MANIFESTATION OF BULLYING IN IP’S SCHOOL

AND ITS IMPLICATION

An Undergraduate Thesis
Presented to the Faculty of College Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel, Inc.
Koronadal City

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education
Major in English

LOVELYN S. DONES
May 2023
 Chapter l

INTRODUCTION

Rationale

Bullying is a worldwide issue and concern not only to children but even

adolescence and adults. This problem occurs when a person is subjected, repeatedly

and over time to negative actions from another person or group. This may happen at

home, in the school, in the community or even in the workplace. Bullying is

redundant, `monotonous, and destructive, power-based behavior of students.

Unfortunately, bullying is an unavoidable part of life especially for children. It is very

frequent and since the beginning of time it has plagued all over the world. It is needed

to look at everything that bullies do, the way it affects both the victim and the bully,

and exactly how much bullying currently occurs in schools.

Hager (2018), physical health consequences of bullying can be immediate, such

as physical injury, or they can involve long-term effects, such as headaches, sleep

disturbances, or somatization. However, the long-term physical consequences of

bullying can be difficult to identify and link with past bullying behavior versus being the

result of other causes such as anxiety or other adverse childhood events that can also

have physical effects into adulthood.

Centers for Disease Control (2019), students who experience bullying are at risk

for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out

of school. Also the Department of Education in the Philippines reported more than 1,700

cases of child abuse or bullying in schools for the years of 2013 and 2014, although the

DepEd lately said that this number is decreasing, and that comes after they issued an

order in 2012 known as DepEd Child protection Policy which states the policy and
 Chapter II

METHODS

This chapter concentrates on the discussion of the research methods and

procedures adhered to by the researcher in order to answer systematically the specific

questions posed for investigation. Specifically, research design, research locale,

research respondents and sampling technique, research Instrumentation, data gathering

procedures, statistical tool, and ethical considerations of the data used for the accurate

data analysis and interpretation were explained in this chapter.

Research Design

This study was utilized descriptive-evaluative design. This research combined a

quantitative approach and descriptive method. Creswell (2018) describes that

quantitative approach is used if the researchers want to identify a research problem

based on the trends in the field or on the need to explain why something occurs. This

research is classified into descriptive research with correlation method. According to

Creswell (2015) correlational research design, investigators use the correlation statistical

test to describe and measure the degree of association or relationship between two or

more variables or set of scores.

Research locale

This study was conducted at Lambusong Elementary School, located at Sitio

Lambusong, Barangay Colongulo, Surallah, South Cotabato, 9512, Philippines.

Lambusong Elementary School, formerly known as Lambusong Primary School is one of

the schools in Brgy. Colongulo, Surallah, South Cotabato. It is exactly located at

06°18‘23“N 124°42’06” E with an elevation of 462 m ASL (Above Sea Level). It is more
 Chapter III

RESULTS

This chapter covers the presentation of data gathered from the questionnaires. It

covers the analysis, and interpretations of data from the responses of the respondents.

Those data were analyzed, discussed and interpreted according to the responses and

researcher’s basis of interpretations to give emphasis to the final result of the study.

The manifestation of bullying in Ip’s school were evaluated and was addressed

accordingly. Tables were given appropriate explanation after analyzing and interpreting

them. In order to provide a clearer understanding of the findings of this study, the

analysis of the responses is presented using weighted mean.

Table 1. Manifestation of Bullying in Ip’s school

Statements Mean Description

1. As an indigenous student, I was called mean names, was made fun of, and teased in hurtful way 4.13 Involved
2. As an indigenous student, other students let me out of things on purpose, excluded from their 3.43 Moderately involved
group of friends, or completely ignored me.
3. As an indigenous student, I was hit, kicked, pushed, shoved around, or locked doors. 3.23 Moderately involved
4. As an indigenous student, other students told lies or spread rumors about me and tried to make 3.80 Involved
others dislike me
5. As an indigenous student, I had money or things taken away from me or damaged. 2.97 Moderately involved
6. As an indigenous student, I was threatened or forced to do things I didn’t want to do. 3.27 Moderately involved
7. As an indigenous student, I was bullied about my race or color. 3.30 Moderately involved
8. As an indigenous student, I was bullied mean names, comments, or gestures with a sexual 3.37 Moderately involved
meaning.
9. As an indigenous student, I was bullied with cruel messages or hurtful photographs using a 2.93 Moderately involved
cellphone or internet.
10. As an indigenous student, I was bullied in other forms that weren’t mentioned. 3.53 Involved
11. As an indigenous student, I have been intimidated by my peers, such as threatened, and 3.67 Involved
scared victims.
12. As an indigenous student, I have been extorted by my peers, such as being blackmailed, and 2.90 Moderately involved
exacted.
13. As an indigenous student, I became afraid of joining school activities. 2.97 Moderately involved
14. As an indigenous student, I find it difficult to maintain good relationships with others. 3.27 Moderately involved
15. As an indigenous student, I have been isolated by my peers, such as being excluded from 3.27 Moderately involved
social circle.
16. As an indigenous student, I have been verbally bullied by my peers, such as being cursed at, 3.27 Moderately involved
and ridiculed.
17. As an indigenous student, I have been physically bullied others, such as slapping, and pushing 3.23 Moderately involved
around.
18. As an indigenous student, I always choose friends carefully and wisely. 2.80 Moderately involved
19. As an indigenous student, I try to make myself agreeable to others in many ways. 2.97 Moderately involved
20. As an indigenous student, I became cautious when speaking to others. 3.30 Moderately involved
Weighted Mean 3.28 Moderately
Involved
Legend:

Scale Range Description l Interpretation

1 1.00-1.8 not involved at all
2 1.81-2.6 less involved
3 2.61-3.4 moderately involved
4 3.41-4.2 involved
5 4.21-5 highly involved
 Chapter IV

DISCUSSION

This chapter summarizes conclusions and recommendations based on the

gathered data about this study.

To know the results, the researcher conducted a checklist and questionnaire

form on the manifestation of bullying in Ip’s school and its implication, weighted mean

was the statistical tool used for tabulation and interpretation of the study.

This study aimed to determine the manifestation of bullying in Ip’s school. The

respondents of this study were the thirty (30) pure blooded T’boli pupils of grade 6 in

Lambusong Elementary School.

Manifestation of bullying in Ip’s school

In the study of Johnson (2018) that the pupils on the manifestation of bullying

and its implication shows that many of the bullied students claimed to have had intense

emotional stress, which had a significant impact on their academic performance and

attendance at school. Based on the study of Johnson (2018), Researchers and

educators must first appropriately analyze the incidence of engagement in school

bullying in order to properly decide which interventions would minimize the bullying

incidents in Ip’s school.

The result was similar to the study entitled concepts and experiences of bullying in the

elementary level with the intention of exploring and elaborating the concept of bullying in

the elementary school setting. Based on the experiences and perceptions of the

students, it was revealed that there are different conceptions of bullying. Students in