BULLYING AND ACADEMIC PERFORMANCE: A CORRELATION

A FEASIBILITY STUDY PRESENTED TO THE FACULTY AND STAFF OF

JOSE RIZAAL MEMEORIAL STATE UNIVERSITY MAIN CAMPUS,
DAPITAN CITY ZAMBOANGA DEL NORTE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR PRACTICAL

RESEARCH

MARY CONIE T. SANICO

ANDREA PAIGE P. CUBA

ELIZABETH D. NADELA

CHRISTY POBADOORA

IRENE C. HAMPAC

MAY 2017
TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

THE PROBLEM NAD ITS SCOPE

A. INTRODUCTION 1

B. THEORITICAL FRAMEWORK 2

C. STATEMENT OF THE PROBLEM 3

D. HYPOTHESES 4

E. SIGNIFICANCE OF THE STUDY 5

F. SCOPE AND DELIMITATION 6

G. DEFINITION OF TERMS 7

REVIEW OF LITERATURE AND STUDIES

A. LITERATURE 8

B. STUDIES 10

RESEARCH METHODOLOGY

A. METHOD USED 13

B. RESEARCH ENVIRONMENT 13

C. RESPONDENTS OF THE STUDY 14

D. RESEARCH INSTRUMENT 15

E. SCORING PROCEDURE 16

F. VALIDATION OF INSTRUMENT 16

G. STATISTICAL TREATMENT 17
 ACKNOWLEDGEMENT

We, the researchers would like to express our heartfelt gratitude to the people

who supported us throughout the completion of this study, without them this feasibility

study won’t come.

First and foremost we thanks to the Almighty God, because He made everything

possible. We believe everything and for He gave us challenges for us to get stronger and

find ourselves and guide us to the right path where to continue the journey He has given

us.

To the person behind who inspires us to continue what they gave us to starts, the

chance to give them what they have given that made us stronger and deepest thanks for

our parents why we never give up on everything, they help financially and support us in

every decision we made, and we will never stop thanking them for the reason why we

never stop pursuing.

To Ms. Cherry Oga and to our instructors who guide us and nourishes our mind

that we may be able to perform this project very well we very thank you for the goodness

you should us,

We know our words are not enough to express our gratefulness for you have

helped us a lot. You have inspired us to move forward!

THE RESEARCHER
 DEDICATION

We, the researcher would like to dedicate our work to our parents, family, friends

and instructors who are always at our side and never denied to support us from the start

of our journey, who leads us into the path we must go, and who gives us the courage to

face problems and who truly love us.

Above all, to the Almighty God, who gave us the strength and knowledge in

making this feasibility study possible, and who gave us everything that surrounds us.

THE RESEARCHER
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Bullying is a pattern of behavior in which one individual is chosen as the target

of repeated aggression by one or others; the target person (the victim) generally has less

power than those who engage in aggression (bullies) Baron and Hype, (2005). Social

psychologist in their definitions says that bullying is a psychological violence: a sustain

aggression that strips a person of control and dignity Paszkiewiez (2010). Based on this

definition, the researcher accentuate that bullying is using power to hurt or humiliate

another person. In schools, bullying occurs in all areas, sometimes it consist of a group of

students taking advantage of or isolating one student in a particular and gaining the

loyalty of bystanders, who, in some cases want to avoid becoming the next victim.

School bullying is a widespread issue that affects secondary school students in three

essential parts of their lives; psychologically, educationally and professionally.

Academic achievement is the first aspect which influences bullying at school.

Therefore, bullied children lived within fear, self-blamed, feel weak and it affects their

personality traits and self-confidence, so this situation makes them unable to study well

and they might hate going to school. Furthermore, they will lose their opportunities to

participate with others or enjoy school activities. Hence, they will gain less academic

performance and low educational attainment. There is a strong relationship between

bullying and school quality such as class size, lack of library, sports facilities.
 Students who are bullied cannot concentrate in schools, so their grades maybe a

warning sign that a student is being bullied. A child’s grade may also suffer if he or she

misses a lot of schools due to bullying. Children who are bullied will complain of

headaches, stomach aches, and overall fatigue. These issue are usually caused by mental

anguished that manifest in physical ailments. Students who are bullied often use physical

complains to get out of school. Additionally, they may avoid infectious from holding

crime during the day. A particularly unfortunate effect of bullying is that some children

who are bullied go on to victimize and harass other children. In the same way, that some

student begins to bully at school because they are bullied at home, children who are

bullied at school will begin to look for children more vulnerable than they are to bully. A

bullied child, may, at the demand of his own bully become a bully to another child.

In the light of this problem, the study is design to assist students, teachers,

parents, and concerned bodies on how to avoid bullying in school.

Bullying can occur in any context in which human beings interact with each

other. This includes school, church, family, the workplace, home and neighborhoods. It is

even a common push factor in migration. Bullying can exist between countries. In fact,

on an international scale, perceived or real imbalances of power between nations in both

economic systems and in treaty systems are often cited as some of the primary causes of

World War I and World War II.

Theoretical and Conceptual Framework

 This study was anchored on the theory of bullying. They can be grouped

together. The two broad theoretical models which have been applied to the study of

bullying are: a) the contextual-ecological theory (Bronfenbrenner, 1987), which sorts

almost every variable with an influence on bullying into increasing ecological levels of

inclusiveness, and seems to provide an adequate explanation of harassment in different

cultures (Lee, 2011); and b) the transactional model of devel- Theoretical proposals in

bullying research: a review 415 anales de psicología, 2013, vol. 29, nº 2 (mayo) opment

(Sameroff, 1987), which emphasizes the reciprocity between personal and contextual

factors in any developmental event, including peer bullying ( Georgiu, et al, 2010).

Learned helplessness (Abramson, et al, 1978) is the most widely used theory with

which to explain the reaction of the typical victim. This type of passive victim responds

submissively to violence, and exhibits mild assertive behavior and low levels of self-

esteem and dominance (Meulen, 2011). Their greatest handicap when facing up to the

aggression lies in their isolation from the peer group (Salmivalli, 2010), and their lack of

emotional regulation skills (Sánchez et al., 2012). Submitted to the constant terror of not

knowing when, how or why the next attack will occur, they tend to blame themselves,

feel ashamed, develop feelings of hopelessness, and end up withdrawing from the group

that excluded them. Without social support, they can only compensate for the direct

effects of violence by surrendering control. In contrast, the active victim responds to

violence with violence, so that is also called provocative or aggressive predict the effects

of the aggression but not feel them with the victim (Menesini, 2002), make external and

exculpatory attributions of causality (Monjas, 2005), and experience feelings of pride

Theoretical proposals in bullying research: a review 417 anales de psicología, 2013, vol.
29, nº 2 (mayo) rather than guilt or shame (Sánchez et al., 2012). It should be noted here

that there are gender differences in the content of causal attributions, so that female

victims are considered more provocative, and the male, more cowardly (Postigo et al.,

2009). The social information processing model (Crick & Dodge, 1994) has distinguished

between reactive and proactive aggression. The first is in line with the frustration-

aggression model (Dollard et al., 1939) cited above, and describes vengeful aggressions

resulting from a misinterpretation of social information, a perception of ambiguous

signals as threats, and attributions of hostility. This generates an intense emotion of anger

that, in the absence of sufficient self control, gives rise to the aggression (Calvete &

Orue, 2010). In contrast, proactive aggression arises from social learning processes

(Bandura, 1973), that is from modeling the cognitive processing that emphasizes

aggressive behavior as being more effective than others, in which the individual feels less

competent. These aggressions are not provoked, but instrumental, intentional and

deliberate, so they do not need elicitors, but are reinforced by the satisfaction (pride)

(Calvete & Orue, 2010). This type of aggression is learned, but from whom? Answering

this question involves analyzing other ecological levels, because the individual

differences fall short of providing a full explanation of harassment.

Most of the variance in the phenomenon of victimization and harassment by

peers appears to be due to individual differences (Lee, 2011). The personal characteristics

(and deficits) of victims and bullies has been one of the most widely studied areas of

bullying. These studies point to two types of explanations: harassment derives from

restorative processes carried out by the victim and the bully who has an aggressive
personality, and/or harassment, like other forms of social behavior, stems from a

developmental process of learning.

The micro-system of bullying refers to the immediate contexts in which the

child or adolescent is directly involved. These contexts are mainly the family system,

whose influence is explained by developmental processes, and the peer group, whose

study refers to the notion of bullying as a group phenomenon (mobbing). However, from

this ecological level, bullying may also be explained in terms of the interpersonal

relationship (Garcia, 1997). This description emphasizes the negotiation and

complementation of the mental models of bully and victim, which refer to the mental

state, the self-concept and the characteristic style of information processing.

The meso-system includes all the individual immediate contexts and the

interactions between them. It is the least commonly studied level in peer harassment, with

the exception of some school system variables, whose influence is explained by

restorative processes. Although there are no studies into the impact of the relationship

between parents and teachers, it might be included here.

Bullying is a subtype of circular violence, a phenomenon that feeds on itself

and, as stated in the definition (Vaillancourt et al., 2007), lies in the abuse of power.

While this article focuses on recent studies (especially review and meta-analysis),

chronologically, the study of peer harassment has been expanding the focus from the

individual to the group and/or macro-contextual variables (although there are exceptions).

The present work summarizes specific theories that have been applied to the

comprehension of the phenomenon, ascending within this systemic order of

inclusiveness, and taking into account the relationships between dif- 422 Silvia Postigo et

al. anales de psicología, 2013, vol. 29, nº 2 (mayo) ferment ecological levels. These

theories underlie the most consistent observations, so research can be guided by an

integrative framework, which organizes the knowledge gained and explains the

variability observed in different cultural contexts (Boulton et al., 2010; Gendron et al.,

2011; Georgiu & Fanti, 2010; Lee, 2011). This integrative perspective suggests that, at

different levels, every specific theory is consistent and relevant to the understanding of

peer victimization. Thus, all show a common element which is the essential characteristic

of bullying: the establishment of hierarchical social relationships that, taken to extremes,

end in a dominion/submission relationship (Olweus, 2001). The aggressions (whether

they are proactive or reactive, overt or covert) are a struggle dynamic for power, a way to

obtain or regain control and an auspicious social identity (Lam & Liu, 2007). Therefore,

the only way to prevent bullying and treat its effects must be to empower the children and

adolescents. That is, make an effort for them to be able to freely relate, feel, think, do and

be, with guaranteed rights and duties. The holistic approach to the use and abuse of

personal power implies taking into account all the ecological levels. Thus, research will

be able to assess the causal influences both quantitatively and qualitatively, and study

their relationships. In this sense, many endeavors have been carried out, such as those

studies focused on interaction between variables (Laible et al., 2004), the qualitative

analysis of the teenagers’ discourses on bullying (Lam & Liu, 2007), and the reviews and

meta-analysis of quantitative variables (Cook et al., 2010). However, these studies have

not yet been integrated within a broader bullying framework that enables specific theories

to be used as links between different research and intervention areas. To develop efficient
interventions, some authors suggest the research must assume multi-causality, putting

together all the pieces of the puzzle, and promote holistic and ecological approaches

(Carrera et al., 2011). Nevertheless, whatever the intervention format (e.g. individual or

group), the core must be the concept of personal power. Thus, the development of

specific interventions is required for targeted populations, whether they are defined by

social role, age, gender and/or the immigrant experience, since power dynamics vary

depending on these variables. Lastly, certain parameters of the bullying process that

affect the power dynamics need to be defined, such as the phase and the predominant

type of aggression, among others. Specifically, as Burk et al. (2011) suggest, it would be

useful to develop specific interventions for active victims, especially at an early age,

since they can already be involved in bullying and continue for several years. It is also

important not to forget the influence of the peer context, so that focusing on empowering

witnesses may be faster, more useful and more effective than dealing with bullies,

followers or their assistants (Salmivalli, 2010). Furthermore, there should always be

emphasis on considering the influence of socio-cultural issues, the ethnic diversity of the

group, and the sex/gender system, since all of them shape both the form and nature of the

harassment, its causes and consequences (Postigo et al., 2009). As far as the latter is

concerned, it would be useful to reverse the trend of bullying masculinization, dealing

with sex and gender beyond the restriction of their study as simple dichotomous

biological variables (Brown et al., 2007). Finally, research has to focus on one of its

major gaps, that is to identify which theory (and variable/s) is more relevant than another

in every bullying process; so that may facilitate the development of effective

interventions. Likewise, it will be useful to delve deeper into the role of mass media and
technology, not only because of the influence they exert on the establishment of bullying

dynamics and the opportunities they provide for exposure to violence and ways in which

it can be used perversely, but especially due to the possibilities they afford for both

raising awareness of bullying and reaching the adolescents.

Statement of the Problem

This study aims to determine the relationship of bullying to the academic

performance of students in Jose Rizal Memorial State University.

Specifically, it seeks to answer the following questions:

1. What is the profile of the student respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Home Location?

2. How do the respondents rate aspect of bullying?

2.1 Physical Aspect;

2.2. Emotional Aspect;

2.3 Social Aspect

3. What is the level of academic performance of the students?

4. Is there a significant difference in the academic performance of the students when

group according to:

4.1 Age;

4.2 Gender; and

4.3 Home Location?

5. Is there a significant difference in bullying when analyzed as to:

5.1 Age;

5.2 Gender; and

5.3 Home Location

6. Is there a significant effect of bullying to the academic performance of the students?

Hypotheses

Ho1 There is no significant difference on the profile of the students in terms of age,

gender and home location.

Ho2 There is no significant difference on the level of academic performance of the

students.

Ho3 There is no significant difference on the respondent’s rate aspects of bullying.

Ho4 There is no significant difference on the academic performance of the students

when group according to age, gender and home location.

Ho5 There is no significant difference on bullying when analyzed as to age, gender

and home location.

Ho6 There is no significant relationship between bullying towards academic

performance of the students.

Significance of the Study

This study will be conducted to find the effects of bullying of students’

academic performance. Victims of bullying as well as the bully plays a big role in this

study in order for them to be aware on what might be the consequences if bullying took

place. Teachers’ awareness is highly recommended in this study for they are the one who

will be the responsible for students inside the school. Students who are victims of
bullying will be the great beneficiary of this study and also to the students whom the one

who did bullying for they will know on what might be the consequences when bullying

happens.

Scope and Delimitation

The study will tackle to the evaluation on the relationship of bullying towards

academic performance of the students in Jose Rizal Memorial State University main

campus, Dapitan City.

The respondents are the Senior High School Students and regardless of gender

as long as they are students of Jose Rizal Memorial State University main campus.

Operational Definition of Terms

Bullying – the process of using aggressive behavior manifested by the used of forced.

Bully – one habitually cruel to others who are weaker.

Victim – a person who has been attacked or harmed by the bully.

Academic Performance – the outcome of the education –the extent to which a student,

teacher or institution has achieved their educational goal.

Vulnerable - someone who is weak and without protection with the result that they are

easily hurt physically or emotionally.

Chapter 2
 REVIEW OF LITERATURE AND STUDIES

Literature

The word “bully” was first used in the 1530s meaning “sweetheart,” applied to

either sex, from the Dutch hoel “lover, brother,” probably diminutive of Middle High

German hucle “brother,” of uncertain origin (compare with the German huhle “lover”).

The meaning deteriorated through the 17th century through the “fine fellow,” “blusterer,”

to “harasser of the weak”. This may have been as a connecting sense between “lover” and

“ruffian” as in “protector of a prostitute,” which was one sense of “bully”. The verb “to

bully” is first attested in 1710 (Zwerding, 1997).

Numerous research documents the relationship between bullying and a variety of

academic, social and mental health issues. Eisenberg and Nuemark-Stainzer (2003) found

that peer harassment, i.e. bullying, is negatively related to connection to school and

academic achievement. The authors point out that students who are bullied are more

likely to miss school which in turn adds to being disconnected and missing opportunities.

Harlow and Roberts (2010) found that bullying is predicted by the lack of the same

protective factors as substance abuse. They also found that interventions and concluded,

“Bullying is a serious threat not only to those involved, but also to the entire school

environment. They also found that, “Bullying creates short and long term consequences

for both the victim and the bully. Victims may suffer from low self-esteem, loneliness,

depression, anxiety, absenteeism, and academic difficulties.” Faith, Kenya and Malcom

(2008) discuss the long- term negative effects of peer victimization, i.e. bullying.
Bullying in elementary school is associated with a variety of negative outcomes. The

authors discuss the potential of early interventions for reducing mental health issues and

alcohol abuse in adults. Gronna and Selvin (1999) analyzed achievement scores from 46

schools and found out that after controlling for student characteristics, that school safely

was significantly related to math and reading standard scores among eight graders.

Bauman (2008), based on Olweus (1993), referred to bullying as a phenomenon

with three components, first, there must be an intention to ham; second, it is essential that

this happens repeatedly; finally, there needs to be a power imbalance between the

perpetrator and the victim. Similarly, the “Olweus bullying Prevention Program” defines

bullying as a process in which a person is exposed repeatedly to negative actions by

another one and I unable or finds it hard to defend him or herself.

Previous literature supports the hypotheses that bullying impairs concentration

and subsequent academic achievement in victims specifically ( Glew, Fan, Katon, Rivara

& Kermic, 2005). Victims of bullying may in lost interest in learning and experience a

drop in academic grades because their attention is distracted from learning. A recent

study reported that children who exhibited poor academic performance in school tended

to emerge as frequent targets of bullying (Woods & Wollke, 2004). However, it was only

the aggressive victims who we likely to be characterized by poor school performance,

posit 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. This 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.

The literature shows that students with exceptionalities are bullied to 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 puts a

strain on their desire to attend school and their ability to focus, in turn inhibits learning

and success in the classroom.

Studies

The lead author of the study, Gary W. Ladd, professor of psychology at Arizona

State University, told CNN said that logically, it make sense because children who are

bullied are less likely to engage in academic studies due to the distractions that bullying

causes “One of the things kids talked about was that it was harder for them to pay

attention when they were sitting in the classroom thinking about what the bully was

going to do them next or what they were to do to them after school or things of that

nature, so we also wondered about whether or not the this was a major distraction for the

children,” Ladd said.

The study only looked at in-person bullying as opposed to cyber bullying

because at the time it started cyber bullying was not as prevalent. When researchers from

the University of New Hampshire took a look at the effects of online bullying and in

person bullying, they found out that the damaging effects to be most severe when face-to-

face bullying is combined with online bullying.

 Le et al. (2004) estimate the impact of being an aggressor on dropouts through a

legit model with fixed effects, finding that children with higher behavioral problems are

more likely to leave school early. Their results suggest the existence of heterogeneous

effects where, among other behavioral problems, stealing, leaving home without

permission, and bullying or fighting with their peers, have the greatest negative impact on

education and labor market performance, finding that the other former has a negative

effect on labor market performance.

As to the specific ways through which bullying can affect academic performance.

Smith, Talamelli, Cowie, Naylor and Chauhan (2004) study the profile of the bullying

victims from interviews in two time periods. Their results show that school attendance

negatively depends on the level of bullying to which each student is exposed to those

students who have never been bullied by their peers have the highest rate of school

attendance while those who are victims off bullying at both moments in the interviews

spent 4.55% less time in school. A second way in which bullying can have a negative

effect on performance is through lower peer effects because, according to Brown and

Taylor (20008), victims have fewer friends and worse relationships with their peers and

therefore fewer opportunities to learn from. According to the above finding, although

international evidence posits the existence o a negative relationship between the level of

bullying and academic performance both for developed and developing countries, this

paper of reverse causality. In this sense, the papers adds to the literature by estimating the

relationship without the negative bias on the magnitude of effect that comes from the

fact that bullying is aimed at students with depending on their academic performance in a

developing country.
 Results of a UCLA Case study in 2010, the results of a UCLA study were

published in the Journal of early Adolescence. This study involved 2,300 middle schools

in eleven different Los Angeles public schools as well as their teachers. The students

themselves were asked to rank the amount they were bullied on a four-point scale and to

make notes of which students in their classes were bullied the most. The teachers were

asked to rate the level of engagement and academic performance for their students. After

collecting data over the course of three years, the results were studied and published in

2010.

According to this UCLA study, Jaana Juvonen, a professor at UCLA and lead

author of the study, bullying and low academic achievement are frequently linked.

Juvonen is quoted saying, “students who are repeatedly bullied receive poorer grades and

participate less in class discussions…students may get mislabeled as low achievers

because they do not want to speak up in class for fear of getting bullied.” Juvenon also

remarked that “Once students get labeled as ‘dumb,’ they get picked on and perform even

worse”.

Following this line of thinking, it is easy to see how this cycle might become self-

perpetuating. Students who are bullied show less academic improvement due to the fear

of standing out. As a result, teachers then identify those students as low achievers or

unmotivated learners. These students may then receive less attention from teachers which

only pushes them further down the academic rankings in their school. After reviewing the

results of the study, Juvenon suggest that perhaps the best way to reduce bullying is to

provide academic support for low-performing students.

 Research on peer rejection has also considered the relationship with academic

achievement and school adjustment. Woods and Wolke (2004) state that “Peer Rejection

is 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 for children over the first year of school life and reported that

rejected children has less promising school perceptions, significantly higher levels of

school avoidance and considerably performance (as cited by Woods & Wolke, 2004).

This paper provides a relatively simple framework, both broad and flexible,

within which all the theories, factors and actors involved in the bullying process may be

included. Currently, a great deal is known about this area, and we are able to understand

the process by which bullies and groups come to abuse and moral "perversion", which is

the essence of harassment. We therefore believe that the integration of theories and

findings may be useful for future research. This integrative approach may also be applied

to the development of interventions. Although the ecological levels cannot be tackled all

at once and do not all have the same relevance in all cases, they must be taken into

account both in research and intervention. We believe that any intervention should be

able to provide tools and strategies with which to reach individual awareness of personal

power and to use it (through competition with oneself and not with another person) in the

construction of an auspicious social identity. However, this effort requires changing the

socio-cultural substrate that carries the emergence of the bullying phenomenon.

Therefore, whatever the format or targeted population of the intervention, it is necessary

to focus on two main aspects: the empowerment of individuals, and the raising of social
consciousness concerning the use of personal power as a form of self-knowledge and

recognition of others, regardless of their personal identity, ethnicity, gender or social

status.

According to the Olweus Bullying Prevention Program there are nine types of

bullying. The first one is verbal bullying, which includes attacks through nicknames or

derogatory comments; the second and third types are physical assaults against an

individual or his possessions. The fourth type of bullying is through isolation or social

exclusion; the fifth refers to aggression through lies, gossip and false rumors, the sixth is

when children threatened to do things against their will; the seventh and eight are racial

and sexual bullying. Lastly, this prevention program includes cyber bullying, through

phones and internet as a new type of aggression. 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 Act (Bill 13), which was passed in June of 2012, “Requires

that all school boards take preventive 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 other, accepting differences, and

bullying empathy. Various individuals, including school administrators and the students

themselves, must take responsibility for reducing bullying inn our schools.”Initial

structures for addressing bullying at the school level, such as collaboration and problem
solving, targeted interventions, professional development solving, targeted interventions,

professional development, and student awareness initiatives, should in placed at each

Educational facility” (Roose & Monda-Amaya,2012).

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents research methodology that comprises the discussion of the

method used, the research environment, respondents of the study, research instrument,

scoring procedures, data gathering methods, and statistical treatment of data.

Method Used

The descriptive-survey method will be used in this study. Questionnaires will be

utilized as instruments of data collection intended for selected Senior High School

Students to determine the significant effects of bullying to the academic performance of

students.

Research Environment

This study will be conducted at Jose Rizal Memorial State University main

campus, Dapitan City Zamboaga del Norte. There were 252 senior high school students

within the school and categorized by different academic tracks namely: Accountancy

Business and Management (ABM); Science Technology Engineering and Mathematics

(STEM); Humanities and Social Sciences (HUMSS); General Academic Strand (GAS)

and Technical Vocational Livelihood track (TVL) who will be the respondents of the

study.
Respondents of the Study

The Slovins’ formula was used to determine the required number of senior high

school students who were respondents of this study. The respondents will be given

questionnaires for them to provide information intended for the study.

Table 1. Respondents of the study

Academic Track Number of respondents Percentage

Accountancy Business and 30 23.08%

Management (ABM)

Science Technology 36 27.69%

Engineering and

Mathemathics (STEM)

Humanities and Social 18 13.85%

Sciences (HUMSS)

General Academic Strand 19 14.62%

(GAS)

Technical and Vocational 27 20.77

Livelihood (TVL)

TOTAL 130 100%

Research Instrument

This study will utilize a researcher-made questionnaire as instrument in data

collection. Part I is based on the demographic profile of the respondents in terms of age,

gender and home location of the respondents. Part II focused on the evaluation of the
implementation of the relationship of bullying towards students academic performance

answered by the five groups of respondents. This part of the questionnaire contains five

dimensions. Each dimension is followed by a number of items. Corresponding to each

item are numeric scales with the qualitative equivalents.

Scoring Procedure

5 – Always - means that you are always a victim of bullying.

4 – Often - means that you are often a victim of bullying.

3 – Sometimes - means that you are sometimes a victim of bullying.

2 – Seldom - means that you are seldom a victim of bullying.

1 – Never - means that you are never a victim of bullying.

In order to make definite interpretation of the weighted mean of each item, the

researcher set the following hypothetical mean range for the scales:

Range Scale

4.21 - 5.00 Always

3.41 - 4.20 Sometimes

2.61 - 3.40 Often

1.81 - 2.60 Seldom

1.00 - 1.80 Never

Validation of Instrument
 Prior to data collection, the researcher will make a draft of the questionnaire and

submitted it to the adviser for comments and suggestions. After it was checked by the

adviser, it was then passed to the members of the panel of examiners for approval prior to

distribution. Then the questionnaire was subjected to a dry-run, before it was finalized

and administered. The accomplished questionnaires were collected and responses were

tallied. The data were processed, tabulated, presented, analyzed and interpreted.

Statistical Treatment

The accomplished questionnaires will be retrieved, and the responses will be

tallied. The weights assigned to each item in the Part I questionnaire were tallied. The

weights assigned to each item in the questionnaire were noted and the weighted mean of

each item was determined. The following formula applied:

The weighted value, frequency and mean computations were used in determining

the relationship of bullying towards students’ academic performance.

T-test was used in testing significant relationship on bullying towards students’

academic performance on the implementation of anti-bullying using the following

formula:
Data Gathering

The researcher writes to the students of Senior High School Department as

respondents of this study. They arranged a schedule at which the respondents made to

accomplish the questionnaire.

In the actual administration of the instrument, the researcher read and explained

the instructions for accomplishing the questionnaire. They responded all queries for

clarification which the respondents raised.

Chapter 4

PRESENTATION, ANALYSIS AND INERTPRETATION OF DATA

 This chapter presents the data to answer the problems of the study. The data

gathered from the questionnaire were tabulated, analyzed, interpreted and presented.

These were sequentially presented following the order of the specific problems.

Problem no. 1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender: and

1.3 home location?

Age

Figure 1 presents the profile of the respondents in terms of age. The table showed

that at age of 15 years old there are 0 percent; 18 or 14 percent of the respondents

belonged to the 16 years old bracket; 93 0r 72 percent of the respondents belonged to the

17 years old bracket; 17 or 13 percent of the respondents belonged to the 18 years old and

the remaining 2 or 2 percent of the respondents belonged to the 19 years old.

This could mean that most of the respondents who answered the evaluation were

17 years of age.

Table 1 Profile of the Respondents in terms Of Age

Age Frequency Percentage

15 0 0%
 16 18 14%

17 93 72%

18 17 13%

19 2 2%

Total 130 100%

Gender

Table 2 presents the profile of the respondents in terms of gender. The figure

shows that out of 130 respondents, 88 or 68 percent were females and the remaining 42

or 32 percent were males. The finding means that there is unequal number of

representations as to gender. It further explains that there is unequal sharing of

experiences between and among genders as bullying concerns. This implies that both

females and males can be a victim of bullying.

The above data shows that most of the respondents were female and not so many

were males. This implies that more females are cooperated with the researchers during

the study was conducted.

According to Farrington (1993), in general males bully more than females, which

males are mainly bullied by males, and that females are equally bullied by males and

females. Thorne (1993) has found that often males are bullied about their sexuality, while

females are mostly bullied about their apparent ‘loose morals’ (cited in Turkel 2007:

251). Turkel also notes that while males often bully strangers or acquaintances, females

attack within networks of friends (2007: 253). The fact that males were found to bully
more directly than females supports the statement of Turkel (2007) that boys are

socialized to be more aggressive than girls. Many researchers have agreed that there are

differences in the ways males and females bully, how they are bullied, and what they are

bullied about. Farrington states that physical bullying is more common of males and

psychological bullying more typical of females (1993: 385). In addition to, Olweus has

found that boys engage in more direct physical than females; and that girls engage in

more indirect bullying, such as spreading rumors and manipulation of friendship (1978;

as cited in Turkel 2007: 248). Several studies report that bullying is more common

among boys than among girls (e.g., Grills & Ollendick, 2002; Nansel et al. 2001).

Table 2 Profile of the Respondents in terms of Gender

Gender Frequency Percentage

Male 88 68%

Female 42 32%

Total 130 100%

Problem no. 2: How do the respondents rate aspect of bullying?

2.1 Physical Aspect;

2.2 Emotional Aspect; and

2.3 Social Aspect

Physical Aspect

Table 4 shows the indicators of bullying as of physical aspect. As shown, the

Senior High School Students rated seldom in the statement if someone told them that they

look so very messy which has a weighted mean of 2.446154 and a standard deviation of
1.027238. They also rated seldom with a weighted mean of 2.484615 and a standard

deviation of 1.252808 if they are being told of being ugly. “Someone called you by

another name,” revealed a weighted mean of 3.076923 and a standard deviation of

1.303635 and was described as “sometimes”. The respondents evaluated seldom with a

weighted mean of 2.238462 and standard deviation of 1.232877 in the statement of being

harmed or hit by someone. “A person used physical force or threats,” showed a weighted

mean of 1.853846 and a standard deviation of 1.114468 which has a description of

seldom. The respondents describes never in the statement of being manipulated to

perform sexually in ways you do not want which revealed a weighted mean of 1.407692

and a standard deviation of 0.96204. “When you feel afraid of the person because of his

actions,” revealed a weighted mean of 2.292308 and a standard deviation of 1.171007

which has a description of seldom. Furthermore, the respondents describes seldom in the

statement when someone insulted you by your color which has a weighted mean of

1.892308 and a standard deviation of 1.087249. Also the respondents evaluated seldom in

the statement of criticizing your weight which showed a weighted mean of 2.453846 and

a standard deviation of 1.28263. And lastly, the weighted mean revealed 2.130769 and a

standard deviation of 1.04465 if they are being criticized by their fashion which showed a

description of seldom. The grand mean showed a total of 2.18 and a standard deviation of

0.39 which has a description of “seldom”.

Based on the result, we could infer that the senior high school students of Jose

Rizal Memorial State University are not totally bullied in terms of physical aspect. It also

implies that being bullied is not all about on your physical aspect the way you look, the

way you dressed up and etc. This could only mean that bullying can took place anytime
and on what aspect it may be. Physical bullying occurs most often at school, though it can

also occur on the way to and from school and after school. Middle school is the age when

bullying is most common, with almost all middle school students being affected directly

or indirectly by bullying. This is an age where young people want more to fit in with their

peers, making some students more likely to bully or condone bullying to fit in, while

those who don’t fit in stand out more as victims. Bullying can also occur in earlier grades,

as well as through high school and even into adulthood.

Table 4 Bullying in terms of Physical Aspect

STATEMENT: BULLYING ON PHYSICAL Mean Standard Descriptio

APPERANCE Deviatio n
n
1. When someone said that you look so very 2.44615   Seldom
messy. 4
1.027238

2. When someone said that you’re so ugly. 2.48461   Seldom

5
1.252808

3. When someone called you by another name. 3.07692   Sometimes

3
1.303635

4. When someone harmed or hit you. 2.23846   Seldom

2
1.232877

5. When a person used physical force or threats. 1.85384   Seldom

6
1.114468
 6. When a person force or manipulate you to 1.40769   Never
perform sexually in ways you do not want. 2
0.96204

7. When you feel afraid of the person because of 2.29230   Seldom

his actions. 8
1.171007

8. When someone insulted you by your color. 1.89230 1.087249 Seldom

8

9. When someone criticized your weight. 2.45384   Seldom

6
1.28263

10. When someone criticized your fashion. 2.13076 Seldom

9
1.04465

Grand Mean 2.22769  0.75442 Seldom

2

Emotional Aspect

Table 5 shows the indicator of bullying in terms of emotional aspect. As

revealed in the table, the respondents evaluated “sometimes” if they are being told crazy

by others in which shows a weighted mean of 2.623077 and a standard deviation of

1.359807. In addition to, “People say that there is something wrong with you” reveals a

2.376923 weighted mean and 1.163165 standard deviation and has a description of

seldom. They rated “seldom” in the statement of being told to other people the things that
hurt you out of spite with a supported mean of 2.346154 and standard deviation

1.185909. The respondents evaluated “never” if they are being insulted by religious

background and beliefs which shows a weighted mean of 1.692308 and a standard

deviation of 1.13333. “Being force to do things against your will” garnered the weighted

mean 2 and a standard deviation of 1.019196 and the respondents were describing as

seldom. The respondents evaluated as seldom in the statement if they are being compared

and favorable to other partner which results 2.469231 as weighted mean and 1.142474 as

the standard deviation. “Being verbally attacks by personality” reveals a weighted mean

of 2.192308 and standard deviation of 1.207831 and supported by the description of

“seldom”. The respondents describes seldom in the statement if they are being insulted by

telling them that they are Incompetent which supported by the weighted mean of

2.123077 and 1.161497 as the standard deviation. Furthermore, the respondents

description revealed seldom in the statement of being made degrading things which

shows a weighted mean 1.9 and 1.153693 for the standard deviation. “People told to

anyone personal information or secret about you” garnered the weighted mean of

2.261538 and standard deviation of 1.10358 and the respondents describes as “seldom”

which resulted to a mean of 2.198462 and a standard deviation of 0.848892 which led to

the descriptive equivalent of “seldom”.

This could mean that the senior high school students bullied seldom in terms of

emotional aspect. Emotional bullying may seem relatively harmless, but this type of

abuse is becoming more common since people started using social media. It is easier for

an individual or a group to single out another person and make them a target. There have
been many cases of teens committing suicide due to the isolation and feelings of

worthlessness associated with emotional bullying.

Table 5 Bullying in terms of Emotional Aspect

STATEMENT: BULLYING ON  Weighted  Standard Description

EMOTIONAL ASPECT mean Deviation
1. Being told that you are Crazy. 2.623077  1.359807 Sometimes

2. People say that there is something wrong 2.376923  1.163165 Seldom

with you.

3. People told other people the things that 2.346154  1.185909 Seldom
hurt you out of spite.

4. Being insulted by your religious 1.692308  1.13333 Never

background and beliefs.

5. Being forced to do things against your will. 2 1.019196  Seldom

6. Being compared and favorable to other 2.469231 1.142474  Seldom

partners.

7. Being verbally attacks by personality. 2.192308 1.207831 Seldom

8. Being insulted by telling me that I am 2.123077 1.161497  Seldom

Incompetent.

9. Being made degrading things. 1.9  1.153693 Seldom

10. People told to anyone personal 2.261538  1.10358 Seldom

information or secret about you.

Grand Mean 2.198462  0.848892 Seldom

Social Aspect

Table 6 shows the indicator of bullying in terms of social aspect. As presented in

the table, the respondents describes “never” in the statement if someone spreading a

rumor about you online which supported by the weighted mean of 1.653846 and a
standard deviation of 1.090562. Someone is posting an embarrassing picture of you

online without your permission which results to 1.923077 weighted mean and a standard

deviation of 1.061047.”Someone insults you online forum like chat room, facebook and

twitter as supported by a weighted mean of 1.876923 and a standard deviation of

1.106817.“Someone is teasing you.” reveals a weighted mean of 2.684615 and 1.425323

as standard deviation and evaluated as “seldom”. In addition to, the respondents describes

“never” in the statement “Someone sends threatening and or hurtful text messages” which

results to a weighted mean of 1.715385 and a standard deviation of 1.020979. “Someone

humiliates you in many people” garnered a weighted mean of 1.807692 and 0.981189 as

standard deviation which shows a description of “never”. The respondents evaluated

“never” in the statement “Someone discriminated you by gender and capabilities” which

resulted to weighted mean of 1.707692 and a standard deviation of 1.067099.”Someone

embarrassed you in front of others” which resulted to a weighted mean of 2.138462 and a

standard deviation of 1.139521. The respondents describes seldom in the statement if

they are being neglected in a group or social activities which supported by the weighted

mean of 1.892308 and a standard deviation of 1.013446. The respondents evaluated

“never” if someone criticized your social status which shows a weighted mean of

1.746154 and a standard deviation of 0.829973. The grand mean of 1.914615 and a

standard deviation of 0.829973 have a description of “seldom”.

This further explains that in social aspect of bullying students describes it as

seldom for they are not socially bullied. Social bullying is one of the worst types of

bullying. For the victim, the impact of being constantly reduced in front of others is way

more deep-seated than a few bruises on the face. It can cause bigger problems like
anxiety and depression. Professionals confirm that the memories of social bullying can be

the cause of these serious problems in the early adulthood. Being anxious or depressed

can cause problems with society like having trouble of making friends or finding a career.

Table 6 Bullying in terms of Social Aspect

STATEMENT: BULLYING ON SOCIAL Mean Standard Description

ASPECT Deviation
1. Someone spreading a rumor about you 1.653846  1.090562 Never
online.

2. Someone posting an embarrassing picture of 1.923077  1.061047 Seldom

you online without your permission.

3. Someone insulting you in online forums like 1.876923  1.106817 Seldom

chat room, facebook and twitter.

4. Someone is teasing you. 2.684615   Seldom

1.425323

5. Someone sends threatening and or hurtful 1.715385  1.020979 Never

text messages.

6. Someone humiliates you in many people. 1.807692  0.981189 Never

7. Someone discriminated you by gender and 1.707692  1.067099 Never

capabilities.

8. Someone embarrassed you in front of others. 2.138462  1.139521 Seldom

9. Someone neglected you in a group or social 1.892308  1.013446 Seldom

activities.

10. Someone criticized your social Status. 1.746154  0.829973 Never

Grand Mean 1.914615  0.829973 Seldom

Problem no. 3 What is the level of academic performance of the students?

Problem no. 4 Is there a significant difference in the academic performance of the
students when group according to:

4.1 Age;

4.2 Gender; and

4.3 Home Location?

Table 7 Moods’ Median Test for Physical Aspect of Bullying

Mood median test for Physical Aspect

Chi-Square = 11.24 DF = 4 P = 0.024

Individual 95.0% CIs

C2 N≤ N> Median Q3-Q1 -------+---------+---------+---------
abm 14 16 2.30 0.83 (--*----)
gas 12 7 2.10 0.70 (-----*-----)
humms 13 5 1.90 0.85 (-------*---------)
stem 14 22 2.45 1.25 (-------*-------)
tvl 20 7 1.80 0.80 (-------*-----------)
-------+---------+---------+---------
1.75 2.10 2.45

Overall median = 2.20

Table 7 shows the Mood Median Test of bullying in terms of physical aspect.

The table reveals a P – value of 0.024 which further implies that there is a significant
difference of bullying as of physical aspect since the computed P – value is less than the

level of significance which is 5%. The degree of freedom is 4. The table further explains

that the STEM students are most likely bullied physically which supported by a median

of 2.45, followed by ABM which shows 2.30, next is Gas which garnered a median of

2.10 and then HUMSS and TVL which shows a median of 1.90 and 1.80 respectively.

Table 8 Moods Median Test for Emotional Aspect

Mood median test for Emotional Aspect

Chi-Square = 14.50 DF = 4 P = 0.006

Individual 95.0% CIs

C2 N≤ N> Median Q3-Q1 --+---------+---------+---------+----
abm 9 21 2.60 1.22 (---------*-----)
gas 13 6 1.80 0.70 (-------*-----)
humms 11 7 1.95 0.95 (-----*---------)
stem 14 22 2.30 1.45 (------*------)
tvl 19 8 1.50 0.80 (-*---------)
--+---------+---------+---------+----
1.50 2.00 2.50 3.00

Overall median = 2.00

Table 8 presents the Mood Median Test of bullying in terms of Emotional

Aspect. The table implies that ABM students are mostly bullied in this aspect which

garnered a median of 2.60, followed by STEM with a supported median of 2.30, HUMSS

which results to 1.95, and then followed by GAS supported by 1.80 as the median and

lastly TVL students which shows a median of 1.50. This table also reveals the computed

P – value which results to 0.006 and a degree of freedom of 4. The computed P – Value

implies that there is no significant difference of bullying in terms of Emotional Aspect.

Mood median test for ms

Table 9 Moods’ Median Test
Chi-Square = 16.91
for Social
DF = 4
Aspect
P = 0.002

Individual 95.0% CIs

C2 N≤ N> Median Q3-Q1 +---------+---------+---------+------
abm 9 21 2.00 0.77 (------*-----)
gas 12 7 1.50 1.00 (------*-------------------)
humms 8 10 1.80 0.60 (-----------*------)
stem 17 19 1.80 0.98 (---------*----------------)
tvl 22 5 1.30 0.60 (--*---------)
+---------+---------+---------+------
1.20 1.50 1.80 2.10

Overall median = 1.70

 Table 9 shows the Mood Median Test of bullying in terms social aspect. The table

explains that ABM students are most likely bullied in social aspect supported by a

median of 2.00, this followed by HUMSS and STEM which shows a median of 1.80

respectively, GAS students which reveals a median 1.50 and lastly TVL which garnered a

median of 1.30. The table further shows that there is a significant difference of bullying

as of social aspect which reveals a P – value of 0.002 and has a degree of freedom of 4.

Problem 5 Is there a significant difference in bullying when analyzed as to:

5.1 Age;

5.2 Gender; and

5.3 Home Location?

Age
Mood
Table 10 Median Test: WMDifference
Test of Significant versus age
in Physical Aspect of bullying when analyzed

asMood median
to age test for WM
Chi-Square = 5.38 DF = 3 P = 0.146

Individual 95.0% CIs

age N≤ N> Median Q3-Q1 +---------+---------+---------+------
16 9 9 2.20 1.00 (------------*------------)
17 57 36 2.10 1.05 (------*--)
18 7 10 2.30 0.40 (--*----)
19 0 2 2.70 0.60 (-------*--------)
+---------+---------+---------+------
1.75 2.10 2.45 2.80

Overall median = 2.20

* NOTE * Levels with < 6 observations have confidence < 95.0%
 Table 10 showed the test of significant difference in physical aspect of bullying

when analyzed as to age. The table showed that the respondents are most likely bullied

physically in the age of 19 which supported by a median of 2.70, followed by 18 years

old which garnered a total median of 2.30 and at age 16 with a median of 2.20 and lastly

at age 17 resulted to 2.10 respectively. The degree of freedom of 3, the tabulated value of

0.146 led to the acceptance of the null hypothesis. The table showed that the p-value of

0.146 is greater than the 0.05 level of significance with 3 degree of freedom. The

acceptance of the null hypothesis could mean that there was no significant difference on

the physical aspect of bullying when analyzed according to age.

This could mean that regarding on age, the senior high school students of Jose

Rizal Memorial State University is not been bullied physically in terms of age. Meaning

physical bullying could take place on any ages.

Table 11 Test of Significant Difference of bullying in Emotional Aspect when

Mood Median Test: WM_1 versus age
analyzed as to age
Mood median test for WM_1
Chi-Square = 0.73 DF = 3 P = 0.866

Individual 95.0% CIs

age N≤ N> Median Q3-Q1 -------+---------+---------+---------
16 8 10 2.25 1.25 (--------------*--------------)
17 47 46 2.00 1.30 (-----*------)
18 10 7 2.00 1.25 (-------------*-------------------)
19 1 1 2.10 0.40 (-----*-----)
-------+---------+---------+---------
1.75 2.10 2.45

Overall median = 2.00

* NOTE * Levels with < 6 observations have confidence < 95.0%
 Table 11 presents the test of significant difference in emotional aspect of

bullying when analyzed as to age. The table presents that the respondents are mostly

bullied at the age of 16 with a supported mean of 2.25, followed by 19 years old with a

median of 2.10 and both 17 and 18 which garnered a median of 2.00 respectively. The

degree of freedom of 3, the tabulated value of 0.866 led to the acceptance of the null

hypothesis. The table showed that the p-value of 0.866 is greater than the 0.05 level of

significance with 3 degree of freedom. The acceptance of the null hypothesis could mean

that there was no significant difference on the emotional aspect of bullying when

analyzed according to age.

The emotional aspect of bullying did not have any association when analyzed as to

age. Meaning the senior high school students are emotionally bullied regardless of age.

As the result stated that there was no significant association on the emotional aspect

of bullying according to age, it was evident that emotional bullying can be done on any

ages.
Mood Median Test: WM_2 versus age
Table 12 Test of Significant Difference of bullying in Social Aspect when analyzed as
Mood median test for WM_2
Chi-Square = 3.01 DF = 3 P = 0.390
to age
Individual 95.0% CIs
age N≤ N> Median Q3-Q1 ---------+---------+---------+-------
16 8 10 1.80 1.10 (-------------*---------)
17 50 43 1.70 0.90 (----*----)
18 10 7 1.70 1.00 (------*------------)
19 0 2 2.25 0.90 (----------*-----------)
---------+---------+---------+-------
1.60 2.00 2.40

Overall median = 1.70

* NOTE * Levels with < 6 observations have confidence < 95.0%
 Table 12 shows the test of significant difference in social aspect of bullying when

analyzed as to age. The table revealed that at age 19 the computed median showed 2.25,

followed by a median of 1.80 at age 16 and lastly 1.70 for both ages of 17 and 18. The

degree of freedom of 3, the tabulated value of 0.390 led to the rejection of the null

hypothesis. The table showed that the p-value of 0.390 is lesser than the 0.05 level of

significance with 3 degree of freedom. The rejection of the null hypothesis could mean

that there is a significant difference on the social aspect of bullying when analyzed

according to age.

The result could only mean that there is an association of age regarding physical

bullying. Further, it implies that at all 16 – 19 the senior high school students of the

University can be a victim of social bullying.

According to studies, social bullying can have terrible consequences on the

bullied victims. First of all, they will probably totally change their attitude to be like

others. Further, this type of bullying is mostly encountered in high schools in most of

these cases. It is more common in high school because it is the period in which your body

encounters a lot of physical changes. This is where the bullies will completely take

advantage of the situation. In most cases the only reason they will do so, is either to get
attention or popularity and even sometimes both. This type of bullying can appear worst

then the others because not only are you getting bullied and bothered repetitively but you

also get humiliated in public which enriches the consequences.

Gender

Table 13 Test of Significant Difference in Physical Aspect of bullying when analyzed

as to Gender.

Mood Median Test: WM versus gender

Mood median test for WM

Chi-Square = 0.00 DF = 1 P = 0.956

Individual 95.0% CIs

gender N≤ N> Median Q3-Q1 +---------+---------+---------+------
f 49 38 2.200 0.900 (-----*----)
m 24 19 2.200 1.200 (-------------------*--------------)
+---------+---------+---------+------
1.80 2.00 2.20 2.40

Overall median = 2.200

Table 13 showed the test of significant difference in physical aspect of bullying
A 95.0% CI for median(f) - median(m): (-0.319,0.423)
when analyzed according to gender. The table revealed that both female and male

garnered a median of 2.200. The degree of freedom of 1, the tabulated value of 0.956 led

to the acceptance of the null hypothesis. The table showed that the p-value of 0.956 is

greater than the 0.05 level of significance with 1 degree of freedom. The rejection of the

null hypothesis could mean that there is a significant difference on the physical aspect of

bullying when analyzed according to gender.

This could mean that there is an association of physical bullying in accordance to

gender. Various researches show that, physical bullying is more likely to occur among

males, though females may also be the perpetuators or victims of physical bullying.

Bullies may have any number of reasons for bullying others, such as wanting more

control over others, and wanting to fit in. Bullies are often physically stronger than their
victims and have friends who condone their behavior. Students who bully others,

however, often have trouble with self control, following rules, and caring for others, and

are at higher risk for problems later in life, such as violence, criminal behavior, or failure

in relationships or career.

Victims of physical bullying are usually physically weaker than the bullies, and

also may be socially marginalized for some reason, including weight, ethnicity, or other

characteristics that make it harder for them to fit in. Bullying can have serious

consequences for the victim, leading to low self esteem, depression, trouble at school,

and sometimes even violent behavior

Table 14 Test of Significant Difference in Emotional Aspect of bullying when

analyzed as to Gender

Mood Median Test: WM_1 versus gender

Mood median test for WM_1

Chi-Square = 0.19 DF = 1 P = 0.663

Individual 95.0% CIs

gender N≤ N> Median Q3-Q1 +---------+---------+---------+------
f 43 44 2.100 1.200 (--------------*----------)
m 23 20 2.000 1.200 (-------------------*----------------)
+---------+---------+---------+------
1.60 1.80 2.00 2.20

Overall median = 2.000

A 95.0% CI for median(f) - median(m): (-0.400,0.439)

Table 14 showed the test of significant difference in emotional aspect of bullying

when analyzed according to gender. The table revealed that females garnered a median
of 2.100 and 2.000 for females respectively. The degree of freedom of 1, the tabulated

value of 0.663 led to the rejection of the null hypothesis. The table showed that the p-

value of 0.663 is lesser than the 0.05 level of significance with 1 degree of freedom. The

rejection of the null hypothesis could mean that there is a significant difference on the

emotional aspect of bullying when analyzed according to gender.

Base on the result, we could infer that the immediate association between emotional

bullying when analyzed as to age was evident. This could only mean that the respondents

are being bullied emotionally regardless of age.

According to Olweus Bullying Prevention Program and published by "The

Hazelden Foundation." extracted from an American study of the 2012-2013 school

year boys report that they were most frequently bullied by other boys, while it was more

common for girls to be bullied by both girls and boys. Among bullied girls, nearly half

(48 percent) report being bullied by boys and girls, 32 percent by girls only, and 20

percent by boys only. In contrast, among bullied boys, 40 percent report being bullied by

boys and girls, 50 percent by boys only and 10 percent by girls only.

Further, according to healtyplace.com, being emotionally bullied can lead to

depression, difficulties with schoolwork, and in some cases even suicide attempts.

Table 15 Test of Significant Difference in Social aspect of bullying when analyzed as

to Gender
Mood Median Test: WM_2 versus gender

Mood median test for WM_2

Chi-Square = 0.04 DF = 1 P = 0.850

Individual 95.0% CIs

gender N≤ N> Median Q3-Q1 -----+---------+---------+---------+-
f 45 42 1.700 0.800 (-------*-------)
m 23 20 1.700 1.500 (------------*-------------------)
-----+---------+---------+---------+-
1.50 1.75 2.00 2.25

Overall median = 1.700

A 95.0% CI for median(f) - median(m): (-0.439,0.319)

 Table 15 showed the test of significant difference in social aspect of bullying

when analyzed according to gender. The table revealed that both females and males

garnered a median of 1.700. The degree of freedom of 1, the tabulated value of 0.850 led

to the rejection of the null hypothesis. The table showed that the p-value of 0.850 is lesser

than the 0.05 level of significance with 1 degree of freedom. The rejection of the null

hypothesis could mean that there is a significant difference on the social aspect of

bullying when analyzed according to gender.

This could mean that there is an association between social bullying in accordance

with gender. This further implies that regardless of gender the respondents can be socially

bullied.

According to the study conducted in Portugal “The Involvement of Girls and

Boys with Bullying: An Analysis of Gender Differences,” understanding the importance

of gender differences in bullying situations is especially important to observing aspects

that contribute to the perpetuation of violence, as in the case of males, whose demands

and social issues contribute to the definition of relationships based on imbalances of

power and intimidation. These gender differences reflect expected symbolic content and

sexual roles that are legitimized by the socialization process, which departs from a male-

chauvinist model and is reproduced in school based on the social and family context girls

and boys experience.

 Gender relations manifested in people’s daily lives, emphasizing manifestations in

the school context in this research, are closely linked with subjects’ social lives,

especially in power relationships between genders, and between female and male

representations of moral violence, especially with respect to the perceived action(s)

expected from the opposite sex in these situations; this is a strong relationship of power

and influence with the male gender in actions of moral violence inside schools. At the

same time, a study with data generated in a collective biography workshop, which sought

to develop new forms of thinking about bullying, identified that a critical approach to the

issue requires consideration of the normative practices in and regulatory power of

schools. Therefore, we must consider that the discourses and power relations that

constitute the people and their ways of relating reproduce stereotyped conceptions of

gender that are directly related to the structural context of society, in a logic of

maintaining or preserving power relationships.

Home Location

Table 16 Test of Significant Difference in physical aspect of bullying when analyzed

as to Home Location

Mood Median Test: WM versus Home Location

Mood median test for WM

Chi-Square = 0.04 DF = 1 P = 0.843

Individual 95.0% CIs

hm N≤ N> Median Q3-Q1 ---+---------+---------+---------+---
1 41 33 2.150 1.200 (---------------*----------------)
2 32 24 2.200 0.775 (------*-----)
---+---------+---------+---------+---
1.95 2.10 2.25 2.40

Overall median = 2.200

A 95.0% CI for median(1) - median(2): (-0.300,0.203)

 Table 16 showed the test of significant difference in physical aspect of bullying

when analyzed according to home location. The table revealed a median of 2.200 in the

respondents’ home location in urban category and 2.150 in rural respectively. The degree

of freedom of 1, the tabulated value of 0.843 led to the rejection of the null hypothesis.

The table showed that the p-value of 0.843 is lesser than the 0.05 level of significance

with 1 degree of freedom. The rejection of the null hypothesis could mean that there is a

significant difference on the social aspect of bullying when analyzed according to home

location.

This could mean that regardless of home location the respondents are physically

bullied. In addition, physically bullying is present in any places in schools, workplace and

etc.

According to researches, physical bullying occurs most often at school, though it

can also occur on the way to and from school and after school. Middle school is the age

when bullying is most common, with almost all middle school students being affected

directly or indirectly by bullying. This is an age where young people want more to fit in

with their peers, making some students more likely to bully or condone bullying to fit in,

while those who don’t fit in stand out more as victims. Bullying can also occur in earlier

grades, as well as through high school and even into adulthood.

Mood
Table 17Median
Test ofTest: WM_1 Difference
Significant versus Home Location Aspect of bullying when
in Emotional
Mood median test for WM_1
analyzed as to=Home
Chi-Square 0.04 Location
DF = 1 P = 0.840

Individual 95.0% CIs

hm N≤ N> Median Q3-Q1 +---------+---------+---------+------
1 37 37 2.050 1.200 (-----------*-----------------)
2 29 27 2.000 1.275 (---------*---------)
+---------+---------+---------+------
1.80 2.00 2.20 2.40

Overall median = 2.000

A 95.0% CI for median(1) - median(2): (-0.300,0.500)

 Table 17 showed the test of significant difference in emotional aspect of

bullying when analyzed according to home location. The table revealed that rural

category garnered a median of 2.050 in the respondents’ home location while rural

computed a value of 2.000 respectively. The degree of freedom of 1, the tabulated value

of 0.840 led to the rejection of the null hypothesis. The table showed that the p-value of

0.840 is lesser than the 0.05 level of significance with 1 degree of freedom. The rejection

of the null hypothesis could mean that there is a significant difference on the emotional

aspect of bullying when analyzed according to home location.

Based on the result, this could mean that there is an association between emotional

bullying in accordance to home location. Further, this implies that the respondents have

been bullied emotionally in their home location.

Table 18 Test of Significant Difference in Social Aspect of bullying when analyzed as

to Home Location

Mood Median Test: WM_2 versus Home Location

Mood median test for WM_2

Chi-Square = 0.01 DF = 1 P = 0.917

Individual 95.0% CIs

hm N≤ N> Median Q3-Q1 +---------+---------+---------+------
1 39 35 1.700 0.925 (------------*-------------------)
2 29 27 1.700 1.000 (------------*-----------)
+---------+---------+---------+------
1.50 1.65 1.80 1.95

Overall median = 1.700

A 95.0% CI for median(1) - median(2): (-0.200,0.400)

 Table 18 showed the test of significant difference in emotional aspect of

bullying when analyzed according to home location. The table revealed that both rural

and urban category garnered a median of 1.700. The degree of freedom of 1, the tabulated

value of 0.917 led to the acceptance of the null hypothesis. The table showed that the p-

value of 0.917 is lesser than the 0.05 level of significance with 1 degree of freedom. The

acceptance of the null hypothesis could mean that there was no significant difference on

the social aspect of bullying when analyzed according to home location.

Based on the result, we could infer that that there was no association in social

bullying when analyzed as to home location. Further, this could only mean that social

bullying can take in any places.

As the result stated that there was no association in social bullying when analyzed

as to home location, it was evident that social bullying has nothing to do with the home

location of the respondents.

 BIBLIOGRAPHY

SAMHSA Family Guide, “Bullying Affects All Middle School Kids”

Nemours, TeensHealth, “Dealing with Bullying”
Consortium to Prevent School Violence, “Fact Sheet #2: Bullying Prevention”
HealthNewsDigest.com, “Know the Signs of Physical Bullying” [online]

Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios:
Comparing physical, verbal, and relational bullying. Journal of Educational Psychology,
98, 219–231. doi:10.1037/0022-0663.98.1.219

CDC. (2014). 1991–2013 high school youth risk behavior survey data. Retrieved from
http://apps.nccd.cdc.gov/youthonline

Chapell, M. S., Hasselman, S. L., Kitchin, T., Lomon, S. N., MacIver, K. W., & Sarullo,
P. L. (2006). Bullying in elementary school, high school, and college. Adolescence,
41, 633–648.
Farrington, D.P. 1993. Understanding and Preventing Bullying. Crime and Justice, 17:
381‐ 458. Felix, E.D. & McMahon, S.D. 2006. Gender and Multiple Forms of Peer
Victimisation: How Do They Influence Adolescent Psychosocial Adjustment? Violence
and Victims, 21(6): 707‐724.

Olweus, D. 1978. Aggression in the Schools: Bullies and Whipping Boys. Washington
DC: Hemisphere.

Smith, P.K., Cowie, H., Olafsson, R.F., Liefooghe, A.P.D. 2002. Definitions of Bullying:
A Comparison of Terms Used, and Age and Gender Differences, in a Fourteen‐Country
International Comparison. Child Development, 73(4): 1119‐1133.