CAUSE AND EFFECTS OF BULLYING AMONG IN JUNIOR HIGHSCHOOL IN

COMPUTER ARTS AND TECHNOLOGICAL COLLEGE, INC.

Base, Kenneth P., Bitancur, Alfeo, Largado, Angelo C., Verganio, Charles Luke R.
Bachelor of Science in Criminology
Computer Arts and Technological College, Inc. Legazpi City

INTRODUCTION

Bullying is a form of abuse that is based on an imbalance of power or a systematic abuse

of power (Smith & Sharp, 1994; Rigby, 2002).The imbalance of power may be social power

and/or physical power. It is an aggressive, intentional act or behaviour that is carried out by a

group or an individual repeatedly and over time against a victim who cannot easily defend him or

herself (Whitney & Smith, 1993, Olweus, 1999). It can include verbal harassment, physical

assault or coercion and may be directed repeatedly towards particular victims, perhaps on

grounds of race, religion, gender, sexuality, or ability.

The victim of bullying is sometimes referred to as a "target". Bullying consists of three

basic types of abuse – emotional, verbal, and physical. It typically involves subtle methods of

coercion such as intimidation(Lara et al., n.d.).In school for instance, it is a longstanding physical

or psychological abuse of a student who is unable to defend himself by either an individual or

group of other students.

The act of bullying is rampant in secondary schools and it has a lot of effects on the

students. It is difficult to discover a secondary school today where bullying does not exist.

According to the Journal of the American Association; out of more 15,000 public school student

surveyed in the United States, nearly 30 percent reported occasional to frequent involvement in

bullying, whether as a bully, a target or both. In the united Kingdom, the British School Health

Education unit found that a quarter of 10 - 11 years old survey were bullied either everyday of

"often", another report says that 15 percent of Australian children admit to have being bullied
weekly, the case with Nigerian schools may not be different if appropriate statistic is taken.

These figures can be higher in percentage depending on how one defines the problem and view

its prevalence (Tambawal, n.d.).

Bullying is considered as a widespread problem that has significant deleterious effects on

the physical, mental, and social health of youth. Most researchers estimate that between 14 and

20% of students in schools will experience bullying at least once during their academic career

(Elinoff et al., 2004). In a survey conducted by US Department of Education (2011) in over 30

million U.S. students between the ages of 12 and 18, nearly 32 percent reported that they were

bullied at school. Bullying seems to increase as a student reaches middle school. Because of this,

the bullying behaviour that is taking place in the schools has become of interest to school

personnel, since many students are critically affected and they do not come to school as a result

(Halama S., 2004).

The characteristic of bullying has two basic facts. First, research on bullying indicates

that relatively few children are purely victims or purely bullies, rather a large number play both

roles, and they bully some students, and are bullied inturn by others (Vermande, Oart,

Goudenard&Rispens, 2000). Second, bullying seems to be common all around the globe. Baron

&Bryne (2005) asserted that, on this topic bullying has been truly international in scope and has

been examined the occurrence of bullying in many cultures. Bullying is played out with alarming

frequency nowadays and bullies and their victims may be of either gender. Thus, in general,

students who get bullied can be regarded as being passive or being submissive victims. They are

usually quiet, careful, and sensitive and may start crying easily. They are unsure of themselves

and have poor self-confidence of negative self-image (Oghiagbephan, 2010).

 School bullying can be physical, verbal or emotional and is usually repeated over a

period of time. Example of physical bullying include: Causing physical injuries, punching,

shoving, slapping, attacking, fighting, debagging e.t.c. Emotional on the other hand include:

Spreading malicious rumors about people, harassment, provocation, whispering to another in

front of someone, getting certain people to gang up on others e.t.c . There is also what is called

verbal bully, example of verbal bullying include: name calling diverting foul language at the

target, harassment, tormenting, commenting negatively on someone's look, clothes body e.t.c.

another type of bullying is the cyber-bullying. Cyber-bullying occurs when someone bullies

through the internet or mobile phones (Wikipedia, n.d). Examples cyber- bullying include:

posting inappropriate pictures or messages about others in blogs on web sites, using someone

else username to spread rumors or lies about someone(Tambawal, n.d.).

At present, Computer Arts and Technological (CAT) Colleges, Inc. is one of the schools

offering the additional two years of the K to 12 program of the Department of Education. Hence,

bullying can probably beoccurring among students in the secondary level, particularly on the

junior level. However, it is mandated by the law that programs to safeguard the welfare of the

students must be implemented. Referred to as the “Anti-Bullying Act of 2013”, the law defines

the act of bullying as “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” that is “directed

at another student.”

Nevertheless, despite the existence of laws and programs on anti-bullying, no studies

have been conducted to investigate the occurrence of bullying in CAT College, Inc. Therefore,

the lack of studies in this area is the driving factor behind this current research undertaking in

order to determine the perception of students about the causes as well as the effects of bullying,
particularly among juniorhigh school.In addition, results of this study will be a baseline

information for concern of parents, policymakers, educators and the public about the serious

damaging effects of this phenomenon on the bullies, victims, schools and communities.

Furthermore, intervention programs can be draftedfor implementation to prevent bullying in CAT

College, Inc.

Objectives of the Study

This study will determine the perception of junior high school students about the causes

as well as the effects of bullying in Computer Arts and Technological (CAT) Colleges, Inc.

Specifically this study aims to:

1. Describe the profile of the respondents in terms of;

a. Sex

b. Age

c. Year level

2. Determine the factors or causes of bullying among student; and

3. Determine the effects of bullying among students.

4. Propose recommendation and intervention programs to prevent bullying in school.

Research Framework

The conceptual framework of the study shows the laws, and orders that are enacted to

eliminate cases of bullying. Despite the enactment of the laws, different forms of bullying are

still committed. It is further believed that students can control themselves in committing acts of

bullying. As guided by the personnel, teachers, and administrators, this can be strengthen and
enhanced by the programs of the school. The system approach (Input-Process-Output) will be

used to describe the conceptual framework of the study.

INPUT PROCESS OUTPUT

 Republic Act no. 10627  Designing of Recommendation

 Under House Bill 5718- Anti Tool or Intervention
Cyber- Bullying Act of 2013  Administration of strategies for
 DepEd Order no. 42 s. 2012 Survey- implementation to
 DepEd Order no. 68 s. 2014 Questionnaire prevent bullying
 DepEd Order no. 40 s. 2012  Data Collection, in CAT College,
 Related Literature Analysis and Inc.
 Related Theories Interpretation
 Related Studies

Figure 1. Research Paradigm

The paradigm of the study is represented through a system approach (Input- Process-

Output) which is presented above. The first frame presents the inputs of the study which are

Researches, Republic Act, DepEd Order, Related Literature, Related Theories, and Studies that

served as the basis of the study.The second frame represents the process that will be used in the

conduct of the study such as Designing of tool, Administration of Survey- Questionnaire, Data

Collection, Analysis and Interpretation.The third and last frame shows the output of the study in

which the intervention program will be suggested in the design of proposed recommendation

strategies to prevent bullying in CAT College, Inc. This would be grounded on the result of the

process that will be used on the study.

Related Literature and Studies

The following is the presentation of reviewed literature and studies both local and foreign

relevant to the theoretical foundation of the study. The compilation of the reviewed literature is

taken from different sources such as international peer reviewed journals, Google scholars, and

the like, published and unpublished theses and dissertations, and electronic materials. The

purpose is to help the researcher to make the study more relevant and timely.

The “bullying behavior” is now the term coined to identify the behaviors of students

which divert from the normal which is following the stipulated rules and regulation in the school

students’ manual. Behaviors which are not found to comply strictly with the acceptable standards

of moral values are said to produce misbehavior which would then lead to disruption and anti-

social behaviors. In the classroom, students are expected to behave properly using sense of

valuing, wherein they will have to learn to refrain from using behaviors that are distruptive

during an on-going classes. They have to limit their interaction with their classmates and using

only highly mannered behaviors such as avoiding loud voice during class discussion, limiting

instances of conversing with seatmeats during the discussion of lesson, etc (Malapitan, 2018).

However, it was also observed that students tend to differ very much in their choices of

behaviors in relating with others whether to their peers or to the authority. These could be

attributed to the nature or nurture or most probably because they got used to it. Whatever the

reason is, the reality is still the same; its impact to the receiver is equally different. It is because,

students perceived their experiences differently and they tend to provide meaning to each of their

experiences in an entirely different ways. What is assumed harmful to one person, does not

neccessarily harmful to the other person. Likewise, what is good and beneficial to one person

would not mean the same impact to the other person.

 There have been several studies like the ones done by Fleming and Levine (2000),

Roland (2002), and Viadero (2003), who have studied the behaviors of the bully, the bully’s

victim, and the quiet witness known as the bystander. Dan Olweus, a professor of psychology at

the University of Bergen in Norway, was one of the first to conduct studies in this area. His

interest stemmed from a case where three young boys ages 10 to 14 took their own lives, because

of the constant bullying that they endured each day (Viadero, 2003). However, Fleming and

Levine (2000), and Wiseman (2002) believed that bullying in the United States is accepted as

something that ‘just happens’; they found that society views this as just a rite of passage.

Nevertheless, outcomes for both bullies and their victims are bleak; victims of bullying

are more likely than non-victims to report physical and mental health problems, including

psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop

out of school, spend some amount of time in prison, and become abusive spouses. In addition,

the impact of bullying on the victim is considerably significant in all life aspects of the victim.

To start, victims will potentially experience difficulty in social and emotional regulation which

will inhibit them from developing relationships and breaking out of isolation

(Smokowski&Kopasz, 2005). For instance, Harlow and Roberts (2010) explored the relationship

between social and psychological factors and being bullied and found that as the frequency of

victimization increases, the extent to which the victim feels he or she can succeed at things

decreases.

In the study of Canter (1994), every day 160,000 students are truant from school because

of the fear of being bullied at their school. For example, at an inner city school, students may feel

threatened by a particular group that seems to have the power. Fear can be prevalent in some

students so that as mentioned, they avoid school and fear for their personal safety. Aside from
that, bullied victims can respond in even more severe ways through reduced academic

performance, increased apprehension, and even suicidal ideation (Smokowski&Kopasz, 2005).

According to Ju (2012) if students are choosing to avoid school, it can be assumed that

not enough has been done in enforcing anti-bullying policies to really address the issue. Lacking

the assertiveness and courage to attempt defending themselves sufficiently, victims will often

choose not to report any experiences of bullying, which then only allows the bullies to continue

inflicting harm. This makes it that much more imperative for school psychologists and social

workers to seek out victims since they are unwilling to disclose the issue at hand. Whether it be

out of fear for bullying worsening or shame, victims may rather keep the incidences they

encounter to themselves with the hope of sparing themselves of the possible humiliation that may

come along with confessing. In addition, victims of bullying might receive less social support

from parents, teachers and other critical role-players (Harlow & Roberts, 2010).

From these previous researches it seems that victims are not receiving the interventions

they need in order to prevent further damage to their social and emotional development as well

as help reduce unsafe behaviour in schools. Thus, the number of bullying reports does not come

close to matching the actual number of bullying incidents. With this in mind, it would be helpful

to understand in depth why students choose to withhold such pertinent information.

Mishna (2004) found that some students would choose not to disclose the trauma to

parents or teachers because they didn’t want them to get principally involved. Another study

conducted by Oliver and Candappa (2007) sought to analyse the students’ silence when it came

to bullying and found that a lack of confidence in the adults’ ability to help was very common.

Students were doubtful that adults had any control in the situation, which might even be a shared

thought held by the parent. It was also revealed that victims might be hesitant to tell adults out of
the shame they might feel. The reluctance to confide in parents may derive from not wanting to

worry parents; to some students it would be easier to keep it a secret so that way parents would

not have to know the rejection their children experience at school (Oliver &Candappa, 2007).

For the students that did choose to disclose bullying information to their teachers, there

was once again mixed reviews as to the teacher’s ability to effectively address the issue. Telling

teachers was associated with having the wider range of risks in response to bullying (Oliver

&Candappa, 2007). Students found that teachers would break confidentiality in their attempt to

intervene, declining any sense of trust the student may have towards the teacher. If anything,

students felt as if there was a specific teacher that they knew would handle the situation in a way

that was comfortable and agreeable to them, but students were very reluctant to simply tell any

teacher (Oliver &Candappa, 2007). This suggests that the willingness of the victim to confide in

school faculty is strongly dependent on their relationship with that member. If the student feels

as though the teacher would have the capacity to listen and understand, they would be more

likely to allow them to step in and help.

A study by Bauman, Rigby and Hoppa (2008) investigated the differences in teachers’

and school counsellors’ strategies in addressing incidents of bullying. It was found that school

counsellors seemed to have produced different perceptions in students. Counsellors were

reportedly more empathetic when confided in and also understood the seriousness of the

incidents more than teachers, especially when it came to relational bullying (Bauman, et. al.,

2008). This can because, teachers might not be able to effectively intervene for the reason that

they do not know the proper and appropriate way to do so, meaning they lack the skills in

dealing with behavioural problems among students (Ju, 2012). Therefore, anti-bullying policies
should include mandatory training for teachers on how to handle bullying and to be more

effective.

Now, the challenge is to let others, particularly the students to identify when their

behaviors are becoming bully or when they are just being naugthy and it is still acceptable to

their present chronological age. The Department of Education (DepEd) as the sole government

agency responsible to define the behaviors acceptable and not acceptable inside the classrooms.

Thus, the students are expected to know what are the behaviors they have to use when they are

inside the classrooms, especially when they have to relate with their classmates/ peers and

teachers.

In defining acceptable behaviors in the classrooms, DepEd order no. 92, s. 1991 created

the implementing guidelines of Good Manner and Right Conduct (GMRC) at the secondary

level. In compliance with the guidelines, the values education subject was introduced as core

subject in the secondary curriculum, this core subject revolved on four major themes such as

valuing self, others, one’s country and God. The direction is to teach students with the right

norms of behaviors following the Philippines society which would be applied later on as part of

rational thinking and value judgment through experiential approach. This means that appropriate

classroom behaviors expected to the students are aligned with the core subject of values

education where sense of valuing is the main direction of the acceptable behaviors (Malapitan,

2018).

Conversely, in the current classroom scenario, not all students are good in their values

education classes. So, as expected they are not familiar with the issues of valuing, thus their

ways of relating with others are just natural to them, the goal is to relate but the actions are not

fully polished whether it is acceptable or not to the other person. When the times come, that the
behavior focuses on one person alone, and that this relating behavior is not anymore healthy to

the other person.This should be stopped or that the teachers should refrain the students from

doing so.

With the presence of this kind of classroom scenario, where human rightsviolations and

other abuses are becoming part of the everyday classroom sessions, the classroom becomes an

unhealthy environment for learning. The behaviors that are damaging to others are producing

negative impact such as physical damage to the body or to the property of the target person,

public humiliation, such as shouting near to the ears of the target person which cause damage to

the eardrum is something intentional and the repeated action is then abusive. Sun and Shek

(2015) found out that talking out of turn followed by less attention and daydreaming behaviors,

disobedience, and rudeness are some of the disruptive student’s misbehaviors within.

While in terms of its effects, according to Babao (2012), it has the short- and long-term

effects of physical and emotional pain. Students are usually absent from their classes and show

signs of loneliness which somehow could be the reason for a higher drop-out rate. And what is

serious about it, is that it can lead to greater risk of depression and other mental health problems.

Putting a stop to classroom bullying then is a major responsibility of the school. The

creation of the Republic Act No. 10627, during the time of President Aquino in 2013 also

known as Anti-Bullying Act (2013) governed the response of the Department of Education

(DepEd) to develop a plan of action and policy guidelines that would define how the cases of

classroom bullying need to be addressed properly.

The Anti-Bullying Act stated that bullying has something to do with the severe or

repeated use by one or more students through 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 as well as creating a hostile environment at school for the other student.

This would also include infringing on the rights of the other student at school or materially and

substantially disrupting the education process in terms of the orderly operation of a school

(Malapitan, 2018).

Further, the bullying behaviors are those unwanted physical contact between the bully

and the victim which include the use of punching, pushing, shoving, kicking, slapping, tickling,

headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons

and use of foul languages and humiliating words to place the target person in a vulnerable

condition.

There are various measures developed in the schools to prevent these cases of bullying

from happening especially in schools where students, at very young age, get exposed to such

events whether a bully or a victim of these bully or bullies. Symposiums and Values Formation

Seminars are given on a normal basis discouraging such acts and promoting good values and

building lasting relationships to others. Most importantly, such laws were created to suppress

bullying acts and empowering people to discourage it at all places on both physical and social

media environments.

In the Philippines,there are various policy guidelines and mandates that were developed

to remedy the prolonged issues of bullying. These include the act that states that all elementary

and secondary schools are mandated to adopt policies in addressing the existence of bullying in

their designated institutions. In connection with this, DepEd required every school to submit

their school-based child protection and anti-bullying policies as stipulated in DepEd order no. 68

s. 2014. This act becomes the foundation of the study as it seeks to help the Department of
Education in eradicating cases of bullying by looking into different views and trying the

prevention through developing the self-restraining acts against bullying among students.

One of the effective measures adopted by the public schools to discourage and to prevent

cases of bullying, is the DepEd issuance regarding the creation of Child Protection Committees

in every school as per Department Order 42 dated May 14, 2012 and adopted its policy and

guidelines on children protection in school from abuse, violence, exploitation, discrimination,

bullying, and other kinds of abuse.

Theoretical Framework

The following discussion includes the related theories organized by the researcher to

serve as the current direction of the study. The theories are herein characterized and defined its

relevance and usefulness to further understand the direction of the study.

Low Self-Control Theory. The term is originally framed by Gottfredson and Hirschi in

1990. The theory stated the view that self-control is rooted part of one’s personality that develops

over the early years of one’s life. The low self-control has six interrelated extents such as,

impulsivity, insensitivity, preference of risk-taking tendency, physical activity, nonverbal

orientation and short sightedness. This means that feeling of desperation is just part of the

developing system of one’s personality that presume to control a person once triggered but

circumstantial events.

According to Gottfredson and Hirschi (1990), persons with low restraint are most likely

to do harm without thinking of long-term effects; they also found out that low self-control is

related to behaviors that are imprudent such as smoking, drinking, and gambling like a criminal

behaviors that offer immediate satisfaction with little efforts. Low self-control, if present by age,
will continue throughout all areas of an individual’s life. This implies that a person is bound to

commit negative behaviors due to the dominant effects of low self-control.

Further, Grasmick, Bursik and Arneklev (1993) affirmed that a person with low self-

control is bound to prefer immediate gratification. This theory also assumes that student with low

self-control tends to do activities as opposed to studying and might have problems concentrating

for long periods of time. It was also believed that the anti-social behaviors are typically

providing instant and easy gratification.

From this view, bullying acts is just normal to any person regardless of age whose self-

control is very low due to sequential events that seen to trigger much of his/her low self-control.

It is assumed then that whenever a person feels bad about himself/herself and dominated by his/

her low level of self-control would most likely commit acts of bullying behaviors to satisfy

his/her longing for immediate self-gratification and release of negative feelings about self.

Strain Theory. This theory developed byAgnew and Scheuerman (2014)asserts

thatstress can increase the commission of crime. According to Agnew (1992), these strains can

result to negative emotions, like frustration and anger. These emotions generate pressure for

curative action, and committing crime is the probable response. This means that any stressors

would trigger to produce violent reactions. From this view, it is expected that students who are

facing various stressors in life and whose immediate environment is full of stressors would have

the tendency to always react on things negatively. Having to live in a stressful life would make a

student become a bully whose understanding and initial orientation about life and how to deal

with life is full of negativity. This means being a pessimistic person is just a normal way for

them to relate with other people.

 Differential Association Theory. This theory as pioneered by Sutherland (1994)

presupposes that a criminal behavior is a learnt behavior and can be acquired by means of social

interaction with other individuals. In this theory, it advocates how an individual learns to become

deviant and engage in criminal behavior through the main principle that unlawful behavior is

erudite through interaction on other persons through the process of communication. The major

part of the learning of unlawful behavior happens within personal groups. This implies that a

person who chooses to be influenced by group of people whose behaviors are dominated by

criminal and anti-social instincts would have the tendency to do the same.

Further, in connection to the study, capitalizing in this theory, it can be assumed that

students tend to develop the bullying behaviors because of the presence of groups of students/

peers who happened to have the same bullying behaviors and being part of the group would

mean having to behave the same way as the other group member does.

Maturation Theory. This theory as advanced by Hunt (2009) is focused on the

biological process of learning. This theory explained the mechanism behind the certain stage of

development wherein the direction is to understand how a person develops sense of

understanding about new learning. Learning to become meaningful as the essence of this theory

must be introduced following a definite time or timing where readiness and attention is available

to the learner. From this view, bullying behaviors could be understood as part of the transition

stage that any developing individual has to go through in order to become a full person. This

would imply that bully is undergoing a transition stage whether to become a good person or a

bad person from the viewpoint of the society or the existing norms.
 Finally, in order to highlight the joint efforts of the government which include the

Department of Education and other Local Government Units (LGUs) another theory could serve

as source for the direction of this study.

In essence, the concept of bullying is a new issue that produces a bigger view among

people who had experienced it. The definition of bullying has been widely defined on the bases

on how a particular person happened to experience it. And since now, that bullying serves to be a

problem because of its detrimental effects to the society there are many pledges on how these can

be prevented or totally eradicated. Various measures have been developed and expanded through

use of policy and guidelines for the execution of the presume solutions to the problem. From this

view, the researcher believes that the problem about bullying can be remedied and lessened

through these various measures and intervention program and as advocate of changes, the

findings from this study will be also used to produce a new approach on the school-level that

would somehow lessen or control the negative impact of classroom bullying.

Low Self-
Control Differential
Theory Association
Theory
Causes and
Effects of
Bullying

Maturation
Strain Theory
Theory

Figure 2. Theoretical Paradigm

Scope and Limitation of the Study

This study will be focusing on the perception of students about the causes and effects of

bullyingin Computer Arts and Technological College, Inc. Legazpi City. The respondents of this

study will be 200 randomly selected junior high school students from CAT College, Inc. This

study will describe the profile of the students, the causes and effects of bullying and propose a

recommendation and intervention measures to prevent bullying in CATC. Statistical treatments

such as frequency, percentage, and weighted mean will be utilized.

However, this study will be limited only in knowing the causes and effects of bullying

and how it is perceived byjuniorhigh school students of CATC. Hence, college levels will not be

surveyed and included in the study.

Significance of the Study

This study will be beneficial to the following:

Students. This study would be helpful for them to realize that bullying is detrimental to

the well-being whether as bullies or bully victims. Likewise, the recommendation that will be

developed as part of this study will be useful to guide them in how to lessen their bullying

behaviors.

Teachers. Since the teachers considered the second parents of the students, this study

will benefit them in term of giving more precautionary measures to their students about cases of

bullying.

Parents. This group would be reminded that they should have a sense of responsibility to

their duties as parents in the conduct of the proposed programs and activities for their kid’s
development. Based on the findings, they can assist them deal with the problems encountered

and give their support on the programs implemented in school.

Guidance Counselors. This study would be useful for them to develop a more

responsive guidance program catering to the needs of students who have cases of bullying

behaviors. The findings of this study would also be used as basis to improve the Anti-Bullying

School Program to make it more effective for the next school year.

School Head/ Administrator. The study would serve as an eye-opener for them to

understand the cases of bullying behaviors in the school and support the DepEd campaign

against bullying. Further, they would be supportive of the programs of the guidance office on

how to enhance self-restraining behaviors among bullied students. Thus, the proposed guidance

program and activities effectiveness would eventually decrease incidents of bullying.

Teachers. This study would be useful for them to be aware on how to help their students

develop self-restraining behaviors against committing acts of bullying. Integrate in their lessons

the ways to enhance self-restraint among students. They will support the school in their effort

and measure to implement the proposed programs and activities to help student lessen the act of

committing bullying behaviors.

Department of Education (DepEd). This study will give information to the Department

if the Anti-Bullying Act of 2013 (RA 10627) is being implemented in every school in order for

them to monitor and assess the schools preventive measures in addressing bullying.

Philippine National Police (PNP). This study will help the Philippine National Police in

providing assistance to conduct school to school seminars about Anti-Bullying Act of 2013 (RA

10627) and also to lessen the numbers of juvenile delinquency since some delinquent behaviour

start from bullying in school.

 Community Organizations. This group would find the result beneficial for them to be

aware and show support on the efforts and measure of the school to implement the Anti-Bullying

Act and the programs and activities to develop self-restraint. They should also be observant if

there are cases of bullying within the community and work with the Child Protection Committee

and the Baranggay Officials to resolve cases.

Future Researchers. This group would find the result beneficial because of its concise

knowledge with regard to bullying which came from the actual answers of people involved in the

study. They can use this as reference data in conducting new researches.

RESEARCH METHODOLOGY

This partpresents the research method that will be used in conducting, analyzing and

interpreting the data of the study. The research design, research instrument, data gathering

procedures, sources of data, sampling design and data analysis plan that will be employed in the

study willalso be discussed.

Research Design

A descriptive analytical method of researchusing quantitative type of research will be

utilized to determine the students’ perception about the causes and effects of committing acts of

bullying in CAT College, Inc. A quantitative research is the collection and analysis of data that is

quantifiable in numbers. Also, this provides a sources for researchers to generate statistics of the

data that is collected.

The descriptive method of research involves as a certain data gathering process on

prevailing conditions and practice or descriptions of objects, process or persons as they exist for

about a certain educational phenomenon (Lara et al, n.d). Accordingly, survey strategy will be
employed to seek explanation on the occurrence of a phenomenon or to compare factors in

different dimensions.

Research Instrument

The questionnaire will be the primary means of data- gathering in eliciting the

information regarding the demographic profile of the respondents, the perception about the

causes and effects of bullying, and suggest enhancement activities to repress bullying. The

questionnaire-checklist will be employed primarily to come up with the perception of

respondents concerning the subject matter, a questionnaire is a list of planned, written questions

related to a particular topic, with space provided for indicating the response to each questions,

intended for submission to a number of persons for reply; commonly used in normative survey

studies and in the measurement of attitudes and opinions. The questionnaire will be consisting of

the following parts:

Part Icomprised of questions that answered the demographic profile of the respondents.

Part II comprised of questions with regard to students’ perception of the different causes

of bullying.

Part III comprised of questions with regard to students’ perception of the different

possible effects of bullying.

Part IV comprised of questions on recommended enhancement activity/ intervention

programs that can repress bullying.

For the general direction on how to answer the survey instruments, the students will be

requested to indicate their responses by placing a check in the box provided for the following

scales. Also, a face and content validations will be evaluated by the research adviser and thesis
committee. Their corrections and suggestions will be incorporated in the tool for the next stage

of validation prior to final execution of survey and data gathering procedure.

Data Gathering of Procedure

The data for this study will be gathered using quantitative methods. Prior to the

distribution of questionnaire, a letter of approval from the school administrator of CAT College,

Inc. will be secured. Also, a consent letter, notifying the parents of the respondents on the

purpose and confidentiality of the study, will be done and distributed to the juniorhigh school

students. The Parents that will sign the consent form acknowledging their understanding of the

confidential nature of the study will be included in the survey. All respondents will be made

aware of their participation on the research study. A Likert scale will be used elicit information

about the perception of the students about the causes and effects of bullying in CATS College,

Inc.

Sources of Data

The sources of data of this study will be coming from the primary and secondary sources.

Primary sources of data will be the 200 selected juniorhigh school students from of Computer

Arts and Technological College, Inc. who will answer the questionnaire and give responses that

will be needed to answer the objectives of the study. The secondary sources include books,

journals, published and unpublished research work, and the internet.

Sampling Design

The respondents of this study will be 200 randomly selected junior school students of the

Computer Arts and Technological College, Inc. Legazpi City. The researchers will be choosing

the respondents from juniorschool since they are the only high school levels being offered by the

school. The researchers will be using Slovin’s Formula in computing the sample size at 0.05

error tolerance level. The formula is as follows:

n = N / (1 + N e2)

Where:

n = Number of samples,

N = Total population, and

e = Error tolerance (level)

Sampling is the method by which a researcher chooses a group of respondents (the

sample) from a larger population and then formulating a universal assertion about the researchers

used is purposive sampling, whole matter. Simple random sampling is the selection on random

basis of elements from sampling frame, wherein each element has an equal chance or probability

of being chose as subject of the study(Lara et al., n.d.).

Data Analysis Plan

The responses of the respondents to the questionnaire checklist were carefully tallied,

tabulated and organized including those derive from interviews, observation and documentary

analysis. The data presented, analyzed and interpreted with the used of weighted mean,

frequency counts, percentage and ranking system.

 The presentation, analysis and interpretation of the data will be based on the weighted

mean as shown by the scale ranges as follows:

1. For percentage computation:

%= F/N x 100

Where:

%= percentage

F= number of respondents for every item

N= total number of respondents

2. For weighted mean:

∑WF
WM= 𝑁

Where:

WM= weighted mean

F= frequencies

W= weight

∑WF= Summation of weighted frequency

N= total number of respondents

The table of equivalent which is the basis of the interpretation of the data will be:
Table 1.Likert scale for the interpretation of student’s perception on the causes and effects of
bullying.
Weight Scale Verbal Interpretation
4.50 above 5 Strongly agree
3.50-4.49 4 Agree
2.50-3.49 3 Moderately agree
1.50-2.49 2 Disagree
Below 1.50 1 Strongly disagree
References

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 SAMPLE QUESTIONNAIRE

I. Profile of Respondents

Name (optional): _______________________________ Age: __________

Year Level & Section: ___________________________ Sex: ___________

Direction: Please put a check mark to the blank provided corresponding to any number written
above each item indicating your perception on the causes and effects of bullying. Use the
following guide below:
5-Strongly Agree
4-Agree
3-Moderately Agree
2-Disagree
1-Strongly Disagree

II. Causes of Bullying

Causes 5 4 3 2 1
1. Defective or wrong upbringing
2. Poor parent-child relationship
3. Peer group influence
4. Bad personality traits (jealousy,
aggression)
5. Lack of teacher supervision
6. Lack of interest on the part of
administrators towards bullying

III. Effects of Bullying

Effects 5 4 3 2 1
1. Emotional and behavioural
problems (i.e., low self-esteem,
anxiety)
2. Mental health
problem(depression)
3. Poor academic performance
(absenteeism, low grades)
4. Affects relationship with parents
5. Physical effects (bruises, loss of
appetite or sleep)
6. Affects relationship with
friends/classmates
IV. Recommendation/Suggestion to prevent bullying in CAT College, Inc.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Thank You!

-The Researchers-