BULLYING: IT’S EFFECT ON ACADEMIC PERFORMANCE
OF GRADE 12 STUDENT OF STUDENTS OF INFORMATIC
TECHNOLOGICAL COLLEGE OF DAVAO REGION
A Research Presented
To the faculty of Informatics Technological College of Davao Oriental, Inc.
In Partial Fulfillment
of the Requirements of Practical Research
SUBMMITED BY:
MATINAGNOS, RICAYEN C.
JUSTINO, ROCHELLE C.
VALDERAMA, JOYCE A.
BENTAYAO, WINA C.
CALLENO, SHARAMAE D.
CALLENO, JERICO B.
ZARAGOZA, EMIE JEAN A.
BACKGROUND OF THE STUDY
BULLYING: Bullying is referred to frequent aggressive behavior made by
one bully or made bullies. Bullying also occurred when a student is teased
frequency in a dislike way (Omoteso,2010). Bullying is deemed as common
increasing problem in every society and schools. Bullying occurs in nearly any
part in it around the school building, thought it more often occurs in recess,
hallways, bathroom, on school buses, waiting for buses, classes that require
group work or after school activities. Bullying can affect everyone. From those
who are bullied, those who bully, and those who are witness bullying. Bullying is
linked to many negative outcomes including impacts on mental health, substance
use and suicide. Bullying can put a person in a state of constant fear. Guys and
girls who are bullied may find their school works and health suffering. Bullies are
at risk for problems, too. Bullying is violence, and it often leads to more violent
behavior as the bully grows up. Bullying is intentional, negative and aggressive
behavior that is repeated over time and exists in a relationship where there is an
imbalance of power. Bullying may be physical (hitting, kicking, spitting, pushing),
verbal (taunting, malicious teasing, name calling, threating), or psychological
(spreading rumors, manipulating social relationship, or promoting social
exclusion, extortion or intimidation).
According to Boulton and Underwood (1992), some aspects that may
explain these results of worse outcomes in terms of academic success are the
following. Bullying victims have a higher tendency to report unhappiness and
loneliness at school, as well as having fewer close friends. In addition, another
study done by Kumpulainen et al., (2001) showed that victims of bullying are
more likely to develop new psychosomatic and psychosocial problems compared
to children who are not bullied. Therefore, difficult time to deal with loneliness,
anxiety, and depression, which can be related to academic performance with the
expected struggles of the students might have been facing such challenges.
In South Korea and the United States, recognizes the growing issue.
Almost one of every three students (32%) in South Korea elementary, middle and
high schools are victims of bullying according to a Korea institute for Health and
Social Affairs Study. In the United States it is almost one out of every four
students (22%) report being bullied during the school year according to the
National Center for Educational Statistics. Some victims of school violence and
bullying never reveal their secret.
When a 15-years-old high school student killed himself in the
Gyeongsang, North Gyeongsang Province in South Korea, it sparked a national
discussion of bullying. South Korea had started using surveillance cameras to
limit bullying opportunities.
The United Nations reports that one out of three children worldwide gets
bullied at least once a month. More than 50% of adolescents worldwide have
suffered some sort of violence at school while about 10% have experienced
cyberbullying.
Studies indicate that around 20% to 56% of children globally suffer from
bullying every year. Almost a third of students’ experience physical violence,
making this the most prevalent type of bullying in most regions.
Meanwhile, psychological bullying is the most common type of
harassment in schools across Europe and North America. During the pandemic,
bullying attacks largely took from the cyberbullying.
STATEMENT OF THE PROBLEM
The study discussed the relationship of bullying among the academic
performance of the Grade XII Hollerith in Informatic Technological College of
Davao Oriental, Inc.
Specifically, the following question will be answered:
1. What is the extent of bullying in terms of;
1.1 Peer rejection
1.2 Anxiety
1.3 Social state
1.4 Emotion state
2. What is the level of academic performance in terms of;
2.1 Grades (1st Quarter)
2.2 Tardiness of students
2.3 Absenteeism of students
3. Is
there
significant
relationship
between
bullying
and
academic
performance of Grade 12 Hollerith student in Informatic Technological
College of Davao Oriental, INC.
THEORETICAL FRAMEWORK
Development theory explains that bullying draw upon an understanding
of child development .They point out that bullying begins in early childhood when
individuals begin to assert themselves at the expense of others in order to
establish their social dominance .They tend at first to do so crudely, for instance
by hitting out at others ,especially those less powerful than themselves , in an
attempt to intimidate them .Hawley(1999) point out children develop they begin
to employ less socially comprehensible ways of dominating others. Verbal and
indirect forms of bullying become more common than physical forms. In time, the
kind of behavior that is generally labeled as ‘’BULLYING’’ becomes relatively
rare.
Consistent with this view is evidence that physical bullying is much more
common in early childhood and that what is identified as bullying
gradually
become less and less appearance as children become older (Smith and Sharp,
1994).However, as a comprehensive explanation of bullying this view fails to take
into account that although these is a general diminution in reported victimization
over time, the trend is temporarily reversed when children move from primary to
secondary school and find themselves in a new environment which is less benign
(Rigby 1996).
SIGNIFICANCE OF STUDY
The findings of this study of this study may benefit to certain groups and the
benefits they may able to gain are as follow; students may use this day as an
example to bear in their mind that they are luckier than those who are bullied
even though life is full of struggles because of economic problems. The future
researchers and the researchers themselves can benefits from the findings of
their study for it serves as a good source of accurate and useful information for
them. To all parents who are struggling to discipline their children will be able to
know that they should have a sense of dedication and devotion to duty as
parents in implementing some strategies for the development of their kids
although they experience being bullied. Lastly, to the school organization as it is
imperative for them to know the characteristics of a student in the student in the
school and it enables them to further adopt precautionary measures or remedies
to forestall their unfavorable behavior.
Research Paradigm
Bullying
Bullying
Peer rejection
Grades (1st Quarter)
Anxiety
Tardiness of students
Social state
Absenteeism of students
Emotional state
DEFINITION OF TERMS
Bullying: Bullying is a common in our society and her become a public
health. It is form of repeated peer aggression which is intentional and involves a
power differential between the bully and the victim. It is often subtle and hidden,
profoundly affecting a substantial number of children. The information in the
following activity will provide clinicians with tools for increased awareness and
early recognition of bullying; this, in turn, is likely to result in the development of
strategies for prevention and intervention with respect to this significant societal
issue. The activity reviews the cause pathophysiology, presentation of patients
that are victims of bullying and the role of the inter professional team in the
evaluation and management of the patients.
Peer Rejection. It is a global term that encompasses the many behaviors
used by children to exclude and hurt one another including over forms of control
and exclusion and subtler tactics, such as gossiping and spreading rumors
(Development Behavioral Pediatries, 2009).
Peer rejection, having few friends, and peer victimization have an
impact on emotional well-being of children of loneliness Disorder. Loneliness is a
negative experience that results from the perception that a person’s network is
deficient in terms of numbers and quality of relationships (Tur-Kaspa, and
Margalit, 2000). Children with Loneliness Disorder who are lonely tend to have
higher rates of being rejection by peers and internalizing behavior disorders (TurKaspa, 1996).
Adolescent with Loneliness Disorder who exclusively have virtual friends, have
friends on the Internet and Social Media but have no face-to-face friends,
experience higher levels of loneliness than adolescents who interact with their
friends face-to-face. In addition to internet communication with the exception of a
study conducted with a simple of children in grades 4 to 6 in Beijing, China all of
the published studies in loneliness has Israel samples. Several qualities studies
describe the suffering of children youth with Loneliness Disorder who experience
per rejection and bullying or who have few friends ( Raskird et al., 2006).
In addition to the impact of peer acceptance and rejection on feelings of
loneliness, researchers have also focused on the close, dyadic relationship as a
potential buffer against feelings of loneliness in youth (Nagle et al.,2003). In
contrast to peer acceptance, which is an index of how much the group as a
whole likes or dislikes a particular individual, friendship is a dyadic-level construct
referring to a voluntary, mutually independent relationship with a shared history
between partners (parker & Asher, 1993).
In several studies, researchers have found that having friends is a protective
factor against feelings of loneliness, even for children who are otherwise rejected
by their peers ( Haza at al., 2000). Additionally, friendships that are stable over
time are especially protective loneliness (Parker & Seal, 1996).
Anxiety. Is a normal emotion. It’s your brains way of creating to stress and
alerting you of potential danger ahead. Everyone feels anxious now and then.
For example, you may worry when faced with problem at work, before taking a
test, or before making an important decision.
Difficult experiences in childhood, adolescent or adulthood are a common rigger
for anxiety problems. Going through stress and trauma when you’re very young
is likely to have a particularly big impact. Experiences which can trigger anxiety
problems include things like: physical or emotional abuse.
Social State. The term socialist state is widely used by Marxist-Leninist parties,
theories and governments to mean a state under the control of a vanguard party
that is organizing the economic, social and political affairs of said state toward
the construction of socialism.
The purpose of relational bullying is to damage or destroy the victim’s
reputation or social standing, or both. This explains why social bullying is most
prevalent among young teens and tweens. Fostering an atmosphere of trusted
communication, relaying to students that they can talk to you about anything, is
vital in dealing with bullies. Help them ‘’ save face’’ by bringing the attention to
the bully’s behavior.
Emotional State. The state of a person’s emotions (especially with regard to
pleasure or dejection) ‘’ his emotional state depends on her opinion’’. Emotional
bullying makes use of words that cause fear, shame, guilt, sadness, and
embarrassment to a person. This type of bullying can be even more damaging, in
the long run, than physical harm.
Physical scares go away over time and people generally learn how deal with
those situations by speaking to an authority figure or by dealing with it
themselves in other ways. But emotional scares may take a long time or
professional help to heal. If the emotional abuse is long- lasting, it can even lead
to extremes, such as suicide.
Academic Performance. Student’s academic performance and graduation rates
have been the area of interest for higher institution. Investigation of factors
related to the academic performance of university students became a topic of
growing interest in higher educational chirred. Many recent students were craned
out to explore factors that affecting university student’s academic performance.
Hanson (2000) Reported that student’s performance is affected by different
factors such as learning abilities, gender and race Simmons, et al. (2005)
concluded that family income level, attending full time, receiving grant id and
completing advanced level classes in high school having statistically significant
effects on college persistence among first generation college students.
According to Rasberry et al., (2011) established the articles name. ‘’The
Association Between School-based Physical Activity Including Physical
Education and Academic Performance’’. The purposed of this review is to
synthesize the scientific literature that has examined the association between
Scholl-based physical activity (including Physical Education) and academic
performance (including indicators of cognitive skills and attitude, academic
behaviors, and academic achievement).
Grade. In determinacy student’s grades, teachers typically merge scores from
major exams, compositions, quizzes, projects, and reports, along with evidence
from homework, punctuality in turning in assignments, class participation, work
habits, and effort. Computerized grading programs help teachers apply different
weights to each of these categories that then are combined in idiosyncratic ways
(Mc Hillan, 2001). The result often is a grade that is impossible to interrupt
accurately or meaning fully (Book hart & Nitkoo, 2008). To make grades
meaningful, we need to address both the purpose of grades and the format used
to report them.
The purpose of grading is to describe how well students have achieved the
learning objectives or goals established for a class or courage of study. Grades
should reflect students’ performance on specific learning criteria. Establishing
clearly articulated criteria for grades makes the grading process more fair and
equitable. Unfortunately, different teachers often use widely varying criteria in
determining student’s grades, and students often are not well- informed about
those criteria.
Tardiness of students. Students who arrive and leave School Early miss out on
key learning opportunities. Since excessive absences or tardiness may affect the
quality of a student to attend class regularly. Faculty members may determine
their own policies regarding irregular class attendance. Student should be aware
that non-attendance at classes will not result in automatic withdrawal from a
course. Unless the student initiates a formal course withdrawal request through
the Registration Office, non-attendance will result in a “ZF” grade.
Absenteeism of Student. Absenteeism refers to a student being absent from
school. Absence can be. motivationally based (i.e. poo relationship with other
students, academic failure) and. Structurally based (i.e. having to work during
school hours, taking care of a sick family members).
Electronic bullying was significantly associated with absences. Controlling for
model covariates, the relative risk of missing 1 day of school was 1.77 times
higher, the relative risk of missing 2 to 3 days of school per month increased by
factor of 2.08, and the relative risk of missing 4 or more days of school per month
increased by a factor of 1.77 for those who experienced electronic bullying in the
past year compared with those who were not electronically bullied.
Electronic bullying’s association with absenteeism places it among already
recognized negative influences such as depression and binge drinking,
necessitating schools to implement policies to mediate the resulting harmful
effects.