PRACTICAL RESEARCH 2

THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones

WRITTENWORK 3
TASK
From your answers in WW2, identify the independent and dependent variables.

TOPIC ISSUE/PROBLEM RESEARCH TITLE INDEPENDENT DEPENDENT

VARIABLES VARIABLES
Human Freedom Human rights The impact of human right on awareness
right on educational educational
awareness awareness
Worker rights The of workers in the construction employment
construction industry assistance
industry: a model for
employment
assistance
Human trafficking An Introduction to Human Trafficking Vulnerability,
Human Trafficking: Impact and Action
Vulnerability, Impact
and Action
Social Issues Gender inequality Gender Inequality Gender Inequality Developing World
and its Socio- and its Socio-
Economic Impact in Economic Impact
the Developing
World
bullying The Impact of Bullying on Exceptionalities
Bullying on Academic Academic Success
Success for Students
With and Without
Exceptionalities.
Civil rights Civil rights guidance regional Transportation
for regional transportation
transportation plans plans
Environmental Water pollution Assessment of the pollution on water Assessment
impact of pollution quality
on water quality in
the Pasig city
Air pollution The effect of air pollution in Pasig Air pollution
pollution in Pasig City City
Climate change Climate Change and Sustainability An Overview for
Resource Overview for Actuaries
Sustainability An Actuaries
Overview for
Actuaries
 PRACTICAL RESEARCH 2
THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones

WRITTENWORK 4
TASKS
1. Choose ONE TITLE that you like best from your answers above.
2. Then, search 10 related studies about your chosen title.
3. Copy and paste the ABSTRACT of the (10) articles you have chosen.

RESEARCH TITLE RELATED STUDY ABSTRACT

The Impact of Title: Research has shown that the experience of a meaningful life for
Bullying on The impact of bullying adolescents is an aid in development and related to psychological
Academic Success and act variables on health, physical health, and academic functioning (e.g., Brassai, Piko,
for Students With meaning in life foe & Steger, 2011; Kiang & Fuligni, 2009). Most meaning research to
date, however, has primarily focused on adulthood, with few studies
and Without adolescents
that focus on meaning in adolescence. Even fewer studies have
Exceptionalities. URL:
addressed barriers or facilitators to experiencing meaning in
https://mountainscholar
adolescence. The current study seeks to address this gap in the
.org/bitstream/handle/1
literature with a sample of adolescents (n=145). In the first part of
0217/170309/ODonnell
the study, bullying perpetration and victimization are examined as
_colostate_0053N_1327
factors that may be associated with less meaning (i.e., inversely
8.pdf;sequence=1
related). In the second part of the study, two Acceptance and
Commitment Therapy (ACT) related variables, mindfulness and
selfcompassion, are examined as factors positively related to
meaning. A hierarchical regression was then performed to determine
if these variables predicted meaning. Results revealed that meaning
was inversely related to bullying perpetration, but not bullying
victimization, and positively related to mindfulness and self-
compassion. Controlling for all other factors, self-compassion
independently predicted meaning, which suggests that self-
compassion may be highly relevant to an adolescent’s development
of meaning. Implications and future directions for research are
discussed
Title: Bullying has been recognized as a serious problem in today’s
Bullying's Impact on schools (Rose & Monda-Amaya, 2012). It is imperative that
Academic Success of educators understand the dynamics and consequences of
Students With and bullying, as well as what they can do to support students in
Without Disabilities these situations (Allen, 2010). This research study will explore
URL: the ways in which students in mainstream and special
https://tspace.library. education classrooms are affected academically by the bullying
utoronto.ca/handle/1 they encounter. The purpose of the study is to understand how
807/67006 bullying impacts a student’s ability to succeed academically so
that educators can better support children in their classrooms.
Data for this research study was collected by conducting face-
to-face interviews with two teachers; one mainstream, one
Special Education. Findings show that students who are bullied
have a fear of coming to school because they feel unsafe; thus,
they are unable to concentrate and their academic success is
hindered. Additionally, students with exceptionalities are
bullied more often than students without, which place them at
a double disadvantage. According to the participants, these
students do not have the social skills to stand up to bullies to
protect themselves. Lastly, the findings inform understandings
 PRACTICAL RESEARCH 2
THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones

how teachers, schools and parents can better support students

who are experiencing bullying.
Title: The work done here involved estimating the extent of bullying
Latin America: school in Latin American schools and its impact on the academic
bullying and academic achievement of primary school students. Pupils’ socio
achievement demographic characteristics were
URL:
https://repositorio.ce analysed and linked with bullying. Three- and four-multilevel
pal.org/bitstream/han models were applied to data from the Second Regional
dle/11362/11502/104 Comparative and Explanatory Study (serce) conducted by the
037053I_en.pdf? United Nations Educational, Scientific and Cultural
sequence=1&isAllowe Organization (unesco), analysing 2,969 schools, 3,903
d=y classrooms and 91,223 sixth-grade students in 16 Latin
American countries (not including Mexico for the association
between school bullying and academic performance). The
study found that bullying is a serious problem throughout the
region; students who suffer peer aggression yield a significantly
lower performance in reading and math than those who do
not; and those in classrooms with more episodes of physical or
verbal violence perform worse than those in less violent
classroom settings.
Title: Background: Bullying occurs largely at school. Given that the
A model of primary purpose of schools is to enhance student learning, it is
achievement and important to examine the relationship between bullying and
bullying: analyses of academic achievement.
the Canadian National
Longitudinal Survey of Purpose: A model of childhood bullying and school
Children and Youth achievement using several family and school characteristics
data was developed.
URL:
https://www.tandfonli Sample: The sample consisted of children age 10–11 years (n
ne.com/doi/abs/10.10 = 2084) drawn from the Canadian National Longitudinal Survey
80/001318808019203 of Children and Youth, which is a stratified random sample of
79 22,831 households in Canada.

Design and methods: From scale and factor analyses, several

factors were created and included in a latent variable path
model.

Results: The model fit the data well (Comparative Fit Index =

0.96), and the model converged in six iterations, χ2(32) =
300.00, p < 0.001 with a standardised residual error of 0.05.
These results indicate that children who are bullied at school
are likely to obtain low levels of achievement, particularly if
they show little conscientiousness and enjoyment of school,
and if their parents provide little support for their children's
education.

Conclusions: The results are discussed according to Eccles's

Expectancy-Value Theory
 PRACTICAL RESEARCH 2
THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones

Title: This article describes kindergarten from the perspective of the

The Kindergarten whole child. Specifically, it reviews current research on best
Child: What Teachers practices to improve children’s math and language arts
and Administrators competencies, memory skills, and the role of kindergarten in
Need to Know to beginning science. It also describes the social experiences
Promote Academic children have in kindergarten with respect to their academic
Success in all Children success. Similarly, it reviews the impact of emotional
URL: competence on school success. This article then reviews
https://link.springer.c research describing three major influences on children’s
om/article/10.1007/s1 kindergarten adaptation and success (i.e., transition, parental
0643-010-0383-3 involvement, retention). The article concludes with a
discussion of full-day kindergarten programs and their
potential for improving the chances of all kindergarten
children, especially low-income and ethnic minority children,
for success in school.
Title: This was a cross-sectional study of 5391 students in grades 7, 9,
Bullying and School and 11 in an urban public school district. The main outcome
Safety measure was involvement in bullying. Secondary outcomes
URL: included attendance, grade point average, psychosocial
https://www.scienced distress, and perceived acceptability of carrying guns to school.
irect.com/science/arti
cle/abs/pii/S00223476
07005495
Title: Bullying involvement may have an adverse effect on children’s
How Can Bullying educational outcomes, particularly academic achievement.
Victimisation Lead to However, the underlying mechanisms and factors behind this
Lower Academic association are not well-understood. Previous meta-analyses
Achievement? A have not investigated mediation factors between bullying and
Systematic Review academic achievement.
and Meta-Analysis of
the Mediating Role of
Cognitive-
Motivational Factors
URL:
https://www.mdpi.co
m/1660-
4601/18/5/2209
Title: Bullying has become a prominent topic within education due to
Bullying affects more recent media headlines in the United States and abroad. The
than feelings: the impact of these occurrences ripples beyond the bully and
long-term implications victim to include administrators, parents, and fellow students.
of victimization on While previous research has concluded bullying behaviours
academic motivation decrease as a child progresses in school, more recent studies
in higher education found bullying can continue into college. The current project
URL: investigated differences between perceptions of bullying in
https://link.springer.c high school and college along with how college students’
om/article/10.1007/s1 experiences with bullying impacted several constructs related
 PRACTICAL RESEARCH 2
THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones

1218-014-9287-1 to academic success (i.e., basic psychological needs, academic

motivation, perceived social support, and perceived stress).
Participants (N=130, 68 male) completed a Perceptions of
Bullying Questionnaire, Basic Psychological Needs Scale (BPNS),
Academic Motivation Scale, Multidimensional Scale of
Perceived Social Support, Perceived Stress Scale, and a
demographic data form. The results indicate participants who
described themselves as either current or past bullying victims
had significantly lower academic motivation than respondents
who did not. In addition, current victims of bullying scored
significantly lower on two of the three constructs in the BPNS:
autonomy and competence. These findings suggest students
are susceptible to bullying after high school, and the effects can
negatively impact college life, academic motivation, and
educational outcomes. In addition, past victimization can cause
academic difficulties for college students, even after the
harassment has ceased.
Title: In focus groups, parents of both academically successful
Parent Perceptions of seventh-grade students and at-risk students (i.e., failing one or
Barriers to Academic more classes, numerous behavioral referrals, and/or
Success in a Rural suspensions) in a rural middle school identified perceived
Middle School barriers to student success as well as school and community
URL: resources for overcoming those barriers. Qualitative analysis of
https://journals.sagep the data revealed six common barrier themes for the two
ub.com/doi/abs/10.11 groups and two additional themes for parents of academically
77/2156759X1001400 at-risk students. The results are discussed with respect to the
109 Hoover-Dempsey and Sandler model of parental involvement
and the school counselor's role in school-family-community
collaboration.
Title: The aim of the current study was to examine how bullying by
The Influence of peers relates to self-esteem, school connectedness and
Bullying Behaviours motivation for academic success in an Australian high school.
on Sense of School Questionnaires were completed by 975 students across years 7
Connectedness, to 12. As predicted, male students were subjected to more
Motivation and Self- direct forms of bullying than female students. However,
Esteem contrary to expectations, there were no significant differences
URL: between males and females in their reported experience of
cambridge.org/core/j indirect forms of bullying. Also, students in the lower year
ournals/journal-of- levels of high school reported being bullied more frequently
psychologists-and- than students in high year levels. Findings supported
counsellors-in- predictions that students who were bullied by their peers at
schools/article/abs/in school tended to report having lower levels of self-esteem,
fluence-of-bullying- feeling less connected to their peers, teachers and school, and
behaviours-on-sense- being less motivated to perform well at school. These results
of-school- may have implications for school-based intervention programs
connectedness- that are designed to reduce bullying behaviours.
motivation-and-
selfesteem/C0DDB478
39126DE5FB54757E89
529D37
 PRACTICAL RESEARCH 2
THIRD QUARTER

NAME: DATE:
Courtney Love L. Rivera May 02,2021
GR. & SEC.: TEACHER:
11-HUMSS H Mr. Elmer Mones