ABSTRACT

Bullying has been a critical issue in school for decades. It is a blustering, browbeating
person, especially one habitually cruel to others who are weaker. It can be done through
physically, verbal and emotionally negative actions.

This study aims to determine the effects of bullying to one’s emotion and social life, likewise,
it aims to determine what kind of bullying do they experienced and their coping mechanism. The
respondents of this study were students who suffered bullying at Landy National High School.

The sample consisting seven (7) students, six (6) students from grade 7 and one (1)
student from grade 8. There were five (5) or 71% of the respondents suffered physical bullying,
felt sad, and just ignore their classmates in order to cope with their bullying experiences. On the
other hand, there were four (4) or 57% of the respondents still join with their friends to prove
that they are not affected, however, there were two (2) or 29% of the respondents suffered
labelling, felt annoyed, and fight back against their classmates to prove that they are not weak,
while three (3) or 43% of the respondents chose to be alone. The research instrument is the
descriptive method where the researchers used self- administered questionnaire in the form of
checklist and interview.

This study recommends to the future researchers to determine the positive effects of
bullying to one’s emotion and social life, similarly, this study entrust to the teachers to evaluate
the result of the study.
 ABSTRACT

Bullying has been a critical issue in school for decades. It is a blustering, browbeating
person, especially one habitually cruel to others who are weaker. It can be done through
physically, verbal and emotionally negative actions.

This study aims to determine the effects of bullying to one’s emotion and social life, likewise,
it aims to determine what kind of bullying do they experienced and their coping mechanism. The
respondents of this study were students who suffered bullying at Landy National High School.

The sample consisting seven (7) students, six (6) students from grade 7 and one (1)
student from grade 8. There were five (5) or 71% of the respondents suffered physical bullying,
felt sad, and just ignore their classmates in order to cope with their bullying experiences. On the
other hand, there were four (4) or 57% of the respondents still join with their friends to prove
that they are not affected, however, there were two (2) or 29% of the respondents suffered
labelling, felt annoyed, and fight back against their classmates to prove that they are not weak,
while three (3) or 43% of the respondents chose to be alone. The research instrument is the
descriptive method where the researchers used self- administered questionnaire in the form of
checklist and interview.

This study recommends to the future researchers to determine the positive effects of
bullying to one’s emotion and social life, similarly, this study entrust to the teachers to evaluate
the result of the study.
 ACKNOWLEDGEMENT

First of all, the researchers would like to extend their sincere thanks to God Almighty for
His utmost and celestial guidance all throughout the conduct of the study.

To their parents and family for their persistent help and support;
To the principal of Landy National High School, Mrs. Necitas L. Regio, for her moral
support who encouraged them to finish this project.

To Mrs. Emalyn Rodil, their research adviser, to Mrs. Maxima Marquez and Mr.
Mario Evangelista for untiringly guiding them in constructing, editing, checking this paper, as
well as, their valuable insights, comments, suggestions about this study.

To the beloved faculty and staff of Landy National High School;

To the researchers’ classmates and friends who helped and encouraged them and gave all
their supports in the triumphs of this project; and

Finally, to all who humbly assisted and contributed in accomplishing this project,

WE OWE YOU MUCH....

The Researchers
 TABLE OF CONTENTS

PRELIMINARIES

Title…………………………………………………………………………………….i

Acknowledgement………………………………………………………………….....ii

Table of Contents…………………………………………………………………......iii

Abstract……………………………………………………………………………….iv

CHAPTER 1- The Problem and Its background

1.1 Introduction…………………………………………………………….……..1
1.2 Statement of the Problem………………………………………………...…..2
1.3 Objectives of the Study
1.4 Significance of the Study

1.4.1 Junior High School students who suffered bullying

1.4.2 Teachers

1.4.3 Parents of Junior High School students who had been bullied

1.5 Scope and Delimitation of the Study………………………………………….3

CHAPTER 2- Review of Related Literature

2.1 Related Literature and Studies……………………………..………….…….....4

2.2 Conceptual Framework……………………………...………………………….6

2.2.1 Conceptual Paradigm

CHAPTER 3- Methodology

3.1 Research Design……………………………………………………………..…..7

3.2 Research Locale

3.3 The Population of Sample

3.4 Data Gathering Instrument

3.5 Data Gathering Procedure...................................................................................8

3.6 Data Analysis Procedure

CHAPTER 4- Presentation, Analysis, and Interpretation of Data

4.1 Table 1. Kinds of Bullying Experienced…………………………………….…..9

4.2 Table 2. Effects of Bullying to One’s Emotion/Feelings

4.3 Table 3. Effects of Bullying to One’s Social life/Behaviour…………………..10

4.4 Table 4. Coping Mechanism

CHAPTER 5- Summary of Findings, Conclusions, and Recommendations

5.1 Summary of Findings………………………………………………………......12

5.2 Conclusions

5.3 Recommendations………………………………………………………………13

BIBLIOGRAPHY/REFERENCES

APPENDICES

Appendix A- Letter of Permission…………………………………………………v

BIBLIOGRAPHY/REFERENCES

Koo, 2007. Hazelden Foundation: “Olweus Bullying Prevention Program Research and

History”. http://www.hazelden.org/web/go/olweus.

http://bullying190.blogspot.com/2012/10/history-of-bullying.html.

Edmondson, L., & Zeman, L. (2O11). Making School Bully Laws Matter.“Reclaiming Children

& Youth”. p.33-38.

Kaplan, K. 2014.Los Angeles Times: “Teens Taunted by Bullies are more likely to consider,

attempt suicide”. JAMA Pediatrics. http://articles.latimes.com/keyword/bullying copyright

2016.

MacVean, M. 2013. Los Angeles Times: “Don’t ignore sibling bullying”. Journal Pediatrics.

http://articles.latimes.com/keyword/bullying copyright 2016.

Anderson, J. (2011). National study finds widespread sexual harassment of students in grades 7

to 12. http://www.nytimes.com/2011/11/07/education/widespread-sexual-harassment-in-

grades-7-12-found-in-study.html.

Anderson, N. (2010). Obama administration campaign takes on anti-gay bullying in school.

www.washingtonpost.com/wp-dyn/content/article/2010/10/25/AR2010102506037.html.

Eckholm, E. (2011). Two students plead guilty in bullying of teenager.

www.nytimes.com./2011/05/05/us/05bully.html?r=1ref=cyberbullying

Van der Kolk, B. A. et al. 2007. Traumatic stress: “The effects of overwhelming

experience on mind, body, and society”. New York: The Guildford Press.
Wolk, D. (2010). Beyond the bullies: “Bystanders and instigators enable

aggression”.www.hepg.org/blog/35.

Ziegler, D. (2002). Traumatic experience and the brain. Phoenix: Acacia Publishing, Inc.

Merriam-Webster Dictionary -bul-ly \bu-le, noun probably from Middle Dutch boele lover;

akin to Middle Low German bole lover, Middle High German buole.
 EFFECTS OF BULLYING

TO JUNIOR HIGH SCHOOL STUDENTS

OF LANDY NATIONAL HIGH SCHOOL

In Partial Fulfilment of

The Requirements for

Grade-11 Research 1 Subject

HANELLETT P. ORDILLANO

CAMILLE D. CABRERA

SHIERALYN C. CABIGON

The Researchers

MRS. EMALYN RODIL