Introduction

Bullying is a big problem now in our society and the sad

thing is that our very own second home is the ground for bullies.

Bullying is an intentional behavior, which is typically repeated

over a period of time, that hurts, harms, or humiliates a

student, either physically or emotionally. Those bullying often

have more social or physical "power", while those targeted have

difficulty stopping the behavior. Bullying can happen at school,

in the community, or online. But now, we often experience it at

school. Students can also be bullied by calling nasty names,

threatened, not having friends, because of their race and on

their status in life. If a student is bullied he or she can feel

depressed, fail in school and even try to stopped studying.

Bullying is the major problem faced by the students now. Because

of being bullied the students will 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.

Also, they will lose their opportunities to participate with

others or enjoy school activities. Therefore, they will gain less

academic performance and low educational attainment. Students

miss lessons or scared to attend school and they also lose

concentration when they are

attending classes.

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

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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. 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.

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 In the light of this problem, the study is designed to assist

students, teachers, parents, and concerned bodies on how to avoid

bullying in some selected students in Grade 11. This research is

aims to find the causes and proposing solutions to bullying in

the school environment and to discover the effects of bullying to

the student’s academic performance. Specially, it seeks to answer

the following problems:

Statement of the Problem

1. How may the profile of the respondents describe in terms of;

1.1 Grade; and

1.2 Strand

2. What are the effects of bullying in the student’s academic

performance?

2.1 How does bullying affect your physical health?

2.2 How does bullying affect your mental health?

3. What are the factors or causes of bullying?

Sampling Procedure

The purposive-qualitative research was used in this study.

It was primarily concerned with describing and interpreting the

data about the factors that might have caused their failure.

The respondents of the study were from Grade 11 and 12

students who was experiencing bullying in school. These students

were enrolled in the first semester of A.Y. 2019-2020.

The data were gathered through questionnaires. The

questionnaire was student-made. It was in the form of a checklist

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which contained twenty probable effects that have experienced

bullying in school that might affect their academic performances.

Each of the factors in the questionnaire expressed the extent of

the probability that each might affect their academic

performances.

To facilitate the answering of the questionnaire, the

researchers, after acquiring permission from the Facilitator of

the subject Statistics.

Conceptual Framework

The diagram shows the connection among the variables which

affect the result of questionnaire of the respondents. The

researchers modified the concept like the profile of the

respondents which include their name, grade, section, age and sex

as independent variable, the material that was used is the

questionnaire and the result of the questionnaire of the

questionnaire about what is the effect of bullying in the

student’s academic performance. Based on the outcomes from the

result of the questionnaire we can conclude if there is a

relationship between the physical and mental health, and academic

performance, their relationship with other people and their

behaviors in terms of effects of bullying in the student’s

academic performance. Their relationship is when these different

factors greatly affect their grades in because of bullying. Many

organization world - wide are facing the issue of bullying in the

workplace (Saunders, Huynh, & Goodman-Delahunty, 2007) and

employees report being subjected to bullying more frequently than

to gender discrimination or sexual and racial harassment (Dunn,

2000). Furthermore, the consequences of workplace bullying

results in negative, sometimes devastating effects on targeted

employees (Kisa, 2008; Quine, 2001; Saunders et al., 2007).

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Additionally, researchers reported work place bullying is a

pervasive and harmful feature of modern workplaces and identified

the damaging effects of bullying not only for individuals but

also organizations (Dick & Rayner, 2004; Quine 2002; Zapf &

Einarsen 2003). Overall, workplace bullying constitutes offensive

behavior through vindictive, cruel, malicious, or humiliating

attempts to undermine an individual or groups of employees

(McAvoy & Murtagh, 2003; Matthiesen & Einarsen, 2001; Quine,

2001). Such negative attacks on personal and professional

performance are typically persistent (Quine, 2001; Victorian Work

Cover Authority, 2001), unpredictable, irrational, and unfair

(Kisa, 2008). Around the world, researchers use different terms

to describe negative workplace behavior (Saunders et al., 2007).

These include “workplace bullyinsg” (Martino, Hoel, & Cooper,

2003), “mobbing” (Salin, 2003), “harassment” (Hutchinson,

Vickers, Jackson, & Wilkes, 2006; Kisa & Dziegielewski, 1996).

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 Profile of the Students
 Name
 Grade
 Strand
 Age and Sex

Questionnaire about the

effects of bullying in the
student’s academic Questionnaires
performance:
 Physical Health
 Mental Health
 Academic Performance

Effects of bullying in the Result of the

student’s personality questionnaire
 Physical Health
 Mental Health
 Academic Performance

Relationship between physical

and mental health and academic
performance of students in terms of
the Effects of bullying in the student’s
academic performance

Figure 1
Research Paradigm

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Statistical Treatment

To analyze, describe and interpret the data collected, the

researchers used the following statistical tools:

The rating of the probable causes of failure among students

used a five-point scale and interpreted as follows:

 5 – always

 4 – often

 3 – sometimes

 2 – rarely

 1 – never

To arrive at a qualitative interpretation of the

respondents' ratings, the means of their weighted averages were

rated as follows:

 4.21 – 5.0 always

 3.41 – 4.20 often

 2.61 – 3.40 sometimes

 1.81 – 2.60 rarely

 1.0 – 1.80 never

Presentation

This section deals with the presentation, analysis and

interpretation of the data and information gathered by the

researches.

1. Socio-demographic profile of the respondents;

Table 1.1 presents the profile of the respondents regarding

to their age.

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 Table 1.1

Age of the respondents

Age Frequency Percentage

15 3 12%
16 10 40%
17 7 28%
18 5 20%
Total 25 100%

Table 1.1 shows that the majority of the respondents were

dominated by 15 years old in 12%, 40% of the respondents were 16

years old, 28% of the respondents were 17 years old, and 20% of

the respondents were 21 years old.

Figure 1.1 presents the profile of the respondents regarding

to their gender.

Figure 1.1

Gender of the Respondents

Gender

48% Male
52% Female

The figure 1.1 shows that 48% of the respondents are female

and the remaining percentage are male which is 52%.

Table 1.2 presents the distribution of the respondents

regarding on their field of specialization.

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 Table 1.2

Field of Specialization of the Respondents

Field Frequency Percentage

STEM A 9 36%
STEM B 3 12%
ABM A 4 16%
HUMMSS A 5 20%
TVL 4 16%
Total 25 100%

Table 1.2 shows that 8 out of 25 or 32% of the respondents

were came from STEM A, 3 out of 25 or 12% of the respondents were

came from STEM B, 4 out of 25 or 16% were came from ABM A, 5 out

of 25 or 20% were came from HUMMSS A and 4 out of 25 or 16% were

came from TVL.

Table 1.3 presents the distribution of the respondents

regarding to their year level.

2. Factors affecting the academic performance of the

respondents;

Table 3.1 presents the distribution of the answers of the

respondents to the factors affecting their academic performance.

Table 2.1

Effects of Bullying to the Students’ Academic Performance

Effects of Bullying to the Weighted Verbal

Students’ Academic Performance mean interpretation

1. Someone spread rumors about me 2.52 Rarely
2. Someone pushed , shoved, tripped 1.96 Rarely

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 or split me
3. Someone threatened me with harm 1.80 Never
4. Someone tried to make me do the
2.12 Rarely
things I didn’t want to do
5. Someone destroyed my properties
2.08 Rarely
on purpose
6. Someone teased me in school 2.56 Rarely
7. Someone made fun of me 2.56 Rarely
8. Took something of mine without
2.88 Sometimes
permission
9. Tried to get me into trouble
2.28 Rarely
with my friends
10. Said I were gay or lesbian 1.88 Rarely
11. Spread sexual rumors about
1.56 Rarely
me
12. Pulled my clothing off or
1.84 Rarely
down
13. Made sexual comments,
2.08 Rarely
jokes, gestures or looks
14. Spied on me as I dressed or
1.64 Rarely
showered at school
15. I am teased about my weight 2.28 Rarely
16. Sudden decrease of my
2.16 Rarely
academic performance
17. Anxiety or low-self esteem 2.72 Sometimes
18. Frequent complains of

illness to avoid attending 2.04 Rarely

schools
19. Loss of interest in school
2.44 Rarely
or extra-curricular activities
20. Seems afraid of going
2.08 Rarely
school

The table above shows the factor affecting the academic

performance of the respondents. It shows that majority of the

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respondents were rarely agreed on the given statements. The

respondents were rarely agreed that someone spread rumors about

the and someone pushed, shoved, tripped or split them. They were

rarely agreed also that someone tried to make them do the things

they didn’t want to do, someone destroyed their properties on

purpose, someone teased me in school, someone made fun of them,

tried to get them into trouble with their friends, said they were

gay or lesbian, spread sexual rumors about them, pulled their

clothing off or down, made sexual comments, jokes, gestures or

looks about them, Spied on them, as they dressed or showered at

school, they were teased about their weight, sudden decrease of

their academic performance, frequent complains of illness to

avoid attending schools, loss of interest in school or extra-

curricular activities and seems afraid of going school. Also, the

respondents sometimes agreed that someone took something to them

without permission and that they feel anxiety or low-self-esteem.

Furthermore, the respondents never agreed that someone

threatened them with harm.

Conclusion

There were more male than male, that their academic

performance was affected. The findings imply that many of the

students who was affected were 18 and 19 years old. The findings

also imply that many of the students who was affected were from

HUMMS, followed by the TVL and then the STEM.

As the findings imply, majority of the respondents were

failed in English subject and the least failing subjects are

Psychology, Economics and Literature.

In the research findings imply, the majority of the

respondents agreed that the factor affecting their academic

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performance is that they were bullied in their sexual appearance,

many of them answered that they lost their focus and do not have

time to study because of this, they were rarely agreed that they

have problems regarding of having low self-esteem and the main

factor affecting their academic performance is that they

experiencing bullying all the time.

Recommendation

 Each and every secondary school should have anti-bullying

clubs and to take appropriate measure to stamp it out.

 Adult literacy classes should include education of parents

on proper upbringing of children whereby they should learn

that the ultimate criteria for the appropriateness of

behavior is whether it is in accord with traditional and

religious values.

 Schools should endeavor to provide guidance services to

address problems of bullies and bullied. 

 Parents and guardians should play an active vote in their

children's live. Talk to them every day, know their friends

and offer support by listening to them.

 Parents should help their children learn ways to react to

bullies that will likely diffuse the situation. Parents

should not encourage their children to be aggressive or

fight back. Instead, encourage their children not to

appear sad or fearful. This is because passive acceptance of

the bull's demands is what the bully always tried to

achieve.

 If bullying occurs, parents should alert the teachers to

what is happening and work together with teachers and the

school heads to create a plan to address the problem.

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  Parents should have moral courage to challenge school heads

to better protect their children. Parents should contact

their representatives at both state and national assemblies

about introducing anti-bullying legislation.

 Government should censor films both local and international

with a view to curtailing those that are detrimental to the

well-being of our school students.