Chapter 1

The Problem and its background

1.1 Introduction

Bullying is one of the problems that we have nationwide. Bullying is the act

of intimidating a weaker person to make them do something, Bullying is the use

of force, threat, or coercion to abuse, intimidate, or aggressively dominate others.

The main reason why bullying occurs is because the bully might want attention,

want to fit in to society, lacks attention from parents, or they have been bullied

before. There are different types of bullying such as Physical, Verbal, Social, and

Cyber bullying. It is unwanted, at schools bullying is something that occurs

almost every time, among children's at school involved at bullying are bullies and

the bullied. The Bullies are the one who uses power, or the one who threatens

the bullied for some reason. Suicide, depression, stress, etc. are the common

things this days caused by bullying.

The major problem in bullying is that it can badly affect the students

studies especially their grades and their interests in going to school everyday to

study. It can change their attitude, it can affect the emotions of a certain student,

and how the student socialize to other people. Also a major problem of bullying is

the side effects experienced by the bullied caused by bullying. Some of the side

effects which can be experienced by the bullied caused by bullying are anxiety,

stress, low self esteem, lack of self confidence and many more. The researchers

wants to know if bullying affects the students grades, interest in going to school,
and will to study. The researchers want to know if students who have bad grades

have experienced being bullied. The researchers want to know how bullying

affects a student in his/her studies.

The purpose of this research is to determine whether bullying affects

student's interests in their studies. The researchers want to find out if bullying is

the reason for some students low grades. The researchers also want to raise

awareness so that bullying will be lessened. Because the bullied will be less

likely to be bullied if he/she is aware about bullying. The researchers conducted

this research so that all students who were bullied, and other people who will be

likely to be bullied will benefit.

1.2 Statement of the Problem

General Objectives:

1. To know if bullying affects the student’s interests in their studies.

2. To raise awareness to the students who are being bullied.

3. To identify the different types of bullying that is affecting the

students.

Sub Problems:

1. How many among the Junior High School students have

experienced being bullied?

2. What are the different types of bullying?

3. What is the most common type of bullying being experienced by the

students?

4. Does bullying affect the interests of the students in their studies?

5. Is there a significant difference on the number of students being

bullied per grade level?

6. Is there a significant difference on the number of being bullied

between male and female Junior High School Students?

1.3 Hypothesis

Ho: Bullying does not affect the interests of the students in their studies.

Ha: Bullying does affect the interests of the students in their studies.

Ho: There is no significant difference on the number of students being

bullied per grade level.

Ha: There is a significant difference on the number of students being

bullied per grade level.

Ho: There is no significant difference on the number of junior high school

students being bullied between male and female.

Ha: There is a significant difference on the number of junior high school

students being bullied between male and female.

1.4 Conceptual Framework

Different kinds of bullying

Factors

1. Physical Bullying Student's interests in their studies

2.Cyber Bullying

3.Verbal Bullying

Independent Variable Dependent Variable

The Dependent variable is "Student's Interests in their Studies" because

the factors will be determined by conducting a survey if bullying affects student's

interests in their studies.

1.5 Significance of the Study

This research study will aim to determine the effects of bullying to the students'

interest in their studies.

The study is beneficial to the following:

 To the Community: The data of this research can be used by the

community to raise awareness about the effects of bullying to students' in

their studies, so that the bullying can be minimized.

 To the Students: This study will benefit the students, especially those

who are bullied, because they will know the effects of bullying, so that they

can avoid being bullied and stop bullying.

 To the Parents: This study will serve as a guide to the parents so that

they could help their children solve the problem about the bullying which

affects the students' interest in their studies.

1.6 Scope and Limitations

This study aimed to determine the types of bullying experienced by the

Junior High School Students of PCU Dasmariñas Cavite Campus and if it affects

their interest in their studies. The Study uses questionnaires and surveys to

determine how many students have experienced being bullied and how it affects

their interest in their studies. Purposive sampling will be used in determining the

number of respondents or students who will be part of the study. The study will

cover from January to March, from survey to data gathering. Finding solution to

bullying is not part of the study.

1.7 Definition of Terms

Students-One who attends a school, A person who is studying at a school or

college; The Respondents.

Verbal Bullying-A negative defining statement told to the victim or about the

victim, or by withholding any response; The Independent Variable.

Cyber Bullying-a form of bullying or harassment using electronic forms of

contact; The Independent Variable.

Physical Bullying-This is any bullying that hurts someone's body or damages

their possessions; The Independent Variable.

 Chapter 2

Review of Related Literature

2.1 Related Literature

Bullying- Bullying is unwanted, aggressive behavior among school aged

children that involves a real or perceived power imbalance. The behavior is

repeated, or has the potential to be repeated, over time. Both kids who are

bullied and who bully others may have serious, lasting problems. In order to be

considered bullying, the behavior must be aggressive and include:An Imbalance

of Power: Kids who bully use their power—such as physical strength, access to

embarrassing information, or popularity—to control or harm others. Power

imbalances can change over time and in different situations, even if they involve

the same people. Repetition: Bullying behaviors happen more than once or have

the potential to happen more than once. Bullying includes actions such as

making threats, spreading rumors, attacking someone physically or verbally, and

excluding someone from a group on purpose. Majority (96.7%) of the students

were involved in bullying behaviours as aggressors or victims. For a male

student, the likelihood of being involved in violent behaviours was detected to be

nearly 8.4 times higher when compared with a female student.

(stopbullying.gov,2015)

There are three types of bullying:

1.Physical
 2.Verbal

3.Cyber

Verbal Bullying-It is not uncommon for people to experience some form of

verbal bullying (being called names or insulted) at some point in their lives. Many

young people we speak to hear insults on a daily basis when they are in school

or socially. Whatever age you are being called names or insulted can have an

effect on your wellbeing. It is very difficult to understand why someone would

want to use insults towards others on a regular basis, especially if they have

been told or asked to stop. There may be various reasons why someone acts in

this way towards others:

 They might be doing this to impress their friends or build up some type of

reputation

 They may have been bullied themselves and to deflect the attention or

because they are angry, they go onto bully someone else.

 They might be enjoying the attention or reaction

 They might be having problems at home or at school so they are taking

this out on someone else

 Lack of self-esteem of confidence so they act in a negative way

 They might be angry and frustrated and looking to take things out on

someone else.
Clearly, there are many more reasons why someone might be bullying others.

Each individual who bullies others in this way will have their own reasons or

excuses. They might be copying the behaviour from his or her friends and might

feel more accepted if they join in with the name calling and bullying. Young

people we have worked with often say when they speak to the bully when they

are alone, they act differently. Whatever motivates someone to bully another

person, their justifications offer little comfort to those affected. (bullying.co.uk, no

year indicated)

Physical Bullying- This is any bullying that hurts someone’s body or

damages their possessions. Stealing, shoving, hitting, fighting, and destroying

property all are types of physical bullying. Physical bullying is rarely the first form

of bullying that a target will experience. Often bullying will begin in a different

form and progress to physical violence. In physical bullying the main weapon the

bully uses is their body.

- (respect2all.org, 2014)

Physical bullying is a serious problem, affecting not only the bully and the

victim, but also the other students who witness the bullying. Parents, teachers,

and other concerned adults and young people should be aware of what a

physical bully is and some of the ways to handle it.

There are many types of negative physical interactions that can occur

between young people, including fighting, practical jokes, stealing, and sexual

harassment. These things are not considered physical bullying unless:

  The same victim is targeted repeatedly

 The bully or bullies intend to hurt, embarrass, or intimidate the victim

 The actions occur in a situation with a real or perceived imbalance of

power, such as when the bully is stronger than the victim or has a higher

social standing

In this context, physical bullying can take many forms:

 Hitting

 Pushing

 Tripping

 Slapping

 Spitting

 Stealing or destroying possessions, including books, clothing, or lunch

money

- bullyingstatistics.org, Wordpress, 2010

Cyberbullying is bullying that takes place over digital devices like cell

phones, computers, and tablets. Cyberbullying can occur through SMS, Text,

and apps, or online in social media, forums, or gaming where people can view,

participate in, or share content. Cyberbullying includes sending, posting, or

sharing negative, harmful, false, or mean content about someone else. It can

include sharing personal or private information about someone else causing

embarrassment or humiliation. Some cyberbullying crosses the line into unlawful

or criminal behavior. - (stopbullying.gov, 2015)

REPUBLIC ACT NO. 10627

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO

ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN

THEIR INSTITUTIONS

Section 1. Short Title. – This Act shall be known as the "Anti-Bullying Act of

2013".

Section 2. Acts of Bullying. – For purposes of this Act, "bullying" shall refer to any

severe or repeated use by one or more students of a written, verbal or electronic

expression, or a physical act or gesture, or any combination thereof, directed at

another student that has the effect of actually causing or placing the latter in

reasonable fear of physical or emotional harm or damage to his property;

creating a hostile environment at school for the other student; infringing on the

rights of the other student at school; or materially and substantially disrupting the

education process or the orderly operation of a school.

Section 3. Adoption of Anti-Bullying Policies. – All elementary and secondary

schools are hereby directed to adopt policies to address the existence of bullying

in their respective institutions. Such policies shall be regularly updated and, at a

minimum.

Section 4. Mechanisms to Address Bullying. – The school principal or any person

who holds a comparable role shall be responsible for the implementation and

oversight of policies intended to address bullying.

Any member of the school administration, student, parent or volunteer shall

immediately report any instance of bullying or act of retaliation witnessed, or that

has come to one’s attention, to the school principal or school officer or person so

designated by the principal to handle such issues, or both. Upon receipt of such

a report, the school principal or the designated school officer or person shall

promptly investigate.

Section 5. Reporting Requirement. – All schools shall inform their respective

schools division superintendents in writing about the anti-bullying policies

formulated within six (6) months from the effectivity of this Act. Such notification

shall likewise be an administrative requirement prior to the operation of new

schools.

Section 6. Sanction for Noncompliance. – In the rules and regulations to be

implemented pursuant to this Act, the Secretary of the DepED shall prescribe the

appropriate administrative sanctions on school administrators who shall fail to

comply with the requirements under this Act. In addition thereto, erring private

schools shall likewise suffer the penalty of suspension of their permits to operate.

Section 7. Implementing Rules and Regulations. – Within ninety (90) days from

the effectivity of this Act, the DepED shall promulgate the necessary rules and

regulations to implement the provisions of this Act.

Section 8. Separability Clause. – If, for any reason, any provision of this Act is

declared to be unconstitutional or invalid, the other sections or provisions hereof

which are not affected thereby shall continue to be in full force or effect.
Section 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or

parts thereof which are inconsistent with or contrary to the provisions of this Act

are hereby repealed, amended or modified accordingly.

Section 10. Effectivity. – This Act shall take effect fifteen days after its publication

in at least two national newspapers of general circulation.

(http://www.officialgazette.gov.ph,2013)

Firstly, it is necessary to establish which kinds of behaviors within the

school are defined as bullying. (Bauman ,2008), based on (Olweus), referred to

bullying as a phenomenon with three components: first, there must be an

intention to harm; 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"8 defines bullying as a

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

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

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 one refers to aggression through

lies, gossip and false rumors; the sixth is when children are 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.

2.2 Related Studies

According to Roberto H. Parada, the researchers have found out that

“Bullying incorporates a range of behaviors such as name-calling, physical

assaults, social exclusion, and verbal and physical intimidation. Engaging in and

being the target of bullying is a significant risk factor for future criminal behavior

and poor mental health, making bullying a significant threat to an individual’s

long-term psychological and personal development.”(Parada,2006). And boys

were found to bully and be bullied more than girls across verbal, social and

physical forms of bullying.

And also, according to (Lattanner) the researchers have also found out

that “ It has also served as a venue for cyberbullying, a serious form of

misbehavior among youth. With many of today’s youth experiencing acts of

cyberbullying, a growing body of literature has begun to document the

prevalence, predictors, and outcomes of this behavior, but the literature is highly

fragmented and lacks theoretical focus. on. Additionally, results from a meta-

analytic review are presented to highlight the size of the relationships between

cyberbullying and traditional bullying, as well as relationships between

cyberbullying and other meaningful behavioral and psychological variables.

Mixed effects meta-analysis results indicate that among the strongest

associations with cyberbullying perpetration were normative beliefs about

aggression and moral disengagement, and the strongest associations with

cyberbullying victimization were stress and suicidal ideation.(Lattanner,2014).

This harassment is not isolated to schools alone. But schools are the best

place to actively intervene. Teachers, administrators, counselors, and even

students have the greatest access to the most students through a school system.

It is here that school staff can intervene, support and educate students about

ending bullying behaviors directly and indirectly; breaking the bullying cycle. This

paper will address bullying in general at all grade levels, but its intervention focus

will be at high school level. (Luigi M. Langcamon, Darlene

Enderez,2014,Department of University of Cebu Lapu-lapu and Mandaue) -

(https://www.slideshare.net)

School is said to be the place where children learns and molds

themselves into someone they wanted to be. But that is not the only luxury that

schools can give, they can also be a battlefield, a place of survival some may

seem, where the famous and beautiful are honored and respected while the

poor little once are bullied. Bullying is a big problem now in our society and

what's alarming is the breeding ground of this plague is our school. Our very

own second home is the ground for bullies. But before we trigger into the

problem let us first define what a bully is. According to the New Webster's

Dictionary of the English Language, a bully is "Someone who enjoys oppressing

others weaker than himself". There different factors that may affect a person's
bejavior it may be caused by its environment, history and other related matters.

And one of the main factors of this change is caused by bullying. It may depress

someone thus making his/her elf-esteem degrades. Nowadays, we may not

seem to notice events such as bullying but some incidents. (Luigi M. Langcamon,

Darlene Enderez,2014,Department of University of Cebu Lapu-lapu and

Mandaue) -(https://www.slideshare.net)

Causes of bullying ranked 1 was lack of involvement in child's interests,

activities, and daily life. Loss of interest in school and extracurricular activities is

one of the main effects of bullied with its weighted mean of 3.2 verbally

interpreted as moderately agreed ranked 1. Item b frequent complaints of illness

avoiding school indicated that it is one of the effects of being bullied with

weighted mean of 3.0 verbally interpreted moderately agreed, ranked 2. Ranked

3 seems afraid of going to school, riding the bus, walking to school, or taking part

in organized activities with peers has weighted mean of 3.0 interpreted as

moderately agree. Ranked 4 is sudden decrease in academic performance has

weighted mean of 2.7 interpreted as moderately agree. Ranked 5 is anxiety or

low self esteem has weighted mean of 2.8 verbally interpreted as moderately

agree.

Bullying negatively affects both child being victimized and the child who is

bully. There are always short-term effects and if the bullying is severe enough

there can also be long term effects.

 Not being able to understand the harm they do to themselves (let alone

the victims), psychopathic bullies are particularly dangerous.

-(Study of Marlon De Lara et... al of Nueva Ecija University of Science and

Technology,Cabanatuan City,2012)

-(https://www.slideshare.net)

In new research published in The British Medical Journal, The

Researchers built on the work of other studies of investigate the strength of the

association between being bullied as a teenager and developing depression as a

young adult. At 13 years, participants filled in detailed questionnaires about their

recent experiences of different types of peer victimisation. When they were 18

years old, participants came back into the lab and took part in clinic assessments

that were to derive diagnoses of depression. The Researchers found that

teenagers who were frequently bullied were nearly twice as likely to be

depressed at 18 compared to their non-bullied peers. The more frequently the

bullying, the increased likelihood of developing depression as an adult (Lucy

Bowes,2015)
 Chapter 3

Methodology

3.1 Research Design

The research study entitled “The effects of bullying to the students

interests in their studies” uses the descriptive quantitative method of research for

this is the most appropriate means of evaluating the effects of bullying among

Junior high school students interests in their studies.

3.2 Research Setting

The study will be conducted at Philippine Christian University Junior high school

department on February 5-9, 2018, wherein 50 Junior high school students will receive

questionnaires and surveys.

3.3 Research Procedure

3.3.1 Preparation for questionnaire and survey

The researchers formulated possible answers for the questionnaire and survey.

Then the researchers printed the finished questionnaire and survey. And cut it into equal

parts.
3.3.2 Giving the questionnaire and survey to the respondents

The researchers will conduct the survey on February 5-9, 2018.

3.3.3 Collecting the answered questionnaire and survey

The answered questionnaire and survey will be collected by the researchers on

the day they will finish the questionnaire and survey.

3.4 Data Gathering

The data needed in this study will be gathered by giving both a questionnaire

and a survey to the students. Where the students will answer the questionnaires about

The Effects of Bullying to Students Interest in Their Studies.

 Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter includes the presentation, analysis, and interpretation of data

that have been gathered from the questionnaires given to the respondents. This

chapter contains the presentation of data in tabular form.

4.1 Age of the Respondents

6 out of 304 students are between 17-18 years old (1.9737%), 104 out of

304 students are between 15-16 years old (34.2105%), 149 out of 304 students

are between 13-14 years old (49.0132%) and 45 out of 304 students are

between 11-12 years old (14.8026%).

4.2 Gender of the Respondents

157 out of 304 respondents from the JHS students are male (51.6447%)

and 147 out of 304 respondents are female (48.3553%).

4.3 Students Who Experienced Being Bullied

230 out of 304 students have experienced being bullied (75.6579%) and

74 out of 304 have not experienced being bullied (24.3421%).

4.4 Types of Bullying Experienced by the Student

65 out of 304 students have experienced physical bullying (21.3816%),

202 out of 304 students have experienced verbal bullying (66.4474%), 43 out of

304 students have experienced cyber bullying (14.1447%). Which means that 6

out of 304 students have experienced 2 or 3 types of bullying (1.9739%).

 4.5 Have Students Lost Self-Confidence After Experiencing Being
Bullied.

121 out of 230 students have lost self-confidence after experiencing being

bullied (52.6087%) and 109 out of 230 students does not lost self-confidence

after experiencing being bullied (47.3913%).

4.6 Is there a Difference Between the Students Grade Performance

Before and After They Experienced Being Bullied.

60 out of 230 students have experienced a difference between their grade

performance before and after they experienced being bullied (26.087%) and 170

out of 230 students have not experienced a difference between their grade

performance before and after they experienced being bullied (73.913%).

4.7 Is there a Lack of interest in School Work After They Experienced

Being Bullied.

84 out of 230 students have experienced lack of interest in school work after they

experienced being bullied (36.5217%) and 146 out of 230 students have not

experienced lack of interest in school work after they experienced being bullied

(63.4783%).

4.8 Is there a Lack of Interest in Going to School After They Experienced

Being Bullied.

99 out of 230 students have experienced lack of interest in going to school after

they experienced being bullied (43.0435%) and 131 out of 230 students have not

experienced lack of interest in going to school after they experienced being

bullied (56.9565%).
 Table 4.1

Age of the Respondents.

Grade7 Grade 8 Grade 9 Grade 10 Total

17-18 years old 0 1 2 3 6
15-16 years old 1 4 39 60 104
13-14 years old 66 53 27 3 149
11-12 years old 45 0 0 0 45
Total 112 58 68 66 304
Table 4.1 shows the age of respondents from JHS students.

It shows that there are 6 respondents that is in between 17-18 years old,

104 that is in between 15-16 years old, 149 that is in between 13-14 years old

and 45 that is in between 11-12 years old from the JHS students from which

there are 0 respondent that is in between 17-18 years old, 1 that is in between

15-16 years old, 66 that is in between 13-14 years old and 45 that is in between

11-12 years old in Grade 7, 1 respondent that is in between 17-18 years old, 4

that is in between 15-16 years old, 53 that is in between 13-14 years old and 0

that is in between 11-12 years old in Grade 8, 2 respondent that is in between

17-18 years old, 39 that is in between 15-16 years old, 27 that is in between 13-

14 years old and 0 that is in between 11-12 years old in Grade 9, 3 respondent

that is in between 17-18 years old, 60 that is in between 15-16 years old, 3 that

is in between 13-14 years old and 0 that is in between 11-12 years old in Grade

10.
 Table 4.2

Gender of the Respondents.

Grade7 Grade 8 Grade 9 Grade 10 Total

Male 54 31 34 38 157
Female 58 27 34 28 147
Total 112 58 68 66 304
Table 4.2 shows the gender of the respondents from the JHS students.

It shows that there are 157 male and 147 female respondents from JHS

students from which there are 54 male and 58 female respondents from Grade 7,

31 male and 27 female respondents from Grade 8, 34 male and 34 female

respondents from Grade 9, 38 male and 28 female respondents from Grade 10.

Table 4.3

Students who experienced being bullied.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Yes 86 39 51 54 230
No 26 19 17 12 74
Total 112 58 68 66 304
Table 4.3 shows the number of students who experienced being bullied.

It shows that there are 230 students who experienced being bullied among

the JHS students. 86 from Grade 7, 39 from Grade 8, 51 from Grade 9, 54 from

Grade 10.
 Table 4.4

Types of bullying experienced by students.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Physical 31 16 7 11 65
Verbal 72 34 45 51 202
Cyber 18 11 8 6 43
Total 121 61 60 68 310
Table 4.4 shows the number of JHS students who experienced physical, cyber &

verbal bullying.

It shows that there are 65 students who experienced physical bullying, 202

who experienced verbal bullying, 43 who experienced cyber bullying. From

Grade 7 there are 31 who experienced physical bullying, 72 who experienced

verbal bullying, 18 who experienced cyber bullying. 16 who experienced physical

bullying, 34 who experienced verbal bullying, 11 who experienced cyber bullying

from Grade 8. 7 who experienced physical bullying, 45 who experienced verbal

bullying, 8 who experienced cyber bullying from Grade 9. 1 who experienced

physical bullying, 51 who experienced verbal bullying, 6 who experienced cyber

bullying from Grade 10.

 Table 4.5

Have Students Lost Self-Confidence After Experiencing Being Bullied.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Yes 45 16 27 33 121
No 41 23 24 21 109
Total 86 39 51 54 230
Table 4.5 shows the number of students who lost self-confidence after

experiencing being bullied.

It shows that there are 121 students who lost self-confidence after

experiencing being bullied among the JHS students. 45 from Grade 7, 16 from

Grade 8, 27 from Grade 9, 33 from Grade 10.

Table 4.6

Is there a Difference Between the Students Grade Performance Before and

After They Experienced Being Bullied.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Yes 21 7 16 16 60
No 65 32 35 38 170
Total 86 39 51 54 230
Table 4.6 shows if there is a difference between the students grade performance

before and after they experienced being bullied.

It shows that 60 out of 230 students who experienced being bullied

among the JHS students has difference between their grade performance before

and after they experienced being bullied. 21 from Grade 7, 7 from Grade 8, 16

from Grade 9, 16 from Grade 10.

 Table 4.7

Is there a Lack of interest in School Work After They Experienced Being

Bullied.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Yes 32 10 21 21 84
No 54 29 30 33 146
Total 86 39 51 54 230
Table 4.7 shows if there is a lack of interest in school work after the students

experienced being bullied.

It shows that 84 out of 230 students who experienced being bullied

among the JHS students has experienced lack of interest in school work after

they experienced being bullied. 32 from Grade 7, 10 from Grade 8, 21 from

Grade 9, 21 from Grade 10.

Table 4.8

Is there a Lack of Interest in Going to School After They Experienced Being

Bullied.

Grade 7 Grade 8 Grade 9 Grade 10 Total

Yes 38 12 27 22 99
No 48 27 24 32 131
Total 86 39 51 54 230
Table 4.8 shows if there is a lack of interest in going to school after the students

experienced being bullied.

It shows that 99 out of 230 students who experienced being bullied

among the JHS students has experienced lack of interest in going to school after
they experienced being bullied. 38 from Grade 7, 12 from Grade 8, 27 from

Grade 9, 22 from Grade 10.

 Chapter 5

Results and Recommendations

This chapter presents the results of the research work, the conclusions

drawn and the recommendations made as an outgrowth of this study.

Profile of the Respondents

1. Gender

 The table 4.2 shows that out of 304 respondents 157 of them are

male (51.6447%) and 147 are female (48.3553%).

2. Age

 The table 4.1 shows that 6 out of 304 students are between 17-18

years old (1.9737%), 104 out of 304 students are between 15-16

years old (34.2105%), 149 out of 304 students are between 13-14

years old (49.0132%) and 45 out of 304 students are between 11-

12 years old (14.8026%).

5.1 Results
The findings of the study are below.

1. How many among the Junior High School students have experienced

being bullied:

 Out of 304 Junior High School students 230 of them have

experienced being bullied or 75.6579% of the Junior High School

Students.

2. What are the different types of bullying:

 There are three types of bullying: Physical, Verbal, and Cyber.

3. What is the most common type of bullying being experienced by the

students:

 Out of 304 students 202 of them experienced Verbal Bullying

making Verbal bullying ranked number 1 as the most common type

of bullying being experienced by the students. Ranking 2nd is

Physical bullying where in 65 out of 304 students experienced this

type of bullying. Ranking at 3rd is Cyber Bullying where in 43 out of

304 students have experienced this type of bullying.

4. Does bullying affect the interests of the students in their studies:

 The computed x2=4.602 which is less than the T.V= 7.815 accept

Ho: Bullying does not affect the interests of the students in their

studies.
 5. Is there a significant difference on the number of being bullied per grade

level:

 The computed x2=3.683 which is less than the

T.V= 7.815 accept Ho: there is no significant difference on the

number of being bullied per grade level.

6. Is there a significant difference on the number of being bullied between

male and female:

 The computed x2=1.605 which is less than the

T.V= 7.815 accept Ho: there is no significant difference on the

number of being bullied between male and female.

5.2 Conclusion

1. The researchers conclude that bullying does not affect the interest of

the students in their studies.

2. The researchers conclude that there is no significant difference on the

number of being bullied per grade level.

3. The researchers conclude that there is no significant difference on the

number of being bullied between male and female.

5.3 Recommendations

Based on our experience on our research study, the following

recommendations are suggested.

1. Limit to specific types of bullying.

2. Correlate bullying to interest in going to school.

3. Correlate bullying to interest in school works..