Bullying Occurrences and Cognitive Ability of Learners in A Public Secondary School20190626-59438-Gr8w7i-With-cover-page-V2

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Bullying Occurrences and Cognitive

Ability of Learners in a Public
Secondary School
DR. DAVID C . BUENO
IMRaD
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Institutional Multidisciplinary Research and Development Journal
IMRaD Journal, a peer-reviewed and refereed
journal aimed to circulate institutional and scholarly IMRaD Journal
articles, faculty and student researches, and other
----------------------------------------------------Institutional Multidisciplinary Research and Development Vol.
scientific works.
(IMRaD)
2 JuneJournal
2019
ISSN 2619-7820
Bullying Occurrences and Cognitive Ability of Learners in a

Public Secondary School
Fredie M. Sison Jr1 & Lorelie E. Rafanan2
Teacher III, DepEd/ Zambales1 & Professor, G-SPACE, Columban College, Inc.
=================================================================================================
In fact, until recently, the common perception had
Abstract-This study was designed to determine the
been that bullying was a relatively harmless experience
impact of bullying on the academic performance of
Grade 10 learners in a public secondary school. This
that many children experience during their school years
study greatly helped the school in preparing an action (Bueno, 2019). “Bullying” refers to any severe, or
plan to prevent bullying on the campus. Verbal repeated use by one or more students of a written,
bullying had the highest impact on the academic verbal, electronic expression and physical act or gesture
performance of the students. This means the more directed at another student that has the effect of causing
frequent they are bullied verbally, the lower the or placing the latter in reasonable fear of physical or
academic performance they would have. It shows that emotional harm or damage to his property; creating a
verbal bullying has a high negative correlation with hostile environment at school for the other student;
the academic performance with rxy-value of -0.803 infringing on the rights of another student at school; or
which is significant at 0.05 level. The null hypothesis
was rejected. Social bullying shows a moderate
materially and substantially disrupting the education
negative correlation with academic performance with process or the orderly operation of a school; such as, but
computed rxy-value of -0.644 which is not significant at not limited to, the following: (1) Any unwanted physical
0.05 level. The null hypothesis is accepted. On the other contact between the bully and the victim like punching,
hand, physical bullying and electronic or cyberbullying pushing, shoving, kicking, slapping, tickling, headlocks,
have a low negative correlation with academic inflicting school pranks, teasing, fighting, and the use of
performance with rxy-values of -0.322 and -0.410, available objects as weapons; (2) Any act that causes
respectively. Thus, further investigation into any link damage to a victim’s psyche and/or emotional well-
between bullying activity and academic progress must
being; 3. Any slanderous statement or accusation that
be made. A study to shed light on the academic
performance of students that have been involved in
causes the victim undue emotional distress like directing
prevention measures over a greater length of time foul language or profanity at the target, name-calling,
would be beneficial to the present body of knowledge. tormenting, and commenting negatively on the victim’s
A more controlled study into what aspect of bullying looks, clothes, and body; and (4) “Cyberbullying” or any
behavior has the greatest impact on a student’s ability bullying is done through the use of technology or any
to achieve in the classroom would also be a electronic means. The term shall also include any
contribution to the educational field. Finally, more conduct resulting in harassment, intimidation, or
study into the long-term effect of being involved in humiliation, through the use of other forms of
bullying activity may have on the academic
technology, such as, but not limited to texting, email,
performance of individual students would be
beneficial.
instant messaging, chatting, internet, social media,
online games, or other platforms or formats as defined
Keywords: Bullying, cognitive ability, students, in DepEd Order No. 40, s. 2012. (The Official Gazette of
impact, correlational design the Republic of the Philippines).
School bullying is characterized by over time
--------------------------------------------------------------------- repetitiveness of aggression, with the intentionality in
INTRODUCTION injure or cause suffering to another and the imbalance of
power between the participants. This is not a current
Bullying among school learners is certainly not a phenomenon, because of the recurring situations of
new phenomenon. Despite many strategies put in places violence among peers at school probably in recurrent
to control it, the problem persists. School is perceived to along with human history. Involvement in school
be a place where students should feel safe and secure, bullying can have negative consequences, including for
but the opposite is the case. The reality is that a the students´ teaching-learning process in which those
significant number of students are the target of bullying. involved may have troubles as a failure, dropout, as well
Bullying though old is a widespread and worldwide as, episodes of indiscipline. It was found that most
problem. Most adults can remember incidents of children and adolescents in socially vulnerable
bullying in which they were either bully or bullied.
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IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820 DOI: 10.13140/RG.2.2.10858.36807 Editor: DC Bueno
109
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
investigated in this study showed a school performance green practices during the specified period of study. The
level considered lower than expected for their year cross-sectional design is an observational study using a
attending. Allied to these results, it was found that validated instrument. This means that researchers
teenage girls showed better performance than children recorded information about the participants without
of the same sex. Moreover, there is a relationship manipulating the study environment. In short, the
between poor school performance and participation in researchers tried not to interfere while the participants
bullying situations in different roles: victim, the bully were surveyed using a well-defined instrument and
and bystander (Zequinão et al., 2017) compared the different perceptions and various
Bullying is a familiar problem for children and variables within the specified time frame (Bueno, 2017).
adolescents. According to statistics provided by Moreover, the descriptive-correlational design of the
stopbullying.gov, bullying may have dropped slightly research was used in this study for it is the most
over that last few years. Perhaps this is due to the anti- appropriate means of evaluating the impact of bullying
bullying programs that schools have implemented. among respondents. According to Calderon (1993),
It is only in recent years that bullying has been descriptive method of research prevails conditions,
recognized and recorded a separate and distinct offense, practices and/or descriptions of objects, processes or
but there have been well-documented cases that were persons as they exist in a certain phenomenon,
recorded in a different context. High-level forms of predicting relationship and identifying the effects of
violence such as assault and murder usually receive each variable. The descriptive research described the
most media attention, but lower-level forms of violence, current task and the research questions on problems
such as bullying have only in recent years started to be raised are based on the appreciation of the present
addressed by researchers, parents, guardians and phenomena, events in the state of affairs. Its’ purpose is
authority figures. (Ahmed, Maqsood et. al, 2012). to describe “what is” (Acida, 2006).
As the school year started in June 2016, the
Department of Education (DepEd) has once again Table 1
stressed the promotion of violence-free schools, urging Total number of students enrolled
students, parents, school teachers and the entire Grade Grade 10 Grade 10 Grade10
community to fight and end all forms of violence Level Charity Industry Hope Total
Male 26 26 26 78
committed against school children. Part of the mission of
Female 30 31 27 88
the department is to give the learners a child-friendly,
gender-sensitive, safe and motivating environment. Total 56 57 53 166
Pursuant to the 1987 Constitution, the State shall
defend the right of children to assistance, including The respondents of this study were the selected
proper care and nutrition and special protection from all grade 10 students in a public secondary school, who
forms of neglect, abuse, cruelty, exploitation and other already experienced bullying. This study utilized the
conditions prejudicial to their environment (Article XV, survey-questionnaire as the main instrument in
Section 3). The Constitution further provides that all gathering the necessary data. It consisted respondent’s
educational institutions shall inculcate patriotism and profile and item or statement of questions that best
nationalism, foster love of humanity, respect for human express the opinion of the respondents following the 5
rights, appreciation of the role national heroes in the points Likert-Scale; five (5), Always; (4) , Oftentimes; (3),
historical development of the country, teach the rights Sometimes; (2), Seldom; and (1), Never. The instrument
and duties of citizenship, strengthen ethical and spiritual was divided into four types of bullying. The following
values, develop moral character and personal discipline, types of bullying that are listed in the instruments are
encourage critical and creative thinking, broaden physical bullying, verbal bullying, social bullying, and
scientific and technical knowledge and promote electronic bullying. Physical bullying refers to any
vocational efficiency (Article XIV, Section 3). bullying that hurts someone’s body or damages their
This study focused on bullying incidences and its possessions. Before the questionnaire was administered
correlates to the cognitive ability of the learners. to the respondents, it underwent the following
processes; first, it was administered to the selected
METHODOLOGY Grade 9 a public school, who are not the intended
respondents. The researchers sought request for the
The researchers used the descriptive cross- approval of the principal of the school, to collect data
sectional design using a validated and reliable closed- using the validated instrument. The survey
ended questionnaire. It is one of the common study questionnaire was given to the selected grade 10
designs to describe the participants’ perceptions of students who experienced bullying. They were given
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
110
enough time to answer the given survey with honesty. playground, classroom, between classes, while
Teacher facilitated the answering of the questionnaire to commuting to and from school and is especially
get high validity of the result. Unstructured interview observed in primary school level (Chandran,
and observation was also part of the data-gathering Vidyapeetham, Vidyapeetham, & Vidyapeetham, 2018).
procedure which served as additional information to
substantiate unclear answer from the respondents. Table 3
Verbal Bullying Experience of the Learners
RESULTS and DISCUSSION Verbal Bullying WX DR
Calling others in different names 3.44 Often
Physical Bullying. Table 2 shows that grade 10 Teasing hurtfully 2.80 Sometimes
students seldom experienced physical bullying with an Humiliated 2.45 Seldom
overall weighted mean of 2.1 Middle schools are the age Saying bad words to others 3.29 Sometimes
when bullying is most common, with almost all middle Spreading rumors 2.35 Seldom
school students being affected directly or indirectly by Shouted loud at 2.88 Sometimes
bullying. Physical bullying is more likely to occur among Things uttered are often repeated 2.30 Seldom
males, though females may also be the perpetrators or by others
victims of physical bullying. Intonations are repeated 2.29 Seldom
The regional defect is repeated 2.19 Seldom
and laugh at
Table 2
Physical Bullying Experience of the Learners Threatened verbally 2.10 Seldom
Physical Bullying WX DR Overall WX 2.60 Sometimes
Hitting at any part of the body 2.59 Seldom
Pushed 2.53 Seldom Social Bullying. Table 4 shows that grade 10
Shoved 1.98 Seldom learners seldom experienced social bullying with an
Slapped 1.95 Seldom overall weighted mean of 2.23. Social bullying is
Spit at 1.94 Seldom deliberate, repetitive and aggressive social behavior
Beaten 2.04 Seldom intended to hurt others. This study shows that the most
Kicked 1.84 Seldom common type of social bullying that respondents
Stealing 1.99 Seldom experience is through hurting the feelings of others.
Have thrown something by others 2.26 Seldom They cause emotional harm to their victims and make
Damaging others belonging 1.94 Seldom fun of them.
Overall WX 2.10 Seldom
Table 4
There can be different kinds of bullying like physical Social Bullying Experience of the Learners
bullying which includes fighting, teasing, pranking, Social Bullying WX DR
kicking, headlocks, hazing, pushing and so on, emotional Excluded from another group 1.96 Seldom
bullying which includes spreading rumors, ignoring Excluded due to disabilities 1.64 Never
consciously, making fun, etc. (Chandran, Vidyapeetham, Made to look dumb by someone 2.26 Seldom
Vidyapeetham, & Vidyapeetham, 2018) Gossip about others to another group 1.71 Never
Spreading rumor’s 2.43 Seldom
Verbal Bullying. Table 3 shows that grade 10 Threatened 1.94 Seldom
learners sometimes experienced verbal bullying with an Embarrassed 2.64 Sometimes
overall weighted mean of 2.60. Verbal bullying is the Single out on the fault done by many 2.31 Seldom
most common type of bullying and has the highest cases Hurting feeling of other 2.80 Sometimes
Insulted in front of classmates 2.59 Seldom
of bullying. It is clearly shown in the table that verbal
bullying has the highest cases of bullying among all the
types of bullying.
Thus, bullying is primarily the use of abuse, Cyber Bullying. Table 5 shows that grade 10
blackmail, force or aggressively foreboding someone by learners seldom experienced electronic/cyberbullying
others to harm other individuality by mentally, with an overall weighted mean of 2.03. Little research
physically or emotionally. Verbal bullying which has been conducted that comprehensively examines
includes harassing, threatening, mocking, etc. Bullying is cyberbullying with a large and diverse sample. The
found to be existing among many school students. overall experiences of bullying of grade 10 students with
Bullying mainly occurs within the school that is, in
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111
an overall weighted mean of 2.06. It shows that Grade 10 many days, telling their parents, and avoiding the person
students seldom experience all types of bullying. were the more common strategies. This study indicated
that bullying was a problem in the school setting. This
Table 5 study demonstrated that if teachers can bring their ideas
Electronic Bullying Experience of the Learners together with a plan to help students and other adults
Electronic/Cyber Bullying WX DR identify bullying, the negative behavior can be decreased
Telling secrets of others through text or 2.26 Seldom or prevented. There were practical implications of these
internet results for intervention or prevention strategies in
Blackmailed in text and internet 1.61 Never schools. Schools can either use these results along with
Pictures were uploaded and make as 1.73 Never other related studies to create intervention/prevention
funny
strategies or conduct similar studies based on the
Telling lies on others through the 2.24 Seldom
internet and text
current research study. The school authorities may
Threatened through an aggressive 1.99 Seldom enhance prevention strategies towards a safer school
comment in media and internet environment (Dumlao, Tadeo, Gazo-mostoles, Figuerres,
Spreading news/stories which is not 2.40 Seldom Almo, & Bueno, 2017).
true
Cognitive Performance of Respondents. Table 6 shows
Teasing 2.34 Seldom
the average academic performance of the learners. As
They make fun on pictures and words 1.75 Never
uttered on the internet shown in the table, twenty-five (25) or 31.25% of the
Make rude 1.81 Seldom respondents has a satisfactory academic performance
Aggressive comments on the internet 2.13 Seldom with an average of ranging to 80-84.
Table 6
Average Cognitive Performance of the Respondents
According to the Novak Djokovic Foundation, verbal
Cognitive DR F %
bullying is the most common type of violence in schools. Performance
Girls are more subtle than boys and use verbal bullying, 90 – 100 Outstanding 6 7.50
instead of a physical one, to dominate others and show
their superiority and power. Verbal bullying has the 85 – 89 (Very
21 26.25
Satisfactory)
highest number of cases as influenced by gender and
80 – 84 (Satisfactory) 25 31.25
age. The most common type of bullying occurrence was
verbal bullying, followed by emotional and physical 75 – 79 (Fairly
18 22.50
Satisfactory)
bullying. These types were occurring weekly in school’s
Below 75 (Did not Meet
premises such as classrooms, hallways, comfort rooms, Expectation)
10 12.50
athletic field, etc., and were somewhat of a problem, and
Total 80 100.00
showed signs of getting worse. The victims of bullying
were usually thin, fat, considered ugly, talk or sound
Twenty-one (21) or 26.25% of the respondents has
differently, shy, and with low self-esteem. The bullies
a very satisfactory academic performance, average
were really cowards underneath, thought they were
ranging from 85-89. Eighteen (18) or 22.50% of the
cool, wanted to feel superior or to show that they have
respondents has fairly satisfactory academic
power, and have psychological or family-related
performance, average ranging from 75-79. Ten (10) or
problems. Moreover, they believed that bullies bully
12.50% of the respondents did not meet the
others to feel better and impress others. They were
expectations, average below 75. Six (6) or 7.50% of the
jealous of the victim, lack respect for other people,
respondents have an outstanding academic
annoyed by the victim’s appearance, become tired of
performance, average ranging from 90-100. From the
bullying after getting older (matured). All the
table above, we can clearly state that a large number of
respondents agreed that bullying behavior was a result
respondents (31.25%) have a satisfactory academic
of being from a broken home, copying parents’
performance. It manifests only that the respondents
aggressive behavior, watching violent films, teachers’
who experienced bullying have an impact on their
poor classroom management, retaliation for being
academic performance. Only six (6) or 7.50% of the
bullied in the past, and feeling older or stronger than
respondents have outstanding academic performance
others. However, they moderately agreed that bullying
and 10 (10) or 12.50% did not meet the expectations.
behavior may result in being happy and confident. All
Study results indicated that school bullying exists
the respondents agreed that reporting to a school
in all schools, regardless if they are governmental or
authority/counselor, running away from school for
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112
private ones. The study also concluded that school Table 9

bullying affects student’s academic achievement either Correlation of Bullying Experience and Cognitive Ability
victims or the bullies (Al-raqqad, Al-bourini, Variable try-val P-val Extent of Decision
Mohammad, Talahin, & Elias, 2017). Correlation at α =
Moreover, the results of a study suggest that 0.05
bullying has a negative impact on performance in Low Accept
Physical
- 0.322 0.132 Negative Ho
mathematics and that social-emotional skills can help Bullying
students deal with bullying. Several econometric High Reject Ho
Verbal
techniques were used to circumvent endogeneity Bullying
- 0.803 0.033
Negative
problems. To identify personality traits, we use a factor Moderate Accept
model that also serves to correct for prediction error Social
- 0.644 0.078 Negative Ho
bias. The sensitivity analysis indicated potential Bullying
problems of omitted variables. The results indicate that Low Accept
Cyber
anti-bullying programs should take into account social- - 0.410 0.091 Negative Ho
Bullying
emotional skills (Oliveira, Menezes, Irffi, & Oliveira,
2018).
It appeared to be a substantial, although not perfect,
Correlation of Bullying Experience and
overlap between involvement in traditional bullying and
Cognitive Ability. Table 8 reveals the computed rxy-
cyberbullying. Additionally, the physical, psychological,
values for the correlation of Bullying experiences and
and academic correlates of the two types of bullying
academic performance of students. It shows that verbal resembled one another (Kowalski, & Limber, 2013). The
bullying has a high negative correlation with the
findings indicate a large number of students involved in
academic performance with rxy-value of -0.803 which is
the several roles of bullying, identifying an association
significant at 0.05 level. The null hypothesis was
between these characteristics and sex/gender and self-
rejected. This means that the more frequently they are
esteem of those involved (Brito & Oliveira, 2013).
bullied verbally, the low academic performance they
would have. Verbal bullying lowers academic CONCLUSIONS AND RECOMMENDATIONS
performance since it lowers one’s confidence and
engagement or participation. Social bullying shows a Generally, learners seldom experienced various
moderate negative correlation with academic types of bullying. The average academic performance of
performance with computed rxy-value of -0.644 which the respondents was satisfactory. It showed that verbal
is not significant at 0.05 level. The null hypothesis is bullying has a high negative correlation with academic
accepted. On the other hand, physical bullying and performance. Schools should take immediate action to
electronic or cyberbullying have a low negative those students who got low grades because of the impact
correlation with academic performance with rxy-values of bullying on their academic performance. Schools
of -0.322 and -0.410, respectively. These values were should have anti-bullying policies which are properly
not significant at the 0.05 level and thus, the null implemented, supervised, monitored and must be given
hypothesis was accepted. rapid action to address the problems of bullying. Thus,
The perceived coping strategies used by the further investigation into any link between bullying
learners to avoid bullying revealed that reporting to a activity and academic progress must be conducted. A
school authority/counselor, running away from school study to shed light on the academic performance of
for many days, telling their parents, and avoiding the students that have been involved in prevention
person are the common strategies. However, they measures over a greater length of time would be
moderately agree that bullying the person back may be beneficial to the present body of knowledge. A more
a good choice (Almo, Dumlao, & Figuerres, 2019). controlled study into what aspect of bullying behavior
Additionally, students with exceptionalities are has the greatest impact on a student’s ability to achieve
bullied more often than students without, which place in the classroom would also be a contribution to the
them at a double disadvantage. According to the educational field. Finally, more study into the long-term
participants, these students do not have the social skills effect of being involved in bullying activity may have on
to stand up to bullies to protect themselves. Lastly, the the academic performance of individual students would
findings provided understandings how teachers, be beneficial (Stone, 2009)
schools, and parents can better support students who
are experiencing bullying (Block, 2014)
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113
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