CHAPTER I

THE PROBLEM

Background of the Study

Bullying has quickly become a major issue in schools today. Bullying does not only

impact the person being bullied but also the bully and the individuals who observe the bullying.

(Coloroso, 2004). Numerous cases of suicide due to bullying were reported in the past years, it

just shows how bullying can affect individuals' emotional state that it can drive the victims to do

things that can actually lead to death just to escape the situation they are into.

Physical Bullying occurs when someone uses physical violence to assert their dominance

over another individual. Anything physical that happens to a victim or a victim's belongings falls

under the physical bullying category. A study done by Kathleen Basile (2021) states that physical

abuse is any physical force that injures you or puts your health in danger. Physical abuse can

include shaking, burning, choking, hair-pulling, hitting, slapping, kicking, and any type of harm

with a weapon like a knife or a gun. It is also an act of deliberate aggressive or violent behavior

by one person toward another that results in bodily injury.

While Verbal Bullying occurs when someone uses words to bring down another person.

Some of the most common forms of verbal bullying include name-calling and offensive slurs. As

stated by Sherri Gardon (2022), verbal abuse occurs when someone uses their words to assault

dominate, ridiculate, manipulate, and low degrade another person and negatively impact that

person's psychological health. It can also mean controlling and maintaining power over another

person.

1
 It was revealed that hitting and name-calling were the kinds of physical and verbal abuse

often experienced by students from their parents that resulted in low self-esteem and rebellion

among students. The findings of the study were similar to the study conducted by Bredgen, et.al

(2008) who revealed that verbal and physical abuse, is especially likely to lead to the

development of negative self-perceptions and consequently emotional problems.

A person who has been verbally bullied, on some occasion, results in attempted suicide if

he/she do not know how to handle his/her emotion. It can affect the emotional state of a person,

particularly of a student, because most of the victims of bullying are suffering from depression,

self-pity, lack of self-confidence and etc. On the other hand, the effects of physical bullying can

range from damaged property and torn clothing to bruises, cuts, and scratches. These physical

effects can have follow-on consequences. Victims of school bullying tend to internalize their pain

which can increase their risk of suicidal or self-harm thoughts, which can also lead to suicide

attempts.

For the researchers, physical and verbal bullying are the most common case or issue that

can be found in school and in other places that people should deal with seriously. The researchers

have chosen the topic regarding physical and verbal bullying and the effects it inflicts to GAS

students so that the readers will be able to know how destructive bullying can be. The researchers

aim to open the minds of the readers about the topic and to make them realize how serious these

matters are. Knowing the effect of doing such an act may prevent other people from doing it. The

readers should realize that their actions and words may have great effects on others. People

should be sensitive enough to care about what others will feel before doing or saying something,

for bullying is a situation that no one would like to be into.

2
Statement of the Problem

This study aims to determine the case study of bullying at Bulan National High School.

Particularly, this pursued to answer the following questions:

1. What are the types of bullying encountered by the participants?

2. What are the effects of bullying on the participants in terms of:

a. Academic Purposes

b. Socialization

3. What interventions can be proposed for bullying in the BNHS?

Scope and Delimitation

The study focuses on the factors that affect the Grade 11 and 12 GAS students in Bulan

National High School, it also focuses on the student cases of bullying in school. This research

does not involve Junior High School students, or Grade 11 students in any of these academic

strands (STEM, HUMS, ABM, MARITIME, and TVL), it also doesn't involve the Grade 12

students in any of the following academic strands (STEM, HUMS, ABM, and MARITIME) and

TVL (FOODS, DRESSMAKING, CSS, SMAW, EPAS, EIM, and HORTICULTURE), this

research will help us to know the main reason why there are many cases of bullying in school.

3
Definition of Terms

To further understand the contents of this research paper, here are some keywords to help

you out;

Bully. One who is habitually cruel, insulting, or threatening to others who are weaker,

smaller, or in some way vulnerable. (Meriam Webster Est. 1828)

Someone who hurts or frightens someone else, often over a period of time, and

often forcing them to do something that they do not want to do. (Cambridge Dictionary)

Behavior. The way in which someone conducts oneself or behaves. (Meriam Webster

Est. 1828)

The way one acts or conducts oneself, especially towards others. It is often a response to

a particular situation or stimulus. Behaviour cannot be managed separately from learning

and well-being. (Inclusive Education)

Bullying. Abuse and mistreatment of someone vulnerable by someone stronger, more

powerful, etc.; the actions and behavior of a bully. (Meriam Webster Est. 1828)

A form of aggressive behavior in which someone intentionally and repeatedly causes

another person injury or discomfort. (American Psychological Association)

Physical Bullying. Is any unwanted physical contact between the bully and the victim.

(Wikipedia)

The repeated use of force toward a person's body or personal belongings. (Law Insider)

4
 Verbal Bullying. These are slanderous statements or accusations that cause the victim

undue emotional distress. (Wikipedia)

According to stopbullying.gov, the verbal bullying definition is the act of saying or

writing mean or hurtful things.

Significance of the Study

The generalization of this study would be a great contribution to the cases of bullying in

school. Furthermore, the results of this study could be highly significant and beneficial to the

following:

Students. The students will benefit from this study that aims to determine the impact of

bullying among GAS students. This study will serve students how to lessen bullying in

school.

Teacher. The teacher in control of the student will benefit from more information on the

cases of bullying in school so that it will get easier for them to prevent and solve the

problem.

Parents. This study aims to give awareness among each parent about the study cases of

bullying in school and from this, it will provoke them to action and to prevent it by giving

them more time to watch their children.

Community. This study will provide awareness and information to the community about

the effects of bullying inside the school and through this, they can propose a solution to

lessen this problem.

5
Future Researchers. This study will provide information and knowledge for the future

researcher, and it will benefit them for their research as well as will give them references

for better studies in the future.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE LITERATURES AND STUDIES

This chapter presents the related literature and studies. This part of the study will be

discussing the relevant literature connected with the study of knowing the causes and effects of

bullying on students and how we can overcome it. This will provide an in-depth analysis of

existing research about bullying – management, and coping. This review aims to identify

researchers of the same topic from time to time with authors in different fields. This will show

how factors in the environment give rise to conflict in school and how students are affected.

Related Literature

Bullying is a pervasive problem in schools that affects a lot of students. In recent times, it

is becoming a bigger crisis with vicious consequences. Bullying is not just a child’s play, but a

terrifying experience many school children face every day (Aluede, 2006; Beran, 2005;

Thornbery, 2010). In Nigeria, Egbochukwu (2007)’s and Ometeso (2010)’s studies identified

forms of bullying as kicking and hitting, extortion of money from victims, locking inside a room,

sending of nasty note, isolation, teasing and threat to beat others. Pepler and Graig (2000)

identified five major forms of bullying as physical violence and attacks, verbal taunts, name

calling and put downs; threat and intimidation; extortion or stealing of money or other

possessions and exclusion from peer group.

7
 Besides, bullying includes the act of intimidating and forcing a weaker individual or

group to do something out of their will, with the intention of physically, mentally or emotionally

harmful through harassment and assault. The most common forms of bullying especially in

schools are verbal abuse which usually comes in the form of mockery, teasing, or derision, for

example in mentioning the victim’s name, physical condition, and weakness. If such behavior is

not noticed early, this form of abuse can lead to physical terror, such as kicking, thrashing,

hitting, and even rape (the Asian Parent Indonesia, 2010).

Bullying brings negative health consequences for both bullies and victims, and it can

have a negative impact on the bystanders as well (Wolke & Lereya, 2015). Several longitudinal

studies from different countries, along with systematic reviews and meta-analyses, has

demonstrated the relationship between school bullying or the experience of being victim-ised and

later health outcomes. These associations hold even when controlling for other childhood risk

factors (Arseneault, Bowes, & Shakoor, 2010).

These foreign literatures are related to our study that tell about how bullying is a big

problem in our society. That leads to many forms of bullying. Which causes a harmful effect for

everyone, especially for students. Physical and verbal are mentioned above, and these two forms

of bullying are most common in schools. Moreover, it brings damage to the students who got

bullied.

8
 Bullying has become the subject of increasing attention and social alarm in recent years,

school violence and bullying issues continue to be an alarming subject of national discussion for

years (Brunner & Lewis, 2007). It is imperative to evaluate students' awareness of bullying and

determine the incidence of bullying in secondary schools (Smith, et al., 2003 cited in Chapell, et

al., 2006). Locally, there is a dearth of research on bullying, and the studies are exploratory

(Bayhon, 2001). There is still a need to conduct more studies on bullying in the Philippine

context because of limited local literature (Laus, 2016).

According to Nor et al. (2019), bully victims normally experience agitation,

embarrassment and exasperation which consequently caused them to be timid, self-isolated from

their friends, play truant, changed personality, sensitive, melancholy and suicidal. Furthermore,

its effects on the victim include declining performance due to loss of interest in learning,

skipping classes and skipping school out of fear, self- blame together with the uncertainty about

one’s abilities and potential. Thus, Jennings et al. (2017) have identified these effects to hold

severe and lasting effects on the victim.

The variability of bullying experiences suggests that individuals' schemas about bullying

may differ across socio-cultural contexts, and schools cannot just easily adopt intervention

programs without first identifying the context-specific bullying experiences of their students. The

socio-cultural environment can perpetuate or mitigate aggression and violence (Rentsch, Mot, &

Abbe, 2011). Socio- cultural factors refer to features of the existing school system and sub-

systems categorized into three components, namely: psycho-social, organizational, and

academic.

This culture is an aggregate of the school's values, goals, norms, expectations, teaching practices,

leadership styles, and bureaucratic structures (Espelage, Low, & Jimerson, 2014). Understanding

9
the socio-cultural context of bullying experiences provides a better glimpse as to how the

immediate school culture or school milieu can mitigate or prevent those aggressive or violent

experiences. It is important to mention here that while Anti-Bullying Act of 2012 and DepEd

Memorandum Order No. 40 Child Protection Policy - encourage schools to adopt policies to

reduce bullying problems, interventions should start with under- standing actual and specific

experiences to avoid interpretation bias.

These local literatures bring the idea that are related to our topic, it gives sentiments that

in the Philippines bullying are definitely alarming these recent years. Most likely to bully is in

the high school students, that connected in our study where the targets are senior high school.

However, bullying gives a totally negative impact on students. The bullied experienced agitation,

embarrassment, also a loss of interest in academics that serves to be locked with her/his abilities.

Furthermore, there are some interventions that would likely be adopted in our study. These surely

gives a idea that will lessen the bullying in school.

10
Related Studies

Based on prior studies, variables for further study were selected from four school level

categories which emerged in the bullying research literature. Due to inconsistent and limited

findings, there continues to be a need for research examining sociodemographic variables.

Social disorganization theory (Shaw & McKay, 1969) suggests that school level indicators of

disorder negatively impact the learning environment and increase the risk for violence beyond

individual-level risk factors (Bradshaw, Sawyer, & O’Brennan, 2009).

As bully victims are involved in bullying others as well as being victims to others, they

consequently experience the negative health effects of both victims and bullies. Suitably, there is

research suggesting that bully victims fare worse than those youth who are just victimized or

who just bully (Goldweber et al, 2013; Wang et al, 2011). Bully-victims are classified as being

hyperactive, depressed and having lower school competence (Haynie & Nansel, 2001). They

often encounter problems in relationships with peers, parents and teachers. They also tend to

remain involved in bullying for a longer period of time (Solberg et al, 2007).

The meta-analysis by Karanikola et al. indicated a positive relationship between self-

harm and peer victimisation. Depressive symptoms might act as a mediator of this association,

although its role in this relationship was equivocal and future studies are required. In addition, a

dose-response relationships between bullying victimisation and self-harm behaviors had been

supported by several studies. This indicated that more frequent victimisation experiences could

result in more self-harm behaviors. Furthermore, bullying victimisation might cause poor self-

rated health and life satisfaction.

11
 These studies define the negative impacts on the bully and bullied. It is said that the

victim was not only experiencing negative effects, but it can also affect the bullies. This also

tends to remain involved in bullying for a longer period of time. To be done by the studies, the

victimization experiences could result self-harm behaviors. As for our study, it is connected with

these foreign that will serve the view of the students who got bullied and experienced negative

effects.

Studies about student aggression and its existence in different forms and in different

school environments are not well documented in the country. This happens because recent

empirical educational research on student aggression in the Philippines separately focused on

measuring the level and frequency of peer aggression (Calaguas, 2011a; Calaguas, 2011b;

Calaguas, 2012; Laus, 2017; Ramos, 2013), developing interventions (Cardona, Reyes, &

Tangalin, 2015; Reyes, 2016) and how the Filipino community perceived and experienced

aggression (Campano & Munakata, 2004; Puyat, 1999) as reflected in the enacted policies and

news reports.

In the Philippines, a survey conducted revealed that bullying or abuse is experienced by

one in two Filipino school children. This was backed up with an Australian newspaper stating

that 50 percent of Filipino students are being bullied in school. Also, the students in the

Philippines had led the record of different types of bullying which include being made fun of or

being called names, left out of activities by others and made to do things the student did not want

to (Ancho & Park, 2013).

Being bullied also relates to parenting styles. A significant correlation existed between

bullying of a child and high levels of intrusive coerciveness by the parent. These findings show

that parents who allowed the child few opportunities to control social circumstances may foster a

12
passive orientation that could become problematic for the child. On the other hand, a pupil who

has a complete family is more likely to show favorable behavior compared to those who have a

single parent and are abandoned (Tiongco, 2010).

These studies are connected with our study hence they stated the findings of local

Filipinos about bullying. That revealed being bullied also relates to parenting styles. How the

parents raised their child/children on their own. It shows the difference between a complete

family and a broken family, which highlights the behavior of a child. We should not just

invalidate the feelings of the bullies we still don’t know the reason why they did those things. We

should also look over for the antecedent like our parents, not because in our behavior that causes

to a negative consequence.

13
Conceptual Framework

Input Process Output

o Perception of the
result
HURT AND o Gathering of
ABUSED: A
data
Case Study of Proposed
Bullying in o Analysis of
data gathered Intervention
Bulan National
High School from the
interview

Feedback

14
 Figure 1. Conceptual Framework

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents research methodologies for the Case Study of Bullying in Bulan

National High School. It covers the source of data, the research instrument, the data gathering

procedure, and the data analysis procedure. The other sources of data are internet, theses, and

other printed materials.

Research Design

In this study, the researchers applied a Case Study Design as a method. Case study is the

appropriate research design for studying bullying in Bulan National High School because it

allows for an in-depth exploration of a specific context. By focusing on a single school,

researchers can thoroughly examine the dynamics, causes, and effects of bullying within that

particular setting. This approach enables a comprehensive understanding of the unique factors

contributing to bullying, such as school culture, policies, and interpersonal relationships.

Additionally, a case study design facilitates the collection of rich qualitative data, including

interviews, observations, and document analysis, which can provide valuable insights into the

experiences and perspectives of students, teachers, and administrators. Ultimately, a case study

15
allows for a nuanced analysis of bullying in Bulan National High School and offers the potential

for informing targeted interventions and prevention strategies.

Participants

The conducted study would rely on GAS Students, the researchers would choose

participants who are suitable to come up with the research. The research respondents are

composed of at least one Grade 11 and Grade 12 student who would optionally participate in the

conducted present study to provide the appropriate data that is needed by this study. Since this

research study focuses on the Case Study of Bullying in Bulan National High School the

respondents are supposed to provide the capable and necessary information for the conducted

research topic.

Research Instrument

The instrument utilized in this study is the structured and unstructured interview, since it

is qualitative research; The researchers would be the facilitators in collecting data during the

face-to-face interview. The research interview would be organized by the researchers in a

standardized order of questions in a comfortable place where the participants are capable of

answering the questions.

16
Data Gathering Procedure

This study would use a semi-structured interviewing method, which is a combination of

both structured and unstructured types. The interviewer would put down notes and memos to

capture any research thoughts during and after the interviews. The interview began with open-

ended questions about the participant’s knowledge of bullying. Followed by more questions

related also to the topic to know more about the understanding of the participants about how

bullying affects the students who get bullied. The interview would then conclude with more

open-ended questions regarding the possible ways that the participants think of a solution to the

main issue.

Interviews would be conducted personally or face-to-face with the participants. The

whole conversation would be recorded through a mobile phone voice recorder. One of the

members of the research team would be the one to record the whole interview and would sign a

non-disclosure form, prior to recording any interview. No interview would be conducted without

confirming the written and verbal informed consent of the participants. Each interview would

also be transcribed by one of the members of the research team who will also sign a non-

disclosure form before transcribing the interview. All the other members of the research team

will also sign a non-disclosure form, prior to witnessing the interview. Each participant interview

will be taking place in a single session interview to ensure that the participant’s identity will only

be known to a few.

Data Analysis Plan

17
 From the Case Study of Bullying in Bulan National High School, researchers will

scrutinize it. Also, the gathered data will interpret by the researchers using narrative analysis

since it is qualitative research. In this kind of analysis, researchers will discuss the findings

within the confines of the study. It entails rewriting the responses that the participants have given

in light of the circumstances of each case and the particular experiences of each respondent. The

data from this analysis will simplify the Case Study of Bullying in Bulan National High School.

CHAPTER IV

PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA

In reporting the results, the researcher stays close to the findings without drawing broader

implications or meaning from them. Further, this section includes summaries of the data rather

than the raw data.

Topics are arranged according to the set of specific questions of the study, which are as

follows:

1. What are the types of bullying encountered by the participants?

2. What are the effects of bullying on the participants in terms of:

a. Academic Purposes

b. Socialization

3. What interventions can be proposed to lessen bullying in the BNHS?

1. Types of bullying encountered by the participants

18
 Research has found by Olson, et. al. (2018), that males were both more likely than

females to bully or to be victims of bullying. Physical bullying is the most common for males —

being hit, slapped, or push. Females were more likely to report verbal and psychological

bullying, including sexual harassment and rumor-mongering.

In the given question, the participants encountered different types of bullying they

experienced, where they stated:

Physical Abuse

Partcipant 1: Umm.... nano gahoy soon. Physical? Oo... physical.... tinulak-tulak ako. (Umm...

what do you call this? Physical? Yes.... physically they pushed me.)

Verbal Abuse

Partcipant 2: Ano, when I was in elementary I experienced bullying in I hear ano na kapag

bullying ano, nakaranas ako sun dati the way sira mag ano.. ano saako, mag trato baga saako,

mag istorya sira saako, Ve-Verbal? Verbal pag istorya nira saako malain lain baga na words mao

ang naka kulog san ano ko *Deep breath* (When I was in elementary I always experienced

being bullied. I heard bullying got so many causes... Uhm… I experienced being bullied by the

way how they treated me as an individual and how they speak or communicate with me Ve-

Verbal? Verbal… The way how they said hurtful words that gave me a grudge against them.)

With these responses, it could be drawn that the participants have experienced some form

of bullying/violence at school shows how alarming this topic is, primarily due to the long-term

effects of bullying on children’s emotional and social development (Allison Academy 2021).

19
Physical bullying can cause both short- and long-term physical harm. It can also result in

psychological effects like low self-esteem, anxiety, and depression. Verbal bullying can be just as

harmful as it consists of daily teasing, name-calling, and belittling. It can take a toll on the

mental well-being of the person being bullied. Verbal bullying is harder for others to recognize as

it occurs outside the confines of authority (Maahs, Manwar 2018).

Victims of school bullying carry the impacts of those experiences beyond schools, with

trauma frequently affecting life-course trajectories (Peguero & Sung Hong, 2020). In addition to

its direct impacts, school bullying is often a driver of other school-based challenges faced by

children, including violence within schools – a top public health concern as recognised by the

Center for Disease Control and Prevention (CDC).

It tells that the participants usually experience physical and verbal bullying when it

comes to school. The victims are having a hard time fighting for themselves that's why they

didn't tend to fight back even if they're totally hurt by what the bullies did to them. Physical and

verbal bullying is the most commonly experienced nowadays. These two forms of bullying are

very hard to avoid even in our generation which causes to increase in the case of bullying.

2. Effects of bullying on the participants

A. Academic Purposes

In this study, Academic is used to describe things that relate to the work done in schools,

colleges, and universities, especially work which involves studying and reasoning rather than

practical or technical skills. (Collins, 2023)

20
 In the given question, both participants illustrate the effects of bullying on their academic

purposes or studies. Where they stated:

Loss of Confidence

Partcipant 1: Nakaka apekto saking pag aaral o academic, ang bullying dahil sa nawawalan ako

ng confident at takot humarap sa mga tao dahil sa mga mararanasan ko like trauma at iba pa,

tulad ng pang aasar at panunukso sa mga physical patungkol sa body shape, faces or itsura at

masasakit na salita (Bullying affect my academic. Because I lost my confidence and I was afraid

to other people because of the trauma that I might suffer from it again. Like teasing and body

shaming, and many more harmful words.)

Fear

Partcipant 2: Bullying can affect everyone due to depression, anxiety, shame, or anything else.

The best thing to do is to avoid this kind of situation, we must respect other people, and avoid

judgment, and bad words. It can affect our academics due to absenteeism because we have a fear

to go to school and because of shame. We experience shame and fear in them.

In these responses, the participants showed how can be harmful the effects of bullying on

their academic purposes. According to Mbah (2020), the educational journey is rich with several

goals but most at times challenging with ups and downs as regard bullying in the school

environment. Furthermore, in a study done by Barrington (2022), students who are bullied show

less academic improvement due to fear of standing out. As a result, teachers often identify those

students as low achievers or unmotivated learners. As stated by Michaelides and Panagiotis

(2019), depression and anxiety are associated with increased perception of pain severity, whereas

prolonged duration of acute pain leads to increased mood dysregulation mostly Anxiety as well

21
as fear, stress, and catastrophizing are also shown to be mediators in the causal pathway between

pain and disability because of trauma.

With this information from the participants, it tells that they are having a hard time

participating in their school due to their past experience of bullying. Thus, their academic

performances are interfered with by the cause of bullying.

B. Socialization

In this study, socialization refers to the acquaint of an individual with the norms of a

given social group or society. It prepares individuals to participate in a group illustrating the

expectations of that group… Socialization is very important for an individual, who begin the

process at home with family and continue it at school. (Course Sidekick, Learneo, In. 2023)

In the given question, both participants shared their views about the effects of bullying

socially. Where they stated:

Uncomfortable in Interacting

Student 1: Siguro ano... Mawaraan san confidence sa sadiri tapos .... Bagan ... Trauma nadin.

Pag nakasalamuha ko yadto na nagbubully bagan naaano na ako maki sama sakaniya (Maybe... I

lost my self-confidence and.... I got trauma too. When I see that person that bullied me, I feel

awful to be around that person.)

Lost Track of Time to Socialize

Partcipant 2: Ano?... *The interviewer repeats the question*. Na wawara uhm, wara ang

confidence ko sa sadire nan ano, na wawaraan ako sin... Na wawaraan ako san oras maki

22
salamuha. (Sorry what??... *The interviewer repeats the question*. Uhmm... I lost my confidence

in myself because of what happened, I feel lost... I lost track of time to socialize.)

In these responses, it was seen that these participants were totally affected by bullying in

their social life. Social life is one of the main factors that one for an individual as it helps build

connections to people and sociality. bullying behavior creates a culture of fear and has a negative

impact on everyone involved. being bullied can seriously affects a person’s physical, emotional,

academic, and social well-being. Many suffers of bullying lack confidence, feel bad, about

themselves, have few friends, and spend a lot of time alone. (Bullies, 2023)

As claimed by Rivora & Le Menestrel (2016), when you’re being bullied you can feel

constantly insecure and on guard. Even if you’re not actively being bullied, you’re aware it could

start anytime. You’re also stunted because of the constant tension and because maybe you forego

making certain friendships or miss out on taking certain chances that could actually help your

development.

Thus, these results, depict that the victims of bullying tend to have a hard time in

socializing with other people. It affects the strengthening of their social life and it interferes with

their process to proceed in boosting themselves. Hence, their social life obstructs by the cause of

bullying.

3. Interventions can be proposed to lessen bullying in the BNHS

The most effective anti-bullying plan is designed and implemented with specific

knowledge and skills consistently trained and used throughout the school district. This plan

declares a school’s commitment to creating a safe, caring, and respectful learning environment

23
for all students. A bullying prevention and intervention plan adopted by the district might include

specific behavior programs, forms used, philosophies of interactions, curriculum, or basic

protocols. Effective anti-bullying programs or curriculum implement a scope and sequence of

knowledge and skills to be learned by all students and requires school-wide involvement and

support. Students involved in bullying situations benefit from additional instruction specific to

their role as one using bullying behaviors, as a target, or as a bystander/witness. (Nebraska

Department of Education, 2023)

In the given question, both participants proposed some interventions to lessen bullying in

the BNHS. Where they stated:

Spread Awareness

Partcipant 1: Ang aking sariling pananaw at ang maari kong imungkahi upang mabawasan ang

pambu-bully sa BNHS ay pagkakaroon ng program na nagmumungkahi sa mga nambubully o

maipabatid na mali ang kanilang ginagawa o di kaya’y ipaintindi na ang kanilang ginagawa ay

nakakaapekto sa kanilang binubully at nawa ay mabigyan ng isang pansin ang mga taong

gumagawa nito sa kapwa nilang mag aaral. (In my own opinion, what I can suggest to lessen the

cases of bullying in BNHS to have a program to spread awareness to those bully that what they

are doing is wrong and harms the victim and hopefully they realize the effects it causes to their

schoolmates.)

Respect Individually

Partcipant 2: Upang mabawasan ang pambubulas sa bawat kamag - aaral ay matutong

magrespeto sa bawat isa at matutong gumalang, anuman ang physical appearance ng tao,

matutong gumalang upang maiwasan ang ganitong issues. (In order to lessen this kind of

24
situation we should learn how to respect each other regardless of physical appearance, learn to

respect to avoid this type of issue.)

With the responses above, the participants were really eager to lessen the bullying in

school, so they come up to give some interventions for this case. In order to effectively prevent

or substantially reduce bullying in schools, a systemic approach needs to be adopted, with

interventions organized at various levels. An ecological model for bullying prevention is

presented that suggests strategies and interventions at the levels of teachers, schools,

communities, and society. Examples of interventions that have been found in the literature to

have evidence supporting their effectiveness have been outlined at each of these levels.

Guidelines are presented for schools adopting such an ecological model for addressing bullying

and for bringing about the changes needed to implement it successfully (Garry Hornby 2016).

Preventing bullying is important, as is promoting positive actions such as kindness, acceptance,

and inclusion (National Bullying Prevention Center - Key Message and Talking Points 2006).

Therefore, the responses of our participants state some concerns about how to lessen

bullying and triggered their own perceptions about these responses. The concern is a particular

set of information that has to become involved or interesting to lessen bullying in school and to

pay attention to this issue.

25
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, & RECOMMENDATIONS

This chapter contains the conclusion drawn from the analysis and interpretation of the

data discussed in the preceding chapter and the recommendation of the researchers based on the

conclusion.

Summary

This study aims to evaluate the types of bullying that the students encountered, as well as

to recognize the effects linked through the awareness of academic and socialization, such as

well-being among the students, and to understand the perceptions of the students to propose

interventions to lessen the bullying in BNHS.

Specific research questions were formulated to explore the focus of the study and in

1. What are the types of bullying encountered by the participants?

2. What are the effects of bullying on the participants in terms of:

a. Academic Purposes

b. Socialization

3. What interventions can be proposed to lessen bullying in the BNHS?

There are only 2 participants in this study. It comprises two different grade levels in senior

high students in a strand of GAS from the BNHS selected favorably. A case study design was

used to conduct the study about the case being targeted with the students. The instruments used

were a semi-structured set of interviews. Moreover, the data gathered were analyzed through

narrative analysis in coping and adapting behaviors in speaking.

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Summary of Findings

Based on the data gathered, the following was revealed. These are the findings of the analysis

and interpretation of the data gathered:

1. Types of bullying encountered by the participants

Participant 1 (P1), and Participant 2 (P2) shared their experiences encountering the types of

bullying in school. The 2 participants shared their different sentiments they experienced the types

of bullying inside the school. Participant 1 stated that he/she encountered physical bullying

which he/she got to used being physically pushed by. While Participant 2 revealed that he/she

was verbally bullied where he/she received a lot of hurtful words coming from the bully. But

with these different types of bullying, the patcipants’s life has been tough, making it hard to

forget all the causes that happened in their lives.

2. Effects of bullying on the participants

A. Academics

Participant 1 (P1), and Participant 2 (P2) shared their sentiments about experiencing

worry in participating in the class. Both of the participants have the same thought about the life

they face being bullied. Participant 1 stated that he/she was afraid of participating in a class that

he/she might beat up again with the bully. He/she also added that it causes him/her trauma when

the bully still keeps bugging him/her with hurtful words. And Participant 2 revealed that he/she

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encountered being afraid and shame which leads to constant absenteeism just to avoid judgment

he/she might get again to the bullies.

B. Socialization

Participant 1 (P1), and Participant 2 (P2) shared their experience being socialized to other

people and how they felt after being bullied which effects on their social life. Both of the

participants answered the same thought. Participant 1 stated that he/she lost his/her self-

confidence, which causes him\her to have the fear of being bullied again and that affects him\her

to socialize especially when the bully is around. Participant 2 stated quite the same as Student 1

he\he stated that his\her experience of being bullied led him\her to lose his\her confidence and

the time or interest to socialize with others.

3. Interventions can be proposed to lessen bullying in the BNHS

Participant 1 (P1) and Participant (P2), shared their proposed solution to lessen bullying

through their experience. Both of the participants have different solutions to lessen bullying.

Regardless of their different proposed solution, their main purpose is to intervene in bullying in

the BNHS. Participant 1 proposes to conduct a program of bullying to spread awareness to those

bullies to be aware of their actions and to let them know that what they're doing is wrong to the

people that they're surrounding. Participant stated that to lessen bullying respect each individual

regardless of their physical appearance in that way we can avoid this type of issue and lessen the

bullying.

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Conclusion

Based on the results revealed in the conducted study, the following conclusions were

drawn:

The analysis of the result simply means that the selected GAS Students are experiencing

and struggling with bullying in school. The most struggle that the students had experienced in

school is verbal and physical bullying. That leads the students to a negative impact which is

depression, anxiety, and shame for themselves, it affects their academics due to absenteeism

because they began to be afraid of going to school because of shame. We can see that the

students are really struggling and experiencing bullying in school.

Bullying is definitely one of the big problems in this world, especially here in the

Philippines that causes big time for everyone’s mental and physical health. Each day, the cases of

bullying are increasing, which makes it even more difficult to solve it. As for the students

particularly the senior high students, it changes their lives when they got bullied, and affects all

of their systems through their health. The two participants specified that their lifestyle has been

changed when they experienced being bullied, which causes a big impact on them. Now, the

students live a life of fear and trauma due to what bullied caused the participants. It is way more

difficult for them to live normally when still they can see the one who bullies them. The student’s

academics are also affected that leading to absenteeism due to shame and criticism of others. The

students became socialized with others and were afraid they might bully again which is why they

avoid themselves to everyone as much as possible for them not to experience what happened in

their past. This bullying needs to lessen, not just for the sake of everyone but for students also.

The students proposed other interventions to lessen the bullying in the school.

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 For the students who experienced the negative effects of bullying, proposed interventions

for them to lessen this kind of bullying. The two participants come up with interventions to

lessen bullying in all kinds of schools. Were they initiated a program that tackles the bad

behaviors of bullying that bullies need to know or make them understand the negative effects that

the bullies caused to the participants. They also prompted, that we should respect others

regardless of the physical appearance of a person. Also, learn to respect each other to avoid this

kind of issue. These proposed interventions of the two participants will help to lessen the

bullying in the schools, and a part of it will help the students to face their fear and trauma. Then,

build the confidence to face all of it.

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Recommendations

After the assessment and considering the thought of the following findings and

conclusion of the study. This will reveal the recommendation for the researchers:

 A qualitative approach to a similar study that covers a broader set of participants

considers the similarities of the study to help future researchers have the same study.

 Students may have a program to help them avoid bullying in school and will see their

experiences of being bullied be approached by the government.

 Schools should be more aware of bullying and give regulations so that students will

follow the rules and give penalties who will violate them. This will be one of the most

effective interventions to lessen bullying.

 Students may have a health consultation for their physical and mental health after being

bullied. Be monitored their health during this time of face-to-face classes, that their

health has been at risk and will help them improve and get back their confidence in the

meantime.

 Everything considered, the study has not a strong number of participants with a few

senior high school students of Bulan National High School providing a strong

recommendation.

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