FACTORS AND EFFECTS OF BULLYING IN SENIOR HIGH SCHOOL

STUDENTS OF URDANETA CITY NATIONAL HIGH SCHOOL

______________________
A research
Presented to the Faculty
Of Urdaneta City National
High School

______________________
In Partial Fulfillment of the
Requirements for the subject
Research Project
______________________
By
Imee M. Sampaga
Polo Karyle C. Mendoza
Precious P. Flores
Milagros Delos L. Santos
Emmanuel C. Alano
Ronalyn S. Egipto
Jerric C. Arreola
April Joyce B. Eslava
Felix Rafael M. Balbiran
Christine O. Parinas
Kenneth Torres
Jammy Abulencia
Clifford Jay G. Bagaoisan
NOTE: INVERTED PYRAMID

March 2020
 Chapter 1
INTRODUCTION

Background of the Study

In schools, bullying occurs in all areas. It can occur in nearly any part in or around the

school building, thought it more often occurs in recess, hallways, bathrooms, on school buses

and waiting for buses, classes that require group work or after school activities. Bullying in

school sometimes consist of a group of students taking advantage of or isolating one student

in particular and gaining the loyalty of bystanders, who, in some cases want to avoid becoming

the next victim. School bullying is a widespread issue that affects secondary school students in

three essential parts of their lives; psychologically, educationally and professionally. Bullying is

a sort of aggressive behavior against others such as, verbal by calling nasty names, physical

by kicking, pushing or tripping up and social by everyone stopped talking to you.

Academic achievement is the first aspect which influences bullying at school. Therefore,

bullied children live within fear, self-blame, feel weak and it affects their personality traits and

self-confidence, so this situation makes them unable to study well and they might hate going to

school. Furthermore, they will lose their opportunities to participate with others or enjoy school

activities. Hence, they will gain less academic performance and low educational attainment.

There is a strong relationship between bullying and school quality such as class size, lack of

library, sports facilities. Both bullies and victims feel more negative about school, and

persistent bullying may lead to stress and depression. Bullying can lead to anxiety, low self-

esteem, hopelessness and isolation. Children miss lessons or are scared to attend school.

They lose concentration when they do attend. Some of the effects last long after the bullying,

until they are adults.

 One adverse effect of bullying is that it also leads to suicide. While suicide is rare in

bullied children, the other effects of bullying are also devastating and last well beyond the time

when the child is actually bullied. Many schools have a zero tolerance policy towards bullying,

but sometimes have difficulty identifying the victims and the abusers because children are

afraid to come forward. Bullying causes long-term problems such as depression and anxiety.

In his essay “The long term effects of bullying”, psychologist Mark Dombeck relays his own

bullying experiences as a child, as well as the experience of his patients and then, asserts that

the anger, anxiety, and depression of that moment often lingers into adulthood, causing

problems with keeping a job, forming relationship and even continued victimization in abusive

relationship or work environment.

Students who are bullied cannot concentrate in schools, so their grades may be a

warning sign that a student is being bullied. A child’s grade may also suffer if he or she misses

a lot of school due to bullying. Children who are bullied will complain of headaches,

stomachaches, and overall fatigue. This issues are usually caused by mental anguish that

manifest in physical ailments. Students who are bullied often use physical complaints to get

out of school. Additionally, they may avoid infectious from holding crime during the day. A

particularly unfortunate effect of bullying is that some children who are bullied go on to

victimize and harass other children. In the same way that some student begin to bully at school

because they are bullied at home, children who are bullied at school will begin to look for

children more vulnerable than they are to bully. It is an effort to exert any power they may have

over someone more vulnerable. A bullied children, may, at the demand of his own bully

become a bully to another child.

In the light of this problem, the study determines to know the factors and effects of

bullying in senior high school students of Urdaneta City National High School and further will

propose a plan of action on how to avoid bullying in the said school.

Statement of the Problem

This study would determine the factors and effects of bullying in senior high school

students of Urdaneta City National High School.

Specifically, this study sought to answer the following questions;

1. What is the profile of the respondents in terms of:

a.age;

b.gender; and

c.strand?

2. What are the factors of bullying?

3. What are the effects of bullying?

4. Is there a significant relationship between the factors and effects of bullying?

Scope and Delimitation

This studystudy would determine on the factors and effects of bullying in senior high

school students of Urdaneta City National High School. The main location of the study is the

Urdaneta City National High School. This limits only to the Grade 12 Senior High School

students of Urdaneta City National High School.

Questionnaires will be (PAST TENSE)used to gather data to include the profile of

respondents in terms of age, gender and strand. The researchers choose them as

respondents because they believe that their responses are important in contributing ideas to

the discussion of this study.

Significance of the Study

The results of the study will be of great benefit to the following:

 Students. This study will serve as basis to know how bullying affects them and how

to handle bullying.

Parents. This study serves as basis to know the sign if their children experience

bullying in school and how they will help children who are being bullied.

Teachers. This study serves as basis to know the students who are experience

bullying in class.

Future Researchers. This study will serve as basis for more effective findings for

further study of future researchers.

Definition of Terms

For clearer understanding of this research, the following terms are lexically defined in

the context of the study. Here are some key words to help you out:

Bullying. The process of intimidating or mistreating somebody weaker or in a more

vulnerable situation. In this study, it refers to an act hurting someone by words.

Anxiety. A feeling of worry, nervousness, or unease, typically about an imminent

event or something with an uncertain outcome. In this study, it refers to the disorder or panic

attacks on the respondents.

Depression. The act of lowering something or pressing something down. In this

study, it refers to difficulty thinking, concentrating or making decisions .

Suicide. The action of killing oneself intentionally. In this study, it refers to the act

intended to result in the death.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a summary of foreign and local literature and studies reviewed by

the researchers that have relevance to this study. This reading hopefully strengthened the

importance of the study and provided the necessary background of the subject for

investigation.

RELATED LITERATURE

Bullying is a form of aggressive behavior manifested by the use of force or coercion to

affect others, particularly when the behavior is habitual and involves an imbalance of power. It

can include verbal harassment, physical assault or coercion and may be directed repeatedly

towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability.

The "imbalance of power" may be social power and/or physical power. The victim of bullying is

sometimes referred to as a "target".

Bullying is a problem that can cause negative consequences for the right of the

student to learn in a safe environment. It can have negative consequences both for the bullied

students and the victim. Bullying also comprises of direct behavior that can intimated one or

more students against the victim. Causing student to be social isolated through intentional

rejection. Lists middle school (grades 6,7,8) as the age where the majority of bullying occurs.

This means that the effects of those short, difficult years can last ten to fifteen times longer

than the period in which they occurred. As any victim of bullying knows, the metaphoric blade

of the bully cuts deep, and such pain can be carried for years afterward, even if that person is

no longer in your life.

 Save the Children defines child protection as measures and structures to prevent and

respond to abuse, neglect, exploitation and violence affecting children in all settings. Such

processes are essential to ensuring children’s rights to survival, development and well-being in

all settings at all times. It is when children are not protected that their rights as well as their

families are most threatened. In addition, reaching the most vulnerable and isolated

populations helps ensure the health and well-being of all and is indispensible in achieving the

Millennium Development Goals (MDG). For example, children who are most at risk of extreme

poverty and hunger are the most vulnerable to violence, exploitation, abuse and discrimination.

Marginalised children are also denied access to essential services such as health care and

education.

There have been attempts to link child protection with social protection which has now

become a trend especially among member countries of the Association of Southeast Asian

Nations (ASEAN). Social protection refers to policies and programmes designed to reduce

poverty and vulnerability. It has also been demonstrated that an investment on child protection,

which can be considered an integrated part of social protection, could be an efficient means to

reducing poverty and increasing future growth. Ensuring that children are provided access to

basic education, health, and nutrition services enhances their potential to earn income in the

future. In this sense, social protection for children increases the likelihood of breaking the

intergenerational transmission of poverty.

However, child protection work involves not only developing systems and mechanisms

that provide meaningful protection for all children in the longer term but also strengthening the

capacity of a variety of actors to protect children. It is only through the concerted efforts of

individuals and groups, adults as well as children, that child protection can become effective

and sustainable.
 In Western society the most recent efforts to acknowledge explain and challenge male

violence against women coincide with the emergence of the feminist movement in the early

1970’s feminist activists identified male violence against women as central to the

perpetuation of women’s oppression seeing sexual assault, rape, sexual harassment,

domestic violence and other forms of male violence as part of a continuum of violence

against women and children (Melly, 2007 Radford et al 2008)

Individual characteristics and circumstances alone cannot explain why this should be

the case' feminist commentators suggest that the context for violence against women is a

cultural and political framework in which women are not equal partners with men's

violence against women is both the result of gender inequality and the means by which it is

perpetuated (Brownmiller, 2007 Dobash et al 2009 ).

As awareness of the prevalence and impact of violence against women increased

institutional responses to the issue gradually shifted' throughout the1970’s and early 1980’s for

example, the police response to allegations of the rape was characterized by aggressive

questioning of complainers based on an that women were lying' following research into the

investigation of sexual assault in Scotland (Chambers and Millar, 2000), a significant policy

shift with the publication in 20 of guidelines to began chief constables o n responding to

women alleging rape (Scottish office, 2005).

Bullying is the activity of repeated, aggressive behavior intended to hurt another person,

physically or mentally. Bullying is characterized by an individual behaving in a certain way to

gain power over another person Norwegian researcher Dan Olweus defines bullying as when a

person is exposed, repeatedly and over time, to negative actions on the part of one or more

other persons." He defines negative action as "when a person intentionally inflicts injury or

discomfort upon another person, through physical contact, through words or in other ways".
 Bullying behavior may include name calling, verbal or written abuse, exclusion from

activities, exclusion from social situations, physical abuse, or coercion. Bullies may behave this

way to be perceived as popular or tough or to get attention. They may bully out of jealousy or

be acting out because they themselves are bullied.

U.S. National Center for Education Statistics suggests that bullying can be classified

into two categories:

1. Direct bullying, and

2. Indirect bullying (which is also known as social aggression).

Ross states that direct bullying involves a great deal of physical aggression, such as

shoving and poking, throwing things, slapping, choking, punching and kicking, beating,

stabbing, pulling hair, scratching, biting, scraping, and pinching. He also suggests that social

aggression or indirect bullying is characterized by attempting to socially isolate the victim. This

isolation is achieved through a wide variety of techniques, including spreading gossip, refusing

to socialize with the victim, bullying other people who wish to socialize with the victim, and

criticizing the victim's manner of dress and other socially-significant markers (including the

victim's race, religion, disability, sex, or sexual preference, etc.). Rossout lines an array of

nonviolent behavior which can be considered 'indirect bullying,' at least in some instances,

such as name calling, the silent treatment, arguing others into submission, manipulation,

gossip/false gossip, lies, rumors/false rumors, staring, giggling, laughing at the victim, saying

certain words that trigger a reaction from a past event, and mocking. The UK based children's

charity, Act Against Bullying, was set up in 2003 to help children who were victims of this type

of bullying by researching and publishing coping skills.

It has been noted that there tend to be differences in how bullying manifests itself

between the sexes. Males tend to be more likely to be physically aggressive whereas females
tend to favor exclusion and mockery, though it has been noticed that females are becoming

more physical in their bullying. There can be a tendency in both sexes to opt for exclusion and

mockery rather than physical aggression when the victim is perceived to be too strong to

attack without risk, or the use of violence would otherwise cause problems for the bullies, or

the bullies see physical aggression as immature (particularly when bullying occurs among

adults).

RELATED STUDIES

Mona O’Cornelios of the Anti-Bullying Centre at PUP College in has written, "There is

a growing body of research which Indicates that individuals, whether child or adult, who are

persistently subjected to abusive behavior are at risk of stress related illness which can

sometimes lead to suicide." Those who have been the targets of bullying can suffer from long

term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety,

lead to low self-esteem and increased susceptibility to illness. In the long term it can lead to

Posttraumatic Stress Disorder and an inability to form relationships - even leading to celibacy.

There is evidence that bullying increases the risk of suicide. It is estimated that between 15

and 25 children commit suicide every year in the UK alone, because they are being bullied.

Among the cases of media bullying suicides following: Ryan Halligen, Phoebe Prince, Dawn-

Marie Wesley, Kelly Yeomans, Jessica Haffer, Hamed Nastoh, or April Himes.

Research indicates that adults who bully have authoritarian personalities, combined with

a strong need to control or dominate. It has also been suggested that a prejudicial view of

subordinates can be a particularly strong risk factor. Some have argued that a bully reflects the

environment of his home, repeating the model he learned from his parents.
 Further studies have shown that envy and resentment may be motives for bullying.

Research on the self-esteem of bullies has produced equivocal results. While some bullies are

arrogant and narcissistic, others can use bullying as a tool to conceal shame or anxiety or to

boost self-esteem: by demeaning others, the abuser feels empowered.

Researchers have identified other risk factors such as depression and personality

disorders, as well as quickness to anger and use of force, addiction to aggressive behaviors,

mistaking others' actions as hostile, concern with preserving self-image, and engaging in

obsessive or rigid actions. A combination of these factors may also be causes of this behavior.

In one recent study of youth, a combination of antisocial traits and depression was found to be

the best predictor of youth violence, whereas video game violence and television violence

exposure were not predictive of these behaviors.

It is often suggested that bullying behavior has its origin in childhood. As a child who is

inclined to act as a bully ages, his or her related behavior patterns will often also become more

sophisticated. Schoolyard pranks and 'rough-housing' may develop into more subtle, yet

equally effective adult-level activities such as administrative end-runs, well-planned and

orchestrated attempts at character assassination, or other less obvious, yet equally forceful

forms of coercion.

Often bullying takes place in the presence of a large group of relatively uninvolved

bystanders. In many cases, it is the bully's ability to create the illusion that he or she has the

support of the majority present that instills the fear of 'speaking out' in protestation of the

bullying activities being observed by the group. Unless the 'bully mentality' is effectively

challenged in any given group in its early stages, it often becomes an accepted, or supported,

norm within the group.

 In such groups where the 'bully mentality' has been allowed to become a dominant

factor in the group environment, injustice and abuse often become regular and predictable

parts of the group experience. Bystanders to bullying activities are often unable or unwilling to

recognize the true costs that silence regarding the bullying can have, both to the victim or

victims, and to the group. Bystanders often feel unwilling to empathize with the victim,

regardless of their feelings towards the bully. The reversal of a culture of bullying within a

group is usually an effort which requires much time, energy, careful planning, coordination with

others, and usually requires some undertaking of 'risk' by group members.

It is the general unwillingness of bystanders to expend these types of energies and to

undertake this type of risk that bullies often rely upon in order to maintain their power. Unless

action is taken, a 'culture of bullying' is often perpetuated within a group for months, years, or

longer. Bystanders who have been able to establish their own 'friendship group' or 'support

group' have been found to be far more likely to opt to speak out against bullying behavior than

those who have not.

Despite the large number of individuals who do not approve of bullying, there are very

few who will intervene on behalf of a victim. Most people remain bystanders and tend to accept

the bullying or to support the bully. In 85% of bullying incidents, bystanders are involved in

teasing the victim or egging on the bully.

In most bullying incidents, bystanders do not intervene to restrain the bullying. When the

bully encounters no negative response from observers, it provides social approval for the

bullying and encourages continuation of the behavior. There are many reasons why individuals

choose not to intervene. They may be relieved that the victim of a normal and generally-

present danger is someone else, they may take vicarious satisfaction in the bullying, or they

may worry that they risk becoming the next victim through intervention. An intuitive
understanding that others will be similarly unwilling to assist them if they do become the next

victim likely strengthens the motivation to remain passive.

Researchers have been considered the just-world belief theory to explore a posited

decline in anti-bullying attitudes. "This is the idea that people get what they deserve and

deserve what they get." The study determined that children do seek to understand, justify, and

rectify the different injustices they come across in everyday life. However, further research is

needed to link the two together.

While on the surface, chronic bullying may appear to be simply the actions of an

'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or individuals),

on a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as

necessarily including a certain chronic inadequate response on the part of the target (or

targets). That is, a response that is seen by both the bully and the target as insufficient to

prevent the chronic bullying-cycle from repeating itself between the given individuals. A

suitable response to any given attempt at bullying varies with the occasion, and can range

from ignoring a bully to turning a prank around so that it makes a 'pranksteree' out of the would

be prankster, to even summoning legal intervention. In any case, the targeted individual must

necessarily somehow demonstrate to the would-be bully that one will not allow one's self to be

daunted, intimidated, or otherwise "cowed" by the bully.  

Those individuals or groups who are capable of reacting to initial bullying attempts in

ways that tend to sufficiently discourage potential bullies from repeated attempts are less likely

to be drawn into this destructive cycle. Those individuals or groups who most readily react to

stressful situations by perceiving themselves as 'victims' tend to make the most suitable

candidates for becoming the 'targets' of chronic bullying.

 Under some circumstances, targets may be chosen in what may be a completely

random or arbitrary process, especially in groups in which the 'bully mentality' may have

already succeeded in achieving domination within the group. In such groups, the defense

mechanisms of the entire group may have already been 'broken down', and therefore the

targeting of individuals no longer requires the seeking out of 'certain personality types' to

become the 'next target'. The reversal of such chronic and well entrenched bullying behavior in

such groups sometimes requires a much more carefully planned, coordinated, determined, and

multi-individual response from a would-be target than in a group in which either the 'bully

mentality' may not (yet) prevail, or ideally in a group that may have already taken a pro-active

preventative approach towards bullying.

The bullying-cycle must include both an act of aggression on the part of a potential

bully, and a response by a potential target that is perceived by both as a certain sign of

submission. The cycle is only set in motion when both of these two essential elements are

present. Once both of these two elements manifest themselves, the bullying cycle often

proceeds to feed on itself over time, and may last for months, years, or even decades. The

cycle is most easily broken at its initial onset; however, it can also be broken at any later point

in its progression by simply removing either one of its two essential ingredients. While group

involvement may seem to complicate bullying activities, the act is most often an implied

agreement in principle between a chief bully or instigator and the target that the one has

'submitted' to the other. In the act of bullying, the bully attempts to make a public statement to

the effect of: 'See me and fear me, I am so powerful that I have the ability to inflict pain upon

the intended target at the time and manner of my choice without having to pay any

consequences.' Should an intended target exhibit a 'defeated attitude' in response to chronic

bullying, then the bullying is likely to continue.

 In circumstances where a 'bullying pattern' has not yet fully established itself, should

the intended target respond with a clear attitude of self-confidence that somehow

demonstrates that the bully's attempt to dominate is futile, then the bullying attempt will often

quickly diminish or end all-together. Established patterns of bullying may require greater and

more persistent effort to reverse. Institutions and organs of society often reinforce bullying,

often by implying to or telling targets of bullies that they are responsible for defending

themselves, and then punishing victims if they fight back.

In a recent Minnesota study of women who had experienced violence by a partner, 114 women

were interviewed about the extent to which their children were involved in the violence – 21%

reported that their children had tried to get help when they were being assaulted, and 23%

reported that their children had been physically involved in the events' factors affecting

children’s attempts to intervene included the stability of the woman’s financial and social

situation, the frequency of the abuse and the impact of the abuse on her life and health, “

children were more likely to intervene when their mother’s financial/ social situation was less

stable when the abuse was frequent and the greater impact on the woman-s life and

health’Children were less likely to intervene if the abuser was their biological father (Edleson et

al 2003)

The Republic Act No. 9262 otherwise known as Anti-Violence against Women and Their

Children Act of 2004 provides the legal framework of the country’s effort to address violence

committed against women and children in keeping with the fundamental freedom guaranteed

under the Constitution and the Provisions of the Universal Declaration of Human Rights. This

study determined the awareness on Anti-Violence against Women and their Children Law

among women of Village Looc, Mandaue City, Philippines in 2011. This study utilized the

descriptive-correlational design. The respondents were 96 women who were selected through

purposive sampling with the inclusion criteria that they must be at least 16 years old and living
with a partner. Majority of the respondents were 25-65 years old, single with live-in partner,

has 0-3 children, high school graduates and belonged to the low monthly income bracket. Most

of the respondents expressed that they have acquired awareness on intimate partner violence

from watching television. Majority of the respondents were aware of the intimate partner

violence in RA 9262. There was a significant relationship between the modes of Information,

Education and Communication (IEC) and level of awareness of the respondents on RA 9262.

This study concludes that full awareness on RA 9262 through the modes of IEC is necessary

to ensure protection of women and their children.

Conceptual Framework

A figure below was prepared to show the variables and processes that were used in

study. The figure shows the materials used in study. The input is the factors and effect of

bullying in senior high school students of Urdaneta City National High School. The process are

validation of questionnaire, floating of questionnaire, collecting data, analysing data and

interpreting data. The output is the brochure.

INPUT PROCESS OUTPUT

Validation of
Questionnaire
Factors of Bullying
Floating of
Brochure
Questionnaire
Effects of Bullying
Collecting Data
Analyzing Data
Interpreting Data

Figure 1.

The Conceptual Framework of this study shows the relationship between Input, Process

and Output.
 Chapter 3
RESEARCH METHODOLOGY
This chapter presents the design used, the respondents of the study, the data gathering

instrument used and the collection of data.

Research Design

The method that used in this study would be descriptive quantitative research design.

According to Hopkins (2002) Quantitative research is all about quantifying relationships

between variables. Variables are things like weight, performance, time, and treatment. You

measure variables on a sample of subjects, which can be tissues, cells, animals, or humans.

You express the relationship between variable using effect statistics, such as correlation,

relative frequencies, or differences between means.

The descriptive method of research involves a certain data gathering process on

prevailing conditions and practice or description of objects process or persons as they exist for

about a certain phenomenon, predicting for identifying relationship among and between the

available describe.

A survey questionnaire will be utilized for this study to know the factors and effects of

bullying in senior high school students of Urdaneta City National High School.

Respondents of the Study

The respondents of the study were the senior high school students from Urdaneta City

National High School, the respondents will be chosen randomly using the stratified random

sampling for the study “Factors and effects of Bullying in Senior High School

Students.DELETE” There are 10 respondents from senior high school students per strand from

Accountancy, Business and Management (ABM), Science, Technology, Engineering and

Mathematics (STEM), Humanities and Social Science (HUMSS), General Academic Strand

(GAS), Arts and Design (A&D), and Technical, Vocational and Livelihood (TVL).

Data Gathering Instrument

The researchers used questionnaire checklist as a main instrument in gathering the

needed data.

The questionnaire consist of three parts. The first part is the profile of the respondents,

which includes the respondent’s age, gender and strand. The second part is the factors of

bullying and the third part consists the effects of bullying in senior high school students.

Survey Questionnaire on Learners Profile

This is a research-developed instrument. There is no need for this instrument to be

content-validated since the information requested by the questionnaires are simple and basic.

(DELETE)Likewise, the questions are easily understandable on the part of the students. The

questionnaire has ten (10) questions inquiring into the set of data corresponding to the factors

and effects of bullying. Research questions was described using the rubrics below. Answer to

each item are objective. And a questionnaire for the factors and effects on is also provided.

Rubric for Describing the Factors and Effects of bullying in Senior High School

students of Urdaneta City National High School

Legend
Numerical Value Weighted Mean Descriptive Equivalent (DE)
(WM)
5 4.20- 5.00 Strongly Agree
4 3.40- 4.19 Moderately Agree
3 2.60- 3.39 Agree
2 1.80- 2.59 Disagree
1 1.0- 1.79 Strongly Disagree
Data Gathering Procedure

Prior to administering the data-gathering instruments, permission were officially sought

from the Principal of the research locale. This was done via a formal letter that was filled at the

latter’s office. After the content-validation of the research instruments, the researchers

approached the students in order to schedule the sessions for the data-gathering procedure.

The instruments were administered for 1 day. The survey questionnaire in Learner Profile were

administered first followed by the factors and effects of bullying.

In each of the above mentioned sessions for administering the instruments, data were

collected immediately at the end of the sessions. The sets of data were then be collected by

the researcher using spreadsheets. When all data sets had been completely organized, the

researcher were started with the statistical processing of the data sets with the assistance of

statistician. The researcher finally proceeded to the actual writing of the research findings, after

the completion of all statistical treatments to the data sets.

Collection of Data

Before collecting of data, the researchers will request permission to the office of the

Principal, and research adviser for the approval in floating the questionnaire checklist in

conducting the study entitled “Factors and effects of Bullying in Senior High School of

Urdaneta City National High School”.

Furthermore, the researchers will discuss the content to the respondents. The

questionnaire will be distributed by the researchers to the respondents that will be retrieved

once after they already answered it. The data that will be interpreted using the scale below:

Numerical Value Weighted Mean Descriptive Equivalent (DE)

Legend (WM)
5 4.20- 5.00 Strongly Agree
4 3.40- 4.19 Moderately Agree
3 2.60- 3.39 Agree
2 1.80- 2.59 Disagree
1 2.0- 1.79 Strongly Disagree
Statistical Treatment of Data

Various modes of data treatment were employed for data analysis corresponding to the

requirements in each of the research questions.

The data set relative to the students’ profile were processed statistically using average

weighted mean, percentage and ranking. Data were organized using tables that were used as

reference for qualitative description and interpretation. To answer statement of the problem

number 2 and three, weighted mean is utilized. The data on the significant relationship of the

profile of the respondents towards the factors and effects of bullying, the researchers used the

Chi-square tests. WHAT ABOUT SOP NUMBER 2, WHAT STATISTICAL TOOL DID YOU

USED? Yan yung inensert kong statement yun nay un.

Chapter 4

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

This chapter presents all the relevant data corresponding to the research questions,

their statistical analysis and interpretation. Quantities and statistical findings were presented

using tables for easy reference in the discussions. The presentation of the findings is

thematically organized, following the order of the research questions.

 PROFILE OF THE RESPONDENTS

This section presents the analyses and interpretation of data relative to the first

research question. The variables surveyed in this study are classified into socio-demographic

variables (i.e. age, gender and strand). Information as to the profile of the students along these

variables were retrieved using a survey questionnaire. To facilitate presentation, the sets of

data are tabulated for easy reference in the discussion.

Table 1

PROFILE OF THE RESPONDENTS

n=60

Profile Frequency Percent

Age 16 years old 3 5.0

17 years old 24 40.0

18 years old 25 41.7
19 years old 5 8.3
20 and above 3 5.0
Sex Male 33 55.0
 Female 27 45.0
Strand HUMSS 10 16.7
ABM 10 16.7
TVL 10 16.7
GAS 10 16.7
ARTS&DESIGN 10 16.7
STEM 10 16.7

Table 1 reflects the profile of the respondents namely; age, sex, and strand.

There are 60 respondents in this study. Differences were noted on the respondents’

age. Accordingly, their age range can be classified into three categories namely; (16-17 years

old), (18-19 years old), (20 and above). Finding reveal that majority of the respondents fall

within the 18-19 years old (30 or 50%). It is remarkable that there are more or less of the

population with 16-17 years old (27 or 45%). As to the latter findings, (3 or 5%) of the students

age 20 years and above.

In relation to sex, the respondents comprises a male and a female. The males, by far,

comprise the major fraction of the research population (33 or 55%) over the number of females

(27 or 45%).

In terms of strand, the researchers get an equal population (10 or 16.7%) namely;

Accountancy, Business and Management (ABM), Science, Technology, Engineering and

Mathematics (STEM), Humanities and Social Science (HUMSS), General Academic Strand

(GAS), Arts and Design (A&D), and Technical, Vocational and Livelihood (TVL) for the

concreteness or validity of the result.

Table 2

FACTORS OF BULLYING
n=60

INDICATORS WM DE
1. Bystander can have a powerful effect on either stopping 3.95 MA
or encouraging bullying.
 2. Teachers can limit bullying depending on their 3.63 MA
approach.
3. Schools that are perceived unpleasant, unfair, and 3.63 MA
unwelcoming increase the likelihood of bullying.
4. Bully-victims, who represent the smallest percentage of 3.92 MA
students involved in bullying, have the greatest number of
risk factors and suffer both internal and external struggles.
5. A shared belief that normalizes and approves of bullying 3.35 A
is a strong predictor of bullying.
AVERAGE WEIGHTED MEAN 3.70 MA

Legend

Numerical Value Weighted Mean Descriptive Equivalent (DE)

(WM)
5 4.20- 5.00 Strongly Agree
4 3.40- 4.19 Moderately Agree
3 2.60- 3.39 Agree
2 1.80- 2.59 Disagree
1 3.0- 1.79 Strongly Disagree

Table 2 mirrors the factors of bullying in Senior High School students of Urdaneta City

National High School. The respondents in this study rated the factors of bullying “Moderately

Agree” with a grand overall (LOOK AT THE TABLE, THERE’S NOTHING GRAND

OVERALL)weighted in mean of 3.70. The respondents rated bystander can have a powerful

effect on either stopping or encouraging bullying making the highest rated indicator with an

average weighted mean of 3.95 followed by 3.63 average weighted mean which indicates
“Moderately Agree” in the next indicator “Teachers can limit bullying depending on their

approach”. The respondents rated “Moderately Agree” in the indicator “Schools that are

perceived unpleasant, unfair, and unwelcoming increase the likelihood of bullying” with 3.63 in

average weighted mean followed by 3.92 average weighted mean which indicates “Moderately

Agree” in the indicator “Bully-victims, who represent the smallest percentage of students

involved in bullying, have the greatest number of risk factors and suffer both internal and

external struggles. A lowest rated of 3.35 which indicates “Agree” for a shared belief that

normalizes and approves of bullying is a strong predictor of bullying. WRITE EACH

INDICATOR THE WEIGHTED MEAN

Table 3

EFFECTS OF BULLYING
n=60

INDICATORS WM DE
1. Loss of interest in school and extra-curricular activities. 4.30 SA
2. Frequent complaints of illness to avoid attending school. 4.08 MA
3. Sudden decrease in academic performance. 4.07 MA
4. Seems afraid of going to school, riding the bus, walking to 4.00 MA
school, or taking part in organized activities with peers.
5. Anxiety or low self-esteem. 4.17 MA
AVERAGE WEIGHTED MEAN 4.12 MA

Legend

Numerical Value Weighted Mean Descriptive Equivalent (DE)

(WM)
5 4.20- 5.00 Strongly Agree
4 3.40- 4.19 Moderately Agree
3 2.60- 3.39 Agree
2 1.80- 2.59 Disagree
1 4.0- 1.79 Strongly Disagree
 Table 3 mirrors the effects of bullying in senior high school students of Urdaneta City

National High School. The respondents in this study rated the effects of bullying “Moderately

Agree” with a grand overall weighted in mean 4.12. The respondents rated loss of interest in

school and extra-curricular activities making the highest rated indicator with an average

weighted mean of 4.30 which indicates “Strongly Agree” followed by 4.08 average weighted

mean in “Frequent complaints of illness to avoid attending school.” that indicates “Moderately

Agree” in the Descriptive Equivalent. The respondents rated “Moderately Agree” with a 4.07

average weighted mean in sudden decrease in academic performance and a lowest rated of

4.00 which indicates “Moderately Agree” for a seems afraid of going to school, riding the bus,

walking to school, or taking part in organized activities with peers. The respondents rated

“Moderately Agree” in anxiety or low self-esteem with a 4.17 average weighted mean.

Table 4
SIGNIFICANT RELATIONSHIP BETWEEN THE PROFILE OF THE RESPONDENTS AND
THE FACTORS AND EFFECTS OF BULLYING
n=60

FACTORS OF BULLYING p-value Interpretation

Age .662 Not significant
Sex .031 Significant
Strand .040 Significant
EFFECTS OF BULLYING
Age .596 Not significant
Sex .431 Not significant
Strand .062 Not significant
 This table indicates the findings that resulted from the correlation procedures applied on

the concerned sets of variables. The figure shows the full lists of the variables correlated with

factors and effects of bullying. Chi-square was employed to educe the correlational findings.

As prior stated under the methodology section of this research outline, the threshold of

significance is set at 0.05.

There is no significant relationship between the factors of bullying and the age of the

respondents with a .662 significance value. In terms of sex and strand of the respondents,

there’s a significant relationship with the factors of bullying with a .031 significance value in sex

and .040 in strand. The result in the significant relationship between the profile of the

respondents and the effects of bullying shows that there is no significant relationship in all

variables including age of the respondents with a .596 significance value, sex of the

respondents with a .431 significance value and strand of the respondents with a .062

significance value.

Bullying is comprised of direct behaviors such as teasing, taunting, threatening,

hitting, and stealing that are initiated by one or more students against a victim. In addition to

direct attacks, bullying may also be more indirect by causing a student to be socially isolated

through intentional exclusion. While boys typically engage in direct bullying methods, girls who

bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors

and enforcing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether the

bullying is direct or indirect, the key component of bullying is that the physical or psychological

intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse

(Batsche & Knoff, 1994; Olweus, 1993).

Bullying among school children is certainly a very old phenomenon. The fact that some

children are frequently and systematically harassed and attacked by other children has been

described in literary works, and many adults have personal experience of it from their own

school days. Though many are acquainted with the bully/victim problem, it was not until fairly
recently, in the early 1970s, that efforts were made to study it systematically (Olweus, 1973a,

1978). For a considerable time, these attempts were largely confined to Scandinavia. In the

1980s and early 1990s, however, bullying among schoolchildren has received some public

attention in Japan, England, Australia, the United States, and other countries. There are now

clear indications of an increasing societal as well as research interest into bully/victim

problems in several parts of the world.

Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary of the findings on the basis of the specific problems

presented, the conclusions drawn and the recommendations offered for possible course of

action.

SUMMARY
This aimed to determine the factors and effects of bullying in senior high school

students of study Urdaneta City National High School.

The researchers determined the profile of the respondents in terms of; age, sex and

strand. Factors and effects of bullying in senior high school students of Urdaneta City National

High School were analyzed. In addition, the significant relationship between the profile of the

respondents and the factors and effects of bullying were identified.

 Descriptive survey method was utilized in academic work. It is an organized attempt to

analyze, interpret and report the present status of social-institution, group or idea. Frequency

counts, percentage distribution, Mean, standard deviation and Chi-square for determining the

significant relationship between variables.

CONCLUSIONS

In view of salient findings, the following conclusions were drawn.

1. Bullies react aggressively in response to provocation or perceived insults. It is unclear

whether their acts of bullying give them pleasure or are just the most effective way that have

learned to get what they want from others. WHERE IS NOW THE STATISTICAL RESULT?

NOTE: THE STATISTICAL RESULT WILL LEAD YOUR CONCLUSION TO

CONCRETENESS AND VALIDITY

2. Bullying negatively affects both the students being victimized and the students who is the

bully. There are always short-term affects and if the bullying is severe enough there can also

be long term effects. WHERE IS NOW THE STATISTICAL RESULT? NOTE: THE

STATISTICAL RESULT WILL LEAD YOUR CONCLUSION TO CONCRETENESS AND

VALIDITY

3. Students who are bullied can suffer from low self-esteem and other emotional problem and

students who do the bullying are much more likely to have problems with drugs and alcohol

later in life. WHERE IS NOW THE STATISTICAL RESULT? NOTE: THE STATISTICAL

RESULT WILL LEAD YOUR CONCLUSION TO CONCRETENESS AND VALIDITY

4. The victims of bullies often loose self-esteem, start having trouble in school and withdraw

from friends and activities. It is not stopped and continuous for long enough, students can

suffer these problems permanently. WHERE IS NOW THE STATISTICAL RESULT? NOTE:
THE STATISTICAL RESULT WILL LEAD YOUR CONCLUSION TO CONCRETENESS AND

VALIDITY

5. Not being able to understand the harm they do to themselves (let alone their victims),

psychopathic bullies are particularly dangerous. WHERE IS NOW THE STATISTICAL

RESULT? NOTE: THE STATISTICAL RESULT WILL LEAD YOUR CONCLUSION TO

CONCRETENESS AND VALIDITY

RECOMMENDATIONS

Based on the findings and conclusions of the study, the recommendations are:

1. Bullying should not be taken lightly as it can cause serious problem for all the students

involved.

2. Being bullied is a very stressful or deal for students. Many bullying victims are reluctant to

talk about their experiences making it even harder to help them.

3. To students who experience bullying must not take it personally. They must find way to

divert their depression and stress to other things. Make yourself busy.

4. Discussed the issue of bullying during orientation of students and parents conferences.

5. Student who bully often needed intensive support or intervention so it is important for school

and social services agencies to work together.

6. For future researchers, ______________________________________________

BIBLIOGRAPHY

QUESTIONNAIRE
RAW DATA

LETTER TO THE PRINCIPAL

CURRICULUM VITAE