Bullying's Effect on Students' Academic Achievements: A Case Study

VALENCIA COLLEGES (Bukidnon) INC.

Purok 17, Hagkol Valencia City

Presented to

Mr. Aaron G. Apuya

Instructor

In Partial Fulfillment of the Requirement of the Course

(EDUC 6)

Submitted By

Riza Mae P. Sevilla

Rachel Ann B. Solano

Sheryl Marie P. Mutya

Rey Mark S. Delacruz

Gercel kim T. Virador

John Mark R. Udtohan

 CHAPTER 1

THE PROBLEM

Bullying is the formation of hostile behavior 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 more indirect actions. 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. Aren’t even safe there is still prevalent. (2009, Maliki et al). Shahria and
others (2015) highlight Bullying is viewed as a significant academic distraction and
has a negative impact on school achievement around the world.

Women are more likely than males to develop victims of bullying. According to
Shafqat (2015, p. 45), bullying can occur anywhere in a school, including restrooms,
buses, locations where children wait for buses, and during or after school.

following class.

1-Physical bullying, which included kicking, punching, slapping, beating, and causing
property damage

2-Verbal bullying involves yelling, insults, teasing, taunting, and threatening.

to do injury, to make fun of, and to make inappropriate sexual remarks.

3-Cyberbullying: This type of bully threatens by using the internet and technology to
send threatening e-mails and messages, as well as by uploading hateful and cruel
photographs.

4-Sexual bullying: sexually harassing someone is considered sexual bullying. Sexual

names, crude, vulgar actions, inappropriate touching, and pornographic material are
all included.

5-Extortion bullying happens when the bully threatens or injures the victim if he
refuses to do what the bully tells him to do.
Bullying was defined differently by different groups of young people. Participants
generally agreed that hostile direct acts, primarily physical hostility, constituted
bullying. Although bullying actions were the primary focus of young people's
understanding of bullying, many also addressed the consequences of bullying,
particularly the impact on mental health. The facts of the bullying occurrence were
immaterial to young people in these situations, and the focus was on how the action
was received by the recipient.
 CHAPTER 2

CONTEXT

Bullying is a widespread issue in schools and communities can have a

negative influence on pupils' right to study in a secure environment. When he was
there, the disciples were intimidated. “Exposed, repeatedly and over time," for
harassment by at least one of the various disciples (Olweus, 1996).

The objective of an intimidator is to obtain influence over different people and

dominate others, so that intimidators engage in scary behavior against those who
cannot defend themselves.

Physical (piercing, pinching, biting, hitting, choking, and hitting), verbal (naming
names, threats, and spreading rumors), social (exclusion, defamation of character,
and extortion), and cyber (harassment, Flaming, and sightseeing) are the three types
of intimidation (National Association of Social Workers, 2002a, May, as quoted in
Dahlheimer, 2004:4). In most cases, people believe that intimidation occurs only
among school pupils. In truth, intimidation does not occur only in educational
settings; it occurs miles away in the next degree of life, as Namie, G. R. Namie and
R. According to (2009), intimidation is a global phenomenon that has become a
serious concern in schools and businesses.

1.1 Bullying Definition

According to Hana (2017), bullying is defined as "a recurring act of humiliation."

Unproveable aggression that is psychologically or physically damaging to the victim,

and where the forces of aggressions and victims are not equal, as quoted in Hogue
and Disbrow, 2013). Thornberg, Rosenqvist, and Johansson (2012) define bullying
as repeated offensive and violent behavior directed at weaker targets in interactions
with perpetrators of bullying.

Coleyshaw (2010) added his own definition: intimidation or bullying. Bullying is an

aggressive activity that can be physical or psychological in nature, and it is typically
perpetuated or repeated in an imbalanced power relationship. Bullying is a direct
conduct that includes flirting, mocking, threatening, assaulting, and stealing that
begins with the assistance of one or more pupils towards a victim, according to
Banks (1997). Suppression can also be indirect, causing a student to become
socially isolated through intentional exclusion.

According to Smith et al. (2002), there are two types of intimidation: direct and
indirect intimidation, as well as verbal intimidation. In my study, I concentrated
entirely on indirect intimidation, which refers to activities that do not generally
necessitate physical contact. These are activities such as repetitive incident-time
name calling, ridicule, and verbal threats directed at persons who lack social control
(Bauman and Del Rio, 2006).

In Raskauskas and Stoltz (2004)'s research, psychological attacks such as

gossip, taunts, rumors, writing notes, and social isolation are also included in the
idea of indirect intimidation. In Liepe-Leveinson and Levinson (2005)'s research, they
discovered that "gestures such as gaze, eye turning, sighs, frown, poking, poking,
and body language are Other hostile components are also an important component
of aggression." Val der Wal, De Wit, and Hirasing (2003) discovered that indirect
intimidation was more likely to go unnoticed by the teacher than direct intimidation.

The most destructive sort of intimidation is self-esteem (Crick and Grotpeter, 1995). I
used the above description as a foundation for my research to better understand
how lecturers interfere in indirect intimidation in the classroom and the influence of
indirect intimidation on student achievement or academic achievement.
 CHAPTER 3

ALTERNATIVES

The following are the proposed alternatives and explained why these
alternatives does not work.

Alternative 1: Balance discipline with behavioral supports

Alternative 2: Equip teachers and school staff with prevention and intervention skills.

Alternative 3: Empower students to support each other.

Alternative 4:
 CHAPTER 4

THE PROPOSED SOLUTION

 CHAPTER 5

RECOMMENDATIONS