Practical Research
Practical Research
Practical Research
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
A. INTRODUCTION 1
B. THEORITICAL FRAMEWORK 2
D. HYPOTHESES 4
G. DEFINITION OF TERMS 7
A. LITERATURE 8
B. STUDIES 10
RESEARCH METHODOLOGY
A. METHOD USED 13
B. RESEARCH ENVIRONMENT 13
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
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
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
We know our words are not enough to express our gratefulness for you have
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
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
INTRODUCTION
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
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
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
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,
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,
economic systems and in treaty systems are often cited as some of the primary causes of
together. The two broad theoretical models which have been applied to the study of
almost every variable with an influence on bullying into increasing ecological levels of
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
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
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
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
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
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
complementation of the mental models of bully and victim, which refer to the mental
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
restorative processes. Although there are no studies into the impact of the relationship
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
al. anales de psicología, 2013, vol. 29, nº 2 (mayo) ferment ecological levels. These
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
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,
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
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
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
1.1 Age;
4.1 Age;
Hypotheses
Ho1 There is no significant difference on the profile of the students in terms of age,
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.
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
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.
Bullying – the process of using aggressive behavior manifested by the used of forced.
Academic Performance – the outcome of the education –the extent to which a student,
Vulnerable - someone who is weak and without protection with the result that they are
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
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.
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
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
posit the relation between involvement and achievement is unclear. “What remains to be
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
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
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
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-
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
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
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
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
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
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
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,
RESEARCH METHODOLOGY
This chapter presents research methodology that comprises the discussion of the
method used, the research environment, respondents of the study, research instrument,
Method Used
utilized as instruments of data collection intended for selected Senior High School
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
(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
Management (ABM)
Engineering and
Mathemathics (STEM)
Sciences (HUMSS)
(GAS)
Livelihood (TVL)
Research Instrument
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
Scoring Procedure
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
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
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
The weighted value, frequency and mean computations were used in determining
formula:
Data Gathering
respondents of this study. They arranged a schedule at which the respondents made to
In the actual administration of the instrument, the researcher read and explained
the instructions for accomplishing the questionnaire. They responded all queries for
Chapter 4
gathered from the questionnaire were tabulated, analyzed, interpreted and presented.
These were sequentially presented following the order of the specific problems.
1.1 age;
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
This could mean that most of the respondents who answered the evaluation were
17 years of age.
17 93 72%
18 17 13%
19 2 2%
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
experiences between and among genders as bullying concerns. This implies that both
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
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).
Female 42 32%
Physical Aspect
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
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
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
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
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,
Emotional Aspect
revealed in the table, the respondents evaluated “sometimes” if they are being told crazy
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
“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
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
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
3. People told other people the things that 2.346154 1.185909 Seldom
hurt you out of spite.
Social Aspect
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
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
humiliates you in many people” garnered a weighted mean of 1.807692 and 0.981189 as
“never” in the statement “Someone discriminated you by gender and capabilities” which
embarrassed you in front of others” which resulted to a weighted mean of 2.138462 and a
they are being neglected in a group or social activities which supported by the weighted
“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
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.
4.1 Age;
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.
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
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.
5.1 Age;
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
when analyzed as to age. The table showed that the respondents are most likely bullied
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
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
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
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
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
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
Gender
as to Gender.
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
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,
analyzed as to Gender
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
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
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.
depression, difficulties with schoolwork, and in some cases even suicide attempts.
to Gender
Mood Median Test: WM_2 versus gender
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
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.
that contribute to the perpetuation of violence, as in the case of males, whose demands
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
the school context in this research, are closely linked with subjects’ social lives,
especially in power relationships between genders, and between female and male
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
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
Home Location
as to Home Location
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.
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
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
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
to Home Location
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
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
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
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