CHAPTER IV

RESULTS AND DISCUSSION

This chapter describes the analysis of data followed by a discussion of the

research findings. The findings relate to the research questions that guided the study.

Data were analyzed to identify, describe and explore the effects of tardiness on the

academic performance of the students in Tinago National High School.

Demographic Profiling

Gender
No. of Respondents Age
Male Female

2 12 2 0

8 13 3 5

9 14 4 5

10 15 2 8

9 16
17
2 7

8 17 7 1

11 18 7 4

0 19 0 0

Figure 1: Students tried being bully.

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 60 Figure 1 shows,
50
based on the sixty
40
(60) respondents the
30 YES
NO researchers had
20

10 surveyed, most of the

0 students, exactly
Yes (39) No (21)
thirty-nine (39) and it

is 65% of the whole, answered yes, they tried being bully and twenty-one (21) students,

25%, answered no, they never tried being bully. According to this data, we can see that

most students tried being bully.

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 60 Figure 2. Students
50
believe that bullying
40
can affect their
30 YES
NO academic
20

10 performance.

0
Yes (51) No(9)

The figure 2 shows, according to the survey to sixty (60) respondents, fifty-one

(51) students, 85%, answered yes, being bully can affect the academic performance of

the student, and by 15%, or nine (9) students, answered no, it can’t affect the student’s

academic performance.

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 60 Figure 3. Student
50
think that bullying
40
student/ classmates
30 YES
NO will improve
20

10 their

0
Yes (6) No (54)

performance level.

Figure 3 presented, that on the sixty (60) respondents the researchers had

surveyed, 10% by exactly six (6) students answered yes, and 90% only, by exactly fifty-

four (54) students answered no.

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 33 Figure 4. Students
32
tried being bullied
31
30 because of their low
29 YES
NO academic
28
27 performance.
26
Yes (28) No (32)

In this figure, based on the data gathered to the sixty (60) respondents, twenty-

eight (28) students, 46.67%- answered yes, they try being bullied because of their low

academic performance and thirty-two (32) students, 53.33%, answered no, they didn’t try

being bullied because of their academic performance.

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 40 Figure 5. Students
35
think that bullying is a
30
25 problem in school.
20 YES
15 NO

10
5
0
Yes (36) No (24)

Figure 5 shows, that out of the sixty (60) respondents, 60%, thirty-six (36)

students answered yes, they believe that bullying is a problem in school, and 40% or

twenty-four (24) students answered no, they did not believe that bullying is a problem in

school.

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 45 Figure 6. Students
40
35 believe that bullying
30
25 can affect their future
YES
20
NO life.
15
10
5
0
Yes (42) No (18)

According to the survey of sixty (60) respondents, figure 6 shows that forty-two

(42) students, 70%, answered yes, they believe that bullying can affect their future life.

Eighteen (18) students, 30%, answered no, they won’t believe that bullying can affect

future life.

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 45 Figure 7. Students
40
35 tried bullied someone.
30
25
YES
20
NO
15
10
5
0
Yes (18) No (42)

Figure 7 presented that based on the data gathered to the sixty (60) respondents,

30%, eighteen (18) students to be exact said yes, they bullied someone. Seventy percent

or forty-two (42) they never bullied someone.

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 60 Figure 8. Students
50
tried witnessed a
40
student being bullied.
30 YES
NO
20

10

0
Yes (49) No (11)

The figure 8 shows, that, forty-nine (49) students, (81.67%), answered yes, they

witnessed a student being bullied and eleven (11) students, (18.33%), answered no, they

never witnessed a student being bullied.

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Figure 9. Students think that parents and teachers do enough to stop bullying.

Figure 9 presented, based on the sixty (60) respondents the researchers had

surveyed, there is a equal number of students which is 30 and equal percent which is

50% answered for yes and no.

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 35
40
35
30
Figure 10. Student
30
25
25
20 believe that school are
20 YES
15 NO responsibility to make
15
10
10
an effort to prevent
5
5
0 bullying.
Yes
Yes(38)
(30) No(30)
No (22)

In figure 10, based on the data gathered to the sixty (60) respondents, thirty-eight

(38) students, (63.33%), answered yes, they believe that school are the one who make an

effort to prevent bullying and twenty-two (22) students, (36.67%), answered no, they

didn’t believe that school are the one who make an effort to prevent schools.

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CHAPTER V - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study was conducted at Tinago National High School, Tinago, Inopacan,

Leyte, this month of February 28, 2021. Having the main objectives of gathering

information of the students’ response in the effects of bullying on the academic

performance of the students in Tinago National High School.

The respondents of this study were the students in Tinago National High School

from grades 7-10, junior high school students and grades 11-12, senior high students. The

response of the students regarding about bullying in affection to their academic

performance, are majority of them answered bullying can greatly affect their academic

performance.

Conclusion

This study was designed to examine the relationship between personal factors,

family factors, previous and current bullying problems, and academic achievement. The

findings of study noticed that students who have negative academic self-perception,

negative attitudes towards teacher and school, lack of goal, and lack of motivation, are

more likely to have school bullying. Findings also showed that students, whose parents

that are not active in their siblings, are more likely to have high level of school bullying.

Finally, findings noticed that students’ academic achievement or performance

was affected by being bullied, which in turn, predicted future school absenteeism.

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 In conclusion, the findings of this study contribute to the growing body of

literature suggesting that improving students’ academic self-perception, attitudes towards

teacher and school, motivation/self-regulation, and goal valuation contribute students’

attendance and academic achievement. This study also provides some important findings

for both psychological counselors and educators. Psychological counselors and educators

can use finding of this study to develop intervention programs for helping students who

We suffer from this bullying problem.

Recommendation

In the light of the aforementioned findings and conclusion, the following

recommendations are suggested:

Since bullying is rampant among males, who are in their Junior High School, first

child, and aged 12 to 14, there is a need for the school to create programs that will

strenghten cillaborative learning among students with emphasis on social responsibilities

and character or values formation.

The school administrators, heads and officials need to creat their own child

protection policy manual not only as compliance to DO #40, s. 2012 but to create a safe

environment in which learning and growth can take place.

There is also a need for the school and its administrators to collaborate with other

organizations such as Local Government Units (LGU's), Non-Government Organization

(NGO's), concerned civic groups, the academe and stakeholders in anti-bullying

campigns and awaeness programs to prevent and deter bullying in and outside the school.

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 There is a need for parents to be active in monitoring their child's access and

duration of use of the Internet or cyberspace.

The DepEd officials need to take into considerayion reviving the Good Moral and

Character Education or GMRC subject in all levels in the K-12 curriculum.

There is a need for each school should to come up with various anti-bullying

interventions and prevention programs.

There is a need for different sectors to exercise political will in the implementation

of RA 10627 or the Anti-Bullying Act of 2013.

There is a need for future researchers and academicians to explore the

shortcomings and problems of this study to make it more adaptable to their specific field

and place of study.

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