Vous êtes sur la page 1sur 12

CHAPTER II

Introduction
Students as citizens of our country should abide by the law and never fail to obey the
constitution. One must be responsible enough not to trample on others rights, instead, respect it
and respond accordingly to what was needed in the situation. Unfortunately, not all those rights
were treated the way it should be. One concrete example is the drastically increasing cases of
bullying - an act of hurting someone intentionally and repeatedly through mental, physical,
verbal, nonverbal, and cyber acts usually resulting into students lack of interest in studying and
worse suicide. There are cases wherein the one who was bullied end up being a bully themselves
thus making a cycle of unending bullying cases throughout the school.
According to a study entitled "Bullying in Middle Schools: An Asian Pacific Regional
Study by the Asia Pacific Education Review," Philippines belong as one of the highest ranking
with bullying cases among different countries. Almost 58% of youth experienced becoming a
"laughing stock," 39% experienced being robbed off their stuffs, 35% bullied physically, 45%
forced to do something out of their willingness, and 30% experienced being isolated.
As a resolution to this, President Benigno Aquino III signed the Republic Act 10627
widely known as Anti-Bullying Act of 2013 aiming to lessen and prevent bullying among school.
Still, bullying is something that can be best solve with both sides' understanding and willingness
to accept one's misbehavior.
And in order to further study bullying cases among high school students of Victorino
Mapa High School, the researchers aim to conduct a survey and evaluate students perception of
bullying in different premises.

CHAPTER II
Methods of the study
Description method is the method used in this to assess the causes and effects of bullying
in Victorino Mapa High School. Researchers believe that this is the best method because it
discovers the real events occurring at the present time that reveals information or data being
implemented, conducted and experienced by a particular group or groups.
Questionnaire
The questionnaire is the main source in collecting data.
Development
The researchers collect different information in different study that is related to the topic
and problems of bullying. By thinking of many items that can be used in solving the problem,
related to the cause and effects of bullying, the whole questionnaire was finished and done.
Content
There are five parts of the questionnaire: the first part is the ranking of students in the
causes of bullying. The second part is the places which bullying can occur. The third part is the
observation of the students about bullying in school. The fourth part is the ranking of students on
the effects of bullying. Lastly, the last part is the suggested intervention that can effect to school
related to the problem of bullying.
Giving Importance to the Questionnaire

Some teachers that are not part of the respondents criticize the questionnaire to assure the
clearness of the questionnaire before giving to the respondents. After correcting the wrongs in
the questionnaire, it was distributed to the respondents.
Distribution and Recruitment
The researcher personally did the distribution and recruitment of the questionnaire to
ensure a hundred percent population of the participants. This was done after he achieved the
consent of his/her teacher in English IV.
Analyzing Data
Percentage, weighted average and ranking was used in analyzing data.
Percentage
To know the profile of the participating students, the formula used in computing the
percentage is:
P = f/N x 100
Where:
P = percentage
F = frequency
N = number of cases

Weighted Average

The researcher took the weighted average level of bullying at the school mentioned. The formula
used is:
WA= TW/N
Where:
WA= weighted average
TW= Total weight
N=number of total population
Ranking
Ranking was used in referring the sequence of the cause and effects of bullying in the
students based on their selection.

Causes

Agree

Not Sure

Disagree

40

90

10

50

10

45

60

30

40

25

85

80

10

15

10

95

50

15

30

15

20

80

90

15

10

50

70

30

30

20

revenge on the people 60

80

25

20

15

70

20

30

20

1. Just to have fun


2. Wants to hurt the
feelings of others
3. Because they feel
insecure
4. Wants to get the
possession of others
5. To show how strong
they are
6. Because others are
doing it
7. Just want to take

who hurt them


8. To get the attention of
60
others
Table 1: Causes of Bullying

This table showed the possible causes of bullying in Victorino Mapa High School. This
experiment was participated by Grade 8 students, composed of 20 girls and 10 boys from
sections 1, 3 and 14.

95% of the girls agreed that the very cause of bullying is they want to get the
possession of others. 90% of the boys said that the main cause of bullying were both just to
have fun and to show how strong they are
30% of the girls were not sure if the cause of bullying in V.Mapa were both the desire to
hurt the feelings of others and because others are also doing it. Just like the girls, 40% of the
boys were also not sure if the cause of bullying is to hurt the feelings of others.
50% of the girls disagreed that the cause of bullying in V.Mapa was just to have fun,
while 20% of the boys did not agree that the cause was the desire to get the possession of
others.

Table 2: Places where Bullying Takes Place


Question: Where does bullying take place in school?
Places

Always

Sometimes

Never

In classrooms

70

70

25

30

In canteen

30

85

60

10

10

On the way to school

15

20

80

70

10

On the way from school

25

30

65

50

10

20

Campus Premises

30

30

50

60

20

10

Table 2 showed the particular places in Victorino Mapa High School where bullying takes
place. This experiment was participated by Grade 8 students, composed of 20 girls and 10 boys
from sections 1, 3 and 14.
70% of the girls and 70% of the boys said that that bullying always takes place in
classrooms.
85% of the girls believed that bullying sometimes takes place in canteen and 70% of
the boys said that bullying sometimes takes place on the way to school.
20% of the girls do not think that bullying takes place in Campus Premises and 20%
of the boys said that bullying never happens on the way from school.

Table 3: How Students Observe Bullying in School


Question: How do you observe bullying in school?
Always
G

Sometimes

Never

other 55

70

45

30

students
Students bully people 70

70

35

30

who have physical harm


Students calling other 80

100

20

Students

students
name

fear

bad/funny

A student beating other 45

50

55

50

students
A students

pushing 55

50

40

40

10

other students
A student hitting other 60

70

40

20

10

students
A student

slapping 25

40

35

60

other students
A student kicking other 35

50

55

40

10

10

students
Students backstabbing 65

70

35

30

other students
Students
intimidate 60

60

40

40

other students to make


them mad

This table showed how students from Victorino Mapa High School observed bullying in the
school. This experiment was participated by Grade 8 students, composed of 20 girls and 10 boys
from sections 1, 3 and 14.
60% of the girls and 100% of the boys said that the most common act of bullying in V.
Mapa was students calling other students bad/funny name.
55% of the girls observed sometimes that the common act of bullying were both students
beating other students and students kicking other students. For the boys, 60% said that a
student slapping other students was sometimes the common act of bullying.

10% of the girls said that a student kicking other students was never a common act of
bullying in V.Mapa. For the boys, 10% did not believe that the common act of bullying in
V.Mapa were students pushing other students, students hitting other students, and students
kicking other students.

Table 4: Effects of Bullying


Question: What are the effects of bullying?
Effects

Always
G

Sometimes

Never

Getting frightened for 50

90

50

10

their own security


A bullied student never 50

30

50

70

go to school anymore
Never go out

25

30

60

70

15

They also bully other 65

80

30

20

students
Their confidence fades 75

70

25

30

away

Table 4 showed the possible effects of bullying in Victorino Mapa High School. This
experiment was participated by Grade 8 students, composed of 20 girls and 10 boys from
sections 1, 3, and 14.

75% of the girls said the very effect of bullying was the confidence of the students
fade away. While for the boys, 90% said that the very effect was the students were getting
frightened for their own security.
60% of the girls and 70% of the boys said that sometimes, the effect of bullying was
students never go out.
On the other hand, 15% of the girls said that students never go out was never an effect
of bullying.

Table 5: Possible Interventions


Question: How may the following suggested intervention be effective in school?

Dismissing

Most Effective

Slightly Effective

Not Effective

60

45

40

10

30

60

40

15

30

70

25

30

10

70

25

30

students 45

when they were found


guilty
Train

students

technique

of

the 25
anger

management
Train students to be 65
aware of discriminating
behaviors
Counselors
students

to

help 75

Social

skills 65

90

35

10

on 70

90

30

10

leadership
Multi
co-curriculum 65

60

35

40

activities
School programs that 75

70

15

30

10

psychological help
Arrange a discipline 60

80

40

20

school board
Train students conflict 85

90

15

10

development
Train
students

may

promote

resolution

Table 5 showed how effective the possible interventions were in the case of bullying in
Victorino Mapa High School. This experiment was participated by Grade 8 students, composed
of 20 girls and 10 boys from sections 1, 3, and 14.
85% of the girls believed that the most effective intervention was to train the students
conflict resolution. For the boys, 90% said that the best interventions were social skills
development, train students on leadership, and train students conflict resolution.
65% of the girls said that the slightly effective intervention was to train students the
technique of anger management. While for the boys, 40% of them said that the slightly
effective interventions were dismissing students when they were found guilty, train students
the technique of anger management and multi co-curriculum activities.

15% of the girls believed that training students the technique of anger management
would not be an effective intervention. 30% of the boys also believed that training students
the technique of anger management would not be an effective intervention in bullying.