Project Profile Makatao
Project Profile Makatao
Project Profile Makatao
Bullying is an ongoing problem in the academic setting, impacting both students and faculty
alike. It has been linked to lower academic performance, absenteeism, and decreased self-
esteem. Additionally, bullying can lead to long-term psychological effects, such as depression
and anxiety. To address this issue, schools should create a safe and supportive learning
environment, provide ongoing education and training to students and staff, and implement anti-
bullying policies. Furthermore, it is important to ensure that students who are victims of bullying
are given the appropriate support and resources to help them cope.
Bullying has long been known to have a negative effect on academic performance. Studies
have shown that victims of bullying are more likely to have lower grades, higher rates of
absenteeism, and more difficulty concentrating. In addition, bullying can cause victims to have a
higher risk of developing mental health issues such as depression and anxiety. Furthermore,
bullying can also lead to a cycle of negative behaviors, such as retaliation and aggression,
which can further lead to a decrease in academic performance. Ultimately, it is important for
educators, parents, and peers to be mindful of the potential effects of bullying and to provide
support and resources to those who may be suffering from its negative effects.
INTRODUCTION
Bullying is not just done by one person but it may be done in form of group just to
Isolate one other person to make they look strong and be praised by the bystanders or
the witness of bullying. And these bystanders I some cases are also the next victim
of bullying. Academic studies are the first aspect that is directly influenced by bullying
thus, it makes the student live in fear, feel week and affect their personality and self-
confidence and if bullying deteriorates for some person, it may result to unable study
might hate going to school. Furthermore, they will not just unable to study but they also miss
the opportunity of having friends and fun with theme therefore, they will gain academic
According to Kibriya et al. (2015) bullying is important is an important issue that could affect
performance in school, which is often overlooked. And also, according to Fante (2005), bullying
A student is inevitable to be bullied regardless of gender, race and wealth. Bullying can affect
everyone including the bully, the bullied and those witness of the bullying. It is one of the
dangerous abuses to students. Bullying is linked to many different negative outcomes including
impacts on mental health, socially alienated and worst suicide. Bullying is the assertion of
dominance over someone. It has been long period of time and bullying is still reoccurring and
deteriorates. In our school, bullying occurs in all areas. It can occur nearly every part within the
school promises, it often occurs I recess, hallways, social halls, buses, bathrooms, and classes
The research well observe how bullying is direct proportion on influencing the academic
behavior of a students, as the case maybe, it well adverse effects in the near future, if not aided.
In this premise the goal of the research is to examine students and to determine the effect of
Bullying has become a national epidemic and the behavior of bullying can be examined by
looking at it through the lens of Social Learning theory. According to the social learning theory
that other people have over a person's behavior, stating that every person learns through
observation and imitating other people's behavior. This means the bulling behavior was learned
by his/her imitation of someone else or a group of other people. According to (Swearer, Wang,
Berry & Myers, 2014) Social learning theory also knows as social cognitive theory can be used
to explained aggressive bullying behaviors, for example youth who are exposed to domestic
violence in the home are more likely to bully others than those who aren't exposed to domestic
violence and the same goes with children who socialize with aggressive peers: they are more
likely to show aggressive behaviors toward others than those who do not socialize with
aggressive peers. It is apparent that students who bully others is a result of what they see or
what is being done to them. They are hurting and the root is unresolved emotional issues from
Felipe resenden Oliveira (2018)This research measures the effect of bullying in math scores
of students in the city of Recife, Pernambuco, Brazil. The results suggest that bullying has a
negative impact on performance in mathematics and that social emotional skills can help
students deal with bullying. The methodology applied is Propensity Score Matching (PSM) to
compare students who reported having suffered bullying with a control group, consisting of
students who did not suffer bullying. Several econometric techniques were used to circumvent
variables.
Júlia Sbroglio Rizzotto(2015)The present study aims to analyze the impact of the different
Brazilian students. For this analysis, data from the Programmed for International Student
Assessment (PISA) from the year of 2015 were used. The methodology applied was the
(IPWRA) and the categorical multivalued treatment known as Generalized Propensity Score
(GPS). The results show that physical bullying (being spanked and having belongings
destroyed) is harmful for the students’ academic performance. Psychological bullying (having
gossip spread, being made fun of, and being threatened), however, did not negatively impact
the grades. When considering the frequency (weekly, monthly, or annual) of bullying in the
model, it is observed that, among the different dimensions of aggression, the effect on the
grades of Brazilian students is both increasing and negative. Bullying causes several
consequences to students in addition to the decrease of school performance since it can result
in school evasion and sometimes difficulties in the labor market. Thus, studying this
Syahruddin (2015)
This research is about bullying problems at schools in South Sulawesi, Indonesia. The focus
of the study includes three variables namely types of bully, effects of bully and social support
extended to victims. This is a quantitative study which uses questionnaire as its data collection
instrument in order to address the designated research questions. The questionnaire has been
validated and improved through comments from experts, pilot study and Rasch Model Analysis.
A total of 545 students from six districts of South Sulawesi Indonesia which include Pangkep,
Maros, Gowa, Tator, Luwu and Palopo were involved in this study. They were students who
have been bullied at schools. Descriptive analysis shows that in the analysis of types of bullying,
verbal bullying is the most common type of bullying experienced by the students followed by
social bullying, physical bullying and cyberbully. Whereas the analysis of effects shows that
depression is experienced by most of the students followed by low self-esteem, anxiety, low
academic achievement and feeling shy. Analysis on social support shows that teachers are the
main sources of social support for the students followed by parents and classmates. Analysis of
correlation shows that there are significant relationships recorded between bullying types,
bullying effects and social support. The regression analysis shows that the tested variables of
bullying types, bullying effects and social support significantly predict a safe school
environment. This study has proposed a Safe School Model for South Sulawesi schools in
Indonesia. Several other suggestions are also presented Regarding the psychological sources
behind the aggressor's behaviour, empirical evidence suggests that there are 3 interrelated
motives: i) bullies seem to enjoy power and dominance; ii) they may have developed a certain
degree of hostility towards the environment due to their family context; iii) there is a certain
degree of exploitation in action since they tend to coerce their victims into giving money and
other items of value, as a form of trophy (Dan Olweus, 1980, 1993, 2019). Rigby (2003) states
that some people believe bullying is advantageous in that other actors show admiration for the
bully and that position allows them to get what they want. Cerezo (2009) raises a series of
environmental factors that condition the asymmetric relationship. In the case of bullies, factors
that can generate a greater predisposition to negative behavior are the existence of a certain
degree of family conflict, low level of affective, violent models (violent parents, victimization
among siblings, history of school bullies in the family), self-protection and social status afforded
within school as a collateral effect of the aggressive attitude. In the case of the individual being
bullied, factors that can further aggravate the victim profile are over-zealous family control, over
passive attitude towards the problem at school, plus limited relationships of the child with their
peers. Regarding the interventions of the environment and sensitivity to the problem, there is a
third actor that can be characterized and that exercises an indirect influence on the unbalanced
power relationship between the harasser and the victim; the “witnesses, spectators or
bystanders” (Trautmann, 2008). They represent the aggressor's audience, who can be
motivated or inhibited by them. The witness can favor the harassment by taking an indifferent
attitude or directly supporting the aggressor, or reducing the harassment with direct support for
the victim or indirectly by communicating the situation to an adult. The consequences derived
from peer harassment are multiple and affect not only the victims but also the perpetrators.
Guerra Escoda (2016) summarizes the conclusions of the report by Save The Children (2014)
and other authors on the consequences. In the case of victims: low self-esteem, depression,
difficulties and school integration, high levels of loneliness, suicidal thoughts, suicide attempt or
suicide. Van Geel et al. (2014) suggest that between 5% to 20% of children are victims of
bullying and that this is a risk factor for adolescent suicide. According to the authors, 20% of
adolescents have considered suicide and, in addition, between 5% and 8% of adolescents in
the United States have attempted suicide during an annual period. Another consequence of
being a persistent victim of a negative attitude on the part of peers is the reduction of empathy
and the conversion to bullying. The bully-victim performs a double role: that of being harassed
by their dominant peers and that of harassing peers or weaker individuals (Trautman, 2008). For
bullies, bullying leads to violent behavior, vandalism or crime that generates legal problems,
moral disconnection, deepening lack of empathy, drug use, aggressive behavior, truancy,
school failure, difficulty abiding by the rules and laws, and conflict with authority figures. Both in
aggressors, victims or bystanders, the internalization of violence and negative behaviors can
become psychological disorders that carry over into adulthood (Collell and Escudé, 2014)
gender (female and male) in a nationally representative sample of adolescents who completed
the United States 2015 Youth Risk Behavior System Survey. Path analysis results showed that
both face-to-face and cyberbully victimization are associated with low academic performance.
Further, depressive symptoms may facilitate declining academic performance for both female
and male students. After using a endemic framework to analyze the joint risk presented by
bullying victimization and depression, structural equation modeling showed two different
pathways for students who experienced both face-to-face and cyberbully: (1) for female
students, depression fully mediated the relationship between bullying victimization and low
academic performance; (2) for male students, depression partially mediated the relationship
between bullying victimization and low academic performance. These study findings highlight
the need for innovative interventions to address bullying victimization, depression, and low
academic performance. Specifically, school health educators, counselors, social workers, and
school administrators should work together to initiate programs that address the synergistic
implementing comprehensive screening protocols and a bullying reporting system in their school
system.
METHODOLOGY
This chapter deals with the essential elements of the research process. The topics discussed
are the following: research design used in the study, respondent of the study, setting of the
RESEARCH DESIGN
This study will use a descriptive method of research. The purpose of the study is to gather
information on peer bullying at the middle school level. Descriptive in this context will involve
tenth (10) respondents in every section, consider as the sample of the study. The researcher
attempted to survey and interview the grade 10 students to gathered some data.
the respondent of the study are the grade 10 students in Cantilan National High School.
There are 409 students responded to our survey. In every section there are more than 40
students and each section there are 10 students who will be chosen as representative of the
section and that students were choose randomly because they were all given equal
consideration to be choose by asking some questions about their lives in order to draw
Surigao Del Sur Philippines. According to the 2020 census. It has a population of 34,060
people. Cantilan National High School ID:304873 mother school 000000 Address street
Malingin, Magasang, Cantilan, Surigao Del Sur. It is were the study conducted. Cantilan
National High School republic act no. 9979 an act of establishing National High School in the
community of Cantilan province of Surigao Del Sur known as (CNHS) appropriating funds
therefore issuance category: legislative issuance, legislative issuance type republic act
Congress: 14th Congress of republic. Date of approval February 10 2020 the school has a total
This public school is spearheaded by their Analyn D. Guimary academic coordinator. Note by:
Fluellen L. Cos principal III Cantilan National High School (main) principal mr. Fluellen Cos.
written questions with a choice of answer, devised for purposes of a survey or statistical study.
interviewing them one by one. Using thus type of instrument will save time rather than
examining the correlation between bullying and academic performance, this study aims to
determine the potential impact of bullying on students’ academic success. The sample for this
study include students from a variety of backgrounds and school. Data will be collected through
surveys, and focus groups. Statistical methods such as regression analysis will be used to
analyze the data. The results of this study will provide insight into the effect of bullying on
student academic performance. The findings from this research will be used to inform
educators, parents, and policy makers on the importance of addressing bullying into school.
EXPECTED OUTPUTS AND POTENTIAL IMPACTS
This research will examine the effect of bullying on the academic performance of students.
Specifically, it will look at the correlation between bullying and grades, the psychological effects
of bulling, and the effects of bullying on student engagement. It will also investigate the
reduce bullying in the classroom. And also investigate the effects of bullying on the academic
performance of students. It will examine the relationship between bullying and grades, as well
as the long-term effects of bullying on students’ academic success. The research will explore
the psychological and social impacts of bullying on students, including their self-esteem,
confidence, and relationships with peers. The research will also examine how anti-bullying
initiatives can help to reduce the incidents of bullying and improve students’ academic
performance.
WORK PLAN AND TARGET DELIVERABLES
The table bellow shows the over all process and duration done to address the problem.
Revision of
Questionnaire
Validation
of
Questionnaire
Distribution
and Collection
Analysis of
Data
Conduct a
survey
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