No. 40, series of 2012, or the DepEd Child Protection Policy, which
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mandates schools to institute a Child Protection Committee (CPC), composed of

school officials, teachers, parents, students, and community representatives.

As for the Philippines, the government implemented Republic Act No. 10627, a

law that prohibits bullying in primary and secondary schools. Any forms of bullying

– physical, verbal, written and electronic are forbidden under this law. This Act

requires the schools to strictly observe bullying as unlawful and to give

administrative sanctions if anyone tries to transgress any policies thereof. School

must also generate strategies to protect and ensure the safety and security of the

victims and should also provide counseling for its students.

Also, bullying can be perceived as very, very different to, also, different people.

“Conflicts” can also be a way of releasing stress, wherein, bullying is under the

category of “conflict”. It addresses problems and helps people to be real. But then

bullying isn’t a way to do things. There are different causes of why people bully

other people. It can be because they think that some people are not “cool” enough,

and they probably have been treated badly at home so they take it out on the people

so they can feel superior. Factors like the economic aspect, can be causes as well.

An example is those who take people’s money because of not having some,

themselves. Also, somehow, there can be teachers in school that can affect young

minds in treating other people badly wherein they bully them. Movies contribute as

well because young children especially, do what they see on TV or in other media.

On the other hand, “Drugs and Alcohol” are not shocking to see on the list as one

of the factors affecting these people who bully.


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Foreign Literature

Bullying is the use of force or aggressiveness toward another person being

weak or less powerful; it can be in form of physical, verbal, social and even online

abuse. This wrongful act can be observed everywhere but it is more prevalent in

schools. Several studies were conducted across the world to learn more about

bullying – its causes and effects physically and mentally, and how detrimental it is

to one’s self. Bullying is a behavior that can only be easily recognized when

individuals experience it. Bullying can happen to anyone at any age and anywhere

whether at school, home, or even in a workplace. It can also be considered as a

harmful behavior, which can seriously affect one’s performance. Bullying takes

place everywhere and it can happen anytime and anywhere, regardless of your age,

race, physical appearance, social status and etc.

There are things to consider in characterizing bullying to see the distinction

of it from other forms of aggression. Aggression is very usual in the school setting;

it is sometimes being used by students to resolve conflicts. For example, a clash

concerning students having equal power in terms of physical and strength and

number. This kind of conflict is common and conventionally do not last long.

However, when we talk about bullying, it is more systematic. There at least three

attributes in which can accentuate the difference of bullying from other aggression.

First, power differential, the strong ones or the ones who has more friends or

somewhat influential tends to be the bully while the ones who are vulnerable to
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bullying usually are the ones having no friends or those introvert in a classroom.

Second thing is the repeated abused, bullying tends to create pattern on when they

will attack the victim, and bullies normally torment the victim in a certain time of

the day whenever the victim is isolated. Third, it creates anxiety, intimidation and

fear, when the abuse is being repeatedly done, it intensifies the feeling of fear and

other emotional impacts on the victim. 1

Bullying can have an immediate as well as long-term social and educational

impact. Bullying among youths could be very detrimental to their health. – It could

lead to different emotional diagnosis. Aside from introvert students, gays and

lesbians are the usual victims of bullying.2

Victims of bullying are more likely to report feeling unhappy and lonely at

school, and having fewer good friends (Boulton and Underwood, 1992). It’s

because they are being isolated from the people around them. Because of this act

of seclusion students are mostly less aspired to pursue much higher grade than those

who are not being bullied, because of unsafe mindset that he/she can be bullied

anytime in school. The effect of this on a student sometimes reflects on their

academic performance in school, because they always have the fear of being

maltreated and physically harmed by someone. On the point of the view of parents,

sometimes they can’t determine if their kids are being bullied in school, making it

harder for the child to keep up with the school activities and academic performance,

because there is no outlet of their anger and disappointments that sometimes lead

to self-isolation to remain secure from the discriminations and maltreatment. In


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school, bullying is inevitable especially to someone who has imperfections

physically, mentally, psychologically and sometimes even the involvement of

religion as spiritually can be involved in such act of discriminations. Before a

student choose to enroll on a school, they would consider the environment on that

particular school that they are interested in, because they need to ruminate not just

the distance, tuition fee, and quality, but also the environment inside the school—

if it is enjoyable to stay and safe from detriment from others. The bully does the act

to the victim, because of the existence of power between the two, either physically

or mentally superior. These traits of a bully are one of the factors that make him/her

to think that they can do anything as long as they have the power to do so and make

everything favorable to them. According to Hinduja and Patchinet. al. (2008) a

bully does not necessarily need to have actual power over a potential victim.

Perceived powerless on victim is all that is required to establish a bully victim

connection. Some instances may happen that the act does not just happen for one

time, but it is continuously happening or in multiple occasions that leading to

change of acts of the victim or even of the behavior.

Some actions of the victim will take adjustments of their daily routine just

to avoid being bullied. To the victim, he needs to make adjustments for what they

think is good for them but in reality, sometimes bullies take it as a more challenging

act to inflict harm again to the victim.

A student being bullied is more likely to undergo physical and mental

damages such as, feeling anxious, depressed, insecure, lonely and feel like crying
UNIVERSITY OF THE EAST – MANILA 25

a lot or sometimes can lead to loss of interest on things they used to enjoy,

decreasing concentration in school, being afraid and nervous to go to school – when

these impacts deepen, it could lead to suicidal thoughts or hurting oneself thinking

that one’s life is useless anymore or cutting one’s skin to somehow alleviate the

negative emotions. 3 According to Centers for Disease and Control (CDC) violence

prevention, suicide is the tenth leading cause of death resulting to 4,400 deaths per
4
year. And as for students who bully others they tend to suffer from alcohol,

cigarette and even prohibited drugs abuse, involvement into fights and in some

cases the long-term effect would be having criminal convictions when they become

adult, and to be abusive to their romantic partners. 5 According to Olweus (1993),

children who become bullies usually come from families that lack parental warmth

and involvement. This statement provides the idea that since the kid was in the

environment where their parents are not guiding them enough, there’s a tendency

that the kid can grow as attention seeker person and that’s when they will use

someone for them to let go of their frustrations and seek for attentions from other

people. The bullies tend to have relatively strict or authoritarian guardians or

parents, which has the idea as their model of behavior of discipline and

punishments.

There is no experiment that can tell whether being bullied directly affects

academic achievements or even school participations. But, in some instances, the

adjustments of victim directly affect their concentration on academic subjects

inside the school that leads to poor performance. Bullying may result in poor

academic performance, health problems, delinquency, and criminality (Hymelet.


UNIVERSITY OF THE EAST – MANILA 26

Al., 2005). Continuous bullying can be a source of health problem, especially

physical health issues, because of anxiety and physical injury on contacts from the

bully. Most of the people who are being bullied take place in public for the bully to

humiliate much more the person. The act of bullying is greatly affected by those

who stands against the act, because somehow it makes the bully to rethink of what

he is doing, especially if one of the against it is their peers or friends. The society

takes a very special role in lessening the cases of bullying, because they can do

something against it while it is happening. It’s just a matter of whether you will

stand for what is right, or just let this act continue and somehow when time comes,

your kids can be the next ones to be bullied.

Policies that regulates among schools who exercise a bully free campus is

necessary to be structured at all times and this will only be possible if the victim

himself chooses to reveal the act and stand for what is right. Social isolation is not

a key to stop the act of bullying. The rate of bullying can be known on a survey,

but it is needed to be identified and the terms and its limitations defined. There are

programs that specialized on treating bullying victims and it needs to include peer

relations and activities that make them feel secured and protected from the threat

of being bullied. Increase of student engagement is necessary for a campus or

school. In other cases of bullying, it can also have a long term effect to the victim

and psychological effect is one, which tends to make the victim has some traumatic

experience from the bully and carry it for a long time. Physical long term effect can

also happen but in rare cases only. Psychological effect sometimes leads to low

self-esteem and insecurities not just physical and also mentally.


UNIVERSITY OF THE EAST – MANILA 27

Bullying also varies in some methods not just direct contact against the

person or victim but also from the internet, specifically social media. The

“millennials” mostly are the ones who are active on social media and this is where

sometimes becomes their outlet of anger and disappointments to some people.

Cyber bullying is when you are being bashed or criticize for you’ve posted and this

act leads to personal attacks and sometimes life threatening statements from people

who you don’t fully known.

According to the article, “Stellar Bully Project” by Stellar (2011), these are

the causes of bullying: the bullies want to get noticed; they like having power over

their peers; they have problems at home; they think that it is “cool and funny”; they

have aggressive personality; they experienced lack of adult supervision; jealousy;

revenge; and the need to release their feelings out on others. While the effects of

bullying are: low self-confidence, depression, suicidal thoughts and suicide

attempts (as mentioned earlier), abnormal fears and worries, sleep disorders,

nervous habits, frequent crying, bed-wetting, poor appetite or digestive problems,

school problems, rage, psychological post-trauma disorders, self-destructive

behaviour and lastly, alcohol or substance abuse. Therefore, bullying is an

important issue that needs close attention from both parents and schools. Bullying

needs to be resolved at early stage to avoid further problems for long period of time.

Bullying behaviours can include physical, verbal, sexual or social ostracism

(Boynton & Boynton, 2005). Students who exhibit these behaviours are often

viewed by educators and parents as unpredictable (McAdams &Lambie, 2003).


UNIVERSITY OF THE EAST – MANILA 28

Statistically, children who engage in bullying behaviour are more likely to commit

crimes as adults (Taub, 2002). There are studies that show that bullies are five times

as likely to have serious criminal records by 30 years of age (Boynton & Boynton,

2005). If youth violence is not averted, it will be costly to society (Connor, 2002).

The longer a child continues to use aggressive behaviour, the more difficult it

becomes to change his direction (Kaiser &Rasminsky, 2003). Although isolated

instances of violence contribute to this perception, people are most concerned with

the lack of discipline and control in schools (Rose & Gallup, 2005).

In connection to this, Skiba R.J. and Peterson (2000), in their study entitled

“School Discipline at a Crossroads” stated that harsh and punitive disciplinary

policies often can create a negative school climate rather than improving student

behavior. Schools have a long history of expelling and suspending students because

of their DISRUPTIVE, dangerous, or otherwise challenging behavior. But

according to the study conducted by Maag J.W. (2001) entitled “Rewarded by

punishment: Reflections of the disuse of positive reinforcement in schools”, stated

that Discipline policies, such as, suspensions and expulsions, do not attempt to

modify behavior or provide students with skills for improvement.

Three websites (Teaching Tolerance, 2011; stopbullying.gov; What Can

You Do, 2008) were about explanations of the others’ involvement. And by ‘others’

it means the bystanders, or witnesses of the bullying. There even was this so-called

Bystander Effect (Very Well – How Witnessing Bullying Impacts Bystanders,

November 2015). This happens when the act of bullying is happening, and these
UNIVERSITY OF THE EAST – MANILA 29

on-lookers just stood by, and watch. According to those pages, though, it is because

of the diffusion of responsibility. It happens when bystanders feel like they share a

sense of responsibility with the whole group, therefore slowing their response or

they do not respond or do anything at all. Another thing, too, on why the on-lookers

barely respond (obviously to the victim’s need) is that they can be very afraid of

being the next target or victim of the bullies.

Probably the most pleasant to read of all of these is the part of the

participation of the Fourth Character (BarabaraColoroso, 2011). These are those

who stand up for the victims. These so-called Fourth Characters aren’t afraid of

the bullies in the slightest and are considered to be some sort of a ‘silver lining’ in

the dark skies of the victims of bullying. One article commended them for showing

courage and strength for the bullied.

On the other hand, because most of these bullies are still young, wisdom

hasn’t struck them so much and I think that’s what leads to some of the

aforementioned disturbing effects. And those who are, who witness, who

experience, and who know of bullying are PARTS of this whole abominable

treatment of human beings, and no matter what they do, they are still bumps in the

supposedly smooth way of living of those minds and lives so young and gentle.

There can also be a lot of different “aspects” or targets of bullying. Although

some are already mentioned earlier, other aspects that people can be bullied are

based on gender, ethnic, physical size, age, and social and economic status

differences. On gender differences, one can assume that one of the types is gay
UNIVERSITY OF THE EAST – MANILA 30

bullying. Although we are already in the 21st Century, where people call it modern

times, and many celebrities are, gay, there still are those who look at things in a

very different perspective. Of course, we all have our views on things, and that is

one thing why bullying happens.

As to the actual point of this paper, which is about the effects of bullying,

those who are affected, most especially and more prominently, the young students

in school, experience a lot. And again, it was continuously getting more and more

shocking with the information gathered.

In a certain website (The Whyville Times – The Bully’s Perspective), the

bullies are being defended. According to the author, we shouldn’t judge the bullies

firsthand because we may not know “the other side of the story”, which then led to

several proofs of researches (Bullying Statistics 2010; Bullying Facts, 2013) which

showed that, indeed, these seemingly juvenile delinquents could even be victims of

bullying themselves. Bullies should be understood as well. They, just as much as

the bullied victims, deserve equal justification. The article (The Bully’s Perspective,

2013) then went on. And in the end, its suggestion of forgiveness, prevailed.

RELATED STUDIES

Local Studies

The studies that the researchers have compiled show that studies conducted

on the topic of bullying were administered on the elementary level.


UNIVERSITY OF THE EAST – MANILA 31

On the study entitled “Concepts and experiences of bullying in the

elementary level”, conducted by Espero and Espinosa (2010) aimed to explore and

elaborate the concept of bullying in the elementary school setting and based on

experiences and perceptions of the students, showed that there is a different

conception of bullying. Grades 3 to 5 students concurred that bullying comprises

primarily of physical hurting and threats whereas the grade 6 students believe that

there are other forms. Another particular note in that study was that there are

different viewpoints on the awareness of the bullies regarding the morality of their

act among the respondents, where students from grades 4 to 6 believed that the

bullies were aware that what they are doing is wrong. The grade 3 students,

however, believe otherwise, which can be inferred to the fact that they were not yet

experienced the different forms of bullying. In here we infer that there can be a

same scenario in which lack of awareness on bullying is relevant in the tertiary

level.

Another study conducted by the British-based Plan International (2008)

entitled “Toward a Child-Friendly Education Environment A Baseline Study on

Violence Against Children in Public Schools” showed that at least 5 out of 10

children in Grades 1-3, 7 out of 10 in Grades 4-6, and 6 out of 10 in high school

have experienced some kind of violence in school. Verbal abuse (which includes

being ridiculed and teased, being shouted at and being cursed or spoken to with

harsh words) was listed as the prevailing form of violence experienced by children

in all school levels. They also included family background and personal

circumstances, influence of peers and media, lack of awareness about children’s


UNIVERSITY OF THE EAST – MANILA 32

rights, fear, inability of authority figures to respond to cases, and lack of policies as

influential factors to incidences of violence in schools.

The studies we gathered regarding academic performance focused mainly

on the factors that influence and have significant relationship on academic

performance. Through our study, we can answer the query if bullying can be

included as one of the factors affecting academic performance of students.

A first and relevant factor that affects the academic performance is extra-

curricular activities. In the study conducted by Mayol (2011)entitled “Students’

involvement in school-accredited extra-curricular activities: Its effect on academic

performance”, which focused on the effect of students’ involvement in school-

accredited extracurricular activities on academic performance showed that the

students’ level of involvement in extracurricular activities (both regular and

organizational) has significant effect on academic performance. Also, the

respondents’ profile, gender for both regular and organizational activities has a

significant effect on academic performance; and course, only for organizational

activities, yielded to have a significant effect on academic performance.

A second relevant factor affecting academic performance of students is

classroom environment. In the study made by Falsario, Muyong, and Nuevaespaña

(2014) titled “Classroom Climate and Academic Performance of Education

Students “which tackled the interplay between classroom climate and student’s

academic performance showed that the respondents have a different viewpoint and

perception on the correlation between the classroom climate and their academic
UNIVERSITY OF THE EAST – MANILA 33

performance. For the respondents taking up Bachelor of Elementary Education

(BEED), there is a Low Positive Correlation between academic performance and

classroom climate, while the respondents taking up Bachelor of Secondary

Education (BSE), there is a Moderately Low Positive Correlation between

academic performance and classroom climate. With the results indicating a

significant correlation between the two variables, the researchers concluded that

classroom climate in part has some influence on the academic performance, either

positive or negative.

Social skills can also be a factor affecting academic performance.

Thestudyadministered by Comedis (2014) titled “The Role of Social Skills in the

Academic Performance of De La Salle Araneta University Freshmen Students:

Creating A Culture “focused and aimed at the significant relationship between

social skills and academic performance in Sociology, confirmed of an indication

that students' pro-social behaviors affect teachers' behavior and students' own actual

achievements, and therefore concluded, that there is a significant relationship

among social skills and academic performance in the Philippine college setting.

Foreign Studies

In a study entitled “Literature Review of Bullying at Schools” the

researcher, Carla Bennett, analyzed that bullying does not need to be a reality that

students face. As more schools adopt whole school prevention programs and

actively work with students, staff, and parents in effectively addressing the issues

of bullying in each individual school, students will develop into adults with
UNIVERSITY OF THE EAST – MANILA 34

empathy for one another, acceptance of personal differences, and knowledge of

how to solve problems and resolve conflict and by intervening with students during

their school years, the bully-victim cycle that takes place in adolescence and

adulthood may decline with each graduating class, in turn ending the bully-victim

cycle that takes place in early years and eventually putting an end to behaviors that

have grown to crisis status in recent years.

Wolke, Lereya, et.al. (2013) made a research titled “Adult Psychiatric

Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence

“with the goal of testing whether bullying victimization in the elementary level

could predict psychotic experiences in late adolescence showed that victims of

bullying had a higher occurrence of psychotic experiences at 18 years of age. The

researchers therefore concluded that any involvement in bullying, whether as a

victim, bully/victim or bully may increase the danger of developing psychotic

experiences in adolescence.

On the other hand, Elagra, Rayyan, et.al. (2016) conducted a recent research

with the goal of investigating the sleep patterns of dental students from

different academic levels and determine the effect of sleep patterns to the academic

performance of students. The researchers conducted the study through the survey

of1160 students from both clinical and non-clinical levels in measuring the sleep-

related variables and academic performance. The researchers found out and

concluded that dental students tend to have poor sleep quality, which is unknown
UNIVERSITY OF THE EAST – MANILA 35

to them. Hence, poor sleep quality was associated with

lower academic performance, especially in the clinical years.

A study conducted by Ali, Haider, Munir, Khan, & Ahmed (2013) with the

title “Factors contributing to the student’s academic performance: A case study of

Islamia university sub-campus” examined the factors influencing academic

performance of graduate students of Islamia University of Bahawalpur Rahim Yar

Khan Campus. The study showed that the academic performance of their students

depends and varies with schooling and the medium of schooling.

A study by Amuda, Ali, and Durkwa (2016) determined the gender

difference in the academic performance among senor secondary school students

from 2006 to 2010 sessions in Maiduguri Metropolis, Borno State, Nigeria. It

showed that male students have more in their percentage grades of distinction than

the female students. Furthermore, the significance of gender difference in the

academic performance of male and female students varied and depended on when

sessions took place.

In a research conducted by Zakariya and Bamidele (Zakariya and Bamidele,

2015)on the causes of poor academic performance among undergraduate students

in ObafemiAwolowo University, Nigeria showed that majority of the respondents

pointed to poor infrastructure (e.g. power outage, congested lecture theatres, etc.)

as the common cause of low academic performance. They concluded that students

often attribute their low academic performance to external factors, and that it was

common on both male and female students.


UNIVERSITY OF THE EAST – MANILA 36

On a study conducted by Dr. Iris WagmanBorowsky in 2010 showed in its

results how, in more than one hundred and thirty thousand students surveyed,

twenty-two percent (22%) of them reported of having suicide attempts (Borowsky,

2010). Physical abuse, sexual abuse, a mental health problem, and running away

from home were also parts of the reports of those sixth, ninth, and twelfth graders

that they surveyed (Borowsky, 2010). This study proves yet another unnerving

account of not only the youth’s but people in general’s tendency of succumbing in

the depths of negativity, which, more than often, based on the other studies

mentioned here, leads to the unthinkable.

Another study related to suicide attempts due to bullying was conducted by

Dr. Mark Hatzenbuehler and Dr. Katherine Keyes in 2006-2008 (Hatzenbuehler

and Keyes, 2006-2008). This time, they conducted the study on the Lesbians, Gay,

Bisexual, and Transgender (LGBT) community in Oregon, USA. Many of them,

the study was ninety-five percent confident, most likely did 2.25 times suicide

attempts. These people were, on the other hand, from a county wherein there are

few anti-bullying policies implemented. And the study shows that counties or

places with fewer or no anti-bullying policies implemented for the LGBT

community has a bigger chance of having young lives taken from its population

count than those with abundant ones. Another implication yet was made here on

how people’s different perceptions and upbringings have impacted not just

themselves, but also those that they meet.


UNIVERSITY OF THE EAST – MANILA 37

Another study was conducted in the University of Illinois. However, in this

study, some results showed quite differently than the many of the other accounts of

studies stated above. It is because in here, there came about a result of forty-three

percent of the population that was surveyed and studied were aggressive bullies

(Espelage and Holt). And those aggressive bullies whom normally people would

think just enjoy other people’s sufferings, actually thought of killing themselves.

This just showed how bullying, as was stated a few pages back, affect, not only

those who are bullied, but also those who bully as well.

On a study conducted in North England, as mentioned above, it showed

another implication of how bullying affects, not just those who bully and are

bullied, but even those who have heard, or witnessed first-hand an account of

bullying (Rivers and Noret, 2010). In this study, those who have witnessed bullying

reported some symptoms of suicidal attempts. Among boys, it was concluded in

this study that if they feel helpless, being perpetrated repeatedly, and having a less

supportive home environment leads to more tendency of having ideas of ending

their lives. A conclusion of this study, as well, was that helplessness, if coupled

with witnessing a bullying account, wherein the victim is perceived helpless – thus,

increasing more and more feeling of helplessness—creates, in the onlooker’s mind,

ideas of suicide. Thus, feelings created due to bullying, whether they are felt by the

onlookers or bullies or victims themselves, play a very significant role in this study

of the effects of bullying.


UNIVERSITY OF THE EAST – MANILA 38

On another study (Klomek, Kleinman, Altschuler, Marrocco, Amakawa,

Gould, 2011), it was shown, from the range of ninety-six students who whom the

study was conducted upon, that those involved in the actual bullying (the bullies

and the victims), have a higher and greater risk of having ideas relating to suicide.

A study (King, Horwitz, Berona, Jiang, 2013) shows that young adults, who

are just some time older than the common bully victims and bullies, actually have

a higher risk of engaging into suicidal behavior, compared to the younger ones like

those from middle school. It then indicates that because that period of time is most

commonly seen as one of the most emotional period in a person’s life.

An interesting study which focused on the tendency of the both sexes to

commit suicide, and is related to the study, which therefore is being stated showed

that of all the data that the researchers have gathered, most of the deaths are those

of men (Karch, Logan, McDaniel, Floyd, Vagi, 2013). An interrelated result is that

a percentage of it, is because of bullying. And take into consideration that the study

was conducted based on a scale or range of ten- to seventeen-year-old people.

OPERATIONAL DEFINITION OF VARIABLES

Bullying has significant effect to the academic performance of the students

who experienced it. The behavior of the victim changes through time because of

the continuous act. It can be a positive effect or most often, it is negative when it

comes to the effects of bullying.


UNIVERSITY OF THE EAST – MANILA 39

The dependent variable identified in the problem statement was the result

showing the effect of bullying to the academic performance of the students of

University of the East-College of Arts and Sciences. Enumerated list of forms of

bullying also indicated in this study and steps have been done to reduce the negative

effects of bullying of the students inside the campus. Some factors to consider as

bullied and bullies are there economic status that makes big impact to their mind

and behavior. Random sampling was used in this paper to make an appropriate or

excellent, which identifies results for the academic performance of the students

inside the school. Some factors to be considered like, money, family problem and

other things that he/she may not tell now but soon he will. There are factors to

determine someone’s behavior. By the time when they are affected by the bullying

they will cause depression for the bullied to determine the idea of bullying inside

the campus and evaluate this practices among students of College of Arts and

Sciences (CAS).
UNIVERSITY OF THE EAST – MANILA 40

CHAPTER 3

RESEARCH DESIGN

RESEARCH LOCALE

The researchers have decided to conduct their study about bullying

involving the College of Arts and Sciences (CAS), UE-Manila because it composed

of the greatest of population of UE students. The CAS is comprised of 11 courses

which this research will cover. Students having a student number that starts with

2013 up to 2015 which are second year up to fourth year students this year will be

the subject of this study.

METHOD OF SAMPLING USED

The researchers have chosen to conduct a random sampling in their survey

to gather information and data that has been used in their study. 100 survey
UNIVERSITY OF THE EAST – MANILA 41

questionnaires were disseminated to the CAS students as their respondents; this

covers all the courses of the said college, having a number of representatives in

each year levels from second year to fourth year. The 100 respondents were selected

randomly which had given all the CAS students the same chance to be picked fairly.

Respondents were asked to answer a set of questionnaires that contains everything

that needs to know to proceed with the study. The questionnaire contains the

frequent occurrence of bullying, the measurement of awareness of the respondents

on the said issue, the identification of its forms it manifests and the effect of it on

the academic performance of the students.

SOURCES OF DATA

In this chapter the researchers used data gathering to study the case of

bullying in the University of the East – Manila Campus. The study was conducted

in University of the East-Manila targeting the students of the College of Arts and

Sciences. The instrument used to collect the data includes survey methods to the

students who have experienced bullying in the university.

The problem was investigated by mean of a literature review. The study sets

out to explain the methodology used in gathering data for the case of bullying in

the College of Arts and Sciences and describes how the study was designed and

progressed with the study of how bullying affect to the Academic Performances of

the students of the College of Arts and Sciences in the University Of the East-

Manila.
UNIVERSITY OF THE EAST – MANILA 42

One hundred upper and lower levels of College Of Arts and Sciences students

were selected for participation in the study about bullying in the University of the

East-Manila. For this study the data were collected with the help of validated data

come from the journal and articles.

RESEARCH METHOD USED

To gather the data and information needed as accurately as possible,

quantitative method was utilized. Quantitative techniques may be defined as those

techniques which provide the decision that makes a systematic and powerful mean

of analysis, based on quantitative data. It is a scientific method employed for

problem solving. And decision making by the researcher. The types of quantitative

method used is techniques which are used in conducting the statistical inquiry

concerning to certain phenomenon. They include all the statistical method

beginning from the collection of data until interpretation of those collected data.

DATA GATHERING PROCEDURE

In this section, the researchers will explain in the details on how to gather

the data completely. First, is conducting the survey questionnaires in which the

researchers constructed questions relating to the study that will explain if bullying

affects the academic performance of the students. The list of the open survey

questions will be validated by two or more expert valuators, in order to minimize

the gathering of insignificant data and to measure or asses what do the researchers

want to find out in the future. After the survey questionnaires were validated, the

researchers have chosen its respondents. The researchers have chosen its
UNIVERSITY OF THE EAST – MANILA 43

respondents for the survey questionnaires, and the chosen respondents were the

students of College of Arts and Sciences courses, from 2nd year to 4th year level

enrolled in the first semester of the academic year 2016-2017. The survey

questionnaires were given to 100 CAS students in which different courses were

included in particularly. The courses were AB Broadcasting in Communication,

AB English, AB International Science, AB Legal Management, AB Political

Science, BS Biology, BS Hotel and Restaurant Management, BS Library Science,

BS Mathematics, BS Psychology and lastly BS Tourism. After the survey

questionnaires were answered, the researchers have collected the results and

conducted tallying and graphing methods. The results were given to a statistician

in order to provide the average total of the students who were affected by the said

study. And after the average was given and validated by the expert, researchers

have organized the outcome of the study whether or not bullying affects the

performance of the students. The study was summarized by the researchers and

recommendations were made for further perfection of the study was accepted and

were entertained.
UNIVERSITY OF THE EAST – MANILA 44

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation of Data

The researchers conducted surveys regarding whether bullying affects one’s

academic performance. The researches limits its coverage within one hundred

students of College of Arts and Sciences wherein each courses in college have

representatives on this research, by which in every course there is a representative

also per year level. Presentation was done through the used of tables. Analysis and

interpretations of data done after the tabular presentation

TABLE 1 Demographic profile of the respondents

According to Course and Year Level


UNIVERSITY OF THE EAST – MANILA 45

Courses in II-Year III- IV- Frequency Percentage

College of Arts Year Year

and Sciences

1. AB 1 2 7 10 10%

Broadcasting in

Communication

2. AB English 2 1 5 8 8%

3. AB 2 9 1 12 12%

International

Studies

4. AB Legal 3 4 3 10 10%

Management

5. AB Political 2 1 7 10 10%

Science

6. BS Biology 2 1 3 6 6%

7. BS Hotel and 2 1 5 8 8%

Restaurant

Management

8. BS Library 4 3 2 9 9%

Science
UNIVERSITY OF THE EAST – MANILA 46

9. BS 3 2 2 7 7%

Mathematics

10. BS 3 4 4 11 11%

Psychology

11. BS Tourism 6 1 2 9 9%

TOTAL: 30 29 41 100 100%

TABLE 1 shows the distributions of respondents according to course and

year level who took part in the completion of questionnaires.

This was arranged alphabetically starting with AB Broadcasting in

Communication with 1 respondent from second year level, 1 from third year and 8

students from fourth year; The second course that responded from questionnaires

was from AB English with a 2 second year students, 1 from third year and 5 from

fourth year; In AB International Studies, 2 from second year, 9 from third year and

only 1 from fourth year; The number of respondent also came from AB Legal

Management which comprises of 3 second year, 4 in a third year and 3 respondents

from fourth year ; In Political Science majors 2 was from second year level, only 1

from third year and 7 from the fourth year level; There are 2 respondent from

second year, 1 from third year and 3 from fourth year in BS Biology; In BS Hotel
UNIVERSITY OF THE EAST – MANILA 47

and Restaurant Management 2 students from second year level, 1 from the third

and 5 from fourth year; In the field of Library Science 4 students from second year

level, 3 from third year and 2 from fourth year; In BS Mathematics respondents

were composed of 3 students from second year level, 2 from third year and fourth

year level; In BS Psychology respondent were from second year level, 4 from third

and also 4 from the fourth year; And lastly, the BS Tourism which composed of 6

second year student, 1 third year and 2 from fourth year.

In order for us to distinguish more the impact of bullying in the student of

College of Arts and Sciences, the researchers distributed it per year level of certain

courses, with the total of 100 respondents.

GRAPH 1 Composition of 100 respondents

According to course

AB Broadcastingin Communication
AB English
9% 10% AB InternationalStudies
11% 8% AB Legal Management
AB PoliticalScience
7% 12% BS Biology
BS Hotel and Restaurant Management
9%
10% BS Library Science
8% BS Mathematics
6% 10%
BS Psychology

GRAPH 1 shows the total of respondents among the course of College of

Arts and Sciences regardless of their year level. In AB Broadcasting in


UNIVERSITY OF THE EAST – MANILA 48

Communication there are total of 10%, AB English with 8 equivalent to 8%

respondent, AB International Studies that comprises of the total of 12%, AB Legal

Management with 10 students equivalent to 10%, AB Political Science has also a

total of 10 equivalent to 10%, BS Biology with 6%, BS Hotel and Restaurant

Management that has 8% of the respondents, in BS Library science with 9%, BS

Mathematics with 7%, Psychology majors with 11% and lastly the BS Tourism

which comprises of 9% respondents with the total of 100%

GRAPH 2 Composition of 100 respondents

According to year level

30%
41%
2nd Year Level

3rd Year Level

4th Year level

29%

GRAPH 2 represents the total respondents according to year level. The

researchers distributed such in order to have a representative in every year level. In

the second year student 30% of the respondent came from the second year level,
UNIVERSITY OF THE EAST – MANILA 49

29% from third year level and the remaining 41% were from the fourth year level

and have been added wherein the total is 100

TABLE 2 Composition of Respondents

According to Age

AGE FREQUENCY PERCENTAGE

15-17 16 16%

18-20 77 77%

21 & ABOVE 7 7%

TOTAL: 100 100%

GRAPH 3
UNIVERSITY OF THE EAST – MANILA 50

According to Age
16%

15-17 years old


18-20 years old
77% 21 years old & above

1.4

TABLE 2 and GRAPH 3 indicate that there were 16% of the respondents

aged 15 to 17 years old. Respondents between 18 to 20 years old composed of 77%

while the remaining 7% are ranging with the age of 21 years old and above.

TABLE 3 Compositions of Respondents

According to Gender

GENDER FREQUENCY PERCENTAGE

Female 60 60%

Male 40 40%

TOTAL: 00 100%
UNIVERSITY OF THE EAST – MANILA 51

GRAPH 4

According to Gender

Female
Male
40%

60%

TABLE 3 and GRAPH 4 indicate the frequency accordance of gender. It

shows that 60% of female and 40% of male respondents with the total of 100%

The data above shows that most of the respondents were female and not so many

were males. This implied that there were more females cooperated with the

researches during the conduct of the study.

TABLE 4 Compositions of Respondents

According to Socio-Economic Class

SOCIO-ECONOMIC FREQUENCY PERCENTAGE

CLASS

UPPER CLASS 15 15%


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MIDDLE CLASS 69 69%

UPPER CLASS 16 16%

TOTAL: 100 100%

GRAPH 5

According to Socio-economic Class

Upper Class
16% 15%
Middle Class

Upper Class

69%

TABLE 4 and GRAPH 5 indicate the total 100 of respondents among the

College of Arts and Sciences according to their socio-economic class. It shows


UNIVERSITY OF THE EAST – MANILA 53

above that upper class is composed of 15%, the middle class also composed of 16%

and the remaining the majority of the respondents came from the middle class that

consist of 69% with the total of 100%.

GRAPH 6

Response on Bullying affecting Academic Performance

Respondents who agreed that


42% bullying affects academic
performance
Respondents who do not
agreed that bullying affects
academics performance

3.2

GRAPH 6 shows that 42% of the respondents agreed that bullying affect

academic performance of UE-CAS Students, while the remaining 58% do not

agreed that bullying affects their academic performance.

GRAPH 7
UNIVERSITY OF THE EAST – MANILA 54

Response on the Act of Bullying inside the Campus

29 Respondents who have done


bullying inside the campus

Respondents who have not


done bullying inside the
71 campus.

GRAPH 7 shows that 29% of the respondents are admitted that they have

done bullying inside the campus, while 71% of the respondents do not bully anyone

inside the campus.

GRAPH 8

Response on experiencing Bullying

29

Respondents who
experienced bullying
Respondents who
experienced bullying

71
UNIVERSITY OF THE EAST – MANILA 55

GRAPH 8 shows that there are 29% of the respondents who experienced

bullying inside the campus while the remaining 71% answered that they never

experienced bullying.
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Bullying is said to be a widespread and serious problem that can happen

anywhere and to anyone. The table 5 shows that researchers conducted a set of

question in part 1 in order to analyze if student were fully aware about bullying

matter.

In AB Broadcasting in Communication, 4 out of 10 only of the respondents

are fully aware that bullying is a problem inside the campus. The respondents also

asked if they were aware about the policies/laws concerning bullying, 5 out of 10

strongly agreed in this. Also 5 out of 10 strongly agreed that they are knowledgeable

enough about bullying. Lastly, 5 out of 10 are fully aware that they can seek

guidance from the teacher/professor of guidance councilor once they have been

bullied.

In AB English, only 2 out of 8 respondents are fully aware that bullying is

a problem inside the campus. The respondents also asked if they were aware about

the policies/laws concerning bullying, 2 out of 8 strongly agreed in this. Also 3 out

of 8 strongly agreed that they are knowledgeable enough about bullying. Lastly, 2
UNIVERSITY OF THE EAST – MANILA 59

out of 8 are fully aware that they can seek guidance from the teacher/professor of

guidance councilor once they have been bullied.

In AB International Studies, 9 out of 12 only of the respondents are fully

aware that bullying is a problem inside the campus. The respondents also asked if

they were aware about the policies/laws concerning bullying, 8 out of 12 strongly

agreed in this. Also 8 out of 12 strongly agreed that they are knowledgeable enough

about bullying. Lastly, 8 out of 12 are fully aware that they can seek guidance from

the teacher/professor of guidance councilor once they have been bullied.

In AB Legal Management, 3 out of 10 only of the respondents are fully

aware that bullying is a problem inside the campus. The respondents also asked if

they were aware about the policies/laws concerning bullying, 1 out of 10 strongly

agreed in this. Also 2 out of 10 strongly agreed that they are knowledgeable enough

about bullying. Lastly, 2 out of 10 are fully aware that they can seek guidance from

the teacher/professor of guidance councilor once they have been bullied.

In AB Political Science, 3 out of 10 only of the respondents are fully aware

that bullying is a problem inside the campus. The respondents also asked if they

were aware about the policies/laws concerning bullying, 4 out of 10 strongly agreed

in this. Also 4 out of 10 strongly agreed that they are knowledgeable enough about

bullying. Lastly, 5 out of 10 are fully aware that they can seek guidance from the

teacher/professor of guidance councilor once they have been bullied.

In BS Biology, 0 out 6 of are fully aware that bullying is a problem inside

the campus. The respondents also asked if they were aware about the policies/laws
UNIVERSITY OF THE EAST – MANILA 60

concerning bullying, 2 out of 6 strongly agreed in this. Also 1 out of 6 strongly

agreed that they are knowledgeable enough about bullying. Lastly, 4 out of 6 are

fully aware that they can seek guidance from the teacher/professor of guidance

councilor once they have been bullied.

In BS Hotel and Restaurant Management, 4 out of 8 respondents are fully

aware that bullying is a problem inside the campus. The respondents also asked if

they were aware about the policies/laws concerning bullying, 3 out of 8 strongly

agreed in this. Also 6 out of 8 strongly agreed that they are knowledgeable enough

about bullying. Lastly, 1 out of 8 are fully aware that they can seek guidance from

the teacher/professor of guidance councilor once they have been bullied.

In BS Library Science, 5 out of 9 only of the respondents are fully aware

that bullying is a problem inside the campus. The respondents also asked if they

were aware about the policies/laws concerning bullying, 3 out of 9 strongly agreed

in this. Also 1 out of 9 strongly agreed that they are knowledgeable enough about

bullying. Lastly, 3 out of 9 are fully aware that they can seek guidance from the

teacher/professor of guidance councilor once they have been bullied.

In BS Mathematics, 2 out of 7 only of the respondents are fully aware that

bullying is a problem inside the campus. The respondents also asked if they were

aware about the policies/laws concerning bullying, 2 out of 7 strongly agreed in

this. Also 1 out of 7 strongly agreed that they are knowledgeable enough about

bullying. Lastly, 3 out of 7 are fully aware that they can seek guidance from the

teacher/professor of guidance councilor once they have been bullied.


UNIVERSITY OF THE EAST – MANILA 61

In BS Psychology, 3 out of 11 only of the respondents are fully aware that

bullying is a problem inside the campus. The respondents also asked if they were

aware about the policies/laws concerning bullying, 5 out of 11 strongly agreed in

this. Also 5 out of 11 strongly agreed that they are knowledgeable enough about

bullying. Lastly, 4 out of 11 are fully aware that they can seek guidance from the

teacher/professor of guidance councilor once they have been bullied.

In BS Tourism, 2 out of 9 only of the respondents are fully aware that

bullying is a problem inside the campus. The respondents also asked if they were

aware about the policies/laws concerning bullying, 0 out of 9 strongly agreed in

this. Also 7 out of 9 agreed that they are knowledgeable enough about bullying.

Lastly, 1 out of 9 is fully aware that they can seek guidance from the

teacher/professor of guidance councilor once they have been bullied.

GRAPH 9
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60
53 53
50 49
50
37 37 38
40 35

30

20
11 13 Strongly Agree
10
10 6 Agree
3 1 1 3
0 Disagree
Respondents who Respondents who Respondents who Respondents who Strongly disagree
are aware that are aware about are knowledgeable are aware that
bullying is a the policies/laws about bullying they can seek
problem inside the concerning guidance from the
campus bullying teacher/professor
or the guidance
councilor when
they have been
bullied.

GRAPH 9 shows the total frequency in every year and in every course who

respond the part one set of questions and follow a chart where the total frequency

of the answers as a whole.

It has been presented in the query no.1 that there are a total of 100%

respondents. There are 37% students who strongly agreed that bullying is a problem

inside the campus while there are 50% or more than half of the total respondents

who agreed and 10% of it did not believe that the subject matter has been a problem

in the campus and the remaining 3% strongly disagreed.

In the query no.2, 35% of the respondents strongly answered that there are

conscious about the existence of policies and laws governing the subject matter,

while there are also 53% which classified as majoritywho agreed. However, there
UNIVERSITY OF THE EAST – MANILA 63

are 11% who disagreed or who are unconscious of the existence of laws and

policies. Lastly, 1% strongly disagreed.

Query no.3, 37% of the total respondents strongly agreed that there are

knowledgeable about bullying and 49% also agreed. On the other hand, 13%

admitted that they are ill-informed about it. 1% strongly disagreed about the matter.

Query no. 4, 38% answered that they are strongly aware that they can seek

help from their professors or guidance counselor once they felt that they are being

bullied, 53% who also agreed and believe the same thing. On the contrary, there

are 6% who thinks that they cannot seek help from those people and 3% strongly

disagreed.
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Bullying comes in many forms, whether it is name-calling, put-downs,

spreading rumors, physical attacks or even inciting others. This TABLE 6 presented

the different forms of bullying that may experienced by the following respondents.

In AB Broadcasting in Communication, 3 out of 10 respondents agreed that they

have been verbally ridiculed and teased by their classmate and the remaining 7

respondents said to be that they never experienced it. 1 out of 10 respondents agreed

that he/she experienced being physically humiliated by his/her classmate and the

remaining 9 disagreed about it. 1 out of 10 respondents said that he/she humiliated

or teased by his/her classmate through social media.

In AB English, 3 out of 8 respondents agreed that they have been verbally

ridiculed and teased by their classmate and the remaining 5 respondents said to be

that they never experienced it. 3 out of 8 respondents agreed that they experienced
UNIVERSITY OF THE EAST – MANILA 67

being physically humiliated by their classmate and the remaining 5 respondents

disagreed about it. 3 out of 8 respondents said that they humiliated or teased by

their classmate through social media.

In AB International Studies, 6 out of 12 respondents agreed that they have been

verbally ridiculed and teased by their classmate and the remaining 6 respondents

said to be that they never experienced it. 2 out of 12 respondents agreed that they

experienced being physically humiliated by their classmate and the remaining 10

respondents disagreed about it. 4 out of 12 respondents said that they humiliated or

teased by their classmate through social media.

In AB Legal Management, 4 out of 10 respondents agreed that they have been

verbally ridiculed and teased by their classmate and the remaining 6 respondents

said to be that they never experienced it. 1 out of 10 respondents agreed that they

experienced being physically humiliated by their classmate and the remaining 9

disagreed about it. 2 out of 10 respondents said that they humiliated or teased by

their classmate through social media.

In AB Political Science, 7 out 10 respondents agreed that they have been

verbally ridiculed and teased by their classmate and the remaining 3 respondents

said to be that they never experienced it. 2 out of 10 respondents agreed that they

experienced being physically humiliated by their classmate and the remaining 8

disagreed about it. 3 out of 10 respondents said that they humiliated or teased by

their classmate through social media.


UNIVERSITY OF THE EAST – MANILA 68

In BS Biology, 3 out 6 respondents agreed that they have been verbally

ridiculed and teased by their classmate and the remaining 3 respondents said to be

that they never experienced it. 1 out of 6 respondents strongly agreed that they

experienced being physically humiliated by their classmate and the remaining 5

respondents disagreed about it. 1 out of 6 respondents said that they humiliated or

teased by their classmate through social media.

In BS Hotel and Restaurant Management, 7 out 8 respondents agreed that

they have been verbally ridiculed and teased by their classmate and the remaining

1 said to be that they never experienced it. 6 out of 8 respondents agreed that they

experienced being physically humiliated by their classmate and the remaining 2

respondents disagreed about it. 7 out of 8 respondents said that they humiliated or

teased by their classmate through social media.

In BS Library Science, 8 out 9 respondents agreed that they have been

verbally ridiculed and teased by their classmate and the remaining 1 respondent

said to be that they never experienced it. 5 out of 9 agreed that they experienced

being physically humiliated by their classmate and the remaining 4 respondents

disagreed about it. 4 out of 8 said that they humiliated or teased by their classmate

through social media.

In BS Mathematics, 5 out 8 respondents agreed that they have been verbally

ridiculed and teased by their classmate and the remaining 3 respondents said to be

that they never experienced it. 2 out of 8 respondents agreed that they experienced

being physically humiliated by their classmate and the remaining 6 respondents


UNIVERSITY OF THE EAST – MANILA 69

disagreed about it. 2 out of 8 respondents said that they humiliated or teased by

their classmate through social media.

In BS Psychology, 5 out 11 respondents agreed that they have been verbally

ridiculed and teased by their classmate and the remaining 6 respondents said to be

that they never experienced it. No one experienced being physically humiliated by

their classmate. 4 out of 11 respondents said that they humiliated or teased by their

classmate through social media.

In BS Tourism, 5 out of 9 respondents agreed that they have been verbally

ridiculed and teased by their classmate and the remaining 4 respondents said to be

that they never experienced it. 3 out of 9 respondents agreed that they experienced

being physically humiliated by their classmate and the remaining 6 respondents

disagreed about it. 3 out of 9 respondents said that they humiliated or teased by

their classmate through social media.

GRAPH 10
UNIVERSITY OF THE EAST – MANILA 70

60 57

50 42 43
40 35 34
30
19 17 17
20 14 Strongly Agree
9 7
10 6
Agree
0 Disagree
Respondents who have Respondents who have Respondents who have
been verbally ridiculed been physically been humiliated or Strongly Disagree
and teased by my humiliated by my teased by my
classmate (e.g. name classmates (e.g. doing classmates through
calling, making offensive remarks) social media
offensive remarks or
jokes about student-
victim)

GRAPH 10 shows that there were 42% out of the 100% respondents who

agreed that they had been verbally ridiculed or teased by their classmates while

there were also 14% who strongly agreed. On the other hand, 35% of it responded

that they haven’t experienced such, and the remaining 9 strongly disagreed.

Out of 100% of the respondents, 57% or more than half of the 100% denied

that they have been physically humiliated by their classmates, while the 17%

strongly denied that they have experienced such thing. Contrary to the 19% of the

respondents admitted that it occurred to them and the remaining 7% strongly

agreed.

43% of the respondents or less than half disagreed that they have been bullied

through social media. Furthermore, the 34% favorably answered to the question

that they have been humiliated through social media. 17% strongly disagreed and

6% agreed.
UNIVERSITY OF THE EAST – MANILA 71

TABLE 8
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PART III. The Effects of Bullying on the Academic Performance of a Student


UNIVERSITY OF THE EAST – MANILA 73
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UNIVERSITY OF THE EAST – MANILA 75
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UNIVERSITY OF THE EAST – MANILA 77

The researcher believes that the physical effects of bullying combined with

other psychological issues caused from bullying, is a precursor academic

performance whether in a good or bad way. It is important for a school to address

bullying because it both threatens student’s safety and impacts of their learning.
UNIVERSITY OF THE EAST – MANILA 78

Table 7 shows the part 3 of our questionnaires which provides the different effect

of bullying in the academic performance of student.

In AB Broadcasting in Communication, 7 out of 10 respondents said that

bullying can lower self-esteem. 5 out of 10 respondents tend to think that people

around them don’t like/accept them. 4 out 10 respondents also said that they have

already doubts because of being bullied. 1 out of 10 respondents feel isolated

because of bullying. 2 out of 10 respondents said that they don’t have already a

confidence to voice out their opinions and views in class discussions. 1 out 10

respondents said that in order to avoid being bullied they resort to absenteeism from

classes. No respondent agreed that they do schoolwork for others, in order for

him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in

participating in class discussions because of bullies around them. 2 out 10

respondents feel like people are going to judge them when they answered. 1 out of

10 respondents has been skeptic on putting trust on his/her classmates because of

being bullied. 2 out of 10 respondents said that being bullied hampered

productiveness in school. 2 out of 10 respondents said that bullying can distract

studies. And lastly, no one agreed that grades can be affected because of the

negative effects of bullying.

In AB Broadcasting in Communication, 7 out of 10 respondents said that

bullying can lower self-esteem. 5 out of 10 respondents of the respondent tend to

think that people around them don’t like/accept them. 4 out 10 respondents also

said that they have already doubts because of being bullied. 1 out of 10 respondents
UNIVERSITY OF THE EAST – MANILA 79

feel isolated because of bullying. 2 out of 10 said that they don’t have already a

confidence to voice out their opinions and views in class discussions. 1 out 10

respondents said that in order to avoid being bullied they resort to absenteeism from

classes. No respondent agreed that they do schoolwork for others, in order for

him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in

participating in class discussions because of bullies around them.2 out 10

respondents feel like people are going to judge them when they answered. 1 out of

10 respondents has been skeptic on putting trust on his/her classmates because of

being bullied. 2 out of 10 respondents said that being bullied hampered

productiveness in school. 2 out of 10 respondents said that bullying can distract

studies. And lastly, no one agreed that grades can be affected because of the effects

of bullying.

In AB English, 6 out of 8 respondents said that bullying can lower self-

esteem. 2 out of 8 of the respondent tend to think that people around them don’t

like/accept them. 3 out of 8 respondents also said that they have already doubts

because of being bullied. 5 out of 8 feel isolated because of bullying. 3 out of 8

respondents said that they don’t have already a confidence to voice out their

opinions and views in class discussions. 1 out of 8 respondents said that in order to

avoid being bullied they resort to absenteeism from classes. 2 out of 8 respondents

agreed that they do schoolwork for others, in order for them not to be bullied. 3 out

of 8 respondents feel that they’re not allowed in participating in class discussions

because of bullies around them. 5 out of 8 respondents feel like people are going to

judge them when they answered. 1 out of 8 respondents has been skeptic on putting
UNIVERSITY OF THE EAST – MANILA 80

trust on his/her classmates because of being bullied. 5 out of 8 respondents said that

being bullied hampered productiveness in school. 5 out of 8 respondents said that

bullying can distract studies. And lastly, 6 out of 10 respondents agreed that grades

can be affected because of the effects of bullying.

In AB International Studies, 9 out of 12 respondents said that bullying can

lower self-esteem. 8 out of 12 respondents of the respondent tend to think that

people around them don’t like/accept them. 6 out 12 respondents also said that they

have already doubts because of being bullied. 4 out of 12 respondents feel isolated

because of bullying. 6 out of 12 respondents said that they don’t have already a

confidence to voice out their opinions and views in class discussions. 1 out of 12

respondents said that in order to avoid being bullied they resort to absenteeism from

classes. None of the respondents agreed that they do schoolwork for others, in order

for them not to be bullied. 1 out of 12 respondents feels that they’re not allowed in

participating in class discussions because of bullies around them. 3 out of 12

respondents feel like people are going to judge them when they answered. 4 out of

12 respondents has been skeptic on putting trust on his/her classmates because of

being bullied. 5 out of 12 respondents said that being bullied hampered

productiveness in school. 5 out of 12 respondents said that bullying can distract

studies. And lastly, 4 out of 12 respondents agreed that grades can be affected

because of the effects of bullying.

In AB Legal Management, 5 out of 10 respondents said that bullying can

lower self-esteem. 6 out of 10 respondents tend to think that people around them
UNIVERSITY OF THE EAST – MANILA 81

don’t like/accept them. 4 out 10 respondents also said that they have already doubts

because of being bullied. 7 out of 10 respondents feel isolated because of bullying.

6 out of 10 respondents said that they don’t have already a confidence to voice out

their opinions and views in class discussions. 3 out of 10 respondents said that in

order to avoid being bullied they resort to absenteeism from classes. 2 out of 10

respondents agreed that they do schoolwork for others, in order for them not to be

bullied. 3 out of 10 respondents feel that they’re not allowed in participating in class

discussions because of bullies around them. 2 out of 10 respondents feel like people

are going to judge them when they answered. 3 out of 10 respondents has been

skeptic on putting trust on his/her classmates because of being bullied. 4 out of 10

respondents said that being bullied hampered productiveness in school. 6 out of 10

respondents said that bullying can distract studies. And lastly, 3 out of 10

respondents agreed that grades can be affected because of the effects of bullying.

In AB Political Science, 7 out of 10 respondents said that bullying can lower

self-esteem. 5 out of 10 respondents tend to think that people around them don’t

like/accept them. 4 out of 10 respondents also said that they have already doubts

because of being bullied. 4 out of 10 respondents feel isolated because of bullying.

5 out of 10 respondents said that they don’t have already a confidence to voice out

their opinions and views in class discussions. 2 out of 10 respondents said that in

order to avoid being bullied they resort to absenteeism from classes. 3 out of 10

respondents agreed that they do schoolwork for others, in order for them not to be

bullied. 4 out of 10 respondents feel that they’re not allowed in participating in class

discussions because of bullies around them. 5 out of 10 respondents feel like people
UNIVERSITY OF THE EAST – MANILA 82

are going to judge them when they answered. 3 out of 10 respondents has been

skeptic on putting trust on his/her classmates because of being bullied. 4 out of 10

respondents said that being bullied hampered productiveness in school. 3 out of 10

respondents said that bullying can distract studies. And lastly, 2 out of 10

respondents agreed that grades can be affected because of the effects of bullying.

In BS Biology, 3 out of 6 respondents said that bullying can lower self-

esteem. 3 out of 6 respondents of the respondent tend to think that people around

them don’t like/accept them. 3 out of 6 respondents also said that they have already

doubts because of being bullied. 2 out of 6 feel isolated because of bullying. 2 out

of 6 respondents said that they don’t have already a confidence to voice out their

opinions and views in class discussions. 2 out of 6 respondents said that in order to

avoid being bullied they resort to absenteeism from classes. 1 out of 6 respondents

agreed that they do schoolwork for others, in order for them not to be bullied. 1 out

of 6 respondents feel that they’re not allowed in participating in class discussions

because of bullies around them. 1 out of 6 respondent feels like people are going to

judge them when they answered. 2 out of 6 respondents has been skeptic on putting

trust on his/her classmates because of being bullied. 2 out of 6 respondents said that

being bullied hampered productiveness in school. 2 out of 6 respondents said that

bullying can distract studies. And lastly, 2 out of 6 respondents agreed that grades

can be affected because of the effects of bullying.

In BS Hotel and Restaurant Management, 7 out of 8 respondents said that

bullying can lower self-esteem. 7 out of 8 respondents tend to think that people
UNIVERSITY OF THE EAST – MANILA 83

around them don’t like/accept them. 7 out of 8 respondents also said that they have

already doubts because of being bullied. 7 out of 8 respondents feel isolated because

of bullying. 7 out of 8 respondents said that they don’t have already a confidence

to voice out their opinions and views in class discussions. 7 out of 8 respondents

said that in order to avoid being bullied they resort to absenteeism from classes. 5

out of 8 respondents agreed that they do schoolwork for others, in order for them

not to be bullied. 5 out of 8 respondents feel that they’re not allowed in participating

in class discussions because of bullies around them. 7 out of 8 respondents feel like

people are going to judge them when they answered. 7 out of 8 respondents has

been skeptic on putting trust on his/her classmates because of being bullied. 7 out

of 8 respondents said that being bullied hampered productiveness in school. 7 out

of 8 respondents said that bullying can distract studies. And lastly, 7 out of 8

respondents agreed that grades can be affected because of the effects of bullying.

In BS Library Science, 8 out of 9 respondents said that bullying can lower

self-esteem. 8 out of 9 respondents tend to think that people around them don’t

like/accept them. 6 out of 9 respondents also said that they have already doubts

because of being bullied. 4 out of 9 feel respondents isolated because of bullying.

7 out of 9 respondents said that they don’t have already a confidence to voice out

their opinions and views in class discussions. 4 out of 9 respondents said that in

order to avoid being bullied they resort to absenteeism from classes. 3 out of 9

respondents agreed that they do schoolwork for others, in order for them not to be

bullied. 6 out of 9 respondents feel that they’re not allowed in participating in class

discussions because of bullies around them. 7 out of 9 respondents feel like people
UNIVERSITY OF THE EAST – MANILA 84

are going to judge them when they answered. 4 out of 9 respondents has been

skeptic on putting trust on his/her classmates because of being bullied. 4 out of 9

said that being bullied hampered productiveness in school. 7 out of 9 respondents

said that bullying can distract studies. And lastly, 7 out of 9 respondents agreed that

grades can be affected because of the effects of bullying.

In BS Mathematics, 7 out of 7 respondents said that bullying can lower self-

esteem. 5 out of 7 respondents tend to think that people around them don’t

like/accept them. 4 out of 7 respondents also said that they have already doubts

because of being bullied. 5 out of 7 respondents feel isolated because of bullying.

6 out of 7 respondents said that they don’t have already a confidence to voice out

their opinions and views in class discussions. 5 out of 7 respondents said that in

order to avoid being bullied they resort to absenteeism from classes. 3 out of 7

respondents agreed that they do schoolwork for others, in order for them not to be

bullied. 4 out of 7 respondents feel that they’re not allowed in participating in class

discussions because of bullies around them. 5 out of 7 respondents feel like people

are going to judge them when they answered. 3 out of 7 respondents has been

skeptic on putting trust on his/her classmates because of being bullied. 4 out of 7

respondents said that being bullied hampered productiveness in school. 4 out of 7

respondents said that bullying can distract studies. And lastly, 4 out of 7

respondents agreed that grades can be affected because of the effects of bullying.

In BS Psychology, 9 out of 11 respondents said that bullying can lower self-

esteem. 7 out of 11 respondents tend to think that people around them don’t
UNIVERSITY OF THE EAST – MANILA 85

like/accept them. 4 out of 11 respondents also said that they have already doubts

because of being bullied. 3 out of 11 respondents feel isolated because of bullying.

2 out of 11 respondents said that they don’t have already a confidence to voice out

their opinions and views in class discussions. 2 out of 11 respondents said that in

order to avoid being bullied they resort to absenteeism from classes. 2 out of 11

respondents agreed that they do schoolwork for others, in order for them not to be

bullied. 2 out of 11 respondents feel that they’re not allowed in participating in class

discussions because of bullies around them. 3 out of 11 respondents feel like people

are going to judge them when they answered. 2 out of 11 respondents has been

skeptic on putting trust on his/her classmates because of being bullied. 1 out of 11

respondents said that being bullied hampered productiveness in school. 2 out of 11

respondents said that bullying can distract studies. And lastly, 2 out of 11

respondents agreed that grades can be affected because of the effects of bullying.

In BS Tourism, 8 out of 9 respondents said that bullying can lower self-

esteem. 9 out of 9 respondents of the respondent tend to think that people around

them don’t like/accept them. 4 out of 9 respondents also said that they have already

doubts because of being bullied. 4 out of 9 respondents feel isolated because of

bullying. 5 out of 9 respondents said that they don’t have already a confidence to

voice out their opinions and views in class discussions. 1 out of 9 respondents said

that in order to avoid being bullied they resort to absenteeism from classes. None

of the respondents agreed that they do schoolwork for others, in order for them not

to be bullied. 4 out of 9 respondents feel that they’re not allowed in participating in

class discussions because of bullies around them. None of the respondents feel like
UNIVERSITY OF THE EAST – MANILA 86

people are going to judge them when they answered. 1 out of 9 respondents has

been skeptic on putting trust on his/her classmates because of being bullied. 2 out

of 9 respondents said that being bullied hampered productiveness in school. 3 out

of 9 respondents said that bullying can distract studies. And lastly, 3 out of 9

respondents agreed that grades can be affected because of the effects of bullying.

GRAPH 11.0

60
51
50 45 43
40 34 36 36 35 36
31
30 27

18 19 Strongly Agree
20 16 15 15 13
10 Agree
6 6 8
10
Disagree
0 Strongly Disagree
Respondents Respondents Respondents Respondents Respondents
who believe who tend to who have who feel who don’t have
that bullying think that doubts because isolated the confidence
lowers self- people around of being bullied because of to voice out
esteem don’t bullying opinions and
like/accept views in class.
them
UNIVERSITY OF THE EAST – MANILA 87

The graph 11.0 shows the first five questions of part 3 regarding the effects

of bullying on the academic performance of a student. At first query of part 3, 51%

of the majority agree that bullying lowers self-esteem to be followed a result of

27% in strongly agree, 16% for disagree and remaining 6% for strongly disagree.

The second query 45% of the majority agree that they tend to think that people

around don’t like/accept them. 31% who disagree, 18% strongly agree and the

minorities that consist of 6% strongly disagree. For the third query in the graph

36% of the respondents disagreed that they have doubts because of being bullied

followed with the close percentage of 34% who agreed, and 15% for strongly agree

which equates with 15% of strongly disagree. 36% of the respondents agreed and

35% disagreed that they feel isolated because of bullying, 19% who said that they

are strongly disagreed and the remaining 10% strongly agree. Almost half of the

respondents agree that they have a lack of confidence to speak out their thoughts

and ideas in school

GRAPH 11.1
UNIVERSITY OF THE EAST – MANILA 88

45 40 39 41 41
38
40 35
33
35 29
30 24
25 21
17 18
20
15
8 Strongly Agree
10 6 6
4
5 Agree
0
Respondents who Respondents who Respondents who Respondents who Disagree
resort to do schoolworks for feel that they not feel like people are Strongly Disagree
absenteeism from other in order for allowed to going to judge
class to avoid thewm not to bully participate in class them and
bullies discussions because therefore, even
of the bullies though they know
around them the answers, they'll
just decide not to
recite

GRAPH 11.1 presents that the respondents of this research study are

positively inclined when it comes to bullying cases wherein most of the respondents

disagreed that a bullied student should resort to absenteeism from classes only to

avoid the bullies. Out of 100% there are 38% students who disagreed on this.

Eventually the respondents are better-spirited on how to deal with bullying

instances which conditions such doing the school papers of the bullies in order for

them not to be bully which is the 40%, not participating class discussions and

activities for the reasons that the bullies are just in the premises are the 40% of the

respondents, 40% not actually thinking that people are going to judge them which

causes them not to talk at all and other negative acts that are caused of bullying

should haven’t been considered to do by the respondents.

GRAPH 11.2
UNIVERSITY OF THE EAST – MANILA 89

50 47
45 39
40
35 32 33 31 32 29
27 29
30 24
23 23
25
20
15
7 8 8 8
10
5
0
Respondents who Respondents who Respondents who Respondents who
have been skeptic on being bullied has believe bullying believe that bullying
putting their trust on hampered their distracts focus in affects their grades
their classmates productiveness in studies because of bullyinbg
because of being school in class
bullied, they tend not Strongly Agree
to ask questions or
information Agree
regarding school
Disagree
work

GRAPH 11.2 shows the percentage of respondents with four different

questions regarding the effects of bullying on the academic performance of the

students. At the first Query of the question, 47% of the respondents disagreed, both

23% in agree and strongly disagreed and 7% in strongly agree. The second Query

indicates that 33% disagreed, 32% agreed, 27% strongly disagreed and 8% strongly

agreed.

Third Query shows that 39% of the respondents agreed. 24% agreed, 9%

Disagreed and only 8% for the strongly agreed. For the last 4thQuery it indicates

the respondents who believe that bullying affects their grades because of bullying

in class. A percentage of 32% for the respondents who disagreed and 31% percent

for those who agreed, 29% for the strongly disagreed and 8% for those who agreed

that bullying affects their academic performance.


UNIVERSITY OF THE EAST – MANILA 90

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY
UNIVERSITY OF THE EAST – MANILA 91

The researchers outlined the whole research study by providing three

statement of the problem which served as the framework and foundation of the

study. The researchers had been motivated as the significance of the study had been

determined. The importance of the study to the students, teachers and school

administrators are more important to the researchers. To be able to understand the

contexts and content of the readings more the researchers listed the legal terms and

jargons and basically defined it with legit definitions from different sources such as

dictionaries. The study was about the impact of bullying cases on a particular

student’s academic performance. It aims to answers the question “does bullying

affects the academic performance of the students?” and to fulfill that aim, the

researchers gathered data from the students of College of Arts and Sciences in

University of the East Manila limiting their respondents to one hundred (100)

students. In the second part the researchers gathered related literatures about the

thesis or the research topic to gain prior knowledge and of course to be familiarized

with the topic. The researchers gathered data using quantitative method since the

respondents involved are large in number. From the gathered answered from the

questionnaires given to the respondents the researchers presented each category and

parts to be organized using table and charts with the interpretation follows. After

the researchers analyzed and interpreted the data presented the researchers moved

to the chapter five which are the summary, this part is where the researchers tackles

how the research paper has been made possible. The conclusion, the researchers

based the results from the gathered data and concluded that bullying really affects

the academic performance of the students and last is the recommendation wherein
UNIVERSITY OF THE EAST – MANILA 92

usually this part should be for the betterment of the thesis paper but this time on

this topic ahead this is for the betterment and awareness of all.

CONCLUSION

As the researchers gathered all the data coming from 100 respondents the

result was exposed. Out of 100 students of the College of Arts and Sciences there

are 29% who admittedly involved in bullying inside the campus. Aside from being

aware of bullying or knowledgeable about it, its definition, how it happens, policies

and laws about and regarding bullying and what do it causes 37% of the respondents

agreed that the bullying cases are real problem inside the campus. The respondents

strongly agreed that the bullying really emerge in the university and that is really

visible and everybody can literally feel it but almost little is being aware of it. 57%

of the respondents were humiliated physically, assaulted verbally and experienced

even the most little form of bullying which was the teasing. Sadly, the researchers

find out that there are 45% of respondents really think that people around were

being not nice to them which give them the worse feeling of being unlike,

unaccepted and unloved. The 51% respondents believed that bullying really lowers

every student’s self-esteem that led to low self-confidence which results to low

academic performance. Because of this respondents felt unwanted, isolated and full

of doubts in every decision they make and the results were they don’t tend to talk

and speak and prove themselves. The respondents chose to be quiet about their

opinions and beliefs and there were 41% of them. The respondents experienced

domino effect which illustrates from the day the respondent has been bullied. After
UNIVERSITY OF THE EAST – MANILA 93

the respondent got bullied the respondent doubt itself, lost its confidence and got

depressed. Out of humiliation and shame the respondent tend not to participate in

the class discussions and school activities until severe fear and anxiety affected the

whole body and spirit. Physically tired, mentally weak and psychologically giving

up. The respondent by the time cut the class and drop the subjects and worst

scenario, the respondent considered and committed suicide. This means that

although the researches limited its study to 100 respondents only the effects are still

there. There are real victims and real problems. The researchers had concluded that

the bullying cases really affect the academic performances of the students. For the

record, not only the respondents’ academic performance but the whole life of that

respondents’. Physically, mentally and verbally a bullied can deprived the life of a

bullying victim. Also the most important and serious case was that the researchers

find out that not all respondents were aware of their rights. Respondents don’t know

how to act upon such cases and tend to even more look themselves as worse than

the bullies look at them. Bullied students were being too emotional in a sense that

they may decide on things that they don’t really know if it’s right or wrong unless

it will end their suffering like the most common incident of bullying cases, the

suicide cases. The researchers also find out that bullying cases happens regardless

of what college you were in, what course you were taking up, how old you were,

what was your gender, what was your socio economic status and in what year level

you were, young or old, everyone has something to say to you. Whether you’re a

male or female, lesbian or gay some people will discriminate you. Even you’re rich

or poor somebody will always hate you. It happens suddenly, unexpectedly, to


UNIVERSITY OF THE EAST – MANILA 94

anyone, anywhere and anytime. The researchers could therefore conclude that even

in a very small scale of community just like the 100 students from the College of

Arts and Sciences of the University of the East Manila, there is the existence of

bullying wherein every victim suffers and struggles academically because of all the

negative factors it has. The respondents had lost their trust to other people, thinks

like they’re always the target of judgments and criticisms. Bullying distracted the

respondent’s focus on study and lessened their productivity as students. The

researchers concluded that bullying do literally affects the academic performance

of the victims since the higher the grades they’ve got before the lower their grades

after they have been bullied. Also the researchers find out that it also affects the

entire life a particular student not just on academic performance.

RECOMMENDATION

The researchers find out that bullying cases as serious matter are affecting

the academic performances of the students following the results above and because

of this people should raise awareness and get involved with this. To do so, the

researchers recommend the study to the following:

Future Researchers
UNIVERSITY OF THE EAST – MANILA 95

The researchers recommend this kind of research study to the future

researchers in the University of the East Manila involving not only the College of

Arts and Sciences but a university-wide research regarding bullying effects to the

academic performances of the students. The future researchers must continue to

study this case since every generation have their story of their own which means

the generation before had experienced extreme bullying verbally and physically

while today’s generation usually experience cyber bullying because of the advent

of the technologies and who knows what more can the next generation do in terms

of bullying.

Faculties and School Administrators

This study should be read and understand by the faculties and school

administrators so that they would be aware on how they will deal with and treat the

students who are been bullied which caused them poor academic performance.

Guidance Office

The researchers recommends this research study to the Guidance Office of

University of the East Manila and to the whole UE community for them to be aware

about what happened to those who are been bullied and bullies especially how they

perform academically. In a sense that this study may help the university and the

guidance office how to deal with those who have low academic performances that
UNIVERSITY OF THE EAST – MANILA 96

maybe they are victims of bullying cases and should be treated well to forget the

trauma.

To other schools

This kind of research study pertaining to whether bullying affects the

academic performances of the students must be also conducted to other schools

since these bullying cases are more prone to schools and is a serious matter. The

research study may answers the problems of other schools how their students

behave academically.

Nationwide

There should be a nationwide awareness regarding bullying and this study

must be included to the basis of analyzing its good and bad effects since this study

is in particular with the bad effects of bullying cases academically.

NGOs

Also this paper will be recommended to all non-governmental organizations

or associations that are bullying-related such as International Bullying Prevention

Association, Anti Bullying Alliance, The Bully Project, Bully Proof, Kidscape, The

Hello Herman Project and many other organizations regarding bullying.

Media

There must be published columns and articles about this to formally raise

awareness to all people especially to the parents and family of the victims which is

commonly the students.


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Appendix A:
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Survey Questionnaire

UNIVERSITY OF THE EAST-MANILA-COLLEGE OF ARTS


AND SCIENCES

A SURVEY ABOUT HOW BULLYING AFFECTS THE


ACADEMIC PERFORMANCE OF U.E.-CAS STUDENTS (2013-
2016)

(Optional) Name: ________________________


Age: ___
Course-Year: ____________
Please check the ff:
Gender Socio-economic Class
Male Upper Class
UNIVERSITY OF THE EAST – MANILA 107

Female Middle Class


Lower Class

DEFINITIONS
Bullying
Bullying is conscious, deliberate, repeated and hostile
behavior by one or more people, which is intended to harm others.
Bullying can happen anywhere. It may happen to children or
adults in places such as: in the home, at public facilities, on the
bus, in the parks, in the neighborhood or at school.
Academic Performance
Academic Performance refers to the student’s productivity
with regards to his/her studies in order to attain academic
achievement. This includes grades, attendance, and behavior
during class.

Please answer the following questions according to the degree of the most
preferred answer:

Do you experienced bullying here in the campus?

Please Check if Yes or No.

YES

NO

Does bullying affects your performance inside the campus?

Yes

No

Did you perform bullying to someone inside the campus?

Yes

No
UNIVERSITY OF THE EAST – MANILA 108

Strongly Agree Disagree Strongly


Agree Disagree
PART I: AWARENESS ON BULLYING
1) I am aware that bullying is
a problem inside the campus.
2) I am aware about the
policies/laws concerning
bullying.
3) I am knowledgeable about
bullying.
4) I am aware that I can seek
guidance to the
teacher/professor or the
guidance counselor when I’ve
been bullied.
PART II: FORMS OF BULLYING
1) I have been verbally
ridiculed and teased by my
classmates. (e.g. name-
calling, making offensive
remarks or jokes about the
student-victim)
2) I have been physically
humiliated by my classmates.
(e.g. doing offensive pranks)
3) I have been humiliated or
teased by my classmates
through social media.
PART III: THE EFFECTS OF BULLYING ON THE ACADEMIC PERFORMANCE
OF A STUDENT
1) Bullying lowers my self-
esteem.
2) I tend to think people
around me don’t like/accept
me.
3) Because of being bullied, I
have doubts on putting my
trust on my classmates.
4) I feel isolated in class
because of bullying.
5) Feeling isolated because of
bullying, I don’t have the
confidence to voice out my
opinions and views in class.
6) To avoid being bullied, I
resort to absenteeism from my
classes.
7) I do some schoolwork for
them, for me not to be bullied.
8) I feel that I am not allowed
to participate in class
UNIVERSITY OF THE EAST – MANILA 109

discussions because of the


bullies around me.
9) I feel like people are going
to judge me and therefore,
even though I know the
answers, I just decide not to
recite.
10) Having been skeptic on
putting my trust on my
classmates because of being
bullied, I tend not to ask
questions or information
regarding school work (e.g.
assignments, quizzes, etc.).
11) Being bullied has
hampered my productiveness
in school.
12) Bullying distracts my focus
in studies.
13) My grades have been
affected because of the effects
of bullying in class.
13.1) General Weighted Average (GWA) BEFORE being bullied:
__________

13.2) General Weighted Average (GWA) AFTER being bullied:


__________

Appendix B:
UNIVERSITY OF THE EAST – MANILA 110

Letter to the Dean of the


College of Arts and
Sciences for conduct of
survey
UNIVERSITY OF THE EAST – MANILA 111
UNIVERSITY OF THE EAST – MANILA 112

Curriculum
Vitae

Monique B. Apagalang
Blk 5 Lot 5,6 Paris St. Metropolis Subd.
Brgy. Pag-Asa Binangonan, Rizal
Mobile No.: 09067800927
E-mail: moniqueapags@yahoo.com

PERSONAL STATEMENT:

I am a diligent, reliable, honest, enthusiastic and well-mannered person. I


desire to go through challenges and achievements so I can learn and experience
more, resulting to more opportunities for myself in the future. I am very
outgoing and have good organisational skills and an ability to work under
pressure.
UNIVERSITY OF THE EAST – MANILA 113

PERSONAL DETAILS

Date of Birth: April 19, 1997


Age: 19
Religion: Catholic
Gender: Female
Nationality: Filipino
Status: Single

EDUCATIONAL BACKGROUND:

College: Bachelor of Arts major in Political Science


University of the East, Manila
2219 CM Recto Avenue, Sampaloc, Manila
(2013-present)

Secondary: Angono Private High School


Dona Aurora St. Brgy. San Roque Angono, Rizal
(2009 – 2013)

Primary: Angono Elementary School


M.L Quezon Avenue Angono, Rizal
(2004-2009)

MEMBERSHIP

Member: Political Science Society


University of the East- Manila
June 2015 to present

Member: Angono Private High School


AP Club
June 2009 to 2013

SEMINARS ATTENDED

August 18, 2015 Good, Better, Best


UNIVERSITY OF THE EAST – MANILA 114

University of the East-


Manila Conference Hall

August 19, 2015 Seminar on


Bangsamoro Basic Law
San Sebastian
College – Recoletos

September 2, 2015 OJT Forum


University of the East- Manila MPR1, PODCIT

September 2, 2015 Political Science Society General Assembly


University of the East- Manila MPR1, PODCIT

September 17, 2015 Crossroads: Political Science Career Mapping


Seminar
UP Diliman

CHARACTER REFERENCES

Prof. Jessel May L. Espinola University of the East- Manila


Prof. Ana Janet M. Pinlac University of the East- Manila

ELVIN BAUI
541-Blk. 3 Austria Compound
San Joaquin, Pasig City
E-mail add: bauielvin@yahoo.com
Contact no. 09159687351

OBJECTIVE

To excel with hard work, perseverance, and dedication in a stimulating


and challenging environment that will provide me with advancement
opportunities.

EDUCATION
UNIVERSITY OF THE EAST – MANILA 115

Undergraduate school
Bachelor of Arts major in Political Science (2012-Present) University of the East,
Manila

Secondary education
San Joaquin- Kalawaan High School (2008-2012) San Joaquin, Pasig City

Elementary education
San Joaquin Elementary High school (2002-2008) San Joaquin, Elementary
School

ACHIEVEMENTS

Bobby C. Eusebio (BCE) Scholar (2008-2009) –Pasig City

Participant in the 2009 Poster Making Contest Year level at San Joaquin-
Kalawaan High school

Participant in the 2011 History Quiz bee Year Level at San Joaquin
KalawaanHigh School

University Scholar- First semester for Year 2016-2017

MEMBERSHIP IN PROFESSIONAL ORGANIZATION

Member- UE-PSS (University of the East- Political Science Society, 2013-


Present)

Member- AYC (Austria Youth Club, 2010-Present)

SEMINARS ATTENDED

It takes two to Cha-Cha: Will the Philippines Groove to change? (October 8,


2014) UE Conference Hall, UE Manila

Call for Papers: 1st UE Good Governance Review (From the East to the Rest of
the World: Leadership, Participation & Youth Advancement) (March 7, 2014)

Develop Research and Writing Skills for a Successful Political Scientist: UE


Political Science Society Research and Writing Workshop (July 10, 2014),
University of the East, Manila

Makati Educational Trip (January 8, 2015) Makati City Hall Building 1 & 2,
Makati City

APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila
UNIVERSITY OF THE EAST – MANILA 116

2nd Launching of the Gazette of PSS and LexSO (Ex Oriente Lux) (February 23,
2015)

SFC Briefing Room, UE-Manila

CHARACTER REFERENCE

Professor Eric Daniel C. de Torres, University of the East, Manila – 0927 153
704

Dr. Justina M. Evangelista, Dean of College of Arts and Sciences, University of


the East, Manila – (632) 735-85-39

Mary Margarette Y. Bayer

Blk 2 Lot 10 Divine Mercy, C6 Road

Brgy.Guitnang Bayan I, San Mateo Rizal

Mobile No. 09294286046

E-mail: margarettebayeer@icloud.com

OBJECTIVES:
UNIVERSITY OF THE EAST – MANILA 117

To have a strong sense of self-confidence and comprehensive


knowledge that will help me to perform my personal skills in accordance to
my efficiency.

PERSONAL DETAILS

Date of Birth: July 27, 1997

Age: 19

Religion: Roman Catholic

Gender: Female

Nationality: Filipino

Status: Single

EDUCATIONAL BACKGROUND:

College: Bachelor of Arts Major in Political Science

University of the East, Manila

(2013-present)

Secondary: Nuestra Senora Parochial School

San Mateo Rizal

(2009-2013)

Primary: St. Joseph Montessori Integrated School

San Mateo Rizal

(2003-2009)

SEMINARS ATTENDED

August 18, 2015 Good, Better, Best

University of the East- Manila Conference Hall

August 19, 2015 Seminar on Bangsamoro Basic Law


UNIVERSITY OF THE EAST – MANILA 118

San Sebastian College-Recoletos

September 2, 2015 OJT Forum

University of the East- Manila, PODCIT

September 2, 2015 Political Science Society General Assembly

University of the East- Manila, PODCIT

September 17, 2015 Crossroads: Political Science Career Mapping


Seminar

UP Diliman

CHARACTER REFERENCES:

Prof. Jessel May L. Espinola University of the East-Manila

Dr. Justina M. Evangelista Dean of College of Arts and Sciences, UE Manila

CANTRE MARJORIE PAREJA

Blk 6. Lot 1 Ruby St. Celina Homes

Camarin, Brgy. 175 Caloocan City

E-mail Address: morjorie.contre@gmail.com

Contact number: 09951941128


UNIVERSITY OF THE EAST – MANILA 119

OBJECTIVE

To obtain a rewarding and challenging position that will make the most
of my communication and leadership skills, and help me gain more knowledge
related to my field. To apply all the leanings I gained and to practice to work
independently in a different environment.

EDUCATION

Tertiary: Bachelor of Arts major in Political Science (2013-Present)


University of the East, Manila

Secondary: Golden Link College (2010-2013) Camarin, Caloocan City

Elementary: San Fernando Central Elementary School (2001-2009) San


Fernando, Masbate City

ACHIEVEMENTS & MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

External Committee – APSOP (Association of Political Science of the


Philippines), 2014 to present

Member - UE Political Science Society, 2013 to present

SEMINARS ATTENDED

Senate of the Philippines Educational Trip (September 24, 2013), Senate of the
Philippines, Roxas Blvd. Pasay City

Launching of the Official Gazette of UE PSS and LexSO (Ex Oriente Lux) (March
07, 2014), University of the East, Manila

“Together We Stand, Divided We Fall: General Assembly.” (July 10, 2014),


Multimedia Presentation Room 2, PODCIT Bldg. University of the East - Manila

It Takes Two to Cha-Cha: Will the Philippines Groove to the Change? (October
8, 2014), UE Conference Hall, University of the East, Manila

APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila

APSOP General Assembly (January 23-24, 2016), Calapan, Oriental Mindoro

CHARACTER REFERENCES

Dr. Justina M. Evangelista, Dean of College of Arts and Sciences,

University of the East, Manila / 735-85-39

Ms. Rekha L. Nahar, School Administrator,

Golden Link College / 961-58-36

Ramiro Dimas Sr., CEO


UNIVERSITY OF THE EAST – MANILA 120

Borland Development Corporation /4421916/09228823234

EDGAR NICO B. DELA CRUZ

Address: 735 Tramo St. Manuyo Uno, Las Pinas City

Email : edgarnico24@yahoo.com.sg

Contact # : 09066392385
UNIVERSITY OF THE EAST – MANILA 121

OBJECTIVES:

To upgrade my knowledge and skills in any work that will be beneficial for the
improvement of my career and especially to the company. I am willing to assign
to any position that will build my skills and experience in dealing with people
and give me better opportunities.To obtain a challenging position that will make
the most of my communication and leadership skills, and help me gain more
knowledge.

PERSONAL INFORMATION :

Date of Birth : January, 18, 1997

Age : 19 year' s old.

Place of Birth : Las Pinas City

Gender : Male

Nationality : Filipino

Religion : Roman Catholic

Height : 5’6”

Weight : 150 lbs

Civil Status : Single

Father's of Name : Edgardo G. Dela Cruz

Mother’s of Name : Pia Nina B. Dela Cruz

SKILLS :

 GOOD IN MULTI-TASKING SKILLS .


 FLEXIBLE IN ANY WORK.
 HARDWORKING
 WILLING TO BE TRAINED ANYTIME.
 CAN WORK WITH MAXIMUM SUPERVISION.
 CAN WORK BEYOND PRESSURE AND BEYOND
WORKING HOURS.

EDUCATIONAL BACKGROUND:

COLLEGE University of The East (Manila)

AB Political Science
UNIVERSITY OF THE EAST – MANILA 122

(3rd year Undergraduate)

S.Y. 2013 - 2016

SECONDARY Saint.Francis Institute, Learning and Business


High School Inc.

S.Y. 2013 - 2010

PRIMARY Saint.Francis Institute, Learning and Business


High School Inc.

S.Y. 2010- 2004

LEO JESTER ESPINOSA FERNANDO

587 main streets, Sampaloc, Manila

Cell Number: 09279076194

Email: lj_fernando23@yahoo.com.ph

PERSONAL INFORMATION

BIRTHDAY: November 23 1996


UNIVERSITY OF THE EAST – MANILA 123

BIRTHPLACE: Poblacion, Looc, Romblon

AGE: 19

NATIONALITY: Filipino

RELIGION: Iglesia Ni Cristo

CIVIL STATUS: Single

FATHER’S NAME: Joel V. Fernando

EDUCATIONAL BACKGROUND

TERTIARY: UNIVERSITY OF THE EAST (MANILA)

AB POLITICAL SCIENCE

2219 CLARO M. RECTO AVENUE, MANILA, PHILIPPINES

SECONDARY: LOOC NATIONAL HIGHSHOOL

POBLACION, LOOC, ROMBLON

PRIMARY: SACRED HEART SCHOOL

PUNTA, LOOC, ROMBLON

KHRIS ANN LOUIZE P. FORTIN

621-629 Dalupan
Street

Sampaloc, Manila

E-mail Address: fortin14k@yahoo.com

Contact number: 0915 682 6783

OBJECTIVE
UNIVERSITY OF THE EAST – MANILA 124

To succeed in a motivating, interesting, and thought-provoking


surrounding, and to excel in this field with, of course, determination, hard work,
perseverance, and courage.

EDUCATION

Tertiary UNIVERSITY OF THE EAST – MANILA CAMPUS 2013-


Present

2218 C.M. Recto Avenue, Sampaloc, Manila

Bachelor of Arts major in Political Science

Secondary ZAMBALES NATIONAL HIGH SCHOOL


2010-2013

Baytan, Zone VI, Iba, Zambales

Elementary SAINT AUGUSTINE’S SCHOOL, IBA, ZAMBALES


2003-2010

Zone 4, Rizal St., Iba, Zambales

ACHIEVEMENTS & MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

UE POLITICAL SCIENCE SOCIETY


2013-2015

Member

SEMINARS ATTENDED

SENATE OF THE PHILIPPINES EDUCATIONAL TRIP September 24,


2013
Senate of the Philippines, Roxas Boulevard, Pasay
City

CROSSROADS: POLITICAL SCIENCE CAREER September 17,


DISCUSSION 2015

Palma Hall, University of the Philippines, Diliman


UNIVERSITY OF THE EAST – MANILA 125

EDSA @ 30: HOW THE PEOPLE POWER March 2, 2015


REVOLUTION TRANSFORMED THE PHILIPPINES

UE Theatre, University of the East – Manila

CHARACTER REFERENCES

PROF. JESUS Z. MENOY

English professor, University of the East – Manila

DR. ANA JANET M. PINLAC

Chairman, Department of Political Science, Legal Management, Economics, and


Public Administration, University of the East – Manila

LOUIS ADRIAN MONICO FRANCISCO

92-B Sampaloc Street

Santolan, Pasig City

E-mail Address: louisadrianf@yahoo.com

Contact number: 0929 717 989

OBJECTIVE
UNIVERSITY OF THE EAST – MANILA 126

To obtain a fulfilling and stimulating position that will make the most of
my communication, writing, and research skills, and help me gain more
knowledge related to my field.

EDUCATION

Tertiary UNIVERSITY OF THE EAST – MANILA CAMPUS 2012-Present

2218 C.M. Recto Avenue, Sampaloc, Manila

Bachelor of Arts major in Political Science

Secondary OUR LADY OF PERPETUAL HELP SCHOOL 2008-2012

28 Mejico Street, Santolan, Pasig City

Elementary OUR LADY OF PERPETUAL HELP SCHOOL 2002-2008

28 Mejico Street, Santolan, Pasig City

ACHIEVEMENTS & MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

UE POLITICAL SCIENCE SOCIETY 2012-2014

Member

SEMINARS ATTENDED

THE LINE OF FIRE: A ROUND TABLE DISCUSSION August 06, 2012


ABOUT THE TERRITORIAL DISPUTE IN THE WEST
PHILIPPINE SEA

Pre-Bar Review Room, 3rd Floor, Dalupan Building,


University of the East – Manila

FORWARD 2013: SENATORIAL CANDIDATES February 13,


FORUM 2013

UE Theatre, University of the East – Manila

TAPAT NA TAPATAN, UNG TOTOO LANG: March 5, 2013


EDUKASYON, KABATAAN AT LOKAL NA
PAMAHALAAN: A 2013 SENATORIAL DEBATE

UE Theatre, University of the East – Manila

SENATE OF THE PHILIPPINES EDUCATIONAL TRIP September 24,


2013
UNIVERSITY OF THE EAST – MANILA 127

Senate of the Philippines, Roxas Boulevard, Pasay


City

TOGETHER WE STAND, DIVIDED WE FALL: July 10, 2014


GENERAL ASSEMBLY

Multimedia Presentation Room 2, PODCIT Bldg.


University of the East – Manila

DEVELOP RESEARCH AND WRITING SKILLS FOR A July 10, 2014


SUCCESSFUL POLITICAL SCIENTIST: UE
POLITICAL SCIENCE SOCIETY RESEARCH AND
WRITING WORKSHOP

Multimedia Presentation Room 2, PODCIT Bldg.


University of the East – Manila

IT TAKES TWO TO CHA-CHA: WILL THE October 8, 2014


PHILIPPINES GROOVE TO THE CHANGE?

UE Conference Hall, University of the East – Manila

TAGISAN NG TALINO 2016: THE PSS ADAPTATION February 16, 2016


(Contributor)

Multimedia Presentation Room 2, PODCIT Bldg.


University of the East – Manila

EDSA @ 30: HOW THE PEOPLE POWER March 2, 2015


REVOLUTION TRANSFORMED THE PHILIPPINES

UE Theatre, University of the East – Manila

CHARACTER REFERENCES

DR. ANA JANET PINLAC

Chairperson, Department of Political Science, Legal Management, Economics,


and Public Administration, University of the East – Manila

PROF. JESSEL MAY ESPINOLA

Faculty, Department of Political Science, Legal Management, Economics, and


Public Administration, University of the East – Manila

PROF. ERIC DANIEL DE TORRES


UNIVERSITY OF THE EAST – MANILA 128

Faculty, Department of Political Science, Legal Management, Economics, and


Public Administration, University of the East – Manila

MS. FLORA J. MENDOZA

Principal, Our Lady of Perpetual Help School, Santolan, Pasig City

IVAN ROBIN S. GARNEL


Bachelor of Arts in Political Science
E-mail Address: heidel_garnel19@rocketmail.com
Contact Number: (+63) 915-941-2351
Address: 1958 Narra Extension, Tayuman, Tondo, Manila
Career Objective
UNIVERSITY OF THE EAST – MANILA 129

To use my ability to synthesize information to obtain a position as a


paralegal and to obtain a position working as a junior staffer in the office of the
Public Assistance Office where I can use my research skills.

Personal Information

Date of Birth: June 19, 1991

Place of Birth: Manila

Gender: Male

Nationality: Filipino

Religion: Roman Catholic

Marital Status: Single

Language Spoken: English, Filipino

Educational Background

Tertiary Education:

Bachelor of Arts in Political Science 2011 –


Present
University of the East
Sampaloc, Manila

Secondary Education:
Harris Memorial College 2010 - 2011
Taytay, Rizal

Skill Power Insitute Systems College 2009 -


2010
Antipolo, Rizal

Manila Cathedral School 2003 - 2005


Tondo, Manila

Skills

Communication Skills
Listening
Open-mindedness
Respect

Soft Skills
Team Player
Flexible
UNIVERSITY OF THE EAST – MANILA 130

Resourcefulness

Character Reference

*Available upon request.

RAZHELLE SAPDIN MAGADA

Blk19 Lot34 Phase 2 Soldiers Hills 4 Molino 6, Bacoor Cavite


Cell Number: 09958907289
E-mail: razhelle050693@gmail.com
UNIVERSITY OF THE EAST – MANILA 131

PERSONAL INFORMATION:

NICKNAME: Rhazel
BIRTHDAY: May 6, 1993
BIRTHPLACE: Romblon, Romblon
AGE: 23
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Ramon Magada
MOTHER’S NAME: Hazelda Magada

EDUCATIONAL BACKGROUND:

TERTIARY: UNIVERSITY OF THE EAST


College of Arts and Sciences
Major in Political Science
2219 C.M. Recto Ave. Brgy.404 Sampaloc Manila

SECONDARY: UNIVERSITY OF THE EAST


Highschool-ESLS
2219 C.M. Recto Ave. Brgy.404 Sampaloc Manila
2005-2009

ELEMENTARY: UNIVERSITY OF THE EAST


Elementary-ESLS
2219 C.M. Recto Ave. Brgy.404 Sampaloc Manila
1999-2005