1

Chapter 1

INTRODUCTION

Verbal bullying is a problem the student might face. One of the issues that many people

today are dealing with and frequently experienced by School-age children or even young adults,

also entails the imposition of real or perceived superiority among those around the bully. Bullying

is a widespread problem in our schools and communities and has a negative impact on students

right to learn in a safe and secure environment without fear (Van Del Werf, 2014). It is a process

in which one person repeatedly uses his or her superior strength or influence to mistreat, attack or

force another person to do something.

This abuse is a type of psychological mental abuse that involves the use of oral, gestures,

and written language directed to a victim verbal abuse can include the act of harassing, labeling,

insulting, scolding, rebuking, or excessive yelling towards an individual. The result of this kind of

abuse is that the person being harassed could experience various problems such as: calling

hurtful names, insulting the appearance, insulting the parents name, teasing someone about their

grades, making fun of how a student looks or dresses, mocking, and ignoring a student’s attempts

to participate. Being the victim of verbal abuse reduces self- esteem, causes anxiety, depression,

and loss of confidence. In extreme cases, it can make you feel paranoid and have a negative

effect on school performance.

We as student undergo some challenges in our daily lives and experienced verbal bullying

at the same time. Verbal bullying must be stop. “But how? What makes a child a bully?” How can

verbal bullying effect on individual? There questions are the reasons of our study, and the answer

are soon to be found.

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BACKGROUND OF THE STUDY

It tackles about the effect of verbal bullying on the academic performance of the grade 10

students in Saint Francis School of La Libertad. Verbal abuse is the type of bullying or

disrespecting an individual. It involves mainly insults, taunts, name calling, and other types of

spoken related actions.

Verbal abuse can be considered assault under certain conditions and has been a critical

issue in schools for decades. Looking back to the 18 th century peer- on -peer harassment was just

as commonly seen as it is today. We conduct this research to deepen our knowledge on how

verbal bullying affect the students’ academic performance.

In conclusion, it is difficult to determine what the future of verbal bullying will be, yet as the

government continues to mandate school safety laws and begins to strictly hold bullies

accountable for their actions, schools will because a safer place for students.

STATEMENT OF THE PROBLEM

The researchers conducted this study to know how verbal bullying affect the academic

performance of the grade 10 students in Saint Francis School of La Libertad. Specifically, they

sought to answer the following questions:

RESEARCH QUESTION

The researchers conducted this study to know how verbal bullying affects the academic

performance of the grade 10 students in Saint Francis School of La Libertad.

1. What is the profile of the respondents in terms of sex and section?

2. What are negative effect of verbal bullying on the academic performance of the grade 10

students in saint francis school of la libertad?

3. What are some common verbal bullying tactics, and how do they affect the grade 10

students in saint francis school of la libertad.

4. What are some effective strategies for responding this problem?

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OBJECTIVES OF THE STUDY

The study was to determine how verbal bullying affects the academic performance of grade

10 students in St. Francis School of La Libertad. The specific objectives were to:(1) Identify how

students are affected because of Verbal Bullying.(2) Identify how the students handle and

overcome Verbal bullying. (3) To know how to approach students who are experiencing Verbal

Bullying. (4) To let the students, know that there are people who care about their situations.(5) To

understand how Verbal Bullying affected the academic performance of students.

SIGNIFICANCE OF THE STUDY

Students today have emotional imbalances, making them susceptible to influences from those

around them. The significance of this study is in understanding the data on the primary causes of

bullying among pupils, particularly among teenagers. We are also considering the bigger picture of

how bullying affects the student’s attitude and overall emotional development. At the same time,

we want students to learn ways to decrease or halt this scourge.

THIS STUDY WILL BENEFITS THE FOLLOWING

1. Increased awareness: Research on verbal bullying can help raise awareness of the issue

among the public, policymakers, and educators. This can lead to a greater understanding of the

harms caused by verbal bullying and need for action to prevent it.

2. Prevention and intervention: Research can help to identify affective prevention and

intervention strategies for addressing verbal bullying. This can include strategies that are targeted

at the individual and school.

3. Improved mental health: Verbal bullying can have serious impacts on mental health, including

depression, anxiety, and suicide thoughts. Research can help to identify effected by verbal

bullying.

4. Improved policies: Research can inform the development of policies and guidelines for

preventing and addressing verbal bullying in schools.

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SCOPE AND LIMITATION

There are students who undergo same challenges in our daily lives and experienced verbal

bullying at the same time. Verbal bullying must be stopped." But how?" What makes a child a

bully". How can verbal bullying affect an individual? These questions are the reasons of our study.

The purpose of this research is to gain better understanding of how verbal bullying

affects students academic achievement and how it can be prevented. Researchers can gain

insight into how to best protect students from the psychological and emotional damage bullying

can cause. The participants are grade 10 students at Saint Francis School of La Libertad and the

age range are 14 years old to 19 years old.

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DEFINITION OF TERMS

Verbal Bullying - Is a type of psychological/ mental that involves the use of oral and gesture

directed to a victim.

Abuse - An action that intentionally causes harm or injuries to another person.

Harassment - Is any unwanted behavior, physical, verbal or even suggested, that makes a

reasonable person feel uncomfortable, humiliated, or mentally distressed.

Bullying - Is the use of force, coercion, hurtful teasing, or threat to abuse, aggressively dominate

or intimidate.

Effect - A charge which is a result or consequence of an action or other cause.

Psychological Mental Abuse - A form of abuse characterized by a person subjecting or exposing

another person to a behavior that may result in psychological trauma, including anxiety, chronic

depression, or post- traumatic stress disorder.

Susceptible - easily affected, influenced, or harmed by something

Academic Performance - the measurement of student achievement across various academic

subjects.
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RESEARCH METHODOLOGY

This part presents the methodology of this study which includes the discussion of the research

method, research environment, target population, statistical treatment, and data gathering

procedures.

RESEARCH METHOD

This study involves about the victims who are experiencing being verbally bullied and how it

affects its peers. This study furthermore digs into the world of bullies and victim and to know what

are the factors that can affect students’ academic performance.

RESEARCH ENVIRONMENT

This study is conducted at St. Francis School of La Libertad and is located in Magtalisay,

North Poblacion,La Libertad Negros Oriental .The researchers are conducting the research only

the students of St.Francis School of La Libertad .

TARGET POPULATION

The grade 10 students at St. Francis School, La Libertad are the respondents for this study. In

the finding the sample size, we used Ordinal Scale. According to survey 2023, there are 169

number of students in saint francis school. We will get a population size of 169.N=169 and e=

Confidence level 76%=.24. n=169/1=169(.24) ^2 => n=15. This survey has a sample size of 15

respondents.

SOURCES OF DATA

The data for this study will be obtained from various published sources such as surveys,

interviews, and observation, as well as the availability and accessibility of the data.

PROCEDURE OF THE STUDY

Certain procedure was followed to get the reliable and valid data needed for this study. First,

written request was made addressed to the campus director asking permission to conduct the said

study in the target locale. Before employing the said questionnaire, it was shown to the adviser.

The researchers personally distributed the said questionnaire to the target respondents for

reliability of the answers.

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The gathered data were tabulated and statistically treated using appropriate formulae with the

assistance of the statistician. The data were finally interpreted. The findings were made as bases

in drawing conclusions and recommendations.

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Chapter 2

REVIEW OF RELATED LITERATURE

This study sought to determine the effect of verbal bullying on the academic performance of

the grade 10 students in Saint Francis School of La Libertad. Thus, the researchers provided

necessary literature that would supplement and complement the findings of this study.

RELATED LITERATURE

Verbal Bullying is any slanderous statement or accusation that cause the victim undue

emotional distress. Examples include profanity at a target, tormenting, rumors, being laughed at;

etc. It can leave children feeling angry, frightened, and powerless (Savage, 2016 ). When a child is

unable to share their feelings with someone else it can leave them emotionally exhausted and

bruised. Verbal attacks can be a highly personal and sexual nature. They can be directed towards

a child’s family, race, color, creed, or religion. Malicious rumors are often started which are an

indirect form of bullying. When any of this occurs a child’s power of concentration can suffer which

greatly affects their ability to learn.

Bullying Problem “If there’s one goal of this conference, it’s to dispel the myth that bullying is

just a harmless rite of passage or an inevitable part of growing up. It’s not. Bullying can have

destructive consequences for our young people. And it’s not something we have to accept” Barack

Obama, Former United States of America President at the Anti-Bullying Conference in the White

House, March 10, 2011. He manifested that living in this world make us equal if discrimination will

diminish. Much more, bullying is a form of aggressive behavior manifested using force or coercion

to affect others, particularly when the behavior is habitual and involves an imbalance of power. It

can include verbal harassment, physical assault or coercion and may be directed repeatedly

towards victims, perhaps on grounds of race, religion, gender, sexuality, or ability. A form of youth

violence as any unwanted aggressive behavior(s) by another youth or group of youths who are not

siblings or current dating partner`s that involves an observed or perceived power imbalance and is

repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on

the targeted youth including physical, psychological, social, or educational harm (Fact Sheet,
 9
2016). Moreover, there had been many definitions of bullying and it comes in many forms, shapes

and sizes. It is commonly defined as an adverse behavior towards another with the deliberate

intent to harm, putting the targeted victim in a situation that is hard for him to defend himself.

Though bullying in schools and universities is a widespread phenomenon, the common subject is

student-student bullying or teacher bullying a student. Much has been researched about bullying in

schools, but it only focuses on students and their rights. No attention is given to teachers, that they

themselves could be victims of bullying too (Tolentino, 2016). Likewise, according to Domenech

(2009), bullying is an ever-present problem in the lives of school kids.

The bully may form a habit or misunderstand that attack and bullying behavior are effective,

they may commit more serious attacks, bullying behaviors and criminal behaviors in the future.

Likewise, bully may form a habit or misunderstand that attack and bullying behaviors are effective,

they may commit more serious attacks, bullying behaviors, and criminal behaviors in the future.

Peterson and Skiba (2001) believed that female’s students are more likely face the problem and

participated in the program for the minimization of bullying. However, if aggressive behavior is not

challenged in childhood, then there is the danger it can become habitual. Research indicates that

bullying during childhood puts children at risk of criminal behavior and domestic violence in

adulthood (Monato, 2014).

The students who are victim often suffer from bullying behavior at school are usually the ones who

cannot accommodate to collective life, being characterized by slow in action, small and weak body

building, reserved, willful and unsociable personality. Hence, these students are likely to be late,

be in low self-respect and confidence, as well as fall back on academic achievements, thinking

lowly about themselves and looking down upon themselves (Chiu, 2013). While people can have a

natural aggressive constitution, it is recognized that factors within the home, school or wider

society influence the development of aggressive behavior. Bullied refers to the children who

experienced bullying. It can become habitual, if aggressive behavior is not challenged in

childhood, then there is the danger. Research indicates that bullying during childhood puts

children at risk of criminal behavior and domestic violence in adulthood (Carthy, 2014).
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Social Learning Theory Cognitive Behavioral Theory

( Berger 2015) ( Aaron Beck 1960s)

THE EFFECTS OF VERBAL BULLYING ON THE ACADEMIC PERFORMANCE OF

THE GRADE 10 STUDENTS IN SAINT FRANCIS
SCHOOL OF LA LIBERTAD

Figure: 1.1 Theoretical Framework

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THEORETICAL BACKGROUND

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. According to (Swearer, Wang, Berry & Myers, 2014). Social learning theory also knows as

social cognitive theory emphasizes the role of social, cognitive, and behavioral factors in learning

and development. Specifically, it emphasizes how individuals learn from observing others and

forming expectations about their behaviors and outcomes.

In the context of verbal bullying and academic performance, social cognitive factors such as

self-beliefs, self-efficacy, and self-esteem can play a significant role. Verbal bullying can lead to

negative self-beliefs, such as "I'm not good enough," which can lower self-efficacy and negatively

impact academic performance. In addition, verbal bullying can lower self-esteem, which can

further contribute to poor academic performance.

Furthermore, social cognitive factors such as outcome expectations, goal setting, and self-

regulation can also impact academic performance. Verbal bullying can lead to negative outcome

expectations, such as believing that one will always fail or be criticized. It can also lead to a lack of

goal setting or inability to self-regulate, both of which can hinder academic performance.

Overall, the social cognitive theory provides insight into how verbal bullying can impact

academic performance through various cognitive and behavioral factors. By addressing these

factors, educators and parents can work to counteract the negative effects of verbal bullying and

promote positive academic outcomes for students.

The cognitive behavioral is a psychological approach that is focused on how an individuals

thoughts, feelings, and behaviors interact with each other. This theory suggests that an individuals

thoughts can influence their behaviors, and this in turn can affect how they feel. The goal of

cognitive behavioral therapy (CBT) is to help an individuals become aware of their thoughts and

feelings and learn how to modify them in order to better manage their behavior and emotions. CBT
 12
is often used to treat anxiety and depression, as it can help an individuals to identify and challenge

negative thought patterns and behaviors, Verbal bullying is a form of aggression that has been

shown to have a detrimental effect on the academic performance of students, with both short and

long-term consequences.

Verbal bullying, which includes name-calling, teasing, insults, and other forms of verbal

abuse, can cause significant emotional distress in victims, leading to decreased self-esteem,

depression, anxiety, and a lack of confidence, all of which have been linked to lower academic

performance. Verbal bullying has been found to be particularly damaging for students, who often

face a double impact from being victims of bullying in the classroom and in their personal lives.

With a limited sense of control over their own lives, students may be more vulnerable to the

emotional and psychological effects of bullying, as well as the academic effects. The impact of

verbal bullying on academic performance can be further compounded by the fact that, unlike

physical bullying, verbal bullying is often more difficult to recognize and address. This can leave

victims feeling powerless, as they may not be able to defend themselves or seek help from adults.

As a result, the emotional and psychological damage caused by verbal bullying can be more

severe and long-lasting, leading to a greater and more lasting impact on academic performance.
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INPUT PROCESS OUTPUT

THE EFFECTS OF
VERBAL BULLYING ON
RESPONDENT’S  GATHERING OF
THE ACADEMIC
PROFILE DATA
PERFORMANCE OF
 QUESTIONNAIRE
THE GRADE 10
1. AGE  OBSERVATIONS
STUDENTS IN SAINT
2. GENDER  INTERVIEWS
FRANCIS SCHOOL OF
 STATISTICAL
LA LIBERTAD
TOOLS
 MEANS
CONCLUSION
 PERCENTAGE
RECOMMENDATIONS

Figure; 1.2 Conceptual Framework

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CONCEPTUAL BACKGROUND

This study utilized an Input, Process, Output model which is focused on the effect of sverbal

bullying on the academic performance of the students in St. Francis School La Libertad.

The Input provides variables of the study which is the respondents profile of the students.

The Process includes the gathering of data (questionnaire, observation, interview ) and the

statistical tool used in the study which are the following: (1) Means and (2) Percentage

The Output is the effects of the verbal bullying on the academic performance of the grade

10 students in St. Francis School La Libertad, followed by the conclusion and recommendation of

this study.
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SUMMARY

Verbal bullying is a form of bullying that involves the use of words, threats, insults, and

other forms of verbal abuse to intimidate, humiliate, or undermine someone. The effects of verbal

bullying can be long-lasting, causing emotional distress, low self-esteem, and even physical health

problems. It's important to recognize verbal bullying and take action to prevent or stop it. The

theories that are used in this study are the following: (1) Social learning theory ( Berger 2015) and

Cognitive behavioral ( Aaron Beck 1960s). The conceptual framework of this study utilized an

input, process, and output model.

Verbal bullying can have a significant negative impact on the academic performance of

students. This is because bullying can create a hostile and stressful learning environment that can

make it difficult for students to concentrate, learn and retain information. Students who are bullied

verbally may have trouble sleeping, suffer from anxiety, and struggle with low self-esteem.

Additionally, verbal bullying can also lead to increased absenteeism and truancy, as

students may feel too afraid to attend school. Students who miss school frequently are more likely

to fall behind in their studies and have lower grades.

Furthermore, students who are bullied may experience a loss of motivation and interest in

their schoolwork, leading to a decline in academic performance. They may also withdraw socially,

leading to a lack of participation in class and extracurricular activities.

Overall, verbal bullying can create a toxic learning environment that can ultimately harm the

academic performance and achievements of students. It is essential for educators and schools to

address and prevent verbal bullying to promote a safe and positive learning environment.
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Chapter 3

STATISTICAL TREATMENT OF DATA

This study makes us of random sampling, percentage, mean, and ranking. In finding the

sample size, Slovin’s formula was applied, and respondent were selected at random.

Slovin’s Formula:

Where:

n= Sample Size

N= Population

e= Margin of error

To answer problem number 1 of this study, the simple percentage will be utilized using the

formula below:

P = f (100)

Where, P = percentage

F = frequency

N = Number of cases

The formula Mean was utilized using the formula here under:

WM = ∑ F x W

Where; WM = Weighted Mean

∑ = Summation of

F = Frequency

W = Weight

N = Number of Respondents
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SCORING PROCEDURE

To determine the effects of verbal bullying on the academic performance of the grade 10

students in St. Francis School La Libertad, a Likert scale has been used with the following Scale

Values.

Scale Value

5- Always 4.21- 5.00

4- Often 3.41- 4.20
3- Sometimes 2.61- 3.40
2- Seldom 1.81 - 2.60
1- Never 1.00 - 1.80
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PRESENTATION OF DATA AND RESULTS
RESPONDENT’S PROFILE
RESPONDENTS PROFILE IN TERMS OF AGE AND GENDER
VARIABLE MALE FEMALE TOTAL PERCENTAGE

AGE

14 0 5 5 33.33%

15 0 8 8 53.33%

16 0 2 2 13.33%

17 0 0 0 0%

18 0 0 0 0%

19 0 0 0 0%

GENDER

MALE 0 0%

FEMALE 15 100%

TOTAL 15 100%

Table 2. Respondent’s Profile

There are a total number of 15 respondents. Even with random sampling, 100% of the

respondents are females, there are 0% male respondents. 33.33% (5) of the respondents are in

the range of age 14. 53.33% (8) of the respondents are in the range of age 15. 13.33% (2) of the

respondents are in the range of age 16. The rest of the ranges of age is 0%.

1. Calling you hurtful names

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 1. 1 Results

Weight Respondents Percentage

5 4 26.67%
Verbal Equivalent Scale Value
4 8 53.33%
5- Always 4.21- 5.00
3 3 20%
4- Often 3.41- 4.20
2 0 0%
3- Sometimes 2.61- 3.40
1 0 0%
2- Seldom 1.81 - 2.60
TOTAL 15 100%
1- Never 1.00 - 1.80

2. Insulting your parents name

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 2. 2 Results
Weight Respondents Percentage

5 4 26.67%
Verbal Equivalent Scale Value
4 10 66.67%
5- Always 4.21- 5.00
4- Often 3.41- 4.20 3 1 6.66%

3- Sometimes 2.61- 3.40 2 0 0%

2- Seldom 1.81 - 2.60
1 0 0%
1- Never 1.00 - 1.80
TOTAL 15 100%

3. Teasing someone about their grades or test score

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 3. 3 Result
Weight Respondents Percentage
5 3 20%
Verbal Equivalent Scale Value
4 4 26.67%
5- Always 4.21- 5.00
4- Often 3.41- 4.20 3 8 53.33%

3- Sometimes 2.61- 3.40 2 0 0%

2- Seldom 1.81 - 2.60
1 0 0%
1- Never 1.00 - 1.80
TOTAL 15 100%

4. Making fun of how a student looks or dresses.

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 4. 4 Results
Verbal Equivalent Scale Value Weight Respondents Percentage
5- Always 4.21- 5.00 5 3 20%
4- Often 3.41- 4.20
4 6 40%
3- Sometimes 2.61- 3.40
3 6 40%
2- Seldom 1.81 - 2.60
1- Never 1.00 - 1.80 2 0 0%

1 0 0%

TOTAL 15 100%

5. Making fun of someone’s work

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 5. 5 Results
Weight Respondents Percentage
5 5 33.33%

4 3 20%
Verbal Equivalent Scale Value
5- Always 4.21- 5.00 3 7 46.67%
4- Often 3.41- 4.20 2 0 0%
3- Sometimes 2.61- 3.40
1 0 0%
2- Seldom 1.81 - 2.60
1- Never 1.00 - 1.80 TOTAL 15 100%

6. Making negative comments about someone’s intelligence.

Respondents 5 4 3 2 1
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1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 6. 6 Results

Weight Respondents Percentage

5 5 33.33%
Verbal Equivalent Scale Value
4 5 33.33%
5- Always 4.21- 5.00
4- Often 3.41- 4.20 3 5 33.33%
3- Sometimes 2.61- 3.40 2 0 0%
2- Seldom 1.81 - 2.60
1 0 0%
1- Never 1.00 - 1.80
TOTAL 15 100%

7. Ignoring a student’s attempts to participate

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Respondents 5 4 3 2 1
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
9 /
10 /
11 /
12 /
13 /
14 /
15 /
Table 7. 7 Results
Weight Respondents Percentage
5 2 13.33%

4 6 40%
Verbal Equivalent Scale Value
5- Always 4.21- 5.00 3 7 46.67%
4- Often 3.41- 4.20 2 0 0%
3- Sometimes 2.61- 3.40
1 0 0%
2- Seldom 1.81 - 2.60
1- Never 1.00 - 1.80 TOTAL 15 100%

Overall Results and Computation of the Average Result

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Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7
 27
1 4 4 4 3 5 3 3
2 4 4 3 3 3 3 3
3 4 4 3 4 3 4 4
4 4 4 4 4 3 4 4
5 4 5 3 3 3 3 3
6 4 3 4 3 5 4 4
7 5 4 3 5 5 4 4
8 3 4 3 4 3 5 4
9 5 4 3 3 3 3 3
10 3 5 5 3 4 5 5
11 3 5 5 5 5 5 3
12 4 4 5 5 5 5 5
13 4 4 3 4 4 4 3
14 5 5 3 4 3 3 3
15 5 5 4 4 4 5 4
MEAN 4.1 4.27 3.67 3.8 3.9 4 3.7
VERBAL
EQUAVALENT
Q1 Q2 Q3 Q4 Q5 Q6 Q7

5- ALWAYS 26.67% 26.67% 20% 20% 33.33% 33.33% 13.33%

4 - OFTEN 53.33% 66.67% 26.67% 40% 20% 33.33% 40%
3 -SOMETIMES 20% 6.66% 53.33% 40% 46.67% 33.33% 46.67%
2- SELDOM 0% 0% 0% 0% 0% 0% 0%
1- NEVER 0% 0% 0% 0% 0% 0% 0%
TOTAL 100% 100% 100% 100% 100% 100% 100%

SURVEY RESULTS
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(Q1)Calling hurtful names. The results show that the student’s answer are in the range

of (5) Always, (4) Often, (3) sometimes, (2) Seldom, (1) Never. 4 (26.67%) of the respondents said

that they are always being called with hurtful names.8 (53.33%) of the respondents said that they

are often being called with hurtful names.Lastly, 3 (20%) of the respondents said that they are

sometimes being called with hurtful names.

(Q2)Insulting your parent’s name. 3 (26.67%) of the respondents said that their parent’s name

are always insulted.9 (66.67%) of the respondents said that their parent’s name are often

insulted.Lastly, 1 (6.66%) of the respondents said that their parent’s name are sometimes insulted.

(Q3)Teasing someone about their grades or test score. 3 (20%) of the respondents said that

they are always being teased about their grades or test score.4 (26.67%) of the respondents said

that they are often being teased about their grades or test score.Lastly, 8 (53.33%) of the

respondents said that they are sometimes being teased about their grades or test score.

(Q4)Making fun of how a student looks or dresses. 3 (20%) of the respondents said that they

are always being bullied because of how they look or dresses.6 (40%) of the respondents said that

they are often being bullied because of how they look or dresses.Lastly, 6 (40%) of the

respondents said that they are sometimes being bullied because of how they look or dresses.

(Q5)Making fun of someone’s work. 3 (20%) of the respondents said that they are always being

bullied because of their work. 6 (40%) of the respondents said that they are often being bullied

because of their work. Lastly, 6 (40%) of the respondents said that they are sometimes being

bullied because of their work.

(Q6)Making negative comments about someone’s intelligence. 5 (33.33%) of the respondents

said that they are always being commented about their intelligence. 5 (33.33%) of the respondents

said that they are often being commented about their intelligence. Lastly, 5 (33.33%) of the

respondents said that they are sometimes being commented about their intelligence.

(Q7)Ignoring a student’s attempts to participate. 2 (13.33%) of the respondents said that their

attempts to participate are always being ignored. 6 (40%) of the respondents said that their
 29
attempts to participate are often being ignored.Lastly, 7 (46.67%) of the respondents said that their

attempts to participate are sometimes being ignored.

MEAN INTERPRETATION

To have an objective result, the interpretation of the answer must be based on the average

result of each question.

Verbal Equivalent Scale Value QUESTION MEAN VERBAL

5-Always 4.30-5.00 EQUIVALENT
Q1 4.1 Often
4-Often 3.50-4.20
3-Sometimes 2.70-3.40 Q2 4.27 Always
2-Seldom 1.90-2.60
Q3 3.67 Often
1-Never 1.00-1.80
Q4 3.8 Sometimes

Q5 3.9 Sometimes

Q6 4 Often

Q7 3.7 Sometimes

Question no.1 has an average result of 4.1.Using the scale value of frequency scale, 4.1 is

found in the range of OFTEN (3.50-4.20).This means the students are often experiencing verbal

bullying in school grounds.

Question no.2 has an average result of 4.27.. Using the scale value of frequency scale,4.27 is

found in the range of ALWAYS (4.30-5.00).This means the students are always experiencing

verbal bullying in school grounds.

Question no.3 has an average result of 3.67. Using the scale value of frequency scale,3.67 is

found in the range of OFTEN (3.50-4.20) .This means the students are often experiencing verbal

bullying in school grounds.

Question no.4 has an average result of 3.8. Using the scale value of frequency scale,3.8 is

found in the range of SOMETIMES(2.70-3.40) .This means the students are sometimes

experiencing verbal bullying in school grounds.

 30
Question no.5 has an average result of 3.9. Using the scale value of frequency scale,3.9 is

found in the range of SOMETIMES(2.70-3.40) .This means the students are sometimes

experiencing verbal bullying in school grounds.

Question no.6 has an average result of 4. Using the scale value of frequency scale,4 is found

in the range of OFTEN (3.50-4.20) .This means the students are sometimes experiencing verbal

bullying in school grounds.

Question no.7 has an average result of 3.7. Using the scale value of frequency scale,3.7 is

found in the range of SOMETIMES(2.70-3.40) .This means the students are sometimes

experiencing verbal bullying in school grounds.

Chapter 4

SUMMARY OF THE RESULTS

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The question no. 2 are the students/respondents that are always experiencing verbal

bullying in school ground. The question no. 1,3, and 6 are the students/ respondents that are often

experiencing verbal bullying in school grounds. Lastly, the question no. 4,5, and 7 are the

students/ respondents that are sometimes experiencing verbal bullying in school grounds.

CONCLUSION

Based on the results of this study, we concluded that the grade 10 students of St. Francis

School, La Libertad are sometimes experiencing verbal bullying in school. They are divided on

their sight on verbal bullying. The research shows that they are sometimes experiencing verbally

bullied in some ways. The two factor theory might suggest that verbal bullying can lead to anxiety,

stress, and depression which can result in poor academic achievements due to difficulty which

concentration and focus. It is crucial for schools to implement anti-bullying policies and provide

resources for students who are struggling with bullying. Additionally, it is important for parents and

educators to recognize the signs of verbal bullying and intervene promptly to prevent further harm

to the student’s academic performance and mental health.

RECOMMENDATIONS

Based on the results of this research paper, the researchers recommended that the students

are not always verbally bullied, the students must improved their knowledge on how to handle and

avoid bullies. The researchers of this study recommends the school to spread advocacy and

awareness programs so that verbal bullying issues can be minimized, along with proposing

solutions to these following questions faced by the student’s: (1)Does verbal bullying affect the

student’s academic performance? (2)How do the student’s handle being bullied? (3)Do you think

bullying is a problem at our school? (4)Has your life been changed because of verbal bullying?

(5)Is verbal bullying a serious problem on your daily life as a student? (6)How often do you get

bullied? Improving and solving these questions will improve the level of knowledge we attain about

verbal bullying and how it affects a student’s academic performance.

REFERENCES
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Salmon, G., A. James, and D.M. Smith. 1998. “Bullying in School: Self-Reported Anxiety,

Depression, and

Self Esteem In Secondary School Children.” BMJ 317:924–5

Gini, Gianluca, and Tiziana Pozzoli. 2008.” Association Between Bullying and Psychosomatic

Problems:

A Meta-analysis.” Pediatrics 123:1059–1065

Olweus, D. 1997. “Bully/Victim Problems in School: Knowledge Base and an Effective Intervention

Program.” Irish Journal of Psychology 18:170–190

Bernal, G., Jimenez-Chafey, M. and Domenech Rodriguez, M.M. (2009) Cultural Adaptation of

Treatments: A Resource for Considering Culture in Evidence-Based Practice. Professional

Psychology: Research and Practice, 40, 361-368.

https://doi.org/10.1037/a0016401

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled in

kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”)

from being bullied. It requires Schools to adopt policies to address the existence of bullying in their

respective institutions.

APPENDIX A
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Transmittal Letter

Saint Francis School of La Libertad, Negros Oriental

March 24, 2023

Fr. Royce G. Trinidad OFM

School Director

Father:

Greetings!

We the Grade-12 researchers, are conducting research study entitled “THE EFFECS OF VERBAL

BULLYING ON THE ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS IN ST.

FRANCIS SCHOOL OF LA LIBERTAD” as our partial requirements for the upcoming completion

rites.

In connection with this, the researchers would like to ask permission from your good office to

conduct this study and to have full access to the records or data of the target respondents, at

exactly 2:00pm to 3:15pm today.

I am hoping for your kind consideration and favorable action on this matter.

May God Bless You!

Respectfully yours,

Butalid, Justine Mae C.

Enlagada, Rissa S.

Mabilog, Shannon Ray G.

Salarde, Peter John M.

Molas, Sydrick Clyde J.

APPENDIX B
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Researcher- Made Questionnaire

Note: No name required

I. Respondents Profile
Directions: Put a check (/) in the box which corresponds your response in every way of
verbal bullying. Rest assured that your answer will be treated confidential.

Gender _______ Age _______

5-Always
4-Often
3-Sometimes
2-Seldom
1-Never

Ways of verbal 5 4 3 2 1
bullying
1. Calling you hurtful
names
2. Insulting your parents
name
3. Teasing someone
about their grades or
test score
4. Making fun of how a
student looks or dresses
5. Making fun of
someone’s work
6. Making negative
comments about
someone’s intelligence
7. Ignoring a student’s
attempts to participate

CURRICULUM VITAE
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PERSONAL DATA

Name: Butalid, Justine Mae C.

Nickname: Langging

Age: 18

Address: Cantupa La Libertad, Negros Oriental

Sex: Female

Birthdate: December 30, 2004

Birthplace: William Villegas Memorial Hospital, Guihulngan

Talent: Singing and Dancing

Hobbies: Watching K-DRAMA

Parents: Claude Butalid and Espedito Butalid

Civil Status: Single

Religion: Aglipay

Ambition: Accountancy

EDUCATIONAL BACKGROUND

Elementary: La Libertad Central Elementary School

Junior High School: Saint Francis School La Libertad of La Libertad

Senior High School: Saint Francis School of La Libertad

CURRICULUM VITAE
 36

PERSONAL DATA

Name: Enlagada, Rissa S.

Nickname: Missy

Age: 18

Address: Biga-a, La Libertad, Negros Oriental

Sex: Female

Birthdate: March 28, 2005

Birthplace: Biga-a La Libertad Negros Oriental

Talents: Dancing

Parents: Amada Joy Enlagada and Roy Enlagada

Civil status: Single

Religion: Roman Catholic

Ambition: Nurse

EDUCATIONAL BACKGROUND

Elementary: Biga-a Elementary School

Junior High School: Saint Francis School of La Libertad

Senior High School: Saint Francis School of La Libertad

CURRICULUM VITAE
 37

PERSONAL DATA

Name: Mabilog, Shannon Rae G.

Nickname: Shan

Age: 17

Address: Mckinley guihulngan city, Negros Oriental

Sex: Female

Birthdate: May 21, 2005

Birthplace: Lapu-Lapu Cebu City

Talent: Dancing

Hobbies: Dancing

Parents: Rosario G. Mabilog

Civil Satus: Single

Religion: Born Again Christian

Ambition: To become true best version of myself and achieve all my goals.

EDUCATIONAL BACKGROUND

Elementary: Mckinley Elementary School

Junior High School: P.zamora National High School

Senior High School: Saint Francis School of La Libertad

CURRICULUM VITAE
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PERSONAL DATA

Name: Molas, Sydrick Clyde J.

Nickname: Clyde

Age: 17

Address: Martillo, La Libertad, Negros Oriental

Sex: Male

Birthdate: July 22, 2005

Birthplace: Dumaguete, Medical Center Hosital

Talent: Basket

Hobbies: Playing Basketball and Online Games

Parents: Yvonly May Molas and Sydney Michael Molas

Civil Status: Single

Religion: Roman Catholic

Ambition: Professional Basketball Player

EDUCATIONAL BACKGROUND

Elementary: Martillo Elementary School

Junior High School: Saint Francis School of La Libertad

Senior High School: Saint Francis School of La Libertad

CURRICULUM VITAE
 39

PERSONAL DATA

Name: Salarde, Peter John M.

Nickname: Peter/ Tibor

Age: 17

Address: Pitogo, La Libertad, Negros Oriental

Sex: Male

Birthdate: June 11, 2005

Birthplace: Pitogo, La Libertad, Negros Oriental

Talent: Volleyball

Hobbies: Playing Mobile Legends

Parents: Madil Salarde and Elmer Salarde

Civil Status: Single

Religion: Roman Catholic

Ambition: Police Officer

EDUCATIONAL BACKGROUND

Elementary: Pitogo Elementary School

Junior High School: Busilac National High School

Senior High School: Saint Francis School of La Libertad

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