TITLE: THE EFFECTS OF BULLYING IN THE ACHIEVEMENT OF LEARNING

OUTCOMES AMONG GRADE 8 STUDENTS OF TALOBATIB HIGH SCHOOL.

I. Content and Rationale

This study dealt with the present scenario that still happening in the school where some

students mostly in the grade 8 are experiencing bullying. We say that bullying is not a foreign

parlance to every student because of the mass media i.e. Print, TV Network, and the current

most advantage transporter of communication- cellphone.

Many significant factors affect individual students that most likely leading to the act of

bullying such as the unwanted physical contact between the bully and the victim; acts that

causes damages to victims’ psyche and/or emotional problem; any slanderous statement or

accusation; the use of technology or any electronic means; social bullying; and gender-based

bullying (page 1-2, D.O. No. 55, s. 2013).

Reported cases of bullying are being face by every school in the Division of Camarines

Norte particularly by Talobatib High School. School personnel, however, do some measures on

their own knowledge to prevent the said bullying but perhaps not enough to stop said act of

bullying. The proponents hope that this study will be an eye opener why the bullying still exists

in the schools’ populace that may bring interrelated factors to influence the study of the learners.

II. Review of Related Literature

This part of the study will be discussing the relevant literature connected with the study
of the bullying in the school. This part of the study accounts the works that has been published

on a topic by accredited scholars and researchers. All this would allow the readers to map the

field and position your research within the context.

The entry age in the grade 8 level is attributed to being adolescence where it connotes

as dangerous time of life. The onset of puberty produces biological changes that are certainly

unprecedented, if not scary. The adolescent will begin to see himself as having sexual drives

and may feel great anxiety surrounding sexual matters. Additionally, adolescence is a period of

time in which conflicts with parents are abundant. These conflicts are developmentally

appropriate, as the individual is torn between wanting to please his parents and wanting to

separate and differentiate his identity from theirs. This experience of feeling such opposing

emotions may add to an already overwhelming sense of shame. Shame alone is often

devastating and adolescence alone is often devastating. Put together, the combination is

intolerable and often combustible.

A victim, in the short term, may feel depressed, anxious, angry, have excessive

stress, learned helplessness, feel as though their life has fallen apart, have a significant drop in

school performance, or may commit suicide. In the long term, they may feel insecure, lack trust,

exhibit extreme sensitivity , or develop a mental illness such as psychopathy, avoidant personality

disorder or PTSD. They may also desire vengeance, sometimes leading them to torment others in

return.1 Some students among grade 8 level are facing with bullying either from their classmates or

from other grade level that tend to be unwanted. An early dropout particularly among this level has

seen in the months of August to October of every school year.

 Anxiety, depression and psychosomatic symptoms are common among both bullies and their

victims. Among these participants alcohol and substance abuse is commonly seen later on in life.2

Incidence among students engaged in alcoholism and smoking have reported in the school this may

be correlated to the symptoms as studied. In the short term, being a bystander "can produce

feelings of anger, fear, guilt, and sadness ... Bystanders who witness repeated victimization of

peers can experience negative effects similar to the victimized children themselves. While most

bullies, in the long term, grow to be emotionally functional adults, many have an increased risk

of developing anti-social personality disorder, which is linked with increased risk of committing

criminal acts (including domestic violence).3 This is prevalent nowadays where some street

crimes are linked to the youth who are either dropped from or in broken family that really

hampered to sustain education of these students.

III. Research Questions

1. What is the effect of bullying in the learning outcomes of students?

2. What are the profiles of students among Grade 8 in terms of?

a. Age and Sex

b. Socio-economic status of Students’ Parents.

3. What are the prevention programs of the School to effectively decrease bullying

problem in the school?

IV. Scope and Limitations

The research will be conducted in three (3) weeks from November 3 – 21, 2016

where majority of the respondents are students of Grade 8 of Talobatib High School. They will

accomplish questionnaires relative to their personal profile and experiences of bullying they

gained in the school. These questionnaires will be tabulated, summarized and interpreted by the

proponents.

V. Methodology

The proponents make an inquiry to arrive as to what level of appropriate methodologies

will be used.

A. Sampling

This study will use the descriptive-normative research method. A questionnaire

checklist will be the main instrument in gathering the data. The questionnaire
checklist is a combination of open-ended and structured questions. The result
of which will be the primary source of data in this study. The secondary data is
through DepEd Orders/Memo, and other related materials.
In sampling the area, the study employed the stratified random sampling to
provide all respondents with equal chance of being chosen. The size of sample
obtained was as follows:
Stratum 1: N - 160
n - 80
Stratum 2: N - 160
n - 80
Stratum 3: N - 8
n - 6
 Stratum 1 will be composed of eighty (80)) parents of students of Grade 8- level
for SY 2016-2017. Stratum 2 will be the eighty (80) students of Grade 8- level of
Talobatib High School. Stratum 3 will be the eight (8) subject teachers of
Grade 8- level.

B. Data collection

The proponents will collaboratively distribute questionnaires to respective

respondents and then we will incorporate the data through computation and

analysis using statistical procedure to be able to get the results of the study.The

respondents of the study will be divided into three : 1. The Parents of the

students; students; and the subject teacher.

C. Ethical issues

The students, once enrolled, are presumed to be in the school to acquire

learning both in moral and social aspects. They are the beneficiaries of any

programs of the government which must be nurtured and learned in an

motivating environment.

D. Plan for data analysis

The proponents will analyze all data that may be gathered from the respondents

using the statistical tools as use in this research. It includes the responses of the

respondents from the structures questionnaire given.

VI. Work plan

ACTIVITIES TIME FRAME PERSONS INVOLVED SUCCESS INDICATOR

Pre-Implementation Phase
1. Preparation of the Nov.7-11, Proponents Crafted action
Research Proposal 2016 research proposal.
a. crafting
2. Submission Nov.11, 2016 Principal Submitted action
3. Revision if any Proponents research proposal.
PPRDO
Revised proposal
Implementation Phase
1. listing of respondents Nov. 14-18, Proponents Final list of
(sample size) 2016 Respondents respondents were
2. Orientation of the Nov.18, 2016 Respondents Identified.
respondents about the Proponents Oriented
study
3. Monitor schools’ program in Nov.21- Dec. Principal Programs were
the prevention of Bullying. 9, 2016 Proponents monitored
Students
Post-implementation Phase
1. Submission of the Jan.,2017 Proponents Submitted
accomplishment reports. Principal accomplishments
2. Revision if any PPRDO report..
3. Submission and
acceptance of the final
report.

VII. Cost Estimates

ITEM QUANTITY AMOUNT TOTAL

1. Reproduction of Php.166.00
Questionnaire. 166 pcs Php.166.00
2. Documentation of Php.200.00
activities
3. Reproduction of 5 copies Php. 72.00
copies of action
research proposal.
TOTAL Php. 438.00
VIII. Action Plan

AREAS OF EXPECTED STRATEGIES TIME FRAME PERSONS EVALUATION

CONCERN OUTCOME INVOLVED
1. Prepare and
finalized AR by
the proponents.
Submitted, Proponents
1. Preparation of 2. Submit AR to Approved action
evaluated, and Principal
Action Research the office of the Nov. 7-11, 2016 research
approved by the SGOD
Proposal principal and proposal.
PPRDO PRDO
PRDO for
approval

1. Conduct
2. Orientation
Parents and orientation and Proponents
and Monitoring Nov. 14-18, Orientation
Students were monitoring of the Students
of the AP 2016 conducted
oriented. programs Parents
implementation.
initiated.
3. Submission of Accomplishment 1. Consolidate Consolidated,
Accomplishment report were and making of January, 2017 Proponents submitted and
report. submitted. reports. approved.

IX. List of References

1. Dombeck, Mark. "The Long Term Effects of Bullying"

2. KALTIALA-HEINO, RIITTAKERTTU; RIMPELÄ, MATTI; RANTANEN, PÄIVI;

RIMPELÄ, ARJA (2000-12-01). "Bullying at school—an indicator of adolescents
at risk for mental disorders". Journal of Adolescence. 23 (6): 661–
674. doi:10.1006/jado.2000.0351

3. Hirsch, Lee; Lowen, Cynthia; Santorelli, Dina (2012). Bully: An action plan for
teachers and parents to combat the bullying crisis. New York: Weinstein
Books. ISBN 978-1- 60286-184-8. OCLC 792879631.