LAGRO HIGH SCHOOL

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necessary stage of adolescence. Mercifully, times have changed and there is an

increasing understanding that bullying affects people of all ages, from children to
adults, and that it causes misery and unpleasantness in people's lives.

According to UNESCO (2019), school bullying is a problem on a global

scale. More than one in three students (36%) have engaged in a physical
altercation with a fellow student. Nearly one in three students (32%) have
experienced peer bullying at school at least once in the previous month, and
nearly one in three (32.4%) have been the victim of a physical attack at least
once in the previous year.

In the Philippines, the last publicly reported Department of Education

(DepEd) report about bullying from public and private schools, the Philippines
recorded a dramatic 21% increase in 2015. And according to a poll conducted by
the Program for International Student Assessment in 2018, 6 out of 10 Filipinos
reported being bullied (PISA).

According to several previous studies, there are several factors that

underlie bullying such as family factors; having permissive parents or
experiencing bullying by a problematic family, personality risk factors; craving
dominance, exhibiting low self-esteem or showing little empathy and behavioral
risk factors; acting with aggression, using physical strength to intimidate or
getting harassed by others. According to Corbeau (2022) In our daily life, it is
very evident that we don't notice or observe if what we do to others is right or
wrong, sometimes we even hurt them, so we must be careful with our words or
actions.

Thus, this research focused on the factors that makes one a bully. This
study also aims to flaunt that through this research, students or people will play an
active part and deepen their understanding towards bullying and themselves in
general.
Statement of the Problem
The researchers aim to explore and identify what factors influence a
person to become a bully.
Specifically, this study aims to answer the following:
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1. What is the profile of the self-confessed bully as to:

1.1 Age
1.2 Sex
1.3 Year Level
2. Why do you consider yourself a bully?
3. What are the factors that affects a person to become a bully?
4. How are these factors affects a person to become a bully?

Hypothesis
H⁰: There is no relationship between the factors that contribute to a bully's
behavior

H¹: There are relationship between the factors that contribute to a bully's behavior

Significance of the Study

The objective of this study is to provide information in the field of learning
about what factors affect a person that cause him to be a bully, and it will also serve
as a guide to spread awareness in everyone about their attitudes and behavior that
can affect one's life. According to the researchers, this study will benefit the
following:

School Guidance Personnel. This study will provide them with information
to improve their motivational and teaching materials, techniques or methods, and
skills in an open forum to students who truly need their assistance.

Students. This study will encourage them to change their attitudes toward
others. It will serve as an awareness tool and medicine to cure everyone's minds to
become more open to the consequences of their actions.

Parents. They will be aware of their bad attitudes and lack of guidance to
their children, which will cause their children's behavior to change. And this study
will assist them in determining how to guide and encourage their children to avoid
bullying.
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Researchers. This research will benefit other researchers since its findings
can be used as a reference for future studies. It also assists them in having
information that can be served as either factual or opinionated.

Future researchers. The results of this study can assist future researchers
in attaining background knowledge as they might be interested in this topic.

Scope and Limitations

This study is limited examining the Factors that makes one a bully to Grade
12 HUMSS students of Lagro High.

This study will be done with Soft Copy Questionnaire as a Survey and Reference.

This study involves at least one Senior High School Grade 12 HUMSS
students in Lagro Senior High School for the school year 2022-2023. The
questionnaires will be delimited in acquiring primary and secondary annotations
about the Factors that makes one a bully.

Limitations
The researchers mainly focus on the three aspects which are family risk,
personality and behavioral risk where the goal is to find what are the factors that
makes one a bully in terms of age and gender of the respondents who are selected
randomly.

This study will not cover the other problems that are not necessarily
connected from a Grade 12 student's perspective, such as factors that are outside
the scope of this study. The respondents should be enrolled this school year, 2022-
2023, in senior high school at Lagro High School.

Definition of Terms
The following are the operational definition of terms to be used in the research
study.

Age pertains to the birth age of the respondents/participants of the research study.
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Age pertains to the birth age of the respondents/participants at the moment he/she
engaged in bullying.
Sex pertains the physical characteristics of the respondents/participants of the
research study.
Year-level is used to identify the present educational level of the
respondents/participants of the research study.
Year-level is used to identify the educational level of the respondents/participants
when he/she committed bullying.
Bully pertains to a person who commits bullying due to different reasons such as
family issues or behavioral factors.
Factors are the challenges that affect a person and leads them into committing
bullying.
Case Study is a collection of detailed information about a particular person or a
small group.

CHAPTER 2
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Review of Related Literature and Studies

Presented in the succeeding paragraphs are the significant literature,
related readings, and previous studies about the definition of bullying and what are
the factors that makes a person a bully which gives wider understanding and
perspective about this phenomenon. Furthermore, this chapter will also help the
others, especially our co-researchers, to seek and investigate more about the study.

Definition of bullying
Robinson (2022) bullying is defined as persistent acts of aggression that
might be physical, verbal, or relational, occur in person or virtually, and take place at
work, school, the community, or even at home. Bullies are frequently unrelenting,
repeatedly mistreating victims for extended periods of time. You might constantly
worry about the bully's next move, where and when they'll do it, what they'll do, and
how far they'll go.
Likewise, according to Shannon (2021) states that Bullying is ongoing
misuse of power in relationships through repeated verbal, physical and/or social
behavior that causes physical and/or psychological harm. It can involve an individual
or a group misusing their power over one or more persons. Bullying can happen in
person or online, and it can be obvious (overt) or hidden (covert).

Family Risk Factors

Gordon (2021) contends that when parents or other adult guardians are
absent, bullying develops into a means for bullies to gain the attention they crave.
Additionally, some children and even adults bully others out of boredom and a
desire to live lives filled with excitement and drama.

Additionally, according to Gabiana (2017), problems at home such as family

dissolution, fights, quarrels, and physical abuse by parents or guardians contribute
to the development of bullies. Due to the family's weak internal cohesion, they were
subjected to harsh punishment and a lack of tenderness. Furthermore, elder siblings
may potentially be the root of the issue. Those who have experienced bullying are
more likely to bully a younger sibling.

Personality Risk Factors

A person who bullies is intolerant of the differences Menguin (2022).They
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believe being different such as physical appearance, social and financial status
means unequal and in many cases, they tend to bully to show that they are superior.
In this case, others choose to side or befriend the bully because they want to feel
superior too.
Moreover, according to a study conducted by Sanapo (2017) bullies reported
that retaliation and physical appearance of the victims are the several reasons why
they bully other children. Retaliation is defined as any form of intimidation, reprisal or
harassment directed against a student who reports bullying, hazing, provides
information during an investigation, witnesses or has reliable information about
bullying.

Behavioral Risk Factors

According to Rigby (n.d.), bullies may target individuals who excel in a
particular area, whether it is academic performance, physical prowess, or career
advancement. Bullies use aggressive activities to weaken the other person's abilities
in an effort to level the playing field. Bullies frequently experience psychological
distress, which causes them to compare things frequently in their minds, which
causes resentment and envy. Moreover, the drive to feel strong and in control
appears to be present in all students who bully others. They exhibit a lack of
empathy for their victims, seem to take pleasure in causing harm and suffering to
others, and frequently try to justify their actions by blaming the victims for their
conduct. Bullies tend to be anti-social, disrespectful toward adults, and more likely to
breach school regulations than other students. Bullies appear to have little anxiety
and low self-esteem, which runs counter to popular belief.
According to Kirby (2022) article, it appears impossible, or at least highly
unlikely, that the person who bullies feels insecure or powerless. How can someone
who feels this way bully others? The truth is that insecurity does not always make a
person shy and reserved. It simply means they are unhappy with themselves. When
someone feels this way, they may engage in bullying to bring others down to their
perceived level. Many victims of bullying may wonder how to exact vengeance in
order to reclaim their self-esteem, but it is more beneficial to learn how to navigate
groups and re-discover communities.

Related Studies
UNESCO (2019) Asserts that there is a global issue with school violence.
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Nearly one in three students (32%) have experienced peer bullying at school at least
once in the previous month, nearly one in three (32.4%) have experienced a
physical attack at least once in the previous year, and more than one in three
students (36%) have engaged in a physical altercation with a fellow student.
Furthermore, According to the Organization for Economic Co-operation and
Development's (OECD) Program for International Student Assessment (PISA) 2018
survey, at least 6 in 10 Filipino students experience bullying on a regular basis. The
study also noted that the prevalence of bullying in Philippine schools is nearly three
times higher than that of developed nations. 7,233 15-year-old Filipino pupils
"reported being bullied at least a few times a month, or around 65 percent of them.

It was clear with the aforementioned related literature and studies that
bullying is still rampant in the Philippines especially in school settings and at the
same time, it was stressed out that the three major contributing factors that make a
person a bully are family factor, personality factors and behavioral factors. This
thought was supported by various researchers on what are the risk factors for
becoming a bully.

Theoretical Framework
According to Social Dominance theory (SDT; Sidanius & Pratto, 1999) and
Dominance Theory (Long & Pellegrini, 2003) provide insight into the bullying
dynamic. Both theories indicate that youth bully one another in their attempts to gain
group-and individual-levels of social dominance, and then maintain their social
status through ongoing bullying. In Other words, bullying perpetration is used as a
means of establishing and maintaining dominance.

Conceptual Framework

Output

Determine the
Input
respondent profile
Process Determine the factors
Profile of a bully in
that affects the
terms of the following:
Conducting Interview respondent to be a
1.1 Age
bully
1.2 Sex
Determining how are
1.3 Year level
those factors affects
them to become a
bully

FEEDBACK
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Conceptual Narrative
The figure on the left indicated that the respondent for this study is bully
from Lagro High School. He/she will be asked questions about his/her age, sex
and year level.

The figure in the center represents the interview that will be conducted as
a part of the research process. The participant will be interviewed one on one by
the researcher.

Meanwhile, the figure on the right is expected to show the results of the
interview that is conducted by the researchers which includes determining the
profiles of the respondents and to determine what are the factors that affecting
him/her to become a bully and how these factors affects him/her to become a
bully.
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Chapter 3
Methodology
Research Methodology
In this chapter, the researcher presents the research design, research locale,
population and sampling, research ethics, research instrument and lastly, the data
collection.

Research Design
McCombes (2016), cited that a research design, also called a research
strategy, is a plan to answer a set of questions. It is a framework that contains the
techniques and steps for gathering, analyzing, and interpreting data. In other
words, the study design, which is a component of the research proposal, outlines
how the researcher would approach the major research question.

This study used a Qualitative research method, since it maneuvers to

comprehend the thoughts, concepts, or experiences of different individuals. In
essence, it is an interview done to gather people's thoughts and experiences.
And at the same time this method involves asking open-ended questions verbally
to respondents.

Research locale
The study was conducted in the Lagro Senior High Building to students from
the HUMSS section. And at least one student conveniently agreed to take part in
this survey.

Population of the Study

This study's participants represented the selected population (n=2) of grade
12 humanities and social sciences (HUMSS) strand from Lagro High School, which
consisted of two officially enrolled students for the school year 2022-2023.

The researcher chose HUMSS students based on the following criteria.

reason: (1) The researcher was a student's colleague, and (2) they had
direct access to the primary source of data required for the study, which were the
common errors made.
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Research Instrument
The main instrument that the researcher will use in this study is an
unstructured interview research design because it best serves to answer the
questions and the purposes of the study.

Unstructured interviews are generally informal, flexible, and qualitative. They

flow naturally, much like a normal conversation. Researchers who use this method
of data collection go into the field with no predefined questions or rating scales. An
unstructured interview has no predetermined questions, but it is still purposeful
because the interviewer controls the conversation to ensure the participant stays on
the research topic and provides relevant information (H, L. 2022)

Validation of the Research Instrument

The Master Teachers in HUMSS from Lagro High School were the validators
of the research instrument. The validators assessed the relevance of the content of
the questionnaire. The questionnaires for content validation were distributed to the
validators on (Date) and were collected three (3) days after. Revisions were made
after the content validation considering the comments and suggestion of the
teachers.

Ethical Considerations
The researcher will apply the principle of ethical consideration develope by
Bryman and Bell (2007). Subjectively, participants are not harmed in relation to
participation in this study. Preceding to the study, Full consent should be obtained
from the participant, student, and teacher at Lagro High School prior to the study.
Furthermore, the confidentiality of participants will be protected. The respondent's
voluntary participation in the research will be highly valued.Furthermore, the
respondent has the right to withdraw from the study at any time if they desire.When
handling data, an adequate level of confidentiality should be ensured. Any type of
misleading information, as well as biased representation of primary data findings,
must be avoided. Further to that, affiliations of any kind, sources of funding and
possible conflicts of interest must be stated. Finally, any kind of communication
related to research should be honest and transparent.
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Data Gathering Procedure

The researchers will request permission from the school administration to
conduct an interview, and once they have it, the researchers will screen and select
the participants of the study. Then those selected participants/respondents will then
undergo a face-to-face, one-on-one interview with the researchers.

The respondents' privacy will be maintained by the researchers following the

interview. Following then, the data gathered from the study's respondents will be
transcribed and encoded by the researchers.

Statistical Treatment of Data

The statistical tool to be used to analyze and interpret the result of the study is
multiple linear regression in order to determine the factors that affect Lagro High
School students to commit or become a bully.

The following statistical technique will employ in the analysis and interpretation
of the results:

Multiple linear regression. This will be used to estimate the relationship between
two or more independent variables and one dependent variable.

Y = a + bX1 + cX2 + dX3 + ϵ

Where: Y – Dependent variable

X1, X2, X3 – Independent (explanatory) variables
a – Intercept
b, c, d – Slopes
ϵ – Residual (error)
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