CH 1-5 Final

Baliwag Maritime Academy
Km.54 Cagayan Valley Road, San Rafael Bulacan
Chapter 1: Introduction
BACKGROUND
“We are all student but, why they do that to me, why do they need to bully me, did I do
something wrong to them, I did my best to be nice to them. I will never go to school anymore!”
Bullying is unwanted, aggressive behavior among children, teen and sometimes including
adults. But on this study we are focusing on bullying on school elementary, junior high school,
senior high school and even college. Bullying is one of the reason of student being an absentee. It
can cause mental stress to other students who is a victim of bullying that can lead to depression
and sometimes it can lead to serious problem like suicide.
The student who bully other might feel like they we’re superior to the other student. And
sometimes they lash they’re hatred to other student. Bullying can one of major school problems
even anti-bullying campaign cannot stop bullying that easily. And the even Republic Act no.10627
or the act of the act requiring all elementary, secondary schools and senior high schools to adopt
policies to prevent and address the acts of bullying in their institutions cannot stop the bullying
incidents.
There are many types of bullying including verbal abuse, social abuse and physical abuse.
But the student who bully other student is also a victim of bullying it seems that is impossible, but
it is true that the who others the one who been the victim of the bullying.
Bullying can during happen at school hours or even after school hours. Most bullying
incident always happened within school yards, but it can also happened outside the school yards.
Bullying can be dangerous on students specially, if that student has the behavior that can
easily be down that will lead to serious mental damage on the student
On this day not only in physical or verbal but cyber abuse is one of the most rising bullying
incident happen on our generation.
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Bullying : Its effect to the academic performance of Senior High School student
The student who bully others think that the student that he/she bully is weak. So it may one
of the factors of bullying. Inferiority complex and Superiority complex is one of the factors of
bullying. Student who lack of confidence is sometimes the victim of bullying.
On this study we will search the most exact facts why bullying incident happen on school
and why it effect the students overall academic performance. We will surely give a fine answer
on why bullying affects student academic performance.
Statement of the Problems
The research importance stems of the topic it deals with, which is considered very important for
many parties. Moreover it will enable those concerned know how to deal with the problem of
bullying and its obvious consequences on school students achievement. It also enables the victims
to know how to avoid being bullied.
This study aims to know the effects of bullying on academic performance in senior
high school students in their academic performance.
Specially, it answer to the following questions:
1.) What bullying can do student who easily be traumatized.
2.) Why we should avoid bullying.
3.) What pushes bullies to bully others.
4.) For bullies to know what is the effect of they did with their victim.
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Significance of the Study
Students
Can be benefit in this study because it will know how to avoid bullying and students will know
what is the negative impact on students who been a victim of bullying.
Teachers
It can also benefit teachers because it will awareness and it can cause to teachers to present
campaign to stop bullying furthermore.
Parents
The parents can be benefit in this study because will make any parents to know that their child
been bullied at school so that the parents can confront the child to confess that he/she is a victim
of bullying before worst outcome can happen like student taking his/her own life.
Scope and Delimitation
This research was limited to an analysis opinion of the senior high school student. The
respondents are the Senior High School student. The respondents are maybe male or female. The
coverage of this research is to determine the number of student that experienced the bullying and
its effects on their academic performance.
This research focused on the victims of bullying, for the senior high school students who
experienced bullying. And on what is the effects of bullying on their academic performance. To
know what is t worst outcome if the bullies continue to bully other student.
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Chapter 2
Review of related Literature
The literature provides insight into how bullying is defined and the factors that need to be
considered when defining it. The literature also gives information on student experiences,
highlighting the barriers and challenges for students with or without exceptionalities. It also
provides information on professional recommendations for teachers in terms of their beliefs and
practices.
Bullying is a form of aggression in which there is an imbalance of power between the bully
and the victim that occurs largely in the context of the peer group (Mishna, 2003). Bullying is
identified as one of the most prominent problems faced by children in the education system, as
well as one of the most significant health risks (Raskauskas &Modell, 2011). Peer victimization is
a serious worldwide problem and is a predictable, accepted, and often unspoken, painful part of
childhood (Mishna, 2003). In Canada, reported rates of bullying vary from about 15% to 25% of
students being bullied (Beran,Hughes & Lupart). Recognition of the seriousness of bullying has
led to the accumulation of a large body of research. Norwegian researcher Dan Olweus has
contributed significant research to bullying. By most accounts, youth-on-youth victimization or
bullying empirical research began, or at the very least grew, with the focus of Olweus in the late
1970s. Much of the early research was conducted outside the US and focused on over bullying,
but the research has expanded into a much broader scope (Brank, Hoetger & Hazen, 2012). Olweus
states that approximately 15% of students are bullied regularly (Banks, 1997). It has been
demonstrated that bullying is unpredictable, occurs in all types of schools, is more prevalent in
early adolescence, and may have lifelong consequences (Rose & Monda-Amaya, 2012).
Nansel and colleagues published the first large-scale study of bullying in the United States in 2000.
After surveying 15,000 adolescents, found the prevalence of student involvement high, with nearly
30% of students reporting experiences of bullying.
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The authors also found a substantial relationship between involvement in bullying and
lower self-perceived academic achievement (Glew, Fan, Katon, Rivara & Kernic, 2005).In
understanding how prevalent the issue of bullying is among students with disabilities, it is
relatively unclear because research focusing on this demographic is limited. However, experts
agree that children with disabilities are harassed by peers at higher rates than their peers without
disabilities (Raskauskas & Modell, 2011). Bullying can have an overwhelming impact on students’
performance, emotional health and wellbeing, and ability to reach their true potential.
Victimization can also hinder a student’s ability to learn in the school environment and can impede
on the ability of students with disabilities to obtain the education critical to their development
(Raskauskas & Modell, 2011).Victimized children describe themselves as unpopular, unhappy,
and unsafe at school. They tend to lack friends and to be rejected by peers. These children report
feeling afraid in school, reacting negatively toward school, and consequently avoiding school more
often than their peers (Mishna, 2003). Students who reported that they did not feel safe and that
they did not belong at school were more likely to be involved in Bullying. Children who said
they were sad most days had higher odds of being either bullies or victims. Lower achievement
scores were associated with being a victim orbully-victim (Glew, Fan, Katon, Rivara & Kernic,
2005). Students who are involved in bullying have decreased motivation and their grades may thus
deteriorate (Mishna, 2003).Research on peer rejection has also considered the relationship with
academic achievement and school adjustment. Woods and Wolke (2004) state that “Peer rejection
predominantly assessed by standardized scores that are comparable across classes and school, but
does not take into account individual bullying roles within classes” .A study done by Schwartz,
Farver, Chang, and Lee-Shin (2002) considered the academic behavior and school adjustment of
children over the first year of school life and reported that rejected children had less promising
school perceptions, significantly higher levels of school avoidance and considerably lower school
performance (as cited in Woods &Wolke, 2004).
Previous literature supports the hypothesis that bullying impairs concentration and
subsequent academic achievement in victims specifically (Glew, Fan, Katon, Rivara & Kernic ,
2005). Victims of bullying may lose interest in learning and experience a drop in academic grades
because their attention is distracted from learning. Studies have found that male victims of
bullying have lower academic grades than their peers. Nine in 10victims of bullying experienced
a decline in academic grades (Ma, Stewin & Mah, 2001). Olweus describes victims as socially
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weak, shy, and anxious (as cited in Brank, Hoetger & Hazen, 2012). They are more emotionally
distraught and socially ostracized than their non-victim peers. Victims may also perform more
poorly in school and avoid school in order to avoid victimization. Experiencing victimization can
lead to poor academic performance and attachment to school, leading to absenteeism and bad test
scores. Students may avoid school to escape victimization (Brank, Hoetger & Hazen, 2012;
Mishna, 2003). Being the victim of bullying can lead to a heightened risk of psychological side
effects, such as depression, suicidal attempts and ideation, and poorself-esteem. Skapinakis et al.
(2011) found that victims were more likely to report suicidal thoughts than were bullies. These
negative psychological effects have been found to persist into adulthood (as cited in Brank,
Hoetger & Hazen, 2012).
Victimization experiences serve as a foundation for school adjustment problems (Juvonen,

Yueyan & Espinoza, 2011). Juvonen, Yueyan and Espinoza (2011) claim that: bullying
experiences affect victims’ adaptive functioning and academic achievement in both direct and
indirect ways. More bullying predicted lower levels of standardized achievement scores and grade
point averages. Predictive associations between peer victimization and academic difficulties were
partly accounted for by increased levels of depression.
The most frequently tested indirect model believes that emotional distress caused by
negative peer encounters inhibits learning and performance. In other words, it is assumed that a
student who is victimized by peers becomes worried about getting ridiculed or beaten up and
therefore stops participating in class or has trouble concentrating on the academic tasks. Overall,
they found that students who are more bullied were more likely to receive lower grades and engage
in less academic tasks than did other students (Juvonen, Yueyan & Espinoza, 2011).
A recent study reported that children who exhibited poor academic performance in school tended
to emerge as frequent targets of bullying (Woods & Wolke, 2004).However, it was only the
aggressive victims who were likely to be characterized by poor school performance. Woods and
Wolke (2004) posit that the relation between involvement and achievement is unclear:
“What remains to be established by research studies is whether poor academic achievement

leads to bullying involvement or whether being bullied leads to poorer school achievement,
possibly mediated by less participation in school”. Their research and review of the literature
reveals a noticeable gap concerning the possible causal pathways between bullying behavior and
academic performance and the direction of influence. Based on the research and characteristics
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common to children with Learning Disabilities and children who are bullied, there is reason to
believe that children with L Dare at greater risk of peer victimization. LD children “and
involvement in bullying each pose a risk for problems in academic adjustment”. Carter and
Spencer’s (2006) research on students with a range of exceptionalities (including learning
disabilities) demonstrates that a limited social awareness increases vulnerabilities in schools and
makes them prone to victimization (Carter & Spencer, 2006).Academic problems lead to
difficulties such as poor self-esteem, frustration, and other barriers to developing social skills.
These limitations hinder a student’s ability to interact and communicate with other students,
causing bullying and victimization to occur more often than not. A finding from Mishna’s study
of children and youth in Ontario shows that children and youth with LD are more likely to be
rejected and neglected by their peers. Approximately 25% to 30% of students with LD are socially
rejected, whereas 8% to 16% of their peers without LD experience social rejection (Mishna, 2003).
One-way that LD has been thought to contribute to problem behavior, is by affecting

children’s communicative skills. Successful communication depends on coordination of: language
skills, both syntactic and semantic; cognitive operations; and social processes, such as social
perception of nonverbal cues. Research indicates that LD children exhibit several shortfalls in the
expression and interpretation of verbal and nonverbal communication (Kaukiainen, Salmivalli,
Lagerspetz, Tamminen, Vauras, Maki& Poskiparta, 2002).
Students in special education classes are victimized more often than those in more inclusive
settings. This outcome may be because isolation from the mainstream education students can limit
opportunities to learn social skills and develop a protective group of peers (Raskauskas & Modell,
2011). Several bullying-awareness organizations cite Mishna’s (2003) statistics that children with
special needs are two to three times more at risk of being bullied. They may have particular
characteristics which make them an obvious “target”; mainstream settings are less well integrated
socially and lack the protection against bullying which friendship gives; and, those with behavioral
problems may act out in an aggressive way (Smith, 2013). “Often just being different in a
noticeable way” can put a student at risk for victimization (Rose & Monda-Amaya, 2012,
Although several factors may make students with disabilities more vulnerable to victimization,
basic social skills instruction may decrease involvement. Overall, students Bullying and Academic
Success 16with disabilities must develop a sense of self-worth and belonging in the educational
and social setting (Rose & Monda-Amaya, 2012).
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A popular way to address bullying is through school and teacher intervention programs.
These interventions may be introduced at the individual, classroom, or school level and can be
used as a way to prevent or address bullying. In general, these programs focus on educating the
members of a school on how to recognize bullying and what to do when bullying is present (Brank,
Hoetger & Hazen, 2012). The Accepting Schools Act(Bill 13), which was passed in June of 2012,
“Requires that all school boards take preventative measures against bullying, issue tougher
consequences for bullying, and support students who want to promote understanding and respect
for all” (Ontario Ministry of Education, 2012). An anti-bullying program should include training
on the importance of respecting others, accepting differences, and bullying empathy. Training
should include components in tolerance, empathy, and respect (Raskauskas & Modell, 2011).
Various individuals, including school administrators and the students themselves, must take
responsibility for reducing bullying in our schools. “Initial structures for addressing bullying at the
school level, such as collaboration and problem solving, targeted interventions, professional
development, and student awareness initiatives, should be in place at each educational facility”
(Rose & Monda-Amaya, 2012). Much of the content of an anti-bullying program can be delivered
to students with exceptionalities using the same methods that teachers (both mainstream and
special education) already use to deliver academic program content. However, some students with
disabilities may need additional modifications in the delivery of the anti-bullying program
(Raskauskas & Modell, 2011). Raskauskas and Modell (2011)
Since victimized students often lack age-appropriate social skills, teachers must promote
these skills by incorporating social skills instruction into daily teaching. Roseand Monda-Amaya
(2012) provide examples for incorporating social skills into daily instruction: “During structured
group time, teachers could use role-playing, social vignettes, conflict resolution, and character
education that incorporate both academic attainment and social problem solving. These activities
can include, but are not limited to, awareness training (e.g., understanding disabilities), effective
group communication, taking turns, asking questions, expressing thoughts and ideas,
collaboration, and task completion” . By incorporating social skills throughout the curriculum,
students have the opportunity to learn and practice their skills in a supportive and comfortable
environment, which could ultimately decrease victimization (Rose & Monda-Amaya, 2012).
Teachers should be aware of particular behaviors that may predispose students with disabilities to
victimization or perpetration (Rose & Monda-Amaya, 2012).Proactive strategies to avoid
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victimization within a school are to include a whole school policy on bullying, effective
playground supervision, and curriculum work in the classroom (Smith, 2013). Although early
intervention is a vital way to decrease bullying among the school-age population, this level of
intervention is not always possible because of the complex social nature of bullying. Therefore,
teachers must methodically address bullying in their classrooms to prevent future incidences,
decrease the existing occurrences, and address the persistent bullies and victims in the classroom
or school (Rose & Monda-Amaya, 2012).
The key to any successful anti-bullying program is a “whole-school” approach. This
approach creates a supportive school atmosphere, where children feel safe to report incidences and
are assured that staff care and will respond to reports of bullying. The whole-school approach
involves educating and involving everyone affiliated with the school about bullying and their roles
in changing the culture (Raskauskas & Modell, 2011). All staff, faculty, and students – as well as
parents, need to be included in anti-bullying programs. The inclusion of students with disabilities
in bullying programs is critical in order to truly address the “whole school” (Raskauskas & Modell,
2011). As away of getting parents involved in anti-bullying, a parental awareness campaign can
be conducted during parent-teacher conference days, through parent newsletters, and at PTA
meetings. The goal is to increase parental awareness of the problem and point out the importance
of parental involvement as a means of reducing bullying within the school (Banks, 1997).
Research suggests that support from friends and family is important in buffering the effects
of victimization. Rothon, Head, Klineberg and Stansfeld (2010) reported that the negative effects
of victimization on academic performance were lessened when the student had peer social support.
As well, family support decreased the depressive symptoms attributed to victimization (as cited in
Brank, Hoetger & Hazen, 2012). In fact, it was found that middle school–aged females who were
bullied, but had parental support, were less likely to display harms from being bullied. Warm and
positive family relationships and environments seem to protect children from the negative effects
of being bullied. Teachers too can have a positive effect. The positive support of teachers and
friends decreases the negative effects of bullying on quality-of-life ratings (Brank,Hoetger &
Hazen, 2012).
It is frequently noted that victims of bullying, especially those with disabilities, do not
acquire age-appropriate social skills. Therefore, programs or strategies employed to prevent
bullying must take into account the suitable approaches for providing students with disabilities
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sufficient opportunities to learn, practice, and use age-appropriate social skills in a safe
environment. Providing structured opportunities in the classroom for group and individual social
interactions allow students to develop social skills through connections made with others (Rose &
Monda-Amaya, 2012). Rose and Monda-Amaya (2012) suggest: “Cooperative learning groups can
serve as a vehicle for teachers to facilitate students’ learning and validation of age-appropriate
social skills among their same-age peers.
The literature shows that students with exceptionalities are bullied to a greater degree than
students without exceptionalities, as they often do not have the social skills to interact and
communicate with other students. Students who experience bullying by their peers are affected
academically as the bullying puts a strain on their desire to attend school and their ability to focus,
which in turn inhibits learning and success in the classroom. The following chapter provides the
methodology and procedure that is used in this study including information about the participants
and data collection instruments.
Review of Related Studies
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 is a developmental stage that most youth
will experience then get over. But not everyone gets over the personal trauma that can come with
bullying both for the victim and the bully. This is why it is seen happening by adults in work
places, in homes, and in the community. Therefore, 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 & Hathorn, (2006)
Because adolescence is a difficult time in a 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.
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High school is the last opportunity educators have to work with students at building
citizenship, building character, and building self-responsibility. For some students this may be the
last opportunity for an intervention to change behaviors and attitudes associated with bullying or
victimization before they become adults in the workplace, with a family and in the community at
large.
In the 1970s Dan Olweus began extensive research on the causes and effects of bullying in
Scandinavian schools and has since been a leading voice on this topic. But it is only in the last ten
to fifteen years that researchers in North America have been actively studying the causes that lead
to bullying, the long and short term effects it has on students, and how schools and communities
can effectively reduce incidents from occurring as well as intervening and supporting students
when it does. This research is a result of the increase of school violence and the media coverage it
has received. On one hand, the sensationalism of school violence has very much been needed to
wake up generations of educators, parents, and students to say ‘the behaviors leading to this
violence are not okay in my school, they are a problem and we need to find a way to fix it’.
However, on the other hand, reacting out of fear for the worst is not the best approach either,
because it gives a message of fear to staff and students that school violence will be the end result
if these behaviors are not taken care of. While this violence is a real threat that schools have been
facing and educators do need to be aware of it, prepared for it, and actively working towards ending
it; the fear of school violence should not be the sole reason that schools need to watch more closely
for bullying behaviors. For years students have been experiencing power struggles,
embarrassment, fear, isolation, guilt, loss of self-esteem, loss of friends; issues that follow a person
into their adult years if they are not intervened. This alone should be enough of a concern to
educators, parents and students to want to work towards finding better solutions to bullying and
harassment issues in school, not the fear of it escalating to school violence. In defining what
bullying is, many researchers have quoted Olweus’ work, which defines bullying as occurring
when a student is exposed to negative actions repeatedly and over time by one or more students
(Ross, 2002, p.106). While this definition is widely accepted around the world, it leaves some
researchers wanting more clarification. If the same person repeats similar negative actions, one
time, to multiple people; is it bullying? If one person receives a negative action, one time, from
someone who has done this to other students; have they been bullied? The problem with this
definition is that this can become a very blurred line of intent versus perception and the power
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differential that was experienced by both parties in this one-time event. For schools that are
implementing zero tolerance policies for bullying, when do the teachers and administrators act on
these behaviors? As Ross points out (2002, p, 106), “the problem with the repeated occurrence
requirement is that the waiting period heightens the negative effects on the victim, allows the bully
to feel rewarded, increases fear in onlookers, and makes intervention amore lengthy process”.
Therefore, more diligence in acknowledging negative behaviors and language in the hallways and
classrooms is needed by staff and students. Perhaps by pointing out a one-time behavior, it will
prevent it from becoming a bullying behavior.
Unfortunately, witnessing the negative actions is not always obvious for staff or other
students because bullying can be physical, relational or psychological. There can be direct
behaviors such as “teasing and taunting, racial, ethnic, and sexual slurs or harassment, threatening,
hitting, and stealing” (Harris, Petrie & Willoughby, 2002), is what most people think of when
bullying is mentioned and can be acted on immediately. But indirect behaviors such as spreading
rumors, socially excluding students, and dirty looks in passing are much harder to catch or prove.
Research shows that middle school has the highest rates of bullying than any other school level.
At this level, bullying is both direct and indirect and the percentages of incidents that occur are
approximately the same for both males and females, however males were slightly higher for both
bullying and being bullied. Harris & Hathorn (2006,) quote astudy indicating that “86% of junior
high students indicated that they had been bullied”. Although the number of incidents decreases,
it does continue to happen through high school. Harris & Hathorn (2006) state that “in secondary
schools, bullying is more indirect and is more likely to occur with an older student bullying a
younger student”. They have categorized these indirect behaviors into four categories; relational
aggression, verbal bullying, racial bullying, and other. Relational aggression refers to behaviors
such as “giving hurtful nicknames, making humiliating remarks, mocking, and making others feel
alone at school…it is emotional violence that inflicts harm on others through the use of
relationships” (Harris & Hathorn, 2006). Verbal bullying is the most common form. Combine
verbal bullying (action) with racial bullying / minority bullying (reason) and it is the majority of
bullying taking place in secondary schools. Harris & Hathorn (2006) state that the following statics
were found in studies they and their associates have completed on bullying in grades 7 - 12
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• 74% of students have sometimes been called hurtful names.

• 62% of students have sometimes witnessed teasing happening at school, more girls than boys
were the victims of this bullying.
• 13% of students have often been called insults based on their race, ethnicity, religion,
gender, sexual orientation, and disability.
The final category termed other includes forms of bullying such as educational bullying,
when there is a power imbalance due to learning weaknesses; and mindless bullying, when the
bully does not fit the bully profile and believes they are not causing harm when they are (teasers
may fit in this category). The locations that negative actions are taking place in vary with the ages
of the students as well as the type of bullying going on. For example, when bullying behaviors are
direct (hitting, name calling, stealing), they typically occur when there is low supervision, for
example, during recess or to and from school. However, many indirect forms of bullying take place
inside the classroom or in the hallways right in front of teachers and other students. Harris &
Hathorn(2006) summarize that 48% of elementary students reported that bullying happens at
recess and only 28% reported it happened in the class. In middles schools, 52% of students reported
bullying happening more frequently in the classroom, but it decreased on the playground. In high
schools, 62% of students were sometimes aware of bullying happening within their classroom and
21% were aware it was happening often in the classroom. During break times, such as lunch and
at extra-curricular activities, 50% of students reported being aware that bullying was sometimes
happening. Harris & Petrie (2002) have summarized research by Olweus and Rigby about the
difference in gender, frequency and types of bullying that is taking place in school. They state:
In general, more boys than girls bully others, and more girls than boys report that they were bullied,
yet more boys than girls are victims of bullying. Direct physical bullying is more common among boys,
while girls typically use more subtle, indirect forms of harassment.
Harris & Hathorn (2006) explain the gender difference further stating that boys both bullied
and got bullied more frequently than girls. It tended to be more physical bullying in the younger
years, but became more verbal bullying in the senior years and was usually because of their
victim’s physical weakness and social connections. They also indicate that “although girls were
vicious with acts of social exclusion, rumors, and name-calling, girls were also more sympathetic
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to their victims than boys. Consequently, there is evidence of more emotional scarring in girls who
are bullied than in incidences of bullying in boys”. Girls tended to bully because of their victim’s
looks and body type, emotional instability, and academic standing. By verbally attacking their
victim’s characteristics and personality, female victims internalized the bullying, lowering their
self-esteem more than male victims who experienced physical bullying. Interestingly, also due to
the type of bullying, female bullies (reflectively) were more sympathetic towards their victims
than male bullies. (Ross (2002) also states in her research that “15% to 20% of all students will
experience some form of bullying during their school years and between 10% and 20% of children
are bullied often enough for them to consider it a serious problem”. Harris & Hathorn (2006)
indicate that bullying is most likely to decrease as students get older. They report that “incidences
of bullying in boys decreased from 50% at age 8 to 7.5% at age 18” and “incidences of bullying
in girls decreased from 35% at age 8 to 14.5% at age 18”. Although they are lower numbers, 7.5%
and 14.5% are still large numbers; that is just under one quarter of the student population that is
still using bullying behaviors at the brink of adulthood. Harris & Hathorn (2006) go on to say that
“although incidences of bullying decrease as children progress through school, the boys and girls
who are identified as serious bully offenders remained constant year after year”.
Despite the numbers being lower, why is bullying and harassment still happening by the
end high school? In general, the answer is woven through two key components; the victim-bully
cycle and the lack of, or wrong type, of intervention. Although this may not be the experience for
all bullies or victims, the victim-bully cycle takes place when someone who has experienced being
the victim of bullying craves power that has been lost, learns the behaviors and applies them to
someone they deem weaker and therefore become the bully. There are two key times in school that
this cycle takes place, one is at the beginning of school, usually early elementary, and the other is
during adolescence (Ross, 2002). The younger group has most likely learned this behavior from
home and has experienced bullying either from a parent or and older sibling. The adolescent group
has likely learned this behavior from school, or the community, and experienced bullying from
other students at a younger age. A third possible time this cycle takes place is in adulthood. It could
occur when a person achieves a position of power within their career, or it could occur once a
person has a position of power within a family (Ross, 2002). This is how the victim-bully cycle
gets perpetuated through generations. Intervening in the victim-bully cycle needs to happen on
multiple levels for the most effective results (Ma, 2001). Interventions within the family are
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extremely important, but educators, especially by high school, do not always have access to or a
relationship with the parents of the student in question. Schools need to have supports available
for the family should they choose to use them, but they also need intervention strategies to work
with at the school. To begin with, schools need to adopt and maintain a whole-school prevention
program. By creating solid policies addressing harassment and assessing them annually, it
communicates to all students, staff, administrators, and parents what behaviors are not acceptable,
why, what will happen if they occur, and what procedures will need to take place if they do. Parents
of the school and community leaders are asked to be partners in this program so that the same
information is overlapped in multiple areas of the students’ lives. The school acts as a moderator
of this information, providing evening workshops and presentations for the community, connecting
parents to outside supports, and providing students with developmental and comprehensive
programming that addresses the multifaceted issues that surround bullying, self-development, and
citizenship. The whole-school program works toward building a safer, more welcoming and more
open climate for everyone and will be discussed further later in the paper. Dupper & Meyer-Adams
(2002) state that “working toward a positive school climate involves dedicated individuals who
are making conscious efforts to enhance and enrich the culture and conditions in the school so that
teachers can teach better and student can learn more”. For students that are actively bullying or
getting victimized, individual and/or group counseling should be provided as an intervention by
the school’s counselor and/or support services team. However, before counselors can help create
appropriate interventions, first there must be an understanding of who the student is and what their
experiences with bullying have been. They may fall into one or more category; bully, victim, bully-
victim, or bystander. Each category requires different types of information and supports in order
to effectively change their behaviors based on their socio-educational development and
experiences with bullying.
Ross (2002) summarizes characteristics of bullies, home environments that breed bullying
behaviors and possible outcomes for bullies who do not receive interventions for their behavior.
She has echoed Olweus’ work explaining that within the category of bully there are primarily two
distinct groups; aggressive bullies and anxious bullies. The characteristics of aggressive bullies
tend to be that they are stronger than average, active, and impulsive. They use threatening
behaviors or postures, can be easily provoked, and have an underlying positive attitude to violence.
They may experience their world through paranoid thoughts and feelings, are skilful in avoiding
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blame, and feel no empathy for their victims or remorse for their actions; often perceiving their
actions as less severe then how the victim perceives them. Amajor difference between aggressive
and anxious bullies is their self-esteem. While aggressive bullies typically have popularity among
their friends and a higher level of self-esteem, anxious bullies lack confidence, have low self-
esteem, and have few friends. They often display uncontrolled emotions such as temper outbursts.
Because of their low self-esteem and eagerness for friends, they are often loyal followers of the
aggressive bullies. Anxious bullies will often join in to a bullying incident that an aggressive bully
has started and take the blame for it to prove allegiance .There is a third group of bullies that is
defined more as a subgroup of the aggressive bullies, or the hard core of a bullying sphere. Their
characteristics overlap those of the aggressive bullies, but the key difference is that they are cold
and manipulative. They are highly skilled experts in social situations, using subtle, indirect
methods of interactions with others organizing groups of followers who will do their dirty work
leaving them blameless. This group may display extreme anti-social behaviors and do not fear
negative consequences making any type of intervention or counseling very difficult and
ineffective.
Social learning theory explains the development of bullying behaviors and attitudes in the
family. Children that witness aggressive behaviors in the home and experience in consistent
feelings of safety and love have a likely chance of becoming bullies once they enter school. Ross
summarizes findings that depict mothers lacking in warmth and caring for the child and fathers
that are the authoritative power in the home (p. 111). The parental style of discipline is inconsistent
and the child learns to never know what to expect. Due to this, in moments of uncertainty the child
will expect the worst and act accordingly. The parents have unusually high tolerance for child’s
aggressive behaviors toward other children and may encourage physical aggression for conflict
resolution with other children. If the child is punished for something, the parents will use power-
assertive disciplinary methods.
Learning about the environment that these children grow up in, helps to understand how
the victim-bully cycle takes place. Recognizing that these children who have been labeled bullies
are most likely victims of bullying as well is an important factor for more effective interventions
for their behaviors. Ross summarizes a study that was done in Finland explaining that during their
adolescent years bullies are just as likely to be at risk for depression and suicide as victims and
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when depression is controlled it is bullies who have a higher suicide ideation, concluding they are
more like victims than previously believed.
If the bullying behaviors are not intervened then some of these children could continue into
a life of violence and potentially crime. Ross shows in a longitudinal study by Eron & Huessman,
that children who bullied at age 8 had a 1:4 chance of having a criminal record by age 30. Children
who did not bully at age 8 had a 1:20 chance of having a criminal record. Those with criminal
records were convicted of crimes ranging petty theft to serious crimes such as murder. The study
also showed that they did not achieve as well academically (many having dropped out of high
school) or professionally. It also showed that they were socially below the non-bully group and
more abusive to spouses and children. Perpetuating the victim-bully cycle, this study showed that
their children were labeled as bullies as well.
Victims can also be separated into two distinct groups; passive victims and provocative
victims. Passive victims tend to have characteristics such as low self-concept and self- confidence,
be sensitive emotionally and have fears of inadequacy. They tend to be physically smaller and
weaker than other children their age and have ineffective social skills or poor interpersonal skills.
They will often internalize and blame themselves for any issues that arise (Ross, 2002).
Provocative victims on the other hand, are “far more assertive, confident, and active than other
victims and are noted for prolonging a fight even when they are losing (Ross, 2002).They are
described as volatile, aggressive, and create management problems at school. They have very few
friends because they lack social skills. Children may become victims partly due to their
temperament and partly from learned behaviors from their parents. The child may have a shy
temperament and be hesitant to enter social situations or lack social skills that encourage friendship
building. Ross adds that “in some cases there has been too much family involvement in the victim’s
life, with a consequtinability to handle situations on their own” (2002). This overprotection is often
from the mother, but could come from both parents and older siblings.
As bullying behaviors begin and then continue to happen to the victims, their life becomes
“a rapid downward spiral” (Ross, 2002). Their grades drop, their self-esteem is lowered, their self-
blame rises; the longer it goes on the fewer friends they feel they have. Often because of victims’
tendencies to withdraw and avoid, they have not told a teacher or parent that the bullying is taking
place, further reducing any supports they might otherwise have. If victimization continues their
feeling of hopelessness will rise giving way for depression to set in. In extreme cases this is when
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the victim could become suicidal, homicidal, or both. The long term effects for victims of bullying
are social problems and self-esteem problems. As adults, they tend to have little skill or shy away
from social settings, are uncomfortable meeting new people, or may not trust new people. They
may also find themselves in familiar, abusive relationships, not having learned the skills to be
assertive.
A third category to either the bully group or the victim group is the bully-victim. Their
characteristics match both those of the bully and those of the victim, depending on the
circumstance they find themselves in (Holt, Finkelhor, & Kaufman Kantor, 2007).Different than
the victim-bully cycle that takes place over a period of time and is distinctly the victim, then the
bully, a bully-victim will often flip from one category to the other multiple times in a day. This is
an important group to watch for because they have the least amount of support. Similar to a
provocative victim, this group tends to be hyperactive and impulsive, and lacks social skills. Often
they will have few friends, if any because of their lack of awareness of their behaviors. They feel
the negative effects of being both the bully and the victim at the same time. This is the most isolated
group and therefore requires an intervention that is a combination of empathy training,
assertiveness training, and building social skills. Ross (2002), summarizing Olweus’ work, states
“ bullying is intentional, a purposeful act, and consequently, one that can be controlled provided
that there is strong commitment and willingness to work together on the part of all involved: school
personnel, other professionals, parents, and children”. However, as stated above, before schools
can effectively put a whole-school plan into place some groundwork must be securely laid down
first. In this groundwork, principals are vital in the success of the program they implement in their
schools (Ballard, Argus & Remley, 1999; Harris & Hathorn, 2002). They are the conductors of
each category needed in a successful program. Principals must hold students and staff accountable
for their roles in changing the climate of the school and they must allow for the time and man
power implementing a new program will take. Ross (2002) explains that first a solid code of
conduct must be in place and operating smoothly. These clearly stated rules communicate to all
students and staff what the expectation is for behavior and they must be “enforced without
exception”. Bradshaw, Sawyer & O’Brennan (2007) state that: Teachers’ failure to act may also
be attributable to school level factors (e.g., perceived lack of administrative support, lack of a
school-wide policy regarding bullying, the culture of the school), which can lead to passive
intervention strategies when dealing with bullying situations. Moreover, this hesitation to intervene
after the fact may contribute to students’ perception that staff are not doing enough to prevent
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bullying and not responding appropriately when an incident is reported to them…Staff members
should increase communication with students, particularly student victims, regarding their efforts
to manage bullying situations.
Furthermore, this means that specific procedures must be in place if negative behavior
occurs. All staff must be on board, supervising and monitoring their hallways and classrooms and
acting on any inappropriate behaviors taking place. It also means that staff members have are
responsibility and procedure in place if a student reports an incident to them. Harris, Petrie
&Willoughby (2002) state that many students feel that reporting to staff members is unhelpful
because they feel either nothing is done on the staff member’s part or that the intervention is
ineffective and the bullying may get worse. They go on to state that in order for students to feel
safe reporting unacceptable behavior, the school’s environment must be “(a) warm, positive, and
include involved adults; (b) committed to setting firm limits on unacceptable behavior;
(c)committed to consistent application of non-hostile, nonphysical sanctions on offenders; and
(d)characterized by authoritative (not authoritarian) adults” (2002). Harris & Hathorn (2006) state
that “although teachers understood the social context of bullying, they did not understand the best
way to intervene in bullying and many times considered this a personal problem of the individual
rather than a problem requiring a cooperative response”. They continue stating “there must be
increased efforts for staff development and opportunities for students and teachers to engage in
class discussions about bullying”. A recommendation before implementing a program into the
school is to complete a comprehensive survey with the entire school; all students, all staff, all
parents, and even the community around the school. This survey will provide vital information
about percentages of bullying incidents, effects of victimization, locations of incidents, types
(physical/relational), gender of bullies and victims, et cetera. It will also give vital information
about the differences in perception of bullying taking place between students, staff, and parents.
Bradshaw, Sawyer & O’Brennan (2007) state that their study shows evidence “that students and
staff are perceiving the school differently. Rather than relying on just one group’s perspective, the
perceptions of both students and staff should be addressed when evaluating the need for or impact
of a prevention program”. The survey will address how safe the school’s environment feels, what
practices are working well and what needs to be revisited. This survey will act as the initial building
blocks of the prevention program, addressing the deficient areas through education and training
for students and staff. But the survey cannot stop there. It should be an annual requirement,
especially in the early stages of a program. Assessing and evaluating what is and is not working
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well for staff and students is essential in moving the program forward to become the climate of the
school. The information determined in the survey year to year will also indicate to the school what
kind of outreach programs and presentations they can bring in for parents of the school children.
Building a team atmosphere between school and home is essential in every prevention program.
Dupper & Meyer-Adams (2002) recommend that the focus of intervention should not be
the perpetrators and victims alone. They feel “effective intervention must happen at multiple
levels, concurrently”. Along with joining forces with parents, they suggest school-level
interventions such as conflict resolution and diversity training for staff and students. They also
suggest classroom-level interventions such as allotted time for classroom discussions, roleplaying,
and other activities promoting awareness to character education, citizenship and community
building, and conflict resolution. While this particular recommendation works well in elementary
settings because of the format of classroom settings, high schools need to be diligent in planning
and enforcing this through Teacher Advisory Programs, grade-level meetings, workshops and
presentations to the school, or to a particular grade, and getting students involved to run programs
such as Peer Support and Peer Mediation (Casella, 2000). This recommendation is needed to
directly combat the category of bystanders. By educating students that if they are aware of an
incident or are watching one happen and not trying to stop it, or tell an adult, they are bystanders.
Both the victim and the bully perceive the bystanders to be on the side of the bully whether they
are or not. By eliminating the bystander, bullies are less likely to attack a victim and victims will
not feel outnumbered and unsupported. Schools need to plan to have adequate coverage for the
counselling department. Ideally, both a female and male counselor should be available for students
to talk to. Counselling services need to be provided for any student who is concerned with bullying
at the school or in the community, whether they are a victim, a bystander, or a bully. Similar to
there commendation above, this service can happen on multiple levels. The school counselors will
need to take a lead role in a prevention program so as to provide appropriate interventions for
students who are being bullied, students who are doing the bullying and students who are
witnessing the bullying and being affected by the atmosphere of bullying. Ma (2002) states, “ The
cycle of bullying in school may be one of the major reasons why some counseling programs, in
which school counselors treat victims as victims and bullies as bullies, have not worked well”.
Ross (2002) states: Counseling for bullies and victims has been found to be most effective when
part of each session focuses on having each participant begin to understand the motivation and
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feelings of the other one. Bullies need to consider why their victims behave as they do, as well as
how they feel as victims; victims also need to have some insight into what has brought the bullies
to their current unacceptable level of behavior in addition to considering ways (if any) in which
they could try to handle the bullying problem themselves.
These interventions will take place individually and possibly in a group as well (e.g.,
assertiveness training for victims of bullying). The counselors will work closely with parents as
well providing information and possible referrals for further counselling services either through
the divisional clinicians, such as the school’s social worker or psychologist, or to outside agencies
focusing on family counselling. The counselors may also be in charge of running programs such
as Peer Support and Peer Mediation. These programs give students the opportunity to resolve
minor incidents with the help of other students who have been trained in conflict resolution,
empowering students to handle their own conflicts and discourage bullying with positive peer
pressure (Ballard, Argus, Remley , 1999; Harris, Petrie & Willoughby, 2002).Counselors can help
with planning character building, empathy training, and conflict resolution activities for the
Teacher Advisory Program or professional development for staff. This will help both students and
staff to develop and practice the concepts, language and behavior needed to be assertive in
combating bullying within their school.
Conceptual/ Theoretical Framework
INPUT PROCESS OUTPUT
The Bully is the cause of The researcher gain the The victims of bullying
why others student data in the way of will be lessen. Also the
doesn’t want to attend questionnaires, and student who doesn’t have
their classes. search data though a experience of bullying
internet. will be aware.
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Hypothesis of the Study
In this study they report the incidences of bullying in boys decreased from 50% at age 8 to
7.5% at age 18 and incidences of bullying in girls decreased from 35% at age 8 to 14.5% at age
18.This study will help both students and staff to develop and practice the concepts, language.
And behavior needed to be assertive in combating bullying within their school. And the
students will be aware on bullying. Students will know what to do when he/she experience
bullying.
Assumption of the Study
In the study the statistics of crime related to bullying in senior high school students were
expected to lessen and exterminated that can affect in their academic performance. And for the
future generation to be aware in such negative effects of bullying.
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References:
Allen, K. (2010). Classroom management, bullying, and teacher practices. The

Professional Educator, 34(1), 1-16.
Banks, R. (1997). Bullying in Schools. ERIC Development Team, 1-6.
Beran, T., Hughes, G. & Lupart, J. (2008). A model of achievement and bullying:
analyses of the Canadian National Longitudinal Survey of Children and Youth
data. Educational Research, 50(1), 25-39.
Brank, E., Hoetger, L. & Hazen, K. (2012). Bullying. Annual Review of Law and Social
Science, 8, 213-230.
Carter, B. & Spencer, V. (2006). The fear factor: bullying and students with disabilities.
International Journal of Special Education, (21)1, 11-23.
Glew, G., Fan, M., Katon, W., Rivara, F. & Kernic, M. (2005). Bullying, psychosocial
adjustment, and academic performance in elementary school. Arch Pediatr
Adolesc Med, 159(11), 1026-1031.
Government of Canada. (2012). Canadian Bullying Statistics. Canadian Institutes of
Health Research. Retrieved from http://www.cihr-irsc.gc.ca/e/45838.html
Juvonen, J., Yueyan W., & Espinoza, G. (2011). Bullying experiences and
compromised academic performance across middle school grades. The Journal of
Early Adolescence, 31(1), 152-173.
Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H. &
Poskiparta, E. (2002). Learning difficulties, social intelligence, and self-concept:
Connections to bully-victim problems. Scandinavian Journal of Psychology,
43(3), 269-278.
Olweus, D. (1996). Bullying at school: knowledge base and an effective intervention
program. Ann. NY Acad. Sci. 794, 265–276.
Ontario Ministry of Education. (2009). Ontario’s Equity and Inclusive Education
Strategy. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf
Ontario Ministry of Education. (2012). Safe and Accepting Schools. Retrieved from
http://www.edu.gov.on.ca/eng/
Ma, X., Stewin, L. L. & Mah, D. L. (2001). Bullying in school: Nature, effects and
Page 23 of 61
remedies. Research Papers in Education, 16(3), 247-270.

Mishna, F. (2003). Learning disabilities and bullying. Journal of Learning Disabilities,
36(4), 336-347.
Raskauskas, J. & Modell, S. (2011). Modifying anti-bullying programs to include
students with disabilities. Teaching Exceptional Children, 44(1), 60-67.
Rose, C. & Monda-Amaya, L. (2012). Bullying and victimization among students with
disabilities: effective strategies for classroom teachers. Intervention in School and
Clinic, 48(2), 99-107.
Rothon, C., Head, J., Klineberg, E. & Stansfeld, S. (2010). Can social support protect
bullied adolescents from adverse outcomes? A perspective study on the effects of
bullying on educational achievement and mental health of adolescents at
secondary schools in east London. J. Adolesc, 34, 579–88.
Schwartz, D., Farver, J. M., Chang, L., & Lee-Shin, Y. (2002). Victimization in South
Korean children’s peer groups. Journal of Abnormal Child Psychology, 30, 113–
125.
Skapinakis, P., Bellos, S., Gkatsa, T., Magklara, K., Lewis, G., et al. (2011). The
association between bullying and early stages of suicidal ideation in late
adolescents in Greece. BMC Psychiatry, 11, 1–9.
Smith, P. (2013). School bullying. Sociologia, Problemas E Praticas, 71, 81-98.
Turner, D. (2010). Qualitative interview design: a practical guide for novice
investigators. The Qualitative Report, 15(3), 754-760.
Woods, S. & Wolke, D. (2004). Direct and relational bullying among primary school
children and academic achievement. Journal of School Psychology, 42(2), 135-155.
Ballard, M., Argus, T. & Remley, T. (1999). Bullying and School Violence: A proposed
prevention program. NASSP Bulletin 83 (607) 38-47.
2Bradshaw, C., Sawyer, A. & O’Brennan, L. (2007). Bullying and peer victimization at school:
Perceptual differences between students and school staff. School Psychology Review, 36
(3) 361-382.
Casella, R. (2000). The benefits of peer mediation in the context of urban conflict and program
status. Urban Education 35 (3) 324-355.
Dupper, D. & Meyer-Adams, N. (2002). Low-level violence: A neglected aspect of school
culture. Urban Education, 37 (3) 350-364.
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Definitions of Terms
Authorities-(noun) a person or organization having power or control in particular, typically

political or administrative, sphere.
Bully-(noun) a person who uses strength or power to harm or intimidate those who are weaker.
(verb) to use superior strength or influence to intimidate(someone), typically to force him or her
to do what one wants a local man was bullied into helping them.
Bystander-(noun) a person who is present who is present at an event or incident but does not
take part.
Insult-(verb) to speak to or treat with disrespect or scornful abuse.
Kick-(verb) to strike or propel forcibly with the foot.
Punch-(verb) to strike with the fist.
Tattle-(verb) to report another’s wrong doing.
Victim-(noun) a person harmed, injured, or killed as result of a crime, accident, or other event or
action.
Victimize-(verb) to single [someone] out for cruel or unjust treatment
Page 25 of 61
Chapter 3
Research Design
The selected respondents were asked to answer the given questionnaires to know their
perceptions about the effects of bullying on academic performance among senior high school
students. We, the researchers used the quantitative method for us to more validate the study we
are handling. Quantitative researcher gather empirical evidence that is within the realm of the
sense. The method used in the analysis of data is usually statistical in nature. The resulting
information from the study is usually quantitative or measurable. Then we used the survey
method which is a series of questions for the purpose of gathering information from respondents.
Respondents of the Study
Table I. Number of respondents in Senior High School
Year level Respondents

Grade 12 50 Male
50 Female
Grade 11 50 Male
50 Female
Total 200 SHS Students
The senior high school department of San Miguel National High School where consist of
estimated population of 800 students. The researcher tried their very best equally look for 100
respondents in every year level. 50 Female and 50 Male from Grade 12. And also in Grade 11.It
has total of 200 students. To validate the study they are to do.
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Instrument of the Study
The instruments employed in the study were the survey forms for the senior high school
students. This instrument was described as follows:
The Survey Questionnaires for the Senior High School Students. The study used a
questionnaire as the main research instrument. The survey questionnaire for the senior high school
students were composed of one part only. The survey was composed of 20 items of question. That
answered in the way of shading the choices.
Validity and Reliability
The questionnaire underwent in validation. It was reviewed and signed by Ms. Emalyn R.
Chua Practical Research 1 Teacher of Baliwag Maritime Academy to validate the questionnaire.
Two hundred Senior High School Students of San Miguel National High School were
requested to answers the questionnaires. The result were checked and analyzed. The questionnaire is
already valid, reliable, and ready to use.
Statistical Treatment
The data gathered through instrument (Questionnaire) we organized and presented in table of
percentage was used for numerical description expressed mathematically as follow:
F= Frequency of respondents
N= Total number of respondents 𝒇
P= percentage 𝒇 = 𝒙𝟏𝟎𝟎 = 𝒑
100%= constant 𝒏
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Sample Questionnaire
Name(optional):_____________________________________ Grade & section: _____________
Direction: Put a check on the box given to your chosen answer.
1. During this school year how often have you seen someone being bullied?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
2. During this school year how often have you been bullied at school?
□ Never.
□ Every day.
3. How were you bullied?

□ I haven’t been bullied.
□ I have been teased and called names.
□ I have been hit, kicked or pushed.
□ Others leave me out of their group.
□ Others have taken my belongings.
□ Others don’t sit by me or talk to me.
□ Others say they will hurt me.
□ Others try to hurt me on the way to and from school.
□ Others bully me by phone or text message.
4. How many kids have bullied you?

□ I haven’t been bullied.
□ One kid bullies me.
□ Two or more bully me.
□ Lots of kids bully me.
5. During the past year how often did you miss school because you felt unsafe, uncomfortable or
nervous at school or on your way to or from school?
□ Never.
□ Every day.
6. If you have saw bullying at school, what would you do?

□ I haven’t seen any bullying.
□ Ignored it as none of my business.
□ Nothing, just watched.
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□ Joined in on the fun.

□ Tried to stop the bully or help the victim.
□ Asked for help from an adult or other student.
7. If you have been or are being bullied, why do you think it happens?
□ No one bullies me.
□ I don’t know why others bully me.
□ I act or look different.
□ I always do well in class.
□ I’m smaller or weaker.
□ I guess I deserve it.
□ Other reasons:
8. How many times in the past year have you bullied, teased or made fun of someone?
□ Never.
□ Every day.
9. Why are some kids bullies?

□ I don’t know.
□ They are bigger and stronger.
□ They think it is fun.
□ They want to get even for being bullied themselves.
□ They want to “show off” or impress their friends.
□ They fight in their own families.
□ Other reasons:
10. During this past school year how often have you had your property stolen or deliberately
damaged, such as your car, clothing, or books?
□ Never.
□ Every day.
11. How many times in the past year (the last 12 months) have you been afraid of being pushed,
shoved, slapped, hit, or kicked by someone on school property?
□ Never.
□ Every day.
12. How many times in the past year (the last 12 months) have you been afraid of having your
property stolen or deliberately damaged, such as your car, clothing, or books?
□ Never.
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□ Every day.
13. How many times in the past year (the last 12 months) have you pushed, shoved, slapped, hit,
or kicked someone on school property?
□ Never.
□ Every day.
14. How many times in the past year (the last 12 months) have you stolen or deliberately
damaged property, such as someone’s car, clothing, or books?
□ Never.
□ Every day.
15. What do adults do at school when they see bullying?

□ Nothing, they ignore it.
□ Stop it and tell everyone to leave.
□ Stop it and solve the problem.
□ Other:
16. Has an adult at school talked to your class about bullying?

□ No.
□ Once, and what they said helped me a lot.
□ Once, but they don’t really understand what’s going on.
□ We talk regularly about bullying.
17. What can adults at school do better to help stop bullying?

□ Supervise the school better.
□ Make rules against bullying and discipline bullies.
□ Talk about bully prevention in class.
□ Help students work problems out.
□ Bullying is not a problem at our school.
18. Have you ever carried a weapon to school?

□ Never.
□ Every day.
19. During this school year how often were you in a physical fight?
□ Never.
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□ Every day.
20. Have you talked to anyone about being bullied?

□ I have not been bullied.
□ No.
□ Yes, a teacher or other adult at school.
□ Yes, a brother or sister...
□ Yes, a friend.
□ Yes, my parents.
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Checked by:
EMALYN R. CHUA
Practical Research 1
Teacher
Page 31 of 61
CHAPTER 4
Presentation of Data and Analysis
1. During this school year how often have you Numbers of Answer
seen someone being bullied?
□ Never. 64
□ Sometimes (1 or 2 times a month). 91
□ Regularly (1 or 2 times a week) 22
□ Every day. 23
Total 200
Table 01: Shows that 64 out of 200 students never seen someone being bullied, 91 out of 200
students sometimes seen someone being bullied, 22 out of 200 students regularly seen someone
being bullied and 23 out of 200 students seen someone being bullied every day.
2. During this school year how often have you Numbers of Answer
been bullied at school?
□ Never. 106
□ Every day. 6
Total 200
Table 02: Show that 106 out of 200 students never been bullied, 77 out of 200 student sometimes
been bullied, 11 out of 200 students regularly been bullied at school, and 6 out of 200 students
been bullied at school every day.
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3. How were you bullied? Numbers of Answer
□ I haven’t been bullied. 90
□ I have been teased and called names. 77
□ I have been hit, kicked or pushed. 4
□ Others leave me out of their group. 4
□ Others have taken my belongings. 4
□ Others don’t sit by me or talk to me. 2
□ Others say they will hurt me. 6
□ Others try to hurt me on the way to and 3

from school.
□ Others bully me by phone or text 10
message.
Total 200
Table 03: Show that 90 out of 200 student haven’t been bullied, 77 out of 200 student have been
teased and called names, 4 out of 200 student have been hit, kicked or pushed, 4 out of 200 student
leave someone out of their group, 4 out of 200 student have taken some of their belongings, 2 out
of 200 students that Others don’t sit by them or talk to them, 6 out of 200 students say that they
will hurt them. 3 out of 200 students that someone try to hurt them on the way to and from school,
and 10 out of 200 students say that they bullied by phone or text message.
4. How many kids have bullied you? Numbers of Answer
□ I haven’t been bullied. 100
□ One kid bullies me. 36
□ Two or more bully me. 49
□ Lots of kids bully me. 15
Total 200
Table 04: Show that 100 out of 200 students haven’t been bullied, 36 out of 200 students said one
kid bullies them, 49 out of 200 students said that they bullied by two or more, and 15 out of 200
students said lots of kids bully them.
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5. During the past year how often did you Numbers of Answer
miss school because you felt unsafe,
uncomfortable or nervous at school or on
your way to or from school?
□ Never. 148
□ Every day. 2
Total 200
Table 05: Show that 148 out of 200 students never miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school, 46 out of 200 students that
sometimes miss school because they felt unsafe, uncomfortable or nervous at school or on their
way to or from school, 4 out of 200 students regularly miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school, and 2 out of 200 students
said they miss school because they felt unsafe, uncomfortable or nervous at school or on their way
to or from school every day.
6. If you have saw bullying at school, what Numbers of Answer

would you do?
□ I haven’t seen any bullying. 42
□ Ignored it as none of my business. 39
□ Nothing, just watched. 4
□ Joined in on the fun. 2
□ Tried to stop the bully or help the 62

victim.
□ Asked for help from an adult or other 51
student.
Total 200
Table 06: Show that 42 out of 200 students haven’t seen any bullying, 39 out of 200 students said
they ignored it as none of their business, 4 out of 200 students that they do nothing, just watched,
2 out of 200 students said that they joined in the fun, 62 out of 200 students Tried to stop the bully
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or help the victim, and 51 out of 200 students said that they asked for help from an adult or other
student.
7. If you have been or are being bullied, why Numbers of Answer

do you think it happens?
□ No one bullies me. 81
□ I don’t know why others bully me. 48
□ I act or look different. 26
□ I always do well in class. 17
□ I’m smaller or weaker. 12
□ I guess I deserve it. 1
□ Other reasons: 15
Total 200
Table 07: Show that 81 out of 200 students said no one bullied them, 48 out of 200 students don’t
know why others bully them, 26 out of 200 students said they bullied because they act or look
different, 17 out of 200 students said they bullied because they always do well in class, 12 out of
200 students said they bullied because they smaller or weaker, 1 out of 200 students said they
bullied because she guess she deserve it, and 15 out of 200 students had other reason why they
bullied.
8. How many times in the past year have you Numbers of Answer
bullied, teased or made fun of someone?
□ Never. 90
□ Every day. 10
Total 200
Table 08: Show that 90 out of 200 students never bullied, teased or made fun of someone, 82 out
of 200 students said they sometimes bullied, teased or made fun of someone, 18 out of 200 students
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said they bullied, teased or made fun of someone, and 10 out of 200 students said they everyday
bullied, teased or made fun of someone.
9. Why are some kids bullies? Numbers of Answer
□ I don’t know. 33
□ They are bigger and stronger. 27
□ They think it is fun. 65
□ They want to get even for being bullied 15

themselves.
□ They want to “show off” or impress 45
their friends.
□ They fight in their own families. 5
□ Other reasons: 10
Total 200
Table 09: Show that 33 out of 200 students don’t know why some kids bullies, 27 out of 200
students said some kids bully because they are bigger and stronger, 65 out of 200 students said
some kids bully because they think it is fun, 15 out of 200 students said some kids bully because
they want to get even for being bullied themselves, 45 out of 200 students said some kids bully
because they want to “show off” or impress their friends, 5 out of 200 students said some kids
bully because they fight in their own families, and 10 out of 200 students said some kids bully
because they have other reason.
10. During this past school year how often Numbers of Answer
have you had your property stolen or
deliberately damaged, such as your car,
clothing, or books?
□ Never. 142
□ Every day. 2
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Total 200
Table 10: Show that 142 out of 200 students said they never had stolen property or deliberately
damaged, such as car, clothing, or books, 51 out of 200 students said that sometimes they had
stolen property or deliberately damaged, such as car, clothing, or books, 5 out of 200 students said
they regularly had stolen property or deliberately damaged, such as car, clothing, or books, and 2
out of 200 students said everyday they had stolen property or deliberately damaged, such as your
car, clothing, or books.
11. How many times in the past year (the last Numbers of Answer
12 months) have you been afraid of being
pushed, shoved, slapped, hit, or kicked by
someone on school property?
□ Never. 152
□ Every day. 7
Total 200
Table 11: Show that 152 out 200 students have never been afraid of being pushed, shoved, slapped,
hit, or kicked by someone on school property on the last 12 months, 37 out of 200 students said
sometimes they afraid of being pushed, shoved, slapped, hit, or kicked by someone on school
property on the last 12 months, 4 out of 200 students said they regularly afraid of being pushed,
shoved, slapped, hit, or kicked by someone on school property on the last 12 months, and 7 out of
200 students said they everyday afraid of being pushed, shoved, slapped, hit, or kicked by someone
on school property on the last 12 months.
12 months) have you been afraid of
having your property stolen or
deliberately damaged, such as your car,
clothing, or books?
□ Never. 132
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□ Every day. 8
Total 200
Table 12: Show that 132 out of 200 students said that they never afraid of having property stolen
or deliberately damaged, such as car, clothing, or books on the last 12 months, 23 out of 200
students said that they sometimes afraid of having property stolen or deliberately damaged, such
as car, clothing, or books on the last 12 months, 7 out of 200 students said that they regularly afraid
of having property stolen or deliberately damaged, such as car, clothing, or books on the last 12
months, and 8 out of 200 students said that they everyday afraid of having property stolen or
deliberately damaged, such as car, clothing, or books on the last 12 months.
12 months) have you pushed, shoved,
slapped, hit, or kicked someone on school
property?
□ Never. 151
□ Every day 2
Total 200
Table 13: Show that 151 out of 200 students said that they never pushed, shoved, slapped, hit, or
kicked someone on school property in the last 12 months, 38 out of 200 students said sometimes
they pushed, shoved, slapped, hit, or kicked someone on school property in the last 12 month, 9
out of 200 students said that they regularly pushed, shoved, slapped, hit, or kicked someone on
school property in the last 12 month, and 2 out of 200 students that said they everyday pushed,
shoved, slapped, hit, or kicked someone on school property in the last 12 month.
12 months) have you stolen or
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deliberately damaged property, such as

someone’s car, clothing, or books?
□ Never. 163
□ Every day. 2
Total 200
Table 14: Show that 163 out of 200 students they said never have stolen or deliberately damaged
property, such as someone’s car, clothing, or books, 31 out of 200 students that said sometimes
they have stolen or deliberately damaged property, such as someone’s car, clothing, or books, 4
out of 200 students regularly have stolen or deliberately damaged property, such as someone’s car,
clothing, or books, and 2 out of 200 students said everyday they have stolen or deliberately
damaged property, such as someone’s car, clothing, or books.
15. What do adults do at school when they see Numbers of Answer

bullying?
□ Nothing, they ignore it. 46
□ Stop it and tell everyone to leave. 56
□ Stop it and solve the problem. 91
□ Other: 7
Total 200
Table 15: Show that 46 out of 200 students said the adult ignore when see bullying, 56 out of 200
student said the adult stop it and tell everyone to leave when see bullying, 91 out of 200 student
said that the adult stop it and solve the problem when see bullying, and 7 out of 200 student said
that the adult have other way of reaction.
16. Has an adult at school talked to your class Numbers of Answer

about bullying?
□ No. 62
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□ Once, and what they said helped me a 81

lot.
□ Once, but they don’t really understand 41
what’s going on.
□ We talk regularly about bullying. 16
Total 200
Table 16: Show that the 62 out of 200 student said that no adult at school talked to their class
about bullying, 81 out of 200 students said once adult talk about bullying, and what they said
helped me a lot, 41 out of 200 students said once adult talk about bullying, but they don’t really
understand what’s going on, 16 out of 200 students said an adult at school talked to their class
about bullying regularly.
17. What can adults at school do better to help Numbers of Answer

stop bullying
□ Supervise the school better. 52
□ Make rules against bullying and 101

discipline bullies.
□ Talk about bully prevention in class. 27
□ Help students work problems out. 14
□ Bullying is not a problem at our 6

school.
Total 200
Table 17: Show that 52 out of 200 student said can adult at school do better to help stop bullying
is to supervise the school better, 101 out of 200 student said can adult at school do better to help
stop bullying is to make rules against bullying and discipline bullies,27 out of 200 students said
can adult at school do better to help stop bullying talk about bully prevention in class , 14 out 200
students said can adult at school do better to help stop bullying is help students work problems out,
and 6 out of 200 student said the bullying is not a problem to their school.
18. Have you ever carried a weapon to Numbers of Answer

school?
□ Never. 188
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□ Every day. 1
Total 200
Table 18: Show that 188 out of 200 student had never carried a weapon to their school, 9 out of
200 students said sometimes they carried a weapon to their school, 2 out of 200 students said
they regularly carried a weapon to their school, and 1 out of 200 students had carried a weapon
to school every day.
19. During this school year how often were Numbers of Answer
you in a physical fight?
□ Never. 181
□ Every day. 2
Total 200
Table 19: Show that 181 out of 200 students said they never had in a physical fight this school
year, 12 out of 200 students said sometimes they had a physical fight this school year, 5 out of 200
student said they regularly have a physical fight, and 2 out of 200 student said they have physical
fight every day.
20. Have you talked to anyone about being Numbers of Answer

bullied?
□ I have not been bullied. 43
□ No. 57
□ Yes, a teacher or other adult at school. 25
□ Yes, a brother or sister. 8
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□ Yes, a friend. 62
□ Yes, my parents. 5
Total 200
Table 20: Show that 43 out of 200 students said they not been bullied, 57 out of 200 student said
they don’t talk about being bullied, 25 out of 200 student said they talk a teacher or other adult at
school about being bullied, 8 out of 200 student said they talk about being bullied with brother or
sister, 62 out of 200 student said they talk about being bullied with friend, and 5 out of 200 student
said they talk about being bullied with their parents.
Interpretation
1. During this school year how often have you seen someone
being bullied?
12%
11% 32% Never.
Sometimes (1 or 2 times a month).
Regularly (1 or 2 times a week
45%
Every day.
Figure 01: Shows that 32% of students never seen someone being bullied, 45% of students
sometimes seen someone being bullied, 11% of students regularly seen someone being bullied
and 12% students seen someone being bullied every day.
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2. During this school year how often have you been bullied at
school?
3%
6%
Never.
38% 53% Sometimes (1 or 2 times a month).
Regularly (1 or 2 times a week)
Every day.
Figure 02: Show that 53% of students never been bullied, 38% of student sometimes been
bullied, 6% students regularly been bullied at school, and 3% students been bullied at school
every day.
3% 3. How were you bullied? I haven’t been bullied.

1% 2%
2% 5% I have been teased and called names.
2% I have been hit, kicked or pushed.
2% Others leave me out of their group.

45%
Others have taken my belongings.
38% Others don’t sit by me or talk to me.
Others say they will hurt me.
Others try to hurt me on the way to and from

school.
Others bully me by phone or text message.
Figure 03: Show that 45% of student haven’t been bullied, 38% of student have been teased and
called names, 2% of student have been hit, kicked or pushed, 2% of student leave someone out of
their group, 2% of student have taken some of their belongings, 1% of students said that Others
don’t sit by them or talk to with them, 3% of students said that they will hurt them. 2% of students
that someone try to hurt them on the way to and from school, and 5% of students say that they
bullied by phone or text message.
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4. How many kids have bullied you?
1%
26% I haven’t been bullied.
54% One kid bullies me.
19% Two or more bully me.
Lots of kids bully me.
Figure 04: Show that 54% of students haven’t been bullied, 19% of students said one kid bullies
them, 26% of students said that they bullied by two or more, and 1% of students said lots of kids
bully them.
5. During the past year how often did you miss school because
you felt unsafe, uncomfortable or nervous at school or on your
way to or from school?
2% 1%
23% Never.
74% Regularly (1 or 2 times a week)
Every day.
Figure 05: Show that 74% of students never miss school because they felt unsafe, uncomfortable
or nervous at school or on their way to or from school, 23% of students that sometimes miss school
because they felt unsafe, uncomfortable or nervous at school or on their way to or from school,
2% of students regularly miss school because they felt unsafe, uncomfortable or nervous at school
or on their way to or from school, and 1% of students said they miss school because they felt
unsafe, uncomfortable or nervous at school or on their way to or from school every day.
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6. If you have saw bullying at school, what would you do?

I haven’t seen any bullying.
Ignored it as none of my business.

26% 21%
Nothing, just watched.
19%
Joined in on the fun.
31%
Tried to stop the bully or help the victim.
2%
Asked for help from an adult or other
1% student.
Figure 06: Show that 21% of students haven’t seen any bullying, 19% of students said they
ignored it as none of their business, 2% of students that they do nothing, just watched, 1%% of
students said that they joined in the fun, 31% of students Tried to stop the bully or help the
victim, and 26% of students said that they asked for help from an adult or other student.
7. If you have been or are being bullied, why do

you think it happens?
1% 8%
6% No one bullies me.
8% I don’t know why others bully me.

40% I act or look different.
13%
I always do well in class.
24% I’m smaller or weaker.
I guess I deserve it.
Other reasons:
Figure 07: Show that 40% of students said no one bullied them, 24% of students don’t know why
others bully them, 13% of students said they bullied because they act or look different, 8% of
students said they bullied because they always do well in class, 6% of students said they bullied
Page 45 of 61
because they smaller or weaker, 1% of students said they bullied because she guess she deserve it,
and 8% of students had other reason why they bullied.
8. How many times in the past year have you bullied, teased or
1% made fun of someone?
9%
Never.
47%
43% Sometimes (1 or 2 times a month).
Regularly (1 or 2 times a week).
Every day.
Figure 08: Show that 47% of students never bullied, teased or made fun of someone, 43% of
students said they sometimes bullied, teased or made fun of someone, 9% of students said they
bullied, teased or made fun of someone, and 1% of students said they everyday bullied, teased or
made fun of someone.
9. Why are some kids bullies?

I don’t know.
3% 5%
They are bigger and stronger.
16%
23% They think it is fun.
13%
They want to get even for being bullied
8% themselves.
32% They want to “show off” or impress their
friends.
They fight in their own families.
Other reasons:
Figure 09: Show that 16% of students don’t know why some kids bullies, 13% of students said
some kids bully because they are bigger and stronger, 32% of students said some kids bully
because they think it is fun, 8% of students said some kids bully because they want to get even for
being bullied themselves, 23% of students said some kids bully because they want to “show off”
Page 46 of 61
or impress their friends, 3% of students said some kids bully because they fight in their own
families, and 5% of students said some kids bully because they have other reason.
10. During this past school year how often have you had your
property stolen or deliberately damaged, such as your car,
clothing, or books?
3%
8% 12%
Never.
77%
Every day.
Figure 10: Show that 12% of students said they never had stolen property or deliberately damaged,
such as car, clothing, or books, 77% of students said that sometimes they had stolen property or
deliberately damaged, such as car, clothing, or books, 8% of students said they regularly had stolen
property or deliberately damaged, such as car, clothing, or books, and 3% of students said everyday
they had stolen property or deliberately damaged, such as your car, clothing, or books.
11. How many times in the past year (the last 12 months) have
you been afraid of being pushed, shoved, slapped, hit, or
kicked by someone on school property?
2% 1%
19% Never.
78% Regularly (1 or 2 times a week).
Every day.
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Figure 11: Show that 78% of students have never been afraid of being pushed, shoved, slapped,
hit, or kicked by someone on school property on the last 12 months, 19% of students said
sometimes they afraid of being pushed, shoved, slapped, hit, or kicked by someone on school
property on the last 12 months, 2% of students said they regularly afraid of being pushed, shoved,
slapped, hit, or kicked by someone on school property on the last 12 months, and 1% students said
they everyday afraid of being pushed, shoved, slapped, hit, or kicked by someone on school
property on the last 12 months.
you been afraid of having your property stolen or deliberately
damaged, such as your car, clothing, or books?
4%
4%
Never.
26%
66%
Every day.
Figure 12: Show that 66% of students said that they never afraid of having property stolen or
deliberately damaged, such as car, clothing, or books on the last 12 months, 26% of students said
that they sometimes afraid of having property stolen or deliberately damaged, such as car, clothing,
or books on the last 12 months, 4% of students said that they regularly afraid of having property
stolen or deliberately damaged, such as car, clothing, or books on the last 12 months, and 4% of
students said that they everyday afraid of having property stolen or deliberately damaged, such as
car, clothing, or books on the last 12 months.
Page 48 of 61
you pushed, shoved, slapped, hit, or kicked someone on school
property?
1%
4%
19% Never.
Every day.
Figure 13: Show that 76% students said that they never pushed, shoved, slapped, hit, or kicked
someone on school property in the last 12 months, 19% of students said sometimes they pushed,
shoved, slapped, hit, or kicked someone on school property in the last 12 month, 4% of students
said that they regularly pushed, shoved, slapped, hit, or kicked someone on school property in the
last 12 month, and 1% of students that said they everyday pushed, shoved, slapped, hit, or kicked
someone on school property in the last 12 month.
you stolen or deliberately damaged property, such as
someone’s car, clothing, or books?
2% 1%
15% Never.

Every day.
Figure 14: Show that 82% of students they said never have stolen or deliberately damaged
property, such as someone’s car, clothing, or books, 15% of students that said sometimes they have
stolen or deliberately damaged property, such as someone’s car, clothing, or books, 2% of students
Page 49 of 61
regularly have stolen or deliberately damaged property, such as someone’s car, clothing, or books,
and 1% of students said everyday they have stolen or deliberately damaged property, such as
someone’s car, clothing, or books.
15. What do adults do at school when they see bullying?

0%
24%
Nothing, they ignore it.
47%
Stop it and tell everyone to leave.
29% Stop it and solve the problem.

Other:
Figure 15: Show that 24% of students said the adult ignore when see bullying, 29% student said
the adult stop it and tell everyone to leave when see bullying, 47% of student said that the adult
stop it and solve the problem when see bullying, and 0% student said that the adult have other way
of reaction.
16. Has an adult at school talked to your class about bullying?
1% No.
22%
33%
Once, and what they said helped me a
lot.
Once, but they don’t really understand
44% what’s going on.
We talk regularly about bullying.
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Figure 16: Show that the 33% of student said that no adult at school talked to their class about
bullying, 44% of students said once adult talk about bullying, and what they said helped me a lot,
22% of students said once adult talk about bullying, but they don’t really understand what’s going
on, 1% of students said an adult at school talked to their class about bullying regularly.
17. What can adults at school do better to help stop bullying?
Supervise the school better.
7%3%
26% Make rules against bullying and
14%
discipline bullies.
Talk about bully prevention in class.
50% Help students work problems out
Bullying is not a problem at our school
Figure 17: Show that 27% of student said can adult at school do better to help stop bullying is to
supervise the school better, 52% of student said can adult at school do better to help stop bullying
is to make rules against bullying and discipline bullies, 14% of students said can adult at school
do better to help stop bullying talk about bully prevention in class , 7% of students said can adult
at school do better to help stop bullying is help students work problems out, and 3% of student
said the bullying is not a problem to their school.
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18. Have you ever carried a weapon to school?

1% 1%
4%
Never.
94%
Every day.
Figure 18: Show that 94% of student had never carried a weapon to their school, 4% of students
said sometimes they carried a weapon to their school, 1% of students said they regularly carried a
weapon to their school, and 1% of students had carried a weapon to school every day.
19. During this school year how often were you in a physical
fight?
9%
10% Never.
58% Sometimes (1 or 2 times a month).

23%
Every day.
Figure 19: Show that 58% of students said they never had in a physical fight this school year,
23% of students said sometimes they had a physical fight this school year, 10% of student said
they regularly have a physical fight, and 9% of student said they have physical fight every day.
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20. Have you talked to anyone about being bullied?
3%
21% I have not been bullied.
31% No.
Yes, a teacher or other adult at school.
4% 28% Yes, a brother or sister...
13%
Yes, a friend.
Yes, my parents.
Figure 20: Show that 21% of students said they not been bullied, 28% of student said they don’t
talk about being bullied, 13% of student said they talk a teacher or other adult at school about being
bullied, 4% of student said they talk about being bullied with brother or sister, 31% of student said
they talk about being bullied with friend, and 3% of student said they talk about being bullied with
their parents.
Page 53 of 61
Discussion
Bullying in schools is an issue that continues to receive attention from researchers,

educators, parents, and students. The aim of this research is to discover the effects of bullying to
the academic performance of Senior High School student. This focuses not only on the prevalence
of bullying, but also on those subsets of students who reported being the victims of physical, verbal
and/or emotional bullying. It also has involved examining the current situation regarding bullying
in schools and how students deal with it.
Our study population consisted of 200 male and female senior high school students of San
Miguel National High School. Our results showed that 53% of students is never been bullied, 38%
of student sometimes been bullied, 6% students regularly been bullied at school, and 3% students
been bullied at school every day. Its just a small percent out of one hundred percent (100 %) but
still alarming.
We asked the respondents or students on how can an adult at school can do better to help
stop bullying. 27% of student said can adult needs to supervise the school better, 52% that they
need to make rules against bullying and discipline bullies, 14% said that they need to teach or talk
about bully prevention in class, 7% said that they need to help students work problems out, while
3% of student said the bullying is not a problem to their school.
Page 54 of 61
Chapter 5
Summary of Findings
During this school year, 32% of students said that they never seen someone being bullied,
45% sometimes seen someone being bullied, 11% regularly seen someone being bullied and 12%
students seen someone being bullied every day. While 53% of students never been bullied, 38%
of student sometimes been bullied, 6% students regularly been bullied at school, and 3% students
been bullied at school every day.
In terms of experience, 45% of student said that they haven’t yet been bullied, 38% have
been teased and called names, 2% have been hit, kicked or pushed, 2% leave someone out of their
group, 2% have taken some of their belongings, 1% says that others don’t sit by them or talk to
with them, 3% said that they will hurt them, 2% said that someone try to hurt them on the way to
and from school, and 5% of students said that they bullied through phone or text message.
In terms of numbers, 54% of students haven’t been bullied, 19% said one kid bullies them,
26% where bullied by two or more, and 1% said lots of kids bully them.
During the past few years, 74% of students never miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school, 23% of students that
sometimes miss school because they felt unsafe, uncomfortable or nervous at school or on their
way to or from school, 2% of students regularly miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school, and 1% of students said they
miss school because they felt unsafe, uncomfortable or nervous at school or on their way to or
from school every day. While 21% of students haven’t seen any bullying, 19% of students said
they ignored it as none of their business, 2% of students that they do nothing, just watched, 1%%
of students said that they joined in the fun, 31% of students tried to stop the bully or help the
victim, and 26% of students said that they asked for help from an adult or other student.
For the question that if ever they have been or are being bullied, why do they think it
happens, 40% of students said no one bullied them, 24% don’t know why others bully them, 13%
Page 55 of 61
said they bullied because they act or look different, 8% said they bullied because they always do
well in class, 6% said they bullied because they smaller or weaker, 1% said they bullied because
they guess they deserve it, and 8% had other reason why are they being bullied.
In the past year, 47% never bullied, teased or made fun of someone, 43% said they
sometimes bullied, teased or made fun of someone, 9% said they bullied, teased or made fun of
someone, and 1% said they everyday bullied, teased or made fun of someone. And we also asked
them if they had any idea on why some kids bullies and 16% don’t know why some kids bullies,
13% said some kids bully because they are bigger and stronger, 32% said some kids bully because
they think it is fun, 8% said some kids bully because they want to get even for being bullied
themselves, 23% said some kids bully because they want to “show off” or impress their friends,
3% said some kids bully because they fight in their own families, and 5% said some kids bully
because they have other reason.
During the past school year, 12% said they never had stolen property or deliberately
damaged, such as car, clothing, or books, 77% said that sometimes they had stolen property or
deliberately damaged, such as car, clothing, or books, 8% said they regularly had stolen property
or deliberately damaged, such as car, clothing, or books, and 3% said every day they had stolen
property or deliberately damaged, such as your car, clothing, or books. While for the last twelve
(12) months, 78% have never been afraid of being pushed, shoved, slapped, hit, or kicked by
someone on school property, 19% said sometimes they afraid of being pushed, shoved, slapped,
hit, or kicked by someone on school property, 2% of students said they regularly afraid of being
pushed, shoved, slapped, hit, or kicked by someone on school, and 1% students said they everyday
afraid of being pushed, shoved, slapped, hit, or kicked by someone on school property.
In the past year, 66% of students said that they never afraid of having property stolen or
deliberately damaged, such as car, clothing, or books, 26% of students said that they sometimes
afraid of having property stolen or deliberately damaged, such as car, clothing, or books, 4% of
students said that they regularly afraid of having property stolen or deliberately damaged, such as
car, clothing, or books, and 4% of students said that they everyday afraid of having property stolen
or deliberately damaged, such as car, clothing, or books on the last 12 months. And 76% said that
they never pushed, shoved, slapped, hit, or kicked someone on school property, 19% said
sometimes they pushed, shoved, slapped, hit, or kicked someone on school property, 4% said that
Page 56 of 61
they regularly pushed, shoved, slapped, hit, or kicked someone on school property, and 1% that
said they everyday pushed, shoved, slapped, hit, or kicked someone on school property in the last
12 months. While 82% said never have stolen or deliberately damaged property, such as someone’s
car, clothing, or books, 15% that said sometimes they have stolen or deliberately damaged
property, such as someone’s car, clothing, or books, 2% regularly have stolen or deliberately
damaged property, such as someone’s car, clothing, or books, and 1% said every day they have
stolen or deliberately damaged property, such as someone’s car, clothing, or books on the last 12
months.
We asked them about the actions taken by the adults, 24% said the adult ignore when see
bullying, 29% said the adult stop it and tell everyone to leave when see bullying, 47% said that the
adult stop it and solve the problem when see bullying, and 0% said that the adult have other way
of reaction. And 33% said that no adult at school talked to their class about bullying, 44% said
once adult talk about bullying, and what they said helped me a lot, 22% said once adult talk about
bullying, but they don’t really understand what’s going on, 1% said an adult at school talked to
their class about bullying regularly. While 27% said can adult at school do better to help stop
bullying is to supervise the school better, 52% said can adult at school do better to help stop
bullying is to make rules against bullying and discipline bullies, 14% said can adult at school do
better to help stop bullying talk about bully prevention in class , 7% said can adult at school do
better to help stop bullying is help students work problems out, and 3% said the bullying is not a
problem to their school.
We asked how they protect their selves in school and 94% said that they had never carried
a weapon to their school, 4% said sometimes they carried a weapon to their school, 1% said they
regularly carried a weapon to their school, and 1% had carried a weapon to school every day.
While 58% said they never had in a physical fight this school year, 23% said sometimes they had
a physical fight this school year, 10% said they regularly have a physical fight, and 9% said they
have physical fight every day.
We also asked them if they talked to anyone about being bullied and 21% said they not
been bullied, 28% said they don’t talk about being bullied, 13% said they talk a teacher or other
adult at school about being bullied, 4% said they talk about being bullied with brother or sister,
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31% said they talk about being bullied with friend, and 3% said they talk about being bullied with
their parents.
Conclusion
Bullying is unwanted, aggressive behavior among children, teen and sometimes including
adults. But on this study we are focusing on bullying on school elementary, junior high school,
senior high school and even college. Bullying is one of the reason of student being an absentee.
It can cause mental stress to other students who is a victim of bullying that can lead to depression
and sometimes it can lead to serious problem like suicide.
During this school year, 64 out of 200 students never seen someone being bullied, 91 out
of 200 students sometimes seen someone being bullied, 22 out of 200 students regularly seen
someone being bullied and 23 out of 200 students seen someone being bullied every day. And 106
out of 200 students never been bullied, 77 out of 200 student sometimes been bullied, 11 out of
200 students regularly been bullied at school, and 6 out of 200 students been bullied at school
every day. While 90 out of 200 student haven’t been bullied, 77 out of 200 student have been
teased and called names, 4 out of 200 student have been hit, kicked or pushed, 4 out of 200 student
leave someone out of their group, 4 out of 200 student have taken some of their belongings, 2 out
of 200 students that Others don’t sit by them or talk to them, 6 out of 200 students say that they
will hurt them. 3 out of 200 students that someone try to hurt them on the way to and from school,
and 10 out of 200 students say that they bullied by phone or text message.
According 100 out of 200 students haven’t been bullied, 36 out of 200 students said one
kid bullies them, and 49 out of 200 students said that they bullied by two or more, and 15 out of
200 students said lots of kids bully them. And during the past year, 148 out of 200 students never
miss school because they felt unsafe, uncomfortable or nervous at school or on their way to or
from school, 46 out of 200 students that sometimes miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school, 4 out of 200 students
regularly miss school because they felt unsafe, uncomfortable or nervous at school or on their way
to or from school, and 2 out of 200 students said they miss school because they felt unsafe,
uncomfortable or nervous at school or on their way to or from school every day. And 42 out of
200 students haven’t seen any bullying, 39 out of 200 students said they ignored it as none of their
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business, 4 out of 200 students that they do nothing, just watched, 2 out of 200 students said that
they joined in the fun, 62 out of 200 students Tried to stop the bully or help the victim, and 51 out
of 200 students said that they asked for help from an adult or other student. While 81 out of 200
students said no one bullied them, 48 out of 200 students don’t know why others bully them, 26
out of 200 students said they bullied because they act or look different, 17 out of 200 students said
they bullied because they always do well in class, 12 out of 200 students said they bullied because
they smaller or weaker, 1 out of 200 students said they bullied because she guess she deserve it,
and 15 out of 200 students had other reason why they bullied.
While 90 out of 200 students never bullied, teased or made fun of someone, 82 out of 200
students said they sometimes bullied, teased or made fun of someone, 18 out of 200 students said
they bullied, teased or made fun of someone, and 10 out of 200 students said they everyday bullied,
teased or made fun of someone.
33 out of 200 students don’t know why some kids bullies, 27 out of 200 students said some
kids bully because they are bigger and stronger, 65 out of 200 students said some kids bully
because they think it is fun, 15 out of 200 students said some kids bully because they want to get
even for being bullied themselves, 45 out of 200 students said some kids bully because they want
to “show off” or impress their friends, 5 out of 200 students said some kids bully because they
fight in their own families, and 10 out of 200 students said some kids bully because they have other
reason.
During this past school year, 142 out of 200 students said they never had stolen property
or deliberately damaged, such as car, clothing, or books, 51 out of 200 students said that sometimes
they had stolen property or deliberately damaged, such as car, clothing, or books, 5 out of 200
students said they regularly had stolen property or deliberately damaged, such as car, clothing, or
books, and 2 out of 200 students said everyday they had stolen property or deliberately damaged,
such as your car, clothing, or books.
For the past twelve (12) months, 152 out 200 students have never been afraid of being
pushed, shoved, slapped, hit, or kicked by someone on school property on the last 12 months, 37
out of 200 students said sometimes they afraid of being pushed, shoved, slapped, hit, or kicked by
someone on school property on the last 12 months, 4 out of 200 students said they regularly afraid
of being pushed, shoved, slapped, hit, or kicked by someone on school property on the last 12
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months, and 7 out of 200 students said they everyday afraid of being pushed, shoved, slapped, hit,
or kicked by someone on school property on the last 12 months. And 132 out of 200 students said
that they never afraid of having property stolen or deliberately damaged, such as car, clothing, or
books on the last 12 months, 23 out of 200 students said that they sometimes afraid of having
property stolen or deliberately damaged, such as car, clothing, or books on the last 12 months, 7
out of 200 students said that they regularly afraid of having property stolen or deliberately
damaged, such as car, clothing, or books on the last 12 months, and 8 out of 200 students said that
they everyday afraid of having property stolen or deliberately damaged, such as car, clothing, or
books on the last 12 months. While 151 out of 200 students said that they never pushed, shoved,
slapped, hit, or kicked someone on school property in the last 12 months, 38 out of 200 students
said sometimes they pushed, shoved, slapped, hit, or kicked someone on school property in the
last 12 month, 9 out of 200 students said that they regularly pushed, shoved, slapped, hit, or kicked
someone on school property in the last 12 month, and 2 out of 200 students that said they everyday
pushed, shoved, slapped, hit, or kicked someone on school property in the last 12 month. While
163 out of 200 students they said never have stolen or deliberately damaged property, such as
someone’s car, clothing, or books, 31 out of 200 students that said sometimes they have stolen or
deliberately damaged property, such as someone’s car, clothing, or books, 4 out of 200 students
regularly have stolen or deliberately damaged property, such as someone’s car, clothing, or books,
and 2 out of 200 students said every day they have stolen or deliberately damaged property, such
as someone’s car, clothing, or books.
46 out of 200 students said the adult ignore when see bullying, 56 out of 200 student said
the adult stop it and tell everyone to leave when see bullying, 91 out of 200 student said that the
adult stop it and solve the problem when see bullying, and 7 out of 200 student said that the adult
have other way of reaction. And 62 out of 200 student said that no adult at school talked to their
class about bullying, 81 out of 200 students said once adult talk about bullying, and what they said
helped me a lot, 41 out of 200 students said once adult talk about bullying, but they don’t really
understand what’s going on, 16 out of 200 students said an adult at school talked to their class
about bullying regularly. While 52 out of 200 student said can adult at school do better to help stop
bullying is to supervise the school better, 101 out of 200 student said can adult at school do better
to help stop bullying is to make rules against bullying and discipline bullies,27 out of 200 students
said can adult at school do better to help stop bullying talk about bully prevention in class , 14 out
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200 students said can adult at school do better to help stop bullying is help students work problems
out, and 6 out of 200 student said the bullying is not a problem to their school.
188 out of 200 student had never carried a weapon to their school, 9 out of 200 students
said sometimes they carried a weapon to their school, 2 out of 200 students said they regularly
carried a weapon to their school, and 1 out of 200 students had carried a weapon to school every
day to protect themselves while 181 out of 200 students said they never had in a physical fight this
school year, 12 out of 200 students said sometimes they had a physical fight this school year, 5 out
of 200 student said they regularly have a physical fight, and 2 out of 200 student said they have
physical fight every day.
Only 43 out of 200 students said they not been bullied, 57 out of 200 student said they
don’t talk about being bullied, 25 out of 200 student said they talk a teacher or other adult at school
about being bullied, 8 out of 200 student said they talk about being bullied with brother or sister,
62 out of 200 student said they talk about being bullied with friend, and 5 out of 200 student said
they talk about being bullied with their parents.
Recommendation
This study had gathered information to propose the following ideas and recommendation
for future researchers.
1. Future researcher should try to use different kind of questionnaire since the researcher already
used this kind of questionnaire.
2. Future researcher should try to add more respondents to their study since the researcher used
only 200 respondents.
3. Future researcher should try to conduct the interview two times to solve the reliability
coefficient.
4. Future researcher should try the research/interview to Elementary to Junior High School
Student.
Page 61 of 61

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Baliwag Maritime Academy

Km.54 Cagayan Valley Road, San Rafael Bulacan

Statement of the Problems

Specially, it answer to the following questions:

1.) What bullying can do student who easily be traumatized.

2.) Why we should avoid bullying.

3.) What pushes bullies to bully others.

Significance of the Study

Scope and Delimitation

Victimization experiences serve as a foundation for school adjustment problems (Juvonen,

“What remains to be established by research studies is whether poor academic achievement

One-way that LD has been thought to contribute to problem behavior, is by affecting

Review of Related Studies

• 74% of students have sometimes been called hurtful names.

Conceptual/ Theoretical Framework

INPUT PROCESS OUTPUT

Hypothesis of the Study

Assumption of the Study

Allen, K. (2010). Classroom management, bullying, and teacher practices. The

remedies. Research Papers in Education, 16(3), 247-270.

Authorities-(noun) a person or organization having power or control in particular, typically

Insult-(verb) to speak to or treat with disrespect or scornful abuse.

Kick-(verb) to strike or propel forcibly with the foot.

Punch-(verb) to strike with the fist.

Tattle-(verb) to report another’s wrong doing.

Victimize-(verb) to single [someone] out for cruel or unjust treatment

Respondents of the Study

Table I. Number of respondents in Senior High School

Year level Respondents

Instrument of the Study

Validity and Reliability

Name(optional):_____________________________________ Grade & section: _____________

Direction: Put a check on the box given to your chosen answer.

3. How were you bullied?

4. How many kids have bullied you?

6. If you have saw bullying at school, what would you do?

□ Joined in on the fun.

9. Why are some kids bullies?

□ Sometimes (1 or 2 times a month).

15. What do adults do at school when they see bullying?

16. Has an adult at school talked to your class about bullying?

17. What can adults at school do better to help stop bullying?

18. Have you ever carried a weapon to school?

□ Regularly (1 or 2 times a week)

20. Have you talked to anyone about being bullied?

Presentation of Data and Analysis

□ Sometimes (1 or 2 times a month). 91

□ Regularly (1 or 2 times a week) 22

□ Sometimes (1 or 2 times a month). 77

□ Regularly (1 or 2 times a week) 11

3. How were you bullied? Numbers of Answer

□ I haven’t been bullied. 90

□ I have been teased and called names. 77

□ I have been hit, kicked or pushed. 4

□ Others leave me out of their group. 4

□ Others have taken my belongings. 4

□ Others don’t sit by me or talk to me. 2

□ Others say they will hurt me. 6

□ Others try to hurt me on the way to and 3

4. How many kids have bullied you? Numbers of Answer

□ I haven’t been bullied. 100

□ One kid bullies me. 36

□ Two or more bully me. 49

Name(optional):_________________________ Grade & section: _