Institutional Multidisciplinary Research and Development Journal
IMRaD Journal
----------------------------------------------------Institutional Multidisciplinary Research and Development Vol.
(IMRaD)
2 JuneJournal
2019
ISSN 2619-7820
IMRaD Journal, a peer-reviewed and refereed
journal aimed to circulate institutional and scholarly
articles, faculty and student researches, and other
scientific works.
Bullying Occurrences and Cognitive Ability of Learners in a
Public Secondary School
Fredie M. Sison Jr1 & Lorelie E. Rafanan2
Teacher III, DepEd/ Zambales1 & Professor, G-SPACE, Columban College, Inc.
=================================================================================================
Abstract-This study was designed to determine the
impact of bullying on the academic performance of
Grade 10 learners in a public secondary school. This
study greatly helped the school in preparing an action
plan to prevent bullying on the campus. Verbal
bullying had the highest impact on the academic
performance of the students. This means the more
frequent they are bullied verbally, the lower the
academic performance they would have. It shows that
verbal bullying has a high negative correlation with
the academic performance with rxy-value of -0.803
which is significant at 0.05 level. The null hypothesis
was rejected. Social bullying shows a moderate
negative correlation with academic performance with
computed rxy-value of -0.644 which is not significant at
0.05 level. The null hypothesis is accepted. On the other
hand, physical bullying and electronic or cyberbullying
have a low negative correlation with academic
performance with rxy-values of -0.322 and -0.410,
respectively. Thus, further investigation into any link
between bullying activity and academic progress must
be made. A study to shed light on the academic
performance of students that have been involved in
prevention measures over a greater length of time
would be beneficial to the present body of knowledge.
A more controlled study into what aspect of bullying
behavior has the greatest impact on a student’s ability
to achieve in the classroom would also be a
contribution to the educational field. Finally, more
study into the long-term effect of being involved in
bullying activity may have on the academic
performance of individual students would be
beneficial.
Keywords: Bullying, cognitive ability, students,
impact, correlational design
---------------------------------------------------------------------
INTRODUCTION
Bullying among school learners is certainly not a
new phenomenon. Despite many strategies put in places
to control it, the problem persists. School is perceived to
be a place where students should feel safe and secure,
but the opposite is the case. The reality is that a
significant number of students are the target of bullying.
Bullying though old is a widespread and worldwide
problem. Most adults can remember incidents of
bullying in which they were either bully or bullied.
In fact, until recently, the common perception had
been that bullying was a relatively harmless experience
that many children experience during their school years
(Bueno, 2019). “Bullying” refers to any severe, or
repeated use by one or more students of a written,
verbal, electronic expression and physical act or gesture
directed at another student that has the effect of causing
or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a
hostile environment at school for the other student;
infringing on the rights of another student at school; or
materially and substantially disrupting the education
process or the orderly operation of a school; such as, but
not limited to, the following: (1) Any unwanted physical
contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, teasing, fighting, and the use of
available objects as weapons; (2) Any act that causes
damage to a victim’s psyche and/or emotional wellbeing; 3. Any slanderous statement or accusation that
causes the victim undue emotional distress like directing
foul language or profanity at the target, name-calling,
tormenting, and commenting negatively on the victim’s
looks, clothes, and body; and (4) “Cyberbullying” or any
bullying is done through the use of technology or any
electronic means. The term shall also include any
conduct resulting in harassment, intimidation, or
humiliation, through the use of other forms of
technology, such as, but not limited to texting, email,
instant messaging, chatting, internet, social media,
online games, or other platforms or formats as defined
in DepEd Order No. 40, s. 2012. (The Official Gazette of
the Republic of the Philippines).
School bullying is characterized by over time
repetitiveness of aggression, with the intentionality in
injure or cause suffering to another and the imbalance of
power between the participants. This is not a current
phenomenon, because of the recurring situations of
violence among peers at school probably in recurrent
along with human history. Involvement in school
bullying can have negative consequences, including for
the students´ teaching-learning process in which those
involved may have troubles as a failure, dropout, as well
as, episodes of indiscipline. It was found that most
children and adolescents in socially vulnerable
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
109
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
investigated in this study showed a school performance
level considered lower than expected for their year
attending. Allied to these results, it was found that
teenage girls showed better performance than children
of the same sex. Moreover, there is a relationship
between poor school performance and participation in
bullying situations in different roles: victim, the bully
and bystander (Zequinão et al., 2017)
Bullying is a familiar problem for children and
adolescents. According to statistics provided by
stopbullying.gov, bullying may have dropped slightly
over that last few years. Perhaps this is due to the antibullying programs that schools have implemented.
It is only in recent years that bullying has been
recognized and recorded a separate and distinct offense,
but there have been well-documented cases that were
recorded in a different context. High-level forms of
violence such as assault and murder usually receive
most media attention, but lower-level forms of violence,
such as bullying have only in recent years started to be
addressed by researchers, parents, guardians and
authority figures. (Ahmed, Maqsood et. al, 2012).
As the school year started in June 2016, the
Department of Education (DepEd) has once again
stressed the promotion of violence-free schools, urging
students, parents, school teachers and the entire
community to fight and end all forms of violence
committed against school children. Part of the mission of
the department is to give the learners a child-friendly,
gender-sensitive, safe and motivating environment.
Pursuant to the 1987 Constitution, the State shall
defend the right of children to assistance, including
proper care and nutrition and special protection from all
forms of neglect, abuse, cruelty, exploitation and other
conditions prejudicial to their environment (Article XV,
Section 3). The Constitution further provides that all
educational institutions shall inculcate patriotism and
nationalism, foster love of humanity, respect for human
rights, appreciation of the role national heroes in the
historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden
scientific and technical knowledge and promote
vocational efficiency (Article XIV, Section 3).
This study focused on bullying incidences and its
correlates to the cognitive ability of the learners.
METHODOLOGY
The researchers used the descriptive crosssectional design using a validated and reliable closedended questionnaire. It is one of the common study
designs to describe the participants’ perceptions of
green practices during the specified period of study. The
cross-sectional design is an observational study using a
validated instrument. This means that researchers
recorded information about the participants without
manipulating the study environment. In short, the
researchers tried not to interfere while the participants
were surveyed using a well-defined instrument and
compared the different perceptions and various
variables within the specified time frame (Bueno, 2017).
Moreover, the descriptive-correlational design of the
research was used in this study for it is the most
appropriate means of evaluating the impact of bullying
among respondents. According to Calderon (1993),
descriptive method of research prevails conditions,
practices and/or descriptions of objects, processes or
persons as they exist in a certain phenomenon,
predicting relationship and identifying the effects of
each variable. The descriptive research described the
current task and the research questions on problems
raised are based on the appreciation of the present
phenomena, events in the state of affairs. Its’ purpose is
to describe “what is” (Acida, 2006).
Table 1
Total number of students enrolled
Grade Grade 10 Grade 10
Level
Charity
Industry
Male
26
26
Female
30
31
Total
56
57
Grade10
Hope
26
27
Total
78
88
53
166
The respondents of this study were the selected
grade 10 students in a public secondary school, who
already experienced bullying. This study utilized the
survey-questionnaire as the main instrument in
gathering the necessary data. It consisted respondent’s
profile and item or statement of questions that best
express the opinion of the respondents following the 5
points Likert-Scale; five (5), Always; (4) , Oftentimes; (3),
Sometimes; (2), Seldom; and (1), Never. The instrument
was divided into four types of bullying. The following
types of bullying that are listed in the instruments are
physical bullying, verbal bullying, social bullying, and
electronic bullying. Physical bullying refers to any
bullying that hurts someone’s body or damages their
possessions. Before the questionnaire was administered
to the respondents, it underwent the following
processes; first, it was administered to the selected
Grade 9 a public school, who are not the intended
respondents. The researchers sought request for the
approval of the principal of the school, to collect data
using the validated instrument. The survey
questionnaire was given to the selected grade 10
students who experienced bullying. They were given
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
110
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
enough time to answer the given survey with honesty.
Teacher facilitated the answering of the questionnaire to
get high validity of the result. Unstructured interview
and observation was also part of the data-gathering
procedure which served as additional information to
substantiate unclear answer from the respondents.
RESULTS and DISCUSSION
Physical Bullying. Table 2 shows that grade 10
students seldom experienced physical bullying with an
overall weighted mean of 2.1 Middle schools are the age
when bullying is most common, with almost all middle
school students being affected directly or indirectly by
bullying. Physical bullying is more likely to occur among
males, though females may also be the perpetrators or
victims of physical bullying.
Table 2
Physical Bullying Experience of the Learners
Physical Bullying
WX
Hitting at any part of the body
2.59
Pushed
2.53
Shoved
1.98
Slapped
1.95
Spit at
1.94
Beaten
2.04
Kicked
1.84
Stealing
1.99
Have thrown something by others
2.26
Damaging others belonging
1.94
Overall WX
2.10
DR
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
There can be different kinds of bullying like physical
bullying which includes fighting, teasing, pranking,
kicking, headlocks, hazing, pushing and so on, emotional
bullying which includes spreading rumors, ignoring
consciously, making fun, etc. (Chandran, Vidyapeetham,
Vidyapeetham, & Vidyapeetham, 2018)
Verbal Bullying. Table 3 shows that grade 10
learners sometimes experienced verbal bullying with an
overall weighted mean of 2.60. Verbal bullying is the
most common type of bullying and has the highest cases
of bullying. It is clearly shown in the table that verbal
bullying has the highest cases of bullying among all the
types of bullying.
Thus, bullying is primarily the use of abuse,
blackmail, force or aggressively foreboding someone by
others to harm other individuality by mentally,
physically or emotionally. Verbal bullying which
includes harassing, threatening, mocking, etc. Bullying is
found to be existing among many school students.
Bullying mainly occurs within the school that is, in
playground, classroom, between classes, while
commuting to and from school and is especially
observed in primary school level (Chandran,
Vidyapeetham, Vidyapeetham, & Vidyapeetham, 2018).
Table 3
Verbal Bullying Experience of the Learners
Verbal Bullying
WX
Calling others in different names
3.44
Teasing hurtfully
2.80
Humiliated
2.45
Saying bad words to others
3.29
Spreading rumors
2.35
Shouted loud at
2.88
Things uttered are often repeated
2.30
by others
Intonations are repeated
2.29
The regional defect is repeated
2.19
and laugh at
Threatened verbally
2.10
Overall WX 2.60
DR
Often
Sometimes
Seldom
Sometimes
Seldom
Sometimes
Seldom
Seldom
Seldom
Seldom
Sometimes
Social Bullying. Table 4 shows that grade 10
learners seldom experienced social bullying with an
overall weighted mean of 2.23. Social bullying is
deliberate, repetitive and aggressive social behavior
intended to hurt others. This study shows that the most
common type of social bullying that respondents
experience is through hurting the feelings of others.
They cause emotional harm to their victims and make
fun of them.
Table 4
Social Bullying Experience of the Learners
Social Bullying
Excluded from another group
Excluded due to disabilities
Made to look dumb by someone
Gossip about others to another group
Spreading rumor’s
Threatened
Embarrassed
Single out on the fault done by many
Hurting feeling of other
Insulted in front of classmates
Overall WX
WX
1.96
1.64
2.26
1.71
2.43
1.94
2.64
2.31
2.80
2.59
2.23
DR
Seldom
Never
Seldom
Never
Seldom
Seldom
Sometimes
Seldom
Sometimes
Seldom
Seldom
Cyber Bullying. Table 5 shows that grade 10
learners seldom experienced electronic/cyberbullying
with an overall weighted mean of 2.03. Little research
has been conducted that comprehensively examines
cyberbullying with a large and diverse sample. The
overall experiences of bullying of grade 10 students with
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
111
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
an overall weighted mean of 2.06. It shows that Grade 10
students seldom experience all types of bullying.
Table 5
Electronic Bullying Experience of the Learners
Electronic/Cyber Bullying
WX
Telling secrets of others through text or
2.26
internet
Blackmailed in text and internet
1.61
Pictures were uploaded and make as
1.73
funny
Telling lies on others through the
2.24
internet and text
Threatened through an aggressive
1.99
comment in media and internet
Spreading news/stories which is not
2.40
true
Teasing
2.34
They make fun on pictures and words
1.75
uttered on the internet
Make rude
1.81
Aggressive comments on the internet
2.13
Overall WX 2.03
DR
Seldom
Never
Never
Seldom
Seldom
Seldom
Seldom
Never
Seldom
Seldom
Seldom
According to the Novak Djokovic Foundation, verbal
bullying is the most common type of violence in schools.
Girls are more subtle than boys and use verbal bullying,
instead of a physical one, to dominate others and show
their superiority and power. Verbal bullying has the
highest number of cases as influenced by gender and
age. The most common type of bullying occurrence was
verbal bullying, followed by emotional and physical
bullying. These types were occurring weekly in school’s
premises such as classrooms, hallways, comfort rooms,
athletic field, etc., and were somewhat of a problem, and
showed signs of getting worse. The victims of bullying
were usually thin, fat, considered ugly, talk or sound
differently, shy, and with low self-esteem. The bullies
were really cowards underneath, thought they were
cool, wanted to feel superior or to show that they have
power, and have psychological or family-related
problems. Moreover, they believed that bullies bully
others to feel better and impress others. They were
jealous of the victim, lack respect for other people,
annoyed by the victim’s appearance, become tired of
bullying after getting older (matured). All the
respondents agreed that bullying behavior was a result
of being from a broken home, copying parents’
aggressive behavior, watching violent films, teachers’
poor classroom management, retaliation for being
bullied in the past, and feeling older or stronger than
others. However, they moderately agreed that bullying
behavior may result in being happy and confident. All
the respondents agreed that reporting to a school
authority/counselor, running away from school for
many days, telling their parents, and avoiding the person
were the more common strategies. This study indicated
that bullying was a problem in the school setting. This
study demonstrated that if teachers can bring their ideas
together with a plan to help students and other adults
identify bullying, the negative behavior can be decreased
or prevented. There were practical implications of these
results for intervention or prevention strategies in
schools. Schools can either use these results along with
other related studies to create intervention/prevention
strategies or conduct similar studies based on the
current research study. The school authorities may
enhance prevention strategies towards a safer school
environment (Dumlao, Tadeo, Gazo-mostoles, Figuerres,
Almo, & Bueno, 2017).
Cognitive Performance of Respondents. Table 6 shows
the average academic performance of the learners. As
shown in the table, twenty-five (25) or 31.25% of the
respondents has a satisfactory academic performance
with an average of ranging to 80-84.
Table 6
Average Cognitive Performance of the Respondents
Cognitive
DR
F
Performance
90 – 100
Outstanding
6
85 – 89
80 – 84
75 – 79
Below 75
(Very
Satisfactory)
(Satisfactory)
(Fairly
Satisfactory)
(Did not Meet
Expectation)
Total
%
7.50
21
26.25
25
31.25
18
22.50
10
12.50
80
100.00
Twenty-one (21) or 26.25% of the respondents has
a very satisfactory academic performance, average
ranging from 85-89. Eighteen (18) or 22.50% of the
respondents has fairly satisfactory academic
performance, average ranging from 75-79. Ten (10) or
12.50% of the respondents did not meet the
expectations, average below 75. Six (6) or 7.50% of the
respondents have an outstanding academic
performance, average ranging from 90-100. From the
table above, we can clearly state that a large number of
respondents (31.25%) have a satisfactory academic
performance. It manifests only that the respondents
who experienced bullying have an impact on their
academic performance. Only six (6) or 7.50% of the
respondents have outstanding academic performance
and 10 (10) or 12.50% did not meet the expectations.
Study results indicated that school bullying exists
in all schools, regardless if they are governmental or
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
112
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
private ones. The study also concluded that school
bullying affects student’s academic achievement either
victims or the bullies (Al-raqqad, Al-bourini,
Mohammad, Talahin, & Elias, 2017).
Moreover, the results of a study suggest that
bullying has a negative impact on performance in
mathematics and that social-emotional skills can help
students deal with bullying. Several econometric
techniques were used to circumvent endogeneity
problems. To identify personality traits, we use a factor
model that also serves to correct for prediction error
bias. The sensitivity analysis indicated potential
problems of omitted variables. The results indicate that
anti-bullying programs should take into account socialemotional skills (Oliveira, Menezes, Irffi, & Oliveira,
2018).
Correlation of Bullying Experience and
Cognitive Ability. Table 8 reveals the computed rxyvalues for the correlation of Bullying experiences and
academic performance of students. It shows that verbal
bullying has a high negative correlation with the
academic performance with rxy-value of -0.803 which is
significant at 0.05 level. The null hypothesis was
rejected. This means that the more frequently they are
bullied verbally, the low academic performance they
would have. Verbal bullying lowers academic
performance since it lowers one’s confidence and
engagement or participation. Social bullying shows a
moderate negative correlation with academic
performance with computed rxy-value of -0.644 which
is not significant at 0.05 level. The null hypothesis is
accepted. On the other hand, physical bullying and
electronic or cyberbullying have a low negative
correlation with academic performance with rxy-values
of -0.322 and -0.410, respectively. These values were
not significant at the 0.05 level and thus, the null
hypothesis was accepted.
The perceived coping strategies used by the
learners to avoid bullying revealed that reporting to a
school authority/counselor, running away from school
for many days, telling their parents, and avoiding the
person are the common strategies. However, they
moderately agree that bullying the person back may be
a good choice (Almo, Dumlao, & Figuerres, 2019).
Additionally, students with exceptionalities are
bullied more often than students without, which place
them at a double disadvantage. According to the
participants, these students do not have the social skills
to stand up to bullies to protect themselves. Lastly, the
findings provided understandings how teachers,
schools, and parents can better support students who
are experiencing bullying (Block, 2014)
Table 9
Correlation of Bullying Experience and Cognitive Ability
Variable
try-val
P-val
Extent of
Decision
Correlation
at α =
0.05
Low
Accept
Physical
- 0.322
0.132
Negative
Ho
Bullying
Reject Ho
0.078
High
Negative
Moderate
Negative
0.091
Low
Negative
Accept
Ho
Verbal
Bullying
- 0.803
0.033
Social
Bullying
- 0.644
Cyber
Bullying
- 0.410
Accept
Ho
It appeared to be a substantial, although not perfect,
overlap between involvement in traditional bullying and
cyberbullying. Additionally, the physical, psychological,
and academic correlates of the two types of bullying
resembled one another (Kowalski, & Limber, 2013). The
findings indicate a large number of students involved in
the several roles of bullying, identifying an association
between these characteristics and sex/gender and selfesteem of those involved (Brito & Oliveira, 2013).
CONCLUSIONS AND RECOMMENDATIONS
Generally, learners seldom experienced various
types of bullying. The average academic performance of
the respondents was satisfactory. It showed that verbal
bullying has a high negative correlation with academic
performance. Schools should take immediate action to
those students who got low grades because of the impact
of bullying on their academic performance. Schools
should have anti-bullying policies which are properly
implemented, supervised, monitored and must be given
rapid action to address the problems of bullying. Thus,
further investigation into any link between bullying
activity and academic progress must be conducted. A
study to shed light on the academic performance of
students that have been involved in prevention
measures over a greater length of time would be
beneficial to the present body of knowledge. A more
controlled study into what aspect of bullying behavior
has the greatest impact on a student’s ability to achieve
in the classroom would also be a contribution to the
educational field. Finally, more study into the long-term
effect of being involved in bullying activity may have on
the academic performance of individual students would
be beneficial (Stone, 2009)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
113
----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal
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---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.
ISSN 2619-7820
DOI: 10.13140/RG.2.2.10858.36807
Editor: DC Bueno
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