Beruflich Dokumente
Kultur Dokumente
CHAPTER 1
or it can cause bad effect that may sometimes lead to their last resort of choice
which is to kill themselves or kill the one who bullies them. This future situation
may come up true if the act of bullying will continue to happen. Aggressive
behavior of the bully instills fear and anxiety to the victim and it can effects its
academic performance to the school, because they tend to isolate themselves to not
be seen by bullies or they do not attend classes because of fear that they will be
bullied again.
Bullying can happen to anyone, regardless of their gender, age, ethnicity, and
social status. Most of the bullies know who to victimized, either by seeing the
victim as weak and they are much stronger or they have the power, not only physical
but social power with the influence of money. It can also bring trauma to the victim
for a long time, but either they accept it as negative or they accept the criticism or
bullying as negative. But, not only has the victim had an effect to the act of bullying,
but also the one who bullies. The behavior of bully may come from the societal
environment of where they live. Power disparity is the main factor for the bully and
the one who’s being bullied is considered. If the bully knows that they are much
stronger or powerful compared to their victim, this is where bullying happens. This
can be done by anyone, but they pick on the one who will be their victim that they
think they can be superior of. Human nature reflects the act of bullying, which is
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the more powerful shall rule and the one who loose are the servants or the slaves.
In real life, bullying is one of the act that portrays human nature. Most of them
don’t have the guts to fight for what is right and this is why bullying still continue
to happen. To stop the bullying, one must have the guts to fight back. But, it won’t
settle anything and it can only lead to more act of bullying, because the bullies feel
that they are challenged to do the action again. Some of the parents are not aware
of what their children is doing while in school and sometimes the victim hides their
violence in everyday life”. It only defines that the act of bullying and its term are
only pattered on what is in reality happening in human nature, which the behavioral
act of humans toward another creates gap that reflects power to each other.
our daily lives. Inflicting harm to someone is not a new act of bullying rather, it’s
much earlier to say that making violence to each other are the one can be labeled
Human nature is one of the bases of what bullying is. The survival of the
fittest and the rule of power are there. Power is in between the line of the bully and
the victim and that makes the bully and victim relationship. In human nature which
can be traced on long time behavioral part of a human. It is natural for someone to
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gain for their self-interest and for them to get it, they must have the power to do so.
Bullying is one of the act of practicing power on someone who they think they can
dominate. In history most cases of bullying relates to the cases racism. Ethnicity is
a very common source of bullying, because of their skin color, physical appearance,
and other factors, they are being bullied for they are. This acts lessen overtime,
because of the joint efforts of organizations and other people but, still, this acts are
Any country will never know when it would be struck by lightning. Even
the best of the best stands no chance against the unknown, which is the future. For
all we know, there could be some people plotting against our country right now.
And who would we run to if that happens? There is no denying that our great leaders
would be the answer to that. What if, say, twenty-five years from now, and the ones
who will be leading us by then are the very students right at this moment? You see,
this is why it is pivotal that only the best, and nothing short of that, must be given
academic nurturing.
Not every child lives his or her life like a prince or a princess. Students
nowadays experience difficulties while studying. One of them can be the teacher’s
teachers’ education, and thus, plays an important role here. Things/factors like
socio-economic aspect and the class environment are one, too. In the class
environment, it could mean that some students are very loud and rowdy, and some
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might be used to a quiet environment. Or, the difficulty might be because of the
simply from that of an illiterate one or had just never finished school—the child
might set them as his examples. (Mushtaq and Khan, 2012). Or could it be because
of bullying?
from Forbes stated that more and more studies show how the effects of bullying
continue to adulthood (Walton, 2013). And there are different kinds of it. There are
physical, verbal, social, and cyber bullying (Suzanne Peck, 2014). But it seems that
no matter what type of bullying happens, it still gives so much impact on a person’s
entirety.
One study by the Duke University (2013), showed the effects of bullying
that continue to adulthood. In this study, it also acknowledged the effects not just
on the victims, but to the aggressors, as well (Costello, 2013). This obviously means
that, as early as possible, bullying must be prevented, at the least. It is the effects
that need to be prevented from happening. The effects vary, and some of them are:
showed that kids who were always bullied, but have never bullied, have more
the only one done through technology. Although not physically done, this type of
bullying creates just as great of an impact as of the others. Studies showed effects
of this kind of bullying, such as the aforementioned depression, getting low grades,
engaging into substance abuse, and absenting from school (Eisenberg, Newmark-
Sztainzer, and Perry, 2003; Ybarra and Mitchell, 2007; Kowalski and Limber,
2013; Ybarra, Espelage, and Mitchell, 2007; Ybarra and Finkelhor, 2007).
These effects are truly worrisome and troubling. As mentioned at the start
of this paper, the youth today will surely be tomorrow’s leaders and source of hope.
These effects and BULLYING itself must be prevented at all costs, and this
prevention must be, just like what Tarsi Dunlop wrote, “worth prioritizing”
(Dunlop, 2013). Nobody surely wants this to get worse and lead to more terrifying
incidents like the one in Indiana, USA, wherein a victim’s mother made her gay
disturbing ones at that. A study showed that of the 6,500 8-11 year-olds that they
did the research to, 75% were boys who suffered paramount degrees of depression,
paranoia, suicidal behavior, and the like. These certain behaviors, according to
Peter Langman (Langman, 2009), were seen in a certain student, and was therefore
sent to a hospital for him to evaluate because “he was seen as posing a threat for a
USA, 1999) took place in a high school, wherein two teenagers, Dylan Klebold and
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Eric Harris (1999) took the lives of twelve students and one teacher, and later, theirs
In the 20th century, where the technology is much advance, we are having variety
contact, but, when technology comes, they are level it up. Some of the bullies make
something that can destroy the image of someone by using social media or internet
itself. Social media are powerful tools to express emotions or express something
that can’t be express personally. Phone text or calls are some of the things that is
very useful to everyone, but, this outlets of technology can also be an outlet for the
bullies to level-up their aggravation. They may say something that is against you
THEORETICAL FRAMEWORK
easily understand bullying, the aim is to outline a clear theoretical framework for
performance and reduces negative effects. Some theories can be applied for the
study.
Bullying develops high risk of behavioral changes to the one who had been
Petersson (2013) that there are basic process of victimizing in school bullying,
which consisted of four phases: (a) initial attacks, (b) double victimizing, (c)
acceptance. Most of the bullying victim feels the same as this theory defines. Their
socializing behavior greatly affects by the act of bullying, and by this, they feel
unaccepted and isolated from others. The strong disapproval of people to the bullied
victim inflicts trauma and depression for a long time if will not be addressed.
According to Thornberg, et al. (2013), Stigma is then the core concept for
sometimes, much upsets the victim, rather than physical instances of bullying. It
generates negativity and pessimist outlook in life of the victim as they feel their
The after-effects of bullying describe the overall impact of the act to the
target, as he/she evaluate the effect of bullying in his/her life. Some would say that
it is easy to come up with the bullying, but for some who is repeatedly bullied
physically and verbally abused, it is a lifetime process for them to move on. The
effects of this act to their academic performance were significantly affected by the
significant effect to the performance of the student on the class room, especially the
There are different theories through which encompasses and affects school
bullying. Conflict theory is one theoretic framework with the principle that “society
try to hold on to it by any means possible, chiefly by suppressing the poor and
powerless (Investopedia, 2013).” It means that people are fighting because of the
struggle to gain power and dominance against the others. This can be related to
school bullying in a sense that bullies in school suppress the victims through
intimidation in order for the bullies to have the sense of power and feel that they
Social norms is another theory in which social norms “are people’s beliefs
about the attitudes and behaviors that are normal, acceptable or even expected in
n.d.).” Social norms theory explains that in some circumstances, people may falsely
This can be related to school bullying that the forms of bullying, either be physical
misleadingly perceived, usually by friends and peers, as normal and acceptable that
predisposition to a mental illness and stress from experiences in life. It means that
a certain attitude of a person towards others has resulted from a certain illness (e.g.
UNIVERSITY OF THE EAST – MANILA 9
depression, schizophrenia) combined with stressful events that happened during the
involvement to bullying other students may have come because they are either
According to Moon, ET. al. (2008) one of the theories that briefly describe
one of the causes of criminal behaviour is the lack of self-control. It assumes that
low-self-control is the main source of criminal behaviour and behaviour can lead
to crime, in which students with low self-control are more likely to seek
limited academic ability. They then argued that students who possess the low self-
control trait are more likely to become involved in criminal and accidental
behaviours than those who possess high levels of self-control. Students by nature
are very impressionable; they can easily be intimidated and influenced. According
to this theory, the most effective way to prevent in low self-control of students is to
maximize the role of parents. Gottfredson and Hirschi (1990) argue that the
Bullying cases are boosting in number and these cases give threats to every
person particularly in the teenage period. As people know what is bullying and its
adolescent period? Is it natural in a sense? Should people really experience this case
in order to learn things in life or maybe it can be avoided. What triggers someone
to bully a person and what really does a person do for him/her to be bullied? Why
help? These questions I think have answers maybe not that certain but somehow it
person repeatedly. In that case bullies have this factors that triggers them to harm
others such as they think it makes them cool, they hate that person, they were
pressured by their friends to do so or they are being bullied also at home or in other
area. And what makes bullied people as a target? Maybe they are weak enough to
accept the case, they are scared and afraid, they are that kind enough not to revenge
or they really think other people are superior over them. These factors that trigger
bullies to harm others and factors that make bullied as targets have created broad
concept of bullying cases. Bullying evolves, basically getting ways to harm people.
There’s the creation of cyber bullying and other trend aspects which basically are
just verbal, physical, emotional and psychological aspect since then. Bullying is
really a tragic and has tragic outcomes. It causes depression, stress, and other threats
specifically suicide. As suicide cases boosted in number and authorities find out
that the cases have something to do with bullying it really got the attention of every
UNIVERSITY OF THE EAST – MANILA 11
people. We all know how it to lose someone is and just because of a small repeated
This research focuses on school related bullying since this seeks the impact
theory that could possibly and further explain why exactly bullying cases are
perspective has been proliferated among the best practices to tackle aggressive and
as such it fits well with the educational objectives of the school. This theory would
indicate that during adolescent period children or youth are more aggressive. In
relation to bullying behaviors, several studies have shown that adolescents with
This theory has indicated that aggressive and bullying behaviors were associated
enhance students’ self-esteem and develop positive attitudes towards school and
school achievement.
According to the related literatures that were gathered, some children who
came from abusive and inappropriate environment caused them to repeat the elders’
actions. Their past and childhood contributed well on their future characters.
One theory is the Theory of the Mind. In this theory, it shows how the mind
developed beliefs and perceptions that their minds form since they can remember.
So as the child grows up, and starts attributing happenings to different things and
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continues to grow more. Because a child has a tendency to imitate what older or
other people around him do—which then enters another theory, the Social Learning
(1977) is a very much appreciated theory in this research because it deals greatly
with and how a child’s early years can affect his decisions—and actions in general
and — in life. This can also help detect which factors can be used to motivate a
Another theory (or model, rather) associated with the research is the Social
Skills Deficit model. It shall be referred to as a model because the research is basing
from this particular concept due to the very idea of the topic—the effects of
This theory helps in elucidating how a child’s already-marred inner self can
actually result to a much, much worse state. Although more common in people with
mental disabilities, someone can still have social skills deficit through being
bullied. Even those who weren’t still do have deficiency in their social skills just
because they are shy or have problems at home, but the circumstances in which
This model helps target the points of a bullied person’s causes of stress which can
widen the range of circumstances where the victim might commit regrettable
actions. And this can help predict which likely outcomes or effects can happen.
PROCESS
INPUT
OUTPUT
different forms of
bullying research the effect of bullying
experienced by UE design using to the academic
student? random performance of the
sampling of University of the
2. How did this survey East-College of Arts
affect their questionnaires and Sciences.
academic
performance for
the school year
2013-2016?
3. What steps
have been done to
reduce the
negative effects of
bullying to the
students of UE-
Manila?
FEEDBACK
perspective of a person, perceives actuality and the nature being in the study of how
bullying affect one’s performance inside the campus. The research is considered as
analysis and other objective and deductive experiments. The study of the group
about bullying covers both genders and also indicates life’s social status. The
UNIVERSITY OF THE EAST – MANILA 15
relationship of this study to the social effects of bullying and on the academic
mentally inflicted ideas that may greatly affect one's performance in school.
The design of pragmatic paradigm was employed for the research, the
reality that bullying causes positive and negative impact to the victim.
2. What are the different forms of bullying experienced by the said students?
Students
its effect also to the one who bullies. This study aims to provide adequate
Teachers
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To teachers who want to know how their students are affected by bullying
in the school, especially if the student pretend that nothing is happening, which the
teachers knows when or where to act on the situation. It also gives adequate
School Administrators
Like the teachers and students, the significance of this study is that it can be
used as basis of information and data that will be gathered upon surveying. This
also provides adequate information and ideas that can be used for future research
purposes.
Parents
For the parents to know what is the performance of their children at school
inform them that bullying might affect the academic performance of their children,
so that they may come up with a solution for the future to avoid this from
happening.
SAO
For the Student Affairs Office to additionally inform them that bullying may
and will always happen to the students of the university. So that, as a bullying free
campus they must uplift and strictly implement the rules and regulations in
accordance with bullying in order to minimize or eliminate the bullying acts from
happening.
UNIVERSITY OF THE EAST – MANILA 17
Guidance Councilor
In accordance with the Students Affairs Office they must implement the
same actions and guide the students, in order to basically avoid bullying from
evidence and data that can be gathered upon surveying. This can also add adequate
information’s and ideas that can be used also for the future research purposes.
Security Personnel
For the security personnel, just like teachers they must know when and
Student organizations
For the student organization with the help of the student affairs office, they
can help strictly implement rules and regulations by simply informing their co-
students not to do bullying because it may affect the performances of the students
in campus.
of the East- Manila. The study also limits the respondents for only 100 students
questionnaire will be first approved by the officials before letting it distribute. The
time that will be allotted in this surveying is limited that it needs to be finished as
DEFINITION OF TERMS
aggression
Ethnicity – the fact or state of belonging to a social group that has a common
content
Suicidal – deeply unhappy or depressed and likely to commit suicide; likely to have
someone or something
CHAPTER 2
RELATED LITERATURE
Local Literature
In Philippines, there are laws which protect someone from being bullied,
especially from social media and most of them are usually considered by some as
because this is where the schools practicing harmony in a place where they have a
which he inferred that some 31 incidents of bullying are reported every day in
schools. According to Rep. Gullas (cited by Diaz, 2015), “A total of 6,363 cases of
bullying in public as well as private elementary and high schools were recorded in
cycle of 201 school days, this translates to at least 31 incidents of bullying every
day.”
then-President Benigno S. Aquino III signed into a law Republic Act No. 10627,
(2015), required schools “to adopt policies to address the existence of bullying in
Order No. 40, series of 2012, or the DepEd Child Protection Policy, which
UNIVERSITY OF THE EAST – MANILA 21
As for the Philippines, the government implemented Republic Act No. 10627, a
law that prohibits bullying in primary and secondary schools. Any forms of bullying
– physical, verbal, written and electronic are forbidden under this law. This Act
must also generate strategies to protect and ensure the safety and security of the
Also, bullying can be perceived as very, very different to, also, different people.
“Conflicts” can also be a way of releasing stress, wherein, bullying is under the
category of “conflict”. It addresses problems and helps people to be real. But then
bullying isn’t a way to do things. There are different causes of why people bully
other people. It can be because they think that some people are not “cool” enough,
and they probably have been treated badly at home so they take it out on the people
so they can feel superior. Factors like the economic aspect, can be causes as well.
An example is those who take people’s money because of not having some,
themselves. Also, somehow, there can be teachers in school that can affect young
minds in treating other people badly wherein they bully them. Movies contribute as
well because young children especially, do what they see on TV or in other media.
On the other hand, “Drugs and Alcohol” are not shocking to see on the list as one
Foreign Literature
weak or less powerful; it can be in form of physical, verbal, social and even online
abuse. This wrongful act can be observed everywhere but it is more prevalent in
schools. Several studies were conducted across the world to learn more about
bullying – its causes and effects physically and mentally, and how detrimental it is
to one’s self. Bullying is a behavior that can only be easily recognized when
individuals experience it. Bullying can happen to anyone at any age and anywhere
harmful behavior, which can seriously affect one’s performance. Bullying takes
place everywhere and it can happen anytime and anywhere, regardless of your age,
of it from other forms of aggression. Aggression is very usual in the school setting;
concerning students having equal power in terms of physical and strength and
number. This kind of conflict is common and conventionally do not last long.
However, when we talk about bullying, it is more systematic. There at least three
attributes in which can accentuate the difference of bullying from other aggression.
First, power differential, the strong ones or the ones who has more friends or
somewhat influential tends to be the bully while the ones who are vulnerable to
UNIVERSITY OF THE EAST – MANILA 23
bullying usually are the ones having no friends or those introvert in a classroom.
Second thing is the repeated abused, bullying tends to create pattern on when they
will attack the victim, and bullies normally torment the victim in a certain time of
the day whenever the victim is isolated. Third, it creates anxiety, intimidation and
fear, when the abuse is being repeatedly done, it intensifies the feeling of fear and
impact. Bullying among youths could be very detrimental to their health. – It could
lead to different emotional diagnosis. Aside from introvert students, gays and
Victims of bullying are more likely to report feeling unhappy and lonely at
school, and having fewer good friends (Boulton and Underwood, 1992). It’s
because they are being isolated from the people around them. Because of this act
of seclusion students are mostly less aspired to pursue much higher grade than those
who are not being bullied, because of unsafe mindset that he/she can be bullied
academic performance in school, because they always have the fear of being
maltreated and physically harmed by someone. On the point of the view of parents,
sometimes they can’t determine if their kids are being bullied in school, making it
harder for the child to keep up with the school activities and academic performance,
because there is no outlet of their anger and disappointments that sometimes lead
student choose to enroll on a school, they would consider the environment on that
particular school that they are interested in, because they need to ruminate not just
the distance, tuition fee, and quality, but also the environment inside the school—
if it is enjoyable to stay and safe from detriment from others. The bully does the act
to the victim, because of the existence of power between the two, either physically
or mentally superior. These traits of a bully are one of the factors that make him/her
to think that they can do anything as long as they have the power to do so and make
bully does not necessarily need to have actual power over a potential victim.
connection. Some instances may happen that the act does not just happen for one
Some actions of the victim will take adjustments of their daily routine just
to avoid being bullied. To the victim, he needs to make adjustments for what they
think is good for them but in reality, sometimes bullies take it as a more challenging
damages such as, feeling anxious, depressed, insecure, lonely and feel like crying
UNIVERSITY OF THE EAST – MANILA 25
a lot or sometimes can lead to loss of interest on things they used to enjoy,
these impacts deepen, it could lead to suicidal thoughts or hurting oneself thinking
that one’s life is useless anymore or cutting one’s skin to somehow alleviate the
negative emotions. 3 According to Centers for Disease and Control (CDC) violence
prevention, suicide is the tenth leading cause of death resulting to 4,400 deaths per
4
year. And as for students who bully others they tend to suffer from alcohol,
cigarette and even prohibited drugs abuse, involvement into fights and in some
cases the long-term effect would be having criminal convictions when they become
children who become bullies usually come from families that lack parental warmth
and involvement. This statement provides the idea that since the kid was in the
environment where their parents are not guiding them enough, there’s a tendency
that the kid can grow as attention seeker person and that’s when they will use
someone for them to let go of their frustrations and seek for attentions from other
parents, which has the idea as their model of behavior of discipline and
punishments.
There is no experiment that can tell whether being bullied directly affects
inside the school that leads to poor performance. Bullying may result in poor
physical health issues, because of anxiety and physical injury on contacts from the
bully. Most of the people who are being bullied take place in public for the bully to
humiliate much more the person. The act of bullying is greatly affected by those
who stands against the act, because somehow it makes the bully to rethink of what
he is doing, especially if one of the against it is their peers or friends. The society
takes a very special role in lessening the cases of bullying, because they can do
something against it while it is happening. It’s just a matter of whether you will
stand for what is right, or just let this act continue and somehow when time comes,
Policies that regulates among schools who exercise a bully free campus is
necessary to be structured at all times and this will only be possible if the victim
himself chooses to reveal the act and stand for what is right. Social isolation is not
a key to stop the act of bullying. The rate of bullying can be known on a survey,
but it is needed to be identified and the terms and its limitations defined. There are
programs that specialized on treating bullying victims and it needs to include peer
relations and activities that make them feel secured and protected from the threat
school. In other cases of bullying, it can also have a long term effect to the victim
and psychological effect is one, which tends to make the victim has some traumatic
experience from the bully and carry it for a long time. Physical long term effect can
also happen but in rare cases only. Psychological effect sometimes leads to low
Bullying also varies in some methods not just direct contact against the
person or victim but also from the internet, specifically social media. The
“millennials” mostly are the ones who are active on social media and this is where
Cyber bullying is when you are being bashed or criticize for you’ve posted and this
act leads to personal attacks and sometimes life threatening statements from people
According to the article, “Stellar Bully Project” by Stellar (2011), these are
the causes of bullying: the bullies want to get noticed; they like having power over
their peers; they have problems at home; they think that it is “cool and funny”; they
revenge; and the need to release their feelings out on others. While the effects of
attempts (as mentioned earlier), abnormal fears and worries, sleep disorders,
important issue that needs close attention from both parents and schools. Bullying
needs to be resolved at early stage to avoid further problems for long period of time.
(Boynton & Boynton, 2005). Students who exhibit these behaviours are often
Statistically, children who engage in bullying behaviour are more likely to commit
crimes as adults (Taub, 2002). There are studies that show that bullies are five times
as likely to have serious criminal records by 30 years of age (Boynton & Boynton,
2005). If youth violence is not averted, it will be costly to society (Connor, 2002).
The longer a child continues to use aggressive behaviour, the more difficult it
instances of violence contribute to this perception, people are most concerned with
the lack of discipline and control in schools (Rose & Gallup, 2005).
In connection to this, Skiba R.J. and Peterson (2000), in their study entitled
policies often can create a negative school climate rather than improving student
behavior. Schools have a long history of expelling and suspending students because
that Discipline policies, such as, suspensions and expulsions, do not attempt to
You Do, 2008) were about explanations of the others’ involvement. And by ‘others’
it means the bystanders, or witnesses of the bullying. There even was this so-called
November 2015). This happens when the act of bullying is happening, and these
UNIVERSITY OF THE EAST – MANILA 29
on-lookers just stood by, and watch. According to those pages, though, it is because
of the diffusion of responsibility. It happens when bystanders feel like they share a
sense of responsibility with the whole group, therefore slowing their response or
they do not respond or do anything at all. Another thing, too, on why the on-lookers
barely respond (obviously to the victim’s need) is that they can be very afraid of
Probably the most pleasant to read of all of these is the part of the
who stand up for the victims. These so-called Fourth Characters aren’t afraid of
the bullies in the slightest and are considered to be some sort of a ‘silver lining’ in
the dark skies of the victims of bullying. One article commended them for showing
On the other hand, because most of these bullies are still young, wisdom
hasn’t struck them so much and I think that’s what leads to some of the
aforementioned disturbing effects. And those who are, who witness, who
experience, and who know of bullying are PARTS of this whole abominable
treatment of human beings, and no matter what they do, they are still bumps in the
supposedly smooth way of living of those minds and lives so young and gentle.
some are already mentioned earlier, other aspects that people can be bullied are
based on gender, ethnic, physical size, age, and social and economic status
differences. On gender differences, one can assume that one of the types is gay
UNIVERSITY OF THE EAST – MANILA 30
bullying. Although we are already in the 21st Century, where people call it modern
times, and many celebrities are, gay, there still are those who look at things in a
very different perspective. Of course, we all have our views on things, and that is
As to the actual point of this paper, which is about the effects of bullying,
those who are affected, most especially and more prominently, the young students
in school, experience a lot. And again, it was continuously getting more and more
bullies are being defended. According to the author, we shouldn’t judge the bullies
firsthand because we may not know “the other side of the story”, which then led to
several proofs of researches (Bullying Statistics 2010; Bullying Facts, 2013) which
showed that, indeed, these seemingly juvenile delinquents could even be victims of
the bullied victims, deserve equal justification. The article (The Bully’s Perspective,
2013) then went on. And in the end, its suggestion of forgiveness, prevailed.
RELATED STUDIES
Local Studies
The studies that the researchers have compiled show that studies conducted
elementary level”, conducted by Espero and Espinosa (2010) aimed to explore and
elaborate the concept of bullying in the elementary school setting and based on
primarily of physical hurting and threats whereas the grade 6 students believe that
there are other forms. Another particular note in that study was that there are
different viewpoints on the awareness of the bullies regarding the morality of their
act among the respondents, where students from grades 4 to 6 believed that the
bullies were aware that what they are doing is wrong. The grade 3 students,
however, believe otherwise, which can be inferred to the fact that they were not yet
experienced the different forms of bullying. In here we infer that there can be a
level.
children in Grades 1-3, 7 out of 10 in Grades 4-6, and 6 out of 10 in high school
have experienced some kind of violence in school. Verbal abuse (which includes
being ridiculed and teased, being shouted at and being cursed or spoken to with
harsh words) was listed as the prevailing form of violence experienced by children
in all school levels. They also included family background and personal
rights, fear, inability of authority figures to respond to cases, and lack of policies as
performance. Through our study, we can answer the query if bullying can be
A first and relevant factor that affects the academic performance is extra-
respondents’ profile, gender for both regular and organizational activities has a
Students “which tackled the interplay between classroom climate and student’s
academic performance showed that the respondents have a different viewpoint and
perception on the correlation between the classroom climate and their academic
UNIVERSITY OF THE EAST – MANILA 33
significant correlation between the two variables, the researchers concluded that
classroom climate in part has some influence on the academic performance, either
positive or negative.
that students' pro-social behaviors affect teachers' behavior and students' own actual
among social skills and academic performance in the Philippine college setting.
Foreign Studies
researcher, Carla Bennett, analyzed that bullying does not need to be a reality that
students face. As more schools adopt whole school prevention programs and
actively work with students, staff, and parents in effectively addressing the issues
of bullying in each individual school, students will develop into adults with
UNIVERSITY OF THE EAST – MANILA 34
how to solve problems and resolve conflict and by intervening with students during
their school years, the bully-victim cycle that takes place in adolescence and
adulthood may decline with each graduating class, in turn ending the bully-victim
cycle that takes place in early years and eventually putting an end to behaviors that
“with the goal of testing whether bullying victimization in the elementary level
experiences in adolescence.
On the other hand, Elagra, Rayyan, et.al. (2016) conducted a recent research
with the goal of investigating the sleep patterns of dental students from
different academic levels and determine the effect of sleep patterns to the academic
performance of students. The researchers conducted the study through the survey
of1160 students from both clinical and non-clinical levels in measuring the sleep-
related variables and academic performance. The researchers found out and
concluded that dental students tend to have poor sleep quality, which is unknown
UNIVERSITY OF THE EAST – MANILA 35
A study conducted by Ali, Haider, Munir, Khan, & Ahmed (2013) with the
Khan Campus. The study showed that the academic performance of their students
showed that male students have more in their percentage grades of distinction than
academic performance of male and female students varied and depended on when
pointed to poor infrastructure (e.g. power outage, congested lecture theatres, etc.)
as the common cause of low academic performance. They concluded that students
often attribute their low academic performance to external factors, and that it was
results how, in more than one hundred and thirty thousand students surveyed,
2010). Physical abuse, sexual abuse, a mental health problem, and running away
from home were also parts of the reports of those sixth, ninth, and twelfth graders
that they surveyed (Borowsky, 2010). This study proves yet another unnerving
account of not only the youth’s but people in general’s tendency of succumbing in
the depths of negativity, which, more than often, based on the other studies
and Keyes, 2006-2008). This time, they conducted the study on the Lesbians, Gay,
the study was ninety-five percent confident, most likely did 2.25 times suicide
attempts. These people were, on the other hand, from a county wherein there are
few anti-bullying policies implemented. And the study shows that counties or
community has a bigger chance of having young lives taken from its population
count than those with abundant ones. Another implication yet was made here on
how people’s different perceptions and upbringings have impacted not just
study, some results showed quite differently than the many of the other accounts of
studies stated above. It is because in here, there came about a result of forty-three
percent of the population that was surveyed and studied were aggressive bullies
(Espelage and Holt). And those aggressive bullies whom normally people would
think just enjoy other people’s sufferings, actually thought of killing themselves.
This just showed how bullying, as was stated a few pages back, affect, not only
those who are bullied, but also those who bully as well.
another implication of how bullying affects, not just those who bully and are
bullied, but even those who have heard, or witnessed first-hand an account of
bullying (Rivers and Noret, 2010). In this study, those who have witnessed bullying
this study that if they feel helpless, being perpetrated repeatedly, and having a less
their lives. A conclusion of this study, as well, was that helplessness, if coupled
with witnessing a bullying account, wherein the victim is perceived helpless – thus,
ideas of suicide. Thus, feelings created due to bullying, whether they are felt by the
onlookers or bullies or victims themselves, play a very significant role in this study
Gould, 2011), it was shown, from the range of ninety-six students who whom the
study was conducted upon, that those involved in the actual bullying (the bullies
and the victims), have a higher and greater risk of having ideas relating to suicide.
A study (King, Horwitz, Berona, Jiang, 2013) shows that young adults, who
are just some time older than the common bully victims and bullies, actually have
a higher risk of engaging into suicidal behavior, compared to the younger ones like
those from middle school. It then indicates that because that period of time is most
commit suicide, and is related to the study, which therefore is being stated showed
that of all the data that the researchers have gathered, most of the deaths are those
of men (Karch, Logan, McDaniel, Floyd, Vagi, 2013). An interrelated result is that
a percentage of it, is because of bullying. And take into consideration that the study
who experienced it. The behavior of the victim changes through time because of
the continuous act. It can be a positive effect or most often, it is negative when it
The dependent variable identified in the problem statement was the result
bullying also indicated in this study and steps have been done to reduce the negative
effects of bullying of the students inside the campus. Some factors to consider as
bullied and bullies are there economic status that makes big impact to their mind
and behavior. Random sampling was used in this paper to make an appropriate or
excellent, which identifies results for the academic performance of the students
inside the school. Some factors to be considered like, money, family problem and
other things that he/she may not tell now but soon he will. There are factors to
determine someone’s behavior. By the time when they are affected by the bullying
they will cause depression for the bullied to determine the idea of bullying inside
the campus and evaluate this practices among students of College of Arts and
Sciences (CAS).
UNIVERSITY OF THE EAST – MANILA 40
CHAPTER 3
RESEARCH DESIGN
RESEARCH LOCALE
involving the College of Arts and Sciences (CAS), UE-Manila because it composed
which this research will cover. Students having a student number that starts with
2013 up to 2015 which are second year up to fourth year students this year will be
to gather information and data that has been used in their study. 100 survey
UNIVERSITY OF THE EAST – MANILA 41
covers all the courses of the said college, having a number of representatives in
each year levels from second year to fourth year. The 100 respondents were selected
randomly which had given all the CAS students the same chance to be picked fairly.
that needs to know to proceed with the study. The questionnaire contains the
on the said issue, the identification of its forms it manifests and the effect of it on
SOURCES OF DATA
In this chapter the researchers used data gathering to study the case of
bullying in the University of the East – Manila Campus. The study was conducted
in University of the East-Manila targeting the students of the College of Arts and
Sciences. The instrument used to collect the data includes survey methods to the
The problem was investigated by mean of a literature review. The study sets
out to explain the methodology used in gathering data for the case of bullying in
the College of Arts and Sciences and describes how the study was designed and
progressed with the study of how bullying affect to the Academic Performances of
the students of the College of Arts and Sciences in the University Of the East-
Manila.
UNIVERSITY OF THE EAST – MANILA 42
One hundred upper and lower levels of College Of Arts and Sciences students
were selected for participation in the study about bullying in the University of the
East-Manila. For this study the data were collected with the help of validated data
techniques which provide the decision that makes a systematic and powerful mean
problem solving. And decision making by the researcher. The types of quantitative
method used is techniques which are used in conducting the statistical inquiry
beginning from the collection of data until interpretation of those collected data.
In this section, the researchers will explain in the details on how to gather
the data completely. First, is conducting the survey questionnaires in which the
researchers constructed questions relating to the study that will explain if bullying
affects the academic performance of the students. The list of the open survey
the gathering of insignificant data and to measure or asses what do the researchers
want to find out in the future. After the survey questionnaires were validated, the
researchers have chosen its respondents. The researchers have chosen its
UNIVERSITY OF THE EAST – MANILA 43
respondents for the survey questionnaires, and the chosen respondents were the
students of College of Arts and Sciences courses, from 2nd year to 4th year level
enrolled in the first semester of the academic year 2016-2017. The survey
questionnaires were given to 100 CAS students in which different courses were
questionnaires were answered, the researchers have collected the results and
conducted tallying and graphing methods. The results were given to a statistician
in order to provide the average total of the students who were affected by the said
study. And after the average was given and validated by the expert, researchers
have organized the outcome of the study whether or not bullying affects the
performance of the students. The study was summarized by the researchers and
recommendations were made for further perfection of the study was accepted and
were entertained.
UNIVERSITY OF THE EAST – MANILA 44
CHAPTER 4
Presentation of Data
academic performance. The researches limits its coverage within one hundred
students of College of Arts and Sciences wherein each courses in college have
also per year level. Presentation was done through the used of tables. Analysis and
and Sciences
1. AB 1 2 7 10 10%
Broadcasting in
Communication
2. AB English 2 1 5 8 8%
3. AB 2 9 1 12 12%
International
Studies
4. AB Legal 3 4 3 10 10%
Management
5. AB Political 2 1 7 10 10%
Science
6. BS Biology 2 1 3 6 6%
7. BS Hotel and 2 1 5 8 8%
Restaurant
Management
8. BS Library 4 3 2 9 9%
Science
UNIVERSITY OF THE EAST – MANILA 46
9. BS 3 2 2 7 7%
Mathematics
10. BS 3 4 4 11 11%
Psychology
11. BS Tourism 6 1 2 9 9%
Communication with 1 respondent from second year level, 1 from third year and 8
students from fourth year; The second course that responded from questionnaires
was from AB English with a 2 second year students, 1 from third year and 5 from
fourth year; In AB International Studies, 2 from second year, 9 from third year and
only 1 from fourth year; The number of respondent also came from AB Legal
from fourth year ; In Political Science majors 2 was from second year level, only 1
from third year and 7 from the fourth year level; There are 2 respondent from
second year, 1 from third year and 3 from fourth year in BS Biology; In BS Hotel
UNIVERSITY OF THE EAST – MANILA 47
and Restaurant Management 2 students from second year level, 1 from the third
and 5 from fourth year; In the field of Library Science 4 students from second year
level, 3 from third year and 2 from fourth year; In BS Mathematics respondents
were composed of 3 students from second year level, 2 from third year and fourth
year level; In BS Psychology respondent were from second year level, 4 from third
and also 4 from the fourth year; And lastly, the BS Tourism which composed of 6
College of Arts and Sciences, the researchers distributed it per year level of certain
According to course
AB Broadcastingin Communication
AB English
9% 10% AB InternationalStudies
11% 8% AB Legal Management
AB PoliticalScience
7% 12% BS Biology
BS Hotel and Restaurant Management
9%
10% BS Library Science
8% BS Mathematics
6% 10%
BS Psychology
Mathematics with 7%, Psychology majors with 11% and lastly the BS Tourism
30%
41%
2nd Year Level
29%
the second year student 30% of the respondent came from the second year level,
UNIVERSITY OF THE EAST – MANILA 49
29% from third year level and the remaining 41% were from the fourth year level
According to Age
15-17 16 16%
18-20 77 77%
21 & ABOVE 7 7%
GRAPH 3
UNIVERSITY OF THE EAST – MANILA 50
According to Age
16%
1.4
TABLE 2 and GRAPH 3 indicate that there were 16% of the respondents
while the remaining 7% are ranging with the age of 21 years old and above.
According to Gender
Female 60 60%
Male 40 40%
TOTAL: 00 100%
UNIVERSITY OF THE EAST – MANILA 51
GRAPH 4
According to Gender
Female
Male
40%
60%
shows that 60% of female and 40% of male respondents with the total of 100%
The data above shows that most of the respondents were female and not so many
were males. This implied that there were more females cooperated with the
CLASS
GRAPH 5
Upper Class
16% 15%
Middle Class
Upper Class
69%
TABLE 4 and GRAPH 5 indicate the total 100 of respondents among the
above that upper class is composed of 15%, the middle class also composed of 16%
and the remaining the majority of the respondents came from the middle class that
GRAPH 6
3.2
GRAPH 6 shows that 42% of the respondents agreed that bullying affect
GRAPH 7
UNIVERSITY OF THE EAST – MANILA 54
GRAPH 7 shows that 29% of the respondents are admitted that they have
done bullying inside the campus, while 71% of the respondents do not bully anyone
GRAPH 8
29
Respondents who
experienced bullying
Respondents who
experienced bullying
71
UNIVERSITY OF THE EAST – MANILA 55
GRAPH 8 shows that there are 29% of the respondents who experienced
bullying inside the campus while the remaining 71% answered that they never
experienced bullying.
UNIVERSITY OF THE EAST – MANILA 56
UNIVERSITY OF THE EAST – MANILA 57
UNIVERSITY OF THE EAST – MANILA 58
anywhere and to anyone. The table 5 shows that researchers conducted a set of
question in part 1 in order to analyze if student were fully aware about bullying
matter.
are fully aware that bullying is a problem inside the campus. The respondents also
asked if they were aware about the policies/laws concerning bullying, 5 out of 10
strongly agreed in this. Also 5 out of 10 strongly agreed that they are knowledgeable
enough about bullying. Lastly, 5 out of 10 are fully aware that they can seek
guidance from the teacher/professor of guidance councilor once they have been
bullied.
a problem inside the campus. The respondents also asked if they were aware about
the policies/laws concerning bullying, 2 out of 8 strongly agreed in this. Also 3 out
of 8 strongly agreed that they are knowledgeable enough about bullying. Lastly, 2
UNIVERSITY OF THE EAST – MANILA 59
out of 8 are fully aware that they can seek guidance from the teacher/professor of
aware that bullying is a problem inside the campus. The respondents also asked if
they were aware about the policies/laws concerning bullying, 8 out of 12 strongly
agreed in this. Also 8 out of 12 strongly agreed that they are knowledgeable enough
about bullying. Lastly, 8 out of 12 are fully aware that they can seek guidance from
aware that bullying is a problem inside the campus. The respondents also asked if
they were aware about the policies/laws concerning bullying, 1 out of 10 strongly
agreed in this. Also 2 out of 10 strongly agreed that they are knowledgeable enough
about bullying. Lastly, 2 out of 10 are fully aware that they can seek guidance from
that bullying is a problem inside the campus. The respondents also asked if they
were aware about the policies/laws concerning bullying, 4 out of 10 strongly agreed
in this. Also 4 out of 10 strongly agreed that they are knowledgeable enough about
bullying. Lastly, 5 out of 10 are fully aware that they can seek guidance from the
the campus. The respondents also asked if they were aware about the policies/laws
UNIVERSITY OF THE EAST – MANILA 60
agreed that they are knowledgeable enough about bullying. Lastly, 4 out of 6 are
fully aware that they can seek guidance from the teacher/professor of guidance
aware that bullying is a problem inside the campus. The respondents also asked if
they were aware about the policies/laws concerning bullying, 3 out of 8 strongly
agreed in this. Also 6 out of 8 strongly agreed that they are knowledgeable enough
about bullying. Lastly, 1 out of 8 are fully aware that they can seek guidance from
that bullying is a problem inside the campus. The respondents also asked if they
were aware about the policies/laws concerning bullying, 3 out of 9 strongly agreed
in this. Also 1 out of 9 strongly agreed that they are knowledgeable enough about
bullying. Lastly, 3 out of 9 are fully aware that they can seek guidance from the
bullying is a problem inside the campus. The respondents also asked if they were
this. Also 1 out of 7 strongly agreed that they are knowledgeable enough about
bullying. Lastly, 3 out of 7 are fully aware that they can seek guidance from the
bullying is a problem inside the campus. The respondents also asked if they were
this. Also 5 out of 11 strongly agreed that they are knowledgeable enough about
bullying. Lastly, 4 out of 11 are fully aware that they can seek guidance from the
bullying is a problem inside the campus. The respondents also asked if they were
this. Also 7 out of 9 agreed that they are knowledgeable enough about bullying.
Lastly, 1 out of 9 is fully aware that they can seek guidance from the
GRAPH 9
UNIVERSITY OF THE EAST – MANILA 62
60
53 53
50 49
50
37 37 38
40 35
30
20
11 13 Strongly Agree
10
10 6 Agree
3 1 1 3
0 Disagree
Respondents who Respondents who Respondents who Respondents who Strongly disagree
are aware that are aware about are knowledgeable are aware that
bullying is a the policies/laws about bullying they can seek
problem inside the concerning guidance from the
campus bullying teacher/professor
or the guidance
councilor when
they have been
bullied.
GRAPH 9 shows the total frequency in every year and in every course who
respond the part one set of questions and follow a chart where the total frequency
It has been presented in the query no.1 that there are a total of 100%
respondents. There are 37% students who strongly agreed that bullying is a problem
inside the campus while there are 50% or more than half of the total respondents
who agreed and 10% of it did not believe that the subject matter has been a problem
In the query no.2, 35% of the respondents strongly answered that there are
conscious about the existence of policies and laws governing the subject matter,
while there are also 53% which classified as majoritywho agreed. However, there
UNIVERSITY OF THE EAST – MANILA 63
are 11% who disagreed or who are unconscious of the existence of laws and
Query no.3, 37% of the total respondents strongly agreed that there are
knowledgeable about bullying and 49% also agreed. On the other hand, 13%
admitted that they are ill-informed about it. 1% strongly disagreed about the matter.
Query no. 4, 38% answered that they are strongly aware that they can seek
help from their professors or guidance counselor once they felt that they are being
bullied, 53% who also agreed and believe the same thing. On the contrary, there
are 6% who thinks that they cannot seek help from those people and 3% strongly
disagreed.
UNIVERSITY OF THE EAST – MANILA 64
UNIVERSITY OF THE EAST – MANILA 65
UNIVERSITY OF THE EAST – MANILA 66
spreading rumors, physical attacks or even inciting others. This TABLE 6 presented
the different forms of bullying that may experienced by the following respondents.
have been verbally ridiculed and teased by their classmate and the remaining 7
respondents said to be that they never experienced it. 1 out of 10 respondents agreed
that he/she experienced being physically humiliated by his/her classmate and the
remaining 9 disagreed about it. 1 out of 10 respondents said that he/she humiliated
ridiculed and teased by their classmate and the remaining 5 respondents said to be
that they never experienced it. 3 out of 8 respondents agreed that they experienced
UNIVERSITY OF THE EAST – MANILA 67
disagreed about it. 3 out of 8 respondents said that they humiliated or teased by
verbally ridiculed and teased by their classmate and the remaining 6 respondents
said to be that they never experienced it. 2 out of 12 respondents agreed that they
respondents disagreed about it. 4 out of 12 respondents said that they humiliated or
verbally ridiculed and teased by their classmate and the remaining 6 respondents
said to be that they never experienced it. 1 out of 10 respondents agreed that they
disagreed about it. 2 out of 10 respondents said that they humiliated or teased by
verbally ridiculed and teased by their classmate and the remaining 3 respondents
said to be that they never experienced it. 2 out of 10 respondents agreed that they
disagreed about it. 3 out of 10 respondents said that they humiliated or teased by
ridiculed and teased by their classmate and the remaining 3 respondents said to be
that they never experienced it. 1 out of 6 respondents strongly agreed that they
respondents disagreed about it. 1 out of 6 respondents said that they humiliated or
they have been verbally ridiculed and teased by their classmate and the remaining
1 said to be that they never experienced it. 6 out of 8 respondents agreed that they
respondents disagreed about it. 7 out of 8 respondents said that they humiliated or
verbally ridiculed and teased by their classmate and the remaining 1 respondent
said to be that they never experienced it. 5 out of 9 agreed that they experienced
disagreed about it. 4 out of 8 said that they humiliated or teased by their classmate
ridiculed and teased by their classmate and the remaining 3 respondents said to be
that they never experienced it. 2 out of 8 respondents agreed that they experienced
disagreed about it. 2 out of 8 respondents said that they humiliated or teased by
ridiculed and teased by their classmate and the remaining 6 respondents said to be
that they never experienced it. No one experienced being physically humiliated by
their classmate. 4 out of 11 respondents said that they humiliated or teased by their
ridiculed and teased by their classmate and the remaining 4 respondents said to be
that they never experienced it. 3 out of 9 respondents agreed that they experienced
disagreed about it. 3 out of 9 respondents said that they humiliated or teased by
GRAPH 10
UNIVERSITY OF THE EAST – MANILA 70
60 57
50 42 43
40 35 34
30
19 17 17
20 14 Strongly Agree
9 7
10 6
Agree
0 Disagree
Respondents who have Respondents who have Respondents who have
been verbally ridiculed been physically been humiliated or Strongly Disagree
and teased by my humiliated by my teased by my
classmate (e.g. name classmates (e.g. doing classmates through
calling, making offensive remarks) social media
offensive remarks or
jokes about student-
victim)
GRAPH 10 shows that there were 42% out of the 100% respondents who
agreed that they had been verbally ridiculed or teased by their classmates while
there were also 14% who strongly agreed. On the other hand, 35% of it responded
that they haven’t experienced such, and the remaining 9 strongly disagreed.
Out of 100% of the respondents, 57% or more than half of the 100% denied
that they have been physically humiliated by their classmates, while the 17%
strongly denied that they have experienced such thing. Contrary to the 19% of the
agreed.
43% of the respondents or less than half disagreed that they have been bullied
through social media. Furthermore, the 34% favorably answered to the question
that they have been humiliated through social media. 17% strongly disagreed and
6% agreed.
UNIVERSITY OF THE EAST – MANILA 71
TABLE 8
UNIVERSITY OF THE EAST – MANILA 72
The researcher believes that the physical effects of bullying combined with
bullying because it both threatens student’s safety and impacts of their learning.
UNIVERSITY OF THE EAST – MANILA 78
Table 7 shows the part 3 of our questionnaires which provides the different effect
bullying can lower self-esteem. 5 out of 10 respondents tend to think that people
around them don’t like/accept them. 4 out 10 respondents also said that they have
because of bullying. 2 out of 10 respondents said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out 10
respondents said that in order to avoid being bullied they resort to absenteeism from
classes. No respondent agreed that they do schoolwork for others, in order for
him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in
respondents feel like people are going to judge them when they answered. 1 out of
studies. And lastly, no one agreed that grades can be affected because of the
think that people around them don’t like/accept them. 4 out 10 respondents also
said that they have already doubts because of being bullied. 1 out of 10 respondents
UNIVERSITY OF THE EAST – MANILA 79
feel isolated because of bullying. 2 out of 10 said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out 10
respondents said that in order to avoid being bullied they resort to absenteeism from
classes. No respondent agreed that they do schoolwork for others, in order for
him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in
respondents feel like people are going to judge them when they answered. 1 out of
studies. And lastly, no one agreed that grades can be affected because of the effects
of bullying.
esteem. 2 out of 8 of the respondent tend to think that people around them don’t
like/accept them. 3 out of 8 respondents also said that they have already doubts
respondents said that they don’t have already a confidence to voice out their
opinions and views in class discussions. 1 out of 8 respondents said that in order to
avoid being bullied they resort to absenteeism from classes. 2 out of 8 respondents
agreed that they do schoolwork for others, in order for them not to be bullied. 3 out
because of bullies around them. 5 out of 8 respondents feel like people are going to
judge them when they answered. 1 out of 8 respondents has been skeptic on putting
UNIVERSITY OF THE EAST – MANILA 80
trust on his/her classmates because of being bullied. 5 out of 8 respondents said that
bullying can distract studies. And lastly, 6 out of 10 respondents agreed that grades
people around them don’t like/accept them. 6 out 12 respondents also said that they
have already doubts because of being bullied. 4 out of 12 respondents feel isolated
because of bullying. 6 out of 12 respondents said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out of 12
respondents said that in order to avoid being bullied they resort to absenteeism from
classes. None of the respondents agreed that they do schoolwork for others, in order
for them not to be bullied. 1 out of 12 respondents feels that they’re not allowed in
respondents feel like people are going to judge them when they answered. 4 out of
studies. And lastly, 4 out of 12 respondents agreed that grades can be affected
lower self-esteem. 6 out of 10 respondents tend to think that people around them
UNIVERSITY OF THE EAST – MANILA 81
don’t like/accept them. 4 out 10 respondents also said that they have already doubts
6 out of 10 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 3 out of 10 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 2 out of 10
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 3 out of 10 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 2 out of 10 respondents feel like people
are going to judge them when they answered. 3 out of 10 respondents has been
respondents said that bullying can distract studies. And lastly, 3 out of 10
respondents agreed that grades can be affected because of the effects of bullying.
self-esteem. 5 out of 10 respondents tend to think that people around them don’t
like/accept them. 4 out of 10 respondents also said that they have already doubts
5 out of 10 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 2 out of 10 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 3 out of 10
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 4 out of 10 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 5 out of 10 respondents feel like people
UNIVERSITY OF THE EAST – MANILA 82
are going to judge them when they answered. 3 out of 10 respondents has been
respondents said that bullying can distract studies. And lastly, 2 out of 10
respondents agreed that grades can be affected because of the effects of bullying.
esteem. 3 out of 6 respondents of the respondent tend to think that people around
them don’t like/accept them. 3 out of 6 respondents also said that they have already
doubts because of being bullied. 2 out of 6 feel isolated because of bullying. 2 out
of 6 respondents said that they don’t have already a confidence to voice out their
opinions and views in class discussions. 2 out of 6 respondents said that in order to
avoid being bullied they resort to absenteeism from classes. 1 out of 6 respondents
agreed that they do schoolwork for others, in order for them not to be bullied. 1 out
because of bullies around them. 1 out of 6 respondent feels like people are going to
judge them when they answered. 2 out of 6 respondents has been skeptic on putting
trust on his/her classmates because of being bullied. 2 out of 6 respondents said that
bullying can distract studies. And lastly, 2 out of 6 respondents agreed that grades
bullying can lower self-esteem. 7 out of 8 respondents tend to think that people
UNIVERSITY OF THE EAST – MANILA 83
around them don’t like/accept them. 7 out of 8 respondents also said that they have
already doubts because of being bullied. 7 out of 8 respondents feel isolated because
of bullying. 7 out of 8 respondents said that they don’t have already a confidence
to voice out their opinions and views in class discussions. 7 out of 8 respondents
said that in order to avoid being bullied they resort to absenteeism from classes. 5
out of 8 respondents agreed that they do schoolwork for others, in order for them
not to be bullied. 5 out of 8 respondents feel that they’re not allowed in participating
in class discussions because of bullies around them. 7 out of 8 respondents feel like
people are going to judge them when they answered. 7 out of 8 respondents has
been skeptic on putting trust on his/her classmates because of being bullied. 7 out
of 8 respondents said that bullying can distract studies. And lastly, 7 out of 8
respondents agreed that grades can be affected because of the effects of bullying.
self-esteem. 8 out of 9 respondents tend to think that people around them don’t
like/accept them. 6 out of 9 respondents also said that they have already doubts
7 out of 9 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 4 out of 9 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 3 out of 9
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 6 out of 9 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 7 out of 9 respondents feel like people
UNIVERSITY OF THE EAST – MANILA 84
are going to judge them when they answered. 4 out of 9 respondents has been
said that bullying can distract studies. And lastly, 7 out of 9 respondents agreed that
esteem. 5 out of 7 respondents tend to think that people around them don’t
like/accept them. 4 out of 7 respondents also said that they have already doubts
6 out of 7 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 5 out of 7 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 3 out of 7
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 4 out of 7 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 5 out of 7 respondents feel like people
are going to judge them when they answered. 3 out of 7 respondents has been
respondents said that bullying can distract studies. And lastly, 4 out of 7
respondents agreed that grades can be affected because of the effects of bullying.
esteem. 7 out of 11 respondents tend to think that people around them don’t
UNIVERSITY OF THE EAST – MANILA 85
like/accept them. 4 out of 11 respondents also said that they have already doubts
2 out of 11 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 2 out of 11 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 2 out of 11
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 2 out of 11 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 3 out of 11 respondents feel like people
are going to judge them when they answered. 2 out of 11 respondents has been
respondents said that bullying can distract studies. And lastly, 2 out of 11
respondents agreed that grades can be affected because of the effects of bullying.
esteem. 9 out of 9 respondents of the respondent tend to think that people around
them don’t like/accept them. 4 out of 9 respondents also said that they have already
bullying. 5 out of 9 respondents said that they don’t have already a confidence to
voice out their opinions and views in class discussions. 1 out of 9 respondents said
that in order to avoid being bullied they resort to absenteeism from classes. None
of the respondents agreed that they do schoolwork for others, in order for them not
class discussions because of bullies around them. None of the respondents feel like
UNIVERSITY OF THE EAST – MANILA 86
people are going to judge them when they answered. 1 out of 9 respondents has
been skeptic on putting trust on his/her classmates because of being bullied. 2 out
of 9 respondents said that bullying can distract studies. And lastly, 3 out of 9
respondents agreed that grades can be affected because of the effects of bullying.
GRAPH 11.0
60
51
50 45 43
40 34 36 36 35 36
31
30 27
18 19 Strongly Agree
20 16 15 15 13
10 Agree
6 6 8
10
Disagree
0 Strongly Disagree
Respondents Respondents Respondents Respondents Respondents
who believe who tend to who have who feel who don’t have
that bullying think that doubts because isolated the confidence
lowers self- people around of being bullied because of to voice out
esteem don’t bullying opinions and
like/accept views in class.
them
UNIVERSITY OF THE EAST – MANILA 87
The graph 11.0 shows the first five questions of part 3 regarding the effects
27% in strongly agree, 16% for disagree and remaining 6% for strongly disagree.
The second query 45% of the majority agree that they tend to think that people
around don’t like/accept them. 31% who disagree, 18% strongly agree and the
minorities that consist of 6% strongly disagree. For the third query in the graph
36% of the respondents disagreed that they have doubts because of being bullied
followed with the close percentage of 34% who agreed, and 15% for strongly agree
which equates with 15% of strongly disagree. 36% of the respondents agreed and
35% disagreed that they feel isolated because of bullying, 19% who said that they
are strongly disagreed and the remaining 10% strongly agree. Almost half of the
respondents agree that they have a lack of confidence to speak out their thoughts
GRAPH 11.1
UNIVERSITY OF THE EAST – MANILA 88
45 40 39 41 41
38
40 35
33
35 29
30 24
25 21
17 18
20
15
8 Strongly Agree
10 6 6
4
5 Agree
0
Respondents who Respondents who Respondents who Respondents who Disagree
resort to do schoolworks for feel that they not feel like people are Strongly Disagree
absenteeism from other in order for allowed to going to judge
class to avoid thewm not to bully participate in class them and
bullies discussions because therefore, even
of the bullies though they know
around them the answers, they'll
just decide not to
recite
GRAPH 11.1 presents that the respondents of this research study are
positively inclined when it comes to bullying cases wherein most of the respondents
disagreed that a bullied student should resort to absenteeism from classes only to
avoid the bullies. Out of 100% there are 38% students who disagreed on this.
instances which conditions such doing the school papers of the bullies in order for
them not to be bully which is the 40%, not participating class discussions and
activities for the reasons that the bullies are just in the premises are the 40% of the
respondents, 40% not actually thinking that people are going to judge them which
causes them not to talk at all and other negative acts that are caused of bullying
GRAPH 11.2
UNIVERSITY OF THE EAST – MANILA 89
50 47
45 39
40
35 32 33 31 32 29
27 29
30 24
23 23
25
20
15
7 8 8 8
10
5
0
Respondents who Respondents who Respondents who Respondents who
have been skeptic on being bullied has believe bullying believe that bullying
putting their trust on hampered their distracts focus in affects their grades
their classmates productiveness in studies because of bullyinbg
because of being school in class
bullied, they tend not Strongly Agree
to ask questions or
information Agree
regarding school
Disagree
work
students. At the first Query of the question, 47% of the respondents disagreed, both
23% in agree and strongly disagreed and 7% in strongly agree. The second Query
indicates that 33% disagreed, 32% agreed, 27% strongly disagreed and 8% strongly
agreed.
Third Query shows that 39% of the respondents agreed. 24% agreed, 9%
Disagreed and only 8% for the strongly agreed. For the last 4thQuery it indicates
the respondents who believe that bullying affects their grades because of bullying
in class. A percentage of 32% for the respondents who disagreed and 31% percent
for those who agreed, 29% for the strongly disagreed and 8% for those who agreed
CHAPTER 5
SUMMARY
UNIVERSITY OF THE EAST – MANILA 91
statement of the problem which served as the framework and foundation of the
study. The researchers had been motivated as the significance of the study had been
determined. The importance of the study to the students, teachers and school
contexts and content of the readings more the researchers listed the legal terms and
jargons and basically defined it with legit definitions from different sources such as
dictionaries. The study was about the impact of bullying cases on a particular
affects the academic performance of the students?” and to fulfill that aim, the
researchers gathered data from the students of College of Arts and Sciences in
University of the East Manila limiting their respondents to one hundred (100)
students. In the second part the researchers gathered related literatures about the
thesis or the research topic to gain prior knowledge and of course to be familiarized
with the topic. The researchers gathered data using quantitative method since the
respondents involved are large in number. From the gathered answered from the
questionnaires given to the respondents the researchers presented each category and
parts to be organized using table and charts with the interpretation follows. After
the researchers analyzed and interpreted the data presented the researchers moved
to the chapter five which are the summary, this part is where the researchers tackles
how the research paper has been made possible. The conclusion, the researchers
based the results from the gathered data and concluded that bullying really affects
the academic performance of the students and last is the recommendation wherein
UNIVERSITY OF THE EAST – MANILA 92
usually this part should be for the betterment of the thesis paper but this time on
this topic ahead this is for the betterment and awareness of all.
CONCLUSION
As the researchers gathered all the data coming from 100 respondents the
result was exposed. Out of 100 students of the College of Arts and Sciences there
are 29% who admittedly involved in bullying inside the campus. Aside from being
aware of bullying or knowledgeable about it, its definition, how it happens, policies
and laws about and regarding bullying and what do it causes 37% of the respondents
agreed that the bullying cases are real problem inside the campus. The respondents
strongly agreed that the bullying really emerge in the university and that is really
visible and everybody can literally feel it but almost little is being aware of it. 57%
even the most little form of bullying which was the teasing. Sadly, the researchers
find out that there are 45% of respondents really think that people around were
being not nice to them which give them the worse feeling of being unlike,
unaccepted and unloved. The 51% respondents believed that bullying really lowers
every student’s self-esteem that led to low self-confidence which results to low
academic performance. Because of this respondents felt unwanted, isolated and full
of doubts in every decision they make and the results were they don’t tend to talk
and speak and prove themselves. The respondents chose to be quiet about their
opinions and beliefs and there were 41% of them. The respondents experienced
domino effect which illustrates from the day the respondent has been bullied. After
UNIVERSITY OF THE EAST – MANILA 93
the respondent got bullied the respondent doubt itself, lost its confidence and got
depressed. Out of humiliation and shame the respondent tend not to participate in
the class discussions and school activities until severe fear and anxiety affected the
whole body and spirit. Physically tired, mentally weak and psychologically giving
up. The respondent by the time cut the class and drop the subjects and worst
scenario, the respondent considered and committed suicide. This means that
although the researches limited its study to 100 respondents only the effects are still
there. There are real victims and real problems. The researchers had concluded that
the bullying cases really affect the academic performances of the students. For the
record, not only the respondents’ academic performance but the whole life of that
respondents’. Physically, mentally and verbally a bullied can deprived the life of a
bullying victim. Also the most important and serious case was that the researchers
find out that not all respondents were aware of their rights. Respondents don’t know
how to act upon such cases and tend to even more look themselves as worse than
the bullies look at them. Bullied students were being too emotional in a sense that
they may decide on things that they don’t really know if it’s right or wrong unless
it will end their suffering like the most common incident of bullying cases, the
suicide cases. The researchers also find out that bullying cases happens regardless
of what college you were in, what course you were taking up, how old you were,
what was your gender, what was your socio economic status and in what year level
you were, young or old, everyone has something to say to you. Whether you’re a
male or female, lesbian or gay some people will discriminate you. Even you’re rich
anyone, anywhere and anytime. The researchers could therefore conclude that even
in a very small scale of community just like the 100 students from the College of
Arts and Sciences of the University of the East Manila, there is the existence of
bullying wherein every victim suffers and struggles academically because of all the
negative factors it has. The respondents had lost their trust to other people, thinks
like they’re always the target of judgments and criticisms. Bullying distracted the
of the victims since the higher the grades they’ve got before the lower their grades
after they have been bullied. Also the researchers find out that it also affects the
RECOMMENDATION
The researchers find out that bullying cases as serious matter are affecting
the academic performances of the students following the results above and because
of this people should raise awareness and get involved with this. To do so, the
Future Researchers
UNIVERSITY OF THE EAST – MANILA 95
researchers in the University of the East Manila involving not only the College of
Arts and Sciences but a university-wide research regarding bullying effects to the
study this case since every generation have their story of their own which means
the generation before had experienced extreme bullying verbally and physically
while today’s generation usually experience cyber bullying because of the advent
of the technologies and who knows what more can the next generation do in terms
of bullying.
This study should be read and understand by the faculties and school
administrators so that they would be aware on how they will deal with and treat the
students who are been bullied which caused them poor academic performance.
Guidance Office
University of the East Manila and to the whole UE community for them to be aware
about what happened to those who are been bullied and bullies especially how they
perform academically. In a sense that this study may help the university and the
guidance office how to deal with those who have low academic performances that
UNIVERSITY OF THE EAST – MANILA 96
maybe they are victims of bullying cases and should be treated well to forget the
trauma.
To other schools
since these bullying cases are more prone to schools and is a serious matter. The
research study may answers the problems of other schools how their students
behave academically.
Nationwide
must be included to the basis of analyzing its good and bad effects since this study
NGOs
Association, Anti Bullying Alliance, The Bully Project, Bully Proof, Kidscape, The
Media
There must be published columns and articles about this to formally raise
awareness to all people especially to the parents and family of the victims which is
Bibliography
BIBLIOGRAPHY:
of-school-bullying/
The Wesley Mission. (2009). The Wesley Report, Give kids a chance:
No-one deserves to be left out. Retrieved from
UNIVERSITY OF THE EAST – MANILA 100
https://www.wesleymission.org.au/assets/Document/Our-words/The-
Wesley-Report/The-Wesley-Report-6-November-2009.pdf
Wolke, D., Lereya, S. T., Fisher, H. L., Lewis, G., &Zammit, S. (2013).
Bullying in elementary school and psychotic experiences at 18 years: A
longitudinal, population-based cohort study.Psychological
Medicine, 44(10), 2199–2211. doi:10.1017/s0033291713002912
Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors
contributing to the students academic performance: A case study of
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Research, 1(8), 283–289.doi:10.12691/education-1-8-3
Copeland, W.E., Wolke, D., Angold, A., Costello, E.J. (2013). Adult
Psychiatric Outcomes of Bullying and Being Bullied by Peers in
Childhood and Adolescence. Retrieved from:
http://archpsyc.jamanetwork.com/article.aspx?articleid=1654916
The CNN Wire Staff (2012).Indiana mom sends son to school with stun
gun to confront bullies. Retrieved from:
http://edition.cnn.com/2012/05/07/us/indiana-bullied-teen/
Rivers, I.; Noret, N. Potential Suicide Ideation and Its Association With
Observing Bullying at School. Retrieved from:
http://www.jahonline.org/article/S1054-139X(12)00716-
1/fulltextKlomek, A.B.; Klainman, M.; Altschuler, E.; Marrocco, F.;
Amakawa, L.; Gould, M. Suicidal Adolescents’ Experiences With
Bullying Perpetration and Victimization during High School as Risk
Factors for Later Depression and Suicidality. Retrieved from:
http://www.jahonline.org/article/S1054-139X(12)00802-6/fulltext
Karch, D.L.; Logan, J.; McDaniel, D.D.; Floyd, C.F.; Vagi, K.J.
Precipitating Circumstances of Suicide Among Youth Aged 10–17 Years
by Sex: Data From the National Violent Death Reporting System, 16
States, 2005–2008. Retrieved from:
http://www.jahonline.org/article/S1054-139X(12)00286-8/fulltext
UNIVERSITY OF THE EAST – MANILA 104
http://www.shepellfgi.com/Bullying/HowBullyingCanAffecttheEntireFa
mily/EN/73
http://j.whyville.net/smmk/whytimes/article?id=13797
http://www.stopbullying.gov/at-risk/effects/
http://www.violencepreventionworks.org/public/bullying_effects.page
http://www.education.vic.gov.au/about/programs/bullystoppers/Pages
/impact.aspx
http://news.bullyingnoway.gov.au/the-facts/Pages/Impact-of-
bullying.aspx
http://www.eyesonbullying.org/bystander.html
https://angestudyantesaseptictank.wordpress.com/2013/02/16/review
-of-related-literature-school-and-campus-bullying/
https://www.verywell.com/how-witnessing-bullying-impacts-
bystanders-460622
http://www.tolerance.org/magazine/number-39-spring-
2011/feature/bully-bullied-bystanderand-beyond
UNIVERSITY OF THE EAST – MANILA 105
Appendix A:
UNIVERSITY OF THE EAST – MANILA 106
Survey Questionnaire
DEFINITIONS
Bullying
Bullying is conscious, deliberate, repeated and hostile
behavior by one or more people, which is intended to harm others.
Bullying can happen anywhere. It may happen to children or
adults in places such as: in the home, at public facilities, on the
bus, in the parks, in the neighborhood or at school.
Academic Performance
Academic Performance refers to the student’s productivity
with regards to his/her studies in order to attain academic
achievement. This includes grades, attendance, and behavior
during class.
Please answer the following questions according to the degree of the most
preferred answer:
YES
NO
Yes
No
Yes
No
UNIVERSITY OF THE EAST – MANILA 108
Appendix B:
UNIVERSITY OF THE EAST – MANILA 110
Curriculum
Vitae
Monique B. Apagalang
Blk 5 Lot 5,6 Paris St. Metropolis Subd.
Brgy. Pag-Asa Binangonan, Rizal
Mobile No.: 09067800927
E-mail: moniqueapags@yahoo.com
PERSONAL STATEMENT:
PERSONAL DETAILS
EDUCATIONAL BACKGROUND:
MEMBERSHIP
SEMINARS ATTENDED
CHARACTER REFERENCES
ELVIN BAUI
541-Blk. 3 Austria Compound
San Joaquin, Pasig City
E-mail add: bauielvin@yahoo.com
Contact no. 09159687351
OBJECTIVE
EDUCATION
UNIVERSITY OF THE EAST – MANILA 115
Undergraduate school
Bachelor of Arts major in Political Science (2012-Present) University of the East,
Manila
Secondary education
San Joaquin- Kalawaan High School (2008-2012) San Joaquin, Pasig City
Elementary education
San Joaquin Elementary High school (2002-2008) San Joaquin, Elementary
School
ACHIEVEMENTS
Participant in the 2009 Poster Making Contest Year level at San Joaquin-
Kalawaan High school
Participant in the 2011 History Quiz bee Year Level at San Joaquin
KalawaanHigh School
SEMINARS ATTENDED
Call for Papers: 1st UE Good Governance Review (From the East to the Rest of
the World: Leadership, Participation & Youth Advancement) (March 7, 2014)
Makati Educational Trip (January 8, 2015) Makati City Hall Building 1 & 2,
Makati City
APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila
UNIVERSITY OF THE EAST – MANILA 116
2nd Launching of the Gazette of PSS and LexSO (Ex Oriente Lux) (February 23,
2015)
CHARACTER REFERENCE
Professor Eric Daniel C. de Torres, University of the East, Manila – 0927 153
704
E-mail: margarettebayeer@icloud.com
OBJECTIVES:
UNIVERSITY OF THE EAST – MANILA 117
PERSONAL DETAILS
Age: 19
Gender: Female
Nationality: Filipino
Status: Single
EDUCATIONAL BACKGROUND:
(2013-present)
(2009-2013)
(2003-2009)
SEMINARS ATTENDED
UP Diliman
CHARACTER REFERENCES:
OBJECTIVE
To obtain a rewarding and challenging position that will make the most
of my communication and leadership skills, and help me gain more knowledge
related to my field. To apply all the leanings I gained and to practice to work
independently in a different environment.
EDUCATION
SEMINARS ATTENDED
Senate of the Philippines Educational Trip (September 24, 2013), Senate of the
Philippines, Roxas Blvd. Pasay City
Launching of the Official Gazette of UE PSS and LexSO (Ex Oriente Lux) (March
07, 2014), University of the East, Manila
It Takes Two to Cha-Cha: Will the Philippines Groove to the Change? (October
8, 2014), UE Conference Hall, University of the East, Manila
APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila
CHARACTER REFERENCES
Email : edgarnico24@yahoo.com.sg
Contact # : 09066392385
UNIVERSITY OF THE EAST – MANILA 121
OBJECTIVES:
To upgrade my knowledge and skills in any work that will be beneficial for the
improvement of my career and especially to the company. I am willing to assign
to any position that will build my skills and experience in dealing with people
and give me better opportunities.To obtain a challenging position that will make
the most of my communication and leadership skills, and help me gain more
knowledge.
PERSONAL INFORMATION :
Gender : Male
Nationality : Filipino
Height : 5’6”
SKILLS :
EDUCATIONAL BACKGROUND:
AB Political Science
UNIVERSITY OF THE EAST – MANILA 122
Email: lj_fernando23@yahoo.com.ph
PERSONAL INFORMATION
AGE: 19
NATIONALITY: Filipino
EDUCATIONAL BACKGROUND
AB POLITICAL SCIENCE
621-629 Dalupan
Street
Sampaloc, Manila
OBJECTIVE
UNIVERSITY OF THE EAST – MANILA 124
EDUCATION
Member
SEMINARS ATTENDED
CHARACTER REFERENCES
OBJECTIVE
UNIVERSITY OF THE EAST – MANILA 126
To obtain a fulfilling and stimulating position that will make the most of
my communication, writing, and research skills, and help me gain more
knowledge related to my field.
EDUCATION
Member
SEMINARS ATTENDED
CHARACTER REFERENCES
Personal Information
Gender: Male
Nationality: Filipino
Educational Background
Tertiary Education:
Secondary Education:
Harris Memorial College 2010 - 2011
Taytay, Rizal
Skills
Communication Skills
Listening
Open-mindedness
Respect
Soft Skills
Team Player
Flexible
UNIVERSITY OF THE EAST – MANILA 130
Resourcefulness
Character Reference
PERSONAL INFORMATION:
NICKNAME: Rhazel
BIRTHDAY: May 6, 1993
BIRTHPLACE: Romblon, Romblon
AGE: 23
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Ramon Magada
MOTHER’S NAME: Hazelda Magada
EDUCATIONAL BACKGROUND: