FACTORS AFFECTING BULLYING AMONG JUNIOR HIGH STUDENTS OF LAUIS

NATIONAL HIGH SCHOOL

Chapter 1
INTRODUCTION
The problem of bullying is wide-reaching and has an impact on numerous students across
the globe, including in America. There are many contributing factors to this issue, such as
personal, familial, and societal influences. As noted by Espelage and Swearer (2010), behaviors
related to bullying can be influenced by elements like peer pressure, cultural norms, and family
dynamics. Peer pressure in particular can be especially persuasive. Additionally, students who
come from backgrounds where they have experienced neglect or abuse may be more likely to
display hostile conduct toward others.

Furthermore, how a community views and accepts the prevalence of bullying may vary
depending on various factors. Understanding these elements will help parents, teachers, and
others create a safe and encouraging learning environment for all students. Bullying can have a
detrimental effect on kids' mental health, academic achievement, and general well-being. The
severity and frequency of bullying occurrences in educational settings can be influenced by a
wide range of factors. According to Rigby and Smith (2011), the environment, including
interactions with classmates, school culture, and family dynamics, as well as personality traits,
age, and gender, we’re some of the elements as contributing to bullying. It may be possible for
educators, parents, and policymakers to develop efficient ways to stop and deal with bullying if
they have a better understanding of these elements.

According to McDougal et al. , (2015), bullying has long been accepted by many as a
necessary part of growing up, is increasingly acknowledged as a serious and curable public
health issue that can have long- Lasting effects. These outcomes for people who are bullied,
those who bully others, and those who witness bullying include low academic achievement,
anxiety, despair, and future delinquent and aggressive behavior. Governments at the federal,
state, and local levels have reacted by passing laws and putting programs into place to cope
with bullying’s repercussions
 SIGNIFICANCE OF THE STUDY

The following section presents the list of group of people who will benefit in this study:

Students. Students who are interested in learning about how to respond positively in situations
like these in r own life can benefit from the research. By doing this. The problem of bullying is
reduced and ultimately resolved.
Parents. Parents who want to understand the origins and effects of bullying on their children
can do so by reading this study. They may shield and educate their kids on how to deal with
these kinds of situations in life. They can develop as people and be able to recognize their true
worth with the help of proper orientation and awareness.
Community Organizations. They must be aware of the problems that young people face They
will then be able to put preventative measures or remedies in place to make them stop
engaging a negative conduct that harms both them and other people.
Local Government. This can be a tool for lawmakers to create and enhance anti-bullying
legislation. They will also be aware of what are the factors affecting bullying and be able to offer
programs that can help them develop into productive members of society.
Teachers. Being the people in authority, they are expected to be aware of the causes and
effects of bullying to the children they are in charge of. This might be a tool for teachers and
school administrators to establish policies about bullying.
Future Researchers. The findings of our current study will be used by scholars in the future.
Their subsequent study will use this study as a benchmark and point of comparison.The
following section presents the list of group of people who will benefit in this study.

STATEMENT OF THE PROBLEM

The purpose of this study is to determine the factors affecting bullying among junior high
students of Lauis National High School (LNHS).

This study sought to answers the following questions:

1. What are the profile of the students in terms of:
1.1 age
1.2 gender
1.3 grade level
2. Which among the factors are affecting bullying in school?
2.1 family problem
2.2 habits
2.3 environment
2.4 social media
3.How may the factor affects bullying in school?

SCOPE AND LIMITATION OF THE STUDY

This study is limited examining the factors affecting bullying among junior high students of
Lauis National High School. The respondents are 10% students each grade level (Grade 7 to 10)
chosen in the manner of quota sampling technique.

The researchers mainly focus on the various aspects where the goal is to find if there is a
significant factors that affecting bullying in terms of age and gender of the students. The
researchers will be conducting the study for academic year 2022-2023 at Lauis National High
School, Zambales.

DEFINITION OF TERMS

1. Bullying- is the repetitive use of verbal, physical, or social behavior with the intent to
cause bodily, social, or psychological harm. It is an ongoing and deliberate abuse.
2. Factors- is the variables that experimenters control in an experiment in order to
ascertain their impact on the response variable are referred to as factors.
3. Demographic- it is the study of a populations relationships with elements including age,
race, and sex is known as demographic analysis.
4. Methods- is the precise tools and steps you employ to gather and evaluate data are
referred to as methods.
5.) Family Problem - Family problems happen when there's a lot of tension or argument inside
the family or regarding family members, to the point that it impacts with your daily life.
6.) Habit - A firmly ingrained tendency or recurring pattern of conduct. They had a morning
travel schedule. A pattern behaviors that has been developed and is now almost or entirely
automatic, such as rising up early out of habit.
7.) Environment - Environment can be summed up as the effects of all the living and non-living
things that have an impact on human life.
8.) Social media - Social media refers to methods of communication where individuals produce,
share, and/or exchange knowledge and concepts in online groups and networks.

Chapter 2
REVIEW RELATED LITERATURE
According to Castro et al., (2015), bullying is a behavior that is frequently seen. It is
described as a pattern of deliberate behavior intended to cause injury or intimidate another
person using force of arms, words, or behavior. Bullying can take many different forms,
including verbal abuse, cyberbullying, and social bullying. In addition to social isolation, low self-
esteem, despair, and even suicide, bullying can have serious negative effects on both the bully
and the victim. As a result, it's crucial to pinpoint the causes of bullying behavior and create
prevention plans. In this essay, the literature on the causes of student bullying will be reviewed.

The following factors have an impact on bullying among pupils. First, there are personal
characteristics that can influence bullying in students, such as personality qualities, self-esteem,
and mental health. Low self-esteem has been linked to an increased risk of bullying behavior.
Similar to this, those with mental health conditions including ADHD, conduct disorder, or
depression are more prone to engage in bullying (Bradshaw et al., 2013).

Second, family characteristics such as parental participation, family structure, and

parenting methods can all influence bullying behavior in students. According to studies,
adolescents with parents who have an authoritarian or permissive parenting style are more
likely to engage in bullying behavior (Hinduja & Patchin, 2013). In a similar vein, adolescents
who have troubled family ties or originate from single-parent homes are more likely to engage
in bullying (Bradshaw et al., 2013).

Additionally, a student's bullying behavior may be influenced by school variables such as

peer acceptance, the school's culture, and teacher-student interactions. According to studies,
kids who feel insecure or unsupported at school are more likely to engage in bullying behavior
(Bradshaw et al., 2013). In a similar vein, bullying is more prevalent among students who have
strained relationships with their professors or who are not liked by their peers (Castro, et al.,
2015).
 Furthermore, the sociocultural elements that promote bullying behavior in students, such
as media influence, cultural norms, and neighborhood violence, can also play a role. According
to studies, students' propensity for bullying behavior may be increased by exposure to violent
media, such as video games or movies (Hinduja & Patchin, 2013). In a similar vein, societal
norms that encourage hostility or intolerance against others might also lead to bullying
(Bradshaw et al., 2013).

THEORITICAL FRAMEWORK
According to Social Psychiatry and Psychiatric Epidemiology (2018), bullying affects
children and teenagers all around the world and is a serious public health issue. Evidence
suggests that bullying, including both perpetrating bullying and being bullied oneself, is linked
to present and future mental health issues. Both individual and institutional variables can affect
how bullying is perpetrated as well as how it starts and progresses. Understanding the
underlying causes of bullying is necessary in order to come up with effective solutions. This
paper summarizes and synthesizes the primary theoretical frameworks used to comprehend
and address the bullying issue by drawing from a variety of disciplinary fields. Many explanatory
models have been employed to clarify the dynamics of bullying, and these generally match
either system-level (e.g., social-ecological, familial, or peer-group socialization) or individual-
level (e.g., behavioral, psychological, or interpersonal) factors. Frameworks like social-cognitive,
genetic, resource control, and developmental psychopathology are examples. Each theory
offers a distinctive perspective, but no single model fully explains why bullying happens. This
review reveals how combining different theoretical viewpoints results in a more nuanced
understanding of bullying, which is essential for bolstering research-based therapies.

Further advance current interventions, researchers will need to combine both systems-
level and individual-level theoretical frameworks. Reducing exposure to a significant risk factor
for mental health issues would require improved intervention across systems as well as
interventions that are specifically tailored to the needs of those directly affected by bullying.
Lastly, bullying commonly known in the research literature as “peer victimization” or “peer
harassment,” is a form of social interaction that many children and adolescents encounter. Peer
harassment is a form of social interaction that many learners experience. Self-reports are the
most common method of assessment. With this method, youth are asked to indicate how
frequently they experience various forms of harassment within a given time frame. Peer
harassment manifests itself in different forms. In addition to physical and direct verbal
aggression, threats, destruction of property, invasion of physical space, gestures, and indirect
aggression are also considered forms of peer harassment. Potential negative consequences are
associated with bullying for students who do not fall into the roles of bullies, victims, or bully-
victims. (Social Psychiatry and Psychiatric Epidemiology, 2018)
 Bullying is a type of social interaction that many children and teenagers experience. It is
sometimes referred to as “peer victimization” or “peer harassment” in the academic literature.
A common form of social contact among schoolchildren is peer harassment. The most popular
type of assessment is self-reported. With this technique, young people are asked to rate how
frequently they encounter various types of harassment over a specific period of time.
Numerous manifestations of peer harassment exist. Threats, property damage, bodily intrusion,
rude gestures, and indirect violence are all seen as kinds of peer harassment in addition to
physical and direct verbal assault. For kids who do not take on the roles of bullies, victims, or
bully-victims, bullying may have an unfavorable impact. It has been discovered that views of
high peer victimization levels in a school are linked to more unfavorable opinions of the school
climate, which are linked to lower levels of school participation. (Adrienne Nishina, 2004)

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. What is the profile

Of the students
In terms of:
1.1 Age
1.2 Gender a. Data will gather
1.3 Grade level through survey
questionnaire
2. How the factor Factors affecting bullying
Affects bullying b. Statistical treatment of among junior high
In school? data gathered students of Lauis National
High School (LNHS)
3. Which among the c. Interpretation of data
Factors why they are
Doing bullying? d. Administering the
3.1 Family problem questionnaires
3.2 Habits
3.3 Environment
3.4 Social media

4. Is there a significant
Between the bullying

Figure 1.
Input. It consists of the respondent’s profile that was specified from statement of the problem.
Process. A structure of plans will be conduct.
Output. The finding or conclusions of the study.

NULL HYPOTHESIS

Based on the specific problem of the study, the following hypothesis are cited:

There is no significant difference on various factors towards bullying between

environment and the learners.

Chapter 3

RESEARCH DESIGN

Quantitative research is the process in which collecting and analyzing numerical

data. It usually uses visual presentation to aid reader in understanding the data
distribution. Furthermore, this study can be conducted in at least short of time.

The study will use correlational method to determine the

demographic characteristics of the participants in according to their age and gender.
The main tools for gathering data is survey questionnaire. The researcher will construct a
self-administered questionnaire based on their knowledge. It will serves a way
of researchers in determining the respondents perception towards the factors affecting
bullying among junior high students of Lauis National High School for Academic
Year 2022-2023.

DATA COLLECTION

The correlational design method will be used by the researchers to collect data.
The primary tool for this investigation will be the survey method.

The researcher will aid the chosen instrument in gathering data for the. The same
questionnaire with standardized questions will be presented to each respondent. This
ensures the gathering of comparable data and serves to measure accuracy. Per Lauis
National High School grade level, the participants will progress.

DATA ANALYSIS TECHNIQUE

The researcher will use Non-Probability Quota sampling technique.

The respondents will be choose to the 10% students each grade level (Grade 7 to
Grade 10).

Non-probability sampling technique called quota sampling focuses on the non-

random selection of a specific number or percentage of units. We refer to this as
a quota .Nikolopoulou, 2022)

The population is initially divided into mutually exclusive groups, or “strata,” and then
sample units are recruited until your quota is met. These units share particular traits that
you chose to establish when creating your stratum.(Nikolopoulou, 2022)

SETTING AND PARTICIPANTS

This study is limited examining the factors that effecting bullying among junior
high students of Lauis National High School. The respondents are 10% students each
grade level (Grade 7 to Grade 10) chosen in the manner of quota sampling technique.
The researchers mainly focus on the various factors that affects bullying to the students.
The researchers will be conducting the study in the Academic year 2022-2023 at the the
Lauis National High School located at Lauis Candelaria Zambales.

ETHICAL CONSIDERATION

For scientific integrity, human rights and dignity, and the interaction of science and
society, research ethics are important. These guidelines ensure that research subjects are given a
choice, are educated, and are protected during their involvement in studies (Pritha Bhandari,
2021).

The following are the process to ensure the privacy of each learners. First, clear and direct
communication between the researcher and the participants is necessary to get proper consent
for a research study. Second, all research participants must opt to engage voluntarily, free from
any pressure or compulsion. .And lastly, knowing the participants’ identities but keeping their
identities anonymous in your report is known as confidentiality.
 DATA GATHERING PROCEDURE

The process of gathering data collection had gone through a following process. First to
ensure that the ethical consideration was done to show the changes that occur in their behavior
of the young people. This process includes respondents to be choose to the 10% students each
grade level (Grade 7 to Grade 10).The researcher will aid the chosen instrument in gathering
data for the study. The same questionnaire with standardized questions will be presented to
each respondent. We will use a non-probability sampling technique called quota
sampling method that focuses on the non-random selection of a specific number or percentage
of units.

Chapter 4

Table 1