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 REFERENCES Ahmed, Maqsood et al. (2012). 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Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social. J Hum Growth Dev. 2017; 27(1): 19-27. DOI: http://dx.doi.org/10.7322/jhgd.127645 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------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 114