CHAPTER I

INTRODUCTION

Bullying is unwanted, aggressive behavior among

school aged children that involves a real or perceived
power imbalance. It can cause a lot of negative
impacts to the person who is being bullied. In the
Philippines, at least seven out of 10 students in
Philippine public schools have suffered bullying
according to Sen. Sherwin Gatchalian during the
senate’s hearing on the implementation of the anti-
bullying law conducted in 2023. In Pambujan National
High School, bullying is not yet alarming to the PNHS
guidance office on school year 2021-2022.

Stomp Out Bullying shows that the effects of

bullying can be long-lasting for victims including fear
and anxiety, depression and thoughts of suicide.
However, it is not the only impact that bullying can
give, a victim can also experience low of self-esteem
that, may last a lifetime, shyness, being afraid to go
to school, and afraid of being alone wherever they
go. There effects of bullying needs to be studied
further to keep the students safe from those bullies.

The primary objective of this study is to identify

the effects of bullying on the mental and emotional
health of the grade 10 students of Pambujan National
High School on school year 2022-2023. This is
important because bullying is a serious problem that
some of the students can experience. Some of them do
not have the courage to tell the teachers or their
parents that they are being bullied in the school
because the bullies may warned or threatened them. This
will be helpful for them to go to school without
worrying anything. We aim to contribute to the body of
knowledge and give possible solutions to the effects
of bullying.

1
 A. Objectives of the study
This study aims to determine the effects of
bullying.
Specifically this study aims to:

1. Identify the factors associated with bullying.

2. Identify the effects of bullying to the
Students.
3. Determine the impact of bullying to the bullies.

B. Significance of the study

This study will benefit the following people:

Students. Bullying can have a negative impact on

their lives. Students who are bullied might show
less academic improvement due to a fear of
standing out and will experience being alone all
the time. This study will help them have the
courage to speak up, stand up, and report
bullies.

Teachers. Some of their students might have

stopped going to school because of bullying. This
is significant for them to know the reason why
their students stopped going to school and identify
the possible solutions they can provide for their
students who are being bullied.

Parents. This study is significant to the parents

so that they can know what is happening to their
child inside the school and to know the reasons
why their child their students who are being
bullied.

C. Scope and Limitations of the study

This research is limited only to student of
Pambujan National High School, school year 2022-2023.
This research is focused only on the effects of
bullying to the grade 10 students of PNHS. This

2
 study aims to determine the effects of bullying
problems inside the school.

D. Definition of Terms

Aggression refers to the hustle, violent behavior,

or attitude towards another. Operational, this refers
to any deliberate and repetitive behavior that is
performed by one person or a group of individuals
with the aim of causing harm, distress, or
discomfort to another person who is perceived as
weaker or less powerful.

Bully refers to a person who is habitually cruel,

insulting, or threating to others who are weaker,
smaller, or in some way vulnerable. Operationally,
this refers to someone who habitually intimidate
those people who they think vulnerable.

Bullying refers to the abusive social interaction

between peers which can include aggression,
harassment, and violence. Operationally, this refers
to the aggressive act that can cause a negative
impact to everyone who is involved to it. Such as
mental health issues, self-harm, or suicide at worst.

Harassment, refers to the unwanted, persistent

behaviors or actions aimed at intimidating,
threatening, or distressing an individual, often based
on their race, gender, religion, sexual orientation,
or other protected characteristics. Operationally, this
refers to a series of unwelcome actions, comments,
or behaviors that are intended to annoy another
person.

Intimidation, refers to the action of frightening

or threatening someone, usually in order to persuade
them to do something that you want them to do.
Operationally, this refers to a pattern of behavior
characterized by the persistent use of threats, or

3
 fear-inducing actions to intimidate and harm on
individual.

Psychological distress refers to the non-specific

symptoms of stress, anxiety, and depression.
Operationally, this refers to the negative emotional
states and mental distress experienced by students
who are victims of bullying. It includes feelings of
sadness, fear, hopelessness, and a diminished sense
of self-worth.

Self-harm behavior refers to the act of self-

injury or self-destructive behavior exhibited by
someone, as an expression of emotional pain and
distress. Operationally, this refers to intentional
actions where a student engages in self-inflicted
harm, such as cutting, burning, or hitting oneself,
as a response to the emotional pain caused by
bullying.

Social isolation refers to the lack of social

contacts and having few people to interact with
regularly. Operationally, this refers to the state of
being purposefully kept apart or separated from
social connections and interactions with peers due to
bullying. It involves the lack of meaningful
friendships, exclusion from social activities, and
feelings of loneliness.

Suicidal ideation refers to the presence of

recurrent thoughts, plans, or desires related to
ending one’s own life that arise in response to the
distress and hopelessness. Operationally, this refers
to frequent occurrence of plans and thoughts to take
one’s life. This reflects to the student’s
contemplation of suicide as a potential solution to
escape the torment.

Trauma refers to the emotional response to a

terrible event like an accidents, rape, or natural
disaster. Operationally, this refers to the collection
of adverse psychological and emotional effects

4
 resulting from a sustained pattern of bullying
behavior.

5
 CHAPTER II
REVIEW OF RELATED LITERATURE

Factors of Bullying

Numerous factors can contribute to school bullying,

and sociodemographic traits are frequently thought of
as indicators of such conduct. Junior High School kids
are more likely than elementary and high school pupils
to engage in bullying behavior, according to some
researchers. Many studies have shown that boys are
typically more vulnerable to bullying than girls, but
more recent research has shown that there are no
gender differences in school bullying and that girls
are typically more vulnerable to sexual assault. Pupils
who identify as homosexual are more likely to
experience bullying than other pupils, according to a
US survey. Students who are overweight or bullies
themselves. Although psychological issues cannot be used
as significant predictors of bullying, students with
social and psychological issues like depression and
anxiety are far more likely to suffer from bullying
at school.

Helen Qui (2021) states on the article that

“students with social and psychological problems such
as depression and anxiety are very likely to be hurt
by their peers at school”. It means that students who
are dealing with mental health issues are at higher
risk of experiencing mistreatment from their fellow
classmates. It is correlated to this present study
because mental health issues might be the cause of
the effect of bullying that the students might have
already experienced.

Based on the article of Sherri Gordon (2020),

children are at risk for bullying their peers for a
variety of reasons. Sometimes temperament, size and
self-esteem play a role. One factor that can
contribute to bullying is temperament, which can make
them more prone to engaging in bullying behavior.
Additionally, factors like size and physical strength

6
can sometimes play a role. Larger or physically
stronger individuals may use their size advantage to
intimidate or exert power over others. Self-esteem can
also be a factor. Bullies may target others as a way
to compensate for their own insecurities or to gain a
sense of superiority. By belittling and demeaning
others, they may temporarily boost their own self-
esteem.

Sherri Gordon (2020) states that “kids who possess

certain personality traits are more prone to bullying”.
Exhibiting low self-esteem is more likely to engage in
bullying behavior. It posits that these children may
bully others because it gives them a sense of power
and control that they feel is lacking in their own
lives. This is correlated to this present study since
this factor might be experienced by the students of
PNHS.

Studies have consistently shown that victims of

bullying are at a higher risk of experiencing
psychological maladjustment and engaging in problematic
behavior. Researchers have identified several
characteristics of certain student populations that
increase their vulnerability to bullying. These risk
factors includes overweight or obesity where students
who are overweight or obese may be more likely to
experience bullying due to their physical appearance.
This can lead to feeling of shame, low self-esteem,
and social isolation. Also, sexual minority status
where that students who identify as lesbian, gay,
bisexual, transgender, or questioning (LGBTQ+) often
face a heightened risk of bullying victimization.
Homophobia, transphobia, and prejudice can contribute to
their marginalization and mistreatment by peers.
Additionally, depression and mental health issues where
individuals who already struggle with depression or
other mental health problems may be more susceptible
to bullying situations. These students may be seen as
more vulnerable targets or may exhibit behaviors that
attract negative attention from their peers.

Floyd Berry (2021) mentioned that “The

characteristics of certain student populations as risk

7
factors, such as being overweight, having sexual
minority status, and being depressed”. The relevance of
this quotation to this topic is that it highlights
the specific characteristics of student populations that
are considered risk factors when studying the effects
of bullying. Identifying these factors associated with
bullying will sheds light on the diverse forms
bullying can take.

Bullying Effects to the Students

Based on the article of Bullying Freenz (2016),

bullying has an effect on the entire school community.
Bullying has a negative impact on students’ health,
happiness, and academic performance. It may cause
students to feel fearful, lonely, and dissatisfied. It
has an impact on more than simply the bullied pupils.
The majority of students claim that seeing bullying in
school makes them uneasy and worry-filled. Additionally,
issues and unhappiness are more likely to affect
bullied students. Every aspects of a child’s life can
be impacted by bullying, including how they view
themselves, their friends, their school, and their
future. Bullied students frequently struggle with
depression, lifelong poor self-esteem, shyness,
loneliness, physical illnesses, and threats or actual
attempts at self-harm. Bullying also puts students at
risk for negative long-term consequences, such as
dropping out of school early. Some adolescents only
bully others for a brief period of time before
ceasing, either because they realize that bullying is
wrong or because they receive encouragement to adopt
more suitable behavior. Over many year, a select few
students have persisted in bullying others.

Bullying Freenz (2016) mentioned that “Bullying has

detrimental effects on students’ health, wellbeing and
learning”. This quotation highlights the negative impact
that bullying can have on students. It emphasizes that
bullying goes beyond just a social issue and has
profound consequences for the overall development and
educational progress of students. The relevance of this
quotation to the present study is significant as it

8
underscores the multifaceted impact that bullying can
have on their lives.

Based on the article of Humanium (2021), bullying

victims experience a variety of negative effects that
last into adulthood. They frequently develop a negative
self-perception as failures and misfits, which
negatively affects their academic performance and causes
anxiety, melancholy, and worries of abandonment and
loneliness. Other impacts include a decline in school
attendance, poor academic performance, social isolation,
a change in eating habits, trouble sleeping, and an
increase in illness. Because bullying regularly occurs
in schools (or occasionally online), victims are
anxious and afraid of going to school, which
frequently appears in physical ailments like headaches
or stomachaches. Bullying may also have physical side
effects. These can include things like scuffed
furniture and torn clothing as well as bumps, cuts,
and scratches. Consequences may arise as a result of
these physical effects. Victims could feel compelled to
steal money to replace broken items, or they might
feel the need to bring firearms to school to defend
themselves. The tendency of bullied students to
internalize their suffering can make them more
vulnerable to having suicidal or self-harming ideas,
which can result in suicide attempts.

Humanium (2021) mentioned that “victims of school

bullying tend to internalize their pain which can
increase their risk of suicidal thoughts”. The
quotation highlights a crucial aspect of the effects
of bullying on students. The relevance of this
quotation on this present study lies in shedding light
on the severe and long-lasting impact bullying can
have on students.

In the study of Rum Tan (2021), numerous has

already been conducted to demonstrate the effects of
bullying on both genders’ victim. Male students are
frequently the targets of physical bullying, but female
students are more frequently the targets of
psychological bullying at school. The following are
some effects of bullying on its victims: Unable to

9
focus. Bullying victims find it difficult to
concentrate on their academics because they worry about
what their bullies would do to them if they suddenly
perform well in school or alter their appearance or
academic standing. This puts them under excessive
stress likewise, skipping school to avoid abuse. Some
victims will try to skip school to avoid their
bullies if the abuse occurs every day and it gets
worse. They are unable to attend their classes as a
result, which affects their attendance rate.
Furthermore, unable to do normal activities. Victims
can’t concentrate on their regular routines because
they are worried that their bullies would emerge out
of nowhere when they are trying to flee from them.
Since their bullies might exploit their performance as
justification for more harassment, they will also be
aware of their own performance.

Hawthorne School District (2018) mentioned that

“students who engage in bullying behavior are at risk
for academic problems in adolescence and adulthood”.
This quotation highlights the potential negative
consequences that individuals may face as they grow
older. In academic problems, students who engage in
bullying may experience difficulties in their academic
pursuits. This is relevant to this might be happened
to the G-10 students of Pambujan NHS if ever they
experience bullying.

Bullying’s Impact on Bullies

In the study of Vanessa Cezarita Cordeiro

(2021), despite the various expressions of bullying,
aggressors frequently exhibit similar features. Bullies
usually fail to absorb social information,
misinterpreting normal conversation as confrontational.
Bullies are also frequently destructive and short-
tempered. Bullies can be popular with other aggressive
children at an early age because of their positive
attitude toward violence and expressing power. Peers
often despise bullies because of their hostility and
lack of empathy. Bullies, too, take the effects of
their upbringing with them as they grow and mature.
Bullies likely to continue their bad behavior into

10
adulthood if they do not receive proper assistance.
They are more likely than non-bullies to harm their
spouse or child, engage in antisocial behavior, and
abuse drugs and alcohol.

Hurley (2018) mentioned that “without adequate

support, bullies are likely to continue their errant
behavior into adulthood”, this quotation means that if
bullies do not receive appropriate help and guidance
during their formative years, their behavior is likely
to persist and carry on into their adult lives. This
is relevant to the present study since it emphasizes
the possible effects that individuals can experience,
especially students.

In the study of Hemphill (2023), students who

frequently and persistently bully others are at a
higher risk of experiencing various negative outcomes.
First is feeling disconnected from and disliking
school. When students engage in bullying behavior not
only negatively impact their targets but also
experience negative consequences themselves. This finding
is highly relevant to this present study about the
effects of bullying because it sheds light on the
potential harm that bullies may face as a result of
their actions.

Based on the article of stop bullying (2021),

kids who engage in bullying behaviors are more likely
to exhibit a range of negative behaviors and
experiences both during their adolescence and into
adulthood. Some of the common outcomes associated with
bullying behavior include substance abuse. Kids who
bully others are at an increased risk of using
alcohol and drugs during adolescence and continuing
this behavior into adulthood. They may turn to
substances as a way to cope with their own emotional
issues or as a means of seeking approval from their
peers. Also, aggressive behavior where bullies often
display aggression not only towards their victims but
also in other aspects of their lives. They are more
likely to engage in physical fights, vandalize
property, and generally exhibit a lack of self-control
in managing their anger and frustration. Additionally,

11
academic problems. Bullying can significantly impact a
child’s educational experience. Kids who bully others
are more likely to experience difficulties in school
and have a higher likelihood of dropping out. Their
behavior may disrupt the learning environment for
others and impede their own academic progress.

Stop bullying (2021) mentioned that “kids who

bully are more likely to have criminal convictions and
traffic citations as adults and be abusive towards
others”. This quotation means that the individuals who
bully or who engage in bullying behavior during their
childhood or adolescence are more likely to face
certain negative outcomes later in life. It is
relevant to this present study since these impacts can
also happen to the G-10 students of PNHS.

12
 CHAPTER III
METHODOLOGY

Research Design

This study will utilize descriptive research

design. It is because the researches will describe the
current status of the effects of bullying among Grade
10 students in Pambujan National High School, school
year 2022-2023.

Research Instrument

To gather data, the researchers will use survey

questionnaire to understand various aspects related to
bullying. To get information relevant to this study,
the researchers will utilize a 10 item survey
questionnaire with 3 parts.

In the part 1 of the questionnaire, it consists

of 4 item dichotomous questions that is used to
explore the factors associated with bullying. In the
nd
2 part of the questionnaire, a 3 item (items number
5, 6, and 7) rating scale questions are employed to
assess the effects of bullying. On the last part of
the questionnaire (part 3), a 3 item (items number 8,
9, and 10) open-minded questions are utilized to
gather qualitative data about the impact of bullying
to the bullies themselves. The allows researchers to
explore the complex emotions, thoughts, and behavioral
changes experienced by individuals who engage in
bullying behavior.

The content and face validation of the

questionnaire will be done by the head of the
guidance office, Ma’am Eva Aida Mercado in the
Pambujan National High School. The test-retest method
will be utilize to established the reliability of the
validated instrument. Ma’am Isabel Adena, the
coordinator of child protection of PNHS will be

13
selected for the test-retest of the reliability of the
instrument.

Research Participants

Among the 12 grade 10 sections of Pambujan

National High School for the school year 2022-2023, a
total population of 474 grade 10 students, the sample
size of this present study will have a total of 50
students. The type of sampling procedure we are going
to use is non-random sampling. The researchers will
select the sample size by asking their experience if
they have already experienced being bullied or engaging
in bullying behavior. We will use 10 sections
including Zircon, Titanite, Seraphinite, Rhodonite,
Pyrite, Onyx, Beryl, Amber, Ametyst, and Aquamarine and
select at least 5 students per section. Whoever fits
the criteria for the researchers question to them will
become a participant in the study.

Data Gathering Procedure

Before gathering data relevant to the study, the

researchers will first ask permission from the advisers
of the grade 10 students to conduct the survey. Once
permission is granted, we will set a schedule for
when we are going to distribute the survey
questionnaire. For sections Zircon, Titanite, and
Seraphinite, the researchers will administer the test
on June 15, 2023; and for sections Rhodonite, Pyrite,
and Onyx, it will be on June 16, 2023; and for
sections Beryl, Amber, Ametyst, and Aquamarine, it will
be on June 17, 2023. After administering the test,
the researchers will gather back the survey
questionnaire after 3 days of giving it to them.
Then, after that, when all the instruments have
already been gathered, we will now start to tabulate
and analyze the results.

14
Analysis of Data

To analyze and compute the data we gathered, we

will utilize the following statistical tests.

Frequency count. This statistical test will be

used to describe the effects of bullying on the
respondents. It will help the researchers understand
the distribution of responses and identify the most
common or prevalent answers among the respondents.

Mean and standard deviation. This descriptive

statistics will be used in describing the quantitative
data of the effects of bullying. The mean will be
used to calculate the mean scores of various
variables, such as psychological distress, academic
performance, or self-esteem, to understand the average
impact of bullying on these factors. By comparing the
means across different groups, researchers can identify
any significant differences or trends in the data. On
the other hand, the standard deviation will be used
to measure the variability of the data points around
the mean. It can provide insights into the spread of
outcomes. By utilizing mean and standard deviation
together, it provides better understanding of the data.

15
16