Republic of the Philippines

Department of Education
LUN PADIDU NATIONAL HIGH SCHOOL
Senior High School Department
Humanities and Social Sciences

______________________________________________________________________________

THE EFFECT OF BULLYING TO THE ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS IN LUN PADIDU
NATIONAL HIGH SCHOOL
______________________________________________________________________________

in fulfillment of the requirements for Practical Research 1 under Humanities and Social Science
with the supervision of

Ms. Irish G. Patlingrao

Teacher III
______________________________________________________________________________

By
Celso Quiapo

Reylan Bastida

Jessafel Mariz Caberoy

September 2017

0
 CHAPTER I
PROBLEM AND ITS SETTING
INTRODUCTION

Bullying in its various forms is one of the new emerging problems that many children

and teenagers have to face daily at school or while practicing extracurricular activities away from

their parents view and protection. Bullying is becoming an increasingly important problem for

parents, school administrators and teachers, and it affects our society at large.

Bullying in schools is a worldwide problem that can have negative consequences for the

general school climate and for the right of students to learn in a safe environment without fear.

Bullying is when a student is exposed, repeatedly and over time, to negative actions on the part

of one or more other students. The relationship is characterized by an imbalance of power

between the bully and the victim based on physical size, strength, age or social status. Bullying is

the intentional, repetitive harming or injury by ones peers; they are occurrences in which the

victim is unable to avoid or stop the victimization (Brank et al, 2012). Bully and victimization

have emerged as persistent problems in our schools (Rose et al, 2012). One in three adolescent

students in Canadian schools have reported being bullied (Government of Canada, 2012).

Many cases in United States proves that bullying is a serious and harmful thing to an

emotional person especially to a student. According to a research in Minnesota 3 out of 10

students committed suicide every 3 months, 33.8% are the persons that are bullied in social

media, 48.7% are bullied in school and 17.5% are bullied in home. (According to Minnesota

University) United States are taking noticed of this problem. In particular, students need to be

motivated and guided in order for them to cope with this problem.

1
 Wolfe (2013) stated that the person or a student who bullies are also the one that is

bullied by others. General concern about the bullying and its effect has been evident for the last

40 years. The current debate among scholars is what students should do to cope being bullied.

The discussion emphasizes new ideas and techniques to produce individuals who can understand

and apply motivation to the bullied. A central and persisting issue is how to provide motivations,

help, care, and solution that will help the bullied student achieve her/his goal in life with

different abilities and strategies to surpass. This innovative instructional approaches and

techniques should be developed to ensure that bullied students become successful in their goal

and dreams.

In the Philippines, The Republic Act 10627 or the Anti-Bullying Act of 2013 was signed

into law by Former President Benigno Aquino III on September 6, 2013. The law requires all

elementary and secondary schools in the country to adopt an anti-bullying policy.

Lun Padidu National High School Adopt this kind of law and its implemented due to

public issue about bullying. The most commonly being bullied students are the LGBT students or

the lesbian, gays, bisexual and transgender students.

Thus, this study seeks to explain the effect of bullying in the academic performance of

Grade 12 students in the Lun Padidu National High School.

STATEMENT OF THE PROBLEM

The main objective of this study is to determine the effect of bullying to the Academic

Performance of Grade 12 Students in Lun Padidu National High School.

Specifically, this study answers the following Questions:

2
 1. What is the effect of bullying to the Academic Performance of Grade 12 Students?
2. What are the forms of bullying that the students experienced?
3. How the students cope with the forms of bullying?
4. What Program of the school to be enhance and to be use to combat bullying?

SIGNIFICANCE OF THE STUDY

The result of this study are hoped to be very useful to the number of persons specifically:

Teachers. The result of this study will serves as their guide in giving the students support

as they know the result of effect of bullying to the Academic Performance of the Students. It will

help them in motivating their students.

Students. The result of this study will give an insight to the students about the effect of

bullying to their Academic Performance. This group may use this study as an example to bear in

their mind they are more luckier than those who are bullied even life is very struggling because

of economic problems, they are still send in the school to learn by their parents, thus will

challenge to them and enabling them to perform well in class, study harder to upgrade their

knowledge and intelligence so that the difficulties experienced by their parents in sending them

to school to attain their goals will not be in vain.

Parents. This would help them in creating ideas that will help their children cope to the

effect of bullying in their Academic Performance. It will also help them in guiding their children

and help them handle themselves. So that the parents will be able to know that they should have

a sense of dedication and devotion to duty as parents in implementation of some strategies for

the development of their kids although they experienced being bullied or those who committed

bullying to bring them in a state that they can be proud to be the parents even of those who

overcome the effects of being bullied.

3
 Administrators and Staff. The outcomes of this study will give them new ideas on how

they are going to handle the students that are bullied. This will serves as their guide in handling

the students and know the possible effects of bullying affecting the Academic Performance of the

Students.

Future Researchers. The finding of this study will be serving as a good source of

accurate and useful information for them.

The cost of educating a child is tremendous, it matters not so much, how much our

government spends for every child provided that the child finishes the school year successfully.

What is deplorable to not is the enormous number of school leaves every year. When a child

leaves school before attaining functional literacy, much of our effort, time and money go down

the drain. He do not acquire the needed skills for a productive and favorable life.

Usually, majority of the out of school youth because of bullying effects becomes the sick

of our society, they will become delinquent, they have a rebellious spirits, in this regards the

researchers want to know through this study what are the behavioral development of our of

school youth and its implication to education.

Future teachers. The result of this study will help them deeply understand what is the

reason why bullied students affects their Academic Performance. It will help them formulates

techniques and strategies in handling a bullied student.

Community organizations. It is imperative for them to know the characteristics of a

children and youth in the community it enables them further to adopt precautionary measures or

remedies to forestall their unfavorable behavior.

SCOPE AND DELIMITATION

4
 This study was delimited 0n the effect of bullying in the academic performance of

students. The researcher conducted the study to the area which has a huge number of bullied

students. The school constitute to those bullied students in Brgy. Lun Padidu Malapatan,

Sarangani Province.

Researcher take 30 appointed students as their respondents at Lun Padidu National High

School. Located at Purok Malinawon, Brgy. Lun Padidu Malapatan, Sarangani Province. In this

School year 2017-2018.

DEFINITION OF TERMS

The following terms in the study are being define operationally for a deeper and cleaner

understanding of the readers.

Bully. Operationally, this is defined as "forcing one's way aggressively or by

intimidation," the term may generally apply to any life experience where one is motivated

primarily by intimidation instead of by more positive goals such as mutually shared interests and

benefits. Refers to the main topic or problem in the study. This includes different kinds of

bullying like cyber-bullying and etc. This problem affects the Academic Performance of the

students (Ask.com 2017)

Academic Performance. Conceptually, this refers to the degree of capacity of students

performance and knowledge in different subjects. It is their point of average in different subjects

for school year 2017-2018.

Operationally, Academic achievement or (academic) performance is the extent to which a

student, teacher or institution has achieved their short or long-term educational goals.

5
Cumulative GPA and completion of educational degrees such as High School and bachelor's

degrees represent academic achievement (Ask.com 2017)

Cyber-bullying. Conceptually,this refers to any bullying done through the use of

technology. This form of bullying can easily go undetected because of lack of

parental/authoritative supervision (Merriam Webster English Dictionary 2017)

Operationally, "Cyberbullying" is when a child, preteen or teen is tormented, threatened,

harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using

the Internet, interactive and digital technologies or mobile phones.

CHAPTER II
CONCEPTUAL FRAMEWORK AND REVIEW OF RELATED LITERATURE
This chapter shows the Conceptual Framework displayed in figure 1 which is the primary

grid in this research study. It is followed by the Review of Related Literature.

CONCEPTUAL FRAMEWORK

6
 The Conceptual Framework showed in figure 1 presents the link of variables of the

related study. The variables of the study are (1.) The Bullying in school and (2.) The effect in

academic Performance of Grade 12 Students.

Thus, this will be the basis for the progress of the study to identify and determine the

effect of bullying in the academic performance of Grade 12 Students.

The effect in the Academic

The Bullying in School Performance of Grade 12

Students.

The Enhancement of the Policy about bullying

Figure 1. Conceptual Framework

7
REVIEW OF RELATED LITERATURE

The literature provides insight into how bullying is defined and the factors that need to be

considered when defining it. The literature also gives information on student experiences,

highlighting the barriers and challenges for students with or without exceptionalities. It also

provides information on professional recommendations for teachers in terms of their beliefs and

practices.

Bullying

Bullying is a form of aggression in which there is an imbalance of power between the

bully and the victim that occurs largely in the context of the peer group. Bullying is identified as

one of the most prominent problems faced by children in the education system, as well as one of

the most significant health risks (Raskauskas & Modell, 2011).

Peer victimization is a serious worldwide problem and is a predictable, accepted, and

often unspoken, painful part of childhood (Mishna, 2009). In Canada, reported rates of bullying

vary from about 15% to 25% of students being bullied. Recognition of the seriousness of

bullying has led to the accumulation of a large body of research. Norwegian researcher Dan

Olweus has contributed significant research to bullying. By most accounts, youth-on-youth

victimization or bullying empirical research began, or at the very least grew, with the focus of

Olweus in the late 1970s. Much of the early research was conducted outside the US and focused

on overt bullying, but the research has expanded into a much broader scope. Olweus states that

approximately 15% of students are bullied regularly. It has been demonstrated that bullying is

unpredictable, occurs in all types of schools, is more prevalent in early adolescence, and may

have lifelong consequences Bullying and Academic Success (Olweus et al. 2012).

8
 Nansel and colleagues published the first large-scale study of bullying in the United

States in 2000. After surveying 15,000 adolescents, found the prevalence of student involvement

high, with nearly 30% of students reporting experiences of bullying. The authors also found a

substantial relationship between involvement in bullying and lower self-perceived academic

achievement (Glew et al, 2010).

In understanding how prevalent the issue of bullying is among students with disabilities,

it is relatively unclear because research focusing on this demographic is limited. However,

experts agree that children with disabilities are harassed by peers at higher rates than their peers

without disabilities. Bullying can have an overwhelming impact on students performance,

emotional health and well-being, and ability to reach their true potential. Victimization can also

hinder a students ability to learn in the school environment and can impede on the ability of

students with disabilities to obtain the education critical to their development (Raskauskas &

Modell, 2011).

Academic Performance of Students

Victimized students describe themselves as unpopular, unhappy, and unsafe at school.

They tend to lack friends and to be rejected by peers. These children report feeling afraid in

school, reacting negatively toward school, and consequently avoiding school more often than

their peers. Students who reported that they did not feel safe and that they did not belong at

school were more likely to be involved in bullying. Children who said they were sad most days

had higher odds of being either bullies or victims. Lower achievement scores were associated

with being a victim or bully-victim. Students who are involved in bullying have decreased

motivation and their grades may thus deteriorate (Mishna et al., 2009).

9
 Research on the effect of bullying to the academic performance of students has also

considered the relationship with academic achievement and school adjustment. Woods and

Wolke (2009) state that effects of bullying 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 (2009) they considered that the academic

behavior and school adjustment of children over the first year of school life and reported that

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

avoidance and considerably lower school performance (as cited in Woods & Wolke, 2009)

Previous literature supports the hypothesis that bullying impairs concentration and

subsequent academic achievement in victims specifically. Victims of bullying may lose interest

in learning and experience a drop in academic grades because their attention is distracted from

learning. Studies have found that male victims of bullying have lower academic grades. Nine in

10 victims of bullying experienced a decline in academic grades (Ma, Stewin & Mah, 2009).

Olweus describes victims as socially weak, shy, and anxious (as cited in Brank et al,

2012). They are more emotionally distraught and socially ostracized. Victims may also perform

more poorly in school and avoid school in order to avoid victimization. Experiencing

victimization can lead to poor academic performance and attachment to school, leading to

absenteeism and bad test scores. Students may avoid school to escape victimization. Being the

victim of bullying can lead to a heightened risk of psychological side effects, such as depression,

suicidal attempts and ideation, and poor self-esteem. Skapinakis et al. (2011) found that victims

were more likely to report suicidal thoughts than were bullies. These negative psychological

effects have been found to persist into adulthood.

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 Victimization experiences serve as a foundation for school adjustment problems bullying

experiences affect victims adaptive functioning and academic achievement in both direct and

indirect ways. More bullying predicted lower levels of standardized achievement scores and

grade point averages. Predictive associations between peer victimization and academic

difficulties were partly accounted for by increased levels of depression (Espinoza et al, 2011).

The most frequently tested indirect model believes that emotional distress caused by

negative peer encounters inhibits learning and performance. In other words, it is assumed that a

student who is victimized by peers becomes worried about getting ridiculed or beaten up and

therefore stops participating in class or has trouble concentrating on the academic tasks. Overall,

they found that students who are more bullied were more likely to receive lower grades and

engage in less academic tasks than did other students (Espinoza et al, 2011)

A recent study reported that children who exhibited poor academic performance in school

tended to emerge as frequent targets of bullying (Woods & Wolke, 2009). However, it was only

the aggressive victims who were likely to be characterized by poor school performance. Woods

and Wolke (2009) posit that the relation between involvement and achievement is unclear: What

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

bullying involvement or whether being bullied leads to poorer school achievement, possibly

mediated by less participation in school. Their research and review of the literature reveals a

noticeable gap concerning the possible causal pathways between bullying behaviour and

academic performance and the direction of influence.

Students Affected by Bullying

11
 In defining what bullying is, many researchers have quoted Olweus work, which defines

bullying as occurring when a student is exposed to negative actions repeatedly and over time by

one or more students (Rose, 2012).

As Rose points out (2012), the problem with the repeated occurrence requirement is that

the waiting period heightens the negative effects on the victim, allows the bully to feel rewarded,

increases fear in onlookers, and makes intervention a more lengthy process. Therefore, more

diligence in acknowledging negative behaviors and language in the hallways and classrooms is

needed by staff and students. Perhaps by pointing out a one-time behavior, it will prevent it from

becoming a bullying behavior.

Affected students can also be separated into two distinct groups; passive victims and

provocative victims. Passive victims tend to have characteristics such as low self-concept and

self-confidence, be sensitive emotionally and have fears of inadequacy. They tend to be

physically smaller and weaker than other students and have ineffective social skills or poor

interpersonal skills. They will often internalize and blame themselves for any issues that arise

(Rose, 20012).

Provocative victims on the other hand, are far more assertive, confident, and active than

other victims and are noted for prolonging a fight even when they are losing. They are described

as volatile, aggressive, and create management problems at school. They have very few friends

because they lack social skills.

Students may become victims partly due to their temperament and partly from learned

behaviors from their parents. The student may have a shy temperament and be hesitant to enter

social situations or lack social skills that encourage friendship building. Ross adds that in some

12
cases there has been too much family involvement in the victims life, with a consequent

Literature Review of School Bullying 12 inability to handle situations on their own. As bullying

behaviors begin and then continue to happen to the students, their life becomes a rapid

downward spiral. Their grades drop, their self-esteem is lowered, their self-blame rises; the

longer it goes on the fewer friends they feel they have. Often because of students tendencies to

withdraw and avoid, they have not told a teacher or parent that the bullying is taking place,

further reducing any supports they might otherwise have. If students continues their feeling of

hopelessness will rise giving way for depression to set in. In extreme cases this is when the

victim could become suicidal, homicidal, or both. The long-term effects for victims of bullying

are social problems and self-esteem problems. As adults, they tend to have little skill or shy away

from social settings, are uncomfortable meeting new people, or may not trust new people. They

may also find themselves in familiar, abusive relationships, not having learned the skills to be

assertive.

Based on the research and characteristics common to children with Learning Disabilities

and children who are bullied, there is reason to believe that children with LD are at greater risk

of peer victimization. LD children and involvement in bullying each pose a risk for problems in

academic adjustment research on students with a range of exceptionalities demonstrates that a

limited social awareness increases vulnerabilities in schools and makes them prone to

victimization (Carter & Spencer, 2009).

Academic problems lead to difficulties such as poor self-esteem, frustration, and other

barriers to developing social skills. These limitations hinder a students ability to interact and

communicate with other students, causing bullying and victimization to occur more often than

not. A finding from Mishnas study of children and youth in Bullying and Academic Success 15

13
Ontario shows that children and youth with LD are more likely to be rejected and neglected by

their peers. Approximately 25% to 30% of students with LD are socially rejected, whereas 8% to

16% of their peers without LD experience social rejection (Mishna, 2009).

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

childrens communicative skills. Successful communication depends on coordination of:

language skills, both syntactic and semantic; cognitive operations; and social processes, such as

social perception of nonverbal cues. Research indicates that LD children exhibit several

shortfalls in the expression and interpretation of verbal and nonverbal communication

(Kaukiainen 2010).

Students in special education classes are victimized more often than those in more

inclusive settings. This outcome may be because isolation from the mainstream education

students can limit opportunities to learn social skills and develop a protective group of peers

(Raskauskas & Modell, 2011).

Several bullying-awareness organizations cite Mishnas (2009) statistics that children

with special needs are two to three times more at risk of being bullied. They may have particular

characteristics which make them an obvious target; mainstream settings are less well

integrated socially and lack the protection against bullying which friendship gives; and, those

with behavioural problems may act out in an aggressive way. Often just being different in a

noticeable way can put a student at risk for victimization (Rose et al, 2012).

Although several factors may make students with disabilities more vulnerable to

victimization, basic social skills instruction may decrease involvement. Overall, students

14
Bullying and Academic Success 16 with disabilities must develop a sense of self-worth and

belonging in the educational and social setting (Rose et al, 2012).

15
 CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the methods and design used towards the topic of this research. The

chapter started in describing the design and processes used by researcher to make this research

possible. The informant are also being describe. The gathered data and information discussed

properly by the researcher. The chapter ends in analyzing the data, the trust and the ethical

consideration.

16
RESEARCH DESIGN

THE EFFECT OF BULLYING TO THE ACADEMIC PERFORMANCE OF GRADE

12 STUDENTS IN LUN PADIDU NATIONAL HIGH SCHOOL

VARIABLES OF DATA GATHERING STASTICAL TOOLS

THE STUDY

INDEPENDENT LOCALE QUALITATIVE

VARIABLE
LUN PADIDU
THE EFFECT OF NATIONAL HIGH
NARRATION OF
BULLYING SCHOOL, SHS
INTERVIEW DATA
DEPARTMENT

DEPENDENT RESPONDENTS INSTRUMENT

VARIABLE
30 SHS STUDENTS QUESTIONNAIRE
THE ACADEMIC
PERFORMANCE
OF THE STUDENT

Figure 2. Research Design

17
RESPONDENTS OF THE STUDY

This research will be using random selection method in choosing the respondents. It

comprises Thirty (30) appointed students in over one Hundred Fifty Senior High School Students

in Lun Padidu National High School.

The box below shows the actual respondents of the study:

RESPONDENTS NO. OF RESPONDENTS

STUDENTS 30
TOTAL 30

LOCALE OF STUDY

This study will be conducted in Lun Padidu National High School in Prk. Malinawon,

Lun Padidu Malapatan Sarangani Province Philippines, composed of Muslims (25%), Christians

(40%) and blaans (40%). The commonly source of income of the people in Lun Padidu are

farming and fishing, hence it is near by the sea and the land is good for farming agricultural

products.

STRATEGIC SAMPLING

This study will used the probability types of sampling so that everyone has the chance to

be choose as the respondent of this study.

DATA GATHERING PROCEDURES

18
 The researcher took three (3) days to collect the needed information. On the first (1st) day,

the researcher prepared and submitted letters to the principal of the school. Upon approval, the

researcher distributed the consents from the students to ensure ethical consideration.

Second (2nd) day, the forms and approval are collected. All of the selected students signed

from the forms which signified their approval to participate in the research.

Third (3rd) day, actual conducted happened, where the researcher give the questionnaires

and interview the teacher on the academic performance of the students. In other to facilitate

efficient process, he or she explain the objective personally for the students- upon answering the

questionnaires re-guided in understanding each item.

After the gathering the needed data, the data were encode and the data files were

submitted for statistical analysis, and interpretation.

ETHICAL CONSIDERATION

Donath (2007) gave emphasizes to the issue of rights and privacy of the author, especially

to the online books or literature that has been proclaimed or published such as the generated

conversation is obviously may affect the integrity and principle that we hope to retained and

observed.

In this study, the names, details and personal information of the respondents will be

treated as confidential and will be held by the researcher with care in their full best. We will

make sure that their names while analyzing the gathered data.

RESEARCH INSTRUMENT

19
 The researcher used questionnaire in gathering the needed data for this study. The

technical assistance of the expert validates are necessary to ensure the appropriate and correct

data. A guide was also conducted to established rehabilitee on the said questionnaires.

The first part of the questionnaires was called the bullying affect table. It was formulated

by the researcher in reference to the ideas insights of various authors cited in the literature based

on reading. It consisted ten (10) items designated contextually to enumerate the effect of bullying

in the academic performance of the students.

Second part is to gather the data using qualitative questions that regarding on the effect of

bullying in the academic performance of the grade 12 students.

The last part is the question that describes the reasons why students are being bullied by

their co-students.

REFERENCES

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Beran, T., Hughes, G. & Lupart, J. (2008). A model of achievement and bullying: analyses of the
Canadian National Longitudinal Survey of Children and Youth data. Educational Research,
50(1), 25-39.

Brank, E., Hoetger, L. & Hazen, K. (2012). Bullying. Annual Review of Law and Social Science,
8, 213-230.

Carter, B. & Spencer, V. (2009). The fear factor: bullying and students with disabilities.
International Journal of Special Education, (21)1, 11-23.

Glew, G., Fan, M., Katon, W., Rivara, F. & Kernic, M. (2010). Bullying, psychosocial
adjustment, and academic performance in elementary school. Arch Pediatr Adolesc Med,
159(11), 1026-1031.

Juvonen, J., Yueyan W., & Espinoza, G. (2011). Bullying experiences and compromised
academic performance across middle school grades. The Journal of Early Adolescence, 31(1),
152-173.

Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mki, H. &
Poskiparta, E. (20010). Learning difficulties, social intelligence, and self-concept: Connections
to bully-victim problems. Scandinavian Journal of Psychology, 43(3), 269-278.

Olweus, D. (2012). Bullying at school: knowledge base and an effective intervention program.
Ann. NY Acad. Sci. 794, 265276.

Ma, X., Stewin, L. L. & Mah, D. L. (2009). Bullying in school: Nature, effects and
remedies. Research Papers in Education, 16(3), 247-270.

Mishna, F. (2009). Learning disabilities and bullying. Journal of Learning Disabilities, 36(4),
336-347.

Raskauskas, J. & Modell, S. (2011). Modifying anti-bullying programs to include students with
disabilities. Teaching Exceptional Children, 44(1), 60-67.

Rose, C. & Monda-Amaya, L. (2012). Bullying and victimization among students with
disabilities: effective strategies for classroom teachers. Intervention in School and Clinic, 48(2),
99-107.

Schwartz, D., Farver, J. M., Chang, L., & Lee-Shin, Y. (2002). Victimization in South Korean
childrens peer groups. Journal of Abnormal Child Psychology, 30, 113 125.

Skapinakis, P., Bellos, S., Gkatsa, T., Magklara, K., Lewis, G., et al. (2011). The association
between bullying and early stages of suicidal ideation in late adolescents in Greece. BMC
Psychiatry, 11, 19.

Smith, P. (2013). School bullying. Sociologia, Problemas E Praticas, 71, 81-98.

21
Woods, S. & Wolke, D. (2009). Direct and relational bullying among primary school children
and academic achievement. Journal of School Psychology, 42(2), 135- 155.

APPENDIX 1
Republic of the Philippines

22
 Department of Education
Division of Sarangani
Malapatan District III
Lun Padidu National High School

September 26 2017

JENNIFER S. DELA SIERRA

School Head
Lun Padidu National High School
Lun Padidu Malapatan Sarangani Province

Maam,

The Researcher are the grade 12 students of Lun Padidu National High School, currently
undertaking a research entitled THE EFFECT OF BULLYING TO THE ACADEMIC
PERFORMANCE OF GRADE 12 STUDENTS IN LUN PADIDU NATIONAL HIGH
SCHOOL. In partial fulfillment of requirements on Practical Research 1.

In connection withe this, the researcher would like to ask permission from your office for
allowing us to conduct a survey in the Senior High School Students in your school.

We are looking forward that this request would merit your positive response. Thank you so much
and more power!

Truly yours,

Reylan Bastida

Celso Quiapo

Jessafel Mariz Caberoy

Noted by:

Ms. IRISH G. PATLINGRAO

Teacher/Adviser
JENNIFER S. DELA SIERRA, P-I
School Principal
APPENDIX 2

23
Name (Optional): ____________________________________________

THE EFFECT OF BULLYING IN THE ACADEMIC PERFORMANCE OF GRADE 12

STUDENTS

Directions: Put check ( / ) if you are agree that the following is the effect of
bullying. Use the table below to corresponds to your answer.

Effects Agree Moderately Agree Disagree

3 points 2 points 1 point
1. Lack of
Confidence
2. Poor School
Performance
3. Low Grades

4. Embarrassment

5. Self-pity

6. Not Interested
to Study
7. Always Absent
in School
8. Lack of Focus

9. Confuse

10. Laziness

THE EFFECT OF BULLYING IN THE ACADEMIC PERFORMANCE OF

STUDENTS

24
Directions: The following are statements that include the effect of Bullying in the
Academic Performance of Grade 12 Students. Answer the questions in the space
provided.

1) What is your feeling when you are being bullied by your classmate?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2) What responds will you do when you are bullied by your co-students?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3) What do you think is the reason why are you being bullied by your classmate?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Thank you and God bless!

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