QUANTITATIVE INVESTIGATION ON THE IMPACT OF BULLYING

IN ACADEMIC PERFORMANCE OF GRADE 10 STUDENT'S

JHON WINDLE PENOLIO,

JESSICA DE LIMA

INTRODUCTION

Bullying has been a critical issue in schools for decades. Bullying isn't a contemporary
problem, but has always been a part of life. There was a long gap before the issue was taken up
again. Of course, during that time bullying was newly recognized and little understood. Bullying
has an impact on kids and adults in the home, at school, at work, and online. It leaves victims
feeling helpless, alone, and trapped. While bullying in schools remains a critical issue,
throughout the years and have expanded it's meaning in many ways.

Bullying in a serious problem that has increased in recent years in our world. The eSafety
Commission recently revealed a 40% jump in cyberbullying reports. Violence and bullying
affect one in three students worldwide, with one in every three students subject to attacks at least
once a month and one in 10 a victim of cyberbullying. A UNESCO report confirms that school
violence and bullying are major problems worldwide. The report was released at the 2019
Education World Forum covering 144 countries. Recently there are attacks on schools in
Afghanistan, Burkina Faso, Cameroon and Pakistan and the assassination of teacher Samuel Paty
in France, sadly underscore the critical issue of protecting our schools from all forms of violence,
"said UNESCO Director-General Audrey Azoulay, in a statement. The consequences of bullying
can have devastating consequences on academic achievement, school dropout, physical and
mental health, The UN education agency said in a statement.

Bullying triggers behavioral changes to the victim. It can cause bad effects that may
sometimes lead to their last resort of choice which is to kill themselves or kill the one who
bullies them. Aggressive behavior of the bully instills fear and anxiety to the victim and it can
affect the academic performance to the school, because they tend to isolate themselves to not be
seen by bullies or they do not attend classes because of fear that they will be bullied again.

It is a fact that school is a sacred place where students get knowledge and proper
guidance that helps them to become good human beings. School in the modern time is treated as
the most suitable, active and formal agency of education. As per the changing need of the hour,
school develops and grows with its specific goals. It emerged out of the demand for education
and pressure on the parents regarding their educational pursuit. For all-round development of the
individual school has a package of programs. Through its different activities, it draws out the
hidden potentialities of the person and develops them in a proper way. School helps in
developing and cultivating good and higher values like truth, sympathy, love, cooperation.
Through different social interactions and moral teachings, it spreads the message of righteous
living in a society. It also cultivates the values of dignity of work and labor and prepares them to
face any challenge in the future to solve their bare necessities. But now a days this definition has
changed. Now the competition is quite tougher among students; as a result, most of the students
get frustrated soon either from the fellows or from the teachers even in a small matter. The
increasing number of cases of violent incidents inside a school is making parents terrified of
sending their children to schools. Parents of these days are really concerned over this issue
because they fear that their child will be innocent victims of some ill-tempered bullies or violent
children. Bullying is a serious problem in homes, schools and communities. Often dismissed as
an adolescent “rite of passage,” research clearly indicates bullying is learned behavior and
detrimental to the academic, physical, social and emotional development of all involved –
bullies, targets and the bystanders who witness it. Bullying is not only a problem of youth but is
one that spans all ages. Despite volumes of research, countless “anti-bullying” programs and
increased scrutiny by the media, bullying continues to pervade culture and schools. It is a
complex social issue requiring determination, leadership and courage to address. Although it is a
difficult challenge, it cannot be ignored. A wave of recent bullying incidents with tragic
outcomes has shed a renewed light on this issue. The advent of technology allowing for
impulsive, anonymous and rapid communication, has expanded the opportunities for bullying to
a degree that necessitates more innovative and immediate responses than ever before. School
bullying has been identified as a major problem in many countries around the world. Everybody
has a story they can tell about it. It is imperative that bullying is stopped within schools. It can
create a hell on earth for someone who is victimized, and can seriously threaten that person’s
opportunities in life. Equally important, the social climate of a school is a model of the world
outside. It is where people develop a large part of their morality, their understanding of how the
world works and their sense of responsibility towards the society they live in. Bullying is
devastating in any shape or form, and cyberbullying is its newest expression. A number of young
people have committed suicide as a result of cyberbullying. Suicide is tragic and final. Suicide as
a result of bullying is a startling and hard-hitting indictment on the schools and societies in which
it occurs. But there are many more cases of bullying that do not reach this utterly hopeless and
irretrievable point but must still be dealt with if people are to live in just, egalitarian and humane
societies in which children are able to reach their potential academically, socially and
psychically.

According to StopBullying.gov (2022), a website managed by the U.S. Department of

Health & Human Services, nearly 50% of students grades 4 through 12 experienced bullying
within a given month, and more than 70% of students admit to having seen bullying in their
school. Barrington (2022), Children can be cruel and it is not uncommon for grade school
students to come home in tears after someone called them a name on the bus ride home.
Unfortunately, many parents do not understand the potentially damaging effects of bullying not
only on a child’s confidence and self -esteem but also on his academic performance.

In the Philippines, The Department of Education (DepEd) reported that bullying cases
have increased in the last seven years, except during the pandemic. DepEd Asst. Sec. Dexter
Galban, during a Senate hearing on anti-bullying, said 1,309 bullying cases were reported since
R.A. 10627 or Anti-Bullying Act of 2013 was passed into law. Galban said it is likely that the
reported cases of bullying increased since there was a reporting system following the passage of
a law to address this crime. Galban also told the Senate Committee on Basic Education chaired
by Sen. Sherwin Gatchalian that the number of cases has been rising that have 21,521 cases
during the school year 2018 to 2019 which was the highest. There was also a decline in the
number of bullying cases due to the pandemic as classes were held online. Based on the reported
bullying cases the past seven years, Galban said 56.79% were physical, 25.43% were social,
5.92% were gender based, 6.03% were cyberbullying and 5.83% was retaliation or revenge.
 In Barangay San Jose Anyao Catanauan, Quezon had some cases of bullying like
physical and mental bullying specially to the pupil of elementary and student of San Jose
National High School. There are few children’s that always cry because of bullying and
sometimes because of this they don't want to go again on school. Bullies have no end to the ways
in which they can injure people. There are overt and public ones as well as covert and it cause
that student or pupil may feel scared, ashamed, and rejected.

Academic performance is how well a student meets the standard sets the institution. It is
also the first aspect that bullying influences, therefore bullied children lived with fear, feel weak
and feel lonely. This study will help you to distinguish what is the effect of bullying to the
academic performance of students. This study helps you to decrease the amount of people get
bullied because it takes too much effect to the person who has been bullied.

Statement of the Problem

Generally, this study aimed to determine the effects of bullying in academic

performance of Grade 10 Narra's Students in San Jose National High School S.Y. 2023-2024.

Specifically, it seeks to answer the following questions:

1. What is the socio-demographic profile of grade 10 students in terms of:

1.1 age,

1.2 sex.

2. How bullying affects their academic performance in school in terms of:

2.1 grades,

2.2 attendance

3. How bullying affects the growth of individuals and what is the

bad effect of it in victims.

Objectives of the Study

Generally, this study aimed to determine the effects of bullying in academic performance of
Grade 10 Narra’s Students in San Jose National High School S.Y. 2023-2024.

Specifically, it seeks to:

1.Determine the socio-demographic profile of grade 10 students in terms of:

1.1 age,

1.2 sex,

2.Determine if bullying effects their academic performance in school.

3.Identify the different effects of bullying in the academic performance of the students

4.To examine the difference between boys and girls in terms of bullying.

Hypothesis

The following hypotheses will be tested in this study:

1.There is no significant relationship between the experience of bullying and the

academic performance of Grade 10 students.

2.The impact of bullying on academic performance may vary depending on factors such
as gender, socio-economic status, or school climate.

3.Grade 10 students who experience higher levels of bullying will demonstrate lower
academic performance compared to those who experience lower levels of bullying.
Theoretical Framework

Central to this study is the development of a robust theoretical framework that elucidates
the intricate link between student bullying experiences and the resultant academic outcomes.
Within this framework, constructs from “Psychological Distress Theory” by Wang, Zhao &
Weng (2019) lies profound understanding of the intricate interplay between student’s
psychological well-being and their academic performances. This theoretical framework delves
into the depth’s cognitive appraisal process, emotional regulation mechanisms, and the
multifaceted influence of environmental stressors on mental health. Wang, Zhao, & Weng’s
study provides a comprehensive lens through to examine the complex dynamics that underpin
the relationship between psychological distress and academic outcomes. At the core of
Psychological Distress Theory is the recognition that individuals’ mental health is not solely
determined by internal factors, but is profoundly shaped by their interactions with the external
environment. This perspective emphasizes the importance of considering the broader socio-
environmental context in which students navigate their academic pursuits. Within this context,
student encounter a myriad of stressors, ranging from academic pressures and interpersonal
conflicts to familial challenges and societal expectations. These stressors can trigger cognitive
appraisals that lead to heightened levels of distress, impacting students' ability to concentrate,
engage in learning activities, and perform academically Moreover, psychological distress theory
acknowledges the bidirectional nature of the relationship between psychological well-being and
academic performance. While psychological distress can impair academic functioning, academic
struggles can also exacerbate psychological distress, creating a vicious cycle that undermines
students' overall well-being. This cyclical nature highlights the importance of adopting a holistic
approach to supporting students' mental health and academic success. Empirical research within
the realm of psychological distress theory offers valuable insights into the specific mechanisms
through which psychological distress influences academic outcomes. Studies have documented
the detrimental effects of chronic stress on cognitive functioning, including impairments in
attention, memory, and executive function. Additionally, heightened levels of psychological
distress have been associated with increased rates of absenteeism, procrastination, and academic
disengagement, further compromising students' academic achievement.
 The psychological distress theory proposed by Wang, Zhao, and Weng suggests that
individuals who experience psychological distress are more likely to engage in bullying
behaviors as a coping mechanism. According to this theory, individuals who are struggling with
their own emotional issues, such as anxiety, depression, or low self-esteem, may turn to bullying
others as a way to alleviate their own distress or to feel a sense of power and control. The theory
posits that bullying behavior serves as a maladaptive coping strategy for individuals who are
unable to effectively manage their own emotional distress. By exerting power over others
through bullying, individuals may temporarily alleviate their own negative emotions or gain a
sense of superiority. Additionally, the theory suggests that individuals who are victims of
bullying may also experience psychological distress as a result of the bullying, creating a cycle
of distress and bullying behavior.

Additionally, the theory suggests that individuals who are victims of bullying may also
experience psychological distress as a result of the bullying, creating a cycle of distress and
bullying behavior. In summary, the psychological distress theory of Wang, Zhao, and Weng
highlights the relationship between individuals' psychological well-being and their likelihood of
engaging in bullying behaviors, suggesting that addressing underlying emotional issues may be
key to reducing bullying incidents. Interventions grounded in psychological distress theory seek
to address these challenges by equipping students with adaptive coping strategies, enhancing
their social support networks, and fostering a culture of mental health awareness within
educational settings. By promoting resilience-building skills and providing resources for stress
management, interventions aim to empower students to navigate academic challenges more
effectively and cultivate greater psychological well-being. Furthermore, the integration of
psychological distress theory into educational practice holds promise for fostering inclusive,
supportive learning environments that prioritize students' holistic development. By recognizing
the interconnectedness of mental health and academic success, educators and policymakers can
work collaboratively to implement systemic changes that promote student flourishing. This may
involve restructuring academic curricula to prioritize well-being, increasing access to mental
health resources on campus, and destigmatizing conversations around mental illness.
 In essence, the exploration of psychological distress theory offers a rich tapestry of
insights into the complex interplay between students' psychological well-being and their
academic performance. By embracing this holistic perspective, educators, researchers, and
policymakers can work together to create learning environments that nurture students' mental
health, foster resilience, and unlock their full potential for academic success and personal
growth.

Another related framework for this study is the “Behavioral Dynamics of Bullying and
Academic Performance” by Dr. Angela Duckworth’s Research At the core of this investigation
lies the development of a sturdy theoretical structure that unravels the complex connection
between student encounters with bullying and the resulting academic outcomes. Dr. Angela
Duckworth's behavioral research provides an expansive perspective for examining these
phenomena, offering understandings into the cognitive and behavioral mechanisms driving
bullying behaviors and their influence on learning results. Taking inspiration from Duckworth's
studies on perseverance and grit, this framework proposes that individual disparities in
characteristics such as resilience and self-discipline significantly shape reactions to bullying
incidents and subsequent academic success. Duckworth's influential work suggests that
individuals exhibiting higher levels of grit, characterized by enduring passion and perseverance
for long-term objectives, are better equipped to navigate and surmount challenges posed by
bullying, thus lessening its adverse impacts on academic engagement and achievement.
Furthermore, Duckworth's stress on the significance of self-control sheds light on the behavioral
tactics employed by both perpetrators and targets of bullying. According to her research,
individuals possessing stronger self-regulatory abilities demonstrate greater capacity to manage
impulses and emotions when faced with provocation, thereby reducing the likelihood of
engaging in or succumbing to bullying behaviors. Conversely, deficiencies in self-regulation
may escalate the cycle of aggression and victimization, hindering academic advancement due to
heightened stress and distraction within the learning environment. Within the context of bullying,
Duckworth's behavioral theories indicate that interventions focused on nurturing grit and self-
regulation show promise in mitigating its detrimental effects on academic performance. By
fostering a growth-oriented mindset and resilience in students, educators can empower them to
confront and overcome adversity, thereby cultivating a positive school atmosphere conducive to
learning and well-being. Moreover, Duckworth's research underscores the importance of
environmental influences in shaping behavior and academic outcomes. Her findings suggest that
supportive and nurturing environments, characterized by positive reinforcement and role
modeling, can act as buffers against the negative impact of bullying, fostering a sense of
belonging and psychological safety crucial for academic success. Conversely, toxic
environments marked by neglect or tolerance of bullying behaviors may exacerbate the cycle of
victimization, undermining students' confidence and motivation to engage in learning activities.
Integrating Duckworth's behavioral theories into the framework illuminates the multifaceted
nature of bullying and its implications for academic achievement. By acknowledging the role of
individual differences, self-regulation, and environmental factors, educators and policymakers
can devise targeted interventions to address the underlying causes of bullying and promote
positive social-emotional development in students. In conclusion, Dr. Angela Duckworth's
research on perseverance and self-regulation provides invaluable insights into the behavioral
dynamics of bullying and its impact on academic performance. By incorporating her theories into
the theoretical framework, we gain a deeper understanding of the cognitive and behavioral
processes driving bullying behaviors and identify promising avenues for intervention and
support. Through concerted efforts to cultivate grit, resilience, and a positive school climate, we
can mitigate the adverse effects of bullying and foster a culture of empathy, respect, and
academic excellence.
 Conceptual Framework

The general problem of this study is to find out the practices on bullying of Grade 10
students in San Jose National High School in the last semester for Academic Year 2023-
2024.Figure 1 is a paradigm showing the conceptual framework of the study. The first box
contains the intervening variables which include the demographic profile of the respondents such
as Age, Gender, Civil status, Religion, Nationality and contains some questions. The second box
contains the independent variable which is the process on bullying for the respondents and the
third box has the dependent variable which is about the practices (e.g. Program) on bullying of
the Grade 10 students.

Figure 1. Conceptual Framework on the Impact of Bullying on Academic Performance of Grade

10 Students.
SIGNIFICANCE OF THE STUDY

The findings which this study will reveal, may benefit certain people and the benefits
they may able to gain are as follows:

To the Students. This study educates the students on how they can be able to overcome or
cope up with bullying and to be aware about it, and if possible to avoid it. Also, in order for them
to know what to do to have a good and health relationship to their fellow students and to other
individuals.

To the Faculty. This study gives information to the teachers about the effectiveness of
Coping mechanisms in bullying that they can teach their students and use as a solution strategy
especially for those victims of bullying. To all parents will be able to know that they should have
a sense of dedication to their duty as a parent in guiding their children by guiding them using
some strategies implemented for overcoming and coping up bullying on SJNHS.

To the Parents. The parents’ utmost concern is to make sure that their children get the
highest protection and safety in school where they are enrolled in possible. With the findings of
this study, and with a clear implementing rules and regulations on bullying, they can be rest
assured that their children are in the hands of people running the best schools in the province.

To the Teachers. Findings of this study may provide the teacher with very vital information
on their school’s status on bullying, areas which need further improvement and areas that need
strengthening would then be recognized. They can make this be a part of the curriculum where
students learn to identify bullying language and actions in themselves and others and be taught
positive communication skills. This knowledge will help create a more positive environment
where bullying is less likely to occur.

To the Community. Since private educational institutions are seen as an alternative to the
more affordable but congested state and local universities and colleges, the community may be
assured of highest protection and safety of their children possible as an eventual result of this
study. They will also be made aware that they can be part in planning bullying prevention and
intervention programs and setting measurable and achievable goals to ensure everyone
understands the problem and their role in stopping it.

To the Researcher. Through this study the researcher will know the effects of bullying in
academic performance of students and how students overcome and cope this.

To Future Researcher. They can use the finding of this study as instrument or good source
of useful information. The researchers can have a comparative analysis and basis for the future
study regarding in coping mechanisms in bullying.

Time and Place of The Study.

The study will be conducted from June-July 2024 in San Jose National High School,
Brgy.San Jose Anyao Catanauan, Quezon for S.Y. 2023-2024. Data gathering was done virtually
using a web-based application, Google Form, as the official online survey platform of this
research study so there is no specific place for the conduct of the study thereupon. The study was
conducted with 31 grade 10 students of SJNHS.

Scope and Limitations of The Study

This is a study of practices on bullying on Grade 10 students enrolled in San Jose

National High School for the Academic Year 2023-2024.Hence, it is limited as follows:(1) The
analysis will primarily consider on impact of bullying in academic performance of Grade 10
students;(2) The study will be conducted within specific geographic area;(3) The research will
rely on pair-reported data regarding impact of bullying, which may be subject to see the effects
of it;(4) The study will not delve into underlying psychological mechanism linking in effects of
bullying but rather focus on the observed correlation. Variables which are included in this study
is the profile of the respondents in terms of Age, Gender, Civil Status, Religion, Nationality, also
This Study will attempt to determine the coping mechanisms of Grade 10 Students of Academic
Year 2023-2024 in bullying and its relationship between their social being to other individuals.
DEFINITION OF TERMS

The following terms in the study were defined operationally:

Academic Performance refers to the student’s productivity with regards to his/her studies in
order to attain academic achievement. This includes grades, attendance, and behavior during
class.

Age identifies how old the participants are during the conduct of the study. The age of the
participants ranges from 15-16.

Behavior refers to the matter of conducting oneself.

Bullying is defined as any severe, or repeated use by one or more students of a written, verbal or
electronic expression, or a physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually, 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. These acts
include: 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; any act that causes damage to a victim’s psyche and/or
emotional well-being; any slanderous statement or accusation that causes the victim undue
emotional distress; and “cyber- bullying”. These acts also include gender-based bullying, which
is any act that humiliates or excludes a person on the basis of perceived or actual sexual
orientation and gender identity (SOGI).

Bullied is the person or the victim who experienced hearing mean words or hurtful things from
others, or who is making fun by other person, or calling him or her mean and hurtful names;
teasing more than just once in a mean and hurtful way; completely ignoring or excluding him or
her from their group of friends or leaving him or her out of things on purpose; hitting, kicking,
pushing, shoving around, or locking him or her inside a room; threatening or forcing him or her
to do things he or she does not like to do; telling lies or spreading false rumors about him or her
or sending mean notes that causes the victim undue emotional distress and trying to make other
students dislike him or her; and making mean comments on his or her race or color and religion
that has the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm.

Bully is the person who is saying mean or hurtful things, or making fun of other person, or
calling others mean and hurtful names; teasing more than just once in a mean and hurtful way;
completely ignoring or excluding others from their group of friends or leaving them out of things
on purpose; hitting, kicking, pushing, shoving around, or locking others inside a room;
threatening or forcing them to do things they do not like to do; telling lies or spreading false
rumors about others or sending mean notes that causes the victim undue emotional distress and
trying to make other students dislike him or her; and making mean comments on others’ race or
color and religion that has the effect of actually causing or placing the latter in reasonable fear of
physical or emotional harm practices. It is an established way of doing something, the process of
repeating something many times.

Cope/Coping Up was an act that enables one to adjust to the circumstances.

Demographic profile in this study, the demographic profile pertains to the data of the
participants such as age, sex, religion, which were collected from the respondents through a
survey.

Harassment is to annoy or bother someone in a constant or repeated way

Imbalance is a state or condition in which different things do not occur in equal amounts.

Interaction was a mutual or reciprocal action or influence.

Mechanism is a routine methods or procedures and also a mode of behavior that helps an
individual to deal with the physical or psychological environment.

Overcome is to prevail over, to get the better of in a struggle or conflict.

Practices on bullying is a process of repeatedly doing or saying mean or hurtful things, or
making fun of him or her, or calling him or her mean and hurtful names; teasing more than just
once in a mean and hurtful way; completely ignoring or excluding him or her from their group of
friends or leave him or her out of things on purpose; hitting, kicking, pushing, shoving around, or
locking him or her inside a room; threatening or forcing him or her to do things he or she does
not like to do; telling lies or spreading false rumors about him or her or sending mean notes that
causes the victim undue emotional distress and trying to make other students dislike him or her;
and making mean comments on his or her race or color and religion that has the effect of actually
causing or placing the latter in reasonable fear of physical or emotional harm.

Power is the ability or right to control people or things.

Sex in this study, this referred to the classification of the participants either male or female.

Violence it's a behavior involving physical force intended to hurt, damage, or kill someone or
something
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

This section discussed the review of related literature and studies. It is presented here in
order to give a strong foundation for the study and also to give readers sufficient information
regarding the variables being studied. It focuses on the topic being studied.

Foreign Literature

Tario (2018) mentioned that bullying is the repetitive verbal, physical, or social acts that
cause bodily or psychological injury to a person. An individual or a group may abuse their power
over one or more others. Bullying can happen in person or online and can be blatant or subtle.
Bullying can have long-term implications for anyone engaged, including witnesses, in any form,
and for any reason. Individual incidences, confrontations, or disagreements between peers,
whether in person or online, are not considered bullying. Also, demographic and social factors
are linked to the prevalence of bullying and the response to what is being done to address the
problem. In addition, bullying typically results in depression and the development of low self-
esteem in the victim. It is likely to have particular characteristics, such as the victim's fear of
reporting the bullying. Bullying happens everywhere, including in workplaces and schools.
Bullying is a violent behavior that is also characterized by repetition and power disparity. It
involves the repeated abuse of power committed by a single individual. Victims of bullying
cannot defend themselves for various reasons, including having lower physical stamina and
psychological toughness than the bully Ghani et al., 2020 cited by (Mohan & Bakar, 2021). Also,
Students who experience bullying in the classroom find it difficult to focus on their work, don't
participate in class activities, ignore the teacher's instructions, and eventually lose interest in their
studies (Najam & Kashif, 2018).

The study of Tario related to this study because it provides valuable context and support
for understanding the multifaced consequences of bullying on students’ overall well-being,
including their academic performance and Tario’s study sheds light on the broader implications
of bullying on the lives of those involved. When it comes to the study of Ghani et al., and cited
by Mohan & Bakar their study related to this study because it gives valuable insights into the
broader effects of bullying on students’ well-being and academic outcomes. Their review likely
explores a range of outcomes associated with bullying, such as psychological distress, social
difficulties, and academic challenges likely on my study these outcomes was stated on some
paragraph of this study. On the study of Najam & Kashif entitled “Impact of Bullying on
Students’ Behavioral Engagement”, while this study aims to examine the relationship between
bullying and academic performance, Najam & Kashif’s study focuses on the impact of bullying
on students’ behavioral engagement. Behavioral engagement encompasses students’
participation, involvement, and active engagement in classroom activities, the findings of their
study provide valuable insight into how bullying affects students’ behavioral engagement which
in turn can have implications for their academic performance. It also addresses how bullying
leads to decreased motivation, and avoidance of classroom activities.

Kim (2022) mentioned that since 2013, Korea has seen an increase in the number of
incidents of bullying at schools. In July 2021, a middle schooler from Mongolia in Busan was
assaulted, tied up, and forced to consume alcohol by her classmates. Disparaging remarks
regarding the student's ethnicity were made during the nearly six-hour-long bullying, which was
documented on camera. The pupil may be seen being drawn on, made to drink urine, and given
cigarette butts. Koreans and Mongolians were incensed after learning about the assault. To make
matters worse, the offenders received only a social service as punishment. Furthermore, many of
these bullying issues are said to have their roots in Korea's traditional hierarchy of respect based
on age. Even with just a one-year age gap, respecting your elders is regarded as a must, making
the person involved most likely the victim. Moreover, Pörhölä et al. (2019) stated that often,
students in higher education experienced different forms of bullying (e.g., humiliation or ridicule
in connection with studies). In a study conducted by Pörhölä et al. (2018). Unfair criticism,
belittling, or humiliation related to studies was the most often reported form of bullying
victimization, affecting around 8500 university students; the percentage of students who reported
these experiences varied between 11.5 and 14 percent between countries. These findings imply
that bullying victims in higher education may be people who are very focused on their studies
and have high expectations for their success in those studies. As a result, they may be especially
sensitive to the criticism and feedback they receive regarding their academic performance. In
learning contexts where evaluation is involved, this could make them feel even more distressed
and anxious. It is also logical to assume that bullying experiences in one educational setting, such
as in primary or secondary school, would particularly lead to social anxiety in other educational
settings, like university.

The study of Kim related to this study because it gives a contextual understanding of the
prevalence and severity of bullying, shedding light on the real-world implications it has on
students live and the study of Kim focuses on South Korea’s bullying problem, highlighting
specific incidents and cases that have occurred in the country. On the study conducted by
Porhola, Almonkari & Kantu on ‘Bullying and social anxiety experiences in university learning
situations’ relate to this study on ‘The impact of bullying on academic performance of students’
because it focuses on the experiences of bullying and social anxiety among university students in
learning contexts. While this study primarily focus on students at different educational levels and
the study of Porhola et al. highlights how bullying experiences in higher education can lead to
social anxiety and affect students’ ability to engage effectively in learning situations.

Verbal Bullying. Verbal bullying can begin innocently but develop to a point where the
target starts to feel the effects. Bullying must be looked at more closely because it affects too
many youths in the community. One of the most prevalent types of suppression is verbal because
it can be carried out easily and directly, frequently in front of an audience. A victim of verbal
abuse may experience psychological and emotional effects and changes to their sense of self
(Viuni, 2019). Moreover, Arifuddin et al. (2021) state that although verbal abuse doesn't hurt
physically, it can have a detrimental psychological effect and lead to poor social skills in the
victim. The victims struggled to adjust to his or her social situation, for example, seeking to
transfer to another school or abandoning that school, having disturbed academic performance, or
frequently not attending school on purpose. Another trait of those who experience verbal
bullying is a relatively low degree of self-confidence, which is brought on by repeated insults,
threats, and improper language directed at the victim or by the perpetrator's refusal to recognize
the victim's physical and non-physical strengths, which results in fear, a loss of self-confidence,
and the inability to act. In addition, Makarova et al. (2020), as a symbolic form of aggression
that primarily uses vocal (screaming, tone changes) and verbal components of speech to cause
psychological harm, verbal bullying is what we mostly deal with (invective, insults, and others).
Open verbal aggression is characterized by a clear desire to harm the addressee's ability to
communicate and is expressed in overtly humiliating ways (swearing, screaming). Also, it is not
surprising that the majority of verbal bullying victims have low self-esteem because verbal
bullying and self-esteem are closely related. Hamidsyukrie et al. (2022) state that in the Mataram
Municipality, high school students have experienced verbal bullying in the form of labels like
"fat," "ugly," "black," "dumb," "short, curly," "slanted," "poor," "effeminate," and "scolded with
nasty words." When verbal bullying occurs in groups rather than one-on-one, it has an impact on
kids' academic performance because it makes them less interested in going to school and less
motivated to learn. Verbal bullying has several negative effects on students in Mataram
Municipality, including creating a sense of inferiority, being quiet, unable to express themselves
or their thoughts in a friendly atmosphere, having disagreements with other students, and having
poor communication with the student's social environment.

Cyber Bullying. Cyberbullying is characterized as bullying that takes place on digital

platforms, including smartphones, laptops, and tablets. The disclosure of embarrassing or
humiliating personal or private information is one example. People can see, record, engage in, or
share information through text messages, apps, social media, forums, or games. Furthermore,
bullying at school was reported by roughly 22 percent of pupils aged 12 to 18 in 2019, which is
less than the 23 percent reported in 2009. (28 percent). In 2019, over 16 percent of students in
grades 9 through 12 reported experiencing cyberbullying in the preceding year. Cyberbullying
has unique defining traits, such as the potential anonymously of the abuser, the bigger potential
audience for the abuse being committed, the difficulty of separating oneself from the cyber
environment, and the absence of direct face-to-face contact that is present in many forms of
traditional bullying (National Center for Education Statistics, 2022).
 The study conducted by Viuni (2019) on school bullying, specifically focusing on verbal
bullying and academic achievement, directly aligns with this study on the impact of bullying on
academic performance because Viuni’s study delves into the specific context of verbal bullying
and explores its effects on students’ academic achievement. This case study provides firsthand
insights into the experiences of students who have been subjected to verbal bullying and offers
information on how it can affect their academic performance. Incorporating these insights into
the researcher’s quantitative investigation enables a more robust analysis and strengthens the
identification of effective strategies to address the negative effects of bullying and promote
positive academic outcomes. The study by Arifuddin (2021) on verbal bullying in early
adolescents relates to this study because it’s specifically focusing on two junior high schools
(Palanggas 5 and Sungguminasa 3), can provide valuable insight that can relate to this study,
Arifuddin’s study delves into the specific context of verbal bullying in early adolescents,
shedding light on the prevalence, nature, and consequences of this form of bullying within the
selected junior high school. Incorporating Ariffudin’s study in this research can enrich
individuals understanding of the impact of bullying on academic performance by focusing on the
specific aspect of verbal bullying. Verbal bullying can have profound effects on a students’ self-
esteem, engagement in learning activities and overall academic performance. By comparing the
findings from Afrifuddin’s study with researcher’s quantitative investigation, the researchers can
establish a more comprehensive understanding of the interplay between bullying, academic
performance, and potential mechanisms through which bullying impacts students’ academic
outcomes. When it comes to the study conducted by Makarova & Maximets (2020) on
international concepts of verbal bullying and hate speech as a means of expressing an intolerant
attitude to the speech object can be related to this study. Integrating the findings from Makarova
et al.’s study in this quantitative investigation can provide a broader understanding of the various
ways in which verbal bullying can occur and its detrimental effects on students’ academic
performance. Hate speech, as a specific form of verbal bullying has the potential to create a
hostile environment that can negatively impact students’ emotional well-being and engagement
in their studies. The study by Hamidsyukrie et al. focuses specifically on the effects of verbal
bullying on high school students’ social relations. While this study aims to examine the impact
of bullying on academic performance, the findings from Hamidsyukrie et al.’s research can
provide important insight into the broader consequences of bullying on students’ social
interactions. By considering the effects of verbal bullying on social relations, the researchers can
highlight the interconnectedness between bullying, social dynamics and academic performance.
The findings from Hamidsyukrie et al.’s study can help paint a more holistic picture of the
various ways in which bullying affects students’ lives beyond the academic context and its
potential influence on their overall academic performance.

Bullying is the use of force or aggressive toward another person being weak or less
powerful; it can be in form of physical, verbal, social and even online abuse. This wrongful act
can be observed everywhere but it is more prevalent in schools. Several studies were conducted
across the world to learn more about bullying- its causes and effects physically, and mentally,
and how detrimental it is to one’s self. Bullying is a behavior that can only be easily recognized
when individuals experience. Bullying can happen to anyone at any age and anywhere whether at
school, home, or even in workplace. It can also be considered as a harmful behavior, which can
seriously affect’s one’s performance. In this chapter, the researcher will delve into the
comprehensive study conducted by Espelage, Hong, & Rao (2019),

The study conducted by Espelage, Hong, & Rao can relate to this study because it
provides valuable insights into the long- term effects of bullying on academic performance
among middle school students. The study was conducted in five middle schools with a sample of
5th- grade students (n=300) at time 1, and 237 of these students participated at time 2 as 6 th-grade
students. The researchers used cluster analysis to identify groups of students who reported no
increase in bullying, some decrease in bullying, and some increase in bullying. The study utilized
longitudinal data collected from five middle schools, allowing for a thorough analysis of the
relationship between bullying perpetration, victimization and academic achievement over time.
By tracking students’ experiences with bullying and their academic process, the researchers were
able to identify patterns and trends that shed light on the impact of bullying on educational
outcomes. One of the key findings of the significant negative correlation between bullying
involvement (both as perpetrators and victims) and academic achievement. Students who were
either perpetrators or victims of bullying tended to have lower academic performance compared
to their peers who were not involved in bullying incidents. This correlation persisted over time,
highlighting the enduring influence of bullying on students’ educational outcomes. The key
findings on Reciprocal relationship-students who engaged in more bullying behaviors were more
likely to experiences academic difficulties, and those who experience academic difficulties were
more likely to engage in bullying behaviors, this bidirectional relationship suggests that bullying
and academic achievement are closely intertwined, with each factor influencing and reinforcing
the other over time. The findings are supported by relevant literature and empirical evidence,
reinforcing the established link between bullying and diminished academic achievement. These
factors are crucial for developing effective interventions and support systems to help mitigate the
negative effects of bullying on academic performance. The study identified several contextual
factors that may exacerbate or mitigate the relationship between bullying and performance in
school. For instance, school climate emerged as a critical factor, with positive and supportive
environments associated with better academic outcomes among bullied students. Similarly,
family support and socio-economic status played significant roles in moderating the impact of
bullying on academic performance. By incorporating the insight s from the study by Espelage et
al., The researchers can strengthen the analysis of the impact of bullying on academic
performance, providing a deeper understanding of the long-term consequences for students’
educational success. It contributes the identification of effective interventions and policies to
mitigate the negative effects of bullying and support positive academic achievements among
students.

There are things to consider in characterizing bullying to see the distinction of it from
other forms of aggression. Aggression is very usual in the school setting; it is sometimes being
used by students to resolve conflicts. For example, a clash concerning students having equal
power in terms of physical, strength and number. This kind of conflict is common conventionally
do not last long. However, when persons talk about bullying, it more systematic. Bullying
remains a significant concern in educational settings, with far-reaching implications for the well-
being and academic success of students. McCallion, Feder, Wood & Schumm (2019). This study
not only sheds light on the interplay between bullying, mental health, and academic achievement
but also provides empirical evidence to support the assertion that bullying negatively impact
student’ academic performance. McCallion et al. employed a cross-sectional research design,
collecting data from a sample of urban adolescents. Through surveys and assessments, the
researchers gathered information on students’ experiences with bullying, their mental health
status, and their academic performance. By analyzing the data using statistical techniques, the
researchers were able to identify patterns and associations between these variables. The study
revealed a significant association between bullying victimization, mental health issues, and
academic achievement. Adolescents who reported being bullied exhibited higher levels of
psychological distress, including symptoms of anxiety and depression, these students tended to
have lower academic achievements compared to their non- bullied peers. The study identified
specific mechanisms through which bullying may impact academic performance. For instance,
the psychological toll of bullying, such as decreased self-esteem and motivation, can hinder
students’ ability to engage effectively in learning activities. Additionally, the stress and anxiety
associated with being bullied may impair cognitive functioning, leading to difficulties in
concentration and academic performance. In this study, the focus is on unraveling the intricate
relationship between experiences of bullying and the subsequent impact on the academic
performance and mental well-being of urban adolescents. Given the prevalence and detrimental
repercussions of bullying, particularly in middle school settings, it is important to investigate
how these adversities influence the scholastic achievements and overall mental health of
adolescents. Standardized psychological assessment tools were employed to measure the
participants’ mental health status, while academic records and self-reported bullying experiences
were analyzed to establish correlations. The findings revealed that there exists a significant
correlation between bullying and diminished academic performance as evidenced by a decreased
in overall GPA and an increased likelihood of absenteeism. The findings of this study have
important implications for educators, policymakers, and practitioners working to address
bullying in schools. By highlighting the link between bullying, mental health, and academic
achievement, the study underscores the need for comprehensive interventions that address the
underlying factors contributing to bullying.

The study conducted by McCallion, Feder, Wood, & Schuman (2019) on bullying,
mental health, and academic achievement among urban adolescents relates directly to this study
on the impact of bullying on academic performance of students. McCallion et al.’s focuses on the
relationship between bullying, mental health, and academic achievement among urban
adolescents. Overall, integrating the findings from McCallion et al.’s study into this quantitative
investigation enriches the understanding of the impact of bullying on academic performance by
considering the mediating role of mental health.
 Bullying has emerged as a significant concern in educational setting worldwide, posing
detrimental effects on students’ academic achievement and overall well-being (Chong et al.) on
study titled “The effects of bullying on students’ academic performance: A meta- analysis,”
(2019) published in the International Journal of Academic Research in Business and Social
Sciences. This meta-analysis provides an extensive examination of existing research on the
relationship between bullying and academic achievement, offering valuable insights into
magnitude and consistency of this impact across diverse populations and contexts. Chong et, al.
employed a systematic approach to identify relevant studies exploring the effects of bullying on
students’ academic performances. Through comprehensive literature searches conducted in
various databases, including PubMed, PsycInfo, and ERIC, the researchers identified a broad
spectrum of studies published in peer-reviewed journals. Studies were included in the meta-
analysis if they met predetermined criteria, such as focusing on the relationship between bullying
and academic outcomes, utilizing appropriate measures of academic achievement, and providing
sufficient data for effect size calculations. This comprehensive study not only provides valuable
insights into the negative consequences of bullying on academic performance but also
underscores the importance of implementing proactive measures to combat this issue. The meta-
analysis highlights the importance of implementing evidence-based strategies to prevent and
intervene in bullying behavior effectively. Schools that prioritize the creation of safe and
supportive environments through the implementation of anti-bullying policies, school-wide
prevention programs, and targeted interventions for at-risk students can help mitigate the
negative effects of bullying on academic performance and overall well-being. Meta-analysis
underscores the importance of fostering collaboration among stakeholders, including educators,
parents, students, and community members, to address the complex factors contributing to
bullying and create a culture of respect and inclusivity within schools. By working together to
promote positive relationships, empathy, and conflict resolution skills, stakeholders can help
cultivate a school climate that fosters academic success and emotional well-being for all
students. The meta-analysis conducted by Chong, Idris, Abdullah, Habil, and Pawanteh (2019)
provides compelling evidence of the detrimental effects of bullying on students' academic
performance. By synthesizing data from diverse studies and employing rigorous statistical
analyses, the researchers offer valuable insights into the magnitude and consistency of this
impact across different populations and contexts. The study conducted by Chong, Idris,
Abdullah, Habil and Pantaweh (2019) on the effects of bullying on students’ academic
performance through a meta-analysis directly relates to this study because Chong et al.’s study
focuses on synthesizing the findings from multiple studies through a meta- analysis to examine
the overall effects of bullying on students’ academic performance.

Local Literature

The study conducted by Espelage, Basilio, and Aranas entitled "Bullying and Mental
Health among Filipino Adolescents: A Cross-Sectional Study (2018), aims to investigate the
relationship between bullying and mental health among Filipino adolescents. Bullying is a
prevalent issue worldwide, and its impact on the mental well-being of adolescents is a growing
concern. This study specifically focuses on the Filipino context and provides insights into the
unique experiences of Filipino adolescents in relation to bullying and mental health. The
researchers conducted a cross-sectional study involving a sample of Filipino adolescents from
various schools across the Philippines. The participants were selected using a stratified random
sampling technique to ensure representation from different regions and socioeconomic
backgrounds. Data was collected through self-report questionnaires that assessed the prevalence
of bullying experiences, mental health outcomes, and various demographic factors. The study
revealed important findings regarding the prevalence of bullying among Filipino adolescents. It
highlighted the different forms of bullying, including physical, verbal, and cyberbullying, and
examined the frequency and severity of these incidents. The researchers also explored the impact
of bullying on mental health outcomes, such as depression, anxiety, and self-esteem. The
findings indicated a significant association between bullying victimization and negative mental
health outcomes among Filipino adolescents. Furthermore, the study examined the role of
various factors in influencing the relationship between bullying and mental health. These factors
included gender, age, school environment, and social support. The researchers found that certain
demographic characteristics and environmental factors can moderate the effects of bullying on
mental health, emphasizing the need for targeted interventions and support system. The findings
of this study have important implications for addressing bullying and promoting mental health
among Filipino adolescents. The researchers emphasize the importance of implementing
comprehensive anti-bullying programs in schools, providing mental health support services, and
fostering a positive and inclusive school environment. The study also highlights the need for
increased awareness and education among parents, educators, and policymakers to effectively
address the issue of bullying and its impact on mental well-being. Furthermore, kids who bully
others can also engage in violent and other risky behaviors into adulthood. Kids who bully are
more likely to abuse alcohol and other drugs in adolescence and as adults; get into fights,
vandalize property, and drop out of school; engage in early sexual activity; have criminal
convictions and traffic citations as adults; be abusive toward their romantic partners, spouses, or
children as adults. Similarly, kids who witness bullying are more likely to have increased use of
tobacco, alcohol, or other drugs; have increased mental health problems, including depression
and anxiety; miss or skip school. Media reports often link bullying with suicide. However, most
youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. The
online news portal of TV5 reported the Department of Education (DepEd) Secretary Bro. Armin
Luistro stressed, “Every Filipino child must be protected,” following the signing of the
Implementing Rules and Regulation of Republic Act No. 10627, otherwise known as the Anti-
Bullying Act of 2013.“The Anti-Bullying Act is part of our child protection policy,” Luistro said
in his address during the signing ceremony on Dec. 13 at Bulwagan ng Katarungan DepEd
Complex on Meralco Ave., Pasig City. Secretary Luistro said anti-bullying acts include cyber-
bullying aside from inflicting physical harm to the child and utterance of slanderous statements
or accusations which causes the victim undue emotional distress such as the use of profanities,
name-calling and commenting negatively on the victims’ looks, clothes and body. Bullying
would also include social bullying which refers to any deliberate, repetitive and aggressive social
behavior intended to hurt others or belittle any individual or group and gender-based bullying
that humiliates a person on the basis of their sexual orientation and gender identity. The
education bullying act in the world. All public and private kindergarten, primary and secondary
schools as well as alternative learning centers are mandated to adopt anti-bullying policies and
establish intervention programs which include counseling, life skills training and other activities
that will enhance the psychological, emotional and the psycho-social well-being of both the
victim and the bully with the inclusion of all concerned parties such as bullies, victims,
witnesses, parents, school officials as well as other persons that may be affected by the bullying
incident, he said. Schools must also impose disciplinary measures as part of their child protection
policy against the perpetrators depending on the gravity and nature of the cases. They may also
refer the victims and bully to trained professionals outside the school such as social workers,
guidance counselors, psychologists or child protection specialists for further assessment and
appropriate intervention measures if necessary.

The study by Espelage, Basilio & Aranas (2018) on bullying and mental health among
Filipino adolescents through a cross- sectional study relates directly to this study because
Espelage et al.’s study focuses on the relationship between bullying and mental health among
bullying and mental health among Filipino adolescents that resemble of this study.

Republic Act No. 10627, commonly referred to as the Anti-Bullying Act of 2013, represents a
pivotal legislative response to the pressing issue of bullying within Philippine educational
settings. This landmark legislation is designed to uphold the fundamental rights and well-being
of students by mandating elementary and secondary schools to implement comprehensive anti-
bullying policies. Central to the law's provisions is the establishment of clear protocols and
mechanisms for preventing, addressing, and managing incidents of bullying. These measures
include the formation of anti-bullying committees within schools, tasked with overseeing the
implementation of preventive measures and coordinating responses to reported cases of bullying.
Furthermore, the law emphasizes the importance of fostering a safe and supportive school
environment that nurtures mutual respect, empathy, and understanding among students. In
accordance with R.A. 10627, schools are required to develop and enforce policies that delineate
the types of behavior constituting bullying, the procedures for reporting incidents, and the
disciplinary actions to be taken against perpetrators. By formalizing these policies, educational
institutions are empowered to proactively address bullying and create a culture of accountability
and transparency. Additionally, the law mandates the integration of anti-bullying awareness
programs into the school curriculum, aiming to promote empathy, conflict resolution skills, and
positive interpersonal relationships among students. Moreover, R.A. 10627 underscores the
importance of collaboration between schools, parents, guardians, communities, and other
relevant stakeholders in effectively combating bullying. It recognizes that addressing bullying
requires a multifaceted approach that involves not only punitive measures but also education,
counseling, and support services for both victims and perpetrators. By engaging various sectors
of society, the law seeks to foster a collective commitment to creating safe and nurturing
environments where all students can thrive academically, socially, and emotionally. Republic
Act No. 10627 represents a significant step forward in safeguarding the rights and dignity of
Filipino students and in promoting a culture of respect, inclusivity, and tolerance within
educational institutions. Through its comprehensive provisions and emphasis on collaboration
and prevention, the law serves as a crucial framework for addressing the complex and
multifaceted challenges posed by bullying in the Philippines.

SYNTHESIS

Bullying, in its various forms, has long-lasting and pervasive effects on the academic
performance of students. It transcends mere physical or verbal harassment, seeping into
emotional and psychological realms, ultimately affecting a student's ability to learn and succeed.
The emotional toll of bullying can be crippling. Students who are victims of bullying often
experience feelings of anxiety, depression, and low self-esteem. These emotional struggles can
manifest as difficulty concentrating in class, leading to poor academic performance. Moreover,
the fear of encountering bullies at school may result in absenteeism or avoidance behaviors,
further impacting their academic engagement. Tario’s study (2018) on the implications for both
individuals involved and academic performance. The studies reviewed in relation to the
quantitative investigation on the impact of bullying on academic performance shed light on
different aspects of bullying and its consequences it’s also defines bullying as repetitive acts of
physical, verbal, or social harm that cause physical or psychological injury. The studies
emphasize that bullying can occur in various forms, including in-person and online, and can have
long-term implications for the victims, leading to depression, low self-esteem, and decreased
academic performance.

Bullying can disrupt the learning environment. Victims may feel unsafe and unable to
fully participate in classroom activities or discussions. They may also experience difficulty
forming positive relationships with peers and teachers, which are crucial for academic success.
Additionally, students who bully others may exhibit disruptive behavior, causing distractions and
hindering the learning process for everyone in the classroom. Mohan & Bakar’s systematic
literature review (2021) provides a comprehensive overview of the effects of bullying at school.
The findings from their review contribute to the understanding of various outcomes associated
with bullying and its potential impact on academic performance. The systematic approach of the
study adds strength to the quantitative investigation by summarizing the collective evidence
available. Bullying can affect cognitive functioning. Chronic stress from bullying can impair
memory, attention, and executive functions, making it harder for students to focus on their
studies and retain information. This cognitive load can exacerbate existing learning difficulties
and contribute to academic underachievement. Najam & Kashif’s study (2018) specifically
focuses on the impact of bullying on students’ behavioral engagement. Their research extends
the understanding of how bullying affects students’ active participation in academic activities,
which is closely linked to academic performance. The long-term effects of bullying extend
beyond the school years. Studies have shown that individuals who were bullied in childhood are
at higher risk of academic underperformance in adolescence and adulthood. This issue is
prevalent in schools worldwide, as evidenced by the case mentioned in Korea by Kim (2022),
where bullying incidents based on ethnicity resulted in severe physical and psychological harm
to a student. This can have profound implications for their future educational and career
prospects. Addressing the impact of bullying on academic performance requires a multifaceted
approach. Schools must create a culture of respect and inclusion, where bullying is not tolerated
and students feel empowered to report incidents. Additionally, providing support services such as
counseling and peer mediation can help victims cope with the emotional aftermath of bullying
and develop resilience. These studies emphasize the cultural and contextual factors that influence
bullying dynamics and further expand the understanding of the relationship between bullying and
academic performance. The impact of bullying on academic performance is profound and
multifaceted. It affects students emotionally, disrupts the learning environment, impairs
cognitive functioning, and can have long-term consequences. By addressing bullying
comprehensively and promoting a positive school climate, we can mitigate its detrimental effects
and create a safer and more conducive learning environment for all students. Porhola,
Almonkari, & Kunttu’s study (2019) on bullying and social anxiety experiences in university
learning situations adds to the body of knowledge by examining the impact of bullying in higher
education. This study demonstrates the relevance of considering the academic setting beyond
primary and secondary schools, highlighting the potential effects of bullying on academic
performance in university setting. Bullying is a pervasive issue that has significant implications
for both individuals involved and academic performance, the research by Viuni (2019) explores
the impact of verbal bullying on academic achievement through a case study approach, providing
insights into the specific effects of this form of bullying on students’ educational outcomes and
also the study defines that verbal bullying can lead to psychological and emotional effects,
changes in self-perception, and poor social skills. Bullying has a significant impact on students,
affecting their overall well-being and academic performance. One of the most evidence for that
is the studies by Makarova et al. (2020) because the study delves into the international concepts
of verbal bullying and hate speech, offering a broader perspective on the manifestation of
bullying and its effects on academic performance. The study extends the understanding of the
different forms of bullying and their potential impact on students’ educational experiences. The
significance of the impact of bullying on academic performance is further underscored by studies
like Espelage, Hong, & Rao (2019), which reveal a negative correlation between bullying
involvement and academic achievement among middle school students. These studies show that
both victims and perpetrators of bullying experience lower academic performance compared to
their non-involved peers, suggesting that academic achievement and bullying are reciprocally
related. Bullying, in its various forms, leads to adverse consequences such as depression, low
self-esteem, and social anxiety, all of which hinder students' ability to focus on their studies and
subsequently result in poorer academic performance. The findings emphasize the need for
comprehensive anti-bullying measures, supportive school environments, and focused
interventions to address this pervasive issue and promote positive academic outcomes for all
students. Verbal bullying had a significant negative effect on the social reactions of high school
students, students who experienced bullying reported lower levels of social connectedness,
friendship quality and peer acceptance Hamidsyukrie et al. (2022), the researchers identified
several specific consequences of verbal bullying on social relations. These consequences
included increased feelings of loneliness and isolation, decreased trust in peers, difficulty in
forming and maintaining friendships and reduced participation in social activities. McCallion,
Feder, Wood, and Schumann’s study (2019) on bullying, mental health, and academic
achievement among urban adolescents extends the understanding of the interplay between these
factors in the context of academic performance. The study emphasizes the role of mental health
in mediating the relationship between bullying and academic outcomes. Chong, Idris, Abdullah,
Habil, and Pantaweh’s meta-analysis study (2019) on the effects of bullying on students’
academic performance provides a comprehensive overview of the collective evidence on the
impact of bullying on academic outcomes. On the study that conducted by Espelage, Basilio, &
Aranas’ study (2018) on bullying and mental health among Filipino adolescents contributes to
the understanding of the cultural context by examining the specific relationship between
bullying, mental health, and academic performance in the Filipino context.

These studies collectively contribute to the understanding of the multifaceted nature of

bullying and its’ impact on academic performance. The researchers highlight the importance of
considering both the short-term and long-term effects of bullying on students’ well-being and
educational outcomes.

Chapter III

Methodology

The purpose of this chapter to provide an overview of the research methods which were
followed in the implementation of the study. This part outlines and discusses the research design,
locale of the study, instrumental of the study, data gathering procedure, statistical treatment of
data, and ethical considerations of the study.

Research Design

The study that will be conducted will use a descriptive-correlational approach to examine
how bullying influences the academic performance of high school students. This approach was
selected for its ability to grasp intricate relationships among factors, all while avoiding any
assumptions of cause and effects. In essence, the method that researchers utilized was designed
to capture, record, and analyze bullying experiences of GRADE 10 NARRA Students at San Jose
National High School along with the academic outcomes that ensued. The researchers took
detailed look at each participant’s socio-demographic attributes such as their age, sex, and
personal experiences with bullying. For the purposes of gathering data, conducting analysis, and
assessing the findings, the researchers used quantitative descriptive design. According to
Aggarwal & Ranganathan (2019), descriptive design is the easiest to use.

Research Locale

The study that will be conducted that “Quantitative Investigation on The Impact of
Bullying in Academic Performance of Grade 10 students” was conducted at San Jose National
High School. San Jose National High School served as the primary research locale for this study,
providing a suitable environment to investigate bullying between bullying and academic
performance among students. The selection of San Jose National High School as the research
locale was based on several factors, including its diversity in terms of student population, its
existing anti-bullying policies and its willingness to participate in the study. By conducting the
research at San Jose National High School for S.Y. 2023-2024, The valuable insights were
gained into the specific dynamics and consequences of bullying and academic setting.

Instrument of the Study

The researchers employed a survey questionnaire as the primary- data gathering tool. The
questionnaire was designed on three main parts:

Part I: Socio-demographic Profile

1.Age (Please indicate your age in years)

2. Sex (Male/ Female)

 Part II: Bullying and Academic Performance Scale

The Part II of the questionnaire is the Bullying and Academic Performance Scale which will be
constructed and will be validated by Mr. Harold C. Tayactac. The following questions aim to
assess the experiences of students with bullying and its impact on their academic performance. It
is composed of four (4) positive questions in each category such as:

1. Bullying Experiences
2. Academic Performance
3. Participants were provided with five response options to rate their feeling on each
question. The response options and their corresponding values were as follows:

5 - Strongly Agree

4 - Agree

3 - Neutral

2 - Disagree

1 - Strongly Disagree

Part III: Open-ended Question

Please provide any additional comments or experiences you would like to share regarding
bullying and its impact on your academic performance.

Participants of the Study

The participants of this study were composed of 31 Grade 10 students of San Jose
National High School, Catanauan Quezon. Grade 10 students are specifically chosen for this
study since they are more mature and can answer the questions about this study.

Data Gathering Procedure

In order to initiate the study that conducting at San Jose National High School, all
necessary approvals will be obtained. A formal request letter will be submitted on the school
administration, specifically addressing the school principal, to seek permission for conducting
the research. Once approval was granted, the assistance of the school’s counseling department
and teachers was sought to facilitate the data gathering process. The data were gathered by
means of questionnaire consisting of three sections: The Demographic Profile, Bullying and
Academic Performance Scale and Open-ended Questions. The Demographic Profile section
aimed to collect information about the participants, including their age, sex and other pertinent
demographic details. The Bullying and Academic Performance Scale was utilized to assess the
extent of bullying experiences and evaluate their impact on academic performance. The Open-
ended Question aimed to listen into the feelings of each participants. The researcher took utmost
care in ensuring the confidentiality and privacy of the participants during the data collection
process. All data were collected anonymously, and an informed consent form was distributed to
the participants. The data collected were securely stored and subsequently analyzed using
appropriate statistical methods. Statistical treatment such as frequency, percentage, mean,
median was employed to analyzed the data. The findings obtained from the analysis were
interpreted in accordance with the analyzed data. These findings were utilized to address the
research objectives and questions pertaining to the impact of bullying on academic performance.
The results aimed to provide insights into the detrimental effects of bullying on students’
educational outcomes at San Jose National High School.

Statistical Treatment

After gathering the data from the respondents in the study, the following statistical
methods were applied by the researchers to facilitate clear and reliable interpretation of the data.
 Frequency Counts and Percentage Distribution, as well as frequency percentage and rank
distribution, were used to determine the participants’ demographic profile. This statistical
treatment provided a comprehensive overview of the characteristics of the respondents, such as
age, sex, and other relevant factors. The frequency counts represented the number of participants
falling into specific categories, the researchers used a weighted mean to calculate the total
contribution on how many times the respondents’ experiences bullying, and as an evaluation of
the respondents’ final response, the researchers found possible solutions on how to prevent and
to cope the bullying among the respondents. As shown in the table below, the frequency counts
were determined using a 5-point Likert scale with descriptive equivalents in percent.

Frequency Count and Percentage Distribution

RATING SCALE DESCRIPTIVE EQUIVALENTS

5 Strongly Agree

4 Disagree

3 Neutral

2 Disagree

1 Strongly Disagree

Mean represents the average value of a dataset. It is calculated by adding up all the values
in the dataset and dividing the sum by the total number of values. Mean is nothing but the
average of the given set of values.

Mean = (Sum of all values / Total number of values Example:

What is the mean of 4, 8, 12, 16, 20?

Solution:
 Initially, add all the numbers

4+8+12+16+20=60

Now, divide by 5 (Total number of value).

Mean= 60 / 5 = 12

Ethical Considerations

In conducting the study in Barangay San Jose Anyao, Catanauan, Quezon, strict
adherence to ethical considerations was maintained. The necessary permissions and approvals
were obtained, including consent from the Barangay Council and the Department of Education.
The researchers made certain that all participants were fully informed about the purpose and
nature of the study, and their voluntary participation was sought. Throughout the research
process, confidentiality and anonymity were upheld. Participants were assured that their personal
information, such as names, contact details, and addresses, would not be collected or disclosed.
The researchers emphasized that their responses would be treated with the utmost confidentiality
and solely used for academic and research purposes. The well-being and safety of the
participants were prioritized by the researchers. Measures were implemented to prevent any
physical or psychological harm during the data collection process. Participants were given the
right to withdraw from the study at any stage without facing any negative consequences or
pressure. The study conducted in Barangay San Jose Anyao, Catanauan, Quezon adhered to
ethical considerations by upholding the principles of informed consent, confidentiality,
anonymity, and participant well-being.

References
Aggarwal, R., & Ranganathan, M. (2019). Study designs Part 2- Descriptive studies, retrieved
from [journals.lww.com]
Arifuddin, M. T., Suriah, Nasir, S., Syafar, M., Saleh, L. M., & Jafar, N. (2021). Study of verbal
bullying in early adolescents (Case study of Pallangga 5 junior high school and Sungguminasa 3
junior high school). Retrieved on October 22, 2022 from
[https://doi.org/10.37506/mlu.v21i1.2543]
Chong, W. H., Idris, I. M., Abdullah, M. C., Habil, M. H., & Pantaweh, M. M. (2019). The
effects of bullying on students, academic performance: A meta-analysis. Retrieved from
[www.ncbi.nlm.nhi.gov]
Duckworth, A. (n.d.). Behavioral dynamics of bullying and academic performance (2018).
Retrieved from [onlinelibrary.wiley.com]
Espelage, D. L., Basilio, M. A., & Aranas, D. S. (2018). Bullying and mental health among
Filipino adolescents: A cross-sectional study. Retrieved from
[https://www.researchgate.net/publication]
Espelage, D. L., Hong, J. S., & Rao, M. A. (2019). Examining the association between bullying
perpetration and victimization and academic achievement over time: A study of five middle
schools. Retrieved from [https;//files.eric.ed.gov]
Hamidsyukrie, M., I., Masyuri, & Handayani, N. (2022). Verbal Bullying and Its Effects on
Social Relations of High School Students in Mataram Municipality. Retrieved from
[https://www.base-search.net]
Kim, N. Y. (2022). Creatrip: South Korea's bullying problem. Retrieved on December 23, 2022,
from [https://www.creatrip.com/en/news/3119]
Makarova, E. A., Makarova, E. L., & Maximets, S.V. (2020). International concepts of verbal
bullying. Retrieved from [https://doaj.org]
McCallion, M. J., Feder, K. A., Wood, J. R., & Schumann, M. E. (2019). Bullying, mental
health, and academic achievement: A cross-sectional study of urban adolescents. Retrieved from
[https://www.deepdyve.com]
Mohan, T. A., & Bakar, R. (2021). A systematic literature review on the effects of bullying at
school. Retrieved from [https://scribd.com]
Najam, H., & Kahif, K. (2018). Impact of bullying on students' behavioral engagement.
Retrieved from [https://www.researchgate.net/publication]
Pörhölä, M., Almonkari, M., & Kunttu, K. (2019). Bullying and social anxiety experiences in
university learning situations. Retrieved on December 22, 2022, from,
[https://doi.org/10.1007/s11218-019-09496-4]
Senator Sherwin Gatchalian. (n.d.). [Number of bullying cases that have been rising to 21,521 in
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Survey Questionnaire on

‘’Quantitative Investigation on The Impact of Bullying in Academic Performance of Grade

10 Students’’
Dear Respondents
The undersigned is currently working on their ungraduated thesis entitled; “Quantitative
Investigation on the Impact of Bullying in Academic Performance of Grade 10 Students.”

With this, may we request you to answer the question below. Rest assured that whatever
information you will be treated with highest confidentiality and that this information is only for
the academic requirements and learning purposes.

Jhon Windle B. Penolio

Jessica P. De Lima
Researchers
______________________________________________________________________________
Name (Optional): _______________________
Age: ___________________________

Sex: ___________________________
Directions: Read the statements carefully and put check (/) on your desired rating.
5- Strongly agree
4- Agree
3- Neutral
2- Disagree
1-Strongly Disagree
Statements Strongly Agree Neutral Disagree Strongly
Agree (5) (4) (3) (2) Disagree
(1)
1.Bullying
has
negatively
affected my
overall
academic
performance.
2. I have
experienced a
decline in
grades as a
result of
being bullied.
3.Bullying
has made it
difficult for
me to
concentrate
on my
schoolwork,
leading to
lower grades.
4.Bullying
has caused
me to miss
classes or
skip school,
impacting
my grades.
5.Bullying
has affected
my
motivation to
study and
perform well
academically.
6.I have
experienced a
decrease in
my
confidence
and self-
esteem,
which has
impacted my
academic
performance.
7.The stress
and anxiety
caused by
bullying have
made it
challenging
for me to
perform at
my best
academically
8.Bullying
has created a
 negative
learning
environment
that has
affected my
ability to
learn and
excel in my
studies
9.The fear of
being bullied
has made it
difficult for
me to actively
participate in
class, leading
to lower
grades.
10.Bullying
has resulted
in social
isolation or
exclusion,
which has
impacted my
academic
performance.

Part II:

Statements Strongly Agree Neutral Disagree Strongly

 Agree (4) (3) (2) Disagree
(5) (1)
1.Bullying has
caused me to
skip or miss
school more
often
2.I am more
likely to absent
from school due
to the fear of
being bullied.
3.Bullying has
resulted in a
decrease in my
overall
attendance at
school.
4.The stress and
anxiety caused
by bullying have
made it harder
for me to attend
school regularly.
5.Bullying has
led to an
increase in
tardiness or
arriving late to
school.
6.I am less
motivated to go
on school
because of the
bullying I
experience or
witness.
7.Bullying has
negatively
affected my
ability to focus
on my studies,
leading to more
absences.
8.I feel less safe
at school due to
bullying, which
affects my
willingness to
attend regularly.
9.The social
isolation or
exclusion
caused by
bullying has
made me more
reluctant to
attend school.
10.Bullying has
resulted in a
decline in my
 academic
performance due
to missed class
time.

Part III

Statements Strongly Agree Neutral Disagree Strongly

Agree (5) (4) (3) (2) Disagree
(1)
1.Bullying has
negatively
impacted my
self-esteem and
confidence.
2.I feel that
bullying has
hindered my
personal
growth and
development.
4.I believe that
bullying has
limited my
potential for
growth and
success.
5.Bullying has
caused me to
feel isolated
and excluded,
hindering my
personal
growth.
6.I have
noticed a
decline in my
overall mental
well-being as a
result of
bullying.
7.The fear of
being bullied
has influenced
my decision-
making and
willingness to
take
challenges.
8.Bullying has
affected my
ability to
express myself
and share my
opinions
openly.
9.I believe that
bullying has
impacted my
overall
resilience and
ability to
overcome
obstacles.
10.The
emotional
impact of
bullying has
affected my
motivation to
seek personal
growth
opportunities.
‘