The Research Problem: University of The East - Manila

UNIVERSITY OF THE EAST – MANILA 1
CHAPTER 1
THE RESEARCH PROBLEM
Bullying triggers behavioral changes to the victim. It can be positive change
or it can cause bad effect that may sometimes lead to their last resort of choice
which is to kill themselves or kill the one who bullies them. This future situation
may come up true if the act of bullying will continue to happen. Aggressive
behavior of the bully instills fear and anxiety to the victim and it can effects its
academic performance to the school, because they tend to isolate themselves to not
be seen by bullies or they do not attend classes because of fear that they will be
bullied again.
Bullying can happen to anyone, regardless of their gender, age, ethnicity, and
social status. Most of the bullies know who to victimized, either by seeing the
victim as weak and they are much stronger or they have the power, not only physical
but social power with the influence of money. It can also bring trauma to the victim
for a long time, but either they accept it as negative or they accept the criticism or
bullying as negative. But, not only has the victim had an effect to the act of bullying,
but also the one who bullies. The behavior of bully may come from the societal
environment of where they live. Power disparity is the main factor for the bully and
the one who’s being bullied is considered. If the bully knows that they are much
stronger or powerful compared to their victim, this is where bullying happens. This
can be done by anyone, but they pick on the one who will be their victim that they
think they can be superior of. Human nature reflects the act of bullying, which is
the more powerful shall rule and the one who loose are the servants or the slaves.
In real life, bullying is one of the act that portrays human nature. Most of them
don’t have the guts to fight for what is right and this is why bullying still continue
to happen. To stop the bullying, one must have the guts to fight back. But, it won’t
settle anything and it can only lead to more act of bullying, because the bullies feel
that they are challenged to do the action again. Some of the parents are not aware
of what their children is doing while in school and sometimes the victim hides their
anger and disappointments to themselves.
BACKGROUND OF THE STUDY
According to D’cruze (2000), “The pattern of it has been described as interpersonal
violence in everyday life”. It only defines that the act of bullying and its term are
only pattered on what is in reality happening in human nature, which the behavioral
act of humans toward another creates gap that reflects power to each other.
Violence is one that describes harming someone, either physical or mentally.
History of racism is widespread and it only concludes that bullying is happening on
our daily lives. Inflicting harm to someone is not a new act of bullying rather, it’s
much earlier to say that making violence to each other are the one can be labeled
on initial acts of bullying.
Human nature is one of the bases of what bullying is. The survival of the
fittest and the rule of power are there. Power is in between the line of the bully and
the victim and that makes the bully and victim relationship. In human nature which
can be traced on long time behavioral part of a human. It is natural for someone to
gain for their self-interest and for them to get it, they must have the power to do so.
Bullying is one of the act of practicing power on someone who they think they can
dominate. In history most cases of bullying relates to the cases racism. Ethnicity is
a very common source of bullying, because of their skin color, physical appearance,
and other factors, they are being bullied for they are. This acts lessen overtime,
because of the joint efforts of organizations and other people but, still, this acts are
inevitable and it can still happen anytime.
Any country will never know when it would be struck by lightning. Even
the best of the best stands no chance against the unknown, which is the future. For
all we know, there could be some people plotting against our country right now.
And who would we run to if that happens? There is no denying that our great leaders
would be the answer to that. What if, say, twenty-five years from now, and the ones
who will be leading us by then are the very students right at this moment? You see,
this is why it is pivotal that only the best, and nothing short of that, must be given
to the young ones when it comes to the academe—be it their environment or
academic nurturing.
Not every child lives his or her life like a prince or a princess. Students
nowadays experience difficulties while studying. One of them can be the teacher’s
education and teaching style. Students’ knowledge is filled mostly by their
teachers’ education, and thus, plays an important role here. Things/factors like
socio-economic aspect and the class environment are one, too. In the class
environment, it could mean that some students are very loud and rowdy, and some
might be used to a quiet environment. Or, the difficulty might be because of the
child’s family background. A child might come from a family of criminals or
simply from that of an illiterate one or had just never finished school—the child
might set them as his examples. (Mushtaq and Khan, 2012). Or could it be because
of bullying?
Bullying is defined as mean, hurtful behavior that occurs repeatedly in a
relationship with an imbalance of power or strength (Peck, 2014). Alice Walton
from Forbes stated that more and more studies show how the effects of bullying
continue to adulthood (Walton, 2013). And there are different kinds of it. There are
physical, verbal, social, and cyber bullying (Suzanne Peck, 2014). But it seems that
no matter what type of bullying happens, it still gives so much impact on a person’s
entirety.
One study by the Duke University (2013), showed the effects of bullying
that continue to adulthood. In this study, it also acknowledged the effects not just
on the victims, but to the aggressors, as well (Costello, 2013). This obviously means
that, as early as possible, bullying must be prevented, at the least. It is the effects
that need to be prevented from happening. The effects vary, and some of them are:
isolation, having low self-esteem, depression, and loneliness (Victoria State
Government, 2013). A study in JAMA Psychiatry (JAMA Psychiatry, 2013)
showed that kids who were always bullied, but have never bullied, have more
possibilities of having depressive disorders like OCD, generalized anxiety, and
others of the like (Walton, 2013).

Cyber bullying seems to be a more unique version of bullying, because it is
the only one done through technology. Although not physically done, this type of
bullying creates just as great of an impact as of the others. Studies showed effects
of this kind of bullying, such as the aforementioned depression, getting low grades,
engaging into substance abuse, and absenting from school (Eisenberg, Newmark-
Sztainzer, and Perry, 2003; Ybarra and Mitchell, 2007; Kowalski and Limber,
2013; Ybarra, Espelage, and Mitchell, 2007; Ybarra and Finkelhor, 2007).
These effects are truly worrisome and troubling. As mentioned at the start
of this paper, the youth today will surely be tomorrow’s leaders and source of hope.
These effects and BULLYING itself must be prevented at all costs, and this
prevention must be, just like what Tarsi Dunlop wrote, “worth prioritizing”
(Dunlop, 2013). Nobody surely wants this to get worse and lead to more terrifying
incidents like the one in Indiana, USA, wherein a victim’s mother made her gay
son bring a stun gun in school (CNN Wire Staff, 2012).
Being bullied, as mentioned, leaves effects on the victims—and very
disturbing ones at that. A study showed that of the 6,500 8-11 year-olds that they
did the research to, 75% were boys who suffered paramount degrees of depression,
paranoia, suicidal behavior, and the like. These certain behaviors, according to
Peter Langman (Langman, 2009), were seen in a certain student, and was therefore
sent to a hospital for him to evaluate because “he was seen as posing a threat for a
Columbine-like attack.” (Langman, 2009). The Columbine Massacre (Colorado,
USA, 1999) took place in a high school, wherein two teenagers, Dylan Klebold and
Eric Harris (1999) took the lives of twelve students and one teacher, and later, theirs
(CNN Library, 2016).
In the 20th century, where the technology is much advance, we are having variety
of different forms of bullying. Bullying usually takes place personally or physical
contact, but, when technology comes, they are level it up. Some of the bullies make
something that can destroy the image of someone by using social media or internet
itself. Social media are powerful tools to express emotions or express something
that can’t be express personally. Phone text or calls are some of the things that is
very useful to everyone, but, this outlets of technology can also be an outlet for the
bullies to level-up their aggravation. They may say something that is against you
which can be seen by others.
THEORETICAL FRAMEWORK
This chapter will entail a review and discusses of theoretical framework to
easily understand bullying, the aim is to outline a clear theoretical framework for
the study. Including an aggressive behavior, consequences in academic
performance and reduces negative effects. Some theories can be applied for the
study.
Bullying develops high risk of behavioral changes to the one who had been
bullied repeatedly through time. According to Thornberg, Halldin, Bolmsjo and
Petersson (2013) that there are basic process of victimizing in school bullying,
which consisted of four phases: (a) initial attacks, (b) double victimizing, (c)
bullying exit and (d) after-effects of bullying.

The Social Stigma Theory which is also known as Goffman’s theory. By
definition, it is the situation of an individual who is disqualified from full social
acceptance. Most of the bullying victim feels the same as this theory defines. Their
socializing behavior greatly affects by the act of bullying, and by this, they feel
unaccepted and isolated from others. The strong disapproval of people to the bullied
victim inflicts trauma and depression for a long time if will not be addressed.
According to Thornberg, et al. (2013), Stigma is then the core concept for
understanding the consequences of labeling. This type of verbal bullying is
sometimes, much upsets the victim, rather than physical instances of bullying. It
generates negativity and pessimist outlook in life of the victim as they feel their
worth as low and unaccepted to the society.
The after-effects of bullying describe the overall impact of the act to the
target, as he/she evaluate the effect of bullying in his/her life. Some would say that
it is easy to come up with the bullying, but for some who is repeatedly bullied
physically and verbally abused, it is a lifetime process for them to move on. The
effects of this act to their academic performance were significantly affected by the
act. In the study of bullying in Schools or University campuses, bullying shows
significant effect to the performance of the student on the class room, especially the
one who had been bullied.
There are different theories through which encompasses and affects school
bullying. Conflict theory is one theoretic framework with the principle that “society
is in a state of perpetual conflict due to competition…those with wealth and power

try to hold on to it by any means possible, chiefly by suppressing the poor and
powerless (Investopedia, 2013).” It means that people are fighting because of the
struggle to gain power and dominance against the others. This can be related to
school bullying in a sense that bullies in school suppress the victims through
intimidation in order for the bullies to have the sense of power and feel that they
are better or superior than them.
Social norms is another theory in which social norms “are people’s beliefs
about the attitudes and behaviors that are normal, acceptable or even expected in
a particular social context (“SOCIAL NORMS THEORY AND BULLYING,”
n.d.).” Social norms theory explains that in some circumstances, people may falsely
perceive particular bad behaviors as normal and acceptable in certain situations.
This can be related to school bullying that the forms of bullying, either be physical
(physical pranks), emotional (name-calling and teasing), or in cyberspace, are being
misleadingly perceived, usually by friends and peers, as normal and acceptable that
they assume it to be a norm or customary acts of the youth.
Another theory is the diathesis-stress model in which according to this
theory, “people are born with a certain biological or genetic predisposition to a
mental illness(“Diathesis, stress, and protective factors: Understanding the
diathesis-stress model,” 2003).”In other words, there are certain behaviors of a
person that comes from both a combination of certain genetic or biological
predisposition to a mental illness and stress from experiences in life. It means that
a certain attitude of a person towards others has resulted from a certain illness (e.g.
depression, schizophrenia) combined with stressful events that happened during the
course of his/her life. This relates to bullying in a viewpoint that a student’s
involvement to bullying other students may have come because they are either
suffering from mental disorders such as depression, or they have a traumatic or
stressful past events that they experienced in their life.
According to Moon, ET. al. (2008) one of the theories that briefly describe
and provide explanations and understanding of the causes of aggressive behaviour
of bullying is Low-Self Control Theory, It highlighted that the phenomenon of
bullying is considered as a serious problem in relation to students, a threat to
students in their academic performances.Gottfredson and Hirschi (1990) stated that
one of the causes of criminal behaviour is the lack of self-control. It assumes that
low-self-control is the main source of criminal behaviour and behaviour can lead
to crime, in which students with low self-control are more likely to seek
immediately to be physically active, to be insensitive to others, and to possess
limited academic ability. They then argued that students who possess the low self-
control trait are more likely to become involved in criminal and accidental
behaviours than those who possess high levels of self-control. Students by nature
are very impressionable; they can easily be intimidated and influenced. According
to this theory, the most effective way to prevent in low self-control of students is to
maximize the role of parents. Gottfredson and Hirschi (1990) argue that the
effective parental practices like monitoring have significant effects on the
development of self-control. Parenting practices are hypothesized to have a
significant effect on students ‘self-control.

Bullying cases are boosting in number and these cases give threats to every
person particularly in the teenage period. As people know what is bullying and its
effects it really bothers everyone how it begins. Is it a phase in everyone’s
adolescent period? Is it natural in a sense? Should people really experience this case
in order to learn things in life or maybe it can be avoided. What triggers someone
to bully a person and what really does a person do for him/her to be bullied? Why
do bullying cases usually experienced by children? Do bullying programs really
help? These questions I think have answers maybe not that certain but somehow it
can be explain in various concepts such as theories. To understand bullying we
must understand its definition. Bullying is a sense of intentional harm to other
person repeatedly. In that case bullies have this factors that triggers them to harm
others such as they think it makes them cool, they hate that person, they were
pressured by their friends to do so or they are being bullied also at home or in other
area. And what makes bullied people as a target? Maybe they are weak enough to
accept the case, they are scared and afraid, they are that kind enough not to revenge
or they really think other people are superior over them. These factors that trigger
bullies to harm others and factors that make bullied as targets have created broad
concept of bullying cases. Bullying evolves, basically getting ways to harm people.
There’s the creation of cyber bullying and other trend aspects which basically are
just verbal, physical, emotional and psychological aspect since then. Bullying is
really a tragic and has tragic outcomes. It causes depression, stress, and other threats
specifically suicide. As suicide cases boosted in number and authorities find out
that the cases have something to do with bullying it really got the attention of every
people. We all know how it to lose someone is and just because of a small repeated
tease or harm everything can happen.
This research focuses on school related bullying since this seeks the impact
of bullying to every victim’s or even non-victim’s academic performance. One
theory that could possibly and further explain why exactly bullying cases are
happening is the social cognitive theory. A social cognitive psychological
perspective has been proliferated among the best practices to tackle aggressive and
violent behaviors in adolescence it involves learning, thinking, and reasoning, and
as such it fits well with the educational objectives of the school. This theory would
indicate that during adolescent period children or youth are more aggressive. In
relation to bullying behaviors, several studies have shown that adolescents with
higher levels of moral disengagement are more likely to be involved in bullying.
This theory has indicated that aggressive and bullying behaviors were associated
with low academic performance. The focus of this type of interventions is to
enhance students’ self-esteem and develop positive attitudes towards school and
school achievement.
According to the related literatures that were gathered, some children who
came from abusive and inappropriate environment caused them to repeat the elders’
actions. Their past and childhood contributed well on their future characters.
One theory is the Theory of the Mind. In this theory, it shows how the mind
developed beliefs and perceptions that their minds form since they can remember.
So as the child grows up, and starts attributing happenings to different things and
events and situations he sees, it incorporates to how he will see things as he
continues to grow more. Because a child has a tendency to imitate what older or
other people around him do—which then enters another theory, the Social Learning
Theory, according to which a child learns “responses” through two processes:
conditioning and imitation, wherein imitation is a more prominent approach in this
research — his upbringing shows what he is capable of.
The aforementioned Social Learning Theory proposed by Albert Bandura
(1977) is a very much appreciated theory in this research because it deals greatly
with and how a child’s early years can affect his decisions—and actions in general
and — in life. This can also help detect which factors can be used to motivate a
bully’s attitude to positively change.
Another theory (or model, rather) associated with the research is the Social
Skills Deficit model. It shall be referred to as a model because the research is basing
from this particular concept due to the very idea of the topic—the effects of
bullying— which then include isolation and suicidal approach in things.
This theory helps in elucidating how a child’s already-marred inner self can
actually result to a much, much worse state. Although more common in people with
mental disabilities, someone can still have social skills deficit through being
bullied. Even those who weren’t still do have deficiency in their social skills just
because they are shy or have problems at home, but the circumstances in which
these deficiencies are developed are almost parallel in concept.

A child’s tarnished childhood and confidence because of bullying is now in
more danger of developing disturbing and unnerving mental illnesses, or even
worse, doing the unthinkable.
This model helps target the points of a bullied person’s causes of stress which can
widen the range of circumstances where the victim might commit regrettable
actions. And this can help predict which likely outcomes or effects can happen.
RESEARCH PARADIGM GUIDING THE STUDY

1. What are the A quantitative Identified result of
PROCESS
INPUT
OUTPUT
different forms of
bullying research the effect of bullying
experienced by UE design using to the academic
student? random performance of the
sampling of University of the
2. How did this survey East-College of Arts
affect their questionnaires and Sciences.
academic
performance for
the school year
2013-2016?
3. What steps
have been done to
reduce the
negative effects of
bullying to the
students of UE-
Manila?
FEEDBACK
Preliminary diagnosis of thesis requires reflective reality. The ontological
perspective of a person, perceives actuality and the nature being in the study of how
bullying affect one’s performance inside the campus. The research is considered as
a quantitative type of research, by this type it covers surveys, structured contents,
analysis and other objective and deductive experiments. The study of the group
about bullying covers both genders and also indicates life’s social status. The
relationship of this study to the social effects of bullying and on the academic
performance of the student matters to the connection of behavioral aspect and
mentally inflicted ideas that may greatly affect one's performance in school.
The design of pragmatic paradigm was employed for the research, the
reality that bullying causes positive and negative impact to the victim.
STATEMENT OF THE PROBLEM
This study aims to answer the following problems:
1. What is the level of awareness of UE-CAS students on bullying?
2. What are the different forms of bullying experienced by the said students?
3. How did this affect the academic performance of UE-CAS students?
SIGNIFICANCE OF THE STUDY
This study will be beneficial to the following:
Students
To students who experienced in their lifetime the act of bullying. It can be a
source of knowledge on how bullying affects ones performance academically and
its effect also to the one who bullies. This study aims to provide adequate
information to students for future research purposes.
Teachers
To teachers who want to know how their students are affected by bullying
in the school, especially if the student pretend that nothing is happening, which the
teachers knows when or where to act on the situation. It also gives adequate
information for the teachers to have for future research purposes.
School Administrators
Like the teachers and students, the significance of this study is that it can be
used as basis of information and data that will be gathered upon surveying. This
also provides adequate information and ideas that can be used for future research
purposes.
Parents
For the parents to know what is the performance of their children at school
in terms of socialization, and especially academics. Also it serves as a guideline to
inform them that bullying might affect the academic performance of their children,
so that they may come up with a solution for the future to avoid this from
happening.
SAO
For the Student Affairs Office to additionally inform them that bullying may
and will always happen to the students of the university. So that, as a bullying free
campus they must uplift and strictly implement the rules and regulations in
accordance with bullying in order to minimize or eliminate the bullying acts from
happening.
Guidance Councilor
In accordance with the Students Affairs Office they must implement the
same actions and guide the students, in order to basically avoid bullying from
happening. In addition as a disciplinary committee it can also serve as basis of
evidence and data that can be gathered upon surveying. This can also add adequate
information’s and ideas that can be used also for the future research purposes.
Security Personnel
For the security personnel, just like teachers they must know when and
where to act to prevent and stop bullying from happening.
Student organizations
For the student organization with the help of the student affairs office, they
can help strictly implement rules and regulations by simply informing their co-
students not to do bullying because it may affect the performances of the students
in campus.
SCOPE AND DELIMITATION
This is limited only to students of College of Arts and Sciences in University
of the East- Manila. The study also limits the respondents for only 100 students
respondents by making survey questionnaires that will be answered in a paper. The
questionnaire will be first approved by the officials before letting it distribute. The
time that will be allotted in this surveying is limited that it needs to be finished as
much as possible for early results.

DEFINITION OF TERMS
Academic Performance - refers to the student’s productivity with regards to his/her
studies in order to attain academic achievement. This includes grades, attendance,
and behavior during class
Anxiety – a feeling of worry, nervousness, or unease, typically about an imminent
event or something with an uncertain outcome
Aggressive – ready or likely to attack or confront; characterized by or resulting from
aggression
Bully – To frighten, hurt, or threaten (a smaller or weaker person); to cause
(someone) to do something by making threats or insults or by using force
Depression – feelings of severe despondency and dejection.Disabilities – a physical
or mental condition that limits a person's movements, senses, or activities
Dominate – have a commanding influence on; exercise control over
Ethnicity – the fact or state of belonging to a social group that has a common
national or cultural tradition
Fear– an unpleasant emotion caused by the belief that someone or something is
dangerous, likely to cause pain, or a threat
Isolation – the process or fact of isolating or being isolated
Power – the ability or right to control people or things
Self-esteem – confidence in one's own worth or abilities; self-respect.

Social media – forms of electronic communication through which users create
online communities to share information, ideas, personal messages, and other
content
Suicidal – deeply unhappy or depressed and likely to commit suicide; likely to have
a disastrously damaging effect on oneself or one's interests.
Threat – a statement of an intention to inflict pain, injury, damage, or other hostile
action on someone in retribution for something done or not done
Violence – behaviour involving physical force intended to hurt, damage, or kill
someone or something
CHAPTER 2
REVIEW OF RELATED STUDIES AND LITERATURE

RELATED LITERATURE
Local Literature
In Philippines, there are laws which protect someone from being bullied,
especially from social media and most of them are usually considered by some as
millennial. Policies concerning about bullying usually implemented to schools,
because this is where the schools practicing harmony in a place where they have a
diverse personalities of students and maintain the unity among them.
In an article on The Philippine Star, Diaz (2015) cited Cebu Congressman
Gullas, who referred to a 2013 Department of Education (DepEd) report from
which he inferred that some 31 incidents of bullying are reported every day in
schools. According to Rep. Gullas (cited by Diaz, 2015), “A total of 6,363 cases of
bullying in public as well as private elementary and high schools were recorded in
2014, up nearly 21 percent versus the 5,236 documented in 2013… Based on a
cycle of 201 school days, this translates to at least 31 incidents of bullying every
day.”
In hopes of putting a stop to the string of bullying incidents in the country,
then-President Benigno S. Aquino III signed into a law Republic Act No. 10627,
or the Anti-Bullying Law of 2013, which, according to Disini Law Office
(2015), required schools “to adopt policies to address the existence of bullying in
their respective institutions.” According to the then-Education Secretary Luistro
(cited in Department of Education, 2014), it also enhanced the existing DepEd
Order No. 40, series of 2012, or the DepEd Child Protection Policy, which
mandates schools to institute a Child Protection Committee (CPC), composed of
school officials, teachers, parents, students, and community representatives.
As for the Philippines, the government implemented Republic Act No. 10627, a
law that prohibits bullying in primary and secondary schools. Any forms of bullying
– physical, verbal, written and electronic are forbidden under this law. This Act
requires the schools to strictly observe bullying as unlawful and to give
administrative sanctions if anyone tries to transgress any policies thereof. School
must also generate strategies to protect and ensure the safety and security of the
victims and should also provide counseling for its students.
Also, bullying can be perceived as very, very different to, also, different people.
“Conflicts” can also be a way of releasing stress, wherein, bullying is under the
category of “conflict”. It addresses problems and helps people to be real. But then
bullying isn’t a way to do things. There are different causes of why people bully
other people. It can be because they think that some people are not “cool” enough,
and they probably have been treated badly at home so they take it out on the people
so they can feel superior. Factors like the economic aspect, can be causes as well.
An example is those who take people’s money because of not having some,
themselves. Also, somehow, there can be teachers in school that can affect young
minds in treating other people badly wherein they bully them. Movies contribute as
well because young children especially, do what they see on TV or in other media.
On the other hand, “Drugs and Alcohol” are not shocking to see on the list as one
of the factors affecting these people who bully.

Foreign Literature
Bullying is the use of force or aggressiveness toward another person being
weak or less powerful; it can be in form of physical, verbal, social and even online
abuse. This wrongful act can be observed everywhere but it is more prevalent in
schools. Several studies were conducted across the world to learn more about
bullying – its causes and effects physically and mentally, and how detrimental it is
to one’s self. Bullying is a behavior that can only be easily recognized when
individuals experience it. Bullying can happen to anyone at any age and anywhere
whether at school, home, or even in a workplace. It can also be considered as a
harmful behavior, which can seriously affect one’s performance. Bullying takes
place everywhere and it can happen anytime and anywhere, regardless of your age,
race, physical appearance, social status and etc.
There are things to consider in characterizing bullying to see the distinction
of it from other forms of aggression. Aggression is very usual in the school setting;
it is sometimes being used by students to resolve conflicts. For example, a clash
concerning students having equal power in terms of physical and strength and
number. This kind of conflict is common and conventionally do not last long.
However, when we talk about bullying, it is more systematic. There at least three
attributes in which can accentuate the difference of bullying from other aggression.
First, power differential, the strong ones or the ones who has more friends or
somewhat influential tends to be the bully while the ones who are vulnerable to
bullying usually are the ones having no friends or those introvert in a classroom.
Second thing is the repeated abused, bullying tends to create pattern on when they
will attack the victim, and bullies normally torment the victim in a certain time of
the day whenever the victim is isolated. Third, it creates anxiety, intimidation and
fear, when the abuse is being repeatedly done, it intensifies the feeling of fear and
other emotional impacts on the victim. 1
Bullying can have an immediate as well as long-term social and educational
impact. Bullying among youths could be very detrimental to their health. – It could
lead to different emotional diagnosis. Aside from introvert students, gays and
lesbians are the usual victims of bullying.2
Victims of bullying are more likely to report feeling unhappy and lonely at
school, and having fewer good friends (Boulton and Underwood, 1992). It’s
because they are being isolated from the people around them. Because of this act
of seclusion students are mostly less aspired to pursue much higher grade than those
who are not being bullied, because of unsafe mindset that he/she can be bullied
anytime in school. The effect of this on a student sometimes reflects on their
academic performance in school, because they always have the fear of being
maltreated and physically harmed by someone. On the point of the view of parents,
sometimes they can’t determine if their kids are being bullied in school, making it
harder for the child to keep up with the school activities and academic performance,
because there is no outlet of their anger and disappointments that sometimes lead
to self-isolation to remain secure from the discriminations and maltreatment. In

school, bullying is inevitable especially to someone who has imperfections
physically, mentally, psychologically and sometimes even the involvement of
religion as spiritually can be involved in such act of discriminations. Before a
student choose to enroll on a school, they would consider the environment on that
particular school that they are interested in, because they need to ruminate not just
the distance, tuition fee, and quality, but also the environment inside the school—
if it is enjoyable to stay and safe from detriment from others. The bully does the act
to the victim, because of the existence of power between the two, either physically
or mentally superior. These traits of a bully are one of the factors that make him/her
to think that they can do anything as long as they have the power to do so and make
everything favorable to them. According to Hinduja and Patchinet. al. (2008) a
bully does not necessarily need to have actual power over a potential victim.
Perceived powerless on victim is all that is required to establish a bully victim
connection. Some instances may happen that the act does not just happen for one
time, but it is continuously happening or in multiple occasions that leading to
change of acts of the victim or even of the behavior.
Some actions of the victim will take adjustments of their daily routine just
to avoid being bullied. To the victim, he needs to make adjustments for what they
think is good for them but in reality, sometimes bullies take it as a more challenging
act to inflict harm again to the victim.
A student being bullied is more likely to undergo physical and mental
damages such as, feeling anxious, depressed, insecure, lonely and feel like crying
a lot or sometimes can lead to loss of interest on things they used to enjoy,
decreasing concentration in school, being afraid and nervous to go to school – when
these impacts deepen, it could lead to suicidal thoughts or hurting oneself thinking
that one’s life is useless anymore or cutting one’s skin to somehow alleviate the
negative emotions. 3 According to Centers for Disease and Control (CDC) violence
prevention, suicide is the tenth leading cause of death resulting to 4,400 deaths per
4
year. And as for students who bully others they tend to suffer from alcohol,
cigarette and even prohibited drugs abuse, involvement into fights and in some
cases the long-term effect would be having criminal convictions when they become
adult, and to be abusive to their romantic partners. 5 According to Olweus (1993),
children who become bullies usually come from families that lack parental warmth
and involvement. This statement provides the idea that since the kid was in the
environment where their parents are not guiding them enough, there’s a tendency
that the kid can grow as attention seeker person and that’s when they will use
someone for them to let go of their frustrations and seek for attentions from other
people. The bullies tend to have relatively strict or authoritarian guardians or
parents, which has the idea as their model of behavior of discipline and
punishments.
There is no experiment that can tell whether being bullied directly affects
academic achievements or even school participations. But, in some instances, the
adjustments of victim directly affect their concentration on academic subjects
inside the school that leads to poor performance. Bullying may result in poor
academic performance, health problems, delinquency, and criminality (Hymelet.

Al., 2005). Continuous bullying can be a source of health problem, especially
physical health issues, because of anxiety and physical injury on contacts from the
bully. Most of the people who are being bullied take place in public for the bully to
humiliate much more the person. The act of bullying is greatly affected by those
who stands against the act, because somehow it makes the bully to rethink of what
he is doing, especially if one of the against it is their peers or friends. The society
takes a very special role in lessening the cases of bullying, because they can do
something against it while it is happening. It’s just a matter of whether you will
stand for what is right, or just let this act continue and somehow when time comes,
your kids can be the next ones to be bullied.
Policies that regulates among schools who exercise a bully free campus is
necessary to be structured at all times and this will only be possible if the victim
himself chooses to reveal the act and stand for what is right. Social isolation is not
a key to stop the act of bullying. The rate of bullying can be known on a survey,
but it is needed to be identified and the terms and its limitations defined. There are
programs that specialized on treating bullying victims and it needs to include peer
relations and activities that make them feel secured and protected from the threat
of being bullied. Increase of student engagement is necessary for a campus or
school. In other cases of bullying, it can also have a long term effect to the victim
and psychological effect is one, which tends to make the victim has some traumatic
experience from the bully and carry it for a long time. Physical long term effect can
also happen but in rare cases only. Psychological effect sometimes leads to low
self-esteem and insecurities not just physical and also mentally.

Bullying also varies in some methods not just direct contact against the
person or victim but also from the internet, specifically social media. The
“millennials” mostly are the ones who are active on social media and this is where
sometimes becomes their outlet of anger and disappointments to some people.
Cyber bullying is when you are being bashed or criticize for you’ve posted and this
act leads to personal attacks and sometimes life threatening statements from people
who you don’t fully known.
According to the article, “Stellar Bully Project” by Stellar (2011), these are
the causes of bullying: the bullies want to get noticed; they like having power over
their peers; they have problems at home; they think that it is “cool and funny”; they
have aggressive personality; they experienced lack of adult supervision; jealousy;
revenge; and the need to release their feelings out on others. While the effects of
bullying are: low self-confidence, depression, suicidal thoughts and suicide
attempts (as mentioned earlier), abnormal fears and worries, sleep disorders,
nervous habits, frequent crying, bed-wetting, poor appetite or digestive problems,
school problems, rage, psychological post-trauma disorders, self-destructive
behaviour and lastly, alcohol or substance abuse. Therefore, bullying is an
important issue that needs close attention from both parents and schools. Bullying
needs to be resolved at early stage to avoid further problems for long period of time.
Bullying behaviours can include physical, verbal, sexual or social ostracism
(Boynton & Boynton, 2005). Students who exhibit these behaviours are often
viewed by educators and parents as unpredictable (McAdams &Lambie, 2003).

Statistically, children who engage in bullying behaviour are more likely to commit
crimes as adults (Taub, 2002). There are studies that show that bullies are five times
as likely to have serious criminal records by 30 years of age (Boynton & Boynton,
2005). If youth violence is not averted, it will be costly to society (Connor, 2002).
The longer a child continues to use aggressive behaviour, the more difficult it
becomes to change his direction (Kaiser &Rasminsky, 2003). Although isolated
instances of violence contribute to this perception, people are most concerned with
the lack of discipline and control in schools (Rose & Gallup, 2005).
In connection to this, Skiba R.J. and Peterson (2000), in their study entitled
“School Discipline at a Crossroads” stated that harsh and punitive disciplinary
policies often can create a negative school climate rather than improving student
behavior. Schools have a long history of expelling and suspending students because
of their DISRUPTIVE, dangerous, or otherwise challenging behavior. But
according to the study conducted by Maag J.W. (2001) entitled “Rewarded by
punishment: Reflections of the disuse of positive reinforcement in schools”, stated
that Discipline policies, such as, suspensions and expulsions, do not attempt to
modify behavior or provide students with skills for improvement.
Three websites (Teaching Tolerance, 2011; stopbullying.gov; What Can
You Do, 2008) were about explanations of the others’ involvement. And by ‘others’
it means the bystanders, or witnesses of the bullying. There even was this so-called
Bystander Effect (Very Well – How Witnessing Bullying Impacts Bystanders,
November 2015). This happens when the act of bullying is happening, and these
on-lookers just stood by, and watch. According to those pages, though, it is because
of the diffusion of responsibility. It happens when bystanders feel like they share a
sense of responsibility with the whole group, therefore slowing their response or
they do not respond or do anything at all. Another thing, too, on why the on-lookers
barely respond (obviously to the victim’s need) is that they can be very afraid of
being the next target or victim of the bullies.
Probably the most pleasant to read of all of these is the part of the
participation of the Fourth Character (BarabaraColoroso, 2011). These are those
who stand up for the victims. These so-called Fourth Characters aren’t afraid of
the bullies in the slightest and are considered to be some sort of a ‘silver lining’ in
the dark skies of the victims of bullying. One article commended them for showing
courage and strength for the bullied.
On the other hand, because most of these bullies are still young, wisdom
hasn’t struck them so much and I think that’s what leads to some of the
aforementioned disturbing effects. And those who are, who witness, who
experience, and who know of bullying are PARTS of this whole abominable
treatment of human beings, and no matter what they do, they are still bumps in the
supposedly smooth way of living of those minds and lives so young and gentle.
There can also be a lot of different “aspects” or targets of bullying. Although
some are already mentioned earlier, other aspects that people can be bullied are
based on gender, ethnic, physical size, age, and social and economic status
differences. On gender differences, one can assume that one of the types is gay
bullying. Although we are already in the 21st Century, where people call it modern
times, and many celebrities are, gay, there still are those who look at things in a
very different perspective. Of course, we all have our views on things, and that is
one thing why bullying happens.
As to the actual point of this paper, which is about the effects of bullying,
those who are affected, most especially and more prominently, the young students
in school, experience a lot. And again, it was continuously getting more and more
shocking with the information gathered.
In a certain website (The Whyville Times – The Bully’s Perspective), the
bullies are being defended. According to the author, we shouldn’t judge the bullies
firsthand because we may not know “the other side of the story”, which then led to
several proofs of researches (Bullying Statistics 2010; Bullying Facts, 2013) which
showed that, indeed, these seemingly juvenile delinquents could even be victims of
bullying themselves. Bullies should be understood as well. They, just as much as
the bullied victims, deserve equal justification. The article (The Bully’s Perspective,
2013) then went on. And in the end, its suggestion of forgiveness, prevailed.
RELATED STUDIES
Local Studies
The studies that the researchers have compiled show that studies conducted
on the topic of bullying were administered on the elementary level.

On the study entitled “Concepts and experiences of bullying in the
elementary level”, conducted by Espero and Espinosa (2010) aimed to explore and
elaborate the concept of bullying in the elementary school setting and based on
experiences and perceptions of the students, showed that there is a different
conception of bullying. Grades 3 to 5 students concurred that bullying comprises
primarily of physical hurting and threats whereas the grade 6 students believe that
there are other forms. Another particular note in that study was that there are
different viewpoints on the awareness of the bullies regarding the morality of their
act among the respondents, where students from grades 4 to 6 believed that the
bullies were aware that what they are doing is wrong. The grade 3 students,
however, believe otherwise, which can be inferred to the fact that they were not yet
experienced the different forms of bullying. In here we infer that there can be a
same scenario in which lack of awareness on bullying is relevant in the tertiary
level.
Another study conducted by the British-based Plan International (2008)
entitled “Toward a Child-Friendly Education Environment A Baseline Study on
Violence Against Children in Public Schools” showed that at least 5 out of 10
children in Grades 1-3, 7 out of 10 in Grades 4-6, and 6 out of 10 in high school
have experienced some kind of violence in school. Verbal abuse (which includes
being ridiculed and teased, being shouted at and being cursed or spoken to with
harsh words) was listed as the prevailing form of violence experienced by children
in all school levels. They also included family background and personal
circumstances, influence of peers and media, lack of awareness about children’s

rights, fear, inability of authority figures to respond to cases, and lack of policies as
influential factors to incidences of violence in schools.
The studies we gathered regarding academic performance focused mainly
on the factors that influence and have significant relationship on academic
performance. Through our study, we can answer the query if bullying can be
included as one of the factors affecting academic performance of students.
A first and relevant factor that affects the academic performance is extra-
curricular activities. In the study conducted by Mayol (2011)entitled “Students’
involvement in school-accredited extra-curricular activities: Its effect on academic
performance”, which focused on the effect of students’ involvement in school-
accredited extracurricular activities on academic performance showed that the
students’ level of involvement in extracurricular activities (both regular and
organizational) has significant effect on academic performance. Also, the
respondents’ profile, gender for both regular and organizational activities has a
significant effect on academic performance; and course, only for organizational
activities, yielded to have a significant effect on academic performance.
A second relevant factor affecting academic performance of students is
classroom environment. In the study made by Falsario, Muyong, and Nuevaespaña
(2014) titled “Classroom Climate and Academic Performance of Education
Students “which tackled the interplay between classroom climate and student’s
academic performance showed that the respondents have a different viewpoint and
perception on the correlation between the classroom climate and their academic
performance. For the respondents taking up Bachelor of Elementary Education
(BEED), there is a Low Positive Correlation between academic performance and
classroom climate, while the respondents taking up Bachelor of Secondary
Education (BSE), there is a Moderately Low Positive Correlation between
academic performance and classroom climate. With the results indicating a
significant correlation between the two variables, the researchers concluded that
classroom climate in part has some influence on the academic performance, either
positive or negative.
Social skills can also be a factor affecting academic performance.
Thestudyadministered by Comedis (2014) titled “The Role of Social Skills in the
Academic Performance of De La Salle Araneta University Freshmen Students:
Creating A Culture “focused and aimed at the significant relationship between
social skills and academic performance in Sociology, confirmed of an indication
that students' pro-social behaviors affect teachers' behavior and students' own actual
achievements, and therefore concluded, that there is a significant relationship
among social skills and academic performance in the Philippine college setting.
Foreign Studies
In a study entitled “Literature Review of Bullying at Schools” the
researcher, Carla Bennett, analyzed that bullying does not need to be a reality that
students face. As more schools adopt whole school prevention programs and
actively work with students, staff, and parents in effectively addressing the issues
of bullying in each individual school, students will develop into adults with
empathy for one another, acceptance of personal differences, and knowledge of
how to solve problems and resolve conflict and by intervening with students during
their school years, the bully-victim cycle that takes place in adolescence and
adulthood may decline with each graduating class, in turn ending the bully-victim
cycle that takes place in early years and eventually putting an end to behaviors that
have grown to crisis status in recent years.
Wolke, Lereya, et.al. (2013) made a research titled “Adult Psychiatric
Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence
“with the goal of testing whether bullying victimization in the elementary level
could predict psychotic experiences in late adolescence showed that victims of
bullying had a higher occurrence of psychotic experiences at 18 years of age. The
researchers therefore concluded that any involvement in bullying, whether as a
victim, bully/victim or bully may increase the danger of developing psychotic
experiences in adolescence.
On the other hand, Elagra, Rayyan, et.al. (2016) conducted a recent research
with the goal of investigating the sleep patterns of dental students from
different academic levels and determine the effect of sleep patterns to the academic
performance of students. The researchers conducted the study through the survey
of1160 students from both clinical and non-clinical levels in measuring the sleep-
related variables and academic performance. The researchers found out and
concluded that dental students tend to have poor sleep quality, which is unknown
to them. Hence, poor sleep quality was associated with
lower academic performance, especially in the clinical years.
A study conducted by Ali, Haider, Munir, Khan, & Ahmed (2013) with the
title “Factors contributing to the student’s academic performance: A case study of
Islamia university sub-campus” examined the factors influencing academic
performance of graduate students of Islamia University of Bahawalpur Rahim Yar
Khan Campus. The study showed that the academic performance of their students
depends and varies with schooling and the medium of schooling.
A study by Amuda, Ali, and Durkwa (2016) determined the gender
difference in the academic performance among senor secondary school students
from 2006 to 2010 sessions in Maiduguri Metropolis, Borno State, Nigeria. It
showed that male students have more in their percentage grades of distinction than
the female students. Furthermore, the significance of gender difference in the
academic performance of male and female students varied and depended on when
sessions took place.
In a research conducted by Zakariya and Bamidele (Zakariya and Bamidele,
2015)on the causes of poor academic performance among undergraduate students
in ObafemiAwolowo University, Nigeria showed that majority of the respondents
pointed to poor infrastructure (e.g. power outage, congested lecture theatres, etc.)
as the common cause of low academic performance. They concluded that students
often attribute their low academic performance to external factors, and that it was
common on both male and female students.

On a study conducted by Dr. Iris WagmanBorowsky in 2010 showed in its
results how, in more than one hundred and thirty thousand students surveyed,
twenty-two percent (22%) of them reported of having suicide attempts (Borowsky,
2010). Physical abuse, sexual abuse, a mental health problem, and running away
from home were also parts of the reports of those sixth, ninth, and twelfth graders
that they surveyed (Borowsky, 2010). This study proves yet another unnerving
account of not only the youth’s but people in general’s tendency of succumbing in
the depths of negativity, which, more than often, based on the other studies
mentioned here, leads to the unthinkable.
Another study related to suicide attempts due to bullying was conducted by
Dr. Mark Hatzenbuehler and Dr. Katherine Keyes in 2006-2008 (Hatzenbuehler
and Keyes, 2006-2008). This time, they conducted the study on the Lesbians, Gay,
Bisexual, and Transgender (LGBT) community in Oregon, USA. Many of them,
the study was ninety-five percent confident, most likely did 2.25 times suicide
attempts. These people were, on the other hand, from a county wherein there are
few anti-bullying policies implemented. And the study shows that counties or
places with fewer or no anti-bullying policies implemented for the LGBT
community has a bigger chance of having young lives taken from its population
count than those with abundant ones. Another implication yet was made here on
how people’s different perceptions and upbringings have impacted not just
themselves, but also those that they meet.

Another study was conducted in the University of Illinois. However, in this
study, some results showed quite differently than the many of the other accounts of
studies stated above. It is because in here, there came about a result of forty-three
percent of the population that was surveyed and studied were aggressive bullies
(Espelage and Holt). And those aggressive bullies whom normally people would
think just enjoy other people’s sufferings, actually thought of killing themselves.
This just showed how bullying, as was stated a few pages back, affect, not only
those who are bullied, but also those who bully as well.
On a study conducted in North England, as mentioned above, it showed
another implication of how bullying affects, not just those who bully and are
bullied, but even those who have heard, or witnessed first-hand an account of
bullying (Rivers and Noret, 2010). In this study, those who have witnessed bullying
reported some symptoms of suicidal attempts. Among boys, it was concluded in
this study that if they feel helpless, being perpetrated repeatedly, and having a less
supportive home environment leads to more tendency of having ideas of ending
their lives. A conclusion of this study, as well, was that helplessness, if coupled
with witnessing a bullying account, wherein the victim is perceived helpless – thus,
increasing more and more feeling of helplessness—creates, in the onlooker’s mind,
ideas of suicide. Thus, feelings created due to bullying, whether they are felt by the
onlookers or bullies or victims themselves, play a very significant role in this study
of the effects of bullying.

On another study (Klomek, Kleinman, Altschuler, Marrocco, Amakawa,
Gould, 2011), it was shown, from the range of ninety-six students who whom the
study was conducted upon, that those involved in the actual bullying (the bullies
and the victims), have a higher and greater risk of having ideas relating to suicide.
A study (King, Horwitz, Berona, Jiang, 2013) shows that young adults, who
are just some time older than the common bully victims and bullies, actually have
a higher risk of engaging into suicidal behavior, compared to the younger ones like
those from middle school. It then indicates that because that period of time is most
commonly seen as one of the most emotional period in a person’s life.
An interesting study which focused on the tendency of the both sexes to
commit suicide, and is related to the study, which therefore is being stated showed
that of all the data that the researchers have gathered, most of the deaths are those
of men (Karch, Logan, McDaniel, Floyd, Vagi, 2013). An interrelated result is that
a percentage of it, is because of bullying. And take into consideration that the study
was conducted based on a scale or range of ten- to seventeen-year-old people.
OPERATIONAL DEFINITION OF VARIABLES
Bullying has significant effect to the academic performance of the students
who experienced it. The behavior of the victim changes through time because of
the continuous act. It can be a positive effect or most often, it is negative when it
comes to the effects of bullying.

The dependent variable identified in the problem statement was the result
showing the effect of bullying to the academic performance of the students of
University of the East-College of Arts and Sciences. Enumerated list of forms of
bullying also indicated in this study and steps have been done to reduce the negative
effects of bullying of the students inside the campus. Some factors to consider as
bullied and bullies are there economic status that makes big impact to their mind
and behavior. Random sampling was used in this paper to make an appropriate or
excellent, which identifies results for the academic performance of the students
inside the school. Some factors to be considered like, money, family problem and
other things that he/she may not tell now but soon he will. There are factors to
determine someone’s behavior. By the time when they are affected by the bullying
they will cause depression for the bullied to determine the idea of bullying inside
the campus and evaluate this practices among students of College of Arts and
Sciences (CAS).
CHAPTER 3
RESEARCH DESIGN
RESEARCH LOCALE
The researchers have decided to conduct their study about bullying
involving the College of Arts and Sciences (CAS), UE-Manila because it composed
of the greatest of population of UE students. The CAS is comprised of 11 courses
which this research will cover. Students having a student number that starts with
2013 up to 2015 which are second year up to fourth year students this year will be
the subject of this study.
METHOD OF SAMPLING USED
The researchers have chosen to conduct a random sampling in their survey
to gather information and data that has been used in their study. 100 survey
questionnaires were disseminated to the CAS students as their respondents; this
covers all the courses of the said college, having a number of representatives in
each year levels from second year to fourth year. The 100 respondents were selected
randomly which had given all the CAS students the same chance to be picked fairly.
Respondents were asked to answer a set of questionnaires that contains everything
that needs to know to proceed with the study. The questionnaire contains the
frequent occurrence of bullying, the measurement of awareness of the respondents
on the said issue, the identification of its forms it manifests and the effect of it on
the academic performance of the students.
SOURCES OF DATA
In this chapter the researchers used data gathering to study the case of
bullying in the University of the East – Manila Campus. The study was conducted
in University of the East-Manila targeting the students of the College of Arts and
Sciences. The instrument used to collect the data includes survey methods to the
students who have experienced bullying in the university.
The problem was investigated by mean of a literature review. The study sets
out to explain the methodology used in gathering data for the case of bullying in
the College of Arts and Sciences and describes how the study was designed and
progressed with the study of how bullying affect to the Academic Performances of
the students of the College of Arts and Sciences in the University Of the East-
Manila.
One hundred upper and lower levels of College Of Arts and Sciences students
were selected for participation in the study about bullying in the University of the
East-Manila. For this study the data were collected with the help of validated data
come from the journal and articles.
RESEARCH METHOD USED
To gather the data and information needed as accurately as possible,
quantitative method was utilized. Quantitative techniques may be defined as those
techniques which provide the decision that makes a systematic and powerful mean
of analysis, based on quantitative data. It is a scientific method employed for
problem solving. And decision making by the researcher. The types of quantitative
method used is techniques which are used in conducting the statistical inquiry
concerning to certain phenomenon. They include all the statistical method
beginning from the collection of data until interpretation of those collected data.
DATA GATHERING PROCEDURE
In this section, the researchers will explain in the details on how to gather
the data completely. First, is conducting the survey questionnaires in which the
researchers constructed questions relating to the study that will explain if bullying
affects the academic performance of the students. The list of the open survey
questions will be validated by two or more expert valuators, in order to minimize
the gathering of insignificant data and to measure or asses what do the researchers
want to find out in the future. After the survey questionnaires were validated, the
researchers have chosen its respondents. The researchers have chosen its
respondents for the survey questionnaires, and the chosen respondents were the
students of College of Arts and Sciences courses, from 2nd year to 4th year level
enrolled in the first semester of the academic year 2016-2017. The survey
questionnaires were given to 100 CAS students in which different courses were
included in particularly. The courses were AB Broadcasting in Communication,
AB English, AB International Science, AB Legal Management, AB Political
Science, BS Biology, BS Hotel and Restaurant Management, BS Library Science,
BS Mathematics, BS Psychology and lastly BS Tourism. After the survey
questionnaires were answered, the researchers have collected the results and
conducted tallying and graphing methods. The results were given to a statistician
in order to provide the average total of the students who were affected by the said
study. And after the average was given and validated by the expert, researchers
have organized the outcome of the study whether or not bullying affects the
performance of the students. The study was summarized by the researchers and
recommendations were made for further perfection of the study was accepted and
were entertained.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presentation of Data
The researchers conducted surveys regarding whether bullying affects one’s
academic performance. The researches limits its coverage within one hundred
students of College of Arts and Sciences wherein each courses in college have
representatives on this research, by which in every course there is a representative
also per year level. Presentation was done through the used of tables. Analysis and
interpretations of data done after the tabular presentation
TABLE 1 Demographic profile of the respondents
According to Course and Year Level

Courses in II-Year III- IV- Frequency Percentage
College of Arts Year Year
and Sciences
1. AB 1 2 7 10 10%
Broadcasting in
Communication
2. AB English 2 1 5 8 8%
3. AB 2 9 1 12 12%
International
Studies
4. AB Legal 3 4 3 10 10%
Management
5. AB Political 2 1 7 10 10%
Science
6. BS Biology 2 1 3 6 6%
7. BS Hotel and 2 1 5 8 8%
Restaurant
Management
8. BS Library 4 3 2 9 9%
Science
9. BS 3 2 2 7 7%
Mathematics
10. BS 3 4 4 11 11%
Psychology
11. BS Tourism 6 1 2 9 9%
TOTAL: 30 29 41 100 100%
TABLE 1 shows the distributions of respondents according to course and
year level who took part in the completion of questionnaires.
This was arranged alphabetically starting with AB Broadcasting in
Communication with 1 respondent from second year level, 1 from third year and 8
students from fourth year; The second course that responded from questionnaires
was from AB English with a 2 second year students, 1 from third year and 5 from
fourth year; In AB International Studies, 2 from second year, 9 from third year and
only 1 from fourth year; The number of respondent also came from AB Legal
Management which comprises of 3 second year, 4 in a third year and 3 respondents
from fourth year ; In Political Science majors 2 was from second year level, only 1
from third year and 7 from the fourth year level; There are 2 respondent from
second year, 1 from third year and 3 from fourth year in BS Biology; In BS Hotel
and Restaurant Management 2 students from second year level, 1 from the third
and 5 from fourth year; In the field of Library Science 4 students from second year
level, 3 from third year and 2 from fourth year; In BS Mathematics respondents
were composed of 3 students from second year level, 2 from third year and fourth
year level; In BS Psychology respondent were from second year level, 4 from third
and also 4 from the fourth year; And lastly, the BS Tourism which composed of 6
second year student, 1 third year and 2 from fourth year.
In order for us to distinguish more the impact of bullying in the student of
College of Arts and Sciences, the researchers distributed it per year level of certain
courses, with the total of 100 respondents.
GRAPH 1 Composition of 100 respondents
According to course
AB Broadcastingin Communication
AB English
9% 10% AB InternationalStudies
11% 8% AB Legal Management
AB PoliticalScience
7% 12% BS Biology
BS Hotel and Restaurant Management
9%
10% BS Library Science
8% BS Mathematics
6% 10%
BS Psychology
GRAPH 1 shows the total of respondents among the course of College of
Arts and Sciences regardless of their year level. In AB Broadcasting in

Communication there are total of 10%, AB English with 8 equivalent to 8%
respondent, AB International Studies that comprises of the total of 12%, AB Legal
Management with 10 students equivalent to 10%, AB Political Science has also a
total of 10 equivalent to 10%, BS Biology with 6%, BS Hotel and Restaurant
Management that has 8% of the respondents, in BS Library science with 9%, BS
Mathematics with 7%, Psychology majors with 11% and lastly the BS Tourism
which comprises of 9% respondents with the total of 100%
GRAPH 2 Composition of 100 respondents
According to year level
30%
41%
2nd Year Level
3rd Year Level
4th Year level
29%
GRAPH 2 represents the total respondents according to year level. The
researchers distributed such in order to have a representative in every year level. In
the second year student 30% of the respondent came from the second year level,
29% from third year level and the remaining 41% were from the fourth year level
and have been added wherein the total is 100
TABLE 2 Composition of Respondents
According to Age
AGE FREQUENCY PERCENTAGE
15-17 16 16%
18-20 77 77%
21 & ABOVE 7 7%
TOTAL: 100 100%
GRAPH 3
According to Age
16%
15-17 years old

18-20 years old
77% 21 years old & above
1.4
TABLE 2 and GRAPH 3 indicate that there were 16% of the respondents
aged 15 to 17 years old. Respondents between 18 to 20 years old composed of 77%
while the remaining 7% are ranging with the age of 21 years old and above.
TABLE 3 Compositions of Respondents
According to Gender
GENDER FREQUENCY PERCENTAGE
Female 60 60%
Male 40 40%
TOTAL: 00 100%
GRAPH 4
According to Gender
Female
Male
40%
60%
TABLE 3 and GRAPH 4 indicate the frequency accordance of gender. It
shows that 60% of female and 40% of male respondents with the total of 100%
The data above shows that most of the respondents were female and not so many
were males. This implied that there were more females cooperated with the
researches during the conduct of the study.
TABLE 4 Compositions of Respondents
According to Socio-Economic Class
SOCIO-ECONOMIC FREQUENCY PERCENTAGE
CLASS
UPPER CLASS 15 15%

MIDDLE CLASS 69 69%
UPPER CLASS 16 16%
TOTAL: 100 100%
GRAPH 5
According to Socio-economic Class
Upper Class
16% 15%
Middle Class
Upper Class
69%
TABLE 4 and GRAPH 5 indicate the total 100 of respondents among the
College of Arts and Sciences according to their socio-economic class. It shows

above that upper class is composed of 15%, the middle class also composed of 16%
and the remaining the majority of the respondents came from the middle class that
consist of 69% with the total of 100%.
GRAPH 6
Response on Bullying affecting Academic Performance
Respondents who agreed that

42% bullying affects academic
performance
Respondents who do not
agreed that bullying affects
academics performance
3.2
GRAPH 6 shows that 42% of the respondents agreed that bullying affect
academic performance of UE-CAS Students, while the remaining 58% do not
agreed that bullying affects their academic performance.
GRAPH 7
Response on the Act of Bullying inside the Campus
29 Respondents who have done

bullying inside the campus
Respondents who have not

done bullying inside the
71 campus.
GRAPH 7 shows that 29% of the respondents are admitted that they have
done bullying inside the campus, while 71% of the respondents do not bully anyone
inside the campus.
GRAPH 8
Response on experiencing Bullying
29
Respondents who
experienced bullying
Respondents who
experienced bullying
71
GRAPH 8 shows that there are 29% of the respondents who experienced
bullying inside the campus while the remaining 71% answered that they never
experienced bullying.
Bullying is said to be a widespread and serious problem that can happen
anywhere and to anyone. The table 5 shows that researchers conducted a set of
question in part 1 in order to analyze if student were fully aware about bullying
matter.
In AB Broadcasting in Communication, 4 out of 10 only of the respondents
are fully aware that bullying is a problem inside the campus. The respondents also
asked if they were aware about the policies/laws concerning bullying, 5 out of 10
strongly agreed in this. Also 5 out of 10 strongly agreed that they are knowledgeable
enough about bullying. Lastly, 5 out of 10 are fully aware that they can seek
guidance from the teacher/professor of guidance councilor once they have been
bullied.
In AB English, only 2 out of 8 respondents are fully aware that bullying is
a problem inside the campus. The respondents also asked if they were aware about
the policies/laws concerning bullying, 2 out of 8 strongly agreed in this. Also 3 out
of 8 strongly agreed that they are knowledgeable enough about bullying. Lastly, 2
out of 8 are fully aware that they can seek guidance from the teacher/professor of
guidance councilor once they have been bullied.
In AB International Studies, 9 out of 12 only of the respondents are fully
aware that bullying is a problem inside the campus. The respondents also asked if
they were aware about the policies/laws concerning bullying, 8 out of 12 strongly
agreed in this. Also 8 out of 12 strongly agreed that they are knowledgeable enough
about bullying. Lastly, 8 out of 12 are fully aware that they can seek guidance from
the teacher/professor of guidance councilor once they have been bullied.
In AB Legal Management, 3 out of 10 only of the respondents are fully
In AB Political Science, 3 out of 10 only of the respondents are fully aware
that bullying is a problem inside the campus. The respondents also asked if they
were aware about the policies/laws concerning bullying, 4 out of 10 strongly agreed
in this. Also 4 out of 10 strongly agreed that they are knowledgeable enough about
bullying. Lastly, 5 out of 10 are fully aware that they can seek guidance from the
teacher/professor of guidance councilor once they have been bullied.
In BS Biology, 0 out 6 of are fully aware that bullying is a problem inside
the campus. The respondents also asked if they were aware about the policies/laws
concerning bullying, 2 out of 6 strongly agreed in this. Also 1 out of 6 strongly
agreed that they are knowledgeable enough about bullying. Lastly, 4 out of 6 are
fully aware that they can seek guidance from the teacher/professor of guidance
councilor once they have been bullied.
In BS Hotel and Restaurant Management, 4 out of 8 respondents are fully
In BS Library Science, 5 out of 9 only of the respondents are fully aware
that bullying is a problem inside the campus. The respondents also asked if they
were aware about the policies/laws concerning bullying, 3 out of 9 strongly agreed
in this. Also 1 out of 9 strongly agreed that they are knowledgeable enough about
In BS Mathematics, 2 out of 7 only of the respondents are fully aware that
bullying is a problem inside the campus. The respondents also asked if they were
aware about the policies/laws concerning bullying, 2 out of 7 strongly agreed in
this. Also 1 out of 7 strongly agreed that they are knowledgeable enough about

In BS Psychology, 3 out of 11 only of the respondents are fully aware that
this. Also 5 out of 11 strongly agreed that they are knowledgeable enough about
In BS Tourism, 2 out of 9 only of the respondents are fully aware that
this. Also 7 out of 9 agreed that they are knowledgeable enough about bullying.
Lastly, 1 out of 9 is fully aware that they can seek guidance from the
GRAPH 9
60
53 53
50 49
50
37 37 38
40 35
30
20
11 13 Strongly Agree
10
10 6 Agree
3 1 1 3
0 Disagree
Respondents who Respondents who Respondents who Respondents who Strongly disagree
are aware that are aware about are knowledgeable are aware that
bullying is a the policies/laws about bullying they can seek
problem inside the concerning guidance from the
campus bullying teacher/professor
or the guidance
councilor when
they have been
bullied.
GRAPH 9 shows the total frequency in every year and in every course who
respond the part one set of questions and follow a chart where the total frequency
of the answers as a whole.
It has been presented in the query no.1 that there are a total of 100%
respondents. There are 37% students who strongly agreed that bullying is a problem
inside the campus while there are 50% or more than half of the total respondents
who agreed and 10% of it did not believe that the subject matter has been a problem
in the campus and the remaining 3% strongly disagreed.
In the query no.2, 35% of the respondents strongly answered that there are
conscious about the existence of policies and laws governing the subject matter,
while there are also 53% which classified as majoritywho agreed. However, there
are 11% who disagreed or who are unconscious of the existence of laws and
policies. Lastly, 1% strongly disagreed.
Query no.3, 37% of the total respondents strongly agreed that there are
knowledgeable about bullying and 49% also agreed. On the other hand, 13%
admitted that they are ill-informed about it. 1% strongly disagreed about the matter.
Query no. 4, 38% answered that they are strongly aware that they can seek
help from their professors or guidance counselor once they felt that they are being
bullied, 53% who also agreed and believe the same thing. On the contrary, there
are 6% who thinks that they cannot seek help from those people and 3% strongly
disagreed.
Bullying comes in many forms, whether it is name-calling, put-downs,
spreading rumors, physical attacks or even inciting others. This TABLE 6 presented
the different forms of bullying that may experienced by the following respondents.
In AB Broadcasting in Communication, 3 out of 10 respondents agreed that they
have been verbally ridiculed and teased by their classmate and the remaining 7
respondents said to be that they never experienced it. 1 out of 10 respondents agreed
that he/she experienced being physically humiliated by his/her classmate and the
remaining 9 disagreed about it. 1 out of 10 respondents said that he/she humiliated
or teased by his/her classmate through social media.
In AB English, 3 out of 8 respondents agreed that they have been verbally
ridiculed and teased by their classmate and the remaining 5 respondents said to be
that they never experienced it. 3 out of 8 respondents agreed that they experienced
being physically humiliated by their classmate and the remaining 5 respondents
disagreed about it. 3 out of 8 respondents said that they humiliated or teased by
their classmate through social media.
In AB International Studies, 6 out of 12 respondents agreed that they have been
verbally ridiculed and teased by their classmate and the remaining 6 respondents
said to be that they never experienced it. 2 out of 12 respondents agreed that they
experienced being physically humiliated by their classmate and the remaining 10
respondents disagreed about it. 4 out of 12 respondents said that they humiliated or
teased by their classmate through social media.
In AB Legal Management, 4 out of 10 respondents agreed that they have been
In AB Political Science, 7 out 10 respondents agreed that they have been

In BS Biology, 3 out 6 respondents agreed that they have been verbally
that they never experienced it. 1 out of 6 respondents strongly agreed that they
In BS Hotel and Restaurant Management, 7 out 8 respondents agreed that
they have been verbally ridiculed and teased by their classmate and the remaining
1 said to be that they never experienced it. 6 out of 8 respondents agreed that they
In BS Library Science, 8 out 9 respondents agreed that they have been
verbally ridiculed and teased by their classmate and the remaining 1 respondent
said to be that they never experienced it. 5 out of 9 agreed that they experienced
disagreed about it. 4 out of 8 said that they humiliated or teased by their classmate
through social media.
In BS Mathematics, 5 out 8 respondents agreed that they have been verbally

In BS Psychology, 5 out 11 respondents agreed that they have been verbally
that they never experienced it. No one experienced being physically humiliated by
their classmate. 4 out of 11 respondents said that they humiliated or teased by their
classmate through social media.
In BS Tourism, 5 out of 9 respondents agreed that they have been verbally
GRAPH 10
60 57
50 42 43
40 35 34
30
19 17 17
9 7
10 6
Agree
0 Disagree
Respondents who have Respondents who have Respondents who have
been verbally ridiculed been physically been humiliated or Strongly Disagree
and teased by my humiliated by my teased by my
classmate (e.g. name classmates (e.g. doing classmates through
calling, making offensive remarks) social media
offensive remarks or
jokes about student-
victim)
GRAPH 10 shows that there were 42% out of the 100% respondents who
agreed that they had been verbally ridiculed or teased by their classmates while
there were also 14% who strongly agreed. On the other hand, 35% of it responded
that they haven’t experienced such, and the remaining 9 strongly disagreed.
Out of 100% of the respondents, 57% or more than half of the 100% denied
that they have been physically humiliated by their classmates, while the 17%
strongly denied that they have experienced such thing. Contrary to the 19% of the
respondents admitted that it occurred to them and the remaining 7% strongly
agreed.
43% of the respondents or less than half disagreed that they have been bullied
through social media. Furthermore, the 34% favorably answered to the question
that they have been humiliated through social media. 17% strongly disagreed and
6% agreed.
TABLE 8
PART III. The Effects of Bullying on the Academic Performance of a Student

The researcher believes that the physical effects of bullying combined with
other psychological issues caused from bullying, is a precursor academic
performance whether in a good or bad way. It is important for a school to address
bullying because it both threatens student’s safety and impacts of their learning.
Table 7 shows the part 3 of our questionnaires which provides the different effect
of bullying in the academic performance of student.
In AB Broadcasting in Communication, 7 out of 10 respondents said that
bullying can lower self-esteem. 5 out of 10 respondents tend to think that people
around them don’t like/accept them. 4 out 10 respondents also said that they have
already doubts because of being bullied. 1 out of 10 respondents feel isolated
because of bullying. 2 out of 10 respondents said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out 10
respondents said that in order to avoid being bullied they resort to absenteeism from
classes. No respondent agreed that they do schoolwork for others, in order for
him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in
participating in class discussions because of bullies around them. 2 out 10
respondents feel like people are going to judge them when they answered. 1 out of
10 respondents has been skeptic on putting trust on his/her classmates because of
being bullied. 2 out of 10 respondents said that being bullied hampered
productiveness in school. 2 out of 10 respondents said that bullying can distract
studies. And lastly, no one agreed that grades can be affected because of the
negative effects of bullying.
In AB Broadcasting in Communication, 7 out of 10 respondents said that
bullying can lower self-esteem. 5 out of 10 respondents of the respondent tend to
think that people around them don’t like/accept them. 4 out 10 respondents also
said that they have already doubts because of being bullied. 1 out of 10 respondents
feel isolated because of bullying. 2 out of 10 said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out 10
classes. No respondent agreed that they do schoolwork for others, in order for
him/her not to be bullied. 1 out 10 respondents feels that he/she not allowed in
participating in class discussions because of bullies around them.2 out 10
studies. And lastly, no one agreed that grades can be affected because of the effects
of bullying.
In AB English, 6 out of 8 respondents said that bullying can lower self-
esteem. 2 out of 8 of the respondent tend to think that people around them don’t
like/accept them. 3 out of 8 respondents also said that they have already doubts
because of being bullied. 5 out of 8 feel isolated because of bullying. 3 out of 8
respondents said that they don’t have already a confidence to voice out their
opinions and views in class discussions. 1 out of 8 respondents said that in order to
avoid being bullied they resort to absenteeism from classes. 2 out of 8 respondents
agreed that they do schoolwork for others, in order for them not to be bullied. 3 out
of 8 respondents feel that they’re not allowed in participating in class discussions
because of bullies around them. 5 out of 8 respondents feel like people are going to
judge them when they answered. 1 out of 8 respondents has been skeptic on putting
trust on his/her classmates because of being bullied. 5 out of 8 respondents said that
being bullied hampered productiveness in school. 5 out of 8 respondents said that
bullying can distract studies. And lastly, 6 out of 10 respondents agreed that grades
can be affected because of the effects of bullying.
In AB International Studies, 9 out of 12 respondents said that bullying can
lower self-esteem. 8 out of 12 respondents of the respondent tend to think that
people around them don’t like/accept them. 6 out 12 respondents also said that they
have already doubts because of being bullied. 4 out of 12 respondents feel isolated
because of bullying. 6 out of 12 respondents said that they don’t have already a
confidence to voice out their opinions and views in class discussions. 1 out of 12
classes. None of the respondents agreed that they do schoolwork for others, in order
for them not to be bullied. 1 out of 12 respondents feels that they’re not allowed in
participating in class discussions because of bullies around them. 3 out of 12
studies. And lastly, 4 out of 12 respondents agreed that grades can be affected
because of the effects of bullying.
In AB Legal Management, 5 out of 10 respondents said that bullying can
lower self-esteem. 6 out of 10 respondents tend to think that people around them
don’t like/accept them. 4 out 10 respondents also said that they have already doubts
because of being bullied. 7 out of 10 respondents feel isolated because of bullying.
6 out of 10 respondents said that they don’t have already a confidence to voice out
their opinions and views in class discussions. 3 out of 10 respondents said that in
order to avoid being bullied they resort to absenteeism from classes. 2 out of 10
respondents agreed that they do schoolwork for others, in order for them not to be
bullied. 3 out of 10 respondents feel that they’re not allowed in participating in class
discussions because of bullies around them. 2 out of 10 respondents feel like people
are going to judge them when they answered. 3 out of 10 respondents has been
skeptic on putting trust on his/her classmates because of being bullied. 4 out of 10
respondents said that being bullied hampered productiveness in school. 6 out of 10
respondents said that bullying can distract studies. And lastly, 3 out of 10
respondents agreed that grades can be affected because of the effects of bullying.
In AB Political Science, 7 out of 10 respondents said that bullying can lower
self-esteem. 5 out of 10 respondents tend to think that people around them don’t
In BS Biology, 3 out of 6 respondents said that bullying can lower self-
esteem. 3 out of 6 respondents of the respondent tend to think that people around
them don’t like/accept them. 3 out of 6 respondents also said that they have already
doubts because of being bullied. 2 out of 6 feel isolated because of bullying. 2 out
of 6 respondents said that they don’t have already a confidence to voice out their
opinions and views in class discussions. 2 out of 6 respondents said that in order to
avoid being bullied they resort to absenteeism from classes. 1 out of 6 respondents
agreed that they do schoolwork for others, in order for them not to be bullied. 1 out
of 6 respondents feel that they’re not allowed in participating in class discussions
because of bullies around them. 1 out of 6 respondent feels like people are going to
judge them when they answered. 2 out of 6 respondents has been skeptic on putting
trust on his/her classmates because of being bullied. 2 out of 6 respondents said that
being bullied hampered productiveness in school. 2 out of 6 respondents said that
bullying can distract studies. And lastly, 2 out of 6 respondents agreed that grades
can be affected because of the effects of bullying.
In BS Hotel and Restaurant Management, 7 out of 8 respondents said that
bullying can lower self-esteem. 7 out of 8 respondents tend to think that people
around them don’t like/accept them. 7 out of 8 respondents also said that they have
already doubts because of being bullied. 7 out of 8 respondents feel isolated because
of bullying. 7 out of 8 respondents said that they don’t have already a confidence
to voice out their opinions and views in class discussions. 7 out of 8 respondents
said that in order to avoid being bullied they resort to absenteeism from classes. 5
out of 8 respondents agreed that they do schoolwork for others, in order for them
not to be bullied. 5 out of 8 respondents feel that they’re not allowed in participating
in class discussions because of bullies around them. 7 out of 8 respondents feel like
people are going to judge them when they answered. 7 out of 8 respondents has
been skeptic on putting trust on his/her classmates because of being bullied. 7 out
of 8 respondents said that being bullied hampered productiveness in school. 7 out
of 8 respondents said that bullying can distract studies. And lastly, 7 out of 8
In BS Library Science, 8 out of 9 respondents said that bullying can lower
self-esteem. 8 out of 9 respondents tend to think that people around them don’t
because of being bullied. 4 out of 9 feel respondents isolated because of bullying.
said that being bullied hampered productiveness in school. 7 out of 9 respondents
said that bullying can distract studies. And lastly, 7 out of 9 respondents agreed that
grades can be affected because of the effects of bullying.
In BS Mathematics, 7 out of 7 respondents said that bullying can lower self-
esteem. 5 out of 7 respondents tend to think that people around them don’t
In BS Psychology, 9 out of 11 respondents said that bullying can lower self-
esteem. 7 out of 11 respondents tend to think that people around them don’t
In BS Tourism, 8 out of 9 respondents said that bullying can lower self-
esteem. 9 out of 9 respondents of the respondent tend to think that people around
them don’t like/accept them. 4 out of 9 respondents also said that they have already
doubts because of being bullied. 4 out of 9 respondents feel isolated because of
bullying. 5 out of 9 respondents said that they don’t have already a confidence to
voice out their opinions and views in class discussions. 1 out of 9 respondents said
that in order to avoid being bullied they resort to absenteeism from classes. None
of the respondents agreed that they do schoolwork for others, in order for them not
to be bullied. 4 out of 9 respondents feel that they’re not allowed in participating in
class discussions because of bullies around them. None of the respondents feel like
people are going to judge them when they answered. 1 out of 9 respondents has
been skeptic on putting trust on his/her classmates because of being bullied. 2 out
of 9 respondents said that being bullied hampered productiveness in school. 3 out
of 9 respondents said that bullying can distract studies. And lastly, 3 out of 9
GRAPH 11.0
60
51
50 45 43
40 34 36 36 35 36
31
30 27
20 16 15 15 13
10 Agree
6 6 8
10
Disagree
0 Strongly Disagree
Respondents Respondents Respondents Respondents Respondents
who believe who tend to who have who feel who don’t have
that bullying think that doubts because isolated the confidence
lowers self- people around of being bullied because of to voice out
esteem don’t bullying opinions and
like/accept views in class.
them
The graph 11.0 shows the first five questions of part 3 regarding the effects
of bullying on the academic performance of a student. At first query of part 3, 51%
of the majority agree that bullying lowers self-esteem to be followed a result of
27% in strongly agree, 16% for disagree and remaining 6% for strongly disagree.
The second query 45% of the majority agree that they tend to think that people
around don’t like/accept them. 31% who disagree, 18% strongly agree and the
minorities that consist of 6% strongly disagree. For the third query in the graph
36% of the respondents disagreed that they have doubts because of being bullied
followed with the close percentage of 34% who agreed, and 15% for strongly agree
which equates with 15% of strongly disagree. 36% of the respondents agreed and
35% disagreed that they feel isolated because of bullying, 19% who said that they
are strongly disagreed and the remaining 10% strongly agree. Almost half of the
respondents agree that they have a lack of confidence to speak out their thoughts
and ideas in school
GRAPH 11.1
45 40 39 41 41
38
40 35
33
35 29
30 24
25 21
17 18
20
15
8 Strongly Agree
10 6 6
4
5 Agree
0
Respondents who Respondents who Respondents who Respondents who Disagree
resort to do schoolworks for feel that they not feel like people are Strongly Disagree
absenteeism from other in order for allowed to going to judge
class to avoid thewm not to bully participate in class them and
bullies discussions because therefore, even
of the bullies though they know
around them the answers, they'll
just decide not to
recite
GRAPH 11.1 presents that the respondents of this research study are
positively inclined when it comes to bullying cases wherein most of the respondents
disagreed that a bullied student should resort to absenteeism from classes only to
avoid the bullies. Out of 100% there are 38% students who disagreed on this.
Eventually the respondents are better-spirited on how to deal with bullying
instances which conditions such doing the school papers of the bullies in order for
them not to be bully which is the 40%, not participating class discussions and
activities for the reasons that the bullies are just in the premises are the 40% of the
respondents, 40% not actually thinking that people are going to judge them which
causes them not to talk at all and other negative acts that are caused of bullying
should haven’t been considered to do by the respondents.
GRAPH 11.2
50 47
45 39
40
35 32 33 31 32 29
27 29
30 24
23 23
25
20
15
7 8 8 8
10
5
0
Respondents who Respondents who Respondents who Respondents who
have been skeptic on being bullied has believe bullying believe that bullying
putting their trust on hampered their distracts focus in affects their grades
their classmates productiveness in studies because of bullyinbg
because of being school in class
bullied, they tend not Strongly Agree
to ask questions or
information Agree
regarding school
Disagree
work
GRAPH 11.2 shows the percentage of respondents with four different
questions regarding the effects of bullying on the academic performance of the
students. At the first Query of the question, 47% of the respondents disagreed, both
23% in agree and strongly disagreed and 7% in strongly agree. The second Query
indicates that 33% disagreed, 32% agreed, 27% strongly disagreed and 8% strongly
agreed.
Third Query shows that 39% of the respondents agreed. 24% agreed, 9%
Disagreed and only 8% for the strongly agreed. For the last 4thQuery it indicates
the respondents who believe that bullying affects their grades because of bullying
in class. A percentage of 32% for the respondents who disagreed and 31% percent
for those who agreed, 29% for the strongly disagreed and 8% for those who agreed
that bullying affects their academic performance.

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
The researchers outlined the whole research study by providing three
statement of the problem which served as the framework and foundation of the
study. The researchers had been motivated as the significance of the study had been
determined. The importance of the study to the students, teachers and school
administrators are more important to the researchers. To be able to understand the
contexts and content of the readings more the researchers listed the legal terms and
jargons and basically defined it with legit definitions from different sources such as
dictionaries. The study was about the impact of bullying cases on a particular
student’s academic performance. It aims to answers the question “does bullying
affects the academic performance of the students?” and to fulfill that aim, the
researchers gathered data from the students of College of Arts and Sciences in
University of the East Manila limiting their respondents to one hundred (100)
students. In the second part the researchers gathered related literatures about the
thesis or the research topic to gain prior knowledge and of course to be familiarized
with the topic. The researchers gathered data using quantitative method since the
respondents involved are large in number. From the gathered answered from the
questionnaires given to the respondents the researchers presented each category and
parts to be organized using table and charts with the interpretation follows. After
the researchers analyzed and interpreted the data presented the researchers moved
to the chapter five which are the summary, this part is where the researchers tackles
how the research paper has been made possible. The conclusion, the researchers
based the results from the gathered data and concluded that bullying really affects
the academic performance of the students and last is the recommendation wherein
usually this part should be for the betterment of the thesis paper but this time on
this topic ahead this is for the betterment and awareness of all.
CONCLUSION
As the researchers gathered all the data coming from 100 respondents the
result was exposed. Out of 100 students of the College of Arts and Sciences there
are 29% who admittedly involved in bullying inside the campus. Aside from being
aware of bullying or knowledgeable about it, its definition, how it happens, policies
and laws about and regarding bullying and what do it causes 37% of the respondents
agreed that the bullying cases are real problem inside the campus. The respondents
strongly agreed that the bullying really emerge in the university and that is really
visible and everybody can literally feel it but almost little is being aware of it. 57%
of the respondents were humiliated physically, assaulted verbally and experienced
even the most little form of bullying which was the teasing. Sadly, the researchers
find out that there are 45% of respondents really think that people around were
being not nice to them which give them the worse feeling of being unlike,
unaccepted and unloved. The 51% respondents believed that bullying really lowers
every student’s self-esteem that led to low self-confidence which results to low
academic performance. Because of this respondents felt unwanted, isolated and full
of doubts in every decision they make and the results were they don’t tend to talk
and speak and prove themselves. The respondents chose to be quiet about their
opinions and beliefs and there were 41% of them. The respondents experienced
domino effect which illustrates from the day the respondent has been bullied. After
the respondent got bullied the respondent doubt itself, lost its confidence and got
depressed. Out of humiliation and shame the respondent tend not to participate in
the class discussions and school activities until severe fear and anxiety affected the
whole body and spirit. Physically tired, mentally weak and psychologically giving
up. The respondent by the time cut the class and drop the subjects and worst
scenario, the respondent considered and committed suicide. This means that
although the researches limited its study to 100 respondents only the effects are still
there. There are real victims and real problems. The researchers had concluded that
the bullying cases really affect the academic performances of the students. For the
record, not only the respondents’ academic performance but the whole life of that
respondents’. Physically, mentally and verbally a bullied can deprived the life of a
bullying victim. Also the most important and serious case was that the researchers
find out that not all respondents were aware of their rights. Respondents don’t know
how to act upon such cases and tend to even more look themselves as worse than
the bullies look at them. Bullied students were being too emotional in a sense that
they may decide on things that they don’t really know if it’s right or wrong unless
it will end their suffering like the most common incident of bullying cases, the
suicide cases. The researchers also find out that bullying cases happens regardless
of what college you were in, what course you were taking up, how old you were,
what was your gender, what was your socio economic status and in what year level
you were, young or old, everyone has something to say to you. Whether you’re a
male or female, lesbian or gay some people will discriminate you. Even you’re rich
or poor somebody will always hate you. It happens suddenly, unexpectedly, to

anyone, anywhere and anytime. The researchers could therefore conclude that even
in a very small scale of community just like the 100 students from the College of
Arts and Sciences of the University of the East Manila, there is the existence of
bullying wherein every victim suffers and struggles academically because of all the
negative factors it has. The respondents had lost their trust to other people, thinks
like they’re always the target of judgments and criticisms. Bullying distracted the
respondent’s focus on study and lessened their productivity as students. The
researchers concluded that bullying do literally affects the academic performance
of the victims since the higher the grades they’ve got before the lower their grades
after they have been bullied. Also the researchers find out that it also affects the
entire life a particular student not just on academic performance.
RECOMMENDATION
The researchers find out that bullying cases as serious matter are affecting
the academic performances of the students following the results above and because
of this people should raise awareness and get involved with this. To do so, the
researchers recommend the study to the following:
Future Researchers
The researchers recommend this kind of research study to the future
researchers in the University of the East Manila involving not only the College of
Arts and Sciences but a university-wide research regarding bullying effects to the
academic performances of the students. The future researchers must continue to
study this case since every generation have their story of their own which means
the generation before had experienced extreme bullying verbally and physically
while today’s generation usually experience cyber bullying because of the advent
of the technologies and who knows what more can the next generation do in terms
of bullying.
Faculties and School Administrators
This study should be read and understand by the faculties and school
administrators so that they would be aware on how they will deal with and treat the
students who are been bullied which caused them poor academic performance.
Guidance Office
The researchers recommends this research study to the Guidance Office of
University of the East Manila and to the whole UE community for them to be aware
about what happened to those who are been bullied and bullies especially how they
perform academically. In a sense that this study may help the university and the
guidance office how to deal with those who have low academic performances that
maybe they are victims of bullying cases and should be treated well to forget the
trauma.
To other schools
This kind of research study pertaining to whether bullying affects the
academic performances of the students must be also conducted to other schools
since these bullying cases are more prone to schools and is a serious matter. The
research study may answers the problems of other schools how their students
behave academically.
Nationwide
There should be a nationwide awareness regarding bullying and this study
must be included to the basis of analyzing its good and bad effects since this study
is in particular with the bad effects of bullying cases academically.
NGOs
Also this paper will be recommended to all non-governmental organizations
or associations that are bullying-related such as International Bullying Prevention
Association, Anti Bullying Alliance, The Bully Project, Bully Proof, Kidscape, The
Hello Herman Project and many other organizations regarding bullying.
Media
There must be published columns and articles about this to formally raise
awareness to all people especially to the parents and family of the victims which is
commonly the students.

Bibliography
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poor academic performance in mathematics among Nigerian
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Adulthood, Study Finds. Retrieved from:
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psychological-effects-of-bullying-last-well-into-adulthood-study-
finds/#3c5acbfab0d5
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http://www.parents.com/kids/problems/bullying/common-types-of-
bullying/
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study shows bullying can cause lasting health problems. Retrieved
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bullying-can-cause-lasting-health-problems/15707202/
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/impact.aspx
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Psychiatric Outcomes of Bullying and Being Bullied by Peers in
Childhood and Adolescence. Retrieved from:
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Zalaquett. C.P., Chatters, S.J. (2014). Cyberbullying in College —

Frequency, Characteristics, and Practical Implications. Retrieved from:
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Dunlop, T. (2013).Bullying Intervention: New Study Confirms It Is

Worth Prioritizing. Retrieved from:
http://www.learningfirst.org/bullying-intervention-new-study-
confirms-it-worth-prioritizing
The CNN Wire Staff (2012).Indiana mom sends son to school with stun
gun to confront bullies. Retrieved from:
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Bloom, D. (2008).Study finds bullies are the bullied too. Retrieved

from:
https://www.theguardian.com/education/2008/aug/29/bullying.school
sLangman, P. (2009). Columbine, Bullying, and the Mind of Eric Harris
– To understand Columbine, we have to understand Eric Harris.
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https://www.psychologytoday.com/blog/keeping-kids-
safe/200905/columbine-bullying-and-the-mind-eric-harris
Columbine High School Shootings Fast Facts— CNN Library. (2016).

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shootings-fast-facts/
Borowsky, I.W.; Taliaferro, L.A.; McMorris, B.J. Suicidal Thinking and

Behavior Among Youth Involved in Verbal and Social Bullying: Risk and
Protective Factors. Retrieved from:
http://www.jahonline.org/article/S1054-139X(12)00717-3/abstract
Hatzenbuehler, M.L.; Keyes, K.M. Inclusive Anti-bullying Policies and

Reduced Risk of Suicide Attempts in Lesbian and Gay Youth. Retrieved
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Espalage, D.L.; Holt, M.K. Suicidal Ideation and School Bullying

Experiences After Controlling for Depression and Delinquency.
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Rivers, I.; Noret, N. Potential Suicide Ideation and Its Association With
Observing Bullying at School. Retrieved from:
http://www.jahonline.org/article/S1054-139X(12)00716-
1/fulltextKlomek, A.B.; Klainman, M.; Altschuler, E.; Marrocco, F.;
Amakawa, L.; Gould, M. Suicidal Adolescents’ Experiences With
Bullying Perpetration and Victimization during High School as Risk
Factors for Later Depression and Suicidality. Retrieved from:
King, C.A.; Horowitz, A.; Berona, J.; Jiang, Q. Acutely Suicidal

Adolescents Who Engage in Bullying Behavior: 1-Year
Trajectories.Retrived from:
Karch, D.L.; Logan, J.; McDaniel, D.D.; Floyd, C.F.; Vagi, K.J.
Precipitating Circumstances of Suicide Among Youth Aged 10–17 Years
by Sex: Data From the National Violent Death Reporting System, 16
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/impact.aspx
http://news.bullyingnoway.gov.au/the-facts/Pages/Impact-of-
bullying.aspx
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https://angestudyantesaseptictank.wordpress.com/2013/02/16/review
-of-related-literature-school-and-campus-bullying/
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bystanders-460622
http://www.tolerance.org/magazine/number-39-spring-
2011/feature/bully-bullied-bystanderand-beyond
Appendix A:
Survey Questionnaire
UNIVERSITY OF THE EAST-MANILA-COLLEGE OF ARTS

AND SCIENCES
A SURVEY ABOUT HOW BULLYING AFFECTS THE

ACADEMIC PERFORMANCE OF U.E.-CAS STUDENTS (2013-
2016)
(Optional) Name: ________________________

Age: ___
Course-Year: ____________
Please check the ff:
Gender Socio-economic Class
Male Upper Class
Female Middle Class

Lower Class
DEFINITIONS
Bullying
Bullying is conscious, deliberate, repeated and hostile
behavior by one or more people, which is intended to harm others.
Bullying can happen anywhere. It may happen to children or
adults in places such as: in the home, at public facilities, on the
bus, in the parks, in the neighborhood or at school.
Academic Performance
Academic Performance refers to the student’s productivity
with regards to his/her studies in order to attain academic
achievement. This includes grades, attendance, and behavior
during class.
Please answer the following questions according to the degree of the most
preferred answer:
Do you experienced bullying here in the campus?
Please Check if Yes or No.
YES
NO
Does bullying affects your performance inside the campus?
Yes
No
Did you perform bullying to someone inside the campus?
Yes
No
Strongly Agree Disagree Strongly

Agree Disagree
PART I: AWARENESS ON BULLYING
1) I am aware that bullying is
a problem inside the campus.
2) I am aware about the
policies/laws concerning
bullying.
3) I am knowledgeable about
bullying.
4) I am aware that I can seek
guidance to the
teacher/professor or the
guidance counselor when I’ve
been bullied.
PART II: FORMS OF BULLYING
1) I have been verbally
ridiculed and teased by my
classmates. (e.g. name-
calling, making offensive
remarks or jokes about the
student-victim)
2) I have been physically
humiliated by my classmates.
(e.g. doing offensive pranks)
3) I have been humiliated or
teased by my classmates
through social media.
PART III: THE EFFECTS OF BULLYING ON THE ACADEMIC PERFORMANCE
OF A STUDENT
1) Bullying lowers my self-
esteem.
2) I tend to think people
around me don’t like/accept
me.
3) Because of being bullied, I
have doubts on putting my
trust on my classmates.
4) I feel isolated in class
because of bullying.
5) Feeling isolated because of
bullying, I don’t have the
confidence to voice out my
opinions and views in class.
6) To avoid being bullied, I
resort to absenteeism from my
classes.
7) I do some schoolwork for
them, for me not to be bullied.
8) I feel that I am not allowed
to participate in class
discussions because of the

bullies around me.
9) I feel like people are going
to judge me and therefore,
even though I know the
answers, I just decide not to
recite.
10) Having been skeptic on
putting my trust on my
classmates because of being
bullied, I tend not to ask
questions or information
regarding school work (e.g.
assignments, quizzes, etc.).
11) Being bullied has
hampered my productiveness
in school.
12) Bullying distracts my focus
in studies.
13) My grades have been
affected because of the effects
of bullying in class.
13.1) General Weighted Average (GWA) BEFORE being bullied:
__________
13.2) General Weighted Average (GWA) AFTER being bullied:

__________
Appendix B:
Letter to the Dean of the

College of Arts and
Sciences for conduct of
survey
Curriculum
Vitae
Monique B. Apagalang
Blk 5 Lot 5,6 Paris St. Metropolis Subd.
Brgy. Pag-Asa Binangonan, Rizal
Mobile No.: 09067800927
E-mail: moniqueapags@yahoo.com
PERSONAL STATEMENT:
I am a diligent, reliable, honest, enthusiastic and well-mannered person. I

desire to go through challenges and achievements so I can learn and experience
more, resulting to more opportunities for myself in the future. I am very
outgoing and have good organisational skills and an ability to work under
pressure.
PERSONAL DETAILS
Date of Birth: April 19, 1997

Age: 19
Religion: Catholic
Gender: Female
Nationality: Filipino
Status: Single
EDUCATIONAL BACKGROUND:
College: Bachelor of Arts major in Political Science

University of the East, Manila
2219 CM Recto Avenue, Sampaloc, Manila
(2013-present)
Secondary: Angono Private High School

Dona Aurora St. Brgy. San Roque Angono, Rizal
(2009 – 2013)
Primary: Angono Elementary School

M.L Quezon Avenue Angono, Rizal
(2004-2009)
MEMBERSHIP
Member: Political Science Society

University of the East- Manila
June 2015 to present
Member: Angono Private High School

AP Club
June 2009 to 2013
SEMINARS ATTENDED
August 18, 2015 Good, Better, Best

University of the East-

Manila Conference Hall
August 19, 2015 Seminar on

Bangsamoro Basic Law
San Sebastian
College – Recoletos
September 2, 2015 OJT Forum

University of the East- Manila MPR1, PODCIT
September 2, 2015 Political Science Society General Assembly

University of the East- Manila MPR1, PODCIT
September 17, 2015 Crossroads: Political Science Career Mapping

Seminar
UP Diliman
CHARACTER REFERENCES
Prof. Jessel May L. Espinola University of the East- Manila

Prof. Ana Janet M. Pinlac University of the East- Manila
ELVIN BAUI
541-Blk. 3 Austria Compound
San Joaquin, Pasig City
E-mail add: bauielvin@yahoo.com
Contact no. 09159687351
OBJECTIVE
To excel with hard work, perseverance, and dedication in a stimulating

and challenging environment that will provide me with advancement
opportunities.
EDUCATION
Undergraduate school
Bachelor of Arts major in Political Science (2012-Present) University of the East,
Manila
Secondary education
San Joaquin- Kalawaan High School (2008-2012) San Joaquin, Pasig City
Elementary education
San Joaquin Elementary High school (2002-2008) San Joaquin, Elementary
School
ACHIEVEMENTS
Bobby C. Eusebio (BCE) Scholar (2008-2009) –Pasig City
Participant in the 2009 Poster Making Contest Year level at San Joaquin-
Kalawaan High school
Participant in the 2011 History Quiz bee Year Level at San Joaquin
KalawaanHigh School
University Scholar- First semester for Year 2016-2017
MEMBERSHIP IN PROFESSIONAL ORGANIZATION
Member- UE-PSS (University of the East- Political Science Society, 2013-

Present)
Member- AYC (Austria Youth Club, 2010-Present)
SEMINARS ATTENDED
It takes two to Cha-Cha: Will the Philippines Groove to change? (October 8,

2014) UE Conference Hall, UE Manila
Call for Papers: 1st UE Good Governance Review (From the East to the Rest of
the World: Leadership, Participation & Youth Advancement) (March 7, 2014)
Develop Research and Writing Skills for a Successful Political Scientist: UE

Political Science Society Research and Writing Workshop (July 10, 2014),
Makati Educational Trip (January 8, 2015) Makati City Hall Building 1 & 2,
Makati City
APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila
2nd Launching of the Gazette of PSS and LexSO (Ex Oriente Lux) (February 23,
2015)
SFC Briefing Room, UE-Manila
CHARACTER REFERENCE
Professor Eric Daniel C. de Torres, University of the East, Manila – 0927 153
704
Dr. Justina M. Evangelista, Dean of College of Arts and Sciences, University of

the East, Manila – (632) 735-85-39
Mary Margarette Y. Bayer
Blk 2 Lot 10 Divine Mercy, C6 Road
Brgy.Guitnang Bayan I, San Mateo Rizal
Mobile No. 09294286046
E-mail: margarettebayeer@icloud.com
OBJECTIVES:
To have a strong sense of self-confidence and comprehensive

knowledge that will help me to perform my personal skills in accordance to
my efficiency.
PERSONAL DETAILS
Date of Birth: July 27, 1997
Age: 19
Religion: Roman Catholic
Gender: Female
Status: Single
College: Bachelor of Arts Major in Political Science
(2013-present)
Secondary: Nuestra Senora Parochial School
San Mateo Rizal
(2009-2013)
Primary: St. Joseph Montessori Integrated School
San Mateo Rizal
(2003-2009)
SEMINARS ATTENDED
August 18, 2015 Good, Better, Best
University of the East- Manila Conference Hall
August 19, 2015 Seminar on Bangsamoro Basic Law

San Sebastian College-Recoletos
September 2, 2015 OJT Forum
University of the East- Manila, PODCIT
September 2, 2015 Political Science Society General Assembly
University of the East- Manila, PODCIT
September 17, 2015 Crossroads: Political Science Career Mapping

Seminar
UP Diliman
CHARACTER REFERENCES:
Prof. Jessel May L. Espinola University of the East-Manila
Dr. Justina M. Evangelista Dean of College of Arts and Sciences, UE Manila
CANTRE MARJORIE PAREJA
Blk 6. Lot 1 Ruby St. Celina Homes
Camarin, Brgy. 175 Caloocan City
E-mail Address: morjorie.contre@gmail.com
Contact number: 09951941128

OBJECTIVE
To obtain a rewarding and challenging position that will make the most
of my communication and leadership skills, and help me gain more knowledge
related to my field. To apply all the leanings I gained and to practice to work
independently in a different environment.
EDUCATION
Tertiary: Bachelor of Arts major in Political Science (2013-Present)

Secondary: Golden Link College (2010-2013) Camarin, Caloocan City
Elementary: San Fernando Central Elementary School (2001-2009) San

Fernando, Masbate City
ACHIEVEMENTS & MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS
External Committee – APSOP (Association of Political Science of the

Philippines), 2014 to present
Member - UE Political Science Society, 2013 to present
SEMINARS ATTENDED
Senate of the Philippines Educational Trip (September 24, 2013), Senate of the
Philippines, Roxas Blvd. Pasay City
Launching of the Official Gazette of UE PSS and LexSO (Ex Oriente Lux) (March
07, 2014), University of the East, Manila
“Together We Stand, Divided We Fall: General Assembly.” (July 10, 2014),

Multimedia Presentation Room 2, PODCIT Bldg. University of the East - Manila
It Takes Two to Cha-Cha: Will the Philippines Groove to the Change? (October
8, 2014), UE Conference Hall, University of the East, Manila
APEC Awareness and Information Roadshow (APEC 101) (January 08, 2015),
UE Conference Hall, UE-Manila
APSOP General Assembly (January 23-24, 2016), Calapan, Oriental Mindoro
Dr. Justina M. Evangelista, Dean of College of Arts and Sciences,
University of the East, Manila / 735-85-39
Ms. Rekha L. Nahar, School Administrator,
Golden Link College / 961-58-36
Ramiro Dimas Sr., CEO

Borland Development Corporation /4421916/09228823234
EDGAR NICO B. DELA CRUZ
Address: 735 Tramo St. Manuyo Uno, Las Pinas City
Email : edgarnico24@yahoo.com.sg
Contact # : 09066392385
OBJECTIVES:
To upgrade my knowledge and skills in any work that will be beneficial for the
improvement of my career and especially to the company. I am willing to assign
to any position that will build my skills and experience in dealing with people
and give me better opportunities.To obtain a challenging position that will make
the most of my communication and leadership skills, and help me gain more
knowledge.
PERSONAL INFORMATION :
Date of Birth : January, 18, 1997
Age : 19 year' s old.
Place of Birth : Las Pinas City
Gender : Male
Nationality : Filipino
Religion : Roman Catholic
Height : 5’6”
Weight : 150 lbs
Civil Status : Single
Father's of Name : Edgardo G. Dela Cruz
Mother’s of Name : Pia Nina B. Dela Cruz
SKILLS :
 GOOD IN MULTI-TASKING SKILLS .

 FLEXIBLE IN ANY WORK.
 HARDWORKING
 WILLING TO BE TRAINED ANYTIME.
 CAN WORK WITH MAXIMUM SUPERVISION.
 CAN WORK BEYOND PRESSURE AND BEYOND
WORKING HOURS.
COLLEGE University of The East (Manila)
AB Political Science
(3rd year Undergraduate)
S.Y. 2013 - 2016
SECONDARY Saint.Francis Institute, Learning and Business

High School Inc.
S.Y. 2013 - 2010
PRIMARY Saint.Francis Institute, Learning and Business

High School Inc.
S.Y. 2010- 2004
LEO JESTER ESPINOSA FERNANDO
587 main streets, Sampaloc, Manila
Cell Number: 09279076194
Email: lj_fernando23@yahoo.com.ph
PERSONAL INFORMATION
BIRTHDAY: November 23 1996

BIRTHPLACE: Poblacion, Looc, Romblon
AGE: 19
NATIONALITY: Filipino
RELIGION: Iglesia Ni Cristo
CIVIL STATUS: Single
FATHER’S NAME: Joel V. Fernando
EDUCATIONAL BACKGROUND
TERTIARY: UNIVERSITY OF THE EAST (MANILA)
AB POLITICAL SCIENCE
2219 CLARO M. RECTO AVENUE, MANILA, PHILIPPINES
SECONDARY: LOOC NATIONAL HIGHSHOOL
POBLACION, LOOC, ROMBLON
PRIMARY: SACRED HEART SCHOOL
PUNTA, LOOC, ROMBLON
KHRIS ANN LOUIZE P. FORTIN
621-629 Dalupan
Street
Sampaloc, Manila
E-mail Address: fortin14k@yahoo.com
Contact number: 0915 682 6783
OBJECTIVE
To succeed in a motivating, interesting, and thought-provoking

surrounding, and to excel in this field with, of course, determination, hard work,
perseverance, and courage.
EDUCATION
Tertiary UNIVERSITY OF THE EAST – MANILA CAMPUS 2013-

Present
2218 C.M. Recto Avenue, Sampaloc, Manila
Bachelor of Arts major in Political Science
Secondary ZAMBALES NATIONAL HIGH SCHOOL

2010-2013
Baytan, Zone VI, Iba, Zambales
Elementary SAINT AUGUSTINE’S SCHOOL, IBA, ZAMBALES

2003-2010
Zone 4, Rizal St., Iba, Zambales
UE POLITICAL SCIENCE SOCIETY

2013-2015
Member
SEMINARS ATTENDED
SENATE OF THE PHILIPPINES EDUCATIONAL TRIP September 24,

2013
Senate of the Philippines, Roxas Boulevard, Pasay
City
CROSSROADS: POLITICAL SCIENCE CAREER September 17,

DISCUSSION 2015
Palma Hall, University of the Philippines, Diliman

EDSA @ 30: HOW THE PEOPLE POWER March 2, 2015

REVOLUTION TRANSFORMED THE PHILIPPINES
UE Theatre, University of the East – Manila
PROF. JESUS Z. MENOY
English professor, University of the East – Manila
DR. ANA JANET M. PINLAC
Chairman, Department of Political Science, Legal Management, Economics, and

Public Administration, University of the East – Manila
LOUIS ADRIAN MONICO FRANCISCO
92-B Sampaloc Street
Santolan, Pasig City
E-mail Address: louisadrianf@yahoo.com
Contact number: 0929 717 989
OBJECTIVE
To obtain a fulfilling and stimulating position that will make the most of
my communication, writing, and research skills, and help me gain more
knowledge related to my field.
EDUCATION
Tertiary UNIVERSITY OF THE EAST – MANILA CAMPUS 2012-Present
2218 C.M. Recto Avenue, Sampaloc, Manila
Bachelor of Arts major in Political Science
Secondary OUR LADY OF PERPETUAL HELP SCHOOL 2008-2012
28 Mejico Street, Santolan, Pasig City
Elementary OUR LADY OF PERPETUAL HELP SCHOOL 2002-2008
28 Mejico Street, Santolan, Pasig City
UE POLITICAL SCIENCE SOCIETY 2012-2014
Member
SEMINARS ATTENDED
THE LINE OF FIRE: A ROUND TABLE DISCUSSION August 06, 2012

ABOUT THE TERRITORIAL DISPUTE IN THE WEST
PHILIPPINE SEA
Pre-Bar Review Room, 3rd Floor, Dalupan Building,

University of the East – Manila
FORWARD 2013: SENATORIAL CANDIDATES February 13,

FORUM 2013
TAPAT NA TAPATAN, UNG TOTOO LANG: March 5, 2013

EDUKASYON, KABATAAN AT LOKAL NA
PAMAHALAAN: A 2013 SENATORIAL DEBATE
SENATE OF THE PHILIPPINES EDUCATIONAL TRIP September 24,

2013
Senate of the Philippines, Roxas Boulevard, Pasay

City
TOGETHER WE STAND, DIVIDED WE FALL: July 10, 2014

GENERAL ASSEMBLY
Multimedia Presentation Room 2, PODCIT Bldg.

DEVELOP RESEARCH AND WRITING SKILLS FOR A July 10, 2014

SUCCESSFUL POLITICAL SCIENTIST: UE
POLITICAL SCIENCE SOCIETY RESEARCH AND
WRITING WORKSHOP

IT TAKES TWO TO CHA-CHA: WILL THE October 8, 2014

PHILIPPINES GROOVE TO THE CHANGE?
UE Conference Hall, University of the East – Manila
TAGISAN NG TALINO 2016: THE PSS ADAPTATION February 16, 2016

(Contributor)

EDSA @ 30: HOW THE PEOPLE POWER March 2, 2015

REVOLUTION TRANSFORMED THE PHILIPPINES
DR. ANA JANET PINLAC
Chairperson, Department of Political Science, Legal Management, Economics,

and Public Administration, University of the East – Manila
PROF. JESSEL MAY ESPINOLA
Faculty, Department of Political Science, Legal Management, Economics, and

PROF. ERIC DANIEL DE TORRES

Faculty, Department of Political Science, Legal Management, Economics, and

MS. FLORA J. MENDOZA
Principal, Our Lady of Perpetual Help School, Santolan, Pasig City
IVAN ROBIN S. GARNEL

Bachelor of Arts in Political Science
E-mail Address: heidel_garnel19@rocketmail.com
Contact Number: (+63) 915-941-2351
Address: 1958 Narra Extension, Tayuman, Tondo, Manila
Career Objective
To use my ability to synthesize information to obtain a position as a

paralegal and to obtain a position working as a junior staffer in the office of the
Public Assistance Office where I can use my research skills.
Personal Information
Date of Birth: June 19, 1991
Place of Birth: Manila
Gender: Male
Religion: Roman Catholic
Marital Status: Single
Language Spoken: English, Filipino
Educational Background
Tertiary Education:
Bachelor of Arts in Political Science 2011 –

Present
University of the East
Sampaloc, Manila
Secondary Education:
Harris Memorial College 2010 - 2011
Taytay, Rizal
Skill Power Insitute Systems College 2009 -

2010
Antipolo, Rizal
Manila Cathedral School 2003 - 2005

Tondo, Manila
Skills
Communication Skills
Listening
Open-mindedness
Respect
Soft Skills
Team Player
Flexible
Resourcefulness
Character Reference
*Available upon request.
RAZHELLE SAPDIN MAGADA
Blk19 Lot34 Phase 2 Soldiers Hills 4 Molino 6, Bacoor Cavite

Cell Number: 09958907289
E-mail: razhelle050693@gmail.com
PERSONAL INFORMATION:
NICKNAME: Rhazel
BIRTHDAY: May 6, 1993
BIRTHPLACE: Romblon, Romblon
AGE: 23
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Ramon Magada
MOTHER’S NAME: Hazelda Magada
TERTIARY: UNIVERSITY OF THE EAST

College of Arts and Sciences
Major in Political Science
2219 C.M. Recto Ave. Brgy.404 Sampaloc Manila
SECONDARY: UNIVERSITY OF THE EAST

Highschool-ESLS
2005-2009
ELEMENTARY: UNIVERSITY OF THE EAST

Elementary-ESLS
1999-2005

The Research Problem: University of The East - Manila

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The Research Problem: University of The East - Manila

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UNIVERSITY OF THE EAST – MANILA 1

THE RESEARCH PROBLEM

Bullying triggers behavioral changes to the victim. It can be positive change

anger and disappointments to themselves.

BACKGROUND OF THE STUDY

According to D’cruze (2000), “The pattern of it has been described as interpersonal

Violence is one that describes harming someone, either physical or mentally.

History of racism is widespread and it only concludes that bullying is happening on

on initial acts of bullying.

inevitable and it can still happen anytime.

to the young ones when it comes to the academe—be it their environment or

education and teaching style. Students’ knowledge is filled mostly by their

child’s family background. A child might come from a family of criminals or

Bullying is defined as mean, hurtful behavior that occurs repeatedly in a

relationship with an imbalance of power or strength (Peck, 2014). Alice Walton

isolation, having low self-esteem, depression, and loneliness (Victoria State

Government, 2013). A study in JAMA Psychiatry (JAMA Psychiatry, 2013)

possibilities of having depressive disorders like OCD, generalized anxiety, and

others of the like (Walton, 2013).

Cyber bullying seems to be a more unique version of bullying, because it is

son bring a stun gun in school (CNN Wire Staff, 2012).

Being bullied, as mentioned, leaves effects on the victims—and very

Columbine-like attack.” (Langman, 2009). The Columbine Massacre (Colorado,

(CNN Library, 2016).

of different forms of bullying. Bullying usually takes place personally or physical

which can be seen by others.

This chapter will entail a review and discusses of theoretical framework to

the study. Including an aggressive behavior, consequences in academic

bullied repeatedly through time. According to Thornberg, Halldin, Bolmsjo and

bullying exit and (d) after-effects of bullying.

The Social Stigma Theory which is also known as Goffman’s theory. By

definition, it is the situation of an individual who is disqualified from full social

understanding the consequences of labeling. This type of verbal bullying is

worth as low and unaccepted to the society.

act. In the study of bullying in Schools or University campuses, bullying shows

one who had been bullied.

is in a state of perpetual conflict due to competition…those with wealth and power

are better or superior than them.

a particular social context (“SOCIAL NORMS THEORY AND BULLYING,”

perceive particular bad behaviors as normal and acceptable in certain situations.

(physical pranks), emotional (name-calling and teasing), or in cyberspace, are being

they assume it to be a norm or customary acts of the youth.

Another theory is the diathesis-stress model in which according to this

theory, “people are born with a certain biological or genetic predisposition to a

mental illness(“Diathesis, stress, and protective factors: Understanding the

diathesis-stress model,” 2003).”In other words, there are certain behaviors of a

person that comes from both a combination of certain genetic or biological

course of his/her life. This relates to bullying in a viewpoint that a student’s

suffering from mental disorders such as depression, or they have a traumatic or

stressful past events that they experienced in their life.

and provide explanations and understanding of the causes of aggressive behaviour

of bullying is Low-Self Control Theory, It highlighted that the phenomenon of

bullying is considered as a serious problem in relation to students, a threat to

students in their academic performances.Gottfredson and Hirschi (1990) stated that

immediately to be physically active, to be insensitive to others, and to possess

effective parental practices like monitoring have significant effects on the

development of self-control. Parenting practices are hypothesized to have a

significant effect on students ‘self-control.

effects it really bothers everyone how it begins. Is it a phase in everyone’s

do bullying cases usually experienced by children? Do bullying programs really

can be explain in various concepts such as theories. To understand bullying we

must understand its definition. Bullying is a sense of intentional harm to other

tease or harm everything can happen.