CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Bullying is the formation of hostile behaviour in which a person can harm,

injury, or discomfort another person intentionally or repeatedly; it can also address

and form the shape of tactile sense, words, or actions that are more indirect.

However, bullying can be talked about bullying takes the form of verbal,

interpersonal, and physical abuse. Bullying is generally acknowledged as a frequent

form of violence in educational settings. Bullying, according to multiple stories, puts

students at risk in schools, and the idea that kids are not even safe there is still

prevalent (Maliki et al, 2009). Bullying is viewed as a significant academic distraction

and has a negative impact on school achievement around the world. Women are

more prone than men to become victims of bullying are. He suggested that bullying

could happen anywhere in a school, including the restrooms, buses, areas where

students wait for buses, and during or after class (Shafqat, 2015).

Forms of bullying;

1. Physical bullying: included kicking, punching, slapping, hitting

damaging property

2. Verbal bullying: includes; calling out names, insults, teasing taunting,

threatening to cause harm, making fun, and inappropriate sexual

comments

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 3. Cyber bullying: this form of bully threatens by the source of the

internet and technology, in the form of threatening e-mails, and texts,

by posting abusive and hurtful images.

4. Sexual bullying: sexually targeting a person is sexual bullying. It

includes sexual names, crude, vulgar actions, unwanted touching, and

pornographic material.

5. Extortion bullying: it occurs when the bully threatens or hurts the

victim if he disagrees to do the thing, which told by the bully.

The issue of bullying has become one of the most important areas attracting a

lot of attention from stakeholders, such as the government, teachers, and

communities. Mainly because the effects of bullying behaviours might have on

academic, social and emotional states of victims. Incidents of physical and non-

physical violence involving students within educational environment have drawn

considerable attention. The bullying actions, such as: mocking, teasing, fighting,

disrespects others and so forth, often take place at school and universities (Bolton et

al., 2010).

In Indonesia, A study of 2001 have investigated how reactive aggressiveness

and two aspects of proactive aggressiveness, power-related aggressiveness and

affiliation-related aggressiveness, are related to being bullied and bullying others. In

addition, they have also attempted to differentiate between different kinds of

aggressiveness in bullying among boys and girls in different grades. They have

found that there was a good correlation between both proactive aggressiveness,

power-related, and affiliation-related aggressiveness, and being involved in bullying

Roland & Idsoe, 2001).

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 Another study of 2013, three characteristics that always exist in the act of

bullying are: (1) intentional aggression, (2) a power imbalance between aggressor

and victim, and (3) repetition of the aggressive behaviour. In the classroom context,

bullying often goes unnoticed. Most students do not realize that their comments,

jokes, and body language can sometimes be put into the category of bullying. In

English as a foreign language classroom, the possibility of bullying behaviour can be

said quite high as students need to learn and practice a new language, thus error

and mistakes are common things that often occur during the teaching and learning

process. This situation opens a space for bullying incident. In the classroom context,

bullying often goes unnoticed. Most students do not realize that their comments,

jokes, and body language can sometimes be put into the category of bullying. In

English as a foreign language classroom, the possibility of bullying behaviour can be

said quite high as students need to learn and practice a new language, thus error

and mistakes are common things that often occur during the teaching and learning

process. This situation opens a space for bullying incidents (Olweus, 2013).

This study aims to examine the impact of bullying on students' academic

performance. The purpose of this study was to determine whether the findings would

offer insightful information about how bullying affects students' academic outcomes

and offer suggestions for responsible bullying prevention.

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STATEMENT OF THE PROBLEM

The main purpose of this study is to determine “The Bullying on the Academic

Performance of the Junior High School student of Cantuhaon National High School.

This aim the following question:

1. What is the level of frequency of bullying in the students?

2. What is the level of Academic Performance of the Students?

3. Is there a significant relationship between the students?

SIGNIFICANCE OF THE STUDY

Understanding the relationship between bullying and academic

performance is crucial for various school personnel, including students, parents,

educators, and the future researchers, the findings of this study will have several

implications:

School Personnel. This study will give them a hint to improve their motivational and

teaching materials, techniques or methods and skills in open forum to students who

really need their guidance.

Parents. They will be aware about the kind of attitude their child is possessing. It will

give them a hint on how they would help and encourage their child to avoid bullying.

Students. This study will encourage them to change their attitude towards other

people. It will serve as a medicine to cure the minds of every individual to become

open minded about the consequences of their action.

Future Researchers. The researchers in the near future will make use of the result

of our present study. This study will serve as their basis and comparison to their

future study.

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DEFINITION OF TERMS

The terms below will help the readers to understand the unfamiliar words in

the study.

Bullying. Refers to the repetitive, intentional hurting of one person or group by

another person or group, where the relationship involves an imbalance of power.

Academic Performance. Refers to the GWA of students in their educational during

the third quarter.

SCOPE AND DELIMITATION

The main objective of this study is to determine what the Bullying on the

Academic Performance of Junior High School Students of Cantuhaon National High

School S.Y.2022-2023. The time allotted accomplishment is within the year of 2023.

The main instrument used for data collection in this study are by giving

questionnaire.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the Conceptual Literature and Related Literature.

CONCEPTUAL LITERATURE

Bullying has been a continuing worldwide phenomenon in schools throughout

the United States and a significant concern. In 2019 more than one, 56 million cases

of victimization, we’re recorded on school premises, with bullying being perpetrated

between 12 and 20 years of age. In the last six months of school, 7.2% of students

aged 12 to 18 confirmed being harassed. Data from the national sample of 28

percent of adolescents in the United States reported bullying in the last

academic year . Another nationwide analysis found that one quarter registered to

bully, the fourth recorded mocking and insulting, and the fourth was harassed.

The incidence of abuse in classrooms has left educators, teachers and policy

leaders concerned about how to avoid this issue and which forms of prevention

strategies can be taken into account. Several lawmakers introduced laws forcing

schools to create anti-bullying strategies and services to be adopted by

administrators and staff. Such rules were inspired by a 15-year-old teenager's

suicide in Massachusetts. After months of abusive encounters with classmates, this

youth committed suicide. Kids abused after school hours have considerably less

emotional well-being than other individuals did do as they mature during maturity

(Shelley Hymel and Susan M. Swearer, 2015).

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RELATED LITERATURE

Bullying and harassment are not new issues that students and schools face.

In fact, over the years it has been viewed as being so commonplace in schools that it

has been overlooked as a threat to students and reduced to a belief that bullying in a

development stage that most youth will experience then get over (Ross, 2002, p.107)

this harassment is not isolated to schools alone. But, schools are the best place to

actively intervene. Teachers, administrators, counselors, and even students have the

greatest access to the most students through a school system. It is here that school

staff can intervene, support and educate students about ending bullying behaviors

directly and indirectly; breaking the bullying cycle. This paper will address bullying in

general at all grade levels, but its intervention focus will be at the high school level

(Harris and Hathorn, 2002, p.50).

According also to Harris and Hathorn, “Because adolescence is a difficult

time in child’s maturation, bullying exacerbates these difficult times by forming

barriers to positive connections with other students and school faculty members.

Consequently, the presence of bullying at school often creates a barrier for young

people to develop into well-adjusted adults. High school is the last opportunity

educators have to work with students at building character for some students this

may be the last opportunity for an intervention to change behaviors, before they

become adults in the workplace, with a family in the community at large (Harris and

Hathorn, 2002, p.50).

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 A study was analyse bullying impact on student’s performance either in short

or long term. She found that there are differences in relationship between bullying

level and academic performance depending on student´s academic achievement.

Also an investigated of bullying impact on student’s ability to academically succeed.

Nadine found that bullied students have feel of fear from coming to school because

they feel that they are unsafe; therefore, they are unable to concentrate which reflect

negatively on their academic success (Nadine and Cythia, 2014).

A study found that physical bullying was perceived as a dominant bullying

element. Boys prefer to be bullies to girls. Poor academic performance was as

impact of bullying. Found that when students feel that bullying is a phenomenon in

their school, they feel that they are unsafe which reflected on less engaged in school

community. Therefore, they have less motivation to do well at school and they do not

participate in school activities. Bullying affects student’s academic achievement in

various ways (Placidius Mehta et al, 2013). Also, in 2012 found that being bullied has

a significantly negative impact on present and future students’ performance in school

Brank et al. (2012) indicated that bullying victims are weak, shy, and anxious. They

added that victims’ performance is poor in school and seek to avoid attending school

classes for avoiding victimization. Victimization experiencing can lead to poor

academic performance and leading to absenteeism. Skapinakis et al. (2011) found

that victims were more likely to report suicidal thoughts than were bullies. Juvonen,

et al. (2011) said that bullying experiences affect victims’ academic achievement in

both direct and indirect ways. So bullied student by his peers may become worried

and afraid of being teased, therefore he may stop participating in class or may has e

trouble in concentrating on class work because of fear. They added that students

who are often subject to be bullied by their peers during school period have less

8
engagement at school and poor grades. Konishi et al. (2010) confirmed that

interpersonal relationships within school environment influence academic

achievement,

CHAPTER III

METHODOLOGY

This chapter represents the discussion of the research design, research

environment, research respondents, research instruments, and the data gathering

procedure.

RESEARCH DESIGN

The research design adopted for the study was a utilize mixed-method

research design to explore in-depth understanding on the topic being researched.

This design is to organize the data collected from the questionnaire into a table. The

table should include the variables of interest, such as bullying, academic

performance, attitudes, and perceptions.

RESEARCH ENVIRONMENT

The study will be conducted at the Cantuhaon National High School (CNHS).

Located at Sitio Simangan Brgy. Cantuhaon Palompon, Leyte. With the total

population of over six hundred plus.

RESEARCH RESPONDENTS

The research respondent of this study are the Junior High School students

with over a population of more than three hundreds of students, consisting between

a range of a number of female or male. This School Year 2022-2023.

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RESEARCH INTRUMENT

In this research, an anonymous questionnaire was to gather data on the

impact of bullying on the academic performance of students. Before giving it to the

respondents, the designed questionnaire was given to the teacher for review,

approval, and correction. This anonymous survey included questions that asked

respondents to select one of two options: "YES" or "NO."

DATA GATHERING PROCEDURE

Step 1: Preparation

 Prepare the questionnaires and necessary materials in advance for data

collection.

 Identify appropriate locations for administering the questionnaires, such as

classrooms or designated research areas.

Step 2: Obtaining Approvals

 Seek necessary approvals to conduct the study on the relationship between

bullying and academic performance.

 Obtain written consent from the participants' parents or guardians, clearly

explaining the study's purpose and voluntary participation.

Step 3: Communication and Instructions

 Schedule a specific time and location for administering the questionnaires.

 Explain the study's purpose to the participants, emphasizing the importance of

their participation and assuring confidentiality.

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  Provide clear instructions on how to complete the questionnaire accurately,

focusing on the aspects related to bullying experiences and academic

performance.

Step 4: Distribution of Questionnaires

 Bring the questionnaires and necessary materials to the designated locations.

 Distribute the questionnaires to the participants, ensuring each participant

receives a copy.

Step 5: Clarifications and Monitoring

 Be available to address any questions or concerns from the participants,

particularly regarding the questions related to bullying experiences.

 Monitor the participants' progress to ensure accurate completion of the

questionnaires.

Step 6: Collection of Completed Questionnaires

 Set a specific time limit for completing the questionnaires and inform the

participants.

 After the allotted time has passed, collect the completed questionnaires,

making sure each one is present.

 Verify that the questionnaires are properly filled out and no sections are

missing, paying particular attention to the sections related to bullying incidents

and their impact on academic performance.

 Express gratitude to the participants for their cooperation in the study.

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 CHAPTER IV

PRESENTATION INTERPRETATION AND ANALYSIS

This chapter presents the results, the analysis and interpretation of data gathered

From the answers to the questionnaires distributed to the field. The said data were

presented in tabular form in accordance with the specific questions.

DATA ANALYSIS

Demographic Information
Age: 10-17
Gender:

TOTAL

BOYS
GIRLS

BOYS GIRLS

Grade:

12
 TOTAL

9th GRADE 7th GRADE

8th GRADE

7th GRADE 8th GRADE 9th GRADE

TABLE 1
AGE OF THE RESPONDENTS
AGE FREQUENCY PERCENTAGE
10-14 years old 120 60%
15-17 years old 80 40%
TOTAL 200 100%

Table 1, the percentage of respondents in the age group 10-14 years old is

60%, while the percentage in the age group 15-17 years old is 40% who answered

the questionnaire.

TABLE 2

Types of bullying students have ever faced by Gender

NO. TYPES OF BULLYING FEMALE MALE

EXPERIENCED
1 9% 10%
PHYSICAL
2 VERBAL 45% 40%
3 CYBER 3% 2%
4 SEXUAL 5% 10%

Table 2 presents the types of bullying experienced by female and male

students in the sample, including physical, verbal, cyber, and sexual bullying. The

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table includes four types of bullying and the percentage of female and male students

who reported experiencing each type of bullying.

The table could be read as follows:

Overall, verbal bullying was the most commonly reported type of bullying

among both female and male students, with 45% of female students and 40% of

male students reporting experiencing verbal bullying. Meanwhile, verbal bullying is

more common in the classroom during the teaching-learning process. Physical

bullying was the second most commonly reported type of bullying, with 9% of female

students and 10% of male students reporting experiencing physical bullying. This

bullying includes slapping, poking, kicking, and spitting. Sometimes, the students

may only want to make a joke but the victims may think differently. Sexual bullying in

the gathered data by a higher proportion of male students than female students, with

10% of male students and 5% of female students reporting experiencing this type of

bullying. Cyber bullying in the gathered data by a small proportion of both female and

male students, with 3% of female students and 2% of male students reporting

experiencing this type of bullying.

TABLE 3

BULLYING AND ITS EFFECT

QUESTION YES NO
1. Do you think the 37 23
bullying experience affect
your study?
2. Have you ever
21 17
witnessed bullying in
school or at home?

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3. Have you ever been
29 12
bullied in school?
4. If you answered yes to Never 47 34
question 3, how often Occasionally 23 10
were you bullied? Often 13 56

-Very Often 2 10

5. What form(s) of
bullying have you
experienced?

56 32
- Verbal bullying

13 13
- Physical Bullying

45 36
- Social bullying
(e.g. exclusion,
spreading rumors)

1 4
- Cyberbullying

5. Do you feel that

39 25
bullying has a negative
impact on academic
performance?

DATA INTERPRETATION

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 Based on the data presented above, the researchers revealed the result of

the survey through tables.

Based on the data presented in Table 1, a majority of the respondents are

between the ages of 10-14 years old, making up 60% of the total sample. The

remaining 40% of the sample are in the age group of 15-17 years old. This

distribution suggests that the study encompasses a range of junior high school

students across different age groups.

Table 2 displays the types of bullying experienced by female and male

students. It can be observed that verbal bullying is the most commonly reported type

of bullying by both female and male students, with 45% of females and 40% of males

reporting experiencing this type of bullying. Physical bullying is the second most

commonly reported type of bullying, with 9% of females and 10% of males reporting

experiencing it. Sexual bullying was reported by a higher proportion of males than

females, with 10% of male students and 5% of female students reporting

experiencing this type of bullying. Cyberbullying was the least frequently reported

type of bullying, with only 3% of females and 2% of males reporting experiencing it.

These findings highlight the prevalence of verbal and physical bullying among junior

high school students, with some variations based on gender.

While in Table 3. In questions 1, indicated a majority of 37 students answered

"YES," indicating that they believe bullying experiences have an impact on their

academic performance. This suggests that these students perceive a connection

between bullying and their academic performance, acknowledging that bullying can

be detrimental to their ability to focus and excel in their studies. On the other hand,

23 students responded "NO," indicating that they do not attribute a direct influence of

bullying on their study. These students may perceive their academic performance as

16
unaffected by bullying experiences or may have alternative coping mechanisms in

place to mitigate its impact.

For questions 2, a ranged of 21 students response having witnessed bullying

either in school or at home. This finding highlights that a considerable portion of

students have observed incidents of bullying, indicating the presence of bullying

within the educational and domestic environments. Conversely, 17 students

responded "NO," suggesting that they have not encountered instances of bullying.

These students may have been fortunate to be in environments where bullying is

less prevalent or have not been exposed to such incidents directly.

While in questions 3, a majority of data reveals that 29 students have

personally experienced bullying in school. This highlights the unfortunate reality that

a significant number of students have been subjected to bullying behaviour. On the

other hand, 12 students responded "NO," indicating that they have not encountered

bullying experiences in the school setting. These students may have been fortunate

to have a supportive and inclusive school environment that effectively addresses and

prevents bullying.

For questions 4, have followed up the questions that provided in questions 3

as In question four, the majority of students of bullying experiences among the

students who have been bullied. Among those who responded "YES" to question

three, 47 students reported never being bullied, indicating that they have been

fortunate to have minimal or no encounters with bullying. However, 34 students who

answered "NO" also indicated no experiences of bullying. Among those who

experienced bullying, 23 students reported being bullied occasionally, while 10

students responded "NO" to indicate no occasional bullying incidents. Additionally,

13 students admitted to being bullied often, while a large proportion of 56 students

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responded "NO" to indicate no instances of frequent bullying. Lastly, only 2 students

reported being bullied very often, while 10 students who answered "NO" indicated no

such occurrences. These varying levels of frequency provide a glimpse into the

range of bullying experiences among the students who have been subjected to such

behaviour.

To questions 5, the different forms of bullying experienced by the majority of

students in junior high school. Verbal bullying was reported by 56 students,

indicating that a significant number of students have faced insults, name-calling, or

verbal abuse. Physical bullying was reported by 13 students, indicating instances of

physical aggression such as hitting or pushing. Social bullying, including exclusion

and spreading rumors, was experienced by 59 students, emphasizing the presence

of relational aggression within the surveyed population. Cyberbullying, which

involves bullying through digital platforms, was reported by only 1 student. These

findings underscore the need to address multiple forms of bullying and implement

comprehensive anti-bullying measures in schools.

Lastly, in question 6, a majority of 39 students expressed that they believe

bullying has a negative impact on their academic performance. This suggests that

these students perceive a direct relationship between bullying experiences and their

ability to perform well academically. On the other hand, 25 students responded "NO,"

indicating that they do not attribute a negative impact on their academic performance

to bullying experiences. These students may have alternative coping strategies,

strong social support networks, or may not perceive a significant connection between

bullying and academic performance in their personal experiences.

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 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS:

Based on the interpreted and analysed data, the following conclusions we’re

drawn:

 Bullying is the other factors that can have a significant impact on your

academic performance.

 Bullying can hinder your ability to focus and concentrate on your studies.

 The emotional distress caused by bullying can lead to increased stress,

anxiety, and depression, all of which can negatively affect your academic

performance.

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  Bullying can diminish your motivation to succeed academically, leading to a

decline in your overall performance.

 We found that verbal bullying was the most commonly reported type of

bullying among both female and male students, followed by physical bullying.

 Bullying can erode your self-esteem and confidence, affecting your belief in

your abilities and hindering your academic progress.

 Students who experience bullying may become disengaged from school,

leading to a loss of interest in learning and a decline in their grades.

 By raising awareness about the impact of bullying and implementing effective

prevention strategies, we can mitigate its negative effects on academic

performance.

RECOMMENDATIONS:

Based on the findings of this study, the following recommendations are

proposed:

 We would like to recommend, schools should prioritize the

development and implementation of comprehensive anti-bullying

policies that encompass prevention, intervention, and support

mechanisms. These policies should emphasize creating a safe and

inclusive environment that promotes respect, empathy, and zero

tolerance for bullying behaviour.

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 We should establish robust support systems, including counseling

services, to provide students who have experienced bullying with the

necessary emotional and psychological support.

 We want to encourage peer involvement in anti-bullying efforts. Peer

mentoring programs, buddy systems, and student-led initiatives can

empower students to take an active role in fostering a positive and

inclusive school climate.

 We aim to create a school environment that fosters a sense of safety,

respect, and well-being for all students. Through proactive efforts, we

can work towards reducing the incidence of bullying and enhancing

academic performance among junior high school students.

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