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INFLUENCE OF BULLYING: A CASE STUDY OF STUDENTS IN

LUNA GENERAL COMPREHENSIVE HIGH SCHOOL
SCHOOL YEAR 2019-2020

___________________________________

A Thesis Proposal Presented to the Faculty and Staff of

Luna General Comprehensive High School
Mambabanga, Luna, Isabela
_____________________________________

In Partial Fulfillment
of the Requirements in
Practical Research 1
_____________________________________

Kennth Rhed Constantino

Dexter Jhon Francisco
Jouie-Ann Valmocina
Jan Ashley Nebrida
Jordan Velasco
Angelo Puwok
Xavier Javier
Jude Esmino
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Chapter I

BACKGROUND OF THE STUDY

Introduction

Bullying is a form of violent behavior manifested by the use of force to affect

others. It can happen anywhere, especially in schools.

There is an evidence in the local setting as well as in professional literature that

bullying is a serious problem for schools. It is when people repeatedly and

intentionally use words or actions against someone or a group of people to cause pain

and risk their well-being. These actions are usually done by people who have more

influence or power over someone else, or who wants to make someone people else

feel less powerful or helpless. It is mainly the use of abuse, blackmail, force or

violently threatening someone by others to harm other independence by mentally,

physically or emotionally (Chandran et.al, 2018).

Bullying is not the same as conflict between people or disliking someone, even

though people might bully each other because of conflict or dislike.

On the other hand, to be bullied is both heartbreaking and miserable to those who

are targeted. But many adults have a time understanding just how much kids can

suffer unless they too have been bullied. They fail to realize that the impact of

bullying is significant and have lasting effects (Forman, 2020). No doubt bullying

behavior is becoming a common feature and a school nightmare. In schools, it is a

troubling practice because it infringes the right of the child to human dignity, privacy,

freedom and security. One can never underestimate the physical, emotional and

educational effects of bullying behavior (Omoniyi et al., 2013).

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Bullying is referred to frequent violent behavior made by one bully or more

bullies. It is also in occurred when a student is teased regularly in a way student does

not like (Omoteso, 2010). Bullying is considered as mutual increasing problem in

every society and schools. Bullying occurs in any time and it has negative impacts

mainly on student’s academic, emotional and social development during school

period (Hulya & Asude, 2009). In addition, bullying is a phenomenon which is

difficult in schools to eliminate. Parents who are worried that such behavior can turn

into fights, which can lead to serious injury or even death, also receive attention

(Salleh, 2014).

The purpose of this study is to determine those students who experience bullying

in Luna General Comprehensive High School, Mambabanga, Luna, Isabela.

Statement of the Problem

This study mainly seeks to understand the experiences of bullied student and how

they deal with this.

Specifically, this study seeks to answer the following questions:

1. What are the common types of bullying experienced by the respondents?

2. How do the respondents deal with bullies?

3. What is the influence of bullying in the journey of the respondents as a

student?

Scope and Delimitation of the Study

The focus of this study is to understand the experiences of bullied students of

Luna General Comprehensive High School, Luna District, Mambabanga, Luna,

Isabela school year 2019-2020.

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It delimits that the study may not be generalizable to other individuals who no

longer attend school.

Significance of the Study

This study is conducted to benefit the following:

School Administration. This study will serve as basis in formulating school policies

in school to prevent bullying.

Teachers. This study will give them a hint to improve their motivational skills in

open forum to students who really need their guidance.

Parents. They will be aware about the kind of attitude their child is holding. It will

give them a clue on how they would help and encourage their child to avoid bullying.

Students. This study will encourage them to change their attitude towards other

people. It will serve as a medicine to cure the minds of every individual to become

open minded about the consequences of their action.

Future Researchers. This study will serve as their basis and comparison to their

future study.
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Chapter II

Review of Related Literature and Studies

This chapter discusses and presents a review of related literature and studies both

foreign and local. This will also present the synthesis and includes on bullying

problem.

Foreign Literature

It exists in all communities since long time. Bullying exists either in developed or

developing societies. Bullying starts in early age. Child starts to build an initial

concept of bullying. Then, it starts increasing and continues until it reaches its peak in

the basic phase stage. Bullying also considered as a common form of violence in

school, such as kicking, throwing things, punching, etc. Consequently, bullying got an

impact on student’s academic performances. Similarly, bullying is a heavy problem in

all over the world, especially in school. School bullying is a type of bullying that

occurs in any educational setting. For an act to be considered bullying it must meet

certain criteria. This includes hostile intent, imbalance of power, repetition, distress,

and provocation. The phenomenon of bullying in schools has increasingly captured

universal attention among researchers, the media, school authorities, and parents who

are concerned about students “well-being and safety (Moon, et al, p.1). stated that

during school age bullying becomes a common and daily basis activity among

students. In relation to this, Sampson (2002, p.2) argues that the “most frequently, in

the high school”.

However, Bullying are not new issues that students and schools face. In fact, over

the years, it has been observed as being so ordinary in schools that it has been

unnoticed as a risk to students and condensed to a belief that bullying is a

developmental stage that most youth will experience then get over (Ross, 2002, p.
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107). In other words, not all bullied are being notice by others. In addition, according

to Ribacova and Valeeva (2016) bullying is to a great extent covered up to others

process, but since of its inexpression it isn't less risky. Students, who are exposed to

provocation, may get mental injury of shifting seriousness, with conceivable negative

outcomes. It doesn't make a difference whether it was physical or mental harassing.

Preventing school violence is one of the most significant assignments of the school

personnel, as the cruel treatment of a youngster definitely prompts genuine results.

Students who are frequently bullied are two times more likely to have suicidal

ideation or attempts (Gini & Espelage, 2014).

The preceding foreign literature reveals the kinds of bullying such as kicking,

punching, throwing things etc., it is an unavoidable issue. It expresses also that

children and adolescents are the usually victims.

Local Literature

Bullying is a serious problem that possibly causes poor academic performances in

students in school. In addition, according to (Chandran et al.,2018) that the effects of

bullying may come to depression, anxiousness, anger, stress, helplessness that can

result in committing suicide, poor performance in academic and non- academic field,

feeling insecure, lack of trust and so on. The underlying causes of bullying can consist

of social norms, structural factors, gender etc. 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., verbal bullying which includes harassing,

threatening, mocking etc.

The signs that a student is being bullied consist of self-injury, suicidal tendencies,

expressing anxiety, low grades etc. The signs that the student has witnessed bullying

comprises depression, emotional disturbance and poor behavior. Bullying mainly

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occurs within the school that is, in playground, classroom, between classes, while

commuting to and from school and is specially observed in primary school level.

Someway, it was definitely in the ongoing a long time that this issue has gotten an

increasing worry of schools due of the raising number of detailed cases which

influences the students (Hymel, 2005).

However, Bullying happens between large numbers of children when gathered

together and tends to arise mainly when there is least supervision. It occurs in almost

every community and society. As far as bullying among school children is concerned,

the areas that bullying may surface in high risk are spaces where there are large trees,

gardens, boys’ and girls’ lavatory, bike sheds, water tank etc. School bullying could

involve physical or emotional torture to the victim or to the sufferer and this could in

turn be connected to education. It can take place either inside or outside the school

(Madhavan, et al.,2018). Moreover, harassing is a process wherein one individual

over and over utilizations his better quality or impact than abuse, assault or power

someone else to accomplish something, is one of the primary issues of school

condition (Unicef,2007).

Above the local literature exposes the different effects and causes of bullying in

the students like depression, anxiety, stress, poor academic performances, committing

suicide etc.

Foreign Studies

Bullying happen in almost society and community; it also occurs in schools and

the students are the commonly victims. In continuation, Shafqat (2015, p. 45) argued

that bullying in schools occurs in any place either in school building or around school

building and may occur in bathrooms, school buses and during waiting for school

buses, and in classes which may require group work or after school activities.
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School bullying is a prevalent issue that affects school students in many parts of

their lives such as; psychologically, educationally and professionally. Sekol and

Farrington (2016) create that bullies, compared to non-bullies have been bullied

before, bullying at school affects academic achievement since bullied children feel

fear and weak and in the same time it affects students’ personality traits and self-

confidence. Therefore, such situation makes bullied students unable to follow or to

pay attention for their study well and even they might do not like to go to school.

Moreover, they really miss opportunities to participate with their communion or even

enjoy school activities. Bullying also includes the use of modern communication

means for sending various messages of confusing and threatening. It is referred to

frequent aggressive behavior made by one bully or more bullies. Bullying is deemed

as common increasing problem in every society and schools. (Raqqad et al., 2017).

It tells that bullying can affect academic performance and one of the problems in

school that can occur anytime in any place. Bullying affect personality traits and self-

confidence. It is a common increasing problem in society and school.

Local Studies

Generally, bullying is a common issue and concern not only to children but even

adolescence and adults. This problem occurs when a person is exposed, constantly

and over time to negative actions from another person or cluster. This may happen at

home, in the school, in the community or even in the workplace. It might also cause

poor academic performance in every student, depression or anxiety that goes to

suicide. Unfortunately, bullying is an unavoidable part of life especially for kids.

(Reyes, 2016).

However, according to (Penetrante, 2009; Myers, 2005) bullying conduct can be

characterized as an aggressive act that is repeated repeatedly or has the potential to be

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replicated in the future with the intention of harming the other person who is

perceived to be weaker and more vulnerable in physical, emotional or psychological

terms and leaving the person with severe damage or an effect that prevents him or her

from carrying out his or her daily activities.

Based from the studies reveals from the above that bullying is one of the most

common difficulties of students, it is an unavoidable problem that they are facing.

This might lessen their self-confidence that may lead in poor academic performances,

especially suicide.
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Chapter III

RESEARCH METHODOLOGY

This chapter presents the research methodology. It includes the design that will be

used in research, respondents of the study and the sampling technique, data gathering

instrument, and data gathering procedure.

Research Design

The researchers will use the qualitative method research design of the study,

particularly case study which is a subject experience of others. It researches the world

through the eyes of another person by discovering their experience in bullying.

The researchers shall prepare an interview guide together with a personal

interview in gathering data in which they allowed the respondents to answer freely. It

will be using narrative analysis which focused on speech and content such as word

usage, story themes, meaning and situation and the socio-cultural background of the

respondents.

Sampling Procedure and Samples

The researchers will select nine (9) respondents to undergo in an interview

through a snowball sampling technique. The referral of the guidance counsellor of the

school is needed to identify the respondents of the study.

Data Gathering Methods

The researchers prepare an interview guide as a data gathering instrument of the

research. The interview guide will be used for purpose of having systematic data

gathering procedure.

The researchers will use the direct or interview method as data gathering

technique. This method is use to gather data and information for identifying the

problems of the study. The researchers will submit a copy of interview protocol to the
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research adviser for approval. This interview protocol is use to obtain answer, and the

researchers may give follow up questions to the respondents.

Data Analysis
Narrative analysis will be employed in analyzing transcripts from the interviews.

The researchers will reformulate the data presented by the respondents based on their

experiences. The data will be organized based on the pre-set codes provided by the

researchers. After coding the data, the researchers will gain general information and

reflect on the overall meaning.

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REFERENCES

Espelage, D. & Gini, Gianluca. (2014). Peer Victimization, Cyberbullying, and Suicide
Risk in Childrenand Adolescents.

Hülya, K., & Asude, B. (2009). Bullying and School Climate from the Aspects of the
Students and Teachers. Kurasian Journal of Educational Research. 36. 209-226.

Hymel, S. N.-H. (2005). Moral disengagement: A Framework for Understanding Bullying

Among Adolescents. Journal of Social Sciences. Special Issue No. 8 1-11, 1-11.

Madhavan, V., Chandran, R., & Namboodiripad, K. (2018). Bullying and academic
performance among school children. 118(5). 587-602.

Moon, B., Hwuang, H., & McCluskey, J. (2011). Cause of school bullying: Empirical test
of a general theory of crimes, differential association theory, and general stain
theory. Crime & Delinquency. 57. 849-877.

Myers, D. (2005). Social psychology (8th ed.) New York: McGraw Hill.

Omoteso, B. A. (2010). Bullying behaviour, its adolescent factor and psychological effects
among secondary school students in Nigeria. The journal of international social
research. 3(10). 498-509.

Penetrante, M. (2009). Fight the bully battle. Philippines: Wiseman’s Book Trading, Inc.

Raqqad, H., Bourini, E., Talahin, F. & Aranki, R. (2017). The impact of school bullying
on students’ academic achievement from teacher’s point of view. 10(16).

Ross, D. (2002). Bullying. In J. Sandoval (Ed.), Hanbook of crisis counselling,

intervention, and prevention in the schools (electronic version) 2nd ed. (pp. 105-135):
Mahwah, NJ: L. Erlbaum Associates.

Sampson, R., Morenoff, J. & Rowley, T. (2002). Assessing "Neighborhood Effects":

Social Processes and New Directions in Research. Vol. 10, pp. 443-478.

Sekol, I. & Farrington, D. (2016). "Personal characteristics of bullying victims in

residential care for youth", Journal of Aggression, Conflict and Peace Research. 8(2).
99-113. https://doi.org/10.1108/JACPR-11-2015-0198.

Shafqat, H. (2015). Bullying in elementary schools: Its Causes and Effects on Students.
Journal of Education and Practice. 6(19). 43-56.

WEBSITES

https://www.verywellfamily.com/bullying-impact-4157338
https://www.researchgate.net/publication/284715781_Bullying_Among_Secondary_Scho
ol_Students_in_Malaysia_A_Case_Study
https://www.academia.edu/29393971/Bullying_in_Schools_Psychological_Implications_a
nd_Counselling_Interventions
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Interview Guide Protocol

Background Information on Interviewee

February 17,2020

NATHANIEL PUWOK
Grade 11 MASIGASIG
Luna General Comprehensive High School

Introduction

Good morning, Mr. Nathaniel Puwok. My name is Jan Ashley D.

Nebrida and I am presently conducting a research about student’s experiences on
dealing with bullies. The objective of this study is to gather empirical data and
understand their experiences.

Opening Question

1. How are you today?

2. Tell me about yourself.

3. How long have you been studying here?

Content Question

1. How do you deal with bullies?

2. What did the bully say or do to you?

3. How did you respond each time?

4. Has the bully ever apologized?

Closing Instructions
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Thank you very much for your time. I would like you to know that I am the only
one who will have access to this audio material and after the research, the content will
be erased. If you wish to have a copy of the abstract of this research, I would be very
willing to send you one. Do you have any question?
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CURICULUM VITAE

Personal Background

NAME: JORDAN A. VELASCO

PLACE OF BIRTH: Cauayan City, Isabela

DATE OF BIRTH: July 11, 2003

AGE: 16

CIVIL STATUS: Single

RELIGION: Roman Catholic

CELLPHONE NUMBER:

FATHER NAME: Dindo L. Velasco

OCCUPATION: Farming

MOTHER NAME: Jenalyn A. Velasco

OCCUPATION: Overseas Filipino Worker

Educational Background

ELEMENTARY Harana Elementary School

Harana, Luna, Isabela
2014-2015

JUNIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
 15

Personal Background

NAME: JUDE K. ESMINO

PLACE OF BIRTH: San Jose, Del Monte, Bulacan

DATE OF BIRTH: January 19, 2002

AGE: 18

CIVIL STATUS: Single

RELIGION: Seventh Day Adventist

CELLPHONE NUMBER: 09754425608

FATHER NAME: Dominador L. Esmino

OCCUPATION: N/A

MOTHER NAME: Jocelyn K. Esmino

OCCUPATION: Security Guard

Educational Background

ELEMENTARY Harana Elementary School

Harana, Luna, Isabela
2014-2015

JUNIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
 16

Personal Background

NAME: JAN ASHLEY D. NEBRIDA

PLACE OF BIRTH: Cauayan City, Isabela

DATE OF BIRTH: June 04, 2003

AGE: 16

CIVIL STATUS: Single

RELIGION: Born Again

CELLPHONE NUMBER: 09977388250

FATHER NAME: Jonathan P. Nebrida

OCCUPATION: Vendor

MOTHER NAME: Ruth Ann D. Nebrida

OCCUPATION: Housekeeping

Educational Background

ELEMENTARY Cabatuan West Central School

Del Pillar, Cabatuan, Isabela
2014-2015

JUNIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
 17

Personal Background

NAME: ANGELO PUWOK

PLACE OF BIRTH: Sta. Filomena, San Mariano, Isabela

DATE OF BIRTH: March 30,2020

AGE: 17

CIVIL STATUS: Single

RELIGION: Roman Catholic

CELLPHONE NUMBER: 09759947671

FATHER NAME: Reynante T. Martelino

OCCUPATION: Government Employee

MOTHER NAME: Jennifer P. Malab

OCCUPATION: Overseas Filipino Worker

Educational Background
ELEMENTARY Sta. Filomena Integrated School
Sta. Filomena San Mariano, Isabela
2014-2015

JUNIOR HIGH SCHOOL Sta. Filomena Integrated School

Sta. Filomena San Mariano, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
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Personal Background

NAME: JOUIE- ANN N. VALMOCINA

PLACE OF BIRTH: Mambabanga, Luna, Isabela

DATE OF BIRTH: December 18,2001

AGE: 18

CIVIL STATUS: Single

RELIGION: Born Again

CELLPHONE NUMBER: 09757948250

FATHER NAME: Joseph N. Valmocina

OCCUPATION: Carpinter

MOTHER NAME: Erlinda N. Valmocina

OCCUPATION: Housekeeping

Educational Background
ELEMENTARY Mambabanga Elementary School
Mambabanga, Luna, Isabela
2014-2015

JUNIOR HIGH SCHOOL Luna National High School

Luyao, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
 19

Personal Background

NAME: XAVIER R. JAVIER

PLACE OF BIRTH: Union-Kalinga, Luna, Isabela

DATE OF BIRTH: May 06, 2002

AGE: 17

CIVIL STATUS: Single

RELIGION: Born Again

CELLPHONE NUMBER: 09356171218

FATHER NAME: Philip T. Javier

OCCUPATION: Government Employee

MOTHER NAME: Marichu R. Javier

OCCUPATION: Overseas Filipino Worker

Educational Background
ELEMENTARY Pulay Union-Kalinga Elementary School
Union-Kalinga, Luna, Isabela
2013-2014

JUNIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
 20

Personal Background

NAME: KENNETH RHED E. CONSTANTINO

PLACE OF BIRTH: Harana, Luna, Isabela

DATE OF BIRTH: October 08, 2001

AGE: 18

CIVIL STATUS: Single

RELIGION: Seventh Day Adventist

CELLPHONE NUMBER:

FATHER NAME: Rommel V. Constantino

OCCUPATION: Construction Worker

MOTHER NAME: Esther E. Constantino

OCCUPATION: Overseas Filipino Worker

Educational Background
ELEMENTARY Harana Elementary School
Harana, Luna, Isabela
2013-2014

JUNIOR HIGH SCHOOL Solano High School

Solona, Nueva Vizcaya
2017-2018

SENIOR HIGH SCHOOL Luna General Comprehensive High School.

Mambabanga, Luna, Isabela
2020-2021
 21

Personal Background

NAME: DEXTER JOHN E. FRANCISCO

PLACE OF BIRTH: Marikina

DATE OF BIRTH: March 08, 2003

AGE: 16

CIVIL STATUS: Single

RELIGION: Born Again

CELLPHONE NUMBER: 09652235932

FATHER NAME: Danilo L.Francisco

OCCUPATION: House Husband

MOTHER NAME: Salvacion E. Francisco

OCCUPATION: Babysitter

Educational Background

ELEMENTARY Harana Elementary School

Harana, Luna, Isabela
2014-2015

JUNIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2018-2019

SENIOR HIGH SCHOOL Luna General Comprehensive High School

Mambabanga, Luna, Isabela
2020-2021
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TABLE OF CONTENT

CHAPTER I. INFLUENCE OF BULLYING

Introduction………………………………………………………1

Statement of the Problem………………………………………...2

Scope and Delimitation of the Study…………………………….2

Significance of the Study………………………………………...3

CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature…….………………………………………….4

Local Literature………………………………………………….5

Foreign Studies…………………………………………………..6

Local Studies…………………………………………………….7

CHAPTER III. METHODOLOGY

Research Design…………………………………………………9

Sampling Procedure and Samples……………………………….9

Data Gathering Methods…………………………………………9

Data Analysis……………………………………………………10

REFERENCES

INTERVIEW GUIDE PROTOCOL

CURRICULUM VITAE