Theoretical Framework

This study is anchored on the Social Learning theory. According to the social

learning theory as described in Berger (2015), it's an extension of behaviorism that

emphasizes the influence that other people have over a person's behavior, stating that

every person learns through observation and imitating other people's behavior. This

means the bulling behavior was learned by his/her imitation of someone else or a group

of other people.

Social learning theory also knows as social cognitive theory can be used to

explained aggressive bullying behaviors, for example youth who are exposed to

domestic violence in the home are more likely to bully others than those who aren't

exposed to domestic violence and the same goes with children who socialize with

aggressive peers: they are more likely to show aggressive behaviors toward others than

those who do not socialize with aggressive peers. It is apparent that students who bully

others is a result of what they see or what is being done to them. They are hurting and

the root is unresolved emotional issues from witnessing violence in their homes or from

their peers or both (Swearer, Wang, Berry & Myers, 2014).

Conceptual Framework

The researcher used Independent Variable- Dependent Variable paradigm

format, wherein the effects of bullying is the independent variable because it will affect

the corresponding dependent variable which is the academic performance of grade 9

students.

Independent Variable Dependent Variable

Academic Performance of Grade 9

Effects of Bullying
Students
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough and in

depth search done by the researcher to fully understand the research to be done and

lastly the definition terms and further explanations for better comprehension of the

study.

Bullying

Bullying is mainly the use of blackmail, abuse, force or aggressively foreboding

someone by others to harm other individuality by mentally, physically or emotionally.

Bullying is a case in which one individual is picked as the target of repeat aggression by

one or others. Bullying can also result in lack of trust, suicidal tendency and stress. It is

not necessary that bullying can occur only once, or likely to happen only for one time. It

can happen repeatedly with the same person also. The places where bullying can

develop can be playing field, transport vehicles, lunch counters. It can appear while the

victim happens to travel to school or while coming back. Barboza et al. (2009) examined

Bullying is a behavioral phenomenon that has attracted the attention of educators and

policy makers in many parts of the world in recent years. For Fante (2005), bullying is a

situation which is characterized by intentional verbal or physical abuse, made

repetitively, by one or more students against one or more peers. The author states that
this phenomenon is a form of violence quickly growing in the world. In Brazil, during

November 2015 the Federal government established the nationwide initiative called the

Systematic Program1 to Combat Bullying. This federal law aims to combat bullying

throughout society, especially in schools.

Levitt and Dubner (2014) state that trillions of dollars were spent on educational

reform projects around the world, usually focusing on some sort of overhaul of the

system: better curriculum, smaller classes, more testing and so on. For the authors, the

main raw material of the educational system – the students themselves – is often

overlooked. For Kibriya et al. (2015) bullying is an important issue that could affect

performance in school, which is often overlooked.

There is a consensus among economists that higher levels of education increase

economic growth, the income of individuals and the quality of life (Barro, 1991,

Hanushek and Kimko, 2000, Doppelhofer and Miller, 2004). For Glewwe et al. (2016) a

greater number of school enrollment may have little influence on economic growth and

personal income if children do not learn effectively while they are in school. Bullying can

affect the child's learning and trigger effects on further income throughout life, since the

child’s school life is compromised.

According to the data resulting from research conducted by Joaquim Nabuco

Foundation in 2013 with 4191 students in 6th grade (grade 5) of the public schools of

Recife it was shown that 36.41% of students said they fully agree with the fact that they

suffered bullying and 40.71% when the question was stated with a “maybe”. A study by
Nansel et al. (2001) with a sample of 15,686 American students of the 6th year (the 1st

year of middle school) showed that about 30% of students reported moderate or

frequent involvement in bullying. Bullying is now recognized as one of the most

common forms of school violence in many countries around the world (Crothers,

Kolbert, 2008). A national study in the U.S. found that in grades 6 to 10, around 30% of

students reported some involvement in bullying (Bauman, 2008). In Japan, suicide rates

by students, often connected to bullying, peaked in 2003 and have fallen recently

because of awareness, however suicides still continue steadily each year (Lim, 2017).

Student suicide rates in Japan often increase during the school year, and since 2014,

suicide is the main cause of death for teenagers (Lu, 2015). Some school officials

theorize that bullying in Japanese schools contribute to Japan’s high suicide rates in

children (Lu, 2015). Lately, around the world, bullying has expanded from verbal and

physical attacks to other types of abuse; such as, internet badgering and provoking

student suicides. Students who are targets of bullying suffer from anxiety, depression

and other psychological problems (Crothers, Kolbert, 2008). It is no longer a behavior

that teachers can ignore with comments like “They will grow out of it” or “It’s just a

passing stage”. Moreover, bullying affects not only the victim but other students

observing the behavior who also might be terrified of retaliation. Furthermore, child

disciplinarian problems can be challenging for the classroom teacher possibly causing

burnout (Crothers, Kolbert, 2008). The definition of bullying, defined by Olweus (1993),

is a subset of aggression with three parts: 1) intent to do harm; 2) repetition; and 3) a

power imbalance between the bully and the victim. Bullying is a phenomenon that
begins at home, grows and develops in the social construct of school, and can even

evolve into the workplace. There are two types: overt bullying, which includes physical

and verbal abuse; and indirect bullying, involving relational aggression that damages the

target’s relationships, for example, social exclusion or rumor mongering. The victims of

relational bullying can suffer serious psychological problems in adulthood. This type of

abuse can cause the greatest amount of distress because the signs are often unnoticed

by the teacher (Bauman, 2008). Since the 1970’s, there has been a strong movement led

by social learning theorists that promotes the acquisition of pro-social behavior; for

example, acts of sharing, helping, cooperation and altruism that can be positively

influenced by exposure to models (Crain, 2004). Socializing models should not only

teach children virtues and socially acceptable behaviors, but also teach by example.

Within the theoretical framework of social learning theory, this paper will examine some

of the effects and roles of parents, teachers and other socializing agents in order to

understand the complex social problem of bullying in schools. The first part of this paper

will discuss social learning theory on a point by point basis in its relation to the

phenomena of bullying. Secondly, this paper will examine some research concerning the

learning of aggressive behaviors by appropriate models, and the impact of school-based

bullying intervention programs. The latter will stress the importance of modeling,

reinforcing and enforcing pro-social behaviors to all students. The third part of this

paper will discuss some of the criticisms of Social Learning Theory (SLT), and provide

interpretations as to whether or not subsequent research is consistent with and

supportive of SLT. Finally, this paper will offer areas of further research in the study of
aggression and bullying, summarizing some of the recommended educational practices

to reduce bullying in schools. Albert Bandura is considered the father of SLT. His theory

argues that the main factor that influences learning is modeling (Bandura, Walters,

1963). People learn different sets of complex behaviors by observing others and then

adopting the observed behavior as their own. Observing others will: 1) increase the

chance of performing observed behavior; and 2) increase the speed of learning (Hill,

2001). Although Bandura did not specifically put forth the case of bullying, he might

argue that the model observed is not necessarily another bully at school but could be

any behavior imitated from all types of media sources, family members, and social

agents; for example, a favorite boxer on T.V or a parent who uses aggressive methods of

problem-solving. We can all observe aggressive models and behaviors, but we may or

may not perform the responses. When students observe aggressive behaviors related to

bullying, how do some become the bully, the victim of bullying or the student with

positive behavior? Acquiring and performing a set of behavior is not automatic but

depends on four main processes (Bandura, 1977). A child first acquires, from the model,

some new responses to perform the behavior; for example, a physical way of causing

pain to another. The second process is the inhibition or disinhibition of an already

learned response. After a child acquires the behavior he or she will learn whether or not

to perform the behavior in a given situation. Not making the response is called

inhibition. Disinhibition occurs when the child does not initially imitate the observed

behavior, but may follow another person exhibiting the previously inhibited behavior in

some social context, for example the classroom. Bandura’s (1977) third concept is
elicitation: when one person performs a behavior, bystanders might become interested

and join in the behavior even though they had no intention to do so. This concept might

offer insight as to why some students gang up on a targeted student. For example, in

the boys change room, one bully starts to verbally tease another student, eliciting other

boys to join in. Over time this type of bullying could escalate into more serious

threatening behaviors. The difference between disinhibition and elicitation is subtle. “In

elicitation the sight of the model creates a positive desire to perform the activity,

whereas in disinhibition the desire is already active and all that is needed is some

indication that the desire can safely be indulged (Hill, 2001, pg. 141). Bandura’s final

process, vicarious reinforcement, explains how the consequences to the model

influence the performance of the behavior (Crain, 2004). When the model is punished

effectively, the aggressive behavior is inhibited. However, if there is little or no direct

consequence for the behavior it is imitated through disinhibition or elicitation. For

example, if students observe the bully is punished for aggressive behavior related to

bullying, they will probably hesitate to imitate that behavior. Conversely, if the potential

bully sees a prized boxer praised in the media, or sees an older bully admired, (i.e. fear

mistaken as respect), the child is more likely to imitate him.

Bandura (1977) describes four other factors that can influence imitation: 1)

attention: we notice events selectively, both in direct and indirect ways; 2) retention:

what we learn has no practical use unless we remember it long enough to act on it; 3)

performance: in order to model the observed behavior, the person must have the skills

and characteristics to perform the behavior. We do not automatically learn everything

we observe; and finally, 4) motivation; we will imitate another if we expect to gain a

reward (Crain, 2004). The observer will look at his or her past history of direct or indirect

reinforcements. Considering the example of bullying, the potential bully might have

been praised by his or her parents for aggressive behavior, or the bully might have

already received some concrete reward, for example, the best seat in the classroom.

The bully might misinterpret fear as respect and admiration from the victim and other

bystanders. These sources of information give some indication as to whether the bully

expects to be rewarded which may consequently reinforce the aggressive behavior.

How can we show the bully, not to be a bully? The second part of this essay will examine

the validity of Bandura’s theory, exploring some of his and others’ research on

aggression, continuing with more recent studies examining of the relationship between

positive role-modeling and bullying in schools. Bandura and his colleagues designed

many experiments on the learning of aggression (Crain, 2004). Aggression is typically

prohibited in most social situations; however most cultures suggest when aggression is

acceptable (Crain, 2004). Parents and other social agents reward children when they

express aggression in socially appropriate ways (fighting in sports, boys play, hunting)

and punish children when they act in socially unacceptable ways. Bandura and his

colleagues discovered through many experiments and research that “[c]hildren observe

aggressive behavior, notice when they are reinforced, and imitate accordingly (Crain,

2004, pg. 202). They also found “evidence that the likelihood of imitation depends on

reward to the model, reward to the child, the apparent power and status of the model,

and other motivational variables (Hill, 2001, pg. 143). In order to reduce the aggressive
behaviors of bullying, Bandura’s might argue that we must exemplify models that

achieve success with non-aggressive problem solving and discourage those that achieve

their goals in aggressive ways. In other words, the best way to attack the phenomenon

of bullying is to promote socially acceptable prosocial behaviors in the media, schools,

and at home.

Voss and Mulligan (2000) concluded by stating bullying is happening in schools

and is harmful to the victims. Generally, victims stated to be more vulnerable than their

bullies. This would imply very short students are less likely to be the attacker and more

likely to be the victims. The growth study allowed them to observe the occurrence of

bullying, as experienced or perpetrated by pupils of different heights.

According to Yoneyama & Rigby (2006) bullying behavior has an effect on the

student’s perception of the school environment. Research has shown that lesser

quantities of bullying behavior are found in schools with a positive school environment.

“It was hypothesized that judgments of classroom climate would be less positive among

students who were identified as (a) bullies, (b) victims, and (c) bully-victims than others

who are not involved in bully/victim problems”.

Olweus (1973) stated in his study that “Bullying among school children is

certainly a very old phenomenon. The fact that some children are frequently and

systematically harassed and attacked by other children has been described in literary

works, and many adults have personal experience of it from their own school days.

Though many are acquainted with the bully/victim problem, it was not until fairly
recently, in the early 1970s, that efforts were made to study it systematically.” Bullying

usually starts at a young age in school. Children would tease and hurt their classmates

for fun not knowing the consequences. Teenagers also experience bullying in their early

high school days. Bullying in school is normal because it occurs almost everyday. “During

the school years, bullying is one of the most common expressions of violence in the peer

context.”(Menesini & Salmivalli, 2017, pp.240-253). Bullying is a common happening in

an educational setting. Bullying that happens within a school should be monitored by

teachers to ensure the student’s safety.

“Bullies, victims and pupils neutral to bullying were compared on depressive

symptoms and suicidal thoughts.” (Roland, 2010, pp.55-67). Students who are prone to

bullying might have problems emotionally, socially, physically, and even mentally. The

victims of bullying will suffer from humiliation and isolation. They are prone to

emotional problems like depression, anxiety, and stress. The victims would have suicidal

thoughts because of the incident. They would tend to give up on after being humiliated.

Hinduja and Patchin (2010) stated in their research that “Empirical studies and

some high-profile anecdotal cases have demonstrated a link between suicidal ideation

and experiences with bullying victimization or offending. The current study examines

the extent to which a nontraditional form of peer aggression—cyberbullying—is also

related to suicidal ideation among adolescents.” Cyberbullying relevant to today’s

generation because almost all teenagers or even children have their very own phones.

They would take advantage in bullying another person through their cellular phones.
The bully would try to really embarrass his victim for the sake of enjoyment and fun. The

bully would try to embarrass his victim through social media.

“Classroom hierarchy is associated with bullying behavior: there is more bullying

in highly hierarchical classrooms, where peer status (such as popularity) or power (who

typically decides about things) are centered upon few individuals rather than being

evenly distributed.” (Garandeau, Lee, & Salmivalli, 2014). Some bullies are the ones who

are known and popular. They are sometimes the ones who bully the ones who are lesser

than them in terms of fame and popularity. They tease the ones who are not that

popular compared to them. Some students would also tease them because of their

status. Some rich students would also bully the ones who are less than them in terms of

their financial status. The ones who are actually bullied are the ones who are very

comparable to the rich and popular ones.

“Bullying brings negative health consequences for both bullies and victims, and it

can have a negative impact on the bystanders as well” (Wolke & Lereya, 2015). The bully

and the victim aren't the only ones who are involved in the incident because there are

some who saw the incident. They are also the ones that are affected by the incident.

They are also part in a bullying incident because they know what actually happened.

Bullying has serious consequences for students, parents, teachers, and the wide

community. This study assessed teachers’ and parents’ ability to accurately identify

traditional bullying and cyberbullying scenarios.” (Campbell, Whiteford, & Hooijer,

2018). Teachers should keep an eye on their students for they are the ones who should

put their students at peace. The teachers should be the one who puts everything in
order. Every bullying incident that a teacher faces is a disturbance in his/her work.

Bullying in school really affects the school’s name. Every case matter for a school, the

school takes charge in resolving the fight. It’s not only the bully and the victim that are

affected, everyone around them are affected.

“Although technology provides numerous benefits to young people, it also has a

‘dark side’, as it can be used for harm, not only by some adults but also by the young

people themselves. E-mail, texting, chat rooms, mobile phones, mobile phone cameras

and web sites can and are being used by young people to bully peers. It is now a global

problem with many incidents reported in the United States, Canada, Japan, Scandinavia

and the United Kingdom, as well as in Australia and New Zealand.” (Campbell, 2012).

Technology is rampant nowadays. Everywhere there is an electronic device being used.

Teenagers are fond of using their cellular phones wherever they go whether it is in their

school, the mall, restaurants, and many more. Teenagers chat for the sake of keeping in

touch with their friends. Some would abuse chatting for bullying. These kinds of bullying

only occur when there is the internet and there is the use of social media. Teenagers use

social media to keep connected with their friends online.

“A significant proportion of children are bullied or bully others in schools. The

problem of bullying can lead to severe immediate and long-term negative consequences

for all involved in the situation. Intervention studies have shown that levels of bullying

can be reduced, but not eradicated from schools.” (Smith & Myron-Wilson, 1998).

Bullying has a lot of negative effects. Children will have problems with their friends like

having trust issues, anxiety and some more. These negative effects will really affect
their habit in their school for they can’t do their work properly and will disturb their

performances in school.

“From the rapidly growing literature on bullying, it is increasingly recognized that

peer relationship problems as manifested in being bullied are associated with low self‐

esteem.” (O’ Moore, Kirkham, 2001). Self-esteem refers to how the person evaluate

their self and on how they feel confident about themselves. The ones who are bullied

are the ones with low self-esteem. They would look down on themselves after being

bullied. Their self-esteem would matter on how they would react to the situation.

Hazler et al (2010) stated in their study that “Bullying and harassment by school

peers has received increasing attention as their relation to personal problems and more

extreme forms of violence has become better recognized.” (pp. 133-146). Bullying that

are found very offensive are seen and recognized by the authorities in school, whether it

is between students or even between students and teachers. In schools, bullying is seen

to be offensive because of the possible harm it does to their students.

Impact of bullying on Academic achievement

Cythia (2014) analyzed bullying impact on student’s performance either in short

or long term. She found that there are differences in relationship between bullying level

and academic performance depending on student´s academic achievement. Nadine

(2014) investigated bullying impact on student’s ability to academically succeed. Nadine

found that bullied students have feel of fear from coming to school because they feel
that they are unsafe; therefore they are unable to concentrate which reelect negatively

on their academic success. Mundbjerg et al. (2014) analyzed the relationship between

bullying in elementary school in Denmark. They found that bullied students have lower

academic achievement in 9th grade and bullying impacts are larger if it is more severe.

Placidius (2013) found that physical bullying was perceived as a dominant bullying

element. Boys prefer to be bullies more than girls. Poor academic performance was as

impact of bullying. Mehta et al. (2013) found that when students feel that bullying is a

phenomenon in their school, they feel that they are unsafe which reflected on less

engaged in school community. Therefore they have less motivation to do well at school

and they do not participate in school activities. Bullying affects student’s academic

achievement in various ways. Ammermueller (2012) found that being bullied has a

significantly negative impact on present and future students’ performance in school.

Brank et al. (2012) indicated that bullying victims are weak, shy, and anxious. They

added that victims’ performance is poor in school and seek to avoid attending school

classes for the purpose of avoiding victimization. Victimization experiencing can lead to

poor academic performance and leading to absenteeism. Skapinakis et al. (2011) found

that victims were more likely to report suicidal thoughts than were bullies. Juvonen, et

al. (2011) said that bullying experiences affect victims’ academic achievement in both

direct and indirect ways. So bullied student by his peers may become worried and afraid

of being teased, therefore he may stop participating in class or may has e trouble in

concentrating on class work because of fear. They added that students who are often

subject to be bullied by their peers during school period have less engagement at school
and poor grades. Konishi et al. (2010) confirmed that interpersonal relationships within

school environment influence academic achievement. Roman and Murillo (2011) found

that aggression in schools has a negative effect on academic achievement in Latin

America. They affirmed that students who have been physically or verbally abused

perform less. Marcela and Javier (2011) found that bullying is a serious problem

throughout Latin America they indicated that; students who suffer from their peers

aggression have lower performance in reading and math than those who do not; and

students who are in classrooms with more physical or verbal violence perform are more

worse than those in less violent classroom settings. Konishi et al. (2010) found that

school bullying affects negatively academic achievement. Chaux et al. (2009) argued

that ten to fifteen percent of adolescents worldwide are bullied two or more times a

month. Skrzypiec (2008) found that third of students who had been seriously bullied

reported having serious difficulties in concentrating and paying attention in class

because of bullying and the fear associated with. Glew et al. (2005) reported that

bullying prevents concentration and subsequent academic achievement since bullying

victims lose interest in learning and experience a drop in academic grades because their

attention is distracted from learning. Mishna (2003) indicated that bullying is “a form of

aggression in which there is an imbalance of power between the bully and the victim

that occurs largely in the context of the peer group”.

Anti-Bullying Programs

Dake, Price, and Telljohann (2003) found intervention of school bulling needs to

become the number one concern. Peer intervention programs to decrease bulling have

had modest results. The best approach to have is for the whole school to participate.

The whole school participation would combine multiple activities to decrease bullying.

To assist schools in the United States to determine what method of bully prevention

works best, more studies need to be completed.

In a study done by Siris and Osterman (2004) a group of elementary school

teachers decide to do an action research in their classrooms school wide. These

teachers noticed the victims of bullying in their school differed from their peers by

looks, culture background, clothing, or actions. These victims tend to be lonely and

insecure. The teachers study their classes for three weeks and identified conditions in

which students picked for the study that experienced a sense of belonging, capability,

and independence. The teachers began to pay more attention to students that were

victims and ask the students more personal questions throughout the week for instance:

What did you have for dinner last night or what do you do for fun (Siris et al., 2004, p.

290)? This action research concluded once the teachers started to pay more attention to

these students and giving positive reinforcement they felt better about themselves, they

were happier, enjoyed coming to school, and other students treated them better. An

anti-bullying program could be as little as paying more attention to victims of bullying

and giving them positive feedback by teachers.

 According to Whitted and Dupper, (2005), some of the best practices for

preventing or reducing the prevalence of bullying within schools are as follows: (a)

school-level interventions, (b) classroom-level interventions and (c) student-level

interventions. “A school-level intervention develops classroom and school wide rules

prohibiting bullying and promote modeling of respectful and nonviolent behavior.”

(Whitted & Dupper, p. 169). The message of bullying will be taken seriously is the

message that needs to be sent. The bully must know bullying will not be tolerated; this

idea must come directly from the principal and be followed through by the

administration and teachers. Having a written policy in the school community with a

clear definition of what bullying is and the procedures to report incidents is an integral

part of the plan. Parents must be encouraged to report if they suspect their child being

bullied or being a bully. According to this study (as cited in Rigby, 1995) an evaluation

will increase school staff awareness about the characteristics, popularity, and

consequences of bullying. After the needs assessment the coordination of a committee

should take place states Whitted and Dupper. The committee should arrange to

improve the supervision in the sections of the school that lack it and bullying usually

occurs.

Classroom level involvement includes educators integrating bullying prevention

materials into the curriculum, and holding classroom meetings to discuss bullying.

Involving students in creating and implementing classroom rules against bullying and

discussing the importance of bystanders in stopping bullying are two interventions

discussed by Whitted and Dupper (2005). This study states (as cited in Rigby, 1995)
programs instructing bystanders to notice and report bullying have the biggest influence

on reducing bullying. Garrity, Jens, Porter, Sager, and Short-Camilli (2004) give positive

feedback on an anti-bullying program good for schools to use. The program is called

“Bully Proofing Your School.” Throughout the article it does give some interesting

statistics about bullies. One statistic is that children who are recognized as a bully by the

age of eight are six times more likely than non-bullies to be found guilty of a criminal

actions by the age of 24. The second statistic is by age 30 students who were bullies are

five times as more probable to have a serious criminal record. It states several times in

the article anti-bullying programs are best effective the earlier they are started in

children’s education. The study indicates by the time aggressive students reach middle

and high school, thought patterns and maladaptive behaviors have solidified into habit,

often rendering intervention extremely problematic (Garrity et al., 2004, p. 186). This

study also cites another study from Hoover and Oliver (1996) as saying educators need a

minimum of 20 hours of instruction to be taught on how to intervene and instruct

students with troubled and troubling behaviors.

The article goes further into depth of what comes with the “Bully-Proofing Your

School” program and how each item or manual is effective. Garrity et al. (2004) suggests

for this program to work schools should utilize their administrators, teachers, specialists,

and behavioral teams to implement the program. The program provides training for

schools and parents who choose to utilize it.

Green’s (2007) research discusses a variety of different studies and how

important it is to implement an anti-bullying program into schools world wide.

Interventions have promising benefits and should be used more often by schools. Some

benefits from intervention is students will feel safer at the school they attend, bullies

will benefit because several studies show if left alone they show social failure and failure

in academics, and if nothing is done to stop bullying it can escalate to more serious

violence. According to the article some tips to prevent bullying at schools from another

study by Hazler, Hoover, and Oliver (1993) is that bullying does exist and that all school

personnel understand this problem. Administrators next step is to train their staff on

the steps they must take to handle bullying. Finally, there needs to be a familiar

comprehensive plan for the members of the entire staff can follow with ease. Green

(2007) quotes, “When we listen to our students, we can bring our perception of bullying

closer to reality” (Green, 2007, p. 336).

The Olweus Bullying Prevention Program (1994) is an anti-bullying program

intended for ages 6-15 years old. The efforts of this program are aimed at improving

peer relationships and making the school environment a safe place to learn. In this

intervention all students take part with the students who bully or victims receiving

additional help. The program first identifies some of the risk factors of bullying. The

Bullying Prevention Program includes the following approaches: information sharing,

counseling, behavior modifications, parent training classes, and in school curriculum.

Each part is as important as the next in successfully implementing this program.

In conclusion, most of the research today has continued to stress the importance

of implementing measures based on Bandura’s theoretical principles. His valuable and

influential work increased our awareness in the importance of models in child-rearing

and education. Bullying begins at home. Most parents understand the importance of

models and teaching by example in child rearing and education, but some parents

overlook just how influential modeling can be. Parents that use aggressive

problemsolving techniques may be unintentionally providing a good demonstration of

how to hurt others. The parents of bullies could ask – are we inadvertently modeling the

behavior ourselves? We must ‘walk the talk, if the adult tells the child to wait at the

crosswalk, the adult must also wait at the crosswalk. As citizens in a highly observable,

world we must display generosity and helpfulness throughout our own behavior.
 Chapter 3

METHODOLOGY

This chapter presents themethod employed by the researcher in achieving the

objective of the study. This describes the methodology of rsearch study, supervision of

interviewers, and data analysis techniques, including collection of data , study design,

sampling frame and procedure of respondent’s selection. In this study, methodology has

been used to diagnose and examine the effects of bullying on the academic

performance of grade 9 students of St. Joseph School.

Research Design

This study utilizes the descriptive design. The researcher-made questionnaire

was used to gather the needed data. The dependent variable is the effects of bullying

while the independent variable was the academic performance of the grade 9 students.

Research method

The descriptive research method is used in gathering the needed information for

this study. This method enables the researcher to interpret the theoretical meaning of

the findings and hypothesis development for further studies. Specifically, the researcher

utilized a questionnaire type of descriptive research method which enables the

researcher to gather information from the respondents without them having any
difficulties in answering the questions required for the researcher to have information

regarding the effects of bullying on the academic performance of grade 9 students in St.

Joseph School, Iloilo City.

The Respondents

In this quantitative study, twelve (12) students from St. Joseph School were

selected randomly to serve as the respondents.

Table 1: Distribution of Respondents

Grade 9 n %

Boys 6 50%
Girls 6 50%
Total 12 100%

Research Instruments

The data was gathered using a researcher-made questionnaire that underwent

validation by the teacher. The questionnaire was prepared by the researcher.

Quantitative research questionnaire was used to gather the data and information about

the effects of bullying in the academic performance of the Grade 9 students of St.

Jospeh School.
Research Procedure

The instrument used in gathering the data was a questionnaire. The

questionnaire was prepared by the researcher. Permission to conduct the study was

secured and when permission was granted the validated researcher-made questionnaire

where given to the target selected respondents. The questionnaire contains twenty

questions. The respondents’ answers were recorded and were used as the data of the

study.
 Chapter 4

FINDINGS AND DISCUSSIONS

This chapter reviews the results and analysis of the quantitative data, the compilation of

the questionnaire and the results and analysis of the quantitative findings of the study. The

statistical interpretation of the data is preseneted in this chapter. The aim of the invesatigation

is to determine the effects of bullying in the academic performance of students. The result of

the study are both presented in the textual explanation of the data followed by a graph and

tally disdribution form which support the data.

Based from the result of the questionnaire from the survey conducted last December

2019 among grade 9 students, the data shows that students have been bullied and aware that

bullying is not good and it can ruin lives. However, it does not stop them to stop from going to

school. As the outcome on my successful survey, out of 12 students who has been the

respondents of this study, 9 out of 10 on the frequency wether bullying can affect on their

academic performance says it does not affect on them and does not stop them from going to

school. Most respondents admitted that they have been a victim of bullying and also being a

bully. Thirty-five percent (35%) of the students agree that bullying affects on their academic

performance while another thiry-five (35%) of the students do not agree and thirty-one percent

(31%) says “maybe”. Figure 1 shows the summary of answers whether bullying has an effects

on the academic performace of the grade 9 students which is in percentage (%) presentation.
 35%

YES
31% NO
MAYBE

35%

Effects of Bullying on the Academic Performance of Grade 9 Students of St.

Joseph School

Figure1: Effects of Bullying in Percentage

For the frequency of items in survey questionnaire, the most item who answers the

question if bullying is good which is the item in number 2, nine (9) out of ten (10) says “No”.

Item number 4 which asks th equestion if bullying can ruin lives, also , nine (9) out of ten (10)

says “Yes”. Item number 12 which is the highlight of the study if the effects of bullying can

affect the academic performance of the grade 9 students, out of 10, six (6) says “yes” and it

affects the academic performace of the students. However, in the question if getting bullied has

stop them from going to school which is in item number 15, , nine (9) out of ten (10) says “No”.
 Tally Distribution
10

6
Frequency

5 YES

4 NO
MAYBE
3

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
No. of Items in Survey Questionnaire

Figure 2: Tally Distribution

 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations

based from the findings undertaken by the researcher from the study entitled “The Effects of

Bullying on Academic Perfomance of Grade 9 Students in St. Joseph School”.

Summary

The main purpose of the study was to determine the effects of bullying among Grade 9

students at St. Joseph School during the school year 2019-2020. It sought answers to the

following problems: 1. ____________;2. ______________________3.

______________________________.

The study was conducted at St. Joseph School, Iloilo City which included 12 Grade 9 student

respondents who are enrolled in the Junior High during the school year 2019-2020. This study

made use of the quantitative research design with the questionnaire as the main gathering tool.

The data were tabulated into a contingency graphs and treated with the proper statistical

measures.

Conclusions

Relative to the analyses and interpretation of data, the following conclusions were

drawn:
 Students who are exposed to domestic violence in the home are more likely to bully

others than those who aren't exposed to domestic violence and the same goes with children

who socialize with aggressive peers: they are more likely to show aggressive behaviors toward

others than those who do not socialize with aggressive peers. It is apparent that students who

bully others is a result of what they see or what is being done to them. They are hurting and the

root is unresolved emotional issues from witnessing violence in their homes or from their peers

or both.

Most students are aware of the effects of bullying and it can ruin lives if it continues .

However, those who have been a victim does not stop them from going to school and it affects

on their self-esteem as well as on their academic performance in school.

There was no significant correlation between the effects of bullying and the academic

performace which means the frequency effects of bullying does not affect its academic

performance but instead, it was based on how we face and deal with it.

Recommendations

With all of the foregoing analysis, interpretation, and conclusions of this study, the

following are strongly recommended for possible course of action.

Future researchers can conduct a similar study and improve some flaws.

Another research should be conducted as follow-up study to investigate further the effects of

bullying in cademic performance.

Future researchers can use this study for references.
 References

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