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Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter includes a summary of findings, the conclusions drawn from

these findings and the corresponding recommendations.

This study looked into the extent and effects of bullying among the students

of Christian School International, Los Baños, Laguna School Year 2014-2015.

Summary of Findings

Bullying is rampant on males aged 12 to 14 who are in their Junior High

School level, firstborn, with a weekly allowance of P250 and below, and are

Filipinos. These victims suffered within the period of one school year being

ignored, left-out, and excluded from the group (physical/racial bullying), called

mean names or teased in a hurtful way (verbal/psychological bullying), bullied by

posting inappropriate pictures on social networking sites like Facebook, Twitter,

Skype and the likes (cyber/technological bullying), and perceived as gay or lesbian

(sexual/homophobic bullying).

These same victims or the bullied are highly aware of verbal/psychological

bullying among all other types or forms of bullying. On the other hand, parents,

teachers and administrative staff have a high level of awareness of physical/racial

bullying specifically on hitting, kicking, pushing, slapping, and shoving around

somebody, of verbal/psychological bullying on name calling or teasing in a hurtful

way, of cyber or technological bullying on posting inappropriate pictures on their

social networking sites like Facebook, Twitter, Skype, and the like, of sexual or

homophobic bullying on calling someone gay or lesbian.

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There is a very close similarities on the results or findings between the level

of awareness of parents, teachers, and administrative staff and the bullying

experiences of the student-respondents.

School bullying as a social problem has the following effects on its victims

where the bullied are thinking of ways how to get even, retaliate or pay back the

people who hurt them physically, whose mood is affected when people told lies

about them, who begin to question the usefulness of social media accounts like

Facebook, Twitter, Skype and other social networking sites, and become

conscious of the way they look.

As to the extent of bullying and the selected student-related factors the

following are the drawn results; a significant difference on age range 9 to 11 and

physical/verbal bullying, and significant difference on age range 9 to 11 and

sexual/homophobic bullying than the age range 15 to 17. There is also a

significant difference on Grade 5 and physical/racial bullying, and a significant

difference on Grade 9 and verbal/psychological bullying. There is also a significant

difference on P1,001 and above weekly allowance and the extent of

sexual/homophobic bullying. Hence, the findings also present that there is no

significant difference between gender and the extent of bullying, and no significant

difference between birth order and the extent of bullying.

The findings also show that there is a significant difference on the extent of

physical/racial bullying on High School students than the Intermediate pupils, and

a significant difference on the extent of sexual/homophobic bullying among the

High School students than the Intermediate pupils. Moreover, the findings also
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present there is no significant difference on the extent of verbal/psychological

bullying and the extent of cyber/technological bullying between the Intermediate

pupils and High School students.

On the effects of bullying between the Intermediate pupils and High School

students the findings show that there is a significant difference on the effects of

physical/racial bullying among the High School students than the Intermediate

pupils. And a significant difference on the effects of verbal/psychological bullying

among the High School students than the Intermediate pupils, where the effects

are severe or graver among the High School students than the Intermediate pupils.

Conclusion

Based on the foregoing findings, the following conclusions are drawn:

The hypothesis that states there is no significant difference between the

selected student-related factors and the extent of bullying is rejected. This study

found that there are some student-related factors that show a statistically

significant difference on the extent of physical/racial and sexual/homophobic

bullying and age; the extent of physical/racial, verbal/psychological bullying and

grade/year level; and the extent of physical/racial, verbal/psychological, and

cyber/technological bullying and weekly allowance. Smith (2005) found that girls

are significantly more likely to be bullied at school than boys, and Sourander (2000)

found that family composition was not significantly associated with being victims

of bullying.
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The hypothesis that there is no significant difference on the extent of

bullying between the Intermediate pupils and High School students is rejected by

the findings at 0.05 level of significance. This study found a statistically significant

difference on the extent of physical/racial and sexual/homophobic bullying

between the Intermediate pupils and High School students. Juvonen & Witkow

(2005) found that high school students take physical bullying as a more obvious

form of bullying that makes it more observable by other people.

The hypothesis stating that there is no significant difference on the effects

of bullying between the Intermediate pupils and High School students is rejected

by the findings at 0.05 level of significance. This study found a statistically

significant difference on the effects of physical/racial and verbal/psychological

bullying between the Intermediate pupils and High School students. Cabuya

(2013) found that the effects of bullying are more devastating among the

secondary students than elementary pupils. The study showed short term effects

include depression, suicide, anxiety, anger, significant drop in school performance,

feeling of life is falling apart, and excessive stress. While long term effects include

feeling of insecurity, lack of self-trust and on others, extreme sensitivity, hyper-

vigilance, craving for revenge, and many others.

Recommendations

In the light of the aforementioned findings and conclusions, the following

recommendations are suggested:

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Since bullying is rampant among males, who are in their Junior High School,

first child, and aged 12 to 14, there is a need for the school to create programs that

will strengthen collaborative learning among students with emphasis on social

responsibilities and character or values formation.

The school administrators, heads and officials need to create their own child

protection policy manual not only as compliance to DO #40, s. 2012 but to create

a safe environment in which learning and growth can take place.

There is also a need for the school and its administrators to collaborate with

other organizations such as Local Government Units (LGU’s), Non-Government

Organization (NGO’s), concerned civic groups, the academe and stakeholders in

anti-bullying campaigns and awareness programs to prevent and deter bullying in

and outside the school.

There is a need for parents to be active in monitoring their child’s access

and duration of use of the Internet or cyberspace.

The DepEd officials need to take into consideration reviving the Good Moral

and Character Education or GMRC subject in all levels in the K-12 curriculum.

There is a need for each school should to come up with various anti-bullying

interventions and prevention programs.

There is a need for different sectors to exercise political will in the

implementation of RA 10627 or the Anti-Bullying Act of 2013.

There is a need for future researchers and academicians to explore the

shortcomings and problems of this study to make it more adaptable to their specific

field and place of study.